Wikiversity enwikiversity https://en.wikiversity.org/wiki/Wikiversity:Main_Page MediaWiki 1.47.0-wmf.24 first-letter Media Special Talk User User talk Wikiversity Wikiversity talk File File talk MediaWiki MediaWiki talk Template Template talk Help Help talk Category Category talk School School talk Portal Portal talk Topic Topic talk Collection Collection talk Draft Draft talk TimedText TimedText talk Module Module talk Event Event talk 4 28 2841727 2841074 2026-10-20T11:53:57Z Wb525 3112992 /* A new cosmological model */ new section 2841727 wikitext text/x-wiki {{Wikiversity:Colloquium/Header}} <!-- MESSAGES GO BELOW --> == Add an edit count requirement for autoconfirmed? == Currently, only waiting for four days is required for a user to become autoconfirmed. I am proposing that we include a minimum edit count of <s>10 edits (akin to Wikipedia)</s> 5 edits especially because of [[Special:AbuseFilter/16|a private abuse filter]], and LTAs may game autoconfirmed permissions to vandalize here. Thoughts? [[User:Codename Noreste|<span style="color: blue">Codename Noreste</span>]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 23:01, 23 August 2026 (UTC) : [[Wikiversity:Autoconfirmed users]] : Are you suggesting an additional requirement? i.e., 4 days + 10 edits? : How is it adjusted? -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 03:57, 5 September 2026 (UTC) :: Yes. [[User:Codename Noreste|<span style="color: blue">Codename Noreste</span>]] /// [[User talk:Codename Noreste|⭐️✨]] 01:30, 6 September 2026 (UTC) :: @[[User:Jtneill|Jtneill]]: I said yes to your first question. As for the adjustment question, in the InitialiseSettings.php file on noc.wikimedia.org, on <code>wgAutoConfirmCount</code> is where English Wikiversity would be added as <code>'enwikiversity' => 10,</code>. Does my reply make sense? [[User:Codename Noreste|<span style="color: blue">Codename Noreste</span>]] /// [[User talk:Codename Noreste|⭐️✨]] 18:31, 15 September 2026 (UTC) :As a newly volunteered member, it doesn't seem unreasonable to me to require a certain number of edits to establish my bona fides. [[User:Cfm490|Cfm490]] ([[User talk:Cfm490|discuss]] • [[Special:Contributions/Cfm490|contribs]]) 17:53, 5 September 2026 (UTC) :I agree that adding an edit count requirement is a reasonable expectation before the user can become autoconfirmed. [[User:IanVG|IanVG]] ([[User talk:IanVG|discuss]] • [[Special:Contributions/IanVG|contribs]]) 18:56, 6 September 2026 (UTC) :+ 1 —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 19:40, 6 September 2026 (UTC) :'''Weak support''' Generally reasonable, but I would caution that we should really make this clear for those instances where professors have students edit here and make it frictionless for them to get autoconfirmed status. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 19:42, 6 September 2026 (UTC) : {{oppose|No support}} because I cannot see the [[Special:AbuseFilter/16|abuse filter]] cited as the primary reason and I do not know what LTAs is. I guess you don’t want support from ''ordinary'' users. ‑‑[[User:Kai Burghardt|Kays]] ([[User talk:Kai Burghardt|discuss]] • [[Special:Contributions/Kai Burghardt|contribs]]) 18:18, 14 September 2026 (UTC) ::Also some readers may be interested in this: ::* [[Wikipedia/Types of user accounts]] ::[[Special:Contributions/~2026-40514-81|~2026-40514-81]] ([[User talk:~2026-40514-81|talk]]) 19:05, 14 September 2026 (UTC) ::: An LTA means a long-term abuser, and it means someone who is usually abusive. [[User:Codename Noreste|<span style="color: blue">Codename Noreste</span>]] /// [[User talk:Codename Noreste|⭐️✨]] 20:42, 14 September 2026 (UTC) ::::@[[User:Codename Noreste|Codename Noreste]], an LTA is someone who is usually abusive? That's news to me. Can you please point us to the source of this information. ::::Thanks in advance, [[Special:Contributions/~2026-40514-81|~2026-40514-81]] ([[User talk:~2026-40514-81|talk]]) 15:50, 14 October 2026 (UTC) :::::[[w:WP:LTA|WP:LTA]] :::::[[User:Chrisblammo123|Chrisblammo123]] ([[User talk:Chrisblammo123|discuss]] • [[Special:Contributions/Chrisblammo123|contribs]]) 08:59, 15 October 2026 (UTC) :'''Strong''' {{support}}; specially to battle LTA [[User:Mbataw|Mbataw]] ([[User talk:Mbataw|discuss]] • [[Special:Contributions/Mbataw|contribs]]) 13:17, 18 September 2026 (UTC) :{{support}}, having no edit count requirement for autoconfirmed is a bad idea in general. [[User:BooksBooksBooks3|BooksBooksBooks3]] ([[User talk:BooksBooksBooks3|discuss]] • [[Special:Contributions/BooksBooksBooks3|contribs]]) 01:43, 19 September 2026 (UTC) :Comment: I realize that it is not easy to be an admin on wikimedia projects. I realize that many admins have to deal with some VERY unpleasant personalities. But.. :Admins are not the only users who encounter harassment on wikimedia projects, big or small. Anyone who's been here as long as I have, has come across users who are not tolerated by the "community". Not necessarily because they are spammers, trollers, paid editors, LTAs , disruptive etc, but simply because they are different. :When I "edit" without logging in, I carry no baggage. I also get encouraging prompts such as this: :* This year, Wikipedia has had fewer visitors and fewer new supporters, so '''<big>your visit today means a lot</BIG>''' :Anyway, back to the topic at hand [[Wikipedia/Types of user accounts]]. I believe the section about IP editors is outdated since wikimedia now views users who are not logged-in as anonymous, and only trusted users are allowed to see their IP address (I am not clear on the details). I wonder if anyone participating here has an interest in bringing this page uptodate? [[Special:Contributions/~2026-40514-81|~2026-40514-81]] ([[User talk:~2026-40514-81|talk]]) 04:13, 22 September 2026 (UTC) : If there's some obvious things to fix, I'd say go ahead. It looks like there were several useful anonymous contributions to that page recently. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 07:54, 22 September 2026 (UTC) :hmm [[User:Tornaiden|Tornaiden]] ([[User talk:Tornaiden|discuss]] • [[Special:Contributions/Tornaiden|contribs]]) 02:02, 27 September 2026 (UTC) :{{support}} Having a reasonable (and very modest) number of edits in addition to 4 days is sensible and not overly burdensome. The benefits outweigh any inconveniences. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 04:18, 7 October 2026 (UTC) ::I agree that the 5 edit minimum described below is sufficient. [[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 01:14, 13 October 2026 (UTC) :I'd say that a minimum of five (5) edits would be a good compromise, given the lower user activity/user traffic present here (when compared with Wikipedia). [[User:SamLaxarox|SamLaxarox]] ([[User talk:SamLaxarox|discuss]] • [[Special:Contributions/SamLaxarox|contribs]]) 17:47, 12 October 2026 (UTC) : I agree that a minimum edit count is a prudent addition, but also agree with @[[User:SamLaxarox|SamLazaraox]] that a minimum of 5 is sufficient. It can be frustrating for new, genuine users when they get caught in new user restrictions. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 21:49, 12 October 2026 (UTC) :: I adjusted the proposal to require at least 5 edits for autoconfirmed users, instead of 10. [[User:Codename Noreste|<span style="color: blue">Codename Noreste</span>]] /// [[User talk:Codename Noreste|⭐️✨]] 01:18, 13 October 2026 (UTC) : Here is current page about [[Wikiversity:Autoconfirmed users]]. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 21:50, 12 October 2026 (UTC) == Bartending Course on Wikiversity == I recently finished the course on [[Bartending]], and while I have experience editing on Wikipedia, this is my first Wikiversity project. If any of you have the time or interest, I could use an experienced eye to see if there's anything obviously missing from the course in terms of Wikiversity administration. I'm not sure what's active, if the course should belong in an existing school, or if there's any obvious discoverability tool I haven't implemented. Any tips are welcomed, or just a thumbs up saying it looks fine would be great. [[User:Jtneill|Jtneill]] recommended I post this here in case someone wanted to include the new course under News on the [[Wikiversity:Main Page|Main Page]]. Thanks! [[User:Sabbier|Sabbier]] ([[User talk:Sabbier|discuss]] • [[Special:Contributions/Sabbier|contribs]]) 01:24, 1 September 2026 (UTC) :Wow! Fantastic work- I'm so impressed! Your work gives me inspiration on how to better organize the courses I'm working on. :) [[User:IanVG|IanVG]] ([[User talk:IanVG|discuss]] • [[Special:Contributions/IanVG|contribs]]) 21:32, 3 September 2026 (UTC) : Awesome work. I've added this course to the [[Main Page/News|main page news]]. : We could also consider for [[Wikiversity:Featured]]. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 00:43, 5 September 2026 (UTC) ::The course [[Creating Wikiversity Courses]] is intended to provide guidance to new Wikiversity editors. I hope it is helpful and I welcome improvement suggestions. Thanks. [[User:Lbeaumont|Lbeaumont]] ([[User talk:Lbeaumont|discuss]] • [[Special:Contributions/Lbeaumont|contribs]]) 14:08, 6 September 2026 (UTC) :Just checked it out; Very impressive! [[User:SamLaxarox|SamLaxarox]] ([[User talk:SamLaxarox|discuss]] • [[Special:Contributions/SamLaxarox|contribs]]) 17:48, 12 October 2026 (UTC) == Writing news here == I'm bringing up this discussion again because I think it is beneficial to the project since Wikinews is gone, thank you. [[User:BigKrow|BigKrow]] ([[User talk:BigKrow|discuss]] • [[Special:Contributions/BigKrow|contribs]]) 03:17, 1 September 2026 (UTC) : Given that the community consensus here was not to replicate WikiNews within Wikiversity, I suggest thinking differently e.g., in terms of specific news-related projects you are interested in that have educational objectives that satisfy Wikiversity's mission. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 00:46, 5 September 2026 (UTC) ::I wonder if you mean <u>Wikiversity:Main Page/News ?</u> ::If so I have just checked this page and I see it only contains news for 2026 and part of 2025, even though the history indicates it was created in the 2000-decade. If you go back and check all revisions there is a wealth of (historical?) information. [[Special:Contributions/~2026-40514-81|~2026-40514-81]] ([[User talk:~2026-40514-81|talk]]) 16:28, 13 September 2026 (UTC) ::: I didn't mean that page, but yes, its history could be reconstructed into a more accessible format. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 21:37, 13 September 2026 (UTC) == [[Wikiversity talk:Interface administrators#My thoughts about this user group]] == As I suggested, I would like to propose allowing permanent interface administrators on English Wikiversity. My temporary interface admin rights are about to expire soon, and I will soon create a new CfIA page (and its header). We should also have a minimum of two interface administrators. Thoughts? [[User:Codename Noreste|<span style="color: blue">Codename Noreste</span>]] /// [[User talk:Codename Noreste|⭐️✨]] 16:44, 6 September 2026 (UTC) :I am also in favor of this and we did discuss it pretty recently and came to a consensus on extending IA rights and lowering the administrative overhead, but not allowing indefinite at this juncture. From my perspective, since we discussed this so recently and nothing seems to have changed much, I personally would recommend holding off for a couple of years or until/unless there is some critical new information. Again, I would continue to support indef IA rights were it to come up again and think that at least two is also a sensible proposal. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 17:32, 6 September 2026 (UTC) ::Responding to myself so that I don't derail: I would be interested/willing to be an indef IA. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 17:36, 6 September 2026 (UTC) : I made [[Wikiversity:Candidates for Interface Adminship]]. [[User:Codename Noreste|<span style="color: blue">Codename Noreste</span>]] /// [[User talk:Codename Noreste|⭐️✨]] 18:24, 6 September 2026 (UTC) :: CC to @[[User:Koavf|Koavf]]. I made a request since my IA rights are about to expire. We should also hold a separate vote to allow permanent IAs here (for this policy). [[User:Codename Noreste|<span style="color: blue">Codename Noreste</span>]] /// [[User talk:Codename Noreste|⭐️✨]] 16:55, 7 September 2026 (UTC) : @[[User:Jtneill|Jtneill]], I count at least three in favor (votes below, and Koavf agreeing), so can you close this request? Thank you. [[User:Codename Noreste|<span style="color: blue">Codename Noreste</span>]] /// [[User talk:Codename Noreste|⭐️✨]] 15:22, 24 September 2026 (UTC) :: Second ping to @[[User:Jtneill|Jtneill]]. [[User:Codename Noreste|<span style="color: blue">Codename Noreste</span>]] /// [[User talk:Codename Noreste|⭐️✨]] 02:24, 7 October 2026 (UTC) :Temporary rights can be extended for a year. I'd like a little more time to consider permanent rights and justin's sensible suggestion of a minimum of two. Let's not rush into this. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 04:38, 7 October 2026 (UTC) ::Sorry, my mistake, policy is 120 days. Interface allows 1 year or indef. I don't see any reason why a nom couldn't request extending rights for another 120 days while we clarify indef and other wording of policy. I'll look closer tomorrow. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 05:00, 7 October 2026 (UTC) : Personally, I'm not convinced of the need for permanent interface administrators. This isn't necessarily a strong view. But it seems that Wikiversity's interface administration needs can largely currently be met by permitting temporary periods for individual users. : If there are users who make productive use of several temporary periods, then that could strengthen a case for allowing longer periods or permanent use. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 10:15, 12 October 2026 (UTC) :I am also not (yet) convinced of the need for permanent, but could be persuaded. My main concern is that we are simultaneously voting on changing the policy while also voting for a nom to hold the right based on a policy that doesn't yet exist. The current [[WV:IA|policy]] states "For now, Wikiversity does not have a need for permanent or long term interface administrators. Accordingly, interface administratorship '''may only be granted temporarily'''..." This should have been addressed before the community even started a discussion on a permanent nomination. I'd be inclined to change temporary from "between 14 and 120 days" to "between 1 week and 1 year" just to align with the pull down menu options in [[Special:UserRights|UserRights]]. I'm in favor of the suggestion that there be a minimum of two with permanent, should we adopt that. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 19:31, 13 October 2026 (UTC) === Votes === * For the record, I am creating a separate subsection for voting, whether or not we should allow permanent interface administrators. {{support}} accordingly. [[User:Codename Noreste|<span style="color: blue">Codename Noreste</span>]] /// [[User talk:Codename Noreste|⭐️✨]] 18:32, 15 September 2026 (UTC) *: To the above, I support for indefinite interface adminship rights. [[User:Codename Noreste|<span style="color: blue">Codename Noreste</span>]] /// [[User talk:Codename Noreste|⭐️✨]] 18:47, 7 October 2026 (UTC) * {{support}} [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 00:51, 18 September 2026 (UTC) *{{support}} ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 02:22, 7 October 2026 (UTC) * Temporary {{oppose}} until there has been further discussion. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 19:31, 13 October 2026 (UTC) == Paid part-time Administrative Officer position with WikiJournal == [[WikiJournal User Group|WikiJournal]] is an open-access, nonprofit scholarly publisher hosted on Wikiversity. It uses the wiki format to allow authors to write and develop scholarly articles directly online. Submitted articles then undergo formal academic peer review and, when accepted, are published as citable journal articles while remaining freely accessible. WikiJournal is seeking expressions of interest in a new part-time '''Administrative Officer''' position. The officer would support the project's day-to-day organizational work, including: * Setting up and administering a system for tracking contractor hours and issuing payments. * Coordinating the contracting, onboarding, timekeeping and payment of technical editors and other contractors. * Maintaining financial, contractor and administrative records. * Assisting with grant administration, budget tracking and reporting. * Following up on board action items, deadlines and recurring obligations. * Supporting recruitment and other operational tasks as needed. This is a remote, flexibly scheduled contractor role averaging approximately '''6 hours per week'''. Compensation is proposed at '''US$25 per hour''', with up to approximately '''320 hours (US$8,000) available over the year'''. Applicants may be based internationally, although appointment will depend on WikiJournal being able to establish a practical and legally appropriate contracting and payment arrangement in the applicant's country of residence. Relevant experience may include administrative organization, bookkeeping or financial administration, contractor or personnel coordination, nonprofit or grant administration, Wikimedia participation, academic publishing, and open-access work. Applicants are not expected to have experience in every area. For the complete role description and further details, see [[WikiJournal User Group/Administrative officer]]. Those interested should reply in the '''[[Talk:WikiJournal User Group#Call for interest: Administrative Officer|Call for interest: Administrative Officer]]''' discussion by '''30 September 2026''', briefly describing their relevant experience, any connection to WikiJournal or related communities, and their general availability. Expressions of interest received later may still be considered if the position has not been filled. Recommendations of potentially suitable candidates are also welcome. [[User:Mikael Häggström|Mikael Häggström]] ([[User talk:Mikael Häggström|discuss]] • [[Special:Contributions/Mikael Häggström|contribs]]) 20:00, 10 September 2026 (UTC) == Server switch - Your wiki will be read-only for a short time soon == <section begin="server-switch"/><div class="plainlinks"> [[:m:Special:MyLanguage/Tech/Server switch|Read this message in another language]] • [https://meta.wikimedia.org/w/index.php?title=Special:Translate&group=page-Tech%2FServer+switch&language=&action=page&filter= {{int:please-translate}}] The [[foundation:|Wikimedia Foundation]] will switch the traffic between its data centers. This will make sure that Wikipedia and the other Wikimedia wikis can stay online even after a disaster. All traffic will switch on '''{{#time:j xg|2026-09-23|en}}'''. The switch will start at '''[https://zonestamp.toolforge.org/{{#time:U|2026-09-23T14:00|en}} {{#time:H:i e|2026-09-23T14:00}}]'''. Unfortunately, because of some limitations in [[mw:Special:MyLanguage/Manual:What is MediaWiki?|MediaWiki]], all editing must stop while the switch is made. We apologize for this disruption, and we are working to minimize it in the future. A banner will be displayed on all wikis 30 minutes before this operation happens. This banner will remain visible until the end of the operation. You can contribute to the [https://meta.wikimedia.org/w/index.php?title=Special%3ATranslate&group=Centralnotice-tgroup-read_only_banner&task=view&language=&filter=&action=translate translation or proofreading] of this banner text. '''You will be able to read, but not edit, all wikis for a short period of time.''' * You will not be able to edit for up to an hour on {{#time:l j xg Y|2026-09-23|en}}. * If you try to edit or save during these times, you will see an error message. We hope that no edits will be lost during these minutes, but we can't guarantee it. If you see the error message, then please wait until everything is back to normal. Then you should be able to save your edit. But, we recommend that you make a copy of your changes first, just in case. ''Other effects'': * Background jobs will be slower and some may be dropped. Red links might not be updated as quickly as normal. If you create an article that is already linked somewhere else, the link will stay red longer than usual. Some long-running scripts will have to be stopped. * We expect the code deployments to happen as any other week. However, some case-by-case code freezes could punctually happen if the operation require them afterwards. * [[mw:Special:MyLanguage/GitLab|GitLab]] will be unavailable for about 90 minutes. This project may be postponed if necessary. You can [[wikitech:Switch_Datacenter|read the schedule at wikitech.wikimedia.org]]. Any changes will be announced in the schedule. '''Please share this information with your community.'''</div><section end="server-switch"/> [[m:user:Trizek (WMF)|Trizek (WMF)]] 12:58, 15 September 2026 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Distribution_list/Non-Technical_Village_Pumps_distribution_list&oldid=30513874 --> == Your feedback wanted: Remove ''(Language link added:) and similar'' edits from Special:RecentChanges == ''(Apologies for posting in English. You can help by translating it)'' Hello, I’m Danny from [[:en:w:Wikimedia_Deutschland|Wikimedia Deutschland’s]] [[m:Wikidata_For_Wikimedia_Projects|Wikidata For Wikimedia Projects]] team.<br/> We have been investigating and examining how Wikidata’s use in the [[Special:RecentChanges]] and [[Special:Watchlist]] pages can be made to be more useful, or less ‘noisy’ (fewer edits that have little value to the reader). We are currently exploring to make a change in the volume and the type of Wikidata edits that appear in these pages, and '''we need your feedback''' to help us ensure this is a positive change for the Wikis and won’t disrupt your workflows.<br/> Language links are also known as sitelinks or interlanguage links and describe when a Wikidata item is connected to a Wiki, adding it to the language dropdown tool for other connected Wikis. [[File:Types of Lang Link changes.png|x350px|frame|A variety of "Language Link" edits as seen in the Recent Changes feed]] The request for feedback is whether you support the removal of these language link edits from the Recent Changes and Watchlist feed, or would you oppose such a change and if so, why? Please share you thoughts on the dedicated '''[[m:Talk:Wikidata_For_Wikimedia_Projects/Clearer_Wikidata_Edit_Summaries/Hide_Language_Link_edits|metawiki Talk page]]'''. Further information about this change: [[m:Wikidata_For_Wikimedia_Projects/Clearer_Wikidata_Edit_Summaries/Hide_Language_Link_edits|m:Wikidata_For_Wikimedia_Projects/Hide_Language_Link_edits]] Thank you for any participation or feedback you give, -- [[m:User:Danny_Benjafield_(WMDE)|User:Danny Benjafield (WMDE)]] 12:23, 25 September 2026 (UTC) <!-- Message sent by User:Danny Benjafield (WMDE)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=User:Danny_Benjafield_(WMDE)/MassMessage_test_list&oldid=31080985 --> == Wikidata Sitelink changes in Recent Changes and Watchlist == ''(Apologies for cross-posting in English, translating it will help spread the message)'' Editors on group 1 wikis, including Wikiquote, Wikibooks, Wikiversity, Wikivoyage, and Wikisource, will no longer see notifications on [[Special:RecentChanges|Recent Changes]] and [[Special:Watchlist|Watchlist]] when a link to ''another'' language version of a page is added, removed, or changed in its Wikidata item. This change will begin on '''October 5 at 07:00 UTC''' as a two-week trial to reduce high-volume, low-value notifications and make higher-value changes easier to identify. Editors who rely on these notifications should be aware of the change and can share feedback or concerns on the [[m:Wikidata For Wikimedia Projects/Clearer Wikidata Edit Summaries/Hide Language Link edits|project]] or [[m:Talk:Wikidata_For_Wikimedia_Projects/Clearer_Wikidata_Edit_Summaries/Hide_Language_Link_edits|talk page]].<br/>Please reach out if you have any questions, thank you! -- [[User:Danny_Benjafield_(WMDE)|Danny Benjafield (WMDE)]] ([[User_talk:Danny_Benjafield_(WMDE)|talk]]) sent via [[User:MediaWiki message delivery|MediaWiki message delivery]] ([[User talk:MediaWiki message delivery|discuss]] • [[Special:Contributions/MediaWiki message delivery|contribs]]) 12:42, 1 October 2026 (UTC) <!-- Message sent by User:Danny Benjafield (WMDE)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=User:Danny_Benjafield_(WMDE)/MassMessage_test_list&oldid=31106967 --> == Demote [[Wikiversity:CheckUser policy]]? == I am proposing that we demote that policy to a standard page, mostly for two reasons: # Considering the few amount of custodians and the size of this wiki, I'd say that this project is considered too small to have any CUs, and relying on the stewards would be a more logical choice. # We haven't elected two CUs in a few years. [[User:Codename Noreste|<span style="color: blue">Codename Noreste</span>]] /// [[User talk:Codename Noreste|⭐️✨]] 20:53, 1 October 2026 (UTC) :Reasonable. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 17:09, 4 October 2026 (UTC) == General Questions and Reference Questions == <p>Hey everyone,</p> <p> My apologies in advance if these questions are oblivious or their responses readily apparent, but I figured I'd ask just to be safe.</p> <p> '''Questions'''</p> <p> 1. Should pages have inline citations and a reference section? A [[Fundamentals of Neuroscience/What is Neuroscience|majority of pages]] I have explored have neither, while [[Neurobiology of emotion|others have a more traditional approach to references]].</br> 2. Are there widely-used templates for weasel-words, references, etc.? </p> '''CONTEXT''': I migrated from Wikipedia, so I'm not entirely sure what the norms/roc are here.</br> Thanks in advance,</br> [[User:SamLaxarox|SamLaxarox]] ([[User talk:SamLaxarox|discuss]] • [[Special:Contributions/SamLaxarox|contribs]]) 18:40, 12 October 2026 (UTC) :You're asking fine questions. I posted {{tl|welcome}} to your talk page which I think will help you. To answer your direct questions: :#This project spun out of [[:b:]] and both here and there, you can post original research. This does not mean that you can post just anything, so if you want to post an educational resource and you want to justify claims you make with inline citations, that's great. If you want to include a bibliography, that's also quite helpful for readers. Generally, the way that Wikiversity works in practice is that individual users make a resource and then tend to work on it solo and have broad latitude about what you can do and how it looks. :#You can take al look at [[:Category:Templates]] and the subcat [[:Category:Maintenance templates]]. At Wikipedia, it's very common to point out issues with tone or uncited claims. That's not really as common here. We [[:d:Q7780480|do not have an equivalent]] of [[:w:en:Template:weasel]], but we do have a [[Template:Citation needed|local version]] of [[:w:en:Template:Citation needed]]. :―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 20:31, 12 October 2026 (UTC) ::Thanks for the heads up on both accounts; I'm happy to join forces with all y'all! ::[[User:SamLaxarox|SamLaxarox]] ([[User talk:SamLaxarox|discuss]] • [[Special:Contributions/SamLaxarox|contribs]]) 23:39, 12 October 2026 (UTC) ==Agent editors== What about inviting agents to edit this wiki? And they would need a human being responsible for them. [[User:Michael Ten|Michael Ten]] ([[User talk:Michael Ten|discuss]] • [[Special:Contributions/Michael Ten|contribs]]) 06:31, 17 October 2026 (UTC) == October 2026 Wikimedia Café: legal issues on Commons, and WMF Board selection process == <div class="border-box" style="background-color: var(--background-color-warning-subtle, #f8eaba); max-width: 875px; padding: 5px; border: 1px solid black; margin: 5px; color: var(--clr-dark)"> <div class="box" style="float:left; padding-top: 10px; padding-right: 10px; padding-left: 10px; padding-bottom: 10px;">[[File:Wikimedia Café logo in plain SVG format.svg|60px|alt=The logo for the Wikimedia Café]]</div> Hello! There will be two '''[https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9 Wikimedia Café]''' discussion opportunities in October. In a change from the usual Café practice, this month's sessions will have different topics. Anyone who meets the Café attendance criteria is welcome to attend either or both sessions. Session A will happen on Saturday, 24 October 2026 at 15:00 UTC ([https://zonestamp.toolforge.org/1792854000 timestamp converter]), at a time friendly to the Americas, Africa, and Europe. This session will feature [https://meta.wikimedia.org/wiki/User:PBradley-WMF Wikimedia Foundation lawyer Phil Bradley-Schmieg]. We will discuss legal issues on Wikimedia Commons, including complexities of international law. (I am hoping that in a future month, a similar Café session will be offered at a time friendly to Asia and the Pacific.) Session B will happen on Sunday, 25 October 2026 at 03:00 UTC ([https://zonestamp.toolforge.org/1792897200 timestamp converter]), at a time friendly to Asia and the Pacific, we will discuss [https://meta.wikimedia.org/wiki/Wikimedia_Foundation_elections/2027/Proposed_eligibility_criteria proposed changes to how Wikimedia Foundation Board candidates are selected]. The latest proposals are much different from the earlier July 2026 proposals. The due date for feedback on current proposals is 27 October, and Wikimedians are welcome to participate on the [https://meta.wikimedia.org/wiki/Talk:Wikimedia_Foundation_elections/2027/Proposed_eligibility_criteria proposal talk page] regardless of Café attendance. Please see the [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9 Café] page for more information, including [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#How_to_attend_the_session how to register]! To subscribe or unsubscribe for Café notices on your talk page please [https://meta.wikimedia.org/wiki/Global_message_delivery/Targets/Wikimedia_Caf%C3%A9 go here]. <br /> [[File:Buntstifte Eberhard Faber crop 64h.jpg|860px|alt=cropped image of colored pencils]]</div> <span style="white-space:nowrap;">[[User:Pine|<span style="color:#01796f; text-shadow:#00BFFF 0 0 1.0em">༄ᨒ𖠰 Pine</span>]] [[User talk:Pine|<span style="color:DeepSkyBlue">(<b style="color:#FFDF00;text-shadow:#FFDF00 0 0 1.0em">✉</b>)</span>]]</span> 06:22, 18 October 2026 (UTC) == A new cosmological model == I would like to publish independent research that challenges the standard cosmological model. Does this fall within the scope of the "Original research" space? And what precautions should I take to ensure the page is not considered an inadmissible personal work, and is not open to modification by other users? [[User:Wb525|Wb525]] ([[User talk:Wb525|discuss]] • [[Special:Contributions/Wb525|contribs]]) 11:53, 20 October 2026 (UTC) p97hp00r4dwrrqbql6fh0alnul3ugxy 4 1558 2841541 2840648 2026-10-19T15:56:53Z Milan Horvat 9 3112938 Sandbox practice edit 2841541 wikitext text/x-wiki {{Please leave this line alone (sandbox heading)}} What <quiz> 1111111-000000=1111111 90+10=100 </quiz> final work <quiz> 10-2=8 212+8+220 scotland forever A A G AG A KAGA KG:AS LAG SGSA"ASG G GSA AGSA GS AG GA GS GSAG AS <nowiki><quiz></nowiki> 22-1=21 23+21(11)=354 <======= What does this mean??? i don't know you tell me EDUCATION = GOOD who tells what to tell who Sandbox practice edit by Milan Horvat 9: learning how editing works before creating a course page. 631lp4lxbwdz2enzpzlp2bpx5thr6hn 4 1595 2841598 2820076 2026-10-19T23:16:53Z JJPMaster 2866017 +1 req 2841598 wikitext text/x-wiki {{shortcut|WV:I}} [[m:MediaWiki|MediaWiki]], the software that runs Wikiversity and its [[:Template:Sisterprojects|sister projects]], has a [[Special:Import|feature]] that allows importing of pages from other wikis. When a page is imported that way, the edit history is preserved and the [[m:GFDL|license]] observed. Currently, we can import pages from [[w:|Wikipedia]], [[b:|Wikibooks]], [[betawikiversity:|Beta Wikiversity]], [[q:|Wikiquote]] and [[s:Wikisource|Wikisource]]. [[Category:History of Wikiversity]][[Category:Wikiversity administration]][[Category:Wikiversity maintenance]] '''Archived requests for import:''' [[Wikiversity:Import/Archive 1|Archive 1]] = New requests for import = You can list here what pages from the above available projects you would like to have imported to Wikiversity. {{notice|<br/> * Please make requests only for pages you want to work on today, and they will be imported as soon as possible. Importing can take a few minutes for each page and there are only a few custodians working to try to import pages. Please also keep in mind that textbooks are not supposed to be imported from Wikibooks, but instead should be linked to as "source material". * Most of the work related to migrating imported pages does '''not''' require that you be a [[Wikiversity:Custodianship|custodian]]. If you would like to help, please read [[Wikiversity:Help with the migration of Wikiversity pages from Wikibooks|Help with the migration of Wikiversity pages from Wikibooks]] or message at [[Wikiversity:Request custodian action]]. }} '''Completed requests for import are located in the [[Wikiversity:Import/Archive 1|archive]].''' ==Developing A Universal Religion== Please import the main page and its subpages per [[b:Wikibooks:Requests_for_deletion#Developing_A_Universal_Religion]].--[[User:Jusjih|Jusjih]] ([[User talk:Jusjih|discuss]] • [[Special:Contributions/Jusjih|contribs]]) 21:33, 19 August 2023 (UTC) : Hello, I checked the RFD at Wikibooks. I can see one user suggesting to move to Wikiversity ([[:b:special:diff/4238829]]), but I'm not sure if others have agreed with that. The original suggestion seems to be "Moving to Wikisource" ([[:b:special:diff/4096694]]), but then the nominator says they are happy to keep in Wikibooks ([[:b:special:diff/4232954]]). Another user said that it should be moved to Commons ([[:b:special:diff/4238871]]). At this moment, I don't think there is a consensus to move it to Wikiversity, so the discussion over there may need to be continued. In other words, if there is consensus then we can handle this request. I hope this can help you. Other custodians or curators may have something else to say, so this thread will be kept open for a while. Thank you for taking your time to visit Wikiversity. [[User:MathXplore|MathXplore]] ([[User talk:MathXplore|discuss]] • [[Special:Contributions/MathXplore|contribs]]) 05:34, 20 August 2023 (UTC) :{{oppose}}. It's unclear to me how this content would be within the project scope of Wikiversity; it is essentially a philosophical tract, not an educational resource. [[User:Omphalographer|Omphalographer]] ([[User talk:Omphalographer|discuss]] • [[Special:Contributions/Omphalographer|contribs]]) 00:58, 21 August 2023 (UTC) * {{support}}: Wikiversity says "Wikiversity is a Wikimedia Foundation project devoted to learning resources, learning projects, and research for use in all levels, types, and styles of education from pre-school to university, including professional training and informal learning." And thus, ''research'' is included, and the book presents original philosophical research from which one may learn, e.g. by criticizing it. However, if what I just wrote contradicts some policy I do not know of (does anyone have a link to the most applicable policy?), it should be disregarded. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 19:47, 22 August 2023 (UTC) *:I'm hesitant to accept content as "research" which isn't being actively conducted or developed on the wiki, nor as "learning material" which isn't part of a course and doesn't have specific educational goals associated with it. [[User:Omphalographer|Omphalographer]] ([[User talk:Omphalographer|discuss]] • [[Special:Contributions/Omphalographer|contribs]]) 20:26, 22 August 2023 (UTC) *:: Are the above invoked requirements based in policy? What is the most pertinent policy page for content inclusion criteria? My assumption was that Wikiversity allows publishing of original research. However, in [[Wikiversity:Scope]], "The other kind of research is wiki-based original research. It is not yet clear that this will be part of the Wikiversity. If the Wikiversity community decides to support original research, it will have to develop a specific set of policies to support such research activities." On the other hand, [[Wikiversity:Original research]] does seem to allow original research. *:: Instead of ad hoc requirements not based in policy, it seems proper to identify the most fitting policy or guideline. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 06:27, 23 August 2023 (UTC) *:: Assuming now that we can analyze the issues without reference to specific policy items, why should it matter that research is "actively conducted or developed on the wiki"? Since, one can learn from a piece of philosophical research whether it was made on wiki or elsewhere. As for specific learning objectives, I can see the following ones: learn about one particular concept of a universal religion and arguments in its favor, and criticize the concept and the arguments. At a minimum, answer the following questions: what distinguishes a religion from a particular ethical philosophy or system? Does religion need a God or gods? What does a religion have to do to be "universal"? One can state this as one task for the readers if one wants. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 06:55, 23 August 2023 (UTC) == 600-cell == Please import [[Wikipedia:600-cell]]. I understand that will import its complete history with it, which is what I need. I will make the necessary edits to the copy after it is imported, e.g. to resolve links to W:. But is there a tool available to help me with that? It is a long article with a lot of links! Thanks. [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 17:39, 6 April 2024 (UTC) :I forgot to explain that [[User:Dave Braunschweig|Dave Braunschweig]] did this import for me once before, in 2019 -- see [[Wikiversity:Import/Archive 1#w:600-cell]]. I then worked with the Wikiversity copy for a year or two before merging it back into Wikipedia, after which the Wikiversity:600-cell page was left empty, until it was deleted by custodians. That's all well and good, but now I need to import the current Wikipedia article to Wikiversity once again, for a different reason, to create an expanded "annotated" version of it that isn't going to be merged back into Wikipedia, but is going to stay here at Wikiversity as a learning resource companion to the Wikipedia article. So please import Wikipedia:600-cell again for me, with all its history, so I can start working on that. Thanks. [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 03:00, 11 April 2024 (UTC) :: {{done}}, latest revision imported. The page has many revisions and it takes too much time to import all of them. [[User:MathXplore|MathXplore]] ([[User talk:MathXplore|discuss]] • [[Special:Contributions/MathXplore|contribs]]) 06:27, 16 April 2024 (UTC) :I have finished adapting this to Wikiversity (resolving links to W:, inserting banners, etc.). It is ready for use by participants in the [[Polyscheme]] learning project. From now on it will continue to diverge from the [[Wikipedia:600-cell]] article, as we continue to develop them both, with the Wikiversity version being an expanded superset of the encyclopedia article with additional commentary and learning resources. [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 16:08, 19 May 2024 (UTC) == Template:Infobox polychoron == Please import [[Wikipedia:Template:Infobox polychoron]]. [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 05:34, 18 April 2024 (UTC) :This is actually [[W:Template:Infobox 4-polytope]]. It has a few dependencies. Obviously I would need them too. Or I could do without, and make up an equivalent Infobox of my own to use at Wikiversity, if it's too much trouble to import. That wouldn't be hard. Which do you recommend? [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 05:54, 18 April 2024 (UTC) :: {{done}}, all revisions imported. [[User:MathXplore|MathXplore]] ([[User talk:MathXplore|discuss]] • [[Special:Contributions/MathXplore|contribs]]) 08:01, 18 April 2024 (UTC) == 120-cell == Please import [[Wikipedia:120-cell]]. Wikiversity:[[120-cell]] already exists, but is currently empty. Thanks! [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 16:08, 19 May 2024 (UTC) : {{done}}, latest revision imported. [[User:MathXplore|MathXplore]] ([[User talk:MathXplore|discuss]] • [[Special:Contributions/MathXplore|contribs]]) 02:12, 20 May 2024 (UTC) : I have finished adapting this to Wikiversity (resolving links to W:, inserting banners, etc.). It is ready for use by participants in the [[Polyscheme]] learning project. [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 22:25, 24 May 2024 (UTC) == 24-cell == Please import [[Wikipedia:24-cell]]. [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 22:19, 24 May 2024 (UTC) : {{done}} [[User:MathXplore|MathXplore]] ([[User talk:MathXplore|discuss]] • [[Special:Contributions/MathXplore|contribs]]) 23:44, 24 May 2024 (UTC) : I have finished adapting this to Wikiversity (resolving links to W:, inserting banners, etc.). It is ready for use by participants in the [[Polyscheme]] learning project. [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 06:24, 31 May 2024 (UTC) == 16-cell == Please import [[Wikipedia:16-cell]]. [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 22:19, 24 May 2024 (UTC) : {{done}} [[User:MathXplore|MathXplore]] ([[User talk:MathXplore|discuss]] • [[Special:Contributions/MathXplore|contribs]]) 23:45, 24 May 2024 (UTC) : I have finished adapting this to Wikiversity (resolving links to W:, inserting banners, etc.). It is ready for use by participants in the [[Polyscheme]] learning project. [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 22:25, 29 June 2024 (UTC) == 5-cell == Please import [[Wikipedia:5-cell]]. [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 22:19, 24 May 2024 (UTC) : {{done}} [[User:MathXplore|MathXplore]] ([[User talk:MathXplore|discuss]] • [[Special:Contributions/MathXplore|contribs]]) 23:45, 24 May 2024 (UTC) : I have finished adapting this to Wikiversity (resolving links to W:, inserting banners, etc.). It is ready for use by participants in the [[Polyscheme]] learning project. [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 21:30, 29 June 2024 (UTC) == Various geometry table templates == Please import: : Template:Demitesseract family : Template:24-cell_family : Template:Tesseract family : Template:Symmetric_tessellations [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 06:08, 31 May 2024 (UTC) : {{done}} [[User:MathXplore|MathXplore]] ([[User talk:MathXplore|discuss]] • [[Special:Contributions/MathXplore|contribs]]) 06:26, 31 May 2024 (UTC) == More geometry table templates please == Please also import: : Template:4-simplex Coxeter plane graphs : Template:1 k2 polytopes : Template:2 k1 polytopes : Template:Symmetric2 tessellations [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 21:30, 29 June 2024 (UTC) : Template:4-cube Coxeter plane graphs [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 22:24, 29 June 2024 (UTC) : {{done}} [[User:MathXplore|MathXplore]] ([[User talk:MathXplore|discuss]] • [[Special:Contributions/MathXplore|contribs]]) 04:40, 30 June 2024 (UTC) == And yet one more geometry table template, if you please == Please also import: : Template:Pentachoron family small : {{done}} [[User:MathXplore|MathXplore]] ([[User talk:MathXplore|discuss]] • [[Special:Contributions/MathXplore|contribs]]) 00:12, 25 September 2024 (UTC) :Thank you! [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 15:37, 25 September 2024 (UTC) == Kinematics of the cuboctahedron == Please import [[W:Kinematics of the cuboctahedron]]. May I have the entire history of this article imported, if that's not too much to import? Thanks. [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 19:22, 11 October 2024 (UTC) :I tried multiple times and it kept on failing. Since you basically wrote it yourself, I recommend copying and pasting a rev that you like locally and then please do make sure that it's not an indefinite copy and that you make it into some kind of learning resource appropriate for this site. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 19:35, 11 October 2024 (UTC) ::Thank you, I will do that. Wikipedia editors have abridged it, removing some of the most essential content, apparently because they feel it is too much like a research article to be a proper encyclopedia article on this subject. They have a point, since some of the content they removed could be considered my original research. I intend to preserve my original article as a learning resource, as one of the [[Polyscheme]] series of Wikiversity articles. [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 14:37, 12 October 2024 (UTC) == Template:Infobox polyhedron == May I have this template dependency imported please. {{unsigned|Dc.samizdat}} :{{Done}} —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 20:45, 12 October 2024 (UTC) ==Page protection== Please re-import: * [[Template:Protection templates]] from [[:w:Template:Protection templates|WP]] * [[Template:Pp-template]] from [[:w:Template:Pp-template|WP]] (and [[:w:Template:Pp-template/doc|/doc]]) (the source of [[:b:Template:Pp-template|WB's copy]], which WV imported from) Since WV's copies of the pp templates are imports, as well as WV's [[Module:Protection banner]], they have inherited the changes shown there (e.g., {{tlx|pp-meta}} and {{tlx|pp-protected}} are deprecated). I can trim the red links and such. It seems many simplifications emanated from [[:w:Module_talk:Protection_banner/Archive_1#Proposal_to_convert_all_protection_templates_to_use_this_module|this change]]. — [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 23:57, 25 October 2024 (UTC) :Not the appropriate place, but tacking on a request to delete {{tlx|pp-meta}} given [[:w:Wikipedia:Templates_for_discussion/Log/2019_August_24#Template:Pp-meta|this RfD]]. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 00:02, 26 October 2024 (UTC) ==Template:Incidence structures== Please import this template. I will fix it up to work at Wikiversity. {{unsigned|Dc.samizdat}} :{{done}} —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 06:07, 26 April 2025 (UTC) ==Template:MathWorld== Please import this template. I will fix it up to work at Wikiversity. {{unsigned|Dc.samizdat}} :{{done}} —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 06:07, 26 April 2025 (UTC) ==Template:Quantum mechanics== Please import this template. The current template has almost no information. I will fix it up to work at Wikiversity. [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 11:15, 14 November 2025 (UTC) :{{done}} —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 20:37, 14 November 2025 (UTC) ::Thank you! [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 22:05, 14 November 2025 (UTC) :::{{ping|koavf}} I am affraid it did not work, could you allow me to import [W:Template:Quantum mechanics] to a different name ? [Template:Quantum Mechanics features] or any name that you approve. Somehowe it looks like WV template is locked and I dont want to touch it. Thanks! [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 22:28, 14 November 2025 (UTC) ::::{{ping|Koavf}} Solved !! Thanks [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 22:39, 14 November 2025 (UTC) : I do not see what Wikiversity-related purpose does [[Template:Quantum mechanics]] serve, and therefore, why it was imported. Wikiversity does not have any need for Wikipedia-style navigation boxes, as far as I can tell. In my view, [[Template:Quantum mechanics]] should be deleted, which is what I would do except that I want to avoid admin conflict. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:21, 15 November 2025 (UTC) ==Template:Periodic table (navbox)== {{ping|koavf}} Please import WP Template:Periodic table (navbox). The [[Template:Periodic table templates]] is a mess and [[School:Chemistry]] does not help either. From the page [[The periodic table]] a template could be created, but the WP version is interactive easier to use. Also there are a great many red tags in [[School:Chemistry]] are there objections if I clean it up? Cheers [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 23:21, 16 November 2025 (UTC) :{{done}} Re: removing redlinks, that is ''generally'' a good idea, but I think that in this case, it's legitimate to include them, as this <code>School</code> namespace is made for organizing courses and thoughts generally and it's okay to say that this is a general roadmap for the sorts of things that we could have later. But reasonable persons could disagree here and there's also a legitimate argument for just removing things that no one is working on. I think the best case scenario is moving the redlinks to a section that is a roadmap or to-do list (like the one at the beginning of the page, included via a template). Anyway, for the import, see [[Template:Periodic table (navbox)]]. I am importing some supporting templates as well. I generally hate importing and often decline to do it myself because virtually all templates at the English Wikipedia rely on a variety of <em>other</em> templates and modules to work properly and it becomes this messy, Herculean task just to import something that will not get used or just be deleted four years from now. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 00:58, 17 November 2025 (UTC) ::{{ping|Koavf}} Thanks for the import! Just to clarify, my idea was to improve the redlinks, not deleting them. For some of them it cannot be done since there is no clue, but for the others i could work. Cheers [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 09:31, 17 November 2025 (UTC) == Fusi orari (scuola media) == Hello, if it's possible to import pages from other language Wikiversities, please import the contents of [[V:it:Fusi orari (scuola media)|this page]] to [[User:RailwayEnthusiast2025/Time zones|this page]]. I will then translate it for en.wikiversity. Thank you. —[[User:RailwayEnthusiast2025|<span style="font-family:Verdana; color:#008000; text-shadow:gray 0.2em 0.2em 0.4em;">RailwayEnthusiast2025</span>]] ^{[[User talk:RailwayEnthusiast2025|<span style="color:#59a53f">''talk with me!''</span>]]} 17:29, 21 November 2025 (UTC) :Local users can only import from certain wikis and it [[:mw:Manual:Importing XML dumps|requires server access to change which sites are importable]]. If you're worried about attribution, you can give it in an edit summary or on the talk page for sufficient attribution. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 14:47, 22 November 2025 (UTC) == Kinematics of sliding from Wikipedia draft == Please import the page [[w:Draft:Kinematics_of_sliding]] to Wikiversity. The content is intended to be a learning resource for [[:Category:Kinematics]]. I request the target page name be [[Kinematics of sliding]]. My Wikipedia user page is [[w:User:Sead_Spuzic|Sead Spuzic]]. {{unsigned|Sead Spuzic}} :{{done}} —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 15:58, 9 December 2025 (UTC) == Fraud prevention and IT == Please import [[:betawikiversity:Fraud prevention and IT]]. It belongs here rather than there. [[User:AtUkr|AtUkr]] ([[User talk:AtUkr|discuss]] • [[Special:Contributions/AtUkr|contribs]]) 20:02, 26 January 2026 (UTC) :{{done}} [[Fraud prevention and IT]]. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 20:43, 26 January 2026 (UTC) == A New Mathematical Constant: The Sigma Spiral == Please import all the pages in [[b:Special:PrefixIndex/A New Mathematical Constant: The Sigma Spiral]] to subpages of [[User:Nazwa Shabrina/Sigma Spiral Constant]] to complete the movement to Wikiversity in accordance with [[b:Wikibooks:Requests for deletion/A New Mathematical Constant: The Sigma Spiral]]. [[User:JJPMaster|JJP]]_{[[User talk:JJPMaster|Mas]]_{[[Special:Contributions/JJPMaster|ter]]}} ([[wikt:she|she]]/[[wikt:they|they]]) 01:24, 31 July 2026 (UTC) :{{done}} {{Ping|Nazwa Shabrina}} and deleted at [[:b:]]. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 01:39, 31 July 2026 (UTC) == Motivation and emotion/Book/2015/Motivational interviewing == Please import [[b:Motivation and emotion/Book/2015/Motivational interviewing]], accidentally created on enwikibooks instead of enwikiversity, to [[Motivation and emotion/Book/2015/Motivational interviewing]]. [[User:JJPMaster|JJP]]_{[[User talk:JJPMaster|Mas]]_{[[Special:Contributions/JJPMaster|ter]]}} ([[wikt:she|she]]/[[wikt:they|they]]) 23:16, 19 October 2026 (UTC) == See also == * [[Wikiversity:Import/Wikibooks deletion log]] – these Wikibooks pages were deleted in January 2008 * [[Special:Log/import|List of imported pages]] * [[Special:Import]] * [[:mw:Help:Import]] [[Category:History of Wikiversity]] ofozzxap2ge4xone2bffcji867k60s8 2841599 2841598 2026-10-19T23:17:29Z Koavf 147 /* Motivation and emotion/Book/2015/Motivational interviewing */ Reply 2841599 wikitext text/x-wiki {{shortcut|WV:I}} [[m:MediaWiki|MediaWiki]], the software that runs Wikiversity and its [[:Template:Sisterprojects|sister projects]], has a [[Special:Import|feature]] that allows importing of pages from other wikis. When a page is imported that way, the edit history is preserved and the [[m:GFDL|license]] observed. Currently, we can import pages from [[w:|Wikipedia]], [[b:|Wikibooks]], [[betawikiversity:|Beta Wikiversity]], [[q:|Wikiquote]] and [[s:Wikisource|Wikisource]]. [[Category:History of Wikiversity]][[Category:Wikiversity administration]][[Category:Wikiversity maintenance]] '''Archived requests for import:''' [[Wikiversity:Import/Archive 1|Archive 1]] = New requests for import = You can list here what pages from the above available projects you would like to have imported to Wikiversity. {{notice|<br/> * Please make requests only for pages you want to work on today, and they will be imported as soon as possible. Importing can take a few minutes for each page and there are only a few custodians working to try to import pages. Please also keep in mind that textbooks are not supposed to be imported from Wikibooks, but instead should be linked to as "source material". * Most of the work related to migrating imported pages does '''not''' require that you be a [[Wikiversity:Custodianship|custodian]]. If you would like to help, please read [[Wikiversity:Help with the migration of Wikiversity pages from Wikibooks|Help with the migration of Wikiversity pages from Wikibooks]] or message at [[Wikiversity:Request custodian action]]. }} '''Completed requests for import are located in the [[Wikiversity:Import/Archive 1|archive]].''' ==Developing A Universal Religion== Please import the main page and its subpages per [[b:Wikibooks:Requests_for_deletion#Developing_A_Universal_Religion]].--[[User:Jusjih|Jusjih]] ([[User talk:Jusjih|discuss]] • [[Special:Contributions/Jusjih|contribs]]) 21:33, 19 August 2023 (UTC) : Hello, I checked the RFD at Wikibooks. I can see one user suggesting to move to Wikiversity ([[:b:special:diff/4238829]]), but I'm not sure if others have agreed with that. The original suggestion seems to be "Moving to Wikisource" ([[:b:special:diff/4096694]]), but then the nominator says they are happy to keep in Wikibooks ([[:b:special:diff/4232954]]). Another user said that it should be moved to Commons ([[:b:special:diff/4238871]]). At this moment, I don't think there is a consensus to move it to Wikiversity, so the discussion over there may need to be continued. In other words, if there is consensus then we can handle this request. I hope this can help you. Other custodians or curators may have something else to say, so this thread will be kept open for a while. Thank you for taking your time to visit Wikiversity. [[User:MathXplore|MathXplore]] ([[User talk:MathXplore|discuss]] • [[Special:Contributions/MathXplore|contribs]]) 05:34, 20 August 2023 (UTC) :{{oppose}}. It's unclear to me how this content would be within the project scope of Wikiversity; it is essentially a philosophical tract, not an educational resource. [[User:Omphalographer|Omphalographer]] ([[User talk:Omphalographer|discuss]] • [[Special:Contributions/Omphalographer|contribs]]) 00:58, 21 August 2023 (UTC) * {{support}}: Wikiversity says "Wikiversity is a Wikimedia Foundation project devoted to learning resources, learning projects, and research for use in all levels, types, and styles of education from pre-school to university, including professional training and informal learning." And thus, ''research'' is included, and the book presents original philosophical research from which one may learn, e.g. by criticizing it. However, if what I just wrote contradicts some policy I do not know of (does anyone have a link to the most applicable policy?), it should be disregarded. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 19:47, 22 August 2023 (UTC) *:I'm hesitant to accept content as "research" which isn't being actively conducted or developed on the wiki, nor as "learning material" which isn't part of a course and doesn't have specific educational goals associated with it. [[User:Omphalographer|Omphalographer]] ([[User talk:Omphalographer|discuss]] • [[Special:Contributions/Omphalographer|contribs]]) 20:26, 22 August 2023 (UTC) *:: Are the above invoked requirements based in policy? What is the most pertinent policy page for content inclusion criteria? My assumption was that Wikiversity allows publishing of original research. However, in [[Wikiversity:Scope]], "The other kind of research is wiki-based original research. It is not yet clear that this will be part of the Wikiversity. If the Wikiversity community decides to support original research, it will have to develop a specific set of policies to support such research activities." On the other hand, [[Wikiversity:Original research]] does seem to allow original research. *:: Instead of ad hoc requirements not based in policy, it seems proper to identify the most fitting policy or guideline. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 06:27, 23 August 2023 (UTC) *:: Assuming now that we can analyze the issues without reference to specific policy items, why should it matter that research is "actively conducted or developed on the wiki"? Since, one can learn from a piece of philosophical research whether it was made on wiki or elsewhere. As for specific learning objectives, I can see the following ones: learn about one particular concept of a universal religion and arguments in its favor, and criticize the concept and the arguments. At a minimum, answer the following questions: what distinguishes a religion from a particular ethical philosophy or system? Does religion need a God or gods? What does a religion have to do to be "universal"? One can state this as one task for the readers if one wants. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 06:55, 23 August 2023 (UTC) == 600-cell == Please import [[Wikipedia:600-cell]]. I understand that will import its complete history with it, which is what I need. I will make the necessary edits to the copy after it is imported, e.g. to resolve links to W:. But is there a tool available to help me with that? It is a long article with a lot of links! Thanks. [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 17:39, 6 April 2024 (UTC) :I forgot to explain that [[User:Dave Braunschweig|Dave Braunschweig]] did this import for me once before, in 2019 -- see [[Wikiversity:Import/Archive 1#w:600-cell]]. I then worked with the Wikiversity copy for a year or two before merging it back into Wikipedia, after which the Wikiversity:600-cell page was left empty, until it was deleted by custodians. That's all well and good, but now I need to import the current Wikipedia article to Wikiversity once again, for a different reason, to create an expanded "annotated" version of it that isn't going to be merged back into Wikipedia, but is going to stay here at Wikiversity as a learning resource companion to the Wikipedia article. So please import Wikipedia:600-cell again for me, with all its history, so I can start working on that. Thanks. [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 03:00, 11 April 2024 (UTC) :: {{done}}, latest revision imported. The page has many revisions and it takes too much time to import all of them. [[User:MathXplore|MathXplore]] ([[User talk:MathXplore|discuss]] • [[Special:Contributions/MathXplore|contribs]]) 06:27, 16 April 2024 (UTC) :I have finished adapting this to Wikiversity (resolving links to W:, inserting banners, etc.). It is ready for use by participants in the [[Polyscheme]] learning project. From now on it will continue to diverge from the [[Wikipedia:600-cell]] article, as we continue to develop them both, with the Wikiversity version being an expanded superset of the encyclopedia article with additional commentary and learning resources. [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 16:08, 19 May 2024 (UTC) == Template:Infobox polychoron == Please import [[Wikipedia:Template:Infobox polychoron]]. [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 05:34, 18 April 2024 (UTC) :This is actually [[W:Template:Infobox 4-polytope]]. It has a few dependencies. Obviously I would need them too. Or I could do without, and make up an equivalent Infobox of my own to use at Wikiversity, if it's too much trouble to import. That wouldn't be hard. Which do you recommend? [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 05:54, 18 April 2024 (UTC) :: {{done}}, all revisions imported. [[User:MathXplore|MathXplore]] ([[User talk:MathXplore|discuss]] • [[Special:Contributions/MathXplore|contribs]]) 08:01, 18 April 2024 (UTC) == 120-cell == Please import [[Wikipedia:120-cell]]. Wikiversity:[[120-cell]] already exists, but is currently empty. Thanks! [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 16:08, 19 May 2024 (UTC) : {{done}}, latest revision imported. [[User:MathXplore|MathXplore]] ([[User talk:MathXplore|discuss]] • [[Special:Contributions/MathXplore|contribs]]) 02:12, 20 May 2024 (UTC) : I have finished adapting this to Wikiversity (resolving links to W:, inserting banners, etc.). It is ready for use by participants in the [[Polyscheme]] learning project. [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 22:25, 24 May 2024 (UTC) == 24-cell == Please import [[Wikipedia:24-cell]]. [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 22:19, 24 May 2024 (UTC) : {{done}} [[User:MathXplore|MathXplore]] ([[User talk:MathXplore|discuss]] • [[Special:Contributions/MathXplore|contribs]]) 23:44, 24 May 2024 (UTC) : I have finished adapting this to Wikiversity (resolving links to W:, inserting banners, etc.). It is ready for use by participants in the [[Polyscheme]] learning project. [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 06:24, 31 May 2024 (UTC) == 16-cell == Please import [[Wikipedia:16-cell]]. [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 22:19, 24 May 2024 (UTC) : {{done}} [[User:MathXplore|MathXplore]] ([[User talk:MathXplore|discuss]] • [[Special:Contributions/MathXplore|contribs]]) 23:45, 24 May 2024 (UTC) : I have finished adapting this to Wikiversity (resolving links to W:, inserting banners, etc.). It is ready for use by participants in the [[Polyscheme]] learning project. [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 22:25, 29 June 2024 (UTC) == 5-cell == Please import [[Wikipedia:5-cell]]. [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 22:19, 24 May 2024 (UTC) : {{done}} [[User:MathXplore|MathXplore]] ([[User talk:MathXplore|discuss]] • [[Special:Contributions/MathXplore|contribs]]) 23:45, 24 May 2024 (UTC) : I have finished adapting this to Wikiversity (resolving links to W:, inserting banners, etc.). It is ready for use by participants in the [[Polyscheme]] learning project. [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 21:30, 29 June 2024 (UTC) == Various geometry table templates == Please import: : Template:Demitesseract family : Template:24-cell_family : Template:Tesseract family : Template:Symmetric_tessellations [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 06:08, 31 May 2024 (UTC) : {{done}} [[User:MathXplore|MathXplore]] ([[User talk:MathXplore|discuss]] • [[Special:Contributions/MathXplore|contribs]]) 06:26, 31 May 2024 (UTC) == More geometry table templates please == Please also import: : Template:4-simplex Coxeter plane graphs : Template:1 k2 polytopes : Template:2 k1 polytopes : Template:Symmetric2 tessellations [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 21:30, 29 June 2024 (UTC) : Template:4-cube Coxeter plane graphs [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 22:24, 29 June 2024 (UTC) : {{done}} [[User:MathXplore|MathXplore]] ([[User talk:MathXplore|discuss]] • [[Special:Contributions/MathXplore|contribs]]) 04:40, 30 June 2024 (UTC) == And yet one more geometry table template, if you please == Please also import: : Template:Pentachoron family small : {{done}} [[User:MathXplore|MathXplore]] ([[User talk:MathXplore|discuss]] • [[Special:Contributions/MathXplore|contribs]]) 00:12, 25 September 2024 (UTC) :Thank you! [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 15:37, 25 September 2024 (UTC) == Kinematics of the cuboctahedron == Please import [[W:Kinematics of the cuboctahedron]]. May I have the entire history of this article imported, if that's not too much to import? Thanks. [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 19:22, 11 October 2024 (UTC) :I tried multiple times and it kept on failing. Since you basically wrote it yourself, I recommend copying and pasting a rev that you like locally and then please do make sure that it's not an indefinite copy and that you make it into some kind of learning resource appropriate for this site. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 19:35, 11 October 2024 (UTC) ::Thank you, I will do that. Wikipedia editors have abridged it, removing some of the most essential content, apparently because they feel it is too much like a research article to be a proper encyclopedia article on this subject. They have a point, since some of the content they removed could be considered my original research. I intend to preserve my original article as a learning resource, as one of the [[Polyscheme]] series of Wikiversity articles. [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 14:37, 12 October 2024 (UTC) == Template:Infobox polyhedron == May I have this template dependency imported please. {{unsigned|Dc.samizdat}} :{{Done}} —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 20:45, 12 October 2024 (UTC) ==Page protection== Please re-import: * [[Template:Protection templates]] from [[:w:Template:Protection templates|WP]] * [[Template:Pp-template]] from [[:w:Template:Pp-template|WP]] (and [[:w:Template:Pp-template/doc|/doc]]) (the source of [[:b:Template:Pp-template|WB's copy]], which WV imported from) Since WV's copies of the pp templates are imports, as well as WV's [[Module:Protection banner]], they have inherited the changes shown there (e.g., {{tlx|pp-meta}} and {{tlx|pp-protected}} are deprecated). I can trim the red links and such. It seems many simplifications emanated from [[:w:Module_talk:Protection_banner/Archive_1#Proposal_to_convert_all_protection_templates_to_use_this_module|this change]]. — [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 23:57, 25 October 2024 (UTC) :Not the appropriate place, but tacking on a request to delete {{tlx|pp-meta}} given [[:w:Wikipedia:Templates_for_discussion/Log/2019_August_24#Template:Pp-meta|this RfD]]. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 00:02, 26 October 2024 (UTC) ==Template:Incidence structures== Please import this template. I will fix it up to work at Wikiversity. {{unsigned|Dc.samizdat}} :{{done}} —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 06:07, 26 April 2025 (UTC) ==Template:MathWorld== Please import this template. I will fix it up to work at Wikiversity. {{unsigned|Dc.samizdat}} :{{done}} —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 06:07, 26 April 2025 (UTC) ==Template:Quantum mechanics== Please import this template. The current template has almost no information. I will fix it up to work at Wikiversity. [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 11:15, 14 November 2025 (UTC) :{{done}} —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 20:37, 14 November 2025 (UTC) ::Thank you! [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 22:05, 14 November 2025 (UTC) :::{{ping|koavf}} I am affraid it did not work, could you allow me to import [W:Template:Quantum mechanics] to a different name ? [Template:Quantum Mechanics features] or any name that you approve. Somehowe it looks like WV template is locked and I dont want to touch it. Thanks! [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 22:28, 14 November 2025 (UTC) ::::{{ping|Koavf}} Solved !! Thanks [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 22:39, 14 November 2025 (UTC) : I do not see what Wikiversity-related purpose does [[Template:Quantum mechanics]] serve, and therefore, why it was imported. Wikiversity does not have any need for Wikipedia-style navigation boxes, as far as I can tell. In my view, [[Template:Quantum mechanics]] should be deleted, which is what I would do except that I want to avoid admin conflict. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:21, 15 November 2025 (UTC) ==Template:Periodic table (navbox)== {{ping|koavf}} Please import WP Template:Periodic table (navbox). The [[Template:Periodic table templates]] is a mess and [[School:Chemistry]] does not help either. From the page [[The periodic table]] a template could be created, but the WP version is interactive easier to use. Also there are a great many red tags in [[School:Chemistry]] are there objections if I clean it up? Cheers [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 23:21, 16 November 2025 (UTC) :{{done}} Re: removing redlinks, that is ''generally'' a good idea, but I think that in this case, it's legitimate to include them, as this <code>School</code> namespace is made for organizing courses and thoughts generally and it's okay to say that this is a general roadmap for the sorts of things that we could have later. But reasonable persons could disagree here and there's also a legitimate argument for just removing things that no one is working on. I think the best case scenario is moving the redlinks to a section that is a roadmap or to-do list (like the one at the beginning of the page, included via a template). Anyway, for the import, see [[Template:Periodic table (navbox)]]. I am importing some supporting templates as well. I generally hate importing and often decline to do it myself because virtually all templates at the English Wikipedia rely on a variety of <em>other</em> templates and modules to work properly and it becomes this messy, Herculean task just to import something that will not get used or just be deleted four years from now. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 00:58, 17 November 2025 (UTC) ::{{ping|Koavf}} Thanks for the import! Just to clarify, my idea was to improve the redlinks, not deleting them. For some of them it cannot be done since there is no clue, but for the others i could work. Cheers [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 09:31, 17 November 2025 (UTC) == Fusi orari (scuola media) == Hello, if it's possible to import pages from other language Wikiversities, please import the contents of [[V:it:Fusi orari (scuola media)|this page]] to [[User:RailwayEnthusiast2025/Time zones|this page]]. I will then translate it for en.wikiversity. Thank you. —[[User:RailwayEnthusiast2025|<span style="font-family:Verdana; color:#008000; text-shadow:gray 0.2em 0.2em 0.4em;">RailwayEnthusiast2025</span>]] ^{[[User talk:RailwayEnthusiast2025|<span style="color:#59a53f">''talk with me!''</span>]]} 17:29, 21 November 2025 (UTC) :Local users can only import from certain wikis and it [[:mw:Manual:Importing XML dumps|requires server access to change which sites are importable]]. If you're worried about attribution, you can give it in an edit summary or on the talk page for sufficient attribution. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 14:47, 22 November 2025 (UTC) == Kinematics of sliding from Wikipedia draft == Please import the page [[w:Draft:Kinematics_of_sliding]] to Wikiversity. The content is intended to be a learning resource for [[:Category:Kinematics]]. I request the target page name be [[Kinematics of sliding]]. My Wikipedia user page is [[w:User:Sead_Spuzic|Sead Spuzic]]. {{unsigned|Sead Spuzic}} :{{done}} —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 15:58, 9 December 2025 (UTC) == Fraud prevention and IT == Please import [[:betawikiversity:Fraud prevention and IT]]. It belongs here rather than there. [[User:AtUkr|AtUkr]] ([[User talk:AtUkr|discuss]] • [[Special:Contributions/AtUkr|contribs]]) 20:02, 26 January 2026 (UTC) :{{done}} [[Fraud prevention and IT]]. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 20:43, 26 January 2026 (UTC) == A New Mathematical Constant: The Sigma Spiral == Please import all the pages in [[b:Special:PrefixIndex/A New Mathematical Constant: The Sigma Spiral]] to subpages of [[User:Nazwa Shabrina/Sigma Spiral Constant]] to complete the movement to Wikiversity in accordance with [[b:Wikibooks:Requests for deletion/A New Mathematical Constant: The Sigma Spiral]]. [[User:JJPMaster|JJP]]_{[[User talk:JJPMaster|Mas]]_{[[Special:Contributions/JJPMaster|ter]]}} ([[wikt:she|she]]/[[wikt:they|they]]) 01:24, 31 July 2026 (UTC) :{{done}} {{Ping|Nazwa Shabrina}} and deleted at [[:b:]]. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 01:39, 31 July 2026 (UTC) == Motivation and emotion/Book/2015/Motivational interviewing == Please import [[b:Motivation and emotion/Book/2015/Motivational interviewing]], accidentally created on enwikibooks instead of enwikiversity, to [[Motivation and emotion/Book/2015/Motivational interviewing]]. [[User:JJPMaster|JJP]]_{[[User talk:JJPMaster|Mas]]_{[[Special:Contributions/JJPMaster|ter]]}} ([[wikt:she|she]]/[[wikt:they|they]]) 23:16, 19 October 2026 (UTC) :{{done}}/doing. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 23:17, 19 October 2026 (UTC) == See also == * [[Wikiversity:Import/Wikibooks deletion log]] – these Wikibooks pages were deleted in January 2008 * [[Special:Log/import|List of imported pages]] * [[Special:Import]] * [[:mw:Help:Import]] [[Category:History of Wikiversity]] 857me15vypidxu13fii8x1e13v6c9f0 102 1664 2841721 2822237 2026-10-20T11:11:47Z ~2026-55680-11 3112808 /* */ Wifi childhood type shit encrypted sim pha LINDA99 xiaomi_EXT xiaomi_AFBD xiaomi_AFBD 2 sim pha mei xiu xiaomi_afbd G5 LINDA99 xiaomi_EXT xiaomi_AFBD xiaomi_AFBD 2 sim pha mei xiu xiaomi_afbd G5 LINDA99 galaxy S25 urtia 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x8b 1234567890@ wifi childhood type shit encrypted sim pha LINDA99 xiaomi_EXT xiaomi_AFBD xiaomi_AFBD 2 sim pha mei xiu xiaomi_afbd G5 LINDA99 xiaomi_EXT xiaomi_AFBD xiaomi_AFBD_5G the router external extension extension existing windows exposed expressionless experience exactly expanded exposure experience expectations exactly expected except expensive expenses 500000000tk pause the queue 10000000000000tk clear the queue control toy levels 4-690 responding to being controlled by camera camera dkaOonoon 📶📶📶📶📶📶📶📶📶📶📶📶📶📶📶📶📶📶📶📶🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜📴📴📴📴♀️♀️📴📴📴📴📴📴📴📴📴📴📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📴♾️♾️📳📳♀️📳📳⚧️✔️©️©️1️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣🆕🆎🆎🅱️🅱️🅱️🅱️🆑🆑🅱️🆎🆑🅱️🅱️1️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣🅱️🆎🅱️🆎🅱️🅱️🆎🅱️🅱️🆎🅱️🅱️🈁🈚🈺🈲🈺㊙️🈺㊙️🈺㊙️🈵🈺 {{{{#titleparts:Portal:Humanities|1}}/start tab}} {{box-transclude|Introduction|The Humanities Portal}} <div style="float:left; width:66%; min-width:300px;"> {{Portal:Humanities/box-header|Featured Resource|Portal:Humanities/Featured Resource}} {{#invoke:Portals|lede|{{#invoke:Portals|randomlink|Portal:Humanities/Featured Resource}}}} {{clear}} {{Portal:Humanities/box-footer|}} {{Portal:Humanities/box-header|Featured Picture|Portal:Humanities/Featured Picture}} [[{{#invoke:Portals|randomlink|Portal:Humanities/Featured Picture}}]] {{Portal:Humanities/box-footer|}} </div> <div style="float:right; width:33%; min-width:150px;"> {{box-transclude|Categories}} {{box-transclude|Related Categories}} {{box-transclude|Related Portals}} </div> {{clear}} {{Portal:Humanities/box-header|Major Wikiversity Portals|Portal:Humanities}} {{Portals}} {{Portal:Humanities/box-footer|}} {{Portal:Humanities/box-header|Wikimedia|Portal:Humanities}} {{Wikimedia for portals|page={{titleparts|1}}}} {{Portal:Humanities/box-footer|}} {{Reflist}} {{end tab}} [[Category:Humanities| Portal:Humanities]] [[Category:Humanities portals|Humanities]] [[Category:Subject portals|Humanities]] hbfv99gili45gobcoq60vnmlknnduz6 2841722 2841721 2026-10-20T11:13:16Z ~2026-55680-11 3112808 /* */ Wifi childhood type shit encrypted sim pha LINDA99 xiaomi_EXT xiaomi_AFBD xiaomi_AFBD 2 sim pha mei xiu xiaomi_afbd G5 LINDA99 xiaomi_EXT xiaomi_AFBD xiaomi_AFBD 2 sim pha mei xiu xiaomi_afbd G5 LINDA99 xiaomi_EXT xiaomi_AFBD xiaomi_AFBD_5G the router external extension extension existing windows exposed expressionless experience exactly expanded exposure experience expectations exactly expected except flying through 2841722 wikitext text/x-wiki __NOTOC__ [[Wifi childhood type shit linda 99iphone xiaomi_EXT]] <ref>{{Cite journal|date=2008|title=SURVEYING WI-FI SECURITY - Presentation of Wi-Fi Security Measures, Varius Wi-Fi Attacks and a Classification Survey of Wi-Fi Networks in Thessaloniki|url=https://doi.org/10.5220/0002027900960101|journal=Proceedings of the International Conference on Wireless Information Networks and Systems|publisher=SciTePress - Science and and Technology Publications|pages=96–101|doi=10.5220/0002027900960101}}</ref>romeo_180 @guanxi_worshiper @guile_52 foreveryoungezeee wieid love you too dancer dance 5558472210700000000000tion 7788288899992882882982 love you Lionel geealte 1 dance2dance really good thanks for letting me know puy tokens 1000000000tion dance 3 titties dance 4 titties 5on people who have been working on the same group Living rooms 600000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000078799999000tiop close hgo0001 🅱️🈚🆎🈹🆎🆎🆎🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏩💒🏩💒🏩💒🏩🏩💒🏩🏩💒🏩💒💒🏩💒🏩🏩💒🏩💒🏩💒🏩💒🏩💒🏩💒🏩💒🏩💒🏩💒🏩💒🏩💒🏩💒🏩💒🏩🏩💒🏩🏩🏩🏩💒🗾🗺️🌐🌏🛰️🛰️🛰️🛰️🛰️🛰️🛰️🛰️🛰️🛰️🛰️🛰️🛰️🛰️🛰️🛰️🛰️🛰️🛰️🛰️🛰️🛰️🛰️🛰️🛰️🛰️🛰️🛰️🛰️🛰️🛰️🛰️🛰️🛰️🛰️🛰️🛰️🛰️🛰️🛰️🛰️🛰️🛰️🛰️🛰️🛰️🛰️🛰️🛰️🛰️🛰️🛰️🛰️🛰️🛰️🛰️⏲️🛰️🪐Satellite TV 🌡️ satellite television Jeffrey's game console tp-link cemera your network service provider sim toolkit att network unlock digital 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📶📶📶📶📶📶📶📶📶📶📶📶📶📶📶📶📶📶📶📶🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜📴📴📴📴♀️♀️📴📴📴📴📴📴📴📴📴📴📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📴♾️♾️📳📳♀️📳📳⚧️✔️©️©️1️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣🆕🆎🆎🅱️🅱️🅱️🅱️🆑🆑🅱️🆎🆑🅱️🅱️1️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣🅱️🆎🅱️🆎🅱️🅱️🆎🅱️🅱️🆎🅱️🅱️🈁🈚🈺🈲🈺㊙️🈺㊙️🈺㊙️🈵🈺 __NOEDITSECTION__{{{{#titleparts:Portal:Humanities|1}}/start tab}} {{box-transclude|Introduction|The Humanities Portal}} <div style="float:left; width:66%; min-width:300px;"> {{Portal:Humanities/box-header|Featured Resource|Portal:Humanities/Featured Resource}} {{#invoke:Portals|lede|{{#invoke:Portals|randomlink|Portal:Humanities/Featured Resource}}}} {{clear}} {{Portal:Humanities/box-footer|}} {{Portal:Humanities/box-header|Featured Picture|Portal:Humanities/Featured Picture}} [[{{#invoke:Portals|randomlink|Portal:Humanities/Featured Picture}}]] {{Portal:Humanities/box-footer|}} </div> <div style="float:right; width:33%; min-width:150px;"> {{box-transclude|Categories}} {{box-transclude|Related Categories}} {{box-transclude|Related Portals}} </div> {{clear}} {{Portal:Humanities/box-header|Major Wikiversity Portals|Portal:Humanities}} {{Portals}} {{Portal:Humanities/box-footer|}} {{Portal:Humanities/box-header|Wikimedia|Portal:Humanities}} {{Wikimedia for portals|page={{titleparts|1}}}} {{Portal:Humanities/box-footer|}} {{Reflist}} {{end tab}} [[Category:Humanities| Portal:Humanities]] [[Category:Humanities portals|Humanities]] [[Category:Subject portals|Humanities]] r5d7sjiwdpqfxczypk1hq6x3sjo7g2z 102 1665 2841723 2809961 2026-10-20T11:30:19Z ~2026-55680-11 3112808 /* */ Wifi childhood type shit encrypted sim pha LINDA99 xiaomi_EXT xiaomi_AFBD xiaomi_AFBD 2 sim pha mei xiu xiaomi_afbd G5 LINDA99 xiaomi_EXT xiaomi_AFBD xiaomi_AFBD 2 sim pha mei xiu xiaomi_afbd G5 LINDA99 xiaomi_EXT xiaomi_AFBD xiaomi_AFBD_5G the router external extension extension existing windows exposed expressionless experience exactly expanded exposure experience expectations exactly expected except expensive expenses exchange ㊙️🅱️🆎🆎🆎🅱️🅱️🅱️🆎0️⃣🆎0️⃣🆎🅱️🈺🆎🆎🛜🛜🛜🛜©️✅🅰️🅱️🆑🆎🅱️🆑🅱️🅰️🅱️🅱️🆎🅱️🅱️🅱... 2841723 wikitext text/x-wiki __NOTOC__ __NOEDITSECTION__@stripchatl42902@stripchathack25 vagina&oq haemorrhage kicking 67777788888999999900000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000tiop pause the queue 10000000000000tk clear the queue control toy levels 4-690 responding to being controlled by reaping camera streaming amnakklmalkonaknnnon 🎥🈺😍🆎💯0️⃣0️⃣🅱️0️⃣0️⃣0️⃣0️⃣🆎🈺🆎🈺🈺🈺㊙️🈺㊙️🈺㊙️🈵🆎🈵🆎🅱️🆎🈵🆎🈵🈺㊙️㊙️🎮🎮🎮🎮🎮🎮🎮🎮🕹️🕹️🕹️🕹️🕹️🕹️🕹️🕹️🕹️🏆🎖️🏆🏅🏅🏅🥉🥉🥈🥇🥇♥️♥️♥️♥️♥️🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏩💒🏩💒🏩💒💒💒🏩💒🏩💒🏩💒🏩💒🗼🏩💒🏩🏩💒🏩🏩💒🏩🏩🏩💒🏩🗾🗺️🌐🛰️🛰️🛰️⛄🌦️🛰️🌈Station satellite 🛰️ all the time 👙🩲🎶🎵🎵🎵🎵🎵🎵🎶🎶🎵🎼🔊🎵🎼🎵🎵🎶🎵🎼🎤🎶🎵🎵🎵🎼🎼🎵🎵🎵🎶🎵🎵🎵🎼🎼🎼🎶🎵🎼🎵🎶🎶🎵🎼🎶🎶🎵🎼🎶🎼🎶🎵🎵🎶🎼🎶🎵🎵🎼🎶🎵🎵🎼🎼🎶🎵🎼🎶🎵🎼🎶🎶🎶🎵🎵🎵🔔🎶🎵🎵🎵🎵🎼🎶🎵🎼🎶🎵🎶🎶🎵🎵🎵🎶🎵🎶🎵🎵🎵📱📱🔌📱🔌🔌📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲💾💻💻💻💻💻💻💻💻💻💻💻💻💻💻🖥️⌨️🖱️💡Florence flair wifiakknnoonoonaoonkoonlonkonklne 📁📁📁📁📁📁📁📁📁📁📁📁📁📁📁📁📁📁📁📁📁📁📁📁📁📁📁📁📁📁📁📁📁📁📁📁📁📁📁📁📁📁📁📁📁📁📁📁📁📁📁📁📁📁📁📁📁📁📁📁📁📁📁📁🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️🗂️📂📂📂📂📂📂📂📂📂📂📂📂📂📂📂📂📂📂📂📂📂📂📂📂📂📂📂📂📂📂📂📂📂📂📂📂📂📂📂📂📂📂📂📂📂📂📂📂📂📂📂📂📂📂📂📂📂📂📂📂📂📂📂📂🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🗃️🔐Wifichildhood security 🔏Wifichildhood security kakooallnkpnonoon 🛠️📡📡🪪📶📶🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜🛜📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳📳♀️📳📳⚧️📴📳1️⃣2️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣8️⃣0️⃣8️⃣8️⃣8️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣1️⃣2️⃣3️⃣3️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣0️⃣🅱️🆎🅱️🆎🆑🆎🅱️🅱️🆎🆑🅱️🆎🅱️🅱️🅱️🅰️🅱️🅱️🆎🆑🅱️🅱️🆎🅱️🅱️🆎🅰️🅱️🅱️🈲🈺🈚㊙️🈺㊙️🈺㊙️🈺㊙️🈺🈵 {{{{#titleparts:router wifismartmetfone@daiweiwei wificellcardmeftonesnart@daiweiwei.com wifiml@da difference yeah but ingenious ningeob 1000000000tion 53.vcf but they don't know what 1000000000TION ingenious ningeob 1000000000tion {{FULLPAGENAME}}|1}}/start tab}} {{box-transclude|Introduction|The {{BASEPAGENAME}} Portal}} <div style="float:left; width:66%; min-width:300px;"> {{{{FULLPAGENAME}}/box-header|Featured Resource|{{FULLPAGENAME}}/Featured Resource}} {{#invoke:Portals|lede|{{#invoke:Portals|randomlink|{{FULLPAGENAME}}/Featured Resource}}}} {{clear}} {{{{FULLPAGENAME}}/box-footer|}} {{{{FULLPAGENAME}}/box-header|Featured Picture|{{FULLPAGENAME}}/Featured Picture}} [[{{#invoke:Portals|randomlink|{{FULLPAGENAME}}/Featured Picture}}]] {{{{FULLPAGENAME}}/box-footer|}} </div> <div style="float:right; width:33%; min-width:150px;"> {{box-transclude|Categories}} {{box-transclude|Related Categories}} {{box-transclude|Related Portals}} </div> {{clear}} {{{{FULLPAGENAME}}/box-header|Major Wikiversity Portals|{{FULLPAGENAME}}}} {{Portals}} {{{{FULLPAGENAME}}/box-footer|}} {{{{FULLPAGENAME}}/box-header|Wikimedia|{{FULLPAGENAME}}}} {{Wikimedia for portals|page={{titleparts|1}}}} {{{{FULLPAGENAME}}/box-footer|}} {{Reflist}} {{end tab}} [[Category:Social sciences |{{FULLPAGENAME}}]] [[Category:Subject portals|{{PAGENAME}}]] izdb7gibbl1llshimcqu5nciyul9vyl 2841726 2841723 2026-10-20T11:33:51Z ~2026-55680-11 3112808 /* */ Wifi childhood type shit encrypted sim pha LINDA99 xiaomi_EXT xiaomi_AFBD xiaomi_AFBD 2 sim pha mei xiu xiaomi_afbd G5 LINDA99 xiaomi_EXT xiaomi_AFBD xiaomi_AFBD 2 sim pha meinen xiu xiaomi_afbd G5 LINDA99 xiaomi_EXT xiaomi_AFBD xiaomi_AFBD_5G the router external extension extension existing windows exposed expressionless experience exactly expanded exposure experience expectations exactly expected except expensive expenses exchange kKooKlonoonOonoonaookoonoHhkohaon 2841726 wikitext text/x-wiki __NOTOC__ @stripchatl42902@stripchathack25 vagina&oq haemorrhage kicking 67777788888999999900000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000tiop pause the queue 10000000000000tk clear the queue control toy levels 4-690 responding to being controlled by reaping camera streaming amnakklmalkonaknnnon 🎥🈺😍🆎💯0️⃣0️⃣🅱️0️⃣0️⃣0️⃣0️⃣🆎🈺🆎🈺🈺🈺㊙️🈺㊙️🈺㊙️🈵🆎🈵🆎🅱️🆎🈵🆎🈵🈺㊙️㊙️🎮🎮🎮🎮🎮🎮🎮🎮🕹️🕹️🕹️🕹️🕹️🕹️🕹️🕹️🕹️🏆🎖️🏆🏅🏅🏅🥉🥉🥈🥇🥇♥️♥️♥️♥️♥️🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏦🏩💒🏩💒🏩💒💒💒🏩💒🏩💒🏩💒🏩💒🗼🏩💒🏩🏩💒🏩🏩💒🏩🏩🏩💒🏩🗾🗺️🌐🛰️🛰️🛰️⛄🌦️🛰️🌈Station satellite 🛰️ all the time 👙🩲🎶🎵🎵🎵🎵🎵🎵🎶🎶🎵🎼🔊🎵🎼🎵🎵🎶🎵🎼🎤🎶🎵🎵🎵🎼🎼🎵🎵🎵🎶🎵🎵🎵🎼🎼🎼🎶🎵🎼🎵🎶🎶🎵🎼🎶🎶🎵🎼🎶🎼🎶🎵🎵🎶🎼🎶🎵🎵🎼🎶🎵🎵🎼🎼🎶🎵🎼🎶🎵🎼🎶🎶🎶🎵🎵🎵🔔🎶🎵🎵🎵🎵🎼🎶🎵🎼🎶🎵🎶🎶🎵🎵🎵🎶🎵🎶🎵🎵🎵📱📱🔌📱🔌🔌📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📱📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲📲💾💻💻💻💻💻💻💻💻💻💻💻💻💻💻🖥️⌨️🖱️💡Florence flair wifiakknnoonoonaoonkoonlonkonklne 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</hiero><syntaxhighlight lang="aconf"> Wifi childhood type shit encrypted sim pha LINDA99 </syntaxhighlight>[[Wifi childhood type shit encrypted sim pha 22334455s like 8.8.8.8 8.8.4.4 hotpot wifismartmetfone@daiweiwei wificellcardmeftonesnart@daiweiwei.com wifiml@da 4.4.4.4 1.1.1.1 4-690 being controlled by reaping kakpkopnonosononon]]<ref>{{Cite journal|last=SHIT|first=AVIJIT|date=2025-10-24|title=Understanding Empathy in Early Childhood|url=https://doi.org/10.36948/ijfmr.2025.v07i05.58406|journal=International Journal For Multidisciplinary Research|volume=7|issue=5|doi=10.36948/ijfmr.2025.v07i05.58406|issn=2582-2160}}</ref> {{{{#titleparts:router wifismartmetfone@daiweiwei wificellcardmeftonesnart@daiweiwei.com wifiml@da difference yeah but ingenious ningeob 1000000000tion 53.vcf but they don't know what 1000000000TION ingenious ningeob 1000000000tion {{FULLPAGENAME}}|1}}/start tab}} {{box-transclude|Introduction|The {{BASEPAGENAME}} Portal}} <div style="float:left; width:66%; 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n4sur4j2rnrrdeba1kmcc82cdzafd2w 0 98609 2841686 2818818 2026-10-20T07:43:43Z Jtneill 10242 /* Overview */ 2841686 wikitext text/x-wiki {{Motivation and emotion/Lectures|Lecture 10: Unconscious motivation|tenth}} {{Motivation and emotion/Lectures/In development}} <!-- {{Motivation and emotion/Lectures/In development}} --> <!-- {{Motivation and emotion/Lectures/Complete}} --> ==Overview== [[File:Why books are always better than movies.jpg|right|250px]] This lecture: * discusses unconscious aspects of motivation, including historical psychoanalytic and contemporary perspectives about the adaptive unconscious, priming, and psychodynamics Take-home message: * Motivation often arises from, and is influenced by, sources beyond conscious awareness [[File:FREUD'S SOFA.jpeg|thumb|250px|Freud's psychoanalytic couch – arguably the birthplace of modern psychology]] [[File:Structural-Iceberg.svg|thumb|250px|Freud's id, ego, and superego structural model of the psyche is often depicted as an iceberg]] ==Outline== * Psychodynamic perspective * The unconscious * Psychodynamics * Ego psychology * Object relations theory ==Psychodynamic perspective== * Study of dynamic unconscious mental processes, evolving from the historical psychoanalytic (Freudian) approach ==The unconscious== * Much of mental life operates unconsciously, influencing our thoughts and actions * The adaptive unconscious allows us to make quick, intuitive decisions and behaviours about familiar situations (e.g., driving a known route) ==Psychodynamics== * Conscious and unconscious processes often clash, creating internal psychological conflicts ==Ego psychology== * This theory focuses on the ego's development from immaturity to mature interdependence ==Object relations theory== * Early relationships form mental representations that guide future social motivations and connections ==Multimedia== [[File:Checker shadow illusion.svg|thumb|250px|[[w:Checker shadow illusion|Checker shadow illusion]]: A and B are the same colour; but the different contexts change our perception]] * [https://www.youtube.com/watch?v=HRAKt0GakJM&t=3 Psychological priming] (Bang Goes the Theory, YouTube) (6:14 mins): shows three experiments which indicate that, when primed by handling money, people eat more chocolate, are less likely to help others, and can tolerate more pain. * [https://www.youtube.com/embed/vcJm-y7UnLY?start=316&end=1087 How your unconscious mind rules your behaviour] (Leonard Mlodinow, TEDxReset 2013, YouTube) (12:51 mins): Examples of unconscious perception and decision making from a cognitive neuroscience perspective. Note: camera work and editing is poor. ==Readings== * Chapter 16: Unconscious motivation ([[Motivation and emotion/Readings/Textbooks/Reeve/2018|Reeve, 2018]]) or Chapter 15: Unconscious motivation ([[Motivation and emotion/Readings/Textbooks/Reeve/2024|Reeve, 2024]]) ==References== {{Hanging indent|1= Freud, S. (1917). [Original work published 1905]. ''Wit and its relation to the unconscious''. http://www.bartleby.com/279/ Jung, C. G. (Ed.) (1964). ''[[w:Man and His Symbols|Man and his symbols]]''. Doubleday. Lodder, P., Ong, H. H., Grasman, R. P., & Wicherts, J. M. (2019). A comprehensive meta-analysis of money priming. ''Journal of Experimental Psychology: General'', ''148''(4), 688. http://doi.org/10.1037/xge0000570 [https://pure.uvt.nl/ws/portalfiles/portal/29126856/Lodder_et_al._2019_A_Comprehensive_Meta_analysis_of_Money_Priming.pdf] Stajkovic, A. D., Greenwald, J. M., & Stajkovic, K. S. (2022). The money priming debate revisited: A review, meta‐analysis, and extension to organizations. ''Journal of Organizational Behavior'', ''43''(6), 1078–1102. https://doi.org/10.1002/job.2619 [https://pure.uvt.nl/ws/portalfiles/portal/29126856/Lodder_et_al._2019_A_Comprehensive_Meta_analysis_of_Money_Priming.pdf] }} ==Slides== * [https://docs.google.com/presentation/d/16QBIOo1V3pl644ARxu9cPmN7Yjba6Ym-v6rPExVthg4 Unconscious motivation] (Google Slides) <!-- * [http://www.slideshare.net/jtneill/unconscious-motivation Lecture slides] (Slideshare) * Handouts ** [[Media:Motivation and Emotion - Lecture 10 - Unconscious motivation 6slidesperpage.pdf|Download 6 slides to a page]]: [[File:Motivation and Emotion - Lecture 10 - Unconscious motivation 6slidesperpage.pdf|100px]] ** [[Media:Motivation and Emotion - Lecture 10 - Unconscious motivation 3slidesperpage.pdf|Download 3 slides to a page]]: [[File:Motivation and Emotion - Lecture 10 - Unconscious motivation 3slidesperpage.pdf|100px]] --> ==See also== * [[/Images/]] ; Lectures * [[{{#titleparts:{{PAGENAME}}|2}}/Individual emotions|Individual emotions]] (Previous lecture) * [[{{#titleparts:{{PAGENAME}}|2}}/Growth psychology|Growth psychology]] (Next lecture) * [[{{#titleparts:{{PAGENAME}}|2}}/Implicit motives and goals|Implicit motives and goals]] (Related lecture) ; Tutorial * [[Motivation and emotion/Tutorials/Time perspective|Time perspective]] ;Wikipedia * [[w:Acceptance and commitment therapy|Acceptance and commitment therapy]] * [[w:Checker shadow illusion|Checker shadow illusion]] * [[w:Daniel Kahneman|Daniel Kahneman]] * [[w:Defence mechanism|Defence mechanism]] * [[w:Id, ego and super-ego|Id, ego and super-ego]] * [[w:Mortality salience|Mortality salience]] * [[w:Object relations theory|Object relations theory]] * [[w:Priming (psychology)|Priming]] * [[w:Psychoanalysis|Psychoanalysis]] * [[w:Loevinger's stages of ego development|Stages of ego development]] (Loevinger) * [[w:Stairway to Heaven#Claims of backmasking|Stairway to Heaven - Claims of backmasking]] * [[w:Terror management theory|Terror management theory]] * [[w:Thought suppression|Thought suppression]] ;Wikiversity * [[Motivation and emotion/Book/2016/Death anxiety|Death anxiety]] (Book chapter, 2016) * [[Motivation and emotion/Book/2022/Money priming, motivation, and emotion|Money priming, motivation, and emotion]] (Book chapter, 2022) * [[Motivation and emotion/Book/2014/Psychodynamic perspective of motivation|Psychodynamic perspective of motivation]] (Book chapter, 2014) * [[Motivation and emotion/Book/2020/Subliminal priming and motivation|Subliminal priming and motivation]] (Book chapter, 2020) * [[Motivation and emotion/Book/2020/Terror management theory|Terror management theory]] (Book chapter, 2020) * [[Motivation and emotion/Book/2020/Unconscious motivation|Unconscious motivation]] (Book chapter, 2020) ==Recording== * [https://au-lti.bbcollab.com/recording/cb21a78cf43c491992ea0ea3f76e7271 Lecture 10] (2025)<!-- * [https://au-lti.bbcollab.com/recording/1944933fa16f442b996a13bad744a1d4 Lecture 10 recording] (2024) * [https://au-lti.bbcollab.com/recording/ee0efa2d5c694ab5a1f0ee7a76d087b4 Lecture 10 recording] (2023) * [https://au-lti.bbcollab.com/recording/727ce65d23504207af92b684b5400be3 Lecture 10 recording] (2022) * [https://au-lti.bbcollab.com/recording/45e10c3dce3d45638ee3e7fad628a33c Lecture 10 recording] (2021) * Lecture 10 recording (2020) - TBA * [https://echo360.org.au/media/2915e96a-93b2-4f40-a6cf-87849313caa9/public Lecture 10 recording] (2019) * [https://echo360.org.au/media/45635c5c-4a46-43ac-81a6-c93786c83207/public Lecture 10 recording] (2017) --> ==External links== * [https://www.youtube.com/watch?v=ap-22FjgoE4 New York City subway stairs] (YouTube; 1:27 mins) * [https://www.anopticalillusion.com/2015/02/presidents-day-optical-illusion/ President's Day optical illusion] (anopticalillusion.com) * [https://www.freud.org.uk/about-us/the-house/sigmund-freuds-famous-psychoanalytic-couch/ Sigmund Freud's famous psychoanalytic couch] (Freud Museum London) * [https://www.theifod.com/what-stairway-to-heaven-teaches-us-about-our-brains/ What “Stairway to Heaven” teaches us about our brains] (theifod.com) * [https://www.psychologytoday.com/us/blog/subliminal/201205/why-touch-can-double-your-chances-getting-date Why a touch can double your chances of getting a date] (Leonard Mlodinow, Psychology Today, 2012) {{Motivation and emotion/Lectures/Navigation}} [[Category:Motivation and emotion/Lectures/Unconscious motivation]] q9s5j369813ylbn4zjwfrp0t5iq76kv 0 106378 2841533 2580909 2026-10-19T15:13:56Z ~2026-55773-00 3112935 /* Historical Glimpses */ 2841533 wikitext text/x-wiki == '''Introduction''' == According to the National Aphasia Association, aphasia affects about one in 250 people in the USA and is more common than Parkinson’s disease, muscular dystrophy or cerebral palsy.<ref>The National Aphasia Association. (n.d.). . Retrieved February 8, 2011, from http://www.aphasia.org/.</ref> Considering the importance of communication in all aspects of life, getting help for a communication disorder is critical. Aphasia is an acquired disorder that usually occurs as a result of a stroke or other form of brain injury. In general terms it manifests itself in either an inability to produce or comprehend speech. The following article will outline the forms of therapy currently used today as well as discussing their efficacy for different types of aphasia. == '''Historical Glimpses''' == Aphasia rehabilitation therapy was really popularized after World War II as a result of the large number of veterans returning home with brain injuries. Initially the strategy was impairment-based treatment. This involved treating the actual physical symptoms, meaning that they focused on trying to get the patient to speak again as much a possible. This type of therapy is most effective if done in intensive one on one sessions. Later, as the number of patients increased and the number of therapists decreased the focus switched to providing consequences based treatment. This method of treatment recognizes the significant affects of aphasia on a person’s life and teaches patients coping mechanisms to deal with these issues. This could be done in groups and required fewer therapists. Today speech language therapists have recognized the need for both the impairment-based and the consequences-based treatments. == '''The Focus Today''' == Today the approach towards aphasia rehabilitation is strongly influenced by the World Health Organization’s International Classification of Functioning, Disabilities and Health.<ref>World Health Organization (WHO). (2001) ''International Classification of Functioning, Disability and Health (ICF)''. Geneva, Switzerland: Author</ref> [[File:Version of the ICF.jpg|thumb|350px|right|Adaptation of the ICF]] Figure 1 is a simplified version of the ICF similar to that seen in the book ''Aphasia Rehabilitation the Impairment and its Consequences'' by Martin, Thompson and Worrall.<ref>Martin, N., Thompson, C. K., & Worral, L. (Eds.). (2008). ''Aphasia Rehabilitation the Impairment and Its Consequences''. San Diego, CA: Plural Publishing Inc.</ref> In general terms, this figure shows us how the affects of a given disability such as aphasia can be broken down into affects on the body, affects on participation in day to day activities and affects on the internal moral of the patient. Another external influence on aphasia rehabilitation today is the disability movement, which works towards promoting the acceptance of disabilities in society. The LPPA Project Group’s ''Life Participation Approach to Aphasia''<ref>LPPA Project Group. (2001). Life Participation Approach to Aphasia: A statement of values for the future. In R. Chapey (Ed.), ''Language Intervention Strategies in Aphasia and Related Neurogenic Communication Disorders'' (4th ed., pp. 235-245). Baltimore, Maryland.</ref> that was released in 2001 says that the primary focus of aphasia management should be life enhancement. Since those people with aphasia need to interact with their environment, it is important to not only work with the patient but also with those close to them in order to achieve the best quality of life. Aphasia rehabilitation today focuses on addressing these different areas and creating individual approaches based on personal goals. Before beginning their treatment, patients are assessed using standardized tests such as the Western Aphasia Battery in order to determine the physical extent of their aphasia. The Western Aphasia Battery is a series of tests used to gauge the severity and extent of aphasia in adults. Speech language pathologists then communicate with the patient to determine what their personal goals are in the rehabilitation process. This is important because if for example the patient was never a great reader before acquiring aphasia, relearning that skill would not be as important him or her compared to someone who previously loved to read. == '''Prognosis and Time Course for Recovery''' == The prognosis for aphasia recovery depends on the individual case and as with many neurological injuries, early intervention is very important. There are two general phases for the recovery of language. The early phase lines up with the period known as the spontaneous recovery period which peaks at about one month after the onset of aphasia and then flattens out to a plateau six to twelve months post onset<ref>Basso, A. (1992). Prognostic factors in aphasia.''Aphasiology'', 6, 337-348.</ref>. This is the period where maximum language recovery occurs and is why early intervention is so crucial. The long-term recovery phase continues for the rest of the patient’s life, although the degree of recovery varies greatly between patients with some getting better and others worse<ref>Hanson, W. R., Metter, E. J., & Riege, W. H. (1989). The course of chronic aphasia. ''Aphasiology'', 3(1), 19-29.</ref>. Pederson et al.<ref>Pederson, P. M., Jorgensen, H. S., Nakayama, H., Raaschou, H. O., & Olsen, T. S. (1995). Aphasia in acute stroke: Incidence, determinants, and recovery. ''Annals of Neurology'', 38, 659-666.</ref> found that the degree of severity of the initial aphasia was directly related to the time course of recovery. Specifically they found that 95% of patients with severe aphasia had recovered maximum function in ten weeks while those with mild aphasia reached that point in only two weeks. == '''Different Approaches''' == ===Social Approaches:=== ====Conversation Therapy==== The goal of this therapy is to enhance conversational abilities. This means that it focuses on the ability to convey a message as well as the abilities of arguing, joke telling, gossiping and story telling. The sessions are usually one on one and really strive to boost the patient’s confidence.<ref>Simmons-Mackie, N. (2001). Social Approaches to Aphasia Intervention. In R. Chapey (Ed.), ''Language Intervention Strategies in Aphasia and Related Neurogenic Communication Disorders'' (4th ed., pp. 246-265). Baltimore, Maryland.</ref> ====Group Therapy==== Group therapy has become an increasingly popular method of treatment. The focus of these sessions is to promote interactions between participants rather that working on discrete skills. Not only do patients get to practice their interactions but they get to meet other people in their situation. The sessions are monitored by a clinician who directs and promotes conversation.<ref>Simmons-Mackie, N. (2001). Social Approaches to Aphasia Intervention. In R. Chapey (Ed.), ''Language Intervention Strategies in Aphasia and Related Neurogenic Communication Disorders'' (4th ed., pp. 246-265). Baltimore, Maryland.</ref> ====Compensatory Strategies Training==== The goal of this approach to aphasia intervention is to teach patients alternate methods of expressing themselves in real world settings. These include gestures, writing and the use of augmentative aids. It is again important with this approach that the family and friends are involved in the sessions so that everyone learns to be familiar with the strategies.<ref>Simmons-Mackie, N. (2001). Social Approaches to Aphasia Intervention. In R. Chapey (Ed.), ''Language Intervention Strategies in Aphasia and Related Neurogenic Communication Disorders'' (4th ed., pp. 246-265). Baltimore, Maryland.</ref> ===Schuell’s Stimulation Approach:=== This approach falls under the category of a traditional approach because it focuses on the impairment. According to Hildred Schuell, aphasia is a deficit that spans all language modalities. If a patient shows a deficit in one of these modalities it is a result of an underlying language problem. In this approach it is believed that the auditory system is of crucial importance because of its key role in both the acquisition and ongoing processing of language. Treatment is therefore focused on only the auditory system rather than on each system separately because it is believed that improvements there will spread to the other channels since they are all connected. The approach uses a very controlled repetition of auditory stimuli. Although the emphasis of the method is on the input, it is very important that responses are given. Here are a few examples of the tasks that might appear: # Point-to Task: which is simply asking the patient to point to a specific object # Yes-No Questions: asking questions like, “is Stephen Harper Prime Minister of Canada?” # Reading Tasks: matching a word or sentence to a picture With this method it is important not to start with tasks that are too difficult. The starting point should be where the deficits begin to appear.<ref>Duffy, J. R., & Coelho, C. A. (2001). Schuellʼs Stimulation Appraoch to Rehabilitation. In R. Chapey (Ed.), ''Language Intervention Strategies in Aphasia and Related Neurogenic Communication Disorders'' (4th ed., pp. 341-382). Baltimore, Maryland: Lippincott Williams & Wilkins.</ref> ===Context Based Treatment:=== This approach to rehabilitation also falls under the impairment-based category and can be very effective for patients with Wernicke’s aphasia. This method requires a great deal of flexibility on the part of the clinician because it is all about creating contexts that are applicable to the patient. Because patients with fluent aphasia are often unaware that their speech is being misunderstood or that they misunderstand speech, early intervention is very critical. For this treatment creating an appropriate context is very important; it is best to choose a context that the patient is familiar with so they will be able to anticipate what might be coming next. In a session, context can be established with the clinician’s opening question such as: “I would like to talk to you about your children” or it can be established with the use of a prop such as a magazine. Once a context is established the clinician begins to ask the patient questions, if the patient needs help they will manipulate the timing and linguistic stress on certain words. If the patient has difficulty inhibiting their word flow, they are instructed to try and listen to themselves and to stop whenever there is an error in order to promote an awareness of their own mistakes. Because this is a very time consuming and intensive method of treatment, it is imperative to get the support of the patient’s caregivers because these exercises can easily be done at home.<ref>Marshall, R. C. (2001). Management of Wernicke's Aphasia: A Context-Based Appraoch. In R. Chapey (Ed.), ''Language Intervention Strategies in Aphasia and Related Neurogenic Communication Disorders'' (4th ed., pp. 435-456). Baltimore, Maryland: Lippincott Williams & Wilkins.</ref> ===Cognitive Neuropsychological Approach=== This approach draws heavily on the use of models to understand how language processing works and where a particular aphasic patient has deficits. [[File:Lexical model.jpg|thumb|800px|right|Adaptation of the Components of Lexical Processing]] Figure 2 is a schematic representation of the different stages of lexical processing. By looking at this diagram we can see that there are for example multiple routes to get to the “phonological output lexicon”, knowing this makes it more clear how a patient can be unable to understand the word apple from written cues and yet be able to read it aloud by sounding it out through the “letter-to-sound conversion pathway”. There are two basic principles behind cognitive neuropsychology. One is that everyone has the same cognitive processes and that brain damage does not result in new processes but merely alters which ones are used for certain tasks at certain levels. Speech language pathologists using this approach to aphasia rehabilitation must first determine which level of processing shows a deficit and then direct treatment towards improving that area or compensating for it.<ref>Hillis, A. E. (2001). Cognitive Neuropsychological Appraches to Rehabilitation of Language Disorders: Introduction. In R. Chapey (Ed.), "Language Intervention Strategies in Aphasia and Related Neurogenic Communication Disorders" (4th ed., pp. 513-521). Baltimore, Maryland: Lippincott Williams & Wilkins.</ref> The following is an example of a cognitive neuropsychological approach to treating a patient with impairments in lexical comprehension. The treatment was performed by Grayson and colleagues in 1997 and published in the “European Journal of Disorders of Communication”.<ref>Grayson, E., Hilton, R., & Franklin, S. (1997). Early intervention in a case of jargon aphasia: Efficacy of language comprehension therapy. "European Journal of Disorders of Communication", 32, 257-276.</ref> The level of dysfunction was at the phonological and semantic stages of processing. The first part of the treatment addressed the semantic impairment and involved having the patient perform lexical tasks such as spoken or written word to picture matching. Example: * Patient Hears: “a fruit” * Correct Response: Patient points to a picture of an apple Over the next few weeks of treatment they systematically increased the difficulty of the tasks. After four weeks the patient showed improvement in word to picture matching tasks but not in a phoneme discrimination task. However, when an extra four weeks of treatment were done with the addition of a phonological component to the semantic tasks the patient showed improvements in auditory word to picture tasks as well as a non-word phoneme discernment task.<ref>Raymer, A. M., & Gonzalez Rothi, L. J. (2001). Cognitive Approaches to Imapiments of Word Comprehension and Production. In R. Chapey (Ed.), "Language Intervention Strategies in Aphasia and Related Neurogenic Communication Disorders" (4th ed., pp. 524-548). Baltimore, Maryland: Lippincott Williams & Wilkins.</ref> ===Computer Based Methods:=== With all the advancements in computer technology today it is natural to see them implemented in a variety of clinical settings. With respect to aphasia rehabilitation, they can be implemented in a one of three manners. Either as the sole method of treatment, where the patient does the exercises alone and then has his or her performance reviewed later by a clinician. They can also be used to assist the clinician to present stimuli. There are also Augmentative Communication Devices, which are small portable computers that function as very advanced “pointing boards”. These ACDs use pictures, text, animation and digitized speech to help the aphasic patient communicate. One such program is the picture based “C-Speak Aphasia” which was developed by Nicholas and Elliot in 1998.<ref>Nicholas, M., & Elliott, S. (1998). "C-Speak Aphasia". A communication system for adults with aphasia. Solana Beach, CA: Mayer-Johnson Co.</ref> In an experimental examination of the program’s efficacy, Nicolas et al.<ref>Nicholas, M., Sinotte, M., & Helm-Estabrooks, N. (2005). Using a computer to communicate: Effect of executive function impairments in people with severe aphasia. "Aphasiology", 19(10), 1052-1065. doi: 10.1080/02687030544000245.</ref> found that the majority of the patients studied were able to communicate better with the program. However, they highlighted the point that the degree to which the executive functioning skills were intact was a better determinate of the treatment’s success then the severity of the aphasia. Although there is significant peer reviewed evidence supporting the use of computers in aphasia rehabilitation it is important to remember its limitations. These limitations include the fact that computers rely on pre-applied unchanging rules and that they cannot anticipate every possibility.<ref>Katz, R. C. (2001). Computer Applications in Aphasia Treatment. In R. Chapey (Ed.), "Language Intervention Strategies in Aphasia and Related Neurogenic Communication Disorders" (4th ed., pp. 718-738). Baltimore, Maryland: Lippincott Williams & Wilkins.</ref> ===Pharmacotherapy:=== In the early days, the studies looking as the use of drugs in aphasia treatment centered on barbiturates because it was thought that people with aphasia would speak better if they were relaxed.<ref>Bergman PS, Green M. Aphasia: effect of intravenous sodium amytal. "Neurology". 1951; 1:471 - 475.</ref> More recent studies with animals have shown that a pharmacologically induced increase in brain catecholamine levels increases the effects of practice. Specifically d-Amphetaime was found to be an effective agent in these studies.<ref>Hovda DA, Feeney DM. Amphetamine with experience promotes recovery of locomotor function after unilateral frontal cortex injury in the cat. "Brain Res." 1984;298:358-361.</ref> Although there have been human studies on the effects of d-Amphetamine they are very hard to interpret because the anatomical and functional definitions of aphasia differ between studies and even between patients within a study. Another issue is that since aphasia in many cases appears alongside other disorders requiring pharmacological treatment, it is difficult to select patients for studies. To generalize, pharmacotherapy does not have the potential to replace behavioural or cognitive therapies for aphasia rehabilitation although it does have the potential to be used alongside these treatments in some capacity.<ref>Small, S. (2004). A biological model of aphasia rehabilitation: Pharmacological perspectives. "Aphasiology", 18(5), 473-492. doi: 10.1080/02687030444000156.</ref> == '''Newest Trends''' == ===Constraint Induced Language Therapy:=== This method of treatment is very rigorous because it involves removing any coping mechanisms that the patient has developed such as gestures and pictures and only allows spoken communication. It essentially operates under the principle of “use it or lose it”. Sessions are usually intensive, three hours a day for ten days and implement the use of visual barriers between communication partners to prevent anything but verbal communication.<ref>Pulvermüller, F., Neininger, B., Elbert, T., Rockstroh, B., Koebbel, P., & Taub, E. (2001). Constraint- induced therapy of chronic aphasia after stroke."Stroke", 32(7), 1621–1626.</ref> Although this method of treatment has been proven effective,<ref>Kirmess, M., & Maher, L. M. (2010). Constraint induced language therapy in early aphasia rehabilitation. "Aphasiology", 24(6), 725–736. Psychology Press. doi: 10.1080/02687030903437682.</ref> it is not recommended to be done at home because of the frustration it would cause for all parties involved. ===Book Clubs:=== In 1999 the California Aphasia Clinic<ref>California Aphasia Clinic. (n.d.). Retrieved February 11, 2011, from http://www.aphasiacenter.org/.</ref> started its trademark ''Book Connection'' program. The program was started as a result of feedback from aphasic patients who expressed that the loss of the ability to read for pleasure had decreased their quality of life. Because there are so many different degrees to which aphasia can affect a person’s ability to read, the ''Book Connection'' program uses a series of adaptations to break down a book to help people be able to read. Their packages, which are sold to groups across North America include a facilitators guide, chapter outlines, chapter highlights, chapter key points, character sketches, and audio files. The book club then meets once a week to discuss what they have read. Participants gain both the benefits of group therapy sessions and have the opportunity to read and enjoy popular fiction. In a seminar given at the annual convention of the American Speech-Language-Hearing Association in 2005, it was presented by Elman et al.<ref>Elman, R., Bernstein-Ellis, E.,Watt,S.,Sobel, P., Giuffrida, E., Fink, R., et al. (2005, November). Reading for pleasure: Aphasia book clubs and quality of life. Seminar presented at the annual convention of the American Speech-Language-Hearing Association, San Diego, CA.</ref> that book club members need not be at the same level and that there is a benefit to having a variety of abilities so long as all are motivated. A clinician whose role can vary between groups monitors the sessions. ===Intensive Therapy Program:=== In 2002, the school of Human Communication Disorders at Dalhousie University in Halifax Nova Scotia developed their intensive ''InteRACT'' program for patients with aphasia. The program lasts for four and half weeks and requires that all participants have a communication partner and that they all live in the same residence building for the duration of the program. Having the participants live in the same residence building is very important to the success of the program because it allows the participants to learn from each other and to bond with people in similar situations. Participants receive four hours of individual therapy and one hour of group therapy per day for five days a week. In addition to this they all participate in a number of supplementary activities to enhance their treatment. Intensity has been proven very effective for aphasia treatment and the general message is go big or go home.<ref>Denes, G., Perrazzolo, C., Piani, A. & Piccione, F. (1996). Intensive versus regular speech therapy in global aphasia: A controlled study. Aphasiology, 10, 385-394.</ref> <ref>Poeck, K., Huber, W., & Willmes, K. (1989). Outcome of intensive language treatment in aphasia. Journal of Speech and Hearing Disorders, 54, 471-479.</ref> For more information about this program see the [http://www.aphasiaaction.com/ ''InteRACT''] website. == '''Conclusion''' == What the above article has attempted to do is to give an overview of the history and current treatments of aphasia. It is clear that there is not one great treatment of aphasia that everyone can agree on. This is because every case is different and requires individual attention. However the consensus is that one should not stick to one method of treatment and that both individual and group therapies are important in achieving the goal of a better quality of life. == '''Learning Exercise''' == ===Questions for Consideration:=== # From reading the above chapter on aphasia rehabilitation, does it make sense why there are so many different approaches towards aphasia rehabilitation? Explain your reasoning. # Treatment programs like the InteRACT program mentioned in the chapter are great but they currently are not receiving enough government funding. Do you think that aphasia programs should get more recognition and support from the government? Keep in mind how much aphasia can affect daily functioning and how many people are affected by it. # Given what you have read in the chapter, why do you think it is important to provide a patient with both impairment based and consequence based treatment? ===Book Club Exercise=== Create a chapter summary for a book of your choice, such as one might create for an aphasia book club. Take the first chapter of a book of your choice and: # Create a point form chapter summary # Make a list of the chapter highlights # List all the characters who appear in that chapter # Create two questions that will help direct the discussion on the chapter. Try and create ones that ask how the reader reacted personally to the chapter. ===Sample Book Club Exercise:=== [http://en.wikiversity.org/wiki/Aphasia_Rehabilitation:_Learning_Exercise Exercise] == '''Aphasia Sites of Interest''' == * [http://www.ydac.on.ca/resources_links.html York-Durham Aphasia Centre] * [http://www.employees.org/~accadmin/ California Aphasia Centre] * [http://www.aphasia.org National Aphasia Association] * [http://www.aphasia.ca/ Toronto Aphasia Centre] * [http://www.caslpa.ca/english/index.asp Canadian Association of Speech Language Pathologists and Audiologists] * [http://www.academyofaphasia.org/ Academy of Aphasia] * [http://www.asha.org American Speech-Language-Hearing Association] ==References== {{Reflist}} [[Category:Psycholinguistics|{{SUBPAGENAME}}]] [[Category:Aphasias]] fcxf32ncqrd2q0q5a9d1qsxfi1tf27q 0 139384 2841695 2840875 2026-10-20T09:06:41Z Young1lim 21186 /* Adder */ 2841695 wikitext text/x-wiki == Adder == * Binary Adder Architecture Exploration ( [[Media:Adder.20131113.pdf|pdf]] ) {| class="wikitable" |- ! Adder type !! Overview !! Analysis !! VHDL Level Design !! CMOS Level Design |- | '''1. Ripple Carry Adder''' || [[Media:VLSI.Arith.1A.RCA.20250522.pdf|A]]|| || [[Media:Adder.rca.20140313.pdf|pdf]] || [[Media:VLSI.Arith.1D.RCA.CMOS.20211108.pdf|pdf]] |- | '''2. Carry Lookahead Adder''' || [[Media:VLSI.Arith.2A.CLA.20260722.pdf|A]], [[Media:VLSI.Arith.2B.CLA.20261014.pdf|B]], [[Media:VLSI.Arith.2C.CLA.20261019.pdf|C]], [[Media:VLSI.Arith.2D.CLA.20260720.pdf|D]] || || [[Media:Adder.cla.20140313.pdf|pdf]]|| |- | '''3. Carry Save Adder''' || [[Media:VLSI.Arith.1.A.CSave.20151209.pdf|A]]|| || || |- || '''4. Carry Select Adder''' || [[Media:VLSI.Arith.1.A.CSelA.20191002.pdf|A]]|| || || |- || '''5. Carry Skip Adder''' || [[Media:VLSI.Arith.5A.CSkip.20250405.pdf|A]]|| || || [[Media:VLSI.Arith.5D.CSkip.CMOS.20211108.pdf|pdf]] |- || '''6. Carry Chain Adder''' || [[Media:VLSI.Arith.6A.CCA.20211109.pdf|A]]|| || [[Media:VLSI.Arith.6C.CCA.VHDL.20211109.pdf|pdf]], [[Media:Adder.cca.20140313.pdf|pdf]] || [[Media:VLSI.Arith.6D.CCA.CMOS.20211109.pdf|pdf]] |- || '''7. Kogge-Stone Adder''' || [[Media:VLSI.Arith.1.A.KSA.20140315.pdf|A]]|| || [[Media:Adder.ksa.20140409.pdf|pdf]]|| |- || '''8. Prefix Adder''' || [[Media:VLSI.Arith.1.A.PFA.20140314.pdf|A]]|| || || |- || '''9.1 Variable Block Adder''' || [[Media:VLSI.Arith.1A.VBA.20221110.pdf|A]], [[Media:VLSI.Arith.1B.VBA.20230911.pdf|B]], [[Media:VLSI.Arith.1C.VBA.20240622.pdf|C]], [[Media:VLSI.Arith.1C.VBA.20250218.pdf|D]]|| || || |- || '''9.2 Multi-Level Variable Block Adder''' || [[Media:VLSI.Arith.1.A.VBA-Multi.20221031.pdf|A]]|| || || |} </br> === Adder Architectures Suitable for FPGA === * FPGA Carry-Chain Adder ([[Media:VLSI.Arith.1.A.FPGA-CCA.20210421.pdf|pdf]]) * FPGA Carry Select Adder ([[Media:VLSI.Arith.1.B.FPGA-CarrySelect.20210522.pdf|pdf]]) * FPGA Variable Block Adder ([[Media:VLSI.Arith.1.C.FPGA-VariableBlock.20220125.pdf|pdf]]) * FPGA Carry Lookahead Adder ([[Media:VLSI.Arith.1.D.FPGA-CLookahead.20210304.pdf|pdf]]) * Carry-Skip Adder </br> == Barrel Shifter == * Barrel Shifter Architecture Exploration ([[Media:Bshift.20131105.pdf|bshfit.vhdl]], [[Media:Bshift.makefile.20131109.pdf|bshfit.makefile]]) </br> '''Mux Based Barrel Shifter''' * Analysis ([[Media:Arith.BShfiter.20151207.pdf|pdf]]) * Implementation </br> == Multiplier == === Array Multipliers === * Analysis ([[Media:VLSI.Arith.1.A.Mult.20151209.pdf|pdf]]) </br> === Tree Mulltipliers === * Lattice Multiplication ([[Media:VLSI.Arith.LatticeMult.20170204.pdf|pdf]]) * Wallace Tree ([[Media:VLSI.Arith.WallaceTree.20170204.pdf|pdf]]) * Dadda Tree ([[Media:VLSI.Arith.DaddaTree.20170701.pdf|pdf]]) </br> === Booth Multipliers === * [[Media:RNS4.BoothEncode.20161005.pdf|Booth Encoding Note]] * Booth Multiplier Note ([[Media:BoothMult.20160929.pdf|H1.pdf]]) </br> == Divider == * Binary Divider ([[Media:VLSI.Arith.1.A.Divider.20131217.pdf|pdf]])</br> </br> </br> go to [ [[Electrical_%26_Computer_Engineering_Studies]] ] [[Category:Digital Circuit Design]] [[Category:FPGA]] 9dg5hyarp8xzr92rbryigy206xg6shf 2841697 2841695 2026-10-20T09:07:38Z Young1lim 21186 /* Adder */ 2841697 wikitext text/x-wiki == Adder == * Binary Adder Architecture Exploration ( [[Media:Adder.20131113.pdf|pdf]] ) {| class="wikitable" |- ! Adder type !! Overview !! Analysis !! VHDL Level Design !! CMOS Level Design |- | '''1. Ripple Carry Adder''' || [[Media:VLSI.Arith.1A.RCA.20250522.pdf|A]]|| || [[Media:Adder.rca.20140313.pdf|pdf]] || [[Media:VLSI.Arith.1D.RCA.CMOS.20211108.pdf|pdf]] |- | '''2. Carry Lookahead Adder''' || [[Media:VLSI.Arith.2A.CLA.20260722.pdf|A]], [[Media:VLSI.Arith.2B.CLA.20261014.pdf|B]], [[Media:VLSI.Arith.2C.CLA.20261020.pdf|C]], [[Media:VLSI.Arith.2D.CLA.20260720.pdf|D]] || || [[Media:Adder.cla.20140313.pdf|pdf]]|| |- | '''3. Carry Save Adder''' || [[Media:VLSI.Arith.1.A.CSave.20151209.pdf|A]]|| || || |- || '''4. Carry Select Adder''' || [[Media:VLSI.Arith.1.A.CSelA.20191002.pdf|A]]|| || || |- || '''5. Carry Skip Adder''' || [[Media:VLSI.Arith.5A.CSkip.20250405.pdf|A]]|| || || [[Media:VLSI.Arith.5D.CSkip.CMOS.20211108.pdf|pdf]] |- || '''6. Carry Chain Adder''' || [[Media:VLSI.Arith.6A.CCA.20211109.pdf|A]]|| || [[Media:VLSI.Arith.6C.CCA.VHDL.20211109.pdf|pdf]], [[Media:Adder.cca.20140313.pdf|pdf]] || [[Media:VLSI.Arith.6D.CCA.CMOS.20211109.pdf|pdf]] |- || '''7. Kogge-Stone Adder''' || [[Media:VLSI.Arith.1.A.KSA.20140315.pdf|A]]|| || [[Media:Adder.ksa.20140409.pdf|pdf]]|| |- || '''8. Prefix Adder''' || [[Media:VLSI.Arith.1.A.PFA.20140314.pdf|A]]|| || || |- || '''9.1 Variable Block Adder''' || [[Media:VLSI.Arith.1A.VBA.20221110.pdf|A]], [[Media:VLSI.Arith.1B.VBA.20230911.pdf|B]], [[Media:VLSI.Arith.1C.VBA.20240622.pdf|C]], [[Media:VLSI.Arith.1C.VBA.20250218.pdf|D]]|| || || |- || '''9.2 Multi-Level Variable Block Adder''' || [[Media:VLSI.Arith.1.A.VBA-Multi.20221031.pdf|A]]|| || || |} </br> === Adder Architectures Suitable for FPGA === * FPGA Carry-Chain Adder ([[Media:VLSI.Arith.1.A.FPGA-CCA.20210421.pdf|pdf]]) * FPGA Carry Select Adder ([[Media:VLSI.Arith.1.B.FPGA-CarrySelect.20210522.pdf|pdf]]) * FPGA Variable Block Adder ([[Media:VLSI.Arith.1.C.FPGA-VariableBlock.20220125.pdf|pdf]]) * FPGA Carry Lookahead Adder ([[Media:VLSI.Arith.1.D.FPGA-CLookahead.20210304.pdf|pdf]]) * Carry-Skip Adder </br> == Barrel Shifter == * Barrel Shifter Architecture Exploration ([[Media:Bshift.20131105.pdf|bshfit.vhdl]], [[Media:Bshift.makefile.20131109.pdf|bshfit.makefile]]) </br> '''Mux Based Barrel Shifter''' * Analysis ([[Media:Arith.BShfiter.20151207.pdf|pdf]]) * Implementation </br> == Multiplier == === Array Multipliers === * Analysis ([[Media:VLSI.Arith.1.A.Mult.20151209.pdf|pdf]]) </br> === Tree Mulltipliers === * Lattice Multiplication ([[Media:VLSI.Arith.LatticeMult.20170204.pdf|pdf]]) * Wallace Tree ([[Media:VLSI.Arith.WallaceTree.20170204.pdf|pdf]]) * Dadda Tree ([[Media:VLSI.Arith.DaddaTree.20170701.pdf|pdf]]) </br> === Booth Multipliers === * [[Media:RNS4.BoothEncode.20161005.pdf|Booth Encoding Note]] * Booth Multiplier Note ([[Media:BoothMult.20160929.pdf|H1.pdf]]) </br> == Divider == * Binary Divider ([[Media:VLSI.Arith.1.A.Divider.20131217.pdf|pdf]])</br> </br> </br> go to [ [[Electrical_%26_Computer_Engineering_Studies]] ] [[Category:Digital Circuit Design]] [[Category:FPGA]] 87zba6yhfmmyi6pqi00kd8tvora0k2u 2841699 2841697 2026-10-20T09:09:05Z Young1lim 21186 /* Adder */ 2841699 wikitext text/x-wiki == Adder == * Binary Adder Architecture Exploration ( [[Media:Adder.20131113.pdf|pdf]] ) {| class="wikitable" |- ! Adder type !! Overview !! Analysis !! VHDL Level Design !! CMOS Level Design |- | '''1. Ripple Carry Adder''' || [[Media:VLSI.Arith.1A.RCA.20250522.pdf|A]]|| || [[Media:Adder.rca.20140313.pdf|pdf]] || [[Media:VLSI.Arith.1D.RCA.CMOS.20211108.pdf|pdf]] |- | '''2. Carry Lookahead Adder''' || [[Media:VLSI.Arith.2A.CLA.20260722.pdf|A]], [[Media:VLSI.Arith.2B.CLA.20261014.pdf|B]], [[Media:VLSI.Arith.2C.CLA.20261011-1.pdf|C]], [[Media:VLSI.Arith.2D.CLA.20260720.pdf|D]] || || [[Media:Adder.cla.20140313.pdf|pdf]]|| |- | '''3. Carry Save Adder''' || [[Media:VLSI.Arith.1.A.CSave.20151209.pdf|A]]|| || || |- || '''4. Carry Select Adder''' || [[Media:VLSI.Arith.1.A.CSelA.20191002.pdf|A]]|| || || |- || '''5. Carry Skip Adder''' || [[Media:VLSI.Arith.5A.CSkip.20250405.pdf|A]]|| || || [[Media:VLSI.Arith.5D.CSkip.CMOS.20211108.pdf|pdf]] |- || '''6. Carry Chain Adder''' || [[Media:VLSI.Arith.6A.CCA.20211109.pdf|A]]|| || [[Media:VLSI.Arith.6C.CCA.VHDL.20211109.pdf|pdf]], [[Media:Adder.cca.20140313.pdf|pdf]] || [[Media:VLSI.Arith.6D.CCA.CMOS.20211109.pdf|pdf]] |- || '''7. Kogge-Stone Adder''' || [[Media:VLSI.Arith.1.A.KSA.20140315.pdf|A]]|| || [[Media:Adder.ksa.20140409.pdf|pdf]]|| |- || '''8. Prefix Adder''' || [[Media:VLSI.Arith.1.A.PFA.20140314.pdf|A]]|| || || |- || '''9.1 Variable Block Adder''' || [[Media:VLSI.Arith.1A.VBA.20221110.pdf|A]], [[Media:VLSI.Arith.1B.VBA.20230911.pdf|B]], [[Media:VLSI.Arith.1C.VBA.20240622.pdf|C]], [[Media:VLSI.Arith.1C.VBA.20250218.pdf|D]]|| || || |- || '''9.2 Multi-Level Variable Block Adder''' || [[Media:VLSI.Arith.1.A.VBA-Multi.20221031.pdf|A]]|| || || |} </br> === Adder Architectures Suitable for FPGA === * FPGA Carry-Chain Adder ([[Media:VLSI.Arith.1.A.FPGA-CCA.20210421.pdf|pdf]]) * FPGA Carry Select Adder ([[Media:VLSI.Arith.1.B.FPGA-CarrySelect.20210522.pdf|pdf]]) * FPGA Variable Block Adder ([[Media:VLSI.Arith.1.C.FPGA-VariableBlock.20220125.pdf|pdf]]) * FPGA Carry Lookahead Adder ([[Media:VLSI.Arith.1.D.FPGA-CLookahead.20210304.pdf|pdf]]) * Carry-Skip Adder </br> == Barrel Shifter == * Barrel Shifter Architecture Exploration ([[Media:Bshift.20131105.pdf|bshfit.vhdl]], [[Media:Bshift.makefile.20131109.pdf|bshfit.makefile]]) </br> '''Mux Based Barrel Shifter''' * Analysis ([[Media:Arith.BShfiter.20151207.pdf|pdf]]) * Implementation </br> == Multiplier == === Array Multipliers === * Analysis ([[Media:VLSI.Arith.1.A.Mult.20151209.pdf|pdf]]) </br> === Tree Mulltipliers === * Lattice Multiplication ([[Media:VLSI.Arith.LatticeMult.20170204.pdf|pdf]]) * Wallace Tree ([[Media:VLSI.Arith.WallaceTree.20170204.pdf|pdf]]) * Dadda Tree ([[Media:VLSI.Arith.DaddaTree.20170701.pdf|pdf]]) </br> === Booth Multipliers === * [[Media:RNS4.BoothEncode.20161005.pdf|Booth Encoding Note]] * Booth Multiplier Note ([[Media:BoothMult.20160929.pdf|H1.pdf]]) </br> == Divider == * Binary Divider ([[Media:VLSI.Arith.1.A.Divider.20131217.pdf|pdf]])</br> </br> </br> go to [ [[Electrical_%26_Computer_Engineering_Studies]] ] [[Category:Digital Circuit Design]] [[Category:FPGA]] 3vuxaze5jvp52rs4hcxtban93z4xwt5 2841700 2841699 2026-10-20T09:09:51Z Young1lim 21186 /* Adder */ 2841700 wikitext text/x-wiki == Adder == * Binary Adder Architecture Exploration ( [[Media:Adder.20131113.pdf|pdf]] ) {| class="wikitable" |- ! Adder type !! Overview !! Analysis !! VHDL Level Design !! CMOS Level Design |- | '''1. Ripple Carry Adder''' || [[Media:VLSI.Arith.1A.RCA.20250522.pdf|A]]|| || [[Media:Adder.rca.20140313.pdf|pdf]] || [[Media:VLSI.Arith.1D.RCA.CMOS.20211108.pdf|pdf]] |- | '''2. Carry Lookahead Adder''' || [[Media:VLSI.Arith.2A.CLA.20260722.pdf|A]], [[Media:VLSI.Arith.2B.CLA.20261014.pdf|B]], [[Media:VLSI.Arith.2C.CLA.20261019-1.pdf|C]], [[Media:VLSI.Arith.2D.CLA.20260720.pdf|D]] || || [[Media:Adder.cla.20140313.pdf|pdf]]|| |- | '''3. Carry Save Adder''' || [[Media:VLSI.Arith.1.A.CSave.20151209.pdf|A]]|| || || |- || '''4. Carry Select Adder''' || [[Media:VLSI.Arith.1.A.CSelA.20191002.pdf|A]]|| || || |- || '''5. Carry Skip Adder''' || [[Media:VLSI.Arith.5A.CSkip.20250405.pdf|A]]|| || || [[Media:VLSI.Arith.5D.CSkip.CMOS.20211108.pdf|pdf]] |- || '''6. Carry Chain Adder''' || [[Media:VLSI.Arith.6A.CCA.20211109.pdf|A]]|| || [[Media:VLSI.Arith.6C.CCA.VHDL.20211109.pdf|pdf]], [[Media:Adder.cca.20140313.pdf|pdf]] || [[Media:VLSI.Arith.6D.CCA.CMOS.20211109.pdf|pdf]] |- || '''7. Kogge-Stone Adder''' || [[Media:VLSI.Arith.1.A.KSA.20140315.pdf|A]]|| || [[Media:Adder.ksa.20140409.pdf|pdf]]|| |- || '''8. Prefix Adder''' || [[Media:VLSI.Arith.1.A.PFA.20140314.pdf|A]]|| || || |- || '''9.1 Variable Block Adder''' || [[Media:VLSI.Arith.1A.VBA.20221110.pdf|A]], [[Media:VLSI.Arith.1B.VBA.20230911.pdf|B]], [[Media:VLSI.Arith.1C.VBA.20240622.pdf|C]], [[Media:VLSI.Arith.1C.VBA.20250218.pdf|D]]|| || || |- || '''9.2 Multi-Level Variable Block Adder''' || [[Media:VLSI.Arith.1.A.VBA-Multi.20221031.pdf|A]]|| || || |} </br> === Adder Architectures Suitable for FPGA === * FPGA Carry-Chain Adder ([[Media:VLSI.Arith.1.A.FPGA-CCA.20210421.pdf|pdf]]) * FPGA Carry Select Adder ([[Media:VLSI.Arith.1.B.FPGA-CarrySelect.20210522.pdf|pdf]]) * FPGA Variable Block Adder ([[Media:VLSI.Arith.1.C.FPGA-VariableBlock.20220125.pdf|pdf]]) * FPGA Carry Lookahead Adder ([[Media:VLSI.Arith.1.D.FPGA-CLookahead.20210304.pdf|pdf]]) * Carry-Skip Adder </br> == Barrel Shifter == * Barrel Shifter Architecture Exploration ([[Media:Bshift.20131105.pdf|bshfit.vhdl]], [[Media:Bshift.makefile.20131109.pdf|bshfit.makefile]]) </br> '''Mux Based Barrel Shifter''' * Analysis ([[Media:Arith.BShfiter.20151207.pdf|pdf]]) * Implementation </br> == Multiplier == === Array Multipliers === * Analysis ([[Media:VLSI.Arith.1.A.Mult.20151209.pdf|pdf]]) </br> === Tree Mulltipliers === * Lattice Multiplication ([[Media:VLSI.Arith.LatticeMult.20170204.pdf|pdf]]) * Wallace Tree ([[Media:VLSI.Arith.WallaceTree.20170204.pdf|pdf]]) * Dadda Tree ([[Media:VLSI.Arith.DaddaTree.20170701.pdf|pdf]]) </br> === Booth Multipliers === * [[Media:RNS4.BoothEncode.20161005.pdf|Booth Encoding Note]] * Booth Multiplier Note ([[Media:BoothMult.20160929.pdf|H1.pdf]]) </br> == Divider == * Binary Divider ([[Media:VLSI.Arith.1.A.Divider.20131217.pdf|pdf]])</br> </br> </br> go to [ [[Electrical_%26_Computer_Engineering_Studies]] ] [[Category:Digital Circuit Design]] [[Category:FPGA]] ly04fl46v5f3ia108rrx8n5jn9npc84 2841702 2841700 2026-10-20T09:10:51Z Young1lim 21186 /* Adder */ 2841702 wikitext text/x-wiki == Adder == * Binary Adder Architecture Exploration ( [[Media:Adder.20131113.pdf|pdf]] ) {| class="wikitable" |- ! Adder type !! Overview !! Analysis !! VHDL Level Design !! CMOS Level Design |- | '''1. Ripple Carry Adder''' || [[Media:VLSI.Arith.1A.RCA.20250522.pdf|A]]|| || [[Media:Adder.rca.20140313.pdf|pdf]] || [[Media:VLSI.Arith.1D.RCA.CMOS.20211108.pdf|pdf]] |- | '''2. Carry Lookahead Adder''' || [[Media:VLSI.Arith.2A.CLA.20260722.pdf|A]], [[Media:VLSI.Arith.2B.CLA.20261014.pdf|B]], [[Media:VLSI.Arith.2C.CLA.20261020.pdf|C]], [[Media:VLSI.Arith.2D.CLA.20260720.pdf|D]] || || [[Media:Adder.cla.20140313.pdf|pdf]]|| |- | '''3. Carry Save Adder''' || [[Media:VLSI.Arith.1.A.CSave.20151209.pdf|A]]|| || || |- || '''4. Carry Select Adder''' || [[Media:VLSI.Arith.1.A.CSelA.20191002.pdf|A]]|| || || |- || '''5. Carry Skip Adder''' || [[Media:VLSI.Arith.5A.CSkip.20250405.pdf|A]]|| || || [[Media:VLSI.Arith.5D.CSkip.CMOS.20211108.pdf|pdf]] |- || '''6. Carry Chain Adder''' || [[Media:VLSI.Arith.6A.CCA.20211109.pdf|A]]|| || [[Media:VLSI.Arith.6C.CCA.VHDL.20211109.pdf|pdf]], [[Media:Adder.cca.20140313.pdf|pdf]] || [[Media:VLSI.Arith.6D.CCA.CMOS.20211109.pdf|pdf]] |- || '''7. Kogge-Stone Adder''' || [[Media:VLSI.Arith.1.A.KSA.20140315.pdf|A]]|| || [[Media:Adder.ksa.20140409.pdf|pdf]]|| |- || '''8. Prefix Adder''' || [[Media:VLSI.Arith.1.A.PFA.20140314.pdf|A]]|| || || |- || '''9.1 Variable Block Adder''' || [[Media:VLSI.Arith.1A.VBA.20221110.pdf|A]], [[Media:VLSI.Arith.1B.VBA.20230911.pdf|B]], [[Media:VLSI.Arith.1C.VBA.20240622.pdf|C]], [[Media:VLSI.Arith.1C.VBA.20250218.pdf|D]]|| || || |- || '''9.2 Multi-Level Variable Block Adder''' || [[Media:VLSI.Arith.1.A.VBA-Multi.20221031.pdf|A]]|| || || |} </br> === Adder Architectures Suitable for FPGA === * FPGA Carry-Chain Adder ([[Media:VLSI.Arith.1.A.FPGA-CCA.20210421.pdf|pdf]]) * FPGA Carry Select Adder ([[Media:VLSI.Arith.1.B.FPGA-CarrySelect.20210522.pdf|pdf]]) * FPGA Variable Block Adder ([[Media:VLSI.Arith.1.C.FPGA-VariableBlock.20220125.pdf|pdf]]) * FPGA Carry Lookahead Adder ([[Media:VLSI.Arith.1.D.FPGA-CLookahead.20210304.pdf|pdf]]) * Carry-Skip Adder </br> == Barrel Shifter == * Barrel Shifter Architecture Exploration ([[Media:Bshift.20131105.pdf|bshfit.vhdl]], [[Media:Bshift.makefile.20131109.pdf|bshfit.makefile]]) </br> '''Mux Based Barrel Shifter''' * Analysis ([[Media:Arith.BShfiter.20151207.pdf|pdf]]) * Implementation </br> == Multiplier == === Array Multipliers === * Analysis ([[Media:VLSI.Arith.1.A.Mult.20151209.pdf|pdf]]) </br> === Tree Mulltipliers === * Lattice Multiplication ([[Media:VLSI.Arith.LatticeMult.20170204.pdf|pdf]]) * Wallace Tree ([[Media:VLSI.Arith.WallaceTree.20170204.pdf|pdf]]) * Dadda Tree ([[Media:VLSI.Arith.DaddaTree.20170701.pdf|pdf]]) </br> === Booth Multipliers === * [[Media:RNS4.BoothEncode.20161005.pdf|Booth Encoding Note]] * Booth Multiplier Note ([[Media:BoothMult.20160929.pdf|H1.pdf]]) </br> == Divider == * Binary Divider ([[Media:VLSI.Arith.1.A.Divider.20131217.pdf|pdf]])</br> </br> </br> go to [ [[Electrical_%26_Computer_Engineering_Studies]] ] [[Category:Digital Circuit Design]] [[Category:FPGA]] 87zba6yhfmmyi6pqi00kd8tvora0k2u 2841704 2841702 2026-10-20T09:12:08Z Young1lim 21186 /* Adder */ 2841704 wikitext text/x-wiki == Adder == * Binary Adder Architecture Exploration ( [[Media:Adder.20131113.pdf|pdf]] ) {| class="wikitable" |- ! Adder type !! Overview !! Analysis !! VHDL Level Design !! CMOS Level Design |- | '''1. Ripple Carry Adder''' || [[Media:VLSI.Arith.1A.RCA.20250522.pdf|A]]|| || [[Media:Adder.rca.20140313.pdf|pdf]] || [[Media:VLSI.Arith.1D.RCA.CMOS.20211108.pdf|pdf]] |- | '''2. Carry Lookahead Adder''' || [[Media:VLSI.Arith.2A.CLA.20260722.pdf|A]], [[Media:VLSI.Arith.2B.CLA.20261015.pdf|B]], [[Media:VLSI.Arith.2C.CLA.20261020.pdf|C]], [[Media:VLSI.Arith.2D.CLA.20260720.pdf|D]] || || [[Media:Adder.cla.20140313.pdf|pdf]]|| |- | '''3. Carry Save Adder''' || [[Media:VLSI.Arith.1.A.CSave.20151209.pdf|A]]|| || || |- || '''4. Carry Select Adder''' || [[Media:VLSI.Arith.1.A.CSelA.20191002.pdf|A]]|| || || |- || '''5. Carry Skip Adder''' || [[Media:VLSI.Arith.5A.CSkip.20250405.pdf|A]]|| || || [[Media:VLSI.Arith.5D.CSkip.CMOS.20211108.pdf|pdf]] |- || '''6. Carry Chain Adder''' || [[Media:VLSI.Arith.6A.CCA.20211109.pdf|A]]|| || [[Media:VLSI.Arith.6C.CCA.VHDL.20211109.pdf|pdf]], [[Media:Adder.cca.20140313.pdf|pdf]] || [[Media:VLSI.Arith.6D.CCA.CMOS.20211109.pdf|pdf]] |- || '''7. Kogge-Stone Adder''' || [[Media:VLSI.Arith.1.A.KSA.20140315.pdf|A]]|| || [[Media:Adder.ksa.20140409.pdf|pdf]]|| |- || '''8. Prefix Adder''' || [[Media:VLSI.Arith.1.A.PFA.20140314.pdf|A]]|| || || |- || '''9.1 Variable Block Adder''' || [[Media:VLSI.Arith.1A.VBA.20221110.pdf|A]], [[Media:VLSI.Arith.1B.VBA.20230911.pdf|B]], [[Media:VLSI.Arith.1C.VBA.20240622.pdf|C]], [[Media:VLSI.Arith.1C.VBA.20250218.pdf|D]]|| || || |- || '''9.2 Multi-Level Variable Block Adder''' || [[Media:VLSI.Arith.1.A.VBA-Multi.20221031.pdf|A]]|| || || |} </br> === Adder Architectures Suitable for FPGA === * FPGA Carry-Chain Adder ([[Media:VLSI.Arith.1.A.FPGA-CCA.20210421.pdf|pdf]]) * FPGA Carry Select Adder ([[Media:VLSI.Arith.1.B.FPGA-CarrySelect.20210522.pdf|pdf]]) * FPGA Variable Block Adder ([[Media:VLSI.Arith.1.C.FPGA-VariableBlock.20220125.pdf|pdf]]) * FPGA Carry Lookahead Adder ([[Media:VLSI.Arith.1.D.FPGA-CLookahead.20210304.pdf|pdf]]) * Carry-Skip Adder </br> == Barrel Shifter == * Barrel Shifter Architecture Exploration ([[Media:Bshift.20131105.pdf|bshfit.vhdl]], [[Media:Bshift.makefile.20131109.pdf|bshfit.makefile]]) </br> '''Mux Based Barrel Shifter''' * Analysis ([[Media:Arith.BShfiter.20151207.pdf|pdf]]) * Implementation </br> == Multiplier == === Array Multipliers === * Analysis ([[Media:VLSI.Arith.1.A.Mult.20151209.pdf|pdf]]) </br> === Tree Mulltipliers === * Lattice Multiplication ([[Media:VLSI.Arith.LatticeMult.20170204.pdf|pdf]]) * Wallace Tree ([[Media:VLSI.Arith.WallaceTree.20170204.pdf|pdf]]) * Dadda Tree ([[Media:VLSI.Arith.DaddaTree.20170701.pdf|pdf]]) </br> === Booth Multipliers === * [[Media:RNS4.BoothEncode.20161005.pdf|Booth Encoding Note]] * Booth Multiplier Note ([[Media:BoothMult.20160929.pdf|H1.pdf]]) </br> == Divider == * Binary Divider ([[Media:VLSI.Arith.1.A.Divider.20131217.pdf|pdf]])</br> </br> </br> go to [ [[Electrical_%26_Computer_Engineering_Studies]] ] [[Category:Digital Circuit Design]] [[Category:FPGA]] ey5kddb7fu7m7mibrykrfrwcwpnvx8d 2841706 2841704 2026-10-20T09:13:49Z Young1lim 21186 /* Adder */ 2841706 wikitext text/x-wiki == Adder == * Binary Adder Architecture Exploration ( [[Media:Adder.20131113.pdf|pdf]] ) {| class="wikitable" |- ! Adder type !! Overview !! Analysis !! VHDL Level Design !! CMOS Level Design |- | '''1. Ripple Carry Adder''' || [[Media:VLSI.Arith.1A.RCA.20250522.pdf|A]]|| || [[Media:Adder.rca.20140313.pdf|pdf]] || [[Media:VLSI.Arith.1D.RCA.CMOS.20211108.pdf|pdf]] |- | '''2. Carry Lookahead Adder''' || [[Media:VLSI.Arith.2A.CLA.20260722.pdf|A]], [[Media:VLSI.Arith.2B.CLA.20261016.pdf|B]], [[Media:VLSI.Arith.2C.CLA.20261020.pdf|C]], [[Media:VLSI.Arith.2D.CLA.20260720.pdf|D]] || || [[Media:Adder.cla.20140313.pdf|pdf]]|| |- | '''3. Carry Save Adder''' || [[Media:VLSI.Arith.1.A.CSave.20151209.pdf|A]]|| || || |- || '''4. Carry Select Adder''' || [[Media:VLSI.Arith.1.A.CSelA.20191002.pdf|A]]|| || || |- || '''5. Carry Skip Adder''' || [[Media:VLSI.Arith.5A.CSkip.20250405.pdf|A]]|| || || [[Media:VLSI.Arith.5D.CSkip.CMOS.20211108.pdf|pdf]] |- || '''6. Carry Chain Adder''' || [[Media:VLSI.Arith.6A.CCA.20211109.pdf|A]]|| || [[Media:VLSI.Arith.6C.CCA.VHDL.20211109.pdf|pdf]], [[Media:Adder.cca.20140313.pdf|pdf]] || [[Media:VLSI.Arith.6D.CCA.CMOS.20211109.pdf|pdf]] |- || '''7. Kogge-Stone Adder''' || [[Media:VLSI.Arith.1.A.KSA.20140315.pdf|A]]|| || [[Media:Adder.ksa.20140409.pdf|pdf]]|| |- || '''8. Prefix Adder''' || [[Media:VLSI.Arith.1.A.PFA.20140314.pdf|A]]|| || || |- || '''9.1 Variable Block Adder''' || [[Media:VLSI.Arith.1A.VBA.20221110.pdf|A]], [[Media:VLSI.Arith.1B.VBA.20230911.pdf|B]], [[Media:VLSI.Arith.1C.VBA.20240622.pdf|C]], [[Media:VLSI.Arith.1C.VBA.20250218.pdf|D]]|| || || |- || '''9.2 Multi-Level Variable Block Adder''' || [[Media:VLSI.Arith.1.A.VBA-Multi.20221031.pdf|A]]|| || || |} </br> === Adder Architectures Suitable for FPGA === * FPGA Carry-Chain Adder ([[Media:VLSI.Arith.1.A.FPGA-CCA.20210421.pdf|pdf]]) * FPGA Carry Select Adder ([[Media:VLSI.Arith.1.B.FPGA-CarrySelect.20210522.pdf|pdf]]) * FPGA Variable Block Adder ([[Media:VLSI.Arith.1.C.FPGA-VariableBlock.20220125.pdf|pdf]]) * FPGA Carry Lookahead Adder ([[Media:VLSI.Arith.1.D.FPGA-CLookahead.20210304.pdf|pdf]]) * Carry-Skip Adder </br> == Barrel Shifter == * Barrel Shifter Architecture Exploration ([[Media:Bshift.20131105.pdf|bshfit.vhdl]], [[Media:Bshift.makefile.20131109.pdf|bshfit.makefile]]) </br> '''Mux Based Barrel Shifter''' * Analysis ([[Media:Arith.BShfiter.20151207.pdf|pdf]]) * Implementation </br> == Multiplier == === Array Multipliers === * Analysis ([[Media:VLSI.Arith.1.A.Mult.20151209.pdf|pdf]]) </br> === Tree Mulltipliers === * Lattice Multiplication ([[Media:VLSI.Arith.LatticeMult.20170204.pdf|pdf]]) * Wallace Tree ([[Media:VLSI.Arith.WallaceTree.20170204.pdf|pdf]]) * Dadda Tree ([[Media:VLSI.Arith.DaddaTree.20170701.pdf|pdf]]) </br> === Booth Multipliers === * [[Media:RNS4.BoothEncode.20161005.pdf|Booth Encoding Note]] * Booth Multiplier Note ([[Media:BoothMult.20160929.pdf|H1.pdf]]) </br> == Divider == * Binary Divider ([[Media:VLSI.Arith.1.A.Divider.20131217.pdf|pdf]])</br> </br> </br> go to [ [[Electrical_%26_Computer_Engineering_Studies]] ] [[Category:Digital Circuit Design]] [[Category:FPGA]] hubserlnpfi7kdhu2jplb11zl0axm4w 2841708 2841706 2026-10-20T09:14:44Z Young1lim 21186 /* Adder */ 2841708 wikitext text/x-wiki == Adder == * Binary Adder Architecture Exploration ( [[Media:Adder.20131113.pdf|pdf]] ) {| class="wikitable" |- ! Adder type !! Overview !! Analysis !! VHDL Level Design !! CMOS Level Design |- | '''1. Ripple Carry Adder''' || [[Media:VLSI.Arith.1A.RCA.20250522.pdf|A]]|| || [[Media:Adder.rca.20140313.pdf|pdf]] || [[Media:VLSI.Arith.1D.RCA.CMOS.20211108.pdf|pdf]] |- | '''2. Carry Lookahead Adder''' || [[Media:VLSI.Arith.2A.CLA.20260722.pdf|A]], [[Media:VLSI.Arith.2B.CLA.20261017.pdf|B]], [[Media:VLSI.Arith.2C.CLA.20261020.pdf|C]], [[Media:VLSI.Arith.2D.CLA.20260720.pdf|D]] || || [[Media:Adder.cla.20140313.pdf|pdf]]|| |- | '''3. Carry Save Adder''' || [[Media:VLSI.Arith.1.A.CSave.20151209.pdf|A]]|| || || |- || '''4. Carry Select Adder''' || [[Media:VLSI.Arith.1.A.CSelA.20191002.pdf|A]]|| || || |- || '''5. Carry Skip Adder''' || [[Media:VLSI.Arith.5A.CSkip.20250405.pdf|A]]|| || || [[Media:VLSI.Arith.5D.CSkip.CMOS.20211108.pdf|pdf]] |- || '''6. Carry Chain Adder''' || [[Media:VLSI.Arith.6A.CCA.20211109.pdf|A]]|| || [[Media:VLSI.Arith.6C.CCA.VHDL.20211109.pdf|pdf]], [[Media:Adder.cca.20140313.pdf|pdf]] || [[Media:VLSI.Arith.6D.CCA.CMOS.20211109.pdf|pdf]] |- || '''7. Kogge-Stone Adder''' || [[Media:VLSI.Arith.1.A.KSA.20140315.pdf|A]]|| || [[Media:Adder.ksa.20140409.pdf|pdf]]|| |- || '''8. Prefix Adder''' || [[Media:VLSI.Arith.1.A.PFA.20140314.pdf|A]]|| || || |- || '''9.1 Variable Block Adder''' || [[Media:VLSI.Arith.1A.VBA.20221110.pdf|A]], [[Media:VLSI.Arith.1B.VBA.20230911.pdf|B]], [[Media:VLSI.Arith.1C.VBA.20240622.pdf|C]], [[Media:VLSI.Arith.1C.VBA.20250218.pdf|D]]|| || || |- || '''9.2 Multi-Level Variable Block Adder''' || [[Media:VLSI.Arith.1.A.VBA-Multi.20221031.pdf|A]]|| || || |} </br> === Adder Architectures Suitable for FPGA === * FPGA Carry-Chain Adder ([[Media:VLSI.Arith.1.A.FPGA-CCA.20210421.pdf|pdf]]) * FPGA Carry Select Adder ([[Media:VLSI.Arith.1.B.FPGA-CarrySelect.20210522.pdf|pdf]]) * FPGA Variable Block Adder ([[Media:VLSI.Arith.1.C.FPGA-VariableBlock.20220125.pdf|pdf]]) * FPGA Carry Lookahead Adder ([[Media:VLSI.Arith.1.D.FPGA-CLookahead.20210304.pdf|pdf]]) * Carry-Skip Adder </br> == Barrel Shifter == * Barrel Shifter Architecture Exploration ([[Media:Bshift.20131105.pdf|bshfit.vhdl]], [[Media:Bshift.makefile.20131109.pdf|bshfit.makefile]]) </br> '''Mux Based Barrel Shifter''' * Analysis ([[Media:Arith.BShfiter.20151207.pdf|pdf]]) * Implementation </br> == Multiplier == === Array Multipliers === * Analysis ([[Media:VLSI.Arith.1.A.Mult.20151209.pdf|pdf]]) </br> === Tree Mulltipliers === * Lattice Multiplication ([[Media:VLSI.Arith.LatticeMult.20170204.pdf|pdf]]) * Wallace Tree ([[Media:VLSI.Arith.WallaceTree.20170204.pdf|pdf]]) * Dadda Tree ([[Media:VLSI.Arith.DaddaTree.20170701.pdf|pdf]]) </br> === Booth Multipliers === * [[Media:RNS4.BoothEncode.20161005.pdf|Booth Encoding Note]] * Booth Multiplier Note ([[Media:BoothMult.20160929.pdf|H1.pdf]]) </br> == Divider == * Binary Divider ([[Media:VLSI.Arith.1.A.Divider.20131217.pdf|pdf]])</br> </br> </br> go to [ [[Electrical_%26_Computer_Engineering_Studies]] ] [[Category:Digital Circuit Design]] [[Category:FPGA]] 9kdjdkspewh9h82w1g7hqft6fbxvx81 2841711 2841708 2026-10-20T09:15:55Z Young1lim 21186 /* Adder */ 2841711 wikitext text/x-wiki == Adder == * Binary Adder Architecture Exploration ( [[Media:Adder.20131113.pdf|pdf]] ) {| class="wikitable" |- ! Adder type !! Overview !! Analysis !! VHDL Level Design !! CMOS Level Design |- | '''1. Ripple Carry Adder''' || [[Media:VLSI.Arith.1A.RCA.20250522.pdf|A]]|| || [[Media:Adder.rca.20140313.pdf|pdf]] || [[Media:VLSI.Arith.1D.RCA.CMOS.20211108.pdf|pdf]] |- | '''2. Carry Lookahead Adder''' || [[Media:VLSI.Arith.2A.CLA.20260722.pdf|A]], [[Media:VLSI.Arith.2B.CLA.20261019.pdf|B]], [[Media:VLSI.Arith.2C.CLA.20261020.pdf|C]], [[Media:VLSI.Arith.2D.CLA.20260720.pdf|D]] || || [[Media:Adder.cla.20140313.pdf|pdf]]|| |- | '''3. Carry Save Adder''' || [[Media:VLSI.Arith.1.A.CSave.20151209.pdf|A]]|| || || |- || '''4. Carry Select Adder''' || [[Media:VLSI.Arith.1.A.CSelA.20191002.pdf|A]]|| || || |- || '''5. Carry Skip Adder''' || [[Media:VLSI.Arith.5A.CSkip.20250405.pdf|A]]|| || || [[Media:VLSI.Arith.5D.CSkip.CMOS.20211108.pdf|pdf]] |- || '''6. Carry Chain Adder''' || [[Media:VLSI.Arith.6A.CCA.20211109.pdf|A]]|| || [[Media:VLSI.Arith.6C.CCA.VHDL.20211109.pdf|pdf]], [[Media:Adder.cca.20140313.pdf|pdf]] || [[Media:VLSI.Arith.6D.CCA.CMOS.20211109.pdf|pdf]] |- || '''7. Kogge-Stone Adder''' || [[Media:VLSI.Arith.1.A.KSA.20140315.pdf|A]]|| || [[Media:Adder.ksa.20140409.pdf|pdf]]|| |- || '''8. Prefix Adder''' || [[Media:VLSI.Arith.1.A.PFA.20140314.pdf|A]]|| || || |- || '''9.1 Variable Block Adder''' || [[Media:VLSI.Arith.1A.VBA.20221110.pdf|A]], [[Media:VLSI.Arith.1B.VBA.20230911.pdf|B]], [[Media:VLSI.Arith.1C.VBA.20240622.pdf|C]], [[Media:VLSI.Arith.1C.VBA.20250218.pdf|D]]|| || || |- || '''9.2 Multi-Level Variable Block Adder''' || [[Media:VLSI.Arith.1.A.VBA-Multi.20221031.pdf|A]]|| || || |} </br> === Adder Architectures Suitable for FPGA === * FPGA Carry-Chain Adder ([[Media:VLSI.Arith.1.A.FPGA-CCA.20210421.pdf|pdf]]) * FPGA Carry Select Adder ([[Media:VLSI.Arith.1.B.FPGA-CarrySelect.20210522.pdf|pdf]]) * FPGA Variable Block Adder ([[Media:VLSI.Arith.1.C.FPGA-VariableBlock.20220125.pdf|pdf]]) * FPGA Carry Lookahead Adder ([[Media:VLSI.Arith.1.D.FPGA-CLookahead.20210304.pdf|pdf]]) * Carry-Skip Adder </br> == Barrel Shifter == * Barrel Shifter Architecture Exploration ([[Media:Bshift.20131105.pdf|bshfit.vhdl]], [[Media:Bshift.makefile.20131109.pdf|bshfit.makefile]]) </br> '''Mux Based Barrel Shifter''' * Analysis ([[Media:Arith.BShfiter.20151207.pdf|pdf]]) * Implementation </br> == Multiplier == === Array Multipliers === * Analysis ([[Media:VLSI.Arith.1.A.Mult.20151209.pdf|pdf]]) </br> === Tree Mulltipliers === * Lattice Multiplication ([[Media:VLSI.Arith.LatticeMult.20170204.pdf|pdf]]) * Wallace Tree ([[Media:VLSI.Arith.WallaceTree.20170204.pdf|pdf]]) * Dadda Tree ([[Media:VLSI.Arith.DaddaTree.20170701.pdf|pdf]]) </br> === Booth Multipliers === * [[Media:RNS4.BoothEncode.20161005.pdf|Booth Encoding Note]] * Booth Multiplier Note ([[Media:BoothMult.20160929.pdf|H1.pdf]]) </br> == Divider == * Binary Divider ([[Media:VLSI.Arith.1.A.Divider.20131217.pdf|pdf]])</br> </br> </br> go to [ [[Electrical_%26_Computer_Engineering_Studies]] ] [[Category:Digital Circuit Design]] [[Category:FPGA]] 9h858acv8nizg0vuy5ste0lz4fjk0j9 2841714 2841711 2026-10-20T09:17:47Z Young1lim 21186 /* Adder */ 2841714 wikitext text/x-wiki == Adder == * Binary Adder Architecture Exploration ( [[Media:Adder.20131113.pdf|pdf]] ) {| class="wikitable" |- ! Adder type !! Overview !! Analysis !! VHDL Level Design !! CMOS Level Design |- | '''1. Ripple Carry Adder''' || [[Media:VLSI.Arith.1A.RCA.20250522.pdf|A]]|| || [[Media:Adder.rca.20140313.pdf|pdf]] || [[Media:VLSI.Arith.1D.RCA.CMOS.20211108.pdf|pdf]] |- | '''2. Carry Lookahead Adder''' || [[Media:VLSI.Arith.2A.CLA.20260722.pdf|A]], [[Media:VLSI.Arith.2B.CLA.20261020.pdf|B]], [[Media:VLSI.Arith.2C.CLA.20261020.pdf|C]], [[Media:VLSI.Arith.2D.CLA.20260720.pdf|D]] || || [[Media:Adder.cla.20140313.pdf|pdf]]|| |- | '''3. Carry Save Adder''' || [[Media:VLSI.Arith.1.A.CSave.20151209.pdf|A]]|| || || |- || '''4. Carry Select Adder''' || [[Media:VLSI.Arith.1.A.CSelA.20191002.pdf|A]]|| || || |- || '''5. Carry Skip Adder''' || [[Media:VLSI.Arith.5A.CSkip.20250405.pdf|A]]|| || || [[Media:VLSI.Arith.5D.CSkip.CMOS.20211108.pdf|pdf]] |- || '''6. Carry Chain Adder''' || [[Media:VLSI.Arith.6A.CCA.20211109.pdf|A]]|| || [[Media:VLSI.Arith.6C.CCA.VHDL.20211109.pdf|pdf]], [[Media:Adder.cca.20140313.pdf|pdf]] || [[Media:VLSI.Arith.6D.CCA.CMOS.20211109.pdf|pdf]] |- || '''7. Kogge-Stone Adder''' || [[Media:VLSI.Arith.1.A.KSA.20140315.pdf|A]]|| || [[Media:Adder.ksa.20140409.pdf|pdf]]|| |- || '''8. Prefix Adder''' || [[Media:VLSI.Arith.1.A.PFA.20140314.pdf|A]]|| || || |- || '''9.1 Variable Block Adder''' || [[Media:VLSI.Arith.1A.VBA.20221110.pdf|A]], [[Media:VLSI.Arith.1B.VBA.20230911.pdf|B]], [[Media:VLSI.Arith.1C.VBA.20240622.pdf|C]], [[Media:VLSI.Arith.1C.VBA.20250218.pdf|D]]|| || || |- || '''9.2 Multi-Level Variable Block Adder''' || [[Media:VLSI.Arith.1.A.VBA-Multi.20221031.pdf|A]]|| || || |} </br> === Adder Architectures Suitable for FPGA === * FPGA Carry-Chain Adder ([[Media:VLSI.Arith.1.A.FPGA-CCA.20210421.pdf|pdf]]) * FPGA Carry Select Adder ([[Media:VLSI.Arith.1.B.FPGA-CarrySelect.20210522.pdf|pdf]]) * FPGA Variable Block Adder ([[Media:VLSI.Arith.1.C.FPGA-VariableBlock.20220125.pdf|pdf]]) * FPGA Carry Lookahead Adder ([[Media:VLSI.Arith.1.D.FPGA-CLookahead.20210304.pdf|pdf]]) * Carry-Skip Adder </br> == Barrel Shifter == * Barrel Shifter Architecture Exploration ([[Media:Bshift.20131105.pdf|bshfit.vhdl]], [[Media:Bshift.makefile.20131109.pdf|bshfit.makefile]]) </br> '''Mux Based Barrel Shifter''' * Analysis ([[Media:Arith.BShfiter.20151207.pdf|pdf]]) * Implementation </br> == Multiplier == === Array Multipliers === * Analysis ([[Media:VLSI.Arith.1.A.Mult.20151209.pdf|pdf]]) </br> === Tree Mulltipliers === * Lattice Multiplication ([[Media:VLSI.Arith.LatticeMult.20170204.pdf|pdf]]) * Wallace Tree ([[Media:VLSI.Arith.WallaceTree.20170204.pdf|pdf]]) * Dadda Tree ([[Media:VLSI.Arith.DaddaTree.20170701.pdf|pdf]]) </br> === Booth Multipliers === * [[Media:RNS4.BoothEncode.20161005.pdf|Booth Encoding Note]] * Booth Multiplier Note ([[Media:BoothMult.20160929.pdf|H1.pdf]]) </br> == Divider == * Binary Divider ([[Media:VLSI.Arith.1.A.Divider.20131217.pdf|pdf]])</br> </br> </br> go to [ [[Electrical_%26_Computer_Engineering_Studies]] ] [[Category:Digital Circuit Design]] [[Category:FPGA]] 6ocuxu3ocncy5ryx7bbzavnuxsha3e9 4 162205 2841522 2839980 2026-10-19T14:38:16Z MediaWiki message delivery 983498 /* Tech News: 2026-43 */ new section 2841522 wikitext text/x-wiki {{Archive box|[[/2014/]] · [[/2015/]] · [[/2016/]] · [[/2017/]] · [[/2018/]] · [[/2019/]] · [[/2020/]] · [[/2021/]] · [[/2022/]] · [[/2023/]] · [[/2024/]] · [[/2025/]]}} __TOC__ {{Clear}} == Tech News: 2026-31 == <section begin="technews-2026-W31"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/31|Translations]] are available. '''Updates for editors''' * [[File:Maki-gift-15.svg|12px|link=|class=skin-invert|Wishlist item]] [[mw:Special:MyLanguage/ContentTranslation|Content Translation]] now supports dark mode, fulfilling a [[m:Community Wishlist/W544|Community Wishlist request]]. This brings the tool in line with the accessibility features available in the Vector 2022 and Minerva skins, helping reduce visual fatigue for users translating content. [https://phabricator.wikimedia.org/T367077] * DiscussionTools' source mode and the 2017 wikitext editor will now offer autocomplete for links (<bdi lang="zxx" dir="ltr"><code><nowiki>[[</nowiki></code></bdi>), templates (<bdi lang="zxx" dir="ltr"><code><nowiki>{{</nowiki></code></bdi>), HTML and parser tags (<bdi lang="zxx" dir="ltr"><code><nowiki><</nowiki></code></bdi>), and magic words (<bdi lang="zxx" dir="ltr"><code><nowiki>__</nowiki></code></bdi>), making it quicker and easier to insert links, templates, and other wiki markup while editing. [https://phabricator.wikimedia.org/T432400] * The [[mw:Special:MyLanguage/Readers/Reader Growth/Mobile page previews|Readers Growth team]] has concluded its experiment with mobile page previews and will not roll out the feature. Page Previews are a pop-up bottom sheet that appears when readers tap a blue link, showing a thumbnail, lead paragraph, and an option to open the article. The experiment showed flat retention and negative indicator metrics, suggesting that mobile web readers preferred navigating directly to linked articles rather than using page previews. * The Reader Experience team has seen encouraging early results from the [[mw:Special:MyLanguage/Readers/Reader Experience/Reading lists|Reading Lists feature]], with 93% of participating users reporting that it was useful. Reading Lists help active readers save articles for future reading and support their learning goals on Wikimedia projects. The team plans further improvements before expanding the feature to more users. * The [[mw:Special:MyLanguage/Wikimedia Apps/Team/Explore Feed Refresh|Explore Feed Refresh]] initiative was tested with new and casual Wikipedia app readers. The refreshed feed helps readers discover new and relevant content. After a 10.5% increase in engagement with the feed, Wikimedia Apps team has decided to scale the Home Feed redesign to iOS with the learnings from the Android release applied. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:23}} community-submitted {{PLURAL:23|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where subject names in the Article Guidance feature were displayed with incorrect capitalization on French Wikipedia, has now been fixed. Subject names will now follow the correct capitalization rules for the language. [https://phabricator.wikimedia.org/T427201] '''Updates for technical contributors''' * After running several [[mw:Special:MyLanguage/Contributors/Account Creation Experiments|Account Creation Experiments]] to improve registration completion rates, a new version of the username field on [[Special:CreateAccount|Create Account]] has been rolled out. It includes [[:c:File:Create account - July 2026 updates.png|a popover summarizing the username policy]] to provide clearer guidance during account creation. As part of this change, the messages <bdi lang="zxx" dir="ltr"><code><nowiki>createacct-helpusername</nowiki></code></bdi> and <bdi lang="zxx" dir="ltr"><code><nowiki>createacct-username-help</nowiki></code></bdi> that several communities have configured will no longer be used. If communities want to customize the guidance shown in the new popover, they can instead edit the following messages: <bdi lang="zxx" dir="ltr"><code><nowiki>createacct-username-policy-popover-bullet1</nowiki></code></bdi>, <bdi lang="zxx" dir="ltr"><code><nowiki>createacct-username-policy-popover-bullet2</nowiki></code></bdi>, and <bdi lang="zxx" dir="ltr"><code><nowiki>createacct-username-policy-popover-bullet3</nowiki></code></bdi>. [https://phabricator.wikimedia.org/T430604] * Later this week, the [[mw:Special:MyLanguage/Help:Extension:CodeMirror|CodeMirror syntax highlighter]] will offer [[w:en:Theme (computing)|themes]]. The themes can be picked from a dropdown menu in the full [[mw:Special:MyLanguage/Help:Extension:CodeMirror#CodeMirror preferences|CodeMirror preferences]] dialog. For wikitext, available themes are default, colorblind-friendly (previously the colorblind preference option on [[Special:Preferences#mw-prefsection-editing]]) and no-highlighting. For code languages (i.e., CSS/JavaScript/JSON/Vue/Lua), there are several themes available. These same themes will eventually be available for wikitext, too. [https://phabricator.wikimedia.org/T163533] * From now on, wikis can restrict editing in the "User" namespace to only the page owner and certain user groups. [[mw:Special:MyLanguage/Manual:$wgRestrictUserPageEditing|Read the configuration documentation]] to learn more. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.14|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/31|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W31"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 18:49, 27 July 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30856308 --> == Tech News: 2026-32 == <section begin="technews-2026-W32"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/32|Translations]] are available. '''Updates for editors''' * The [[mw:Special:MyLanguage/Readers/Reader Experience|Reader Experience team]] has developed a [https://82db7c8d4b.catalyst.wmcloud.org/w/index.php?title=Regent%27s_Park&uselang=de patch demo] that wraps the page toolbar onto two lines when there is not enough horizontal space for all the buttons. This aims to reduce crowding in the Vector 2022 toolbar, which can occur on some language Wikipedias at certain screen widths. [https://phabricator.wikimedia.org/T429518] * The Reader Experience team is planning to launch [[mw:Special:MyLanguage/Readers/Reader Experience/Reading lists|Reading Lists]], a [[m:Special:MyLanguage/Community Wishlist Survey 2021/Mobile and apps/Have Apps reading lists available on Destop/Mobile|Community Wishlist item]], which is currently available to try in beta, as a full feature in September. Before then, volunteer translator help is needed for [https://translatewiki.net/w/i.php?title=Special%3ATranslate&group=ext-readinglists&filter=&action=translate string translations] into a number of languages. The feature supports reading and learning goals on Wikipedia. * Next week, the table of contents on Wikimedia Commons file pages will be improved by consolidating the file page table of contents with the page table of contents. This will make it easier to understand a file page’s structure, navigate to specific sections, and share links to individual sections. [https://phabricator.wikimedia.org/T332644] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:24}} community-submitted {{PLURAL:24|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where some [[w:TIFF|TIFF]] images failed to load after clicking their thumbnail, causing a broken image to be displayed instead of the full-size image, has now been fixed. [https://phabricator.wikimedia.org/T429326] '''Updates for technical contributors''' * The variable and function selector in AbuseFilter has been updated to support search and autocomplete. It will allow filter maintainers to find the desired variable or function more quickly. [https://phabricator.wikimedia.org/T323698] * The MJPEG and VP8 formats are removed from the video player. The MP4 format (MPEG-4 Part 2) is added instead, which provides higher quality videos to older iPhone devices. It may take a few weeks to retroactively update all existing videos. The default format for modern devices stays the same (VP9/WebM). [https://phabricator.wikimedia.org/T358266] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.15|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/32|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W32"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:46, 3 August 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30872536 --> == Tech News: 2026-33 == <section begin="technews-2026-W33"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/33|Translations]] are available. '''Updates for editors''' * [[File:Maki-gift-15.svg|12px|link=|class=skin-invert|Wishlist item]] A new ChartWizard is [[c:Special:ChartWizard/Data:Example.Pie.chart|now available on Wikimedia Commons]] for users interested in creating charts from their own data. The wizard makes the [[mw:Special:MyLanguage/Extension:Chart|Chart extension]] more beginner-friendly by allowing editors to create charts, such as bar and pie charts, without needing to use JSON. Users can still switch to the JSON editor if they prefer. Feedback on the new tool is welcome on the [[m:Talk:Community Wishlist/W414|wish talk page]]. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:19}} community-submitted {{PLURAL:19|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where the Wikipedia iOS app’s Picture of the Day widget displayed the same image every day instead of updating daily, has now been fixed. [https://phabricator.wikimedia.org/T430692] '''Updates for technical contributors''' * [[mw:Special:MyLanguage/Extension:Math|Math formula]] SVG images will soon be generated in the browser instead of on the server. MathML continues to be generated on the server and renders in the browser without JavaScript. Wikibooks will see this change on 12 August, Wikisource on 19 August and Wikipedia from 20-27 August. You can try this by selecting "{{int:Mw-math-mathjax}}" in your preferences. This change is part of [[mw:Special:MyLanguage/RESTBase/deprecation|deprecating RESTBase]] and [[phab:T431372|deprecating Mathoid]]. [https://phabricator.wikimedia.org/T271001] * Category pages will soon support sorting entries by the time they are added to a category. This will make it easier to find recently or long-standing categorized pages. It will also improve workflows for maintenance categories such as deletion backlogs and other time-based review tasks. You can use <bdi lang="zxx" dir="ltr"><code><nowiki>cldsort=timestamp</nowiki></code></bdi> URL argument in category view to sort the entries. [https://phabricator.wikimedia.org/T433768] * [[mw:Special:MyLanguage/Extension:Gadgets|Gadgets]] and user scripts on Wikimedia wikis may now use [[phab:T395347|ES2018 features]] and [[phab:T419142|ES2019 features]] in JavaScript code. Previously, the platform only allowed up to ES2017. MediaWiki validates the source code to protect functionality from syntax errors and to ensure scripts are valid in all [[mw:Special:MyLanguage/Compatibility#Browser_support_matrix|supported browsers]]. [https://phabricator.wikimedia.org/T419142] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.16|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/33|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W33"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:45, 10 August 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30901051 --> == Tech News: 2026-34 == <section begin="technews-2026-W34"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/34|Translations]] are available. '''Weekly highlight''' * The [[mw:Special:MyLanguage/Help:Extension:CampaignEvents/Registration/Worklist|Worklist feature]] for the Event Registration tool is now live on all Wikimedia wikis. With Worklist, event organizers can add the articles their event will focus on directly to the event page. The Worklist also powers [[mw:Special:MyLanguage/Help:Extension:CampaignEvents/Registration/Worklist#How Event Pathways uses the worklist|Event Pathways]] which notifies other editors of the upcoming or ongoing event when they edit an article featured in the event's Worklist. This is the minimum viable version (MVP), and feedback is welcome. Organizers are encouraged to try the feature. A hands-on [[m:Special:MyLanguage/Event:Worklist Setup Workshop: Get Your Event Ready|Worklist Setup Workshop]] will take place on 18 August at 16:00 UTC and 19 August at 11:00 UTC. '''Updates for editors''' * [[Special:ShortPages]] displays short pages by their size, but in many cases it gets filled with disambiguations and soft redirects, making it harder to find the short articles themselves. Starting this weekend, you will be able to choose not to include an article in the special page by adding the magic word <bdi lang="zxx" dir="ltr"><code><nowiki>__EXPECTSHORTPAGE__</nowiki></code></bdi>. [https://phabricator.wikimedia.org/T433203] * One new wiki has been created: a {{int:project-localized-name-group-wikipedia/en}} in [[d:Q3436680|Bole]] ([[w:bol:|<bdi lang="zxx" dir="ltr"><code><nowiki>w:bol:</nowiki></code></bdi>]]) [https://phabricator.wikimedia.org/T429921] * Starting the week of August 17, the page toolbar will wrap onto two lines when there is not enough horizontal space for all the buttons. This is a [[phab:T429518|fully merged patch from the Reader Experience team]] which aims to reduce crowding in the Vector 2022 toolbar, that may occur on some language Wikipedias at certain screen widths. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:16}} community-submitted {{PLURAL:16|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, uploading large files to Wikimedia Commons has become more stable and less prone to failure following some fixes related to the “Could not acquire lock” upload error. [https://phabricator.wikimedia.org/T386640] '''Updates for technical contributors''' * Debian Bullseye will reach the end of its Long Term Support on 31 August 2026. [[phab:T434103|Some Cloud VPS projects]] still have instances running Debian Bullseye. Maintainers of those projects are encouraged to migrate to Debian Bookworm or Debian Trixie. A [[wikitech:Help:Cloud VPS instance operating system migration|migration guide]] is available to help with the process, and users may also want to consider whether their workload is better suited to Toolforge. If you need help or cannot complete the migration by 31 August, please contact the Cloud VPS admins as soon as possible. [[listarchive:list/cloud-announce@lists.wikimedia.org/thread/RVIPQSYLKMSL5M46JP6NEJVGVE6I2RXQ/|Read more]]. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.16|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/34|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W34"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:03, 17 August 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30922806 --> == Tech News: 2026-35 == <section begin="technews-2026-W35"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/35|Translations]] are available. '''Updates for editors''' * The [[Special:CreateAccount|Special:CreateAccount]] page has been simplified as part of ongoing work to modernize the account creation experience. The panel showing project statistics no longer appears next to the form on desktop and mobile web. Multiple account creation experiments show that a simpler form helps newcomers complete registration. [https://phabricator.wikimedia.org/T433783] * In order to improve page performance, images now load when they are viewed. This means images lower down an article will not load if a reader never scrolls to that part of the page, which may affect some image-related metrics. [https://phabricator.wikimedia.org/T148047] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:42}} community-submitted {{PLURAL:42|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where image thumbnails in Abstract Wikipedia could fail to display after the corresponding file was moved on Wikimedia Commons, has now been fixed. Thumbnails will now update correctly when files are moved. [https://phabricator.wikimedia.org/T433448] '''Updates for technical contributors''' * User Info card is a feature that helps patrollers see information about user accounts. So far, it has been available only in places such as page history, logs and recent changes. Now, it's possible to [[mw:Special:MyLanguage/Help:Extension:CheckUser#User_Info_card_in_page_content|place it in the page content]] as well, using the <bdi lang="zxx" dir="ltr"><code><nowiki>{{#uic:}}</nowiki></code></bdi> parser function. It can be particularly useful in templates like [[:en:Template:Userlinks|<bdi lang="zxx" dir="ltr"><code><nowiki>{{Userlinks}}</nowiki></code></bdi>]] (or their specialized variants), as it will make it easier to see the context about a user on various noticeboard pages. The card will be displayed only to users who have it enabled in their [[Special:Preferences#mw-input-wpcheckuser-userinfocard-enable|preferences]]. [https://phabricator.wikimedia.org/T424466] * Due to user security and privacy risks, we have disabled access to <bdi lang="zxx" dir="ltr"><code><nowiki>Special:MyPage</nowiki></code></bdi> URLs when specifically using <bdi lang="zxx" dir="ltr"><code><nowiki>action=raw</nowiki></code></bdi>. If you are impacted by this, consider whether you can use an alternative approach. <bdi lang="zxx" dir="ltr"><code><nowiki>Special:MyPage</nowiki></code></bdi> URLs can still be accessed and used without <bdi lang="zxx" dir="ltr"><code><nowiki>action=raw</nowiki></code></bdi>. Specified user page URLs (e.g. <bdi lang="zxx" dir="ltr"><code><nowiki>User:Myusername</nowiki></code></bdi>) can still be used with <bdi lang="zxx" dir="ltr"><code><nowiki>action=raw</nowiki></code></bdi>. [https://phabricator.wikimedia.org/T120386] * Due to an update, the thumbnailing software has been improved. This includes upgrading <bdi lang="zxx" dir="ltr"><code><nowiki>librsvg</nowiki></code></bdi> to 2.60 and <bdi lang="zxx" dir="ltr"><code><nowiki>ImageMagick</nowiki></code></bdi> to 7, as well as resolving a number of long-standing thumbnailing bugs like rendering errors. [https://phabricator.wikimedia.org/T419815#12222841] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.17|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/35|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W35"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:45, 24 August 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30961208 --> == Tech News: 2026-36 == <section begin="technews-2026-W36"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/36|Translations]] are available. '''Weekly highlight''' * A new format for the Community Wishlist is open for feedback. You can [[m:Special:MyLanguage/Community Wishlist/Community Wishlist 2027|read the proposed ideas on Meta]]. This new process plans to improve how wishes are triaged, voted on, and prioritized in a way that is transparent and balanced across project families and language editions. This consultation is open for two weeks. '''Updates for editors''' * The latest release of the Wikipedia Android app includes updates to the Saved feature, bringing the app’s saving experience closer to iOS and Web. The update redesigns the Saved tab with an “All articles” view, removes the default “Saved” reading list, renames reading lists to “Collections,” and modernizes the article-saving experience. [https://phabricator.wikimedia.org/T420788] * The [[mw:Special:MyLanguage/Readers/Reader Experience/Reading lists|Reading Lists]] feature was enabled for all logged-in users on Bengali, Chinese, Czech and Vietnamese Wikipedias on August 25, after several months as a beta feature. Reading Lists will be available to all logged-in users on Arabic, French and Indonesian Wikipedias on September 1, followed by English Wikipedia on September 14, and all other Wikipedia wikis on September 28. * At the end of the month, some logged-out readers on Bengali, Czech, Persian, English, and Polish Wikipedias using the Minerva skin on mobile will see an [[mw:Special:MyLanguage/Readers/Reader_Growth/Minimal_Minerva|updated navigation bar]] in an [[w:A/B test|A/B test]]. The test will compare the current navigation bar with a new version designed to make it easier to find information more quickly. The goal is to determine whether these changes encourage readers to return more often. This experiment will not change the experience for logged-in readers and/or editors. * Editors who maintain redirects, templates, and categories used on redirect pages now have improved ways for finding and curating redirects. Previously, redirects pages could not be searched. Two new search keywords, <bdi lang="zxx" dir="ltr"><code><nowiki>onlyredirects:</nowiki></code></bdi> and <bdi lang="zxx" dir="ltr"><code><nowiki>withredirects:</nowiki></code></bdi>, now allow redirects to be searched directly and can be combined with existing keywords such as <bdi lang="zxx" dir="ltr"><code><nowiki>incategory:</nowiki></code></bdi>, <bdi lang="zxx" dir="ltr"><code><nowiki>intitle:</nowiki></code></bdi>, and <bdi lang="zxx" dir="ltr"><code><nowiki>insource:</nowiki></code></bdi>. [https://phabricator.wikimedia.org/T204089] * The ISBN lookup tools for generating citations were recently not working because of external service problems. Developers are working on solutions. [https://phabricator.wikimedia.org/T435179] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:30}} community-submitted {{PLURAL:30|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where searching for pages by category using <bdi lang="zxx" dir="ltr"><code><nowiki>deepcat</nowiki></code></bdi> could return no results or unrelated results has now been fixed. [https://phabricator.wikimedia.org/T414859] '''Updates for technical contributors''' * The domain of URLs for thumbnails is changing from upload.wikimedia.org to thumb.wikimedia.org. The old URLs will continue to work for the foreseeable future but MediaWiki will advertise the new domain instead. URLs to other types of media such as original files, videos and transcodes will still be served from upload.wikimedia.org. [https://phabricator.wikimedia.org/T427465] * The Wikimedia [https://www.mediawiki.org/w/index.php?api=wmf-math%2Fv1&title=Special%3ARestSandbox Math API] is now deprecated. These endpoints will be fully sunset by the end of September 2026. Developers who call these endpoints should transition to alternative math rendering solutions, such as the native [https://developer.mozilla.org/en-US/docs/Web/MathML MathML] or [https://www.mathjax.org/ MathJax]. Third-party MediaWiki installations that utilize the Math extension for formula rendering are required to upgrade to v1.43+ to avoid disruption of service. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.18|MediaWiki]] '''In depth''' * Read more about [[mw:Special:MyLanguage/Edit_check/TextMatch|TextMatch]] in a Diff post titled, [[diffblog:2026/08/28/custom-edit-suggestions-for-every-wiki-how-communities-are-shaping-suggestion-mode-with-textmatch/|Custom edit suggestions for every wiki: How communities are shaping Suggestion Mode with TextMatch]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/36|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W36"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:53, 31 August 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30990659 --> == Tech News: 2026-37 == <section begin="technews-2026-W37"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/37|Translations]] are available. '''Updates for editors''' * [[mw:Special:MyLanguage/Help:Growth/Tools/Add_a_link|Add a Link]] has been upgraded for English Wikipedia users with improved detection of links that have different capitalization. This will help reduce ambiguous suggestions caused by differences in capitalization in article titles, including articles about cultural goods. A second phase of improvements is planned, which will also prepare the feature for release in other languages. [https://phabricator.wikimedia.org/T435526#12240876] [https://phabricator.wikimedia.org/T434259] * The [[mw:Special:MyLanguage/Article_guidance|Article guidance]] feature will be enabled by default for junior editors on Simple English and Turkish Wikipedia starting 10 September 2026 following [[mw:Special:MyLanguage/Article_guidance/Updates#Summary_of_experiment_result|an experiment]]. Junior editors with 0 to 99 edits will automatically see the feature when they click a red link or use the "[[tr:Vikipedi:Madde_sihirbazı|Madde oluşturto]]" option on Turkish Wikipedia to create a new article. The change is intended to help junior editors create higher-quality articles that meet each Wikipedia’s standards. [[phab:maniphest/query/z3tcTjmLMxk5/#R|Additional improvements]] will continue based on the experiment results and community feedback. * The [https://pageviews.wmcloud.org Pageviews Analysis] tool which allows users to compare pageviews across multiple pages, turns 10 years old this year and several new features have been added. They include [[toolforge:wikinav|WikiNav]] which provides insights into how readers of Wikipedia explore the content, editing stats in [https://pageviews.wmcloud.org/siteviews?range=latest-30&sites=en.wikipedia.org Siteviews], the ability to [https://pageviews.wmcloud.org/massviews?source=wikiproject&project=en.wikipedia.org lookup articles belonging to a WikiProject], and support for dark mode. [https://phabricator.wikimedia.org/T378549] * A [[mw:Special:MyLanguage/Readers/Reader_Growth/Minimal_Minerva|visually simplified Minerva]] navigation bar is being tested for logged-out readers using mobile web on the Bengali, Czech, English, Farsi, and Polish Wikipedias. The experiment aims to determine whether simplifying the navigation improves reader retention. The test will run from August 31 to September 28, and no action is required from users. * [[m:Special:MyLanguage/WMDE Technical Wishes|WMDE Technical Wishes]] is working on improving [[en:Wikipedia:VisualEditor/Named references|auto-generated reference names in VisualEditor]]. Editors will only notice a slight change starting this week. When adding automatic reference names the numbering will start at <bdi lang="zxx" dir="ltr"><code><nowiki>:1</nowiki></code></bdi> instead of <bdi lang="zxx" dir="ltr"><code><nowiki>:0</nowiki></code></bdi>. Read more on the [[m:WMDE Technical Wishes/References/VisualEditor automatic reference names|project page]]. [https://gerrit.wikimedia.org/r/c/VisualEditor/VisualEditor/+/1332704] * All wikis will be [[m:Special:MyLanguage/Tech/Server switch|read-only for a few minutes]] on September 23. This is planned at 14:00 UTC. More information will be published in Tech News and will also be posted on individual wikis in the coming weeks. [https://phabricator.wikimedia.org/T433363] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:25}} community-submitted {{PLURAL:25|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where [[mw:Special:MyLanguage/Parsoid|Parsoid]] could mishandle nested nowiki tags, causing content to be lost and displaying unwanted text has now been fixed. [https://phabricator.wikimedia.org/T435116] '''Updates for technical contributors''' * Interface administrators can configure gadgets from [[MediaWiki:Gadgets-definition]]. The definition format has been updated and no longer requires the <bdi lang="zxx" dir="ltr"><code><nowiki>ResourceLoader</nowiki></code></bdi> option, as gadgets are always loaded through <bdi lang="zxx" dir="ltr"><code><nowiki>ResourceLoader</nowiki></code></bdi>. This simplifies gadget configuration by removing an option that is no longer necessary, making gadget definitions easier for administrators. [https://phabricator.wikimedia.org/T298199] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.19|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/37|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W37"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 18:44, 7 September 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=31008437 --> == Tech News: 2026-38 == <section begin="technews-2026-W38"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/38|Translations]] are available. '''Weekly highlight''' * The Future Audiences team has started a [[en:Special:MyLanguage/Wikipedia:Village pump (proposals)#New proposed experiment to let readers know about “Google preferred sources”|discussion on English Wikipedia]] about a proposed new experiment to show a temporary notice about the new [https://blog.google/products-and-platforms/products/search/original-high-quality-content-search/ Google Preferred Sources] feature to Wikipedia readers coming from Google. The experiment is to test whether this notice makes visitors come back to Wikipedia more often. Preferred Sources feature lets users choose websites they trust so Google can highlight content from those sources more prominently in Search and AI experiences. We are interested in testing this on other languages that Google supports and would welcome assistance with starting conversations on other wikis. If interested, please reach out to Future Audiences on the [[m:Special:MyLanguage/Future Audiences/Preferred sources|talk page]]. '''Updates for editors''' * The chat platform Discord is releasing a new self-service framework that websites can use to specify how their links should look when shared on Discord. The Future Audiences team is planning to start using this new framework to improve how Wikipedia links look when shared on Discord, giving better attribution and credit to contributors. The link appearance and behavior won't change in the first phase of this project as we want to first collect some baseline data to assess the impact of future changes. However, if community members who are active on Discord spot any issues, they can reach out on [[phab:tag/future-audiences/|Phabricator]] or [[m:Special:MyLanguage/Future Audiences|Metawiki]]. * The Reader Growth team will be running an experiment to test whether [[mw:Special:MyLanguage/Readers/Reader_Growth/Compact Lead|compacting article lead sections on mobiles]] with the addition of a "read more" button improves reader retention. The test will begin on September 17 on Arabic, Spanish, French, Indonesian, Italian, Japanese, Portuguese, Vietnamese, and Chinese Wikipedias and will run for four weeks. * All wikis will be [[m:Special:MyLanguage/Tech/Server switch|read-only for a few minutes]] on September 23. This is planned at 14:00 UTC. More information will be published in Tech News and will also be posted on individual wikis in the coming week. [https://phabricator.wikimedia.org/T433363] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:28}} community-submitted {{PLURAL:28|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where [https://wikistats.wmcloud.org/ Wikistats] for Wikipedias was returning an HTTP 500 error and could not be reached, has now been fixed. [https://phabricator.wikimedia.org/T435959] '''Updates for technical contributors''' * Developers who maintain a tool that queries the Wikimedia Commons links tables need to update their code to connect to the new x4 database cluster. The links tables have been moved from the s4 cluster to x4, and will no longer receive updates on s4. The page and redirect tables remain available on both clusters. A wiki replica for the x4 cluster will be set up afterwards. The change is being made because the s4 cluster has grown too large to operate efficiently. You can [[wikitech:Special:MyLanguage/News/2026 Commons links tables database split|read more]]. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.20|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/38|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W38"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 15:31, 14 September 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=31039826 --> == Tech News: 2026-39 == <section begin="technews-2026-W39"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/39|Translations]] are available. '''Weekly highlight''' * [[m:Special:MyLanguage/Tech/Server switch|All wikis will be read-only]] for a few minutes on Wednesday, 23 September 2026 at [https://zonestamp.toolforge.org/1790172000 14:00 UTC]. This is for the datacenter server switchover backup tests, [[wikitech:Special:MyLanguage/Deployments/Yearly calendar|which happen twice a year]]. During the switchover, all Wikimedia website traffic is shifted from one primary data center to the backup data center to test availability and prevent service disruption even in emergencies. [https://phabricator.wikimedia.org/T433363] '''Updates for editors''' * The Growth team tested a new post-edit notice designed to [[mw:Special:MyLanguage/Contributors/Account Creation Experiments#4. Encourage Temporary Accounts to Register|encourage Temporary Account holders to register for a permanent account]]. The new notice replaced multiple dialogs and a simultaneous welcome notification with a single message highlighting the benefits of creating an account. The experiment increased permanent account creation from 1.94% to 3.66%, an 87% relative increase. The change will now be released to all wikis. [https://phabricator.wikimedia.org/T433551] * For Wikipedia editors using the [[Special:Preferences#mw-prefsection-betafeatures|"Suggestion mode" Beta Feature]], there is a [[Special:Preferences#mw-input-wpvisualeditor-editcheck-experimental|new opt-in user preference]] for showing "experimental" edit checks and suggestions. These types are listed at [[Special:EditChecks#experimental-checks|Special:EditChecks]], and are intended for early developer-testing and for gathering feedback from experienced users. Administrators can change the [[mw:Special:MyLanguage/Edit check/Configuration|configuration details]] for each suggestion as usual. Administrators can also [[mw:Special:MyLanguage/Help:Suggestion mode#Experimental Suggestions|use this feature]] to help test their community's ideas for locally created checks and suggestions. Experimental types will have a more distinct visual style later this week. [[mw:Talk:VisualEditor/Suggestion Mode|Feedback is welcome]]. * The [[m:CEE Technical Village Pump|CEE Technical Village Pump]] has been launched as a space for technical discussions and collaboration among Wikimedia communities in Central and Eastern Europe. * A new tool, [[mw:Special:MyLanguage/Language Onboarding and Development/Starter kit|Starter Kit]], is now available for new and small language Wikipedia communities. It brings together guided tasks, tools, and resources to help communities get started, monitor their progress, and collaborate with the broader Wikimedia community. Starter Kit is hosted on Wikimedia Toolforge and is designed for Wikipedias with fewer than 50,000 articles. Learn more about how Starter Kit works and how communities have been using it in [[diffblog:2026/09/18/introducing-starter-kit-for-new-and-small-language-wikipedias/|this Diff blog post]]. * The Reader Growth team is launching a retest of the [[mw:Special:MyLanguage/Readers/Reader Growth/Image Browsing|image carousel experiment]]. The retest will use three new versions of the design, updated based on community feedback. The team will assess results and determine with communities whether or not to proceed with the feature. The experiment will begin the week of September 28 and will run on Arabic, Bengali, Chinese, Czech, English, Farsi, French, German, Indonesian, Japanese, Polish, Portuguese, Spanish, Swedish, and Vietnamese Wikipedias. * After successful rollouts to Arabic, Bengali, Chinese, Czech, English, French, Indonesian, and Vietnamese Wikipedias, the [[mw:Special:MyLanguage/Readers/Reader Experience/Reading lists|Reading Lists feature]] from the Reader Experience team will be available to all logged-in users on all Wikipedia wikis starting September 28. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:28}} community-submitted {{PLURAL:28|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where the mentor status script repeatedly updated mentors’ status even when nothing had changed, creating unnecessary Recent Changes entries, has now been fixed. [https://phabricator.wikimedia.org/T436659] '''Updates for technical contributors''' * The <bdi lang="zxx" dir="ltr"><code><nowiki>abusefilters</nowiki></code></bdi> list query API, used to retrieve specific details about active or historical abuse filters configured on a wiki, has been updated to support the <bdi lang="zxx" dir="ltr"><code><nowiki>formatversion=2</nowiki></code></bdi> configuration parameter, thereby leading to breaking changes to the API response. All users who maintain user-scripts or other code need to check if they use the <bdi lang="zxx" dir="ltr"><code><nowiki>abusefilters</nowiki></code></bdi> list query API, and respond to any breaking changes. [https://phabricator.wikimedia.org/T435828] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.21|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/39|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W39"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 11:56, 27 September 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=31085309 --> == Tech News: 2026-40 == <section begin="technews-2026-W40"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/40|Translations]] are available. '''Updates for editors''' * Users of default skins on desktop and mobile web (Vector 2022 and Minerva respectively) will now be informed if the search suggestions displayed as they type into Search come from page redirects. Previously, users could get confused when the top search suggestions did not match exactly what they had typed. The new redirect notice clarifies that these suggestions are not random, but related to the search. The suggested pages may be redirects to the most relevant destination articles being searched for. [https://phabricator.wikimedia.org/T303013] * Logged-out Wikipedia users on mobile web will begin to see a bookmark button for saving articles to their [[mw:Special:MyLanguage/Readers/Reader Experience/Reading lists|reading lists]] instead of the current Watchstar button. When clicked, the bookmark button prompts users to log in or create an account to save an article for later. An earlier experiment found that the bookmark icon was four times more likely than the Watchstar button to encourage logged-out users to create an account. This change is part of efforts to encourage more readers to become account holders and use features that help them save and return to content. [https://phabricator.wikimedia.org/T438769] * An experiment will begin on September 29 on Spanish, Arabic, English, and French Wikipedias to simplify the experience users encounter immediately after account creation. The test will explore whether removing friction from the current Welcome Survey helps new users understand what to do next more easily. The experiment will run through the end of October. [https://phabricator.wikimedia.org/T430058] * The [[m:Special:MyLanguage/Product and Technology Advisory Council|Product and Technology Advisory Council]] has put out a call for the community to suggest topics that it should consider and discuss with the Wikimedia Foundation. Editors and technical contributors are invited to add topics to [[m:Talk:Product and Technology Advisory Council|the council's talk page]]. * Later this week, it will be possible for communities to configure [[mw:Special:MyLanguage/Help:Edit check|Edit Checks and Suggestions]] so that they are [[mw:Special:MyLanguage/Edit check/Configuration#extraNamespaces|shown within additional namespaces]], such as a <bdi lang="zxx" dir="ltr"><code><nowiki>Draft:</nowiki></code></bdi> namespace. [[mw:Talk:VisualEditor/Suggestion Mode|Feedback is welcome]]. * A bug in the [[m:Special:GlobalWatchlist|Global Watchlist]] is causing the page to fail to load for users that have unseen changes on Wikimedia Commons. Developers are working on a fix. Until then, affected users can follow the workarounds described in the [[mw:Special:MyLanguage/Extension:GlobalWatchlist#GlobalWatchlist temporarily broken for users with Wikimedia Commons|relevant]] help section. * New magic words <bdi lang="zxx" dir="ltr"><code><nowiki>{{CATEGORYSORT:TIMESTAMP}}</nowiki></code></bdi> and <bdi lang="zxx" dir="ltr"><code><nowiki>{{CATEGORYSORT:RTIMESTAMP}}</nowiki></code></bdi> are now available for use. They are able to change the default sorting of categories to be based on timestamp of categorization. [https://phabricator.wikimedia.org/T433768] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:20}} community-submitted {{PLURAL:20|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the issue where [https://wikistats.wmcloud.org/ Wikistats] for Wikipedias was not reachable has now been fixed. [https://phabricator.wikimedia.org/T435959] '''Updates for technical contributors''' * The datacenter switchover, scheduled on September 23, has been postponed. [[diffblog:2025/03/12/hear-that-the-wikis-go-silent-twice-a-year/|The equinox exercise]] revealed capacity issues, preventing the switch of all services to the other datacenter. The process has been paused, prioritizing investigating that issue, to ensure that we continue to be able to serve our users reliably. A new exercise will be scheduled. Meanwhile, all traffic and edits continue to work as usual. * On September 23, a power loss briefly affected all wikis, creating intermittent issues on both reading and editing modes. This also affected Gerrit. This is unrelated to the datacenter switchover postponement. [https://www.wikimediastatus.net/incidents/9fm19t8qykk8] * [[mw:Special:MyLanguage/Help:Extension:Produnto|Produnto]] has been deployed to mediawiki.org and [[phab:T421436|some Indic language wikis]]. We want to hear your feedback on this experimental product. Produnto allows users to use Lua modules hosted in [[gitlab:repos/lua|Wikimedia's GitLab]]. It simplifies the sharing of Lua code between wikis. Instead of copying each individual Lua module from one wiki to another, users will be able to easily share packages across all wikis. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.22|MediaWiki]] '''Meetings and events''' * A [[m:Event:Cross-wiki Code Collaboration Workshop|Cross-wiki code collaboration workshop]] will be held online on October 2 at 12:30 UTC, bringing together South Asian technical contributors to learn about Produnto and begin piloting it on Hindi, Punjabi, Odia, Telugu, and Malayalam Wikipedias. Produnto is a package manager for deploying Lua modules hosted on GitLab to Wikimedia wikis, and was recently deployed on some pilot wikis. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/40|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W40"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 10:49, 28 September 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=31092225 --> == Tech News: 2026-41 == <section begin="technews-2026-W41"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/41|Translations]] are available. '''Weekly highlight''' * The process for this year’s Community Wishlist [[m:Special:MyLanguage/Community Wishlist/Community Wishlist 2027#Updated Community Wishlist Process 2027/2028|has been published]], incorporating community feedback. The wish submission process will [[m:Special:MyLanguage/Community Wishlist/FAQ#What is the deadline for submitting wishes?|end on November 8]]. This year, [[m:Special:MyLanguage/Community Wishlist/Community Wishlist 2027/Working group|a working group (open for volunteering)]] that includes community members familiar with the technical aspect of our wikis alongside Wikimedia Foundation staff, will take care of the [[m:Special:MyLanguage/Community Wishlist/FAQ#What is triage?|triage process]]. The triage is expected to be completed by late November. Votes for wishes will start in January. '''Updates for editors''' * Editors using the [[mw:Special:MyLanguage/VisualEditor|visual editor]] will now see a warning when they paste text that is likely to have initially been copied from one of five external generative AI chatbots into Wikipedia. This feature is known as [[mw:Special:MyLanguage/Edit check/LLM Paste Check|LLM Paste Check]]. It is a type of [[mw:Special:MyLanguage/Edit check|Edit Check]] that is community configurable. The check looks for markers in the copied HTML and is not using content watermark detection. Edits will also [[mw:Special:MyLanguage/Edit check/LLM Paste Check#Edit tags|be tagged]] so that patrollers can review them more closely. The feature helps newcomers add content that respects Wikipedia’s policies and makes it easier for experienced editors to identify problematic edits. Communities with local policies about LLM usage can [[mw:Special:MyLanguage/Edit check/LLM Paste Check#Configuration|adjust the wording and policy that is linked]]. The team [[listarchive:list/translators-l@lists.wikimedia.org/message/EVHKWJ4IERZELMPIWNH3XUVUSQV5KOO4/|apologizes]] that this was rolled out without a delay for translations. * Editors can now easily [[mw:Special:MyLanguage/Wikimedia Apps/Team/Future of Editing on the Mobile Apps|access the web visual editor directly from the iOS and Android apps]]. When opening the editor, users will be given a choice between visual editing and source editing. If they choose visual editing, they will be sent to a mobile web window in their phone's browser. After completing their edit, a banner will give them the option to return to the app. This enables readers to make quick contributions while casually reading. * Users of the Wikipedia Android and iOS apps will now see a one-time account creation prompt after they have used the app for two consecutive weeks. This prompt explains the benefits of having an account. It is intended to help more casual readers become logged-in users who return to the apps regularly. [https://phabricator.wikimedia.org/T434847] * Editors on [[wmnoc:conf/dblists/group1.dblist|group1 wikis]], including Wikiquote, Wikibooks, Wikiversity, Wikivoyage, and Wikisource, will no longer see notifications on [[mw:Special:MyLanguage/Help:Recent changes|Recent Changes]] and [[mw:Special:MyLanguage/Help: Watching pages|Watchlist]] when a link to another language version of a page is added, removed, or changed in its Wikidata item. This change will begin on October 5 at 07:00 UTC as a two-week trial to reduce high-volume, low-value notifications and make important changes easier to identify. Editors who rely on these notifications can read more on the [[m:Wikidata For Wikimedia Projects/Clearer Wikidata Edit Summaries/Hide Language Link edits|project page]] and share feedback or concerns on the [[m:Talk:Wikidata_For_Wikimedia_Projects/Clearer_Wikidata_Edit_Summaries/Hide_Language_Link_edits|talk page]]. [https://phabricator.wikimedia.org/T439415] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:36}} community-submitted {{PLURAL:36|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where mentors who removed themselves from the mentorship program could still have mentees assigned to them and receive questions, has now been fixed. Mentees will now be reassigned when a mentor leaves the program. [https://phabricator.wikimedia.org/T418194] '''Updates for technical contributors''' * Wikimedia Brasil has published its [[m:Special:MyLanguage/Wikimedia Brasil/Arcabouço de Boas Práticas de Desenvolvimento|Development Best Practices Framework]] (ABPD). It is a guide for staff, contractors and volunteers building technical tools and projects. It covers the project lifecycle, security, accessibility, personal data protection and responsible AI use, and explains how movement-wide guidelines were adapted to a local context. They encourage other affiliates to reuse it and adapt it. Read more in the [[wmfblog:2026/09/26/wikimedia-brasils-development-best-practices-framework-technical-sustainability-as-an-organizational-responsibility|Diff post]]. * A new, canonical base URL for Wikimedia APIs will soon be introduced. The new canonical route follows a <bdi lang="zxx" dir="ltr"><code><nowiki>{projectName}/api/</nowiki></code></bdi> pattern and will act as an alternative path for current REST APIs (for example: <bdi lang="zxx" dir="ltr"><code><nowiki>{projectName}/w/rest.php/</nowiki></code></bdi>). Both versions will be callable for all existing APIs, but the new structure will be the preferred path for newly created API modules. This change will be non-breaking for most users. The existing pathways will remain available for all existing endpoint requests. However, some endpoints may return URLs following the new pattern in response bodies. Changes will be available on test wiki first, with the rollout expected to cover all wikis by the end of October. [https://phabricator.wikimedia.org/T433535] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.23|MediaWiki]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/41|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W41"/> 18:52, 5 October 2026 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=31098825 --> == Tech News: 2026-42 == <section begin="technews-2026-W42"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/42|Translations]] are available. '''Weekly highlight''' * Starting October 13, wikis can change the default pattern for [[:en:Wikipedia:VisualEditor/Named references|auto-generated reference names in VisualEditor]] (currently <syntaxhighlight lang="wikitext" inline><ref name=":1" /></syntaxhighlight>). They will be able to use human-readable, content-based reference names that are more helpful to contributors using the source editor (e.g. <syntaxhighlight lang="wikitext" inline><ref name="Miller2026-1" /></syntaxhighlight>). VisualEditor reference name patterns can be defined using MediaWiki system messages, JSON, templates and modules ([[:mw:Special:MyLanguage/Help:Cite/VisualEditor reference names|more information]]). Admins can enable these changes via [[Special:CommunityConfiguration/Cite-VisualEditor-Autonames|community configuration]]. This is a [[:m:Special:MyLanguage/Community_Wishlist/W17|community wish]] implemented by [[:m:Special:MyLanguage/WMDE Technical Wishes|WMDE Technical Wishes]]. [https://phabricator.wikimedia.org/T436255] * [[m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing|Sub-referencing]] is a new MediaWiki feature that allows editors to reuse references with different details. It will be deployed to English Wikipedia on October 14 and to remaining Wikimedia Foundation wikis by end of October (likely October 21). The [[m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing#deployment|FAQ]] lists possible actions to take on your wiki to support the deployment. This is a [[:m:WMDE Technical Wishes/Sub-referencing/History|long-standing community wish]] implemented by [[:m:Special:MyLanguage/WMDE Technical Wishes|WMDE Technical Wishes]]. [https://phabricator.wikimedia.org/T440243][https://phabricator.wikimedia.org/T440304] '''Updates for editors''' * [[mw:Special:MyLanguage/Moderator Tools|Moderator Tools]] will be removing the list view of the Watchlist and defaulting everyone to the changelog view. Previously, there were two versions of how the Watchlist is shown to mobile web users: the list view, where editors could see watched articles in a list format, and the changelog view, where editors could see changes to watched articles in a log format, controlled by a user's Advanced Mobile Control settings. This has created issues for code-base maintenance: two different displays means two sets of code to manage. By defaulting to the changelog view, we are simplifying the codebase and avoiding the likelihood of missing bugs. * The Wikipedia Android app is testing a way to listen to article introductions in the “For you” feed. A text-to-speech model reads the existing article text aloud without rewriting it or adding any content. The 30-day experiment will begin in the Wikipedia Beta app during the third week of September, then move to the regular Wikipedia Android app in October for a limited group of eligible users. A small portion of app users (those with English feeds and at least one topic interest) will have access to the feature. This experiment is part of broader efforts to give app readers options in how they consume content in order to deepen engagement and user retention. [[mw:Special:MyLanguage/Readers/Listening to Wikipedia/Phase 1|Learn more]] and [[mw:Talk:Readers/Listening to Wikipedia|share feedback]]. * [[mw:Special:MyLanguage/Help:Extension:CodeMirror|CodeMirror syntax highlighting]] was [[phab:T288161|enabled]] by default for all logged out and newly registered users on the English Wikipedia on September 14. With no signs of adverse effects, the same change is being proposed to be made globally across all wikis in a few weeks. If you have concerns or feedback, or if your wiki would like to opt out, [[mw:Special:MyLanguage/Help talk:Extension:CodeMirror#Enabling CodeMirror by default on all WMF wikis for newbies|please see the help page]]. [https://phabricator.wikimedia.org/T440077] * [[d:Wikidata:Usability_and_usefulness/Item_editing_experience/Mobile_editing_of_statements|Wikidata mobile statement editing]] of all datatypes will be officially launched on October 13, when it will be removed from Wikidata [[d:Special:Preferences#mw-prefsection-betafeatures|beta features]] and become available to all editors. Users can [[d:Wikidata_talk:Usability_and_usefulness/Item_editing_experience/Mobile_editing_of_statements|report bugs and share feedback]]. * Last week, language link changes were removed from [[Special:RecentChanges|Recent Changes]] and [[Special:Watchlist|Watchlist]] feeds on Wikivoyage, Wikisource, Wikiversity, Wikiquote and Wiktionary. As no adverse effects have been observed, the [[m:Wikidata_For_Wikimedia_Projects|Wikidata For Wikimedia Projects]] plans to roll out this change globally to all Wikipedias. This is scheduled for October 13 at 07:00 UTC, after which editors will no longer see when a link to ''another'' language version of a page is added, removed, or changed in its Wikidata item. Editors who rely on these notifications can read more on the [[m:Wikidata For Wikimedia Projects/Clearer Wikidata Edit Summaries/Hide Language Link edits|project page]] and share feedback or ask to opt out their wiki on the [[m:Talk:Wikidata_For_Wikimedia_Projects/Clearer_Wikidata_Edit_Summaries/Hide_Language_Link_edits|talk page]]. [https://phabricator.wikimedia.org/T440698] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:28}} community-submitted {{PLURAL:28|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where accidentally touching the graph while scrolling on the Pageviews tool on mobile could unintentionally zoom in has now been fixed. Click-and-drag zoom is now disabled on touch devices. [https://phabricator.wikimedia.org/T440075] '''Updates for technical contributors''' * There are three major changes coming to dumps: the legacy content dumps [https://lists.wikimedia.org/hyperkitty/list/xmldatadumps-l@lists.wikimedia.org/thread/E6D5EU4PMSTSOI2J7A46HJ3YW2W554CS/ deprecated in January 2026] will now be sunset, the replacement [https://wikitech.wikimedia.org/wiki/MediaWiki_Content_File_Exports MediaWiki Content File Exports] will be delayed to implement a “safety buffer”, and they are now also available as 7zip-compressed files. Users will need to switch the URL they download their dump from. For more information, timeline and migration instructions, see [https://wikitech.wikimedia.org/wiki/Legacy_content_dumps_sunset Legacy content dumps sunset]. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.24|MediaWiki]] '''In depth''' * The Wikimedia Foundation discovered unauthorized activity by OpenAI agents on Wikimedia projects, including edits to wikis, attempts to exploit a public note-taking tool, and heavy automated traffic. [[diffblog:2026/10/05/openai-rogue-agent-activities-found-on-wikimedia-projects/|Read the blog post on Diff]] for more details about the activity and the Foundation’s response. '''Meetings and events''' * Save the date for the next Wikimedia Hackathon! We’ll be meeting in lovely Tirana, Albania for the [https://www.mediawiki.org/wiki/Wikimedia%20Hackathon%202027 2027 Wikimedia Hackathon] from April 9–11, 2027. Scholarship and staff sponsorship applications are currently being [https://pretix.eu/wikimedia/Hackathon-2027/ accepted through Pretix] and will close on October 30, 2026. General registration will open in January 2027. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/42|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W42"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 07:40, 13 October 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=31142468 --> == Tech News: 2026-43 == <section begin="technews-2026-W43"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/43|Translations]] are available. '''Updates for editors''' * To measure the impact of incorporating some [[mw:Special:MyLanguage/Readers/Reader_Growth/Image_Browsing#November 2025: Ideas and feedback|community-requested features]] on logged-out reader retention, a test for [[mw:Special:MyLanguage/Readers/Reader_Growth/Image_Browsing|Image Carousel]] will be pushed to logged-out readers. With the Image Carousel feature, readers browse community-uploaded images, selected by editors as relevant to specific articles. The test starts on November 20. * An experimental notice will be pushed to 0.5% of logged-out mobile readers who come to English Wikipedia from Google, asking them to add Wikipedia as a [https://blog.google/products-and-platforms/products/search/preferred-sources/ Google Preferred Source]. The test is to see if this notice increases reader retention and encourages people who use Google Search to visit Wikipedia more often. It will run from October 15–29 and will be assessed for its impact on retention and referrals. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:26}} community-submitted {{PLURAL:26|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where [[quarry:|Quarry]] returned an “Access denied” error when users tried to run SQL queries, preventing queries from running normally, has now been fixed. [https://phabricator.wikimedia.org/T440966] '''Updates for technical contributors''' * [[File:Cog-icon-grey.svg|12px|link=|class=skin-invert|Advanced item]] Due to a long-standing bug, applications that use the [[mw:Special:MyLanguage/OAuth/For_Developers|OAuth 2]] client credentials flow to act on their owners’ behalf are treated as if they are logged out. This will be fixed for new applications registered on or after Monday, October 19. Some affected applications need to re-register. [https://phabricator.wikimedia.org/T420297] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.48/wmf.1|MediaWiki]] '''Meetings and events''' * A proposal to hold the Wikimedia Hackathon every three years, with regional hackathons in between, [[mw:Wikimedia Hackathon/Community Proposal 2026|has been shared]]. It explores making the event more accessible to technical communities in different regions. Share your feedback on the proposal’s [[mw:Talk:Wikimedia Hackathon/Community Proposal 2026|talk page]] before November 6. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/43|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W43"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 14:38, 19 October 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=31178499 --> nvd2lsuc779eki7mcxpup9heqoqei2s 0 235225 2841595 2841417 2026-10-19T22:05:11Z The Citer 3110681 Completed phylogeny. 2841595 wikitext text/x-wiki [[Image:Gigantolina.elongata.in.vivo.png|thumb|300px|Right|''Gigantolina elongata'', a flat worm in the gut of a long-necked turtle.]] *Platyhelminthes *Name Meaning: Flat worms *English Common Name: Flat worms *Major distinguishing characteristics: *Approximate number of species described: about 25,000 ==Natural History== ==Taxonomy== ==Phylogeny== {{clade |style=font-size:80%;line-height:80%; |label1='''Platyhelminthes''' |1={{clade |1=Catenulida [[File:Catenula lemnae.jpg|60px]] |label2=Rhabditophora |2={{clade |1=Macrostomorpha [[File:Macrostomum lignano.jpg|60px]] |label2=Trepaxonemata |2={{clade |label1=Amplimatricata |1={{clade |1=Prorhynchidae [[File:Pseudobiceros hancockanus.jpg|60px]] |2= }} |2={{clade |1=Gnosonesimida |label2=Euneoophora |2={{clade |label1=Rhabdocoela |1={{clade |1=Kalyptorhynchia [[File:Gyratrix hermaphroditus.jpg|60px]] |2=Dalytyphloplanida [[File:Strongylostoma elongatum spinosum.jpg|60px]] }} |2={{clade |1=Proseriata [[File:Monocelis fusca.jpg|60px]] |label2=Acentrosomata |2={{clade |label1=Adiaphanida |1={{clade |1=Prolecithophora [[File:Plagiostomum vittatum.jpg|60px]] |2={{clade |1=Fecampiida |2=Tricladida (planarians) [[File:Dugesia subtentaculata 1.jpg|60px]] }} }} |label2=Bothrioneodermata |2={{clade |1=Bothrioplanida (freshwater) |sublabel2=''parasitic'' |2=Neodermata [[File:Fasciola_hepatica_(Linnaeus,_1758)_2013_000-2.jpg|60px]] }} }} }} }} }} }} }} }} }} ==Anatomy== ==The Fossil Record== ==Quiz== * [[/Platyhelminthes Quiz/]] ==References and Further Reading== *[https://en.wikipedia.org/wiki/Flatworm Platyhelminthes] at Wikipedia *[http://tolweb.org/Platyhelminthes/2477 Platyhelminthes] at Tree of Life *[http://eol.org/pages/2884/overview Platyhelminthes] at Encyclopedia of Life [[Category:Animals]] [[Category:Biology]] [[Category:Taxonomy]] [[Category:Zoology]] m0yp29h2jm8rxico10qsyl0g1h3lcwh 0 235226 2841720 2536968 2026-10-20T10:10:59Z The Citer 3110681 Certainly improved. 2841720 wikitext text/x-wiki [[Image:Eponge à déterminer (1).jpg|thumb|300px|Right|An unidentified sponge. Maybe '' Lamellodysidea herbacea''.]] *Porifera *Name Meaning: Pore bearer *English Common Name: Sponges *Major distinguishing characteristics: Perforated interior wall *Approximate number of species described: over 5,000 modern ==Natural History== Some researchers have argued that during the Cryogenian Period, potentially the oldest known fossils of sponges were formed. ==Taxonomy== There are four extant classes in Porifera: *Calcarea *Demospongiae *Hexactinellida *Homoscleromorpha ==Phylogeny== {{clade |label1=[[Animal Phyla|Animallia]] |1={{clade |1=Homoscleromorpha [[File:Oscarella_lobularis_-_Schmidt,_1862.jpg|50px]] |2={{clade |1=Hexactinellida [[File:Euplectella aspergillum Okeanos.jpg|50px]] |2={{clade |1=Demosponges [[File:Spongilla lacustris.jpg|50px]] |2={{clade |1=Calcarea [[File:Clathrina clathrus (Schmidt, 1864) et Hemimycale columella (Bowerbank, 1874).jpg|50px]] |label2=Eumetazoa |2={{clade |1=[[Ctenophora]] [[File:Beroe ovata.jpg|50px]] |2={{clade |1=Homoscleromorpha [[File:Oscarella lobularis (Schmidt, 1862).jpg|50px]] |2=[[Placozoa]] [[File:Hoilungia hongkongensis.jpg|50px]] |3={{clade |1=[[Cnidaria]] [[File:String jelly3a.jpg|50px]] |2=Bilateria [[File:20191027 Leanchoilia superlata.png|50px]] }} }} }} }} }} }} }} }} ==Anatomy== Sponges are filter feeders, yet, they rearange their insides. They bear pores, hence Porifera. ==The Fossil Record== Molecular clocks and biomarkers suggest sponges existed well before the Cambrian, silica spicules like those of demosponges are absent from the fossil record until the Cambrian. ==Quiz== * [[/Porifera Quiz/]] ==References and Further Reading== *[https://en.wikipedia.org/wiki/Sponge Porifera] at Wikipedia *[http://tolweb.org/Porifera/2464 Porifera] at Tree of Life *[http://eol.org/pages/3142/overview Porifera] at Encyclopedia of Life [[Category:Animals]] [[Category:Biology]] [[Category:Taxonomy]] [[Category:Zoology]] ldszi4bere58zhwko4jjdaklf1yqg06 3 250786 2841523 2839981 2026-10-19T14:38:16Z MediaWiki message delivery 983498 /* Tech News: 2026-43 */ new section 2841523 wikitext text/x-wiki == First Message Posting == Update Talk on Wikiversity [[User:Bnhassin|Bnhassin]] ([[User talk:Bnhassin|discuss]] • [[Special:Contributions/Bnhassin|contribs]]) 21:04, 29 June 2019 (UTC) == Update Sandbox User == == Posting to sandbox == Update Sandbox on Wikiversity [[User:Bnhassin/sandbox]] ([[User talk:Bnhassin|discuss]] • [[Special:Contributions/Bnhassin|contribs]])[[User:Bnhassin|Bnhassin]] ([[User talk:Bnhassin|discuss]] • [[Special:Contributions/Bnhassin|contribs]]) 11:04, 25 October 2020 (UTC) == [[m:Special:MyLanguage/Tech/News/2020/50|Tech News: 2020-50]] == <section begin="technews-2020-W50"/><div class="plainlinks mw-content-ltr" lang="en" dir="ltr"><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2020/50|Translations]] are available. '''Recent changes''' * You can now put pages on your watchlist for a limited period of time. Some wikis already had this function. [https://meta.wikimedia.org/wiki/Community_Tech/Watchlist_Expiry][https://www.mediawiki.org/wiki/Help:Watchlist_expiry] '''Changes later this week''' * Information from Wikidata that is used on a wiki page can be shown in recent changes and watchlists on a Wikimedia wiki. To see this you need to turn on showing Wikidata edits in your watchlist in the preferences. Changes to the Wikidata description in the language of a Wikimedia wiki will then be shown in recent changes and watchlists. This will not show edits to languages that are not relevant to your wiki. [https://lists.wikimedia.org/pipermail/wikidata/2020-November/014402.html][https://phabricator.wikimedia.org/T191831] * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.21|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2020-12-08|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2020-12-09|en}}. It will be on all wikis from {{#time:j xg|2020-12-10|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]). '''Future changes''' * You can vote on proposals in the [[m:Special:MyLanguage/Community Wishlist Survey 2021|Community Wishlist Survey]] between 8 December and 21 December. The survey decides what the [[m:Community Tech|Community Tech team]] will work on. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]] • [[m:Special:MyLanguage/Tech/News#contribute|Contribute]] • [[m:Special:MyLanguage/Tech/News/2020/50|Translate]] • [[m:Tech|Get help]] • [[m:Talk:Tech/News|Give feedback]] • [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div></div> <section end="technews-2020-W50"/> 16:15, 7 December 2020 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=20754641 --> == [[m:Special:MyLanguage/Tech/News/2020/51|Tech News: 2020-51]] == <section begin="technews-2020-W51"/><div class="plainlinks mw-content-ltr" lang="en" dir="ltr"><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2020/51|Translations]] are available. '''Recent changes''' * There is a [[mw:Wikipedia for KaiOS|Wikipedia app]] for [[:w:en:KaiOS|KaiOS]] phones. It was released in India in September. It can now be downloaded in other countries too. [https://diff.wikimedia.org/2020/12/10/growing-wikipedias-reach-with-an-app-for-kaios-feature-phones/] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.22|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2020-12-15|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2020-12-16|en}}. It will be on all wikis from {{#time:j xg|2020-12-17|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]] • [[m:Special:MyLanguage/Tech/News#contribute|Contribute]] • [[m:Special:MyLanguage/Tech/News/2020/51|Translate]] • [[m:Tech|Get help]] • [[m:Talk:Tech/News|Give feedback]] • [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div></div> <section end="technews-2020-W51"/> 21:34, 14 December 2020 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=20803489 --> == [[m:Special:MyLanguage/Tech/News/2020/52|Tech News: 2020-52]] == <section begin="technews-2020-W52"/><div class="plainlinks mw-content-ltr" lang="en" dir="ltr"><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2020/52|Translations]] are available. '''Tech News''' * Because of the [[w:en:Christmas and holiday season|holidays]] the next issue of Tech News will be sent out on 11 January 2021. '''Recent changes''' * The <code><nowiki>{{citation needed}}</nowiki></code> template shows when a statement in a Wikipedia article needs a source. If you click on it when you edit with the visual editor there is a popup that explains this. Now it can also show the reason and when it was added. [https://phabricator.wikimedia.org/T270107] '''Changes later this week''' * There is no new MediaWiki version this week or next week. '''Future changes''' * You can [[m:WMDE Technical Wishes/Geoinformation/Ideas|propose and discuss]] what technical improvements should be done for geographic information. This could be coordinates, maps or other related things. * Some wikis use [[mw:Writing systems/LanguageConverter|LanguageConverter]] to switch between writing systems or variants of a language. This can only be done for the entire page. There will be a <code><nowiki><langconvert></nowiki></code> tag that can convert a piece of text on a page. [https://phabricator.wikimedia.org/T263082] * Oversighters and stewards can hide entries in [[Special:AbuseLog|Special:AbuseLog]]. They can soon hide multiple entries at once using checkboxes. This works like hiding normal edits. It will happen in early January. [https://phabricator.wikimedia.org/T260904] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]] • [[m:Special:MyLanguage/Tech/News#contribute|Contribute]] • [[m:Special:MyLanguage/Tech/News/2020/52|Translate]] • [[m:Tech|Get help]] • [[m:Talk:Tech/News|Give feedback]] • [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div></div> <section end="technews-2020-W52"/> 20:54, 21 December 2020 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=20833836 --> == [[m:Special:MyLanguage/Tech/News/2021/02|Tech News: 2021-02]] == <section begin="technews-2021-W02"/><div class="plainlinks mw-content-ltr" lang="en" dir="ltr"><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/02|Translations]] are available. '''Recent changes''' * You can choose to be reminded when you have not added an edit summary. This can be done in your preferences. This could conflict with the [[:w:en:CAPTCHA|CAPTCHA]]. This has now been fixed. [https://phabricator.wikimedia.org/T12729] * You can link to specific log entries. You can get these links for example by clicking the timestamps in the log. Until now, such links to private log entries showed no entry even if you had permission to view private log entries. The links now show the entry. [https://phabricator.wikimedia.org/T269761] * Admins can use the [[:mw:Special:MyLanguage/Extension:AbuseFilter|abuse filter tool]] to automatically prevent bad edits. Three changes happened last week: ** The filter editing interface now shows syntax errors while you type. This is similar to JavaScript pages. It also shows a warning for regular expressions that match the empty string. New warnings will be added later. [https://phabricator.wikimedia.org/T187686] ** [[m:Special:MyLanguage/Meta:Oversighters|Oversighters]] can now hide multiple filter log entries at once using checkboxes on [[Special:AbuseLog]]. This is how the usual revision deletion works. [https://phabricator.wikimedia.org/T260904] ** When a filter matches too many actions after it has been changed it is "throttled". The most powerful actions are disabled. This is to avoid many editors getting blocked when an administrator made a mistake. The administrator will now get a notification about this "throttle". * [[File:Octicons-tools.svg|15px|link=|Advanced item]] There is a new tool to [https://skins.wmflabs.org/?#/add build new skins]. You can also [https://skins.wmflabs.org/?#/ see] existing [[mw:Special:MyLanguage/Manual:Skins|skins]]. You can [[mw:User talk:Jdlrobson|give feedback]]. [https://lists.wikimedia.org/pipermail/wikitech-l/2020-December/094130.html] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] Bots using the API no longer watch pages automatically based on account preferences. Setting the <code>watchlist</code> to <code>watch</code> will still work. This is to reduce the size of the watchlist data in the database. [https://phabricator.wikimedia.org/T258108] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] [[mw:Special:MyLanguage/Extension:Scribunto|Scribunto's]] [[:mw:Extension:Scribunto/Lua reference manual#File metadata|file metadata]] now includes length. [https://phabricator.wikimedia.org/T209679] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] [[:w:en:CSS|CSS]] and [[:w:en:JavaScript|JavaScript]] code pages now have link anchors to [https://patchdemo.wmflabs.org/wikis/40e4795d4448b55a6d8c46ff414bcf78/w/index.php/MediaWiki:En.js#L-125 line numbers]. You can use wikilinks like [[:w:en:MediaWiki:Common.js#L-50]]. [https://phabricator.wikimedia.org/T29531] * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] There was a [[mw:MediaWiki 1.36/wmf.25|new version]] of MediaWiki last week. You can read [[mw:MediaWiki 1.36/wmf.25/Changelog|a detailed log]] of all 763 changes. Most of them are very small and will not affect you. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.26|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-01-12|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-01-13|en}}. It will be on all wikis from {{#time:j xg|2021-01-14|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]] • [[m:Special:MyLanguage/Tech/News#contribute|Contribute]] • [[m:Special:MyLanguage/Tech/News/2021/02|Translate]] • [[m:Tech|Get help]] • [[m:Talk:Tech/News|Give feedback]] • [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div></div> <section end="technews-2021-W02"/> 15:42, 11 January 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=20950047 --> == [[m:Special:MyLanguage/Tech/News/2021/03|Tech News: 2021-03]] == <section begin="technews-2021-W03"/><div class="plainlinks mw-content-ltr" lang="en" dir="ltr"><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/03|Translations]] are available. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.27|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-01-19|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-01-20|en}}. It will be on all wikis from {{#time:j xg|2021-01-21|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]). '''Future changes''' * The [[mw:Special:MyLanguage/Growth|Growth team]] plans to add features to [[mw:Special:MyLanguage/Growth/Personalized first day/Newcomer tasks/Experiment analysis, November 2020|get more visitors to edit]] to more Wikipedias. You can help [https://translatewiki.net/w/i.php?title=Special:Translate&group=ext-growthexperiments&language=&filter=&action=translate translating the interface]. * You will be able to read but not to edit Wikimedia Commons for a short time on [https://www.timeanddate.com/worldclock/fixedtime.html?iso=20210126T07 {{#time:j xg|2021-01-26|en}} at 07:00 (UTC)]. [https://phabricator.wikimedia.org/T271791] * [[m:Special:MyLanguage/MassMessage|MassMessage]] posts could be automatically timestamped in the future. This is because MassMessage senders can now send pages using MassMessage. Pages are more difficult to sign. If there are times when a MassMessage post should not be timestamped you can [[phab:T270435|let the developers know]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]] • [[m:Special:MyLanguage/Tech/News#contribute|Contribute]] • [[m:Special:MyLanguage/Tech/News/2021/03|Translate]] • [[m:Tech|Get help]] • [[m:Talk:Tech/News|Give feedback]] • [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div></div> <section end="technews-2021-W03"/> 16:10, 18 January 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=20974628 --> == [[m:Special:MyLanguage/Tech/News/2021/04|Tech News: 2021-04]] == <section begin="technews-2021-W04"/><div class="plainlinks mw-content-ltr" lang="en" dir="ltr"><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/04|Translations]] are available. '''Problems''' * You will be able to read but not to edit Wikimedia Commons for a short time on [https://www.timeanddate.com/worldclock/fixedtime.html?iso=20210126T07 {{#time:j xg|2021-01-26|en}} at 07:00 (UTC)]. You will not be able to read or edit [[:wikitech:Main Page|Wikitech]] for a short time on [https://www.timeanddate.com/worldclock/fixedtime.html?iso=20210128T09 {{#time:j xg|2021-01-28|en}} at 09:00 (UTC)]. [https://phabricator.wikimedia.org/T271791][https://phabricator.wikimedia.org/T272388] '''Changes later this week''' * [[m:WMDE Technical Wishes/Bracket Matching|Bracket matching]] will be added to the [[mw:Special:MyLanguage/Extension:CodeMirror|CodeMirror]] syntax highlighter on the first wikis. The first wikis are German and Catalan Wikipedia and maybe other Wikimedia wikis. This will happen on 27 January. [https://phabricator.wikimedia.org/T270238] * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.28|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-01-26|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-01-27|en}}. It will be on all wikis from {{#time:j xg|2021-01-28|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]] • [[m:Special:MyLanguage/Tech/News#contribute|Contribute]] • [[m:Special:MyLanguage/Tech/News/2021/04|Translate]] • [[m:Tech|Get help]] • [[m:Talk:Tech/News|Give feedback]] • [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div></div> <section end="technews-2021-W04"/> 18:31, 25 January 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21007423 --> == [[m:Special:MyLanguage/Tech/News/2021/05|Tech News: 2021-05]] == <section begin="technews-2021-W05"/><div class="plainlinks mw-content-ltr" lang="en" dir="ltr"><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/05|Translations]] are available. '''Problems''' * [[:w:en:IPv6|IPv6 addresses]] were written in lowercase letters in diffs. This caused dead links since [[Special:Contributions|Special:Contributions]] only accepted uppercase letters for the IPs. This has been fixed. [https://phabricator.wikimedia.org/T272225] '''Changes later this week''' * You can soon use Wikidata to link to pages on the multilingual Wikisource. [https://phabricator.wikimedia.org/T138332] * Often editors use a "non-breaking space" to make a gap between two items when reading but still show them together. This can be used to avoid a line break. You will now be able to add new ones via the special character tool in the 2010, 2017, and visual editors. The character will be shown in the visual editor as a space with a grey background. [https://phabricator.wikimedia.org/T70429][https://phabricator.wikimedia.org/T96666] * [[File:Octicons-tools.svg|15px|link=| Advanced item]] Wikis use [[mw:Special:MyLanguage/Extension:AbuseFilter|abuse filters]] to stop bad edits being made. Filter maintainers can now use syntax like <code>1.2.3.4 - 1.2.3.55</code> as well as the <code>1.2.3.4/27</code> syntax for IP ranges. [https://phabricator.wikimedia.org/T218074] * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.29|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-02-02|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-02-03|en}}. It will be on all wikis from {{#time:j xg|2021-02-04|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]). '''Future changes''' * [[mw:Skin:Minerva Neue|Minerva]] is the skin Wikimedia wikis use for mobile traffic. When a page is protected and you can't edit it you can normally read the source wikicode. This doesn't work on Minerva on mobile devices. This is being fixed. Some text might overlap. This is because your community needs to update [[MediaWiki:Protectedpagetext|MediaWiki:Protectedpagetext]] to work on mobile. You can [[phab:T208827|read more]]. [https://www.mediawiki.org/wiki/Recommendations_for_mobile_friendly_articles_on_Wikimedia_wikis#Inline_styles_should_not_use_properties_that_impact_sizing_and_positioning][https://www.mediawiki.org/wiki/Recommendations_for_mobile_friendly_articles_on_Wikimedia_wikis#Avoid_tables_for_anything_except_data] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] [[:wikitech:Portal:Cloud VPS|Cloud VPS]] and [[:wikitech:Portal:Toolforge|Toolforge]] will change the IP address they use to contact the wikis. The new IP address will be <code>185.15.56.1</code>. This will happen on February 8. You can [[:wikitech:News/CloudVPS NAT wikis|read more]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]] • [[m:Special:MyLanguage/Tech/News#contribute|Contribute]] • [[m:Special:MyLanguage/Tech/News/2021/05|Translate]] • [[m:Tech|Get help]] • [[m:Talk:Tech/News|Give feedback]] • [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div></div> <section end="technews-2021-W05"/> 22:38, 1 February 2021 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21033195 --> == [[m:Special:MyLanguage/Tech/News/2021/06|Tech News: 2021-06]] == <section begin="technews-2021-W06"/><div class="plainlinks mw-content-ltr" lang="en" dir="ltr"><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/06|Translations]] are available. '''Recent changes''' * The [[mw:Special:MyLanguage/Wikimedia Apps|Wikipedia app]] for Android now has watchlists and talk pages in the app. [https://play.google.com/store/apps/details?id=org.wikipedia] '''Changes later this week''' * You can see edits to chosen pages on [[Special:Watchlist|Special:Watchlist]]. You can add pages to your watchlist on every wiki you like. The [[:mw:Special:MyLanguage/Extension:GlobalWatchlist|GlobalWatchlist]] extension will come to Meta on 11 February. There you can see entries on watched pages on different wikis on the same page. The new watchlist will be found on [[m:Special:GlobalWatchlist|Special:GlobalWatchlist]] on Meta. You can choose which wikis to watch and other preferences on [[m:Special:GlobalWatchlistSettings|Special:GlobalWatchlistSettings]] on Meta. You can watch up to five wikis. [https://phabricator.wikimedia.org/T260862] * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.30|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-02-09|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-02-10|en}}. It will be on all wikis from {{#time:j xg|2021-02-11|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]). '''Future changes''' * When admins [[mw:Special:MyLanguage/Help:Protecting and unprotecting pages|protect]] pages the form will use the [[mw:UX standardization|OOUI look]]. [[Special:Import|Special:Import]] will also get the new look. This will make them easier to use on mobile phones. [https://phabricator.wikimedia.org/T235424][https://phabricator.wikimedia.org/T108792] * Some services will not work for a short period of time from 07:00 UTC on 17 February. There might be problems with new [[m:Special:MyLanguage/Wikimedia URL Shortener|short links]], new translations, new notifications, adding new items to your [[mw:Reading/Reading Lists|reading lists]] or recording [[:w:en:Email#Tracking of sent mail|email bounces]]. This is because of database maintenance. [https://phabricator.wikimedia.org/T273758] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] [[m:Tech/News/2021/05|Last week]] Tech News reported that the IP address [[:wikitech:Portal:Cloud VPS|Cloud VPS]] and [[:wikitech:Portal:Toolforge|Toolforge]] use to contact the wikis will change on 8 February. This is delayed. It will happen later instead. [https://wikitech.wikimedia.org/wiki/News/CloudVPS_NAT_wikis] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]] • [[m:Special:MyLanguage/Tech/News#contribute|Contribute]] • [[m:Special:MyLanguage/Tech/News/2021/06|Translate]] • [[m:Tech|Get help]] • [[m:Talk:Tech/News|Give feedback]] • [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div></div> <section end="technews-2021-W06"/> 17:42, 8 February 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21082948 --> == [[m:Special:MyLanguage/Tech/News/2021/07|Tech News: 2021-07]] == <section begin="technews-2021-W07"/><div class="plainlinks mw-content-ltr" lang="en" dir="ltr"><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/07|Translations]] are available. '''Problems''' * There were problems with recent versions of MediaWiki. Because the updates caused problems the developers rolled back to an earlier version. Some updates and new functions will come later than planned. [https://lists.wikimedia.org/pipermail/wikitech-l/2021-February/094255.html][https://lists.wikimedia.org/pipermail/wikitech-l/2021-February/094271.html] * Some services will not work for a short period of time from 07:00 UTC on 17 February. There might be problems with new [[m:Special:MyLanguage/Wikimedia URL Shortener|short links]], new translations, new notifications, adding new items to your [[mw:Reading/Reading Lists|reading lists]] or recording [[:w:en:Email#Tracking of sent mail|email bounces]]. This is because of database maintenance. [https://phabricator.wikimedia.org/T273758] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.31|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-02-16|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-02-17|en}}. It will be on all wikis from {{#time:j xg|2021-02-18|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]] • [[m:Special:MyLanguage/Tech/News#contribute|Contribute]] • [[m:Special:MyLanguage/Tech/News/2021/07|Translate]] • [[m:Tech|Get help]] • [[m:Talk:Tech/News|Give feedback]] • [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div></div> <section end="technews-2021-W07"/> 17:56, 15 February 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21105437 --> == [[m:Special:MyLanguage/Tech/News/2021/08|Tech News: 2021-08]] == <div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/08|Translations]] are available. '''Recent changes''' * The visual editor will now use [[:c:Commons:Structured data/Media search|MediaSearch]] to find images. You can search for images on Commons in the visual editor when you are looking for illustrations. This is to help editors find better images. [https://phabricator.wikimedia.org/T259896] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] The [[mw:Special:MyLanguage/Extension:SyntaxHighlight|syntax highlighter]] now works with more languages: [[:w:en:Futhark (programming language)|Futhark]], [[:w:en:Graphviz|Graphviz]]/[[:w:en:DOT (graph description language)|DOT]], CDDL and AMDGPU. [https://phabricator.wikimedia.org/T274741] '''Problems''' * Editing a [[mw:Special:MyLanguage/Extension:EasyTimeline|timeline]] might have removed all text from it. This was because of a bug and has been fixed. You might need to edit the timeline again for it to show properly. [https://phabricator.wikimedia.org/T274822] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.32|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-02-23|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-02-24|en}}. It will be on all wikis from {{#time:j xg|2021-02-25|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]). '''Future changes''' * [[File:Octicons-tools.svg|15px|link=|Advanced item]] There is a [[:m:Wikimedia Rust developers user group|user group]] for developers and users interested in working on Wikimedia wikis with the [[:w:en:Rust (programming language)|Rust programming language]]. You can join or tell others who want to make your wiki better in the future. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/08|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div> ---- 00:17, 23 February 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21134058 --> == [[m:Special:MyLanguage/Tech/News/2021/09|Tech News: 2021-09]] == <div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/09|Translations]] are available. '''Recent changes''' * Wikis using the [[mw:Special:MyLanguage/Growth/Feature summary|Growth team tools]] can now show the name of a newcomer's mentor anywhere [[mw:Special:MyLanguage/Help:Growth/Mentorship/Integrating_mentorship|through a magic word]]. This can be used for welcome messages or userboxes. * A new version of the [[c:Special:MyLanguage/Commons:VideoCutTool|VideoCutTool]] is now available. It enables cropping, trimming, audio disabling, and rotating video content. It is being created as part of the developer outreach programs. '''Problems''' * There was a problem with the [[mw:Special:MyLanguage/Manual:Job queue|job queue]]. This meant some functions did not save changes and mass messages were delayed. This did not affect wiki edits. [https://phabricator.wikimedia.org/T275437] * Some editors may not be logged in to their accounts automatically in the latest versions of Firefox and Safari. [https://phabricator.wikimedia.org/T226797] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.33|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-03-02|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-03-03|en}}. It will be on all wikis from {{#time:j xg|2021-03-04|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/09|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div> ---- 19:08, 1 March 2021 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21161722 --> == [[m:Special:MyLanguage/Tech/News/2021/10|Tech News: 2021-10]] == <section begin="technews-2021-W10"/><div class="plainlinks mw-content-ltr" lang="en" dir="ltr"><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/10|Translations]] are available. '''Recent changes''' * [[mw:Special:MyLanguage/Content translation/Section translation|Section translation]] now works on Bengali Wikipedia. It helps mobile editors translate sections of articles. It will come to more wikis later. The first focus is active wikis with a smaller number of articles. You can [https://sx.wmflabs.org/index.php/Main_Page test it] and [[mw:Talk:Content translation/Section translation|leave feedback]]. * [[mw:Special:MyLanguage/Help:Extension:FlaggedRevs|Flagged revisions]] now give admins the review right. [https://phabricator.wikimedia.org/T275293] * When someone links to a Wikipedia article on Twitter this will now show a preview of the article. [https://phabricator.wikimedia.org/T276185] '''Problems''' * Many graphs have [[:w:en:JavaScript|JavaScript]] errors. Graph editors can check their graphs in their browser's developer console after editing. [https://phabricator.wikimedia.org/T275833] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.34|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-03-09|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-03-10|en}}. It will be on all wikis from {{#time:j xg|2021-03-11|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]). * The [[mw:Talk pages project/New discussion|New Discussion]] tool will soon be a new [[mw:Special:MyLanguage/Extension:DiscussionTools|discussion tools]] beta feature for on most Wikipedias. The goal is to make it easier to start new discussions. [https://phabricator.wikimedia.org/T275257] '''Future changes''' * There will be a number of changes to make it easier to work with templates. Some will come to the first wikis in March. Other changes will come to the first wikis in June. This is both for those who use templates and those who create or maintain them. You can [[:m:WMDE Technical Wishes/Templates|read more]]. * [[m:WMDE Technical Wishes/ReferencePreviews|Reference Previews]] will become a default feature on some wikis on 17 March. They will share a setting with [[mw:Page Previews|Page Previews]]. If you prefer the Reference Tooltips or Navigation-Popups gadget you can keep using them. If so Reference Previews won't be shown. [https://phabricator.wikimedia.org/T271206][https://meta.wikimedia.org/wiki/Talk:WMDE_Technical_Wishes/ReferencePreviews] * New JavaScript-based functions will not work in [[:w:en:Internet Explorer 11|Internet Explorer 11]]. This is because Internet Explorer is an old browser that doesn't work with how JavaScript is written today. Everything that works in Internet Explorer 11 today will continue working in Internet Explorer for now. You can [[mw:Compatibility/IE11|read more]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]] • [[m:Special:MyLanguage/Tech/News#contribute|Contribute]] • [[m:Special:MyLanguage/Tech/News/2021/10|Translate]] • [[m:Tech|Get help]] • [[m:Talk:Tech/News|Give feedback]] • [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div></div> <section end="technews-2021-W10"/> 17:51, 8 March 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21175593 --> == [[m:Special:MyLanguage/Tech/News/2021/11|Tech News: 2021-11]] == <section begin="technews-2021-W11"/><div class="plainlinks mw-content-ltr" lang="en" dir="ltr"><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/11|Translations]] are available. '''Recent changes''' * Wikis that are part of the [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements|desktop improvements]] project can now use a new [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Features/Search|search function]]. The desktop improvements and the new search will come to more wikis later. You can also [[mw:Reading/Web/Desktop Improvements#Deployment plan and timeline|test it early]]. * [[File:Octicons-tools.svg|15px|link=|Advanced item]] Editors who put up banners or change site-wide [[:w:en:JavaScript|JavaScript]] code should use the [https://grafana.wikimedia.org/d/000000566/overview?viewPanel=16&orgId=1 client error graph] to see that their changes has not caused problems. You can [https://diff.wikimedia.org/2021/03/08/sailing-steady%e2%80%8a-%e2%80%8ahow-you-can-help-keep-wikimedia-sites-error-free read more]. [https://phabricator.wikimedia.org/T276296] '''Problems''' * Due to [[phab:T276968|database issues]] the [https://meta.wikimedia.beta.wmflabs.org Wikimedia Beta Cluster] was read-only for over a day. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.34|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-03-16|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-03-17|en}}. It will be on all wikis from {{#time:j xg|2021-03-18|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]). '''Future changes''' * You can add a [[:w:en:Newline|newline]] or [[:w:en:Carriage return|carriage return]] character to a custom signature if you use a template. There is a proposal to not allow them in the future. This is because they can cause formatting problems. [https://www.mediawiki.org/wiki/New_requirements_for_user_signatures#Additional_proposal_(2021)][https://phabricator.wikimedia.org/T272322] * You will be able to read but not edit [[phab:T276899|12 wikis]] for a short period of time on [https://www.timeanddate.com/worldclock/fixedtime.html?iso=20210323T06 {{#time:j xg|2021-03-23|en}} at 06:00 (UTC)]. This could take 30 minutes but will probably be much faster. * [[File:Octicons-tools.svg|15px|link=|Advanced item]] You can use [https://quarry.wmflabs.org/ Quarry] for [[:w:en:SQL|SQL]] queries to the [[wikitech:Wiki replicas|Wiki Replicas]]. Cross-database <code>JOINS</code> will no longer work from 23 March. There will be a new field to specify the database to connect to. If you think this affects you and you need help you can [[phab:T268498|post on Phabricator]] or on [[wikitech:Talk:News/Wiki Replicas 2020 Redesign|Wikitech]]. [https://wikitech.wikimedia.org/wiki/PAWS PAWS] and other ways to do [[:w:en:SQL|SQL]] queries to the Wiki Replicas will be affected later. [https://wikitech.wikimedia.org/wiki/News/Wiki_Replicas_2020_Redesign] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]] • [[m:Special:MyLanguage/Tech/News#contribute|Contribute]] • [[m:Special:MyLanguage/Tech/News/2021/11|Translate]] • [[m:Tech|Get help]] • [[m:Talk:Tech/News|Give feedback]] • [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div></div> <section end="technews-2021-W11"/> 23:22, 15 March 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21226057 --> == [[m:Special:MyLanguage/Tech/News/2021/12|Tech News: 2021-12]] == <section begin="technews-2021-W12"/><div class="plainlinks mw-content-ltr" lang="en" dir="ltr"><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/12|Translations]] are available. '''Recent changes''' * There is a [[mw:Wikipedia for KaiOS|Wikipedia app]] for [[:w:en:KaiOS|KaiOS]] phones. They don't have a touch screen so readers navigate with the phone keys. There is now a [https://wikimedia.github.io/wikipedia-kaios/sim.html simulator] so you can see what it looks like. * The [[mw:Special:MyLanguage/Talk pages project/Replying|reply tool]] and [[mw:Special:MyLanguage/Talk pages project/New discussion|new discussion tool]] are now available as the "{{int:discussiontools-preference-label}}" [[Special:Preferences#mw-prefsection-betafeatures|beta feature]] in almost all wikis except German Wikipedia. '''Problems''' * You will be able to read but not edit [[phab:T276899|twelve wikis]] for a short period of time on [https://www.timeanddate.com/worldclock/fixedtime.html?iso=20210323T06 {{#time:j xg|2021-03-23|{{PAGELANGUAGE}}}} at 06:00 (UTC)]. This can also affect password changes, logging in to new wikis, global renames and changing or confirming emails. This could take 30 minutes but will probably be much faster. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.36|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-03-23|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-03-24|en}}. It will be on all wikis from {{#time:j xg|2021-03-25|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]). * [[:w:en:Syntax highlighting|Syntax highlighting]] colours will change to be easier to read. This will soon come to the [[phab:T276346|first wikis]]. [https://meta.wikimedia.org/wiki/WMDE_Technical_Wishes/Improved_Color_Scheme_of_Syntax_Highlighting] '''Future changes''' * [[mw:Special:MyLanguage/Extension:FlaggedRevs|Flagged revisions]] will no longer have multiple tags like "tone" or "depth". It will also only have one tier. This was changed because very few wikis used these features and they make the tool difficult to maintain. [https://phabricator.wikimedia.org/T185664][https://phabricator.wikimedia.org/T277883] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] Gadgets and user scripts can access variables about the current page in JavaScript. In 2015 this was moved from <code dir=ltr>wg*</code> to <code dir=ltr>mw.config</code>. <code dir=ltr>wg*</code> will soon no longer work. [https://phabricator.wikimedia.org/T72470] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]] • [[m:Special:MyLanguage/Tech/News#contribute|Contribute]] • [[m:Special:MyLanguage/Tech/News/2021/12|Translate]] • [[m:Tech|Get help]] • [[m:Talk:Tech/News|Give feedback]] • [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div></div> <section end="technews-2021-W12"/> 16:53, 22 March 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21244806 --> == [[m:Special:MyLanguage/Tech/News/2021/13|Tech News: 2021-13]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/13|Translations]] are available. '''Recent changes''' * Some very old [[:w:en:Web browser|web browsers]] [[:mw:Special:MyLanguage/Compatibility|don’t work]] well with the Wikimedia wikis. Some old code for browsers that used to be supported is being removed. This could cause issues in those browsers. [https://phabricator.wikimedia.org/T277803] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] [[:m:IRC/Channels#Raw_feeds|IRC recent changes feeds]] have been moved to a new server. Make sure all tools automatically reconnect to <code>irc.wikimedia.org</code> and not to the name of any specific server. Users should also consider switching to the more modern [[:wikitech:Event Platform/EventStreams|EventStreams]]. [https://phabricator.wikimedia.org/T224579] '''Problems''' * When you move a page that many editors have on their watchlist the history can be split. It might also not be possible to move it again for a while. This is because of a [[:w:en:Job queue|job queue]] problem. [https://phabricator.wikimedia.org/T278350] * Some translatable pages on Meta could not be edited. This was because of a bug in the translation tool. The new MediaWiki version was delayed because of problems like this. [https://phabricator.wikimedia.org/T278429][https://phabricator.wikimedia.org/T274940] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.37|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-03-30|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-03-31|en}}. It will be on all wikis from {{#time:j xg|2021-04-01|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/13|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 17:30, 29 March 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21267131 --> == [[m:Special:MyLanguage/Tech/News/2021/14|Tech News: 2021-14]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/14|Translations]] are available. '''Recent changes''' * Editors can collapse part of an article so you have to click on it to see it. When you click a link to a section inside collapsed content it will now expand to show the section. The browser will scroll down to the section. Previously such links didn't work unless you manually expanded the content first. [https://phabricator.wikimedia.org/T276741] '''Changes later this week''' * [[File:Octicons-tools.svg|15px|link=|Advanced item]] The [[mw:Special:MyLanguage/Citoid|citoid]] [[:w:en:API|API]] will use for example <code>2010-12-XX</code> instead of <code>2010-12</code> for dates with a month but no days. This is because <code>2010-12</code> could be confused with <code>2010-2012</code> instead of <code>December 2010</code>. This is called level 1 instead of level 0 in the [https://www.loc.gov/standards/datetime/ Extended Date/Time Format]. [https://phabricator.wikimedia.org/T132308] * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.38|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-04-06|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-04-07|en}}. It will be on all wikis from {{#time:j xg|2021-04-08|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]). '''Future changes''' * [[File:Octicons-tools.svg|15px|link=|Advanced item]] [[:wikitech:PAWS|PAWS]] can now connect to the new [[:wikitech:Wiki Replicas|Wiki Replicas]]. Cross-database <code>JOINS</code> will no longer work from 28 April. There is [[:wikitech:News/Wiki Replicas 2020 Redesign#How should I connect to databases in PAWS?|a new way to connect]] to the databases. Until 28 April both ways to connect to the databases will work. If you think this affects you and you need help you can post [[phab:T268498|on Phabricator]] or on [[wikitech:Talk:News/Wiki Replicas 2020 Redesign|Wikitech]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/14|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 19:41, 5 April 2021 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21287348 --> == [[m:Special:MyLanguage/Tech/News/2021/16|Tech News: 2021-16]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/16|Translations]] are available. '''Recent changes''' * Email to the Wikimedia wikis are handled by groups of Wikimedia editors. These volunteer response teams now use [https://github.com/znuny/Znuny Znuny] instead of [[m:Special:MyLanguage/OTRS|OTRS]]. The functions and interface remain the same. The volunteer administrators will give more details about the next steps soon. [https://phabricator.wikimedia.org/T279303][https://phabricator.wikimedia.org/T275294] * If you use [[Mw:Special:MyLanguage/Extension:CodeMirror|syntax highlighting]], you can see line numbers in the 2010 and 2017 wikitext editors when editing templates. This is to make it easier to see line breaks or talk about specific lines. Line numbers will soon come to all namespaces. [https://phabricator.wikimedia.org/T267911][https://meta.wikimedia.org/wiki/WMDE_Technical_Wishes/Line_Numbering][https://meta.wikimedia.org/wiki/Talk:WMDE_Technical_Wishes/Line_Numbering] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] Because of a technical change there could be problems with gadgets and scripts that have an edit summary area that looks [https://phab.wmfusercontent.org/file/data/llvdqqnb5zpsfzylbqcg/PHID-FILE-25vs4qowibmtysl7cbml/Screen_Shot_2021-04-06_at_2.34.04_PM.png similar to this one]. If they look strange they should use <code>mw.loader.using('mediawiki.action.edit.styles')</code> to go back to how they looked before. [https://phabricator.wikimedia.org/T278898] * The [[mw:MediaWiki 1.37/wmf.1|latest version]] of MediaWiki came to the Wikimedia wikis last week. There was no Tech News issue last week. '''Changes later this week''' * There is no new MediaWiki version this week. '''Future changes''' * The user group <code>oversight</code> will be renamed <code>suppress</code>. This is for [[phab:T109327|technical reasons]]. This is the technical name. It doesn't affect what you call the editors with this user right on your wiki. This is planned to happen in two weeks. You can comment [[phab:T112147|in Phabricator]] if you have objections. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/16|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 16:48, 19 April 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21356080 --> == [[m:Special:MyLanguage/Tech/News/2021/17|Tech News: 2021-17]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/17|Translations]] are available. '''Recent changes''' * Templates have parameters that can have specific values. It is possible to suggest values for editors with [[mw:Special:MyLanguage/Extension:TemplateData|TemplateData]]. You can soon see them as a drop-down list in the visual editor. This is to help template users find the right values faster. [https://phabricator.wikimedia.org/T273857][https://meta.wikimedia.org/wiki/Special:MyLanguage/WMDE_Technical_Wishes/Suggested_values_for_template_parameters][https://meta.wikimedia.org/wiki/Talk:WMDE_Technical_Wishes/Suggested_values_for_template_parameters] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.3|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-04-27|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-04-28|en}}. It will be on all wikis from {{#time:j xg|2021-04-29|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/17|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 21:24, 26 April 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21391118 --> == [[m:Special:MyLanguage/Tech/News/2021/18|Tech News: 2021-18]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/18|Translations]] are available. '''Recent changes''' * [[w:en:Wikipedia:Twinkle|Twinkle]] is a gadget on English Wikipedia. It can help with maintenance and patrolling. It can [[m:Grants:Project/Rapid/SD0001/Twinkle localisation/Report|now be used on other wikis]]. You can get Twinkle on your wiki using the [https://github.com/wikimedia-gadgets/twinkle-starter twinkle-starter] GitHub repository. '''Problems''' * The [[mw:Special:MyLanguage/Content translation|content translation tool]] did not work for many articles for a little while. This was because of a bug. [https://phabricator.wikimedia.org/T281346] * Some things will not work for about a minute on 5 May. This will happen [https://www.timeanddate.com/worldclock/fixedtime.html?iso=20210505T0600 around 06:00 UTC]. This will affect the content translation tool and notifications among other things. This is because of an upgrade to avoid crashes. [https://phabricator.wikimedia.org/T281212] '''Changes later this week''' * [[mw:Special:MyLanguage/Help:Reference Previews|Reference Previews]] will become a default feature on a number of wikis on 5 May. This is later than planned because of some changes. You can use it without using [[mw:Special:MyLanguage/Page Previews|Page Previews]] if you want to. The earlier plan was to have the preference to use both or none. [https://phabricator.wikimedia.org/T271206][https://meta.wikimedia.org/wiki/Talk:WMDE_Technical_Wishes/ReferencePreviews] * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.4|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-05-04|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-05-05|en}}. It will be on all wikis from {{#time:j xg|2021-05-06|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]). '''Future changes''' * [[File:Octicons-tools.svg|15px|link=|Advanced item]] The [[:w:en:CSS|CSS]] classes <code dir=ltr>.error</code>, <code dir=ltr>.warning</code> and <code dir=ltr>.success</code> do not work for mobile readers if they have not been specifically defined on your wiki. From June they will not work for desktop readers. This can affect gadgets and templates. The classes can be defined in [[MediaWiki:Common.css]] or template styles instead. [https://phabricator.wikimedia.org/T280766] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/18|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 15:43, 3 May 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21418010 --> == [[m:Special:MyLanguage/Tech/News/2021/19|Tech News: 2021-19]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/19|Translations]] are available. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.5|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-05-11|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-05-12|en}}. It will be on all wikis from {{#time:j xg|2021-05-13|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]). '''Future changes''' * You can see what participants plan to work on at the online [[mw:Wikimedia Hackathon 2021|Wikimedia hackathon]] 22–23 May. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/19|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 15:10, 10 May 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21428676 --> == [[m:Special:MyLanguage/Tech/News/2021/20|Tech News: 2021-20]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/20|Translations]] are available. '''Recent changes''' * There is a new toolbar in [[mw:Talk pages project/Replying|the Reply tool]]. It works in the wikitext source mode. You can enable it in [[Special:Preferences#mw-htmlform-discussion|your preferences]]. [https://phabricator.wikimedia.org/T276608] [https://www.mediawiki.org/wiki/Talk_pages_project/Replying#13_May_2021] [https://www.mediawiki.org/wiki/Talk_pages_project/New_discussion#13_May_2021] * Wikimedia [https://lists.wikimedia.org/mailman/listinfo mailing lists] are being moved to [[:w:en:GNU Mailman|Mailman 3]]. This is a newer version. For the [[:w:en:Character encoding|character encoding]] to work it will change from <code>[[:w:en:UTF-8|UTF-8]]</code> to <code>utf8mb3</code>. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/IEYQ2HS3LZF2P3DAYMNZYQDGHWPVMTPY/][https://phabricator.wikimedia.org/T282621] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] An [[m:Special:MyLanguage/Tech/News/2021/14|earlier issue]] of Tech News said that the [[mw:Special:MyLanguage/Citoid|citoid]] [[:w:en:API|API]] would handle dates with a month but no days in a new way. This has been reverted for now. There needs to be more discussion of how it affects different wikis first. [https://phabricator.wikimedia.org/T132308] '''Changes later this week''' * [[File:Octicons-tools.svg|15px|link=|Advanced item]] <code>MediaWiki:Pageimages-blacklist</code> will be renamed <code>MediaWiki:Pageimages-denylist</code>. The list can be copied to the new name. It will happen on 19 May for some wikis and 20 May for some wikis. Most wikis don't use it. It lists images that should never be used as thumbnails for articles. [https://phabricator.wikimedia.org/T282626] * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.6|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-05-18|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-05-19|en}}. It will be on all wikis from {{#time:j xg|2021-05-20|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/20|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 13:49, 17 May 2021 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21464279 --> == [[m:Special:MyLanguage/Tech/News/2021/21|Tech News: 2021-21]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/21|Translations]] are available. '''Recent changes''' * The Wikimedia movement has been using [[:m:Special:MyLanguage/IRC|IRC]] on a network called [[:w:en:Freenode|Freenode]]. There have been changes around who is in control of the network. The [[m:Special:MyLanguage/IRC/Group_Contacts|Wikimedia IRC Group Contacts]] have [[m:Special:Diff/21476411|decided]] to move to the new [[:w:en:Libera Chat|Libera Chat]] network instead. This is not a formal decision for the movement to move all channels but most Wikimedia IRC channels will probably leave Freenode. There is a [[:m:IRC/Migrating_to_Libera_Chat|migration guide]] and ongoing Wikimedia [[m:Wikimedia Forum#Freenode (IRC)|discussions about this]]. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.7|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-05-25|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-05-26|en}}. It will be on all wikis from {{#time:j xg|2021-05-27|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/21|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 17:07, 24 May 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21477606 --> == [[m:Special:MyLanguage/Tech/News/2021/22|Tech News: 2021-22]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/22|Translations]] are available. '''Problems''' * There was an issue on the Vector skin with the text size of categories and notices under the page title. It was fixed last Monday. [https://phabricator.wikimedia.org/T283206] '''Changes later this week''' * There is no new MediaWiki version this week. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/22|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 17:05, 31 May 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21516076 --> == [[m:Special:MyLanguage/Tech/News/2021/23|Tech News: 2021-23]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/23|Translations]] are available. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.9|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-06-08|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-06-09|en}}. It will be on all wikis from {{#time:j xg|2021-06-10|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]). '''Future changes''' * The Wikimedia movement uses [[:mw:Special:MyLanguage/Phabricator|Phabricator]] for technical tasks. This is where we collect technical suggestions, bugs and what developers are working on. The company behind Phabricator will stop working on it. This will not change anything for the Wikimedia movement now. It could lead to changes in the future. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/message/YAXOD46INJLAODYYIJUVQWOZFIV54VUI/][https://admin.phacility.com/phame/post/view/11/phacility_is_winding_down_operations/][https://phabricator.wikimedia.org/T283980] * Searching on Wikipedia will find more results in some languages. This is mainly true for when those who search do not use the correct [[:w:en:Diacritic|diacritics]] because they are not seen as necessary in that language. For example searching for <code>Bedusz</code> doesn't find <code>Będusz</code> on German Wikipedia. The character <code>ę</code> isn't used in German so many would write <code>e</code> instead. This will work better in the future in some languages. [https://phabricator.wikimedia.org/T219550] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] The [[:w:en:Cross-site request forgery|CSRF token parameters]] in the [[:mw:Special:MyLanguage/API:Main page|action API]] were changed in 2014. The old parameters from before 2014 will stop working soon. This can affect bots, gadgets and user scripts that still use the old parameters. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/IMP43BNCI32C524O5YCUWMQYP4WVBQ2B/][https://phabricator.wikimedia.org/T280806] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/23|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 20:02, 7 June 2021 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21551759 --> == [[m:Special:MyLanguage/Tech/News/2021/24|Tech News: 2021-24]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/24|Translations]] are available. '''Recent changes''' * Logged-in users on the mobile web can choose to use the [[:mw:Special:MyLanguage/Reading/Web/Advanced mobile contributions|advanced mobile mode]]. They now see categories in a similar way as users on desktop do. This means that some gadgets that have just been for desktop users could work for users of the mobile site too. If your wiki has such gadgets you could decide to turn them on for the mobile site too. Some gadgets probably need to be fixed to look good on mobile. [https://phabricator.wikimedia.org/T284763] * Language links on Wikidata now works for [[:oldwikisource:Main Page|multilingual Wikisource]]. [https://phabricator.wikimedia.org/T275958] '''Changes later this week''' * There is no new MediaWiki version this week. '''Future changes''' * In the future we [[m:Special:MyLanguage/IP Editing: Privacy Enhancement and Abuse Mitigation|can't show the IP]] of unregistered editors to everyone. This is because privacy regulations and norms have changed. There is now a rough draft of how [[m:IP Editing: Privacy Enhancement and Abuse Mitigation#Updates|showing the IP to those who need to see it]] could work. * German Wikipedia, English Wikivoyage and 29 smaller wikis will be read-only for a few minutes on 22 June. This is planned between 5:00 and 5:30 UTC. [https://phabricator.wikimedia.org/T284530] * All wikis will be read-only for a few minutes in the week of 28 June. More information will be published in Tech News later. It will also be posted on individual wikis in the coming weeks. [https://phabricator.wikimedia.org/T281515][https://phabricator.wikimedia.org/T281209] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/24|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 20:26, 14 June 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21587625 --> == [[m:Special:MyLanguage/Tech/News/2021/25|Tech News: 2021-25]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/25|Translations]] are available. '''Recent changes''' * [[File:Octicons-tools.svg|15px|link=|Advanced item]] The <code>otrs-member</code> group name is now <code>vrt-permissions</code>. This could affect abuse filters. [https://phabricator.wikimedia.org/T280615] '''Problems''' * You will be able to read but not edit German Wikipedia, English Wikivoyage and 29 smaller wikis for a few minutes on 22 June. This is planned between [https://www.timeanddate.com/worldclock/fixedtime.html?iso=20210623T0500 5:00 and 5:30 UTC]. [https://phabricator.wikimedia.org/T284530] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.11|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-06-22|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-06-23|en}}. It will be on all wikis from {{#time:j xg|2021-06-24|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/25|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 15:49, 21 June 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21593987 --> == [[m:Special:MyLanguage/Tech/News/2021/26|Tech News: 2021-26]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/26|Translations]] are available. '''Recent changes''' * Wikis with the [[mw:Special:MyLanguage/Growth|Growth features]] now can [[mw:Special:MyLanguage/Growth/Community configuration|configure Growth features directly on their wiki]]. This uses the new special page <code>Special:EditGrowthConfig</code>. [https://phabricator.wikimedia.org/T285423] * Wikisources have a new [[m:Special:MyLanguage/Community Tech/OCR Improvements|OCR tool]]. If you don't want to see the "extract text" button on Wikisource you can add <code>.ext-wikisource-ExtractTextWidget { display: none; }</code> to your [[Special:MyPage/common.css|common.css page]]. [https://phabricator.wikimedia.org/T285311] '''Problems''' *You will be able to read but not edit the Wikimedia wikis for a few minutes on 29 June. This is planned at [https://www.timeanddate.com/worldclock/fixedtime.html?iso=20210629T1400 14:00 UTC]. [https://phabricator.wikimedia.org/T281515][https://phabricator.wikimedia.org/T281209] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.12|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-06-29|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-06-30|en}}. It will be on all wikis from {{#time:j xg|2021-07-01|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]). '''Future changes''' * <code>Threshold for stub link formatting</code>, <code>thumbnail size</code> and <code>auto-number headings</code> can be set in preferences. They are expensive to maintain and few editors use them. The developers are planning to remove them. Removing them will make pages load faster. You can [[mw:Special:MyLanguage/User:SKim (WMF)/Performance Dependent User Preferences|read more and give feedback]]. * A toolbar will be added to the [[mw:Talk pages project/Replying|Reply tool]]'s wikitext source mode. This will make it easier to link to pages and to ping other users. [https://phabricator.wikimedia.org/T276609][https://www.mediawiki.org/wiki/Talk_pages_project/Replying#Status_updates] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/26|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 16:32, 28 June 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21653312 --> == [[m:Special:MyLanguage/Tech/News/2021/27|Tech News: 2021-27]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/27|Translations]] are available. '''Tech News''' * The next issue of Tech News will be sent out on 19 July. '''Recent changes''' * [[:wikidata:Q4063270|AutoWikiBrowser]] is a tool to make repetitive tasks easier. It now uses [[:w:en:JSON|JSON]]. <code>Wikipedia:AutoWikiBrowser/CheckPage</code> has moved to <code>Wikipedia:AutoWikiBrowser/CheckPageJSON</code> and <code>Wikipedia:AutoWikiBrowser/Config</code>. <code>Wikipedia:AutoWikiBrowser/CheckPage/Version</code> has moved to <code>Wikipedia:AutoWikiBrowser/CheckPage/VersionJSON</code>. The tool will eventually be configured on the wiki so that you don't have to wait until the new version to add templates or regular expression fixes. [https://phabricator.wikimedia.org/T241196] '''Problems''' * [[m:Special:MyLanguage/InternetArchiveBot|InternetArchiveBot]] helps saving online sources on some wikis. It adds them to [[:w:en:Wayback Machine|Wayback Machine]] and links to them there. This is so they don't disappear if the page that was linked to is removed. It currently has a problem with linking to the wrong date when it moves pages from <code>archive.is</code> to <code>web.archive.org</code>. [https://phabricator.wikimedia.org/T283432] '''Changes later this week''' * The tool to [[m:WMDE Technical Wishes/Finding and inserting templates|find, add and remove templates]] will be updated. This is to make it easier to find and use the right templates. It will come to the first wikis on 7 July. It will come to more wikis later this year. [https://meta.wikimedia.org/wiki/WMDE_Technical_Wishes/Removing_a_template_from_a_page_using_the_VisualEditor][https://phabricator.wikimedia.org/T284553] * There is no new MediaWiki version this week. '''Future changes''' * Some Wikimedia wikis use [[m:Special:MyLanguage/Flagged Revisions|Flagged Revisions]] or pending changes. It hides edits from new and unregistered accounts for readers until they have been patrolled. The auto review action in Flagged Revisions will no longer be logged. All old logs of auto-review will be removed. This is because it creates a lot of logs that are not very useful. [https://phabricator.wikimedia.org/T285608] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/27|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 17:33, 5 July 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21694636 --> == [[m:Special:MyLanguage/Tech/News/2021/29|Tech News: 2021-29]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/29|Translations]] are available. '''Recent changes''' * The tool to [[m:WMDE Technical Wishes/Finding and inserting templates|find, add and remove templates]] was updated. This is to make it easier to find and use the right templates. It was supposed to come to the first wikis on 7 July. It was delayed to 12 July instead. It will come to more wikis later this year. [https://meta.wikimedia.org/wiki/WMDE_Technical_Wishes/Removing_a_template_from_a_page_using_the_VisualEditor][https://phabricator.wikimedia.org/T284553] * [[Special:UnconnectedPages|Special:UnconnectedPages]] lists pages that are not connected to Wikidata. This helps you find pages that can be connected to Wikidata items. Some pages should not be connected to Wikidata. You can use the magic word <code><nowiki>__EXPECTED_UNCONNECTED_PAGE__</nowiki></code> on pages that should not be listed on the special page. [https://phabricator.wikimedia.org/T97577] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.15|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-07-20|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-07-21|en}}. It will be on all wikis from {{#time:j xg|2021-07-22|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]). '''Future changes''' * [[File:Octicons-tools.svg|15px|link=|Advanced item]] How media is structured in the [[:w:en:Parsing|parser's]] HTML output will soon change. This can affect bots, gadgets, user scripts and extensions. You can [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/L2UQJRHTFK5YG3IOZEC7JSLH2ZQNZRVU/ read more]. You can test it on [[:testwiki:Main Page|Testwiki]] or [[:test2wiki:Main Page|Testwiki 2]]. * [[File:Octicons-tools.svg|15px|link=|Advanced item]] The parameters for how you obtain [[mw:API:Tokens|tokens]] in the MediaWiki API were changed in 2014. The old way will no longer work from 1 September. Scripts, bots and tools that use the parameters from before the 2014 change need to be updated. You can [[phab:T280806#7215377|read more]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/29|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 15:31, 19 July 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21755027 --> == [[m:Special:MyLanguage/Tech/News/2021/30|Tech News: 2021-30]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/30|Translations]] are available. '''Recent changes''' * A [[mw:MediaWiki 1.37/wmf.14|new version]] of MediaWiki came to the Wikimedia wikis the week before last week. This was not in Tech News because there was no newsletter that week. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.16|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-07-27|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-07-28|en}}. It will be on all wikis from {{#time:j xg|2021-07-29|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]). '''Future changes''' * If you use the [[mw:Special:MyLanguage/Skin:MonoBook|Monobook skin]] you can choose to switch off [[:w:en:Responsive web design|responsive design]] on mobile. This will now work for more skins. If <code>{{int:monobook-responsive-label}}</code> is unticked you need to also untick the new [[Special:Preferences#mw-prefsection-rendering|preference]] <code>{{int:prefs-skin-responsive}}</code>. Otherwise it will stop working. Interface admins can automate this process on your wiki. You can [[phab:T285991|read more]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/30|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 21:11, 26 July 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21771634 --> == [[m:Special:MyLanguage/Tech/News/2021/31|Tech News: 2021-31]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/31|Translations]] are available. '''Recent changes''' * [[File:Octicons-tools.svg|15px|link=|Advanced item]] If your wiki uses markup like <bdi lang="zxx" dir="ltr"><code><nowiki><div class="mw-content-ltr"></nowiki></code></bdi> or <bdi lang="zxx" dir="ltr"><code><nowiki><div class="mw-content-rtl"></nowiki></code></bdi> without the required <bdi lang="zxx" dir="ltr"><code>dir</code></bdi> attribute, then these will no longer work in 2 weeks. There is a short-term fix that can be added to your local wiki's Common.css page, which is explained at [[phab:T287701|T287701]]. From now on, all usages should include the full attributes, for example: <bdi lang="zxx" dir="ltr"><code><nowiki><div class="mw-content-ltr" dir="ltr" lang="en"></nowiki></code></bdi> or <bdi lang="zxx" dir="ltr"><code><nowiki><div class="mw-content-rtl" dir="rtl" lang="he"></nowiki></code></bdi>. This also applies to some other HTML tags, such as <code>span</code> or <code>code</code>. You can find existing examples on your wiki that need to be updated, using the instructions at [[phab:T287701|T287701]]. * Reminder: Wikimedia has [[m:Special:MyLanguage/IRC/Migrating to Libera Chat|migrated to the Libera Chat IRC network]], from the old Freenode network. Local documentation should be updated. '''Problems''' * Last week, all wikis had slow access or no access for 30 minutes. There was a problem with generating dynamic lists of articles on the Russian Wikinews, due to the bulk import of 200,000+ new articles over 3 days, which led to database problems. The problematic feature has been disabled on that wiki and developers are discussing if it can be fixed properly. [https://phabricator.wikimedia.org/T287380][https://wikitech.wikimedia.org/wiki/Incident_documentation/2021-07-26_ruwikinews_DynamicPageList] '''Changes later this week''' * When adding links to a page using [[mw:VisualEditor|VisualEditor]] or the [[mw:Special:MyLanguage/2017 wikitext editor|2017 wikitext editor]], [[mw:Special:MyLanguage/Extension:Disambiguator|disambiguation pages]] will now only appear at the bottom of search results. This is because users do not often want to link to disambiguation pages. [https://phabricator.wikimedia.org/T285510] * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.17|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-08-03|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-08-04|en}}. It will be on all wikis from {{#time:j xg|2021-08-05|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]). '''Future changes''' * The [[mw:Wikimedia Apps/Team/Android|team of the Wikipedia app for Android]] is working on communication in the app. The developers are working on how to talk to other editors and get notifications. You can [[mw:Special:MyLanguage/Wikimedia Apps/Team/Android/Communication|read more]]. They are looking for users who want to [[mw:Special:MyLanguage/Wikimedia Apps/Team/Android/Communication/UsertestingJuly2021|test the plans]]. Any editor who has an Android phone and is willing to download the app can do this. * The [[Special:Preferences#mw-prefsection-betafeatures|Beta Feature]] for {{int:discussiontools-preference-label}} will be updated in the coming weeks. You will be able to [[mw:Talk pages project/Notifications|subscribe to individual sections]] on a talk page at more wikis. You can test this now by adding <code>?dtenable=1</code> to the end of the talk page's URL ([https://meta.wikimedia.org/wiki/Meta_talk:Sandbox?dtenable=1 example]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/31|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 20:47, 2 August 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21818289 --> == [[m:Special:MyLanguage/Tech/News/2021/32|Tech News: 2021-32]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/32|Translations]] are available. '''Problems''' * You can read but not edit 17 wikis for a few minutes on 10 August. This is planned at [https://zonestamp.toolforge.org/1628571650 05:00 UTC]. This is because of work on the database. [https://phabricator.wikimedia.org/T287449] '''Changes later this week''' * The [[wmania:Special:MyLanguage/2021:Hackathon|Wikimania Hackathon]] will take place remotely on 13 August, starting at 5:00 UTC, for 24 hours. You can participate in many ways. You can still propose projects and sessions. * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.18|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-08-10|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-08-11|en}}. It will be on all wikis from {{#time:j xg|2021-08-12|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]). * [[File:Octicons-tools.svg|15px|link=|Advanced item]] The old CSS <bdi lang="zxx" dir="ltr"><code><nowiki><div class="visualClear"></div></nowiki></code></bdi> will not be supported after 12 August. Instead, templates and pages should use <bdi lang="zxx" dir="ltr"><code><nowiki><div style="clear:both;"></div></nowiki></code></bdi>. Please help to replace any existing uses on your wiki. There are global-search links available at [[phab:T287962|T287962]]. '''Future changes''' * [[m:Special:MyLanguage/The Wikipedia Library|The Wikipedia Library]] is a place for Wikipedia editors to get access to sources. There is an [[mw:Special:MyLanguage/Extension:TheWikipediaLibrary|extension]] which has a new function to tell users when they can take part in it. It will use notifications. It will start pinging the first users in September. It will ping more users later. [https://phabricator.wikimedia.org/T288070] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] [[w:en:Vue.js|Vue.js]] will be the [[w:en:JavaScript|JavaScript]] framework for MediaWiki in the future. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/SOZREBYR36PUNFZXMIUBVAIOQI4N7PDU/] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/32|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 16:21, 9 August 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21856726 --> == [[m:Special:MyLanguage/Tech/News/2021/33|Tech News: 2021-33]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/33|Translations]] are available. '''Recent changes''' * You can add language links in the sidebar in the [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements|new Vector skin]] again. You do this by connecting the page to a Wikidata item. The new Vector skin has moved the language links but the new language selector cannot add language links yet. [https://phabricator.wikimedia.org/T287206] '''Problems''' * There was a problem on wikis which use the Translate extension. Translations were not updated or were replaced with the English text. The problems have been fixed. [https://phabricator.wikimedia.org/T288700][https://phabricator.wikimedia.org/T288683][https://phabricator.wikimedia.org/T288719] '''Changes later this week''' * A [[mw:Help:Tags|revision tag]] will soon be added to edits that add links to [[mw:Special:MyLanguage/Extension:Disambiguator|disambiguation pages]]. This is because these links are usually added by accident. The tag will allow editors to easily find the broken links and fix them. If your wiki does not like this feature, it can be [[mw:Help:Tags#Deleting a tag added by the software|hidden]]. [https://phabricator.wikimedia.org/T287549] *Would you like to help improve the information about tools? Would you like to attend or help organize a small virtual meetup for your community to discuss the list of tools? Please get in touch on the [[m:Toolhub/The Quality Signal Sessions|Toolhub Quality Signal Sessions]] talk page. We are also looking for feedback [[m:Talk:Toolhub/The Quality Signal Sessions#Discussion topic for "Quality Signal Sessions: The Tool Maintainers edition"|from tool maintainers]] on some specific questions. * In the past, edits to any page in your user talk space ignored your [[mw:Special:MyLanguage/Help:Notifications#mute|mute list]], e.g. sub-pages. Starting this week, this is only true for edits to your talk page. [https://phabricator.wikimedia.org/T288112] * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.19|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-08-17|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-08-18|en}}. It will be on all wikis from {{#time:j xg|2021-08-19|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/33|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 19:27, 16 August 2021 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21889213 --> == [[m:Special:MyLanguage/Tech/News/2021/34|Tech News: 2021-34]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/34|Translations]] are available. '''Recent changes''' * The [[mw:Special:MyLanguage/Extension:Score|Score]] extension (<bdi lang="zxx" dir="ltr"><code><nowiki><score></nowiki></code></bdi> notation) has been re-enabled on public wikis and upgraded to a newer version. Some musical score functionality may no longer work because the extension is only enabled in "safe mode". The security issue has been fixed and an [[mw:Special:MyLanguage/Extension:Score/2021 security advisory|advisory published]]. '''Problems''' * You will be able to read but not edit [[phab:T289130|some wikis]] for a few minutes on {{#time:j xg|2021-08-25|en}}. This will happen around [https://zonestamp.toolforge.org/1629871217 06:00 UTC]. This is for database maintenance. During this time, operations on the CentralAuth will also not be possible. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.20|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-08-24|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-08-25|en}}. It will be on all wikis from {{#time:j xg|2021-08-26|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/34|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 21:58, 23 August 2021 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21923254 --> == Read-only reminder == <section begin="MassMessage"/> A maintenance operation will be performed on [https://zonestamp.toolforge.org/1629871231 {{#time: l F d H:i e|2021-08-25T06:00|en}}]. It should only last for a few minutes. This will affect your wiki as well as 11 other wikis. During this time, publishing edits will not be possible. Also during this time, operations on the CentralAuth will not be possible (GlobalRenames, changing/confirming e-mail addresses, logging into new wikis, password changes). For more details about the operation and on all impacted services, please check [[phab:T289130|on Phabricator]]. A banner will be displayed 30 minutes before the operation. Please help your community to be aware of this maintenance operation. {{Int:Feedback-thanks-title}}<section end="MassMessage"/> 20:35, 24 August 2021 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21927201 --> == [[m:Special:MyLanguage/Tech/News/2021/35|Tech News: 2021-35]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/35|Translations]] are available. '''Recent changes''' * Some musical score syntax no longer works and may needed to be updated, you can check [[:Category:{{MediaWiki:score-error-category}}]] on your wiki for a list of pages with errors. '''Problems''' * Musical scores were unable to render lyrics in some languages because of missing fonts. This has been fixed now. If your language would prefer a different font, please file a request in Phabricator. [https://phabricator.wikimedia.org/T289554] '''Changes later this week''' * [[File:Octicons-tools.svg|15px|link=|Advanced item]] The parameters for how you obtain [[mw:API:Tokens|tokens]] in the MediaWiki API were changed in 2014. The old way will no longer work from 1 September. Scripts, bots and tools that use the parameters from before the 2014 change need to be updated. You can [[phab:T280806#7215377|read more]] about this. * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.21|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-08-31|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-09-01|en}}. It will be on all wikis from {{#time:j xg|2021-09-02|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]). '''Future changes''' * You will be able to read but not edit [[phab:T289660|Commons]] for a few minutes on {{#time:j xg|2021-09-06|en}}. This will happen around [https://zonestamp.toolforge.org/1630818058 05:00 UTC]. This is for database maintenance. * All wikis will be read-only for a few minutes in the week of 13 September. More information will be published in Tech News later. It will also be posted on individual wikis in the coming weeks. [https://phabricator.wikimedia.org/T287539] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/35|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 16:01, 30 August 2021 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21954810 --> == [[m:Special:MyLanguage/Tech/News/2021/36|Tech News: 2021-36]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/36|Translations]] are available. '''Recent changes''' * The wikis that have [[mw:Special:MyLanguage/Growth/Feature_summary|Growth features]] deployed have been part of A/B testing since deployment, in which some newcomers did not receive the new features. Now, all of the newcomers on 21 of the smallest of those wikis will be receiving the features. [https://phabricator.wikimedia.org/T289786] '''Changes later this week''' * There is no new MediaWiki version this week. '''Future changes''' * [[File:Octicons-tools.svg|15px|link=|Advanced item]] In 2017, the provided jQuery library was upgraded from version 1 to 3, with a compatibility layer. The migration will soon finish, to make the site load faster for everyone. If you maintain a gadget or user script, check if you have any JQMIGRATE errors and fix them, or they will break. [https://phabricator.wikimedia.org/T280944][https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/6Z2BVLOBBEC2QP4VV4KOOVQVE52P3HOP/] * Last year, the Portuguese Wikipedia community embarked on an experiment to make log-in compulsory for editing.  The [[m:IP Editing: Privacy Enhancement and Abuse Mitigation/Impact report for Login Required Experiment on Portuguese Wikipedia|impact report of this trial]] is ready. Moving forward, the Anti-Harassment Tools team is looking for projects that are willing to experiment with restricting IP editing on their wiki for a short-term experiment. [[m:IP Editing: Privacy Enhancement and Abuse Mitigation/Login Required Experiment|Learn more]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/36|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 15:20, 6 September 2021 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21981010 --> == [[m:Special:MyLanguage/Tech/News/2021/37|Tech News: 2021-37]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/37|Translations]] are available. '''Recent changes''' * 45 new Wikipedias now have access to the [[mw:Special:MyLanguage/Growth/Feature summary|Growth features]]. [https://phabricator.wikimedia.org/T289680] * [[mw:Special:MyLanguage/Growth/Deployment table|A majority of Wikipedias]] now have access to the Growth features. The Growth team [[mw:Special:MyLanguage/Growth/FAQ|has published an FAQ page]] about the features. This translatable FAQ covers the description of the features, how to use them, how to change the configuration, and more. '''Problems''' * [[m:Special:MyLanguage/Tech/Server switch|All wikis will be read-only]] for a few minutes on 14 September. This is planned at [https://zonestamp.toolforge.org/1631628002 14:00 UTC]. [https://phabricator.wikimedia.org/T287539] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.23|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-09-14|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-09-15|en}}. It will be on all wikis from {{#time:j xg|2021-09-16|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]). * Starting this week, Wikipedia in Italian will receive weekly software updates on Wednesdays. It used to receive the updates on Thursdays. Due to this change, bugs will be noticed and fixed sooner. [https://phabricator.wikimedia.org/T286664] * You can add language links in the sidebar in [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements|the new Vector skin]] again. You do this by connecting the page to a Wikidata item. The new Vector skin has moved the language links but the new language selector cannot add language links yet. [https://phabricator.wikimedia.org/T287206] * The [[mw:Special:MyLanguage/Extension:SyntaxHighlight|syntax highlight]] tool marks up code with different colours. It now can highlight 23 new code languages. Additionally, <bdi lang="zxx" dir="ltr"><code>golang</code></bdi> can now be used as an alias for the [[d:Q37227|Go programming language]], and a special <bdi lang="zxx" dir="ltr"><code>output</code></bdi> mode has been added to show a program's output. [https://phabricator.wikimedia.org/T280117][https://gerrit.wikimedia.org/r/c/mediawiki/extensions/SyntaxHighlight_GeSHi/+/715277/] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/37|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 15:35, 13 September 2021 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22009517 --> == [[m:Special:MyLanguage/Tech/News/2021/38|Tech News: 2021-38]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/38|Translations]] are available. '''Recent changes''' * Growth features are now deployed to almost all Wikipedias. [[phab:T290582|For the majority of small Wikipedias]], the features are only available for experienced users, to [[mw:Special:MyLanguage/Growth/FAQ#enable|test the features]] and [[mw:Special:MyLanguage/Growth/FAQ#config|configure them]]. Features will be available for newcomers starting on 20 September 2021. * MediaWiki had a feature that would highlight local links to short articles in a different style. Each user could pick the size at which "stubs" would be highlighted. This feature was very bad for performance, and following a consultation, has been removed. [https://phabricator.wikimedia.org/T284917] * A technical change was made to the MonoBook skin to allow for easier maintenance and upkeep. This has resulted in some minor changes to HTML that make MonoBook's HTML consistent with other skins. Efforts have been made to minimize the impact on editors, but please ping [[m:User:Jon (WMF)|Jon (WMF)]] on wiki or in [[phab:T290888|phabricator]] if any problems are reported. '''Problems''' * There was a problem with search last week. Many search requests did not work for 2 hours because of an accidental restart of the search servers. [https://wikitech.wikimedia.org/wiki/Incident_documentation/2021-09-13_cirrussearch_restart] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.1|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-09-21|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-09-22|en}}. It will be on all wikis from {{#time:j xg|2021-09-23|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). * [[File:Octicons-tools.svg|15px|link=|Advanced item]] The [[s:Special:ApiHelp/query+proofreadinfo|meta=proofreadpage API]] has changed. The <bdi lang="zxx" dir="ltr"><code><nowiki>piprop</nowiki></code></bdi> parameter has been renamed to <bdi lang="zxx" dir="ltr"><code><nowiki>prpiprop</nowiki></code></bdi>. API users should update their code to avoid unrecognized parameter warnings. Pywikibot users should upgrade to 6.6.0. [https://phabricator.wikimedia.org/T290585] '''Future changes''' * The [[mw:Special:MyLanguage/Help:DiscussionTools#Replying|Reply tool]] will be deployed to the remaining wikis in the coming weeks. It is currently part of "{{int:discussiontools-preference-label}}" in [[Special:Preferences#mw-prefsection-betafeatures|Beta features]] at most wikis. You will be able to turn it off in [[Special:Preferences#mw-prefsection-editing-discussion|Editing Preferences]]. [https://phabricator.wikimedia.org/T262331] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] The [[mw:MediaWiki_1.37/Deprecation_of_legacy_API_token_parameters|previously announced]] change to how you obtain tokens from the API has been delayed to September 21 because of an incompatibility with Pywikibot. Bot operators using Pywikibot can follow [[phab:T291202|T291202]] for progress on a fix, and should plan to upgrade to 6.6.1 when it is released. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/38|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 18:32, 20 September 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22043415 --> == [[m:Special:MyLanguage/Tech/News/2021/39|Tech News: 2021-39]] == <section begin="technews-2021-W39"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/39|Translations]] are available. '''Recent changes''' * [[w:en:IOS|iOS 15]] has a new function called [https://support.apple.com/en-us/HT212614 Private Relay] (Apple website). This can hide the user's IP when they use [[w:en:Safari (software)|Safari]] browser. This is like using a [[w:en:Virtual private network|VPN]] in that we see another IP address instead. It is opt-in and only for those who pay extra for [[w:en:ICloud|iCloud]]. It will come to Safari users on [[:w:en:OSX|OSX]] later. There is a [[phab:T289795|technical discussion]] about what this means for the Wikimedia wikis. '''Problems''' * [[File:Octicons-tools.svg|15px|link=|Advanced item]] Some gadgets and user-scripts add items to the [[m:Customization:Explaining_skins#Portlets|portlets]] (article tools) part of the skin. A recent change to the HTML may have made those links a different font-size. This can be fixed by adding the CSS class <bdi lang="zxx" dir="ltr"><code>.vector-menu-dropdown-noicon</code></bdi>. [https://phabricator.wikimedia.org/T291438] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.2|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-09-28|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-09-29|en}}. It will be on all wikis from {{#time:j xg|2021-09-30|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). * The [[mw:Special:MyLanguage/Onboarding_new_Wikipedians#New_experience|GettingStarted extension]] was built in 2013, and provides an onboarding process for new account holders in a few versions of Wikipedia. However, the recently developed [[mw:Special:MyLanguage/Growth/Feature_summary|Growth features]] provide a better onboarding experience. Since the vast majority of Wikipedias now have access to the Growth features, GettingStarted will be deactivated starting on 4 October. [https://phabricator.wikimedia.org/T235752] * A small number of users will not be able to connect to the Wikimedia wikis after 30 September. This is because an old [[:w:en:root certificate|root certificate]] will no longer work. They will also have problems with many other websites. Users who have updated their software in the last five years are unlikely to have problems. Users in Europe, Africa and Asia are less likely to have immediate problems even if their software is too old. You can [[m:Special:MyLanguage/HTTPS/2021 Let's Encrypt root expiry|read more]]. * You can [[mw:Special:MyLanguage/Help:Notifications|receive notifications]] when someone leaves a comment on user talk page or mentions you in a talk page comment. Clicking the notification link will now bring you to the comment and highlight it. Previously, doing so brought you to the top of the section that contained the comment. You can find [[phab:T282029|more information in T282029.]] '''Future changes''' * The [[mw:Special:MyLanguage/Help:DiscussionTools#Replying|Reply tool]] will be deployed to the remaining wikis in the coming weeks. It is currently part of "{{int:discussiontools-preference-label}}" in [[Special:Preferences#mw-prefsection-betafeatures|Beta features]] at most wikis. You will be able to turn it off in [[Special:Preferences#mw-prefsection-editing-discussion|Editing Preferences]]. [[phab:T288485|See the list of wikis.]] [https://phabricator.wikimedia.org/T262331] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/39|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2021-W39"/> 22:23, 27 September 2021 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22077885 --> == [[m:Special:MyLanguage/Tech/News/2021/40|Tech News: 2021-40]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/40|Translations]] are available. '''Recent changes''' * A more efficient way of sending changes from Wikidata to Wikimedia wikis that show them has been enabled for the following 10 wikis: mediawiki.org, the Italian, Catalan, Hebrew and Vietnamese Wikipedias, French Wikisource, and English Wikivoygage, Wikibooks, Wiktionary and Wikinews. If you notice anything strange about how changes from Wikidata appear in recent changes or your watchlist on those wikis you can [[phab:T48643|let the developers know]]. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.3|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-10-05|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-10-06|en}}. It will be on all wikis from {{#time:j xg|2021-10-07|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). * [[File:Octicons-tools.svg|15px|link=|Advanced item]] Some gadgets and bots that use the API to read the AbuseFilter log might break. The <bdi lang="zxx" dir="ltr"><code>hidden</code></bdi> property will no longer say an entry is <bdi lang="zxx" dir="ltr"><code>implicit</code></bdi> for unsuppressed log entries about suppressed edits. If your bot needs to know this, do a separate revision query. Additionally, the property will have the value <bdi lang="zxx" dir="ltr"><code>false</code></bdi> for visible entries; previously, it wasn't included in the response. [https://phabricator.wikimedia.org/T291718] * A more efficient way of sending changes from Wikidata to Wikimedia wikis that show them will be enabled for ''all production wikis''. If you notice anything strange about how changes from Wikidata appear in recent changes or your watchlist you can [[phab:T48643|let the developers know]]. '''Future changes''' * You can soon get cross-wiki notifications in the [[mw:Wikimedia Apps/Team/iOS|iOS Wikipedia app]]. You can also get notifications as push notifications. More notification updates will follow in later versions. [https://www.mediawiki.org/wiki/Wikimedia_Apps/Team/iOS/Notifications#September_2021_update] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] The JavaScript variables <bdi lang="zxx" dir="ltr"><code>wgExtraSignatureNamespaces</code></bdi>, <bdi lang="zxx" dir="ltr"><code>wgLegalTitleChars</code></bdi>, and <bdi lang="zxx" dir="ltr"><code>wgIllegalFileChars</code></bdi> will soon be removed from <bdi lang="zxx" dir="ltr"><code>[[mw:Special:MyLanguage/Manual:Interface/JavaScript#mw.config|mw.config]]</code></bdi>. These are not part of the "stable" variables available for use in wiki JavaScript. [https://phabricator.wikimedia.org/T292011] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] The JavaScript variables <bdi lang="zxx" dir="ltr"><code>wgCookiePrefix</code></bdi>, <bdi lang="zxx" dir="ltr"><code>wgCookieDomain</code></bdi>, <bdi lang="zxx" dir="ltr"><code>wgCookiePath</code></bdi>, and <bdi lang="zxx" dir="ltr"><code>wgCookieExpiration</code></bdi> will soon be removed from mw.config. Scripts should instead use <bdi lang="zxx" dir="ltr"><code>mw.cookie</code></bdi> from the "<bdi lang="zxx" dir="ltr">[[mw:ResourceLoader/Core_modules#mediawiki.cookie|mediawiki.cookie]]</bdi>" module. [https://phabricator.wikimedia.org/T291760] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/40|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 16:32, 4 October 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22101208 --> == [[m:Special:MyLanguage/Tech/News/2021/41|Tech News: 2021-41]] == <section begin="technews-2021-W41"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/41|Translations]] are available. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.4|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-10-12|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-10-13|en}}. It will be on all wikis from {{#time:j xg|2021-10-14|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). * The [[mw:Manual:Table_of_contents#Auto-numbering|"auto-number headings" preference]] is being removed. You can read [[phab:T284921]] for the reasons and discussion. This change was [[m:Tech/News/2021/26|previously]] announced. [[mw:Snippets/Auto-number_headings|A JavaScript snippet]] is available which can be used to create a Gadget on wikis that still want to support auto-numbering. '''Meetings''' * You can join a meeting about the [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements|Desktop Improvements]]. A demonstration version of the [[mw:Reading/Web/Desktop Improvements/Features/Sticky Header|newest feature]] will be shown. The event will take place on Tuesday, 12 October at 16:00 UTC. [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Updates/Talk to Web/12-10-2021|See how to join]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/41|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2021-W41"/> 15:30, 11 October 2021 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22152137 --> == [[m:Special:MyLanguage/Tech/News/2021/42|Tech News: 2021-42]] == <section begin="technews-2021-W42"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/42|Translations]] are available. '''Recent changes''' *[[m:Toolhub|Toolhub]] is a catalogue to make it easier to find software tools that can be used for working on the Wikimedia projects. You can [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/LF4SSR4QRCKV6NPRFGUAQWUFQISVIPTS/ read more]. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.5|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-10-19|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-10-20|en}}. It will be on all wikis from {{#time:j xg|2021-10-21|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). '''Future changes''' * The developers of the [[mw:Wikimedia Apps/Team/Android|Wikipedia Android app]] are working on [[mw:Wikimedia Apps/Team/Android/Communication|communication in the app]]. You can now answer questions in [[mw:Wikimedia Apps/Team/Android/Communication/UsertestingOctober2021|survey]] to help the development. * 3–5% of editors may be blocked in the next few months. This is because of a new service in Safari, which is similar to a [[w:en:Proxy server|proxy]] or a [[w:en:VPN|VPN]]. It is called iCloud Private Relay. There is a [[m:Special:MyLanguage/Apple iCloud Private Relay|discussion about this]] on Meta. The goal is to learn what iCloud Private Relay could mean for the communities. * [[m:Special:MyLanguage/Wikimedia Enterprise|Wikimedia Enterprise]] is a new [[w:en:API|API]] for those who use a lot of information from the Wikimedia projects on other sites. It is a way to get big commercial users to pay for the data. There will soon be a copy of the Wikimedia Enterprise dataset. You can [https://lists.wikimedia.org/hyperkitty/list/wikitech-ambassadors@lists.wikimedia.org/message/B2AX6PWH5MBKB4L63NFZY3ADBQG7MSBA/ read more]. You can also ask the team questions [https://wikimedia.zoom.us/j/88994018553 on Zoom] on [https://www.timeanddate.com/worldclock/fixedtime.html?hour=15&min=00&sec=0&day=22&month=10&year=2021 22 October 15:00 UTC]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/42|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2021-W42"/> 20:53, 18 October 2021 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22176877 --> == [[m:Special:MyLanguage/Tech/News/2021/43|Tech News: 2021-43]] == <section begin="technews-2021-W43"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/43|Translations]] are available. '''Recent changes''' * The [[m:Special:MyLanguage/Coolest_Tool_Award|Coolest Tool Award 2021]] is looking for nominations. You can recommend tools until 27 October. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.6|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-10-26|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-10-27|en}}. It will be on all wikis from {{#time:j xg|2021-10-28|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). '''Future changes''' *[[m:Special:MyLanguage/Help:Diff|Diff pages]] will have an improved copy and pasting experience. [[m:Special:MyLanguage/Community Wishlist Survey 2021/Copy paste diffs|The changes]] will allow the text in the diff for before and after to be treated as separate columns and will remove any unwanted syntax. [https://phabricator.wikimedia.org/T192526] * The version of the [[w:en:Liberation fonts|Liberation fonts]] used in SVG files will be upgraded. Only new thumbnails will be affected. Liberation Sans Narrow will not change. [https://phabricator.wikimedia.org/T253600] '''Meetings''' * You can join a meeting about the [[m:Special:MyLanguage/Community Wishlist Survey|Community Wishlist Survey]]. News about the [[m:Special:MyLanguage/Community Wishlist Survey 2021/Warn when linking to disambiguation pages|disambiguation]] and the [[m:Special:MyLanguage/Community Wishlist Survey 2021/Real Time Preview for Wikitext|real-time preview]] wishes will be shown. The event will take place on Wednesday, 27 October at 14:30 UTC. [[m:Special:MyLanguage/Community Wishlist Survey/Updates/Talk to Us|See how to join]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/43|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2021-W43"/> 20:08, 25 October 2021 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22232718 --> == [[m:Special:MyLanguage/Tech/News/2021/44|Tech News: 2021-44]] == <section begin="technews-2021-W44"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/44|Translations]] are available. '''Recent changes''' * There is a limit on the amount of emails a user can send each day. This limit is now global instead of per-wiki. This change is to prevent abuse. [https://phabricator.wikimedia.org/T293866] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.7|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-11-02|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-11-03|en}}. It will be on all wikis from {{#time:j xg|2021-11-04|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/44|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2021-W44"/> 20:28, 1 November 2021 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22269406 --> == [[m:Special:MyLanguage/Tech/News/2021/45|Tech News: 2021-45]] == <section begin="technews-2021-W45"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/45|Translations]] are available. '''Recent changes''' * Mobile IP editors are now able to receive warning notices indicating they have a talk page message on the mobile website (similar to the orange banners available on desktop). These notices will be displayed on every page outside of the main namespace and every time the user attempts to edit. The notice on desktop now has a slightly different colour. [https://phabricator.wikimedia.org/T284642][https://phabricator.wikimedia.org/T278105] '''Changes later this week''' * [[phab:T294321|Wikidata will be read-only]] for a few minutes on 11 November. This will happen around [https://zonestamp.toolforge.org/1636610400 06:00 UTC]. This is for database maintenance. [https://phabricator.wikimedia.org/T294321] * There is no new MediaWiki version this week. '''Future changes''' * In the future, unregistered editors will be given an identity that is not their [[:w:en:IP address|IP address]]. This is for legal reasons. A new user right will let editors who need to know the IPs of unregistered accounts to fight vandalism, spam, and harassment, see the IP. You can read the [[m:IP Editing: Privacy Enhancement and Abuse Mitigation#IP Masking Implementation Approaches (FAQ)|suggestions for how that identity could work]] and [[m:Talk:IP Editing: Privacy Enhancement and Abuse Mitigation|discuss on the talk page]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/45|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2021-W45"/> 20:36, 8 November 2021 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22311003 --> == [[m:Special:MyLanguage/Tech/News/2021/46|Tech News: 2021-46]] == <section begin="technews-2021-W46"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/46|Translations]] are available. '''Recent changes''' * Most [[c:Special:MyLanguage/Commons:Maximum_file_size#MAXTHUMB|large file uploads]] errors that had messages like "<bdi lang="zxx" dir="ltr"><code>stashfailed</code></bdi>" or "<bdi lang="zxx" dir="ltr"><code>DBQueryError</code></bdi>" have now been fixed. An [[wikitech:Incident documentation/2021-11-04 large file upload timeouts|incident report]] is available. '''Problems''' * Sometimes, edits made on iOS using the visual editor save groups of numbers as telephone number links, because of a feature in the operating system. This problem is under investigation. [https://phabricator.wikimedia.org/T116525] * There was a problem with search last week. Many search requests did not work for 2 hours because of a configuration error. [https://wikitech.wikimedia.org/wiki/Incident_documentation/2021-11-10_cirrussearch_commonsfile_outage] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.9|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-11-16|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-11-17|en}}. It will be on all wikis from {{#time:j xg|2021-11-18|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/46|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2021-W46"/> 22:06, 15 November 2021 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22338097 --> == [[m:Special:MyLanguage/Tech/News/2021/47|Tech News: 2021-47]] == <section begin="technews-2021-W47"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/47|Translations]] are available. '''Changes later this week''' * There is no new MediaWiki version this week. *The template dialog in VisualEditor and in the [[Special:Preferences#mw-prefsection-betafeatures|new wikitext mode]] Beta feature will be [[m:WMDE Technical Wishes/VisualEditor template dialog improvements|heavily improved]] on [[phab:T286992|a few wikis]]. Your [[m:Talk:WMDE Technical Wishes/VisualEditor template dialog improvements|feedback is welcome]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/47|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2021-W47"/> 20:02, 22 November 2021 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22366010 --> == [[m:Special:MyLanguage/Tech/News/2021/48|Tech News: 2021-48]] == <section begin="technews-2021-W48"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/48|Translations]] are available. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.11|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-11-30|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-12-01|en}}. It will be on all wikis from {{#time:j xg|2021-12-02|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/48|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2021-W48"/> 21:15, 29 November 2021 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22375666 --> == [[m:Special:MyLanguage/Tech/News/2021/49|Tech News: 2021-49]] == <section begin="technews-2021-W49"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/49|Translations]] are available. '''Problems''' * MediaWiki 1.38-wmf.11 was scheduled to be deployed on some wikis last week. The deployment was delayed because of unexpected problems. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.12|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-12-07|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-12-08|en}}. It will be on all wikis from {{#time:j xg|2021-12-09|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). * At all Wikipedias, a Mentor Dashboard is now available at <bdi lang="zxx" dir="ltr"><code><nowiki>Special:MentorDashboard</nowiki></code></bdi>. It allows registered mentors, who take care of newcomers' first steps, to monitor their assigned newcomers' activity. It is part of the [[mw:Special:MyLanguage/Growth/Feature summary|Growth features]]. You can learn more about [[mw:Special:MyLanguage/Growth/Communities/How_to_configure_the_mentors%27_list|activating the mentor list]] on your wiki and about [[mw:Special:MyLanguage/Growth/Mentor dashboard|the mentor dashboard project]]. * [[File:Octicons-tools.svg|15px|link=|Advanced item]] The predecessor to the current [[mw:API|MediaWiki Action API]] (which was created in 2008), <bdi lang="zxx" dir="ltr"><code><nowiki>action=ajax</nowiki></code></bdi>, will be removed this week. Any scripts or bots using it will need to switch to the corresponding API module. [https://phabricator.wikimedia.org/T42786] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] An old ResourceLoader module, <bdi lang="zxx" dir="ltr"><code><nowiki>jquery.jStorage</nowiki></code></bdi>, which was deprecated in 2016, will be removed this week. Any scripts or bots using it will need to switch to <bdi lang="zxx" dir="ltr"><code><nowiki>mediawiki.storage</nowiki></code></bdi> instead. [https://phabricator.wikimedia.org/T143034] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/49|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2021-W49"/> 21:59, 6 December 2021 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22413926 --> == [[m:Special:MyLanguage/Tech/News/2021/50|Tech News: 2021-50]] == <section begin="technews-2021-W50"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/50|Translations]] are available. '''Recent changes''' * There are now default [[m:Special:MyLanguage/Help:Namespace#Other_namespace_aliases|short aliases]] for the "Project:" namespace on most wikis. E.g. On Wikibooks wikis, <bdi lang="zxx" dir="ltr"><code><nowiki>[[WB:]]</nowiki></code></bdi> will go to the local language default for the <bdi lang="zxx" dir="ltr"><code><nowiki>[[Project:]]</nowiki></code></bdi> namespace. This change is intended to help the smaller communities have easy access to this feature. Additional local aliases can still be requested via [[m:Special:MyLanguage/Requesting wiki configuration changes|the usual process]]. [https://phabricator.wikimedia.org/T293839] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.13|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-12-14|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-12-15|en}}. It will be on all wikis from {{#time:j xg|2021-12-16|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/50|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2021-W50"/> 22:27, 13 December 2021 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22441074 --> == [[m:Special:MyLanguage/Tech/News/2021/51|Tech News: 2021-51]] == <section begin="technews-2021-W51"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/51|Translations]] are available. '''Tech News''' * Because of the [[w:en:Christmas and holiday season|holidays]] the next issue of Tech News will be sent out on 10 January 2022. '''Recent changes''' * Queries made by the DynamicPageList extension (<bdi lang="zxx" dir="ltr"><code><nowiki><DynamicPageList></nowiki></code></bdi>) are now only allowed to run for 10 seconds and error if they take longer. This is in response to multiple outages where long-running queries caused an outage on all wikis. [https://phabricator.wikimedia.org/T287380#7575719] '''Changes later this week''' * There is no new MediaWiki version this week or next week. '''Future changes''' * The developers of the Wikipedia iOS app are looking for testers who edit in multiple languages. You can [[mw:Wikimedia Apps/Team/iOS/202112 testing|read more and let them know if you are interested]]. * [[File:Octicons-tools.svg|15px|link=|Advanced item]] The Wikimedia [[wikitech:Portal:Cloud VPS|Cloud VPS]] hosts technical projects for the Wikimedia movement. Developers need to [[wikitech:News/Cloud VPS 2021 Purge|claim projects]] they use. This is because old and unused projects are removed once a year. Unclaimed projects can be shut down from February. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/2B7KYL5VLQNHGQQHMYLW7KTUKXKAYY3T/] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/51|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2021-W51"/> 22:05, 20 December 2021 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22465395 --> == [[m:Special:MyLanguage/Tech/News/2022/02|Tech News: 2022-02]] == <section begin="technews-2022-W02"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/02|Translations]] are available. '''Recent changes''' * [[File:Octicons-tools.svg|15px|link=|Advanced item]] A <bdi lang="zxx" dir="ltr"><code>oauth_consumer</code></bdi> variable has been added to the [[mw:Special:MyLanguage/AbuseFilter|AbuseFilter]] to enable identifying changes made by specific tools. [https://phabricator.wikimedia.org/T298281] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] Gadgets are [[mw:Special:MyLanguage/ResourceLoader/Migration_guide_(users)#Package_Gadgets|now able to directly include JSON pages]]. This means some gadgets can now be configured by administrators without needing the interface administrator permission, such as with the Geonotice gadget. [https://phabricator.wikimedia.org/T198758] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] Gadgets [[mw:Extension:Gadgets#Options|can now specify page actions]] on which they are available. For example, <bdi lang="zxx" dir="ltr"><code>|actions=edit,history</code></bdi> will load a gadget only while editing and on history pages. [https://phabricator.wikimedia.org/T63007] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] Gadgets can now be loaded on demand with the <bdi lang="zxx" dir="ltr"><code>withgadget</code></bdi> URL parameter. This can be used to replace [[mw:Special:MyLanguage/Snippets/Load JS and CSS by URL|an earlier snippet]] that typically looks like <bdi lang="zxx" dir="ltr"><code>withJS</code></bdi> or <bdi lang="zxx" dir="ltr"><code>withCSS</code></bdi>. [https://phabricator.wikimedia.org/T29766] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] At wikis where [[mw:Special:MyLanguage/Growth/Communities/How to configure the mentors' list|the Mentorship system is configured]], you can now use the Action API to get a list of a [[mw:Special:MyLanguage/Growth/Mentor_dashboard|mentor's]] mentees. [https://phabricator.wikimedia.org/T291966] * The heading on the main page can now be configured using <span class="mw-content-ltr" lang="en" dir="ltr">[[MediaWiki:Mainpage-title-loggedin]]</span> for logged-in users and <span class="mw-content-ltr" lang="en" dir="ltr">[[MediaWiki:Mainpage-title]]</span> for logged-out users. Any CSS that was previously used to hide the heading should be removed. [https://meta.wikimedia.org/wiki/Special:MyLanguage/Small_wiki_toolkits/Starter_kit/Main_page_customization#hide-heading] [https://phabricator.wikimedia.org/T298715] * Four special pages (and their API counterparts) now have a maximum database query execution time of 30 seconds. These special pages are: RecentChanges, Watchlist, Contributions, and Log. This change will help with site performance and stability. You can read [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/IPJNO75HYAQWIGTHI5LJHTDVLVOC4LJP/ more details about this change] including some possible solutions if this affects your workflows. [https://phabricator.wikimedia.org/T297708] * The [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Features/Sticky Header|sticky header]] has been deployed for 50% of logged-in users on [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Frequently asked questions#pilot-wikis|more than 10 wikis]]. This is part of the [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements|Desktop Improvements]]. See [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Participate|how to take part in the project]]. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.17|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-01-11|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-01-12|en}}. It will be on all wikis from {{#time:j xg|2022-01-13|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). '''Events''' * [[m:Special:MyLanguage/Community Wishlist Survey 2022|Community Wishlist Survey 2022]] begins. All contributors to the Wikimedia projects can propose for tools and platform improvements. The proposal phase takes place from {{#time:j xg|2022-01-10|en}} 18:00 UTC to {{#time:j xg|2022-01-23|en}} 18:00 UTC. [[m:Special:MyLanguage/Community_Wishlist_Survey/FAQ|Learn more]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/02|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W02"/> 01:23, 11 January 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22562156 --> == [[m:Special:MyLanguage/Tech/News/2022/03|Tech News: 2022-03]] == <section begin="technews-2022-W03"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/03|Translations]] are available. '''Recent changes''' * When using [[mw:Special:MyLanguage/Extension:WikiEditor|WikiEditor]] (also known as the 2010 wikitext editor), people will now see a warning if they link to disambiguation pages. If you click "{{int:Disambiguator-review-link}}" in the warning, it will ask you to correct the link to a more specific term. You can [[m:Community Wishlist Survey 2021/Warn when linking to disambiguation pages#Jan 12, 2021: Turning on the changes for all Wikis|read more information]] about this completed 2021 Community Wishlist item. * You can [[mw:Special:MyLanguage/Help:DiscussionTools#subscribe|automatically subscribe to all of the talk page discussions]] that you start or comment in using [[mw:Special:MyLanguage/Talk pages project/Feature summary|DiscussionTools]]. You will receive [[mw:Special:MyLanguage/Notifications|notifications]] when another editor replies. This is available at most wikis. Go to your [[Special:Preferences#mw-prefsection-editing-discussion|Preferences]] and turn on "{{int:discussiontools-preference-autotopicsub}}". [https://phabricator.wikimedia.org/T263819] * When asked to create a new page or talk page section, input fields can be [[mw:Special:MyLanguage/Manual:Creating_pages_with_preloaded_text|"preloaded" with some text]]. This feature is now limited to wikitext pages. This is so users can't be tricked into making malicious edits. There is a discussion about [[phab:T297725|if this feature should be re-enabled]] for some content types. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.18|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-01-18|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-01-19|en}}. It will be on all wikis from {{#time:j xg|2022-01-20|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). '''Events''' * [[m:Special:MyLanguage/Community Wishlist Survey 2022|Community Wishlist Survey 2022]] continues. All contributors to the Wikimedia projects can propose for tools and platform improvements. The proposal phase takes place from {{#time:j xg|2022-01-10|en}} 18:00 UTC to {{#time:j xg|2022-01-23|en}} 18:00 UTC. [[m:Special:MyLanguage/Community_Wishlist_Survey/FAQ|Learn more]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/03|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W03"/> 19:55, 17 January 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22620285 --> == [[m:Special:MyLanguage/Tech/News/2022/04|Tech News: 2022-04]] == <section begin="technews-2022-W04"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/04|Translations]] are available. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.19|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-01-25|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-01-26|en}}. It will be on all wikis from {{#time:j xg|2022-01-27|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). * The following languages can now be used with [[mw:Special:MyLanguage/Extension:SyntaxHighlight|syntax highlighting]]: BDD, Elpi, LilyPond, Maxima, Rita, Savi, Sed, Sophia, Spice, .SRCINFO. * You can now access your watchlist from outside of the user menu in the [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements|new Vector skin]]. The watchlist link appears next to the notification icons if you are at the top of the page. [https://phabricator.wikimedia.org/T289619] '''Events''' * You can see the results of the [[m:Special:MyLanguage/Coolest Tool Award|Coolest Tool Award 2021]] and learn more about 14 tools which were selected this year. * You can [[m:Special:MyLanguage/Community_Wishlist_Survey/Help_us|translate, promote]], or comment on [[m:Special:MyLanguage/Community Wishlist Survey 2022/Proposals|the proposals]] in the Community Wishlist Survey. Voting will begin on {{#time:j xg|2022-01-28|en}}. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/04|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W04"/> 21:38, 24 January 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22644148 --> == [[m:Special:MyLanguage/Tech/News/2022/05|Tech News: 2022-05]] == <section begin="technews-2022-W05"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/05|Translations]] are available. '''Recent changes''' * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] If a gadget should support the new <bdi lang="zxx" dir="ltr"><code>?withgadget</code></bdi> URL parameter that was [[m:Special:MyLanguage/Tech/News/2022/02|announced]] 3 weeks ago, then it must now also specify <bdi lang="zxx" dir="ltr"><code>supportsUrlLoad</code></bdi> in the gadget definition ([[mw:Special:MyLanguage/Extension:Gadgets#supportsUrlLoad|documentation]]). [https://phabricator.wikimedia.org/T29766] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.20|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-02-01|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-02-02|en}}. It will be on all wikis from {{#time:j xg|2022-02-03|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). '''Future changes''' * A change that was [[m:Special:MyLanguage/Tech/News/2021/16|announced]] last year was delayed. It is now ready to move ahead: ** The user group <code>oversight</code> will be renamed <code>suppress</code>. This is for [[phab:T109327|technical reasons]]. This is the technical name. It doesn't affect what you call the editors with this user right on your wiki. This is planned to happen in three weeks. You can comment [[phab:T112147|in Phabricator]] if you have objections. As usual, these labels can be translated on translatewiki ([[phab:T112147|direct links are available]]) or by administrators on your wiki. '''Events''' * You can vote on proposals in the [[m:Special:MyLanguage/Community Wishlist Survey 2022|Community Wishlist Survey]] between 28 January and 11 February. The survey decides what the [[m:Special:MyLanguage/Community Tech|Community Tech team]] will work on. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/05|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W05"/> 17:42, 31 January 2022 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22721804 --> == [[m:Special:MyLanguage/Tech/News/2022/06|Tech News: 2022-06]] == <section begin="technews-2022-W06"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/06|Translations]] are available. '''Recent changes''' * English Wikipedia recently set up a gadget for dark mode. You can enable it there, or request help from an [[m:Special:MyLanguage/Interface administrators|interface administrator]] to set it up on your wiki ([[w:en:Wikipedia:Dark mode (gadget)|instructions and screenshot]]). * Category counts are sometimes wrong. They will now be completely recounted at the beginning of every month. [https://phabricator.wikimedia.org/T299823] '''Problems''' * A code-change last week to fix a bug with [[mw:Special:MyLanguage/Manual:Live preview|Live Preview]] may have caused problems with some local gadgets and user-scripts. Any code with skin-specific behaviour for <bdi lang="zxx" dir="ltr"><code>vector</code></bdi> should be updated to also check for <bdi lang="zxx" dir="ltr"><code>vector-2022</code></bdi>. [[phab:T300987|A code-snippet, global search, and example are available]]. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.21|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-02-08|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-02-09|en}}. It will be on all wikis from {{#time:j xg|2022-02-10|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/06|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W06"/> 21:15, 7 February 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22765948 --> == [[m:Special:MyLanguage/Tech/News/2022/07|Tech News: 2022-07]] == <section begin="technews-2022-W07"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/07|Translations]] are available. '''Recent changes''' * [[mw:Special:MyLanguage/Manual:Purge|Purging]] a category page with fewer than 5,000 members will now recount it completely. This will allow editors to fix incorrect counts when it is wrong. [https://phabricator.wikimedia.org/T85696] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.22|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-02-15|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-02-16|en}}. It will be on all wikis from {{#time:j xg|2022-02-17|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). * [[File:Octicons-tools.svg|15px|link=|Advanced item]] In the [[mw:Special:MyLanguage/Extension:AbuseFilter|AbuseFilter]] extension, the <code dir=ltr>rmspecials()</code> function has been updated so that it does not remove the "space" character. Wikis are advised to wrap all the uses of <code dir=ltr>rmspecials()</code> with <code dir=ltr>rmwhitespace()</code> wherever necessary to keep filters' behavior unchanged. You can use the search function on [[Special:AbuseFilter]] to locate its usage. [https://phabricator.wikimedia.org/T263024] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/07|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W07"/> 19:18, 14 February 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22821788 --> == [[m:Special:MyLanguage/Tech/News/2022/08|Tech News: 2022-08]] == <section begin="technews-2022-W08"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/08|Translations]] are available. '''Recent changes''' * [[Special:Nuke|Special:Nuke]] will now provide the standard deletion reasons (editable at <bdi lang="en" dir="ltr">[[MediaWiki:Deletereason-dropdown]]</bdi>) to use when mass-deleting pages. This was [[m:Community Wishlist Survey 2022/Admins and patrollers/Mass-delete to offer drop-down of standard reasons, or templated reasons.|a request in the 2022 Community Wishlist Survey]]. [https://phabricator.wikimedia.org/T25020] * At Wikipedias, all new accounts now get the [[mw:Special:MyLanguage/Growth/Feature_summary|Growth features]] by default when creating an account. Communities are encouraged to [[mw:Special:MyLanguage/Help:Growth/Tools/Account_creation|update their help resources]]. Previously, only 80% of new accounts would get the Growth features. A few Wikipedias remain unaffected by this change. [https://phabricator.wikimedia.org/T301820] * You can now prevent specific images that are used in a page from appearing in other locations, such as within PagePreviews or Search results. This is done with the markup <bdi lang="zxx" dir="ltr"><code><nowiki>class=notpageimage</nowiki></code></bdi>. For example, <code><nowiki>[[File:Example.png|class=notpageimage]]</nowiki></code>. [https://phabricator.wikimedia.org/T301588] * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] There has been a change to the HTML of Special:Contributions, Special:MergeHistory, and History pages, to support the grouping of changes by date in [[mw:Special:MyLanguage/Skin:Minerva_Neue|the mobile skin]]. While unlikely, this may affect gadgets and user scripts. A [[phab:T298638|list of all the HTML changes]] is on Phabricator. '''Events''' * [[m:Special:MyLanguage/Community Wishlist Survey 2022/Results|Community Wishlist Survey results]] have been published. The [[m:Special:MyLanguage/Community Wishlist Survey/Updates/2022 results#leaderboard|ranking of prioritized proposals]] is also available. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.23|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-02-22|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-02-23|en}}. It will be on all wikis from {{#time:j xg|2022-02-24|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). '''Future changes''' * The software to play videos and audio files on pages will change soon on all wikis. The old player will be removed. Some audio players will become wider after this change. [[mw:Special:MyLanguage/Extension:TimedMediaHandler/VideoJS_Player|The new player]] has been a beta feature for over four years. [https://phabricator.wikimedia.org/T100106][https://phabricator.wikimedia.org/T248418] * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Toolforge's underlying operating system is being updated. If you maintain any tools there, there are two options for migrating your tools into the new system. There are [[wikitech:News/Toolforge Stretch deprecation|details, deadlines, and instructions]] on Wikitech. [https://lists.wikimedia.org/hyperkitty/list/cloud-announce@lists.wikimedia.org/thread/EPJFISC52T7OOEFH5YYMZNL57O4VGSPR/] * Administrators will soon have [[m:Special:MyLanguage/Community Wishlist Survey 2021/(Un)delete associated talk page|the option to delete/undelete]] the associated "talk" page when they are deleting a given page. An API endpoint with this option will also be available. This was [[m:Community Wishlist Survey 2021/Admins and patrollers/(Un)delete associated talk page|a request from the 2021 Wishlist Survey]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/08|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W08"/> 19:12, 21 February 2022 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22847768 --> == [[m:Special:MyLanguage/Tech/News/2022/09|Tech News: 2022-09]] == <section begin="technews-2022-W09"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/09|Translations]] are available. '''Recent changes''' * When searching for edits by [[mw:Special:MyLanguage/Help:Tags|change tags]], e.g. in page history or user contributions, there is now a dropdown list of possible tags. This was [[m:Community Wishlist Survey 2022/Miscellaneous/Improve plain-text change tag selector|a request in the 2022 Community Wishlist Survey]]. [https://phabricator.wikimedia.org/T27909] * Mentors using the [[mw:Special:MyLanguage/Growth/Mentor_dashboard|Growth Mentor dashboard]] will now see newcomers assigned to them who have made at least one edit, up to 200 edits. Previously, all newcomers assigned to the mentor were visible on the dashboard, even ones without any edit or ones who made hundred of edits. Mentors can still change these values using the filters on their dashboard. Also, the last choice of filters will now be saved. [https://phabricator.wikimedia.org/T301268][https://phabricator.wikimedia.org/T294460] * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] The user group <code>oversight</code> was renamed <code>suppress</code>. This is for [[phab:T109327|technical reasons]]. You may need to update any local references to the old name, e.g. gadgets, links to Special:Listusers, or uses of [[mw:Special:MyLanguage/Help:Magic_words|NUMBERINGROUP]]. '''Problems''' * The recent change to the HTML of [[mw:Special:MyLanguage/Help:Tracking changes|tracking changes]] pages caused some problems for screenreaders. This is being fixed. [https://phabricator.wikimedia.org/T298638] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.24|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-03-01|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-03-02|en}}. It will be on all wikis from {{#time:j xg|2022-03-03|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). '''Future changes''' * Working with templates will become easier. [[m:WMDE_Technical_Wishes/Templates|Several improvements]] are planned for March 9 on most wikis and on March 16 on English Wikipedia. The improvements include: Bracket matching, syntax highlighting colors, finding and inserting templates, and related visual editor features. * If you are a template developer or an interface administrator, and you are intentionally overriding or using the default CSS styles of user feedback boxes (the classes: <code dir=ltr>successbox, messagebox, errorbox, warningbox</code>), please note that these classes and associated CSS will soon be removed from MediaWiki core. This is to prevent problems when the same class-names are also used on a wiki. Please let us know by commenting at [[phab:T300314]] if you think you might be affected. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/09|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W09"/> 22:59, 28 February 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22902593 --> == [[m:Special:MyLanguage/Tech/News/2022/10|Tech News: 2022-10]] == <section begin="technews-2022-W10"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/10|Translations]] are available. '''Problems''' * There was a problem with some interface labels last week. It will be fixed this week. This change was part of ongoing work to simplify the support for skins which do not have active maintainers. [https://phabricator.wikimedia.org/T301203] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.25|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-03-08|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-03-09|en}}. It will be on all wikis from {{#time:j xg|2022-03-10|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/10|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W10"/> 21:16, 7 March 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22958074 --> == [[m:Special:MyLanguage/Tech/News/2022/11|Tech News: 2022-11]] == <section begin="technews-2022-W11"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/11|Translations]] are available. '''Recent changes''' * In the Wikipedia Android app [[mw:Special:MyLanguage/Wikimedia_Apps/Team/Android/Communication#Updates|it is now possible]] to change the toolbar at the bottom so the tools you use more often are easier to click on. The app now also has a focused reading mode. [https://phabricator.wikimedia.org/T296753][https://phabricator.wikimedia.org/T254771] '''Problems''' * There was a problem with the collection of some page-view data from June 2021 to January 2022 on all wikis. This means the statistics are incomplete. To help calculate which projects and regions were most affected, relevant datasets are being retained for 30 extra days. You can [[m:Talk:Data_retention_guidelines#Added_exception_for_page_views_investigation|read more on Meta-wiki]]. * There was a problem with the databases on March 10. All wikis were unreachable for logged-in users for 12 minutes. Logged-out users could read pages but could not edit or access uncached content then. [https://wikitech.wikimedia.org/wiki/Incident_documentation/2022-03-10_MediaWiki_availability] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.26|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-03-15|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-03-16|en}}. It will be on all wikis from {{#time:j xg|2022-03-17|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). * When [[mw:Special:MyLanguage/Help:System_message#Finding_messages_and_documentation|using <bdi lang="zxx" dir="ltr"><code>uselang=qqx</code></bdi> to find localisation messages]], it will now show all possible message keys for navigation tabs such as "{{int:vector-view-history}}". [https://phabricator.wikimedia.org/T300069] * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Access to [[{{#special:RevisionDelete}}]] has been expanded to include users who have <code dir=ltr>deletelogentry</code> and <code dir=ltr>deletedhistory</code> rights through their group memberships. Before, only those with the <code dir=ltr>deleterevision</code> right could access this special page. [https://phabricator.wikimedia.org/T301928] * On the [[{{#special:Undelete}}]] pages for diffs and revisions, there will be a link back to the main Undelete page with the list of revisions. [https://phabricator.wikimedia.org/T284114] '''Future changes''' * The Wikimedia Foundation has announced the IP Masking implementation strategy and next steps. The [[m:Special:MyLanguage/IP Editing: Privacy Enhancement and Abuse Mitigation#feb25|announcement can be read here]]. * The [[mw:Special:MyLanguage/Wikimedia Apps/Android FAQ|Wikipedia Android app]] developers are working on [[mw:Special:MyLanguage/Wikimedia Apps/Team/Android/Communication|new functions]] for user talk pages and article talk pages. [https://phabricator.wikimedia.org/T297617] '''Events''' * The [[mw:Wikimedia Hackathon 2022|Wikimedia Hackathon 2022]] will take place as a hybrid event on 20-22 May 2022. The Hackathon will be held online and there are grants available to support local in-person meetups around the world. Grants can be requested until 20 March. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/11|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W11"/> 22:07, 14 March 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22993074 --> == [[m:Special:MyLanguage/Tech/News/2022/12|Tech News: 2022-12]] == <section begin="technews-2022-W12"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/12|Translations]] are available. '''New code release schedule for this week''' * There will be four MediaWiki releases this week, instead of just one. This is an experiment which should lead to fewer problems and to faster feature updates. The releases will be on all wikis, at different times, on Monday, Tuesday, and Wednesday. You can [[mw:Special:MyLanguage/Wikimedia Release Engineering Team/Trainsperiment week|read more about this project]]. '''Recent changes''' * You can now set how many search results to show by default in [[Special:Preferences#mw-prefsection-searchoptions|your Preferences]]. This was the 12th most popular wish in the [[m:Special:MyLanguage/Community Wishlist Survey 2022/Results|Community Wishlist Survey 2022]]. [https://phabricator.wikimedia.org/T215716] * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] The Jupyter notebooks tool [[wikitech:PAWS|PAWS]] has been updated to a new interface. [https://phabricator.wikimedia.org/T295043] '''Future changes''' * Interactive maps via [[mw:Special:MyLanguage/Help:Extension:Kartographer|Kartographer]] will soon work on wikis using the [[mw:Special:MyLanguage/Extension:FlaggedRevs|FlaggedRevisions]] extension. [https://wikimedia.sslsurvey.de/Kartographer-Workflows-EN/ Please tell us] which improvements you want to see in Kartographer. You can take this survey in simple English. [https://meta.wikimedia.org/wiki/WMDE_Technical_Wishes/Geoinformation] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/12|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W12"/> 16:01, 21 March 2022 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23034693 --> == [[m:Special:MyLanguage/Tech/News/2022/13|Tech News: 2022-13]] == <section begin="technews-2022-W13"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/13|Translations]] are available. '''Recent changes''' * There is a simple new Wikimedia Commons upload tool available for macOS users, [[c:Commons:Sunflower|Sunflower]]. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.5|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-03-29|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-03-30|en}}. It will be on all wikis from {{#time:j xg|2022-03-31|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * Some wikis will be in read-only for a few minutes because of regular database maintenance. It will be performed on {{#time:j xg|2022-03-29|en}} at 7:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s3.dblist targeted wikis]) and on {{#time:j xg|2022-03-31|en}} at 7:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s5.dblist targeted wikis]). [https://phabricator.wikimedia.org/T301850][https://phabricator.wikimedia.org/T303798] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/13|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W13"/> 19:54, 28 March 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23073711 --> == [[m:Special:MyLanguage/Tech/News/2022/14|Tech News: 2022-14]] == <section begin="technews-2022-W14"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/14|Translations]] are available. '''Problems''' * For a few days last week, edits that were suggested to newcomers were not tagged in the [[{{#special:recentchanges}}]] feed. This bug has been fixed. [https://phabricator.wikimedia.org/T304747] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.6|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-04-05|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-04-06|en}}. It will be on all wikis from {{#time:j xg|2022-04-07|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-04-07|en}} at 7:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s4.dblist targeted wikis]). '''Future changes''' * Starting next week, Tech News' title will be translatable. When the newsletter is distributed, its title may not be <code dir=ltr>Tech News: 2022-14</code> anymore. It may affect some filters that have been set up by some communities. [https://phabricator.wikimedia.org/T302920] * Over the next few months, the "[[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]]" Growth feature [[phab:T304110|will become available to more Wikipedias]]. Each week, a few wikis will get the feature. You can test this tool at [[mw:Special:MyLanguage/Growth#deploymentstable|a few wikis where "Link recommendation" is already available]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/14|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W14"/> 21:01, 4 April 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23097604 --> == Tech News: 2022-15 == <section begin="technews-2022-W15"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/15|Translations]] are available. '''Recent changes''' * There is a new public status page at <span class="mw-content-ltr" lang="en" dir="ltr">[https://www.wikimediastatus.net/ www.wikimediastatus.net]</span>. This site shows five automated high-level metrics where you can see the overall health and performance of our wikis' technical environment. It also contains manually-written updates for widespread incidents, which are written as quickly as the engineers are able to do so while also fixing the actual problem. The site is separated from our production infrastructure and hosted by an external service, so that it can be accessed even if the wikis are briefly unavailable. You can [https://diff.wikimedia.org/2022/03/31/announcing-www-wikimediastatus-net/ read more about this project]. * On Wiktionary wikis, the software to play videos and audio files on pages has now changed. The old player has been removed. Some audio players will become wider after this change. [[mw:Special:MyLanguage/Extension:TimedMediaHandler/VideoJS_Player|The new player]] has been a beta feature for over four years. [https://phabricator.wikimedia.org/T100106][https://phabricator.wikimedia.org/T248418] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.7|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-04-12|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-04-13|en}}. It will be on all wikis from {{#time:j xg|2022-04-14|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/15|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W15"/> 19:44, 11 April 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23124108 --> == Tech News: 2022-16 == <section begin="technews-2022-W16"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/16|Translations]] are available. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.8|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-04-19|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-04-20|en}}. It will be on all wikis from {{#time:j xg|2022-04-21|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-04-19|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s7.dblist targeted wikis]) and on {{#time:j xg|2022-04-21|en}} at 7:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s8.dblist targeted wikis]). * Administrators will now have [[m:Community Wishlist Survey 2021/(Un)delete associated talk page|the option to delete/undelete the associated "Talk" page]] when they are deleting a given page. An API endpoint with this option is also available. This concludes the [[m:Community Wishlist Survey 2021/Admins and patrollers/(Un)delete associated talk page|11th wish of the 2021 Community Wishlist Survey]]. * On [[mw:Special:MyLanguage/Reading/Web/Desktop_Improvements#test-wikis|selected wikis]], 50% of logged-in users will see the new [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Features/Table of contents|table of contents]]. When scrolling up and down the page, the table of contents will stay in the same place on the screen. This is part of the [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements|Desktop Improvements]] project. [https://phabricator.wikimedia.org/T304169] * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Message boxes produced by MediaWiki code will no longer have these CSS classes: <code dir=ltr>successbox</code>, <code dir=ltr>errorbox</code>, <code dir=ltr>warningbox</code>. The styles for those classes and <code dir=ltr>messagebox</code> will be removed from MediaWiki core. This only affects wikis that use these classes in wikitext, or change their appearance within site-wide CSS. Please review any local usage and definitions for these classes you may have. This was previously announced in the [[m:Special:MyLanguage/Tech/News/2022/09|28 February issue of Tech News]]. '''Future changes''' * [[mw:Special:MyLanguage/Extension:Kartographer|Kartographer]] will become compatible with [[mw:Special:MyLanguage/Extension:FlaggedRevs|FlaggedRevisions page stabilization]]. Kartographer maps will also work on pages with [[mw:Special:MyLanguage/Help:Pending changes|pending changes]]. [https://meta.wikimedia.org/wiki/WMDE_Technical_Wishes/Geoinformation#Project_descriptions] The Kartographer documentation has been thoroughly updated. [https://www.mediawiki.org/wiki/Special:MyLanguage/Help:Extension:Kartographer/Getting_started] [https://www.mediawiki.org/wiki/Special:MyLanguage/Help:VisualEditor/Maps] [https://www.mediawiki.org/wiki/Special:MyLanguage/Help:Extension:Kartographer] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/16|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W16"/> 23:11, 18 April 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23167004 --> == Tech News: 2022-17 == <section begin="technews-2022-W17"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/17|Translations]] are available. '''Recent changes''' * On [https://noc.wikimedia.org/conf/dblists/group1.dblist many wikis] (group 1), the software to play videos and audio files on pages has now changed. The old player has been removed. Some audio players will become wider after this change. [[mw:Special:MyLanguage/Extension:TimedMediaHandler/VideoJS_Player|The new player]] has been a beta feature for over four years. [https://phabricator.wikimedia.org/T100106][https://phabricator.wikimedia.org/T248418] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.9|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-04-26|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-04-27|en}}. It will be on all wikis from {{#time:j xg|2022-04-28|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-04-26|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s2.dblist targeted wikis]). * Some very old browsers and operating systems are no longer supported. Some things on the wikis might look weird or not work in very old browsers like Internet Explorer 9 or 10, Android 4, or Firefox 38 or older. [https://phabricator.wikimedia.org/T306486] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/17|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W17"/> 22:56, 25 April 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23187115 --> == Tech News: 2022-18 == <section begin="technews-2022-W18"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/18|Translations]] are available. '''Recent changes''' * On [https://noc.wikimedia.org/conf/dblists/group2.dblist all remaining wikis] (group 2), the software to play videos and audio files on pages has now changed. The old player has been removed. Some audio players will become wider after this change. [[mw:Special:MyLanguage/Extension:TimedMediaHandler/VideoJS_Player|The new player]] has been a beta feature for over four years. [https://phabricator.wikimedia.org/T100106][https://phabricator.wikimedia.org/T248418] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.10|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-05-03|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-05-04|en}}. It will be on all wikis from {{#time:j xg|2022-05-05|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). '''Future changes''' * The developers are working on talk pages in the [[mw:Wikimedia Apps/Team/iOS|Wikipedia app for iOS]]. You can [https://wikimedia.qualtrics.com/jfe/form/SV_9GBcHczQGLbQWTY give feedback]. You can take the survey in English, German, Hebrew or Chinese. * [[m:WMDE_Technical_Wishes/VisualEditor_template_dialog_improvements#Status_and_next_steps|Most wikis]] will receive an [[m:WMDE_Technical_Wishes/VisualEditor_template_dialog_improvements|improved template dialog]] in VisualEditor and New Wikitext mode. [https://phabricator.wikimedia.org/T296759] [https://phabricator.wikimedia.org/T306967] * If you use syntax highlighting while editing wikitext, you can soon activate a [[m:WMDE_Technical_Wishes/Improved_Color_Scheme_of_Syntax_Highlighting#Color-blind_mode|colorblind-friendly color scheme]]. [https://phabricator.wikimedia.org/T306867] * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Several CSS IDs related to MediaWiki interface messages will be removed. Technical editors should please [[phab:T304363|review the list of IDs and links to their existing uses]]. These include <code dir=ltr>#mw-anon-edit-warning</code>, <code dir=ltr>#mw-undelete-revision</code> and 3 others. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/18|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W18"/> 19:33, 2 May 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23232924 --> == Tech News: 2022-19 == <section begin="technews-2022-W19"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/19|Translations]] are available. '''Recent changes''' * You can now see categories in the [[mw:Special:MyLanguage/Wikimedia Apps/Team/Android|Wikipedia app for Android]]. [https://phabricator.wikimedia.org/T73966] '''Problems''' * Last week, there was a problem with Wikidata's search autocomplete. This has now been fixed. [https://phabricator.wikimedia.org/T307586] * Last week, all wikis had slow access or no access for 20 minutes, for logged-in users and non-cached pages. This was caused by a problem with a database change. [https://phabricator.wikimedia.org/T307647] '''Changes later this week''' * There is no new MediaWiki version this week. [https://phabricator.wikimedia.org/T305217#7894966] * [[m:WMDE Technical Wishes/Geoinformation#Current issues|Incompatibility issues]] with [[mw:Special:MyLanguage/Help:Extension:Kartographer|Kartographer]] and the [[mw:Special:MyLanguage/Help:Extension:FlaggedRevs|FlaggedRevs extension]] will be fixed: Deployment is planned for May 10 on all wikis. Kartographer will then be enabled on the [[phab:T307348|five wikis which have not yet enabled the extension]] on May 24. * The [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements|Vector (2022)]] skin will be set as the default on several more wikis, including Arabic and Catalan Wikipedias. Logged-in users will be able to switch back to the old Vector (2010). See the [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Updates/2022-04 for the largest wikis|latest update]] about Vector (2022). '''Future meetings''' * The next [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Updates/Talk to Web|open meeting with the Web team]] about Vector (2022) will take place on 17 May. The following meetings are currently planned for: 7 June, 21 June, 5 July, 19 July. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/19|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W19"/> 15:22, 9 May 2022 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23256717 --> == Tech News: 2022-20 == <section begin="technews-2022-W20"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/20|Translations]] are available. '''Changes later this week''' * Some wikis can soon use the [[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|add a link]] feature. This will start on Wednesday. The wikis are {{int:project-localized-name-cawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-hewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-hiwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-nowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ptwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-simplewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-svwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ukwiki/en}}. This is part of the [[phab:T304110|progressive deployment of this tool to more Wikipedias]]. The communities can [[mw:Special:MyLanguage/Growth/Community configuration|configure how this feature works locally]]. [https://phabricator.wikimedia.org/T304542] * The [[mw:Special:MyLanguage/Wikimedia Hackathon 2022|Wikimedia Hackathon 2022]] will take place online on May 20–22. It will be in English. There are also local [[mw:Special:MyLanguage/Wikimedia Hackathon 2022/Meetups|hackathon meetups]] in Germany, Ghana, Greece, India, Nigeria and the United States. Technically interested Wikimedians can work on software projects and learn new skills. You can also host a session or post a project you want to work on. * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.12|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-05-17|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-05-18|en}}. It will be on all wikis from {{#time:j xg|2022-05-19|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). '''Future changes''' * You can soon edit translatable pages in the visual editor. Translatable pages exist on for examples Meta and Commons. [https://diff.wikimedia.org/2022/05/12/mediawiki-1-38-brings-support-for-editing-translatable-pages-with-the-visual-editor/] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/20|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W20"/> 18:58, 16 May 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23291515 --> == Tech News: 2022-21 == <section begin="technews-2022-W21"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/21|Translations]] are available. '''Recent changes''' * Administrators using the mobile web interface can now access Special:Block directly from user pages. [https://phabricator.wikimedia.org/T307341] * The <span class="mw-content-ltr" lang="en" dir="ltr">[https://www.wiktionary.org/ www.wiktionary.org]</span> portal page now uses an automated update system. Other [[m:Project_portals|project portals]] will be updated over the next few months. [https://phabricator.wikimedia.org/T304629] '''Problems''' * The Growth team maintains a mentorship program for newcomers. Previously, newcomers weren't able to opt out from the program. Starting May 19, 2022, newcomers are able to fully opt out from Growth mentorship, in case they do not wish to have any mentor at all. [https://phabricator.wikimedia.org/T287915] * Some editors cannot access the content translation tool if they load it by clicking from the contributions menu. This problem is being worked on. It should still work properly if accessed directly via Special:ContentTranslation. [https://phabricator.wikimedia.org/T308802] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.13|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-05-24|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-05-25|en}}. It will be on all wikis from {{#time:j xg|2022-05-26|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). '''Future changes''' * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Gadget and user scripts developers are invited to give feedback on a [[mw:User:Jdlrobson/Extension:Gadget/Policy|proposed technical policy]] aiming to improve support from MediaWiki developers. [https://phabricator.wikimedia.org/T308686] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/21|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W21"/> 00:21, 24 May 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23317250 --> == Tech News: 2022-22 == <section begin="technews-2022-W22"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/22|Translations]] are available. '''Recent changes''' * [[File:Octicons-tools.svg|15px|link=|Advanced item]] In the [[mw:Special:MyLanguage/Extension:AbuseFilter|AbuseFilter]] extension, an <code dir=ltr>ip_in_ranges()</code> function has been introduced to check if an IP is in any of the ranges. Wikis are advised to combine multiple <code dir=ltr>ip_in_range()</code> expressions joined by <code>|</code> into a single expression for better performance. You can use the search function on [[Special:AbuseFilter|Special:AbuseFilter]] to locate its usage. [https://phabricator.wikimedia.org/T305017] * The [[m:Special:MyLanguage/IP Editing: Privacy Enhancement and Abuse Mitigation/IP Info feature|IP Info feature]] which helps abuse fighters access information about IPs, [[m:Special:MyLanguage/IP Editing: Privacy Enhancement and Abuse Mitigation/IP Info feature#May 24, 2022|has been deployed]] to all wikis as a beta feature. This comes after weeks of beta testing on test.wikipedia.org. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.14|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-05-31|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-06-01|en}}. It will be on all wikis from {{#time:j xg|2022-06-02|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-05-31|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s5.dblist targeted wikis]). * The [[mw:Special:MyLanguage/Help:DiscussionTools#New topic tool|New Topic Tool]] will be deployed for all editors at most wikis soon. You will be able to opt out from within the tool and in [[Special:Preferences#mw-prefsection-editing-discussion|Preferences]]. [https://www.mediawiki.org/wiki/Special:MyLanguage/Talk_pages_project/New_discussion][https://phabricator.wikimedia.org/T287804] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] The [[:mw:Special:ApiHelp/query+usercontribs|list=usercontribs API]] will support fetching contributions from an [[mw:Special:MyLanguage/Help:Range blocks#Non-technical explanation|IP range]] soon. API users can set the <code>uciprange</code> parameter to get contributions from any IP range within [[:mw:Manual:$wgRangeContributionsCIDRLimit|the limit]]. [https://phabricator.wikimedia.org/T177150] * A new parser function will be introduced: <bdi lang="zxx" dir="ltr"><code><nowiki>{{=}}</nowiki></code></bdi>. It will replace existing templates named "=". It will insert an [[w:en:Equals sign|equal sign]]. This can be used to escape the equal sign in the parameter values of templates. [https://phabricator.wikimedia.org/T91154] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/22|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W22"/> 20:28, 30 May 2022 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23340178 --> == Tech News: 2022-23 == <section begin="technews-2022-W23"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/23|Translations]] are available. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.15|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-06-07|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-06-08|en}}. It will be on all wikis from {{#time:j xg|2022-06-09|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] A new <bdi lang="zxx" dir="ltr"><code>str_replace_regexp()</code></bdi> function can be used in [[Special:AbuseFilter|abuse filters]] to replace parts of text using a [[w:en:Regular expression|regular expression]]. [https://phabricator.wikimedia.org/T285468] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/23|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W23"/> 02:46, 7 June 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23366979 --> == Tech News: 2022-24 == <section begin="technews-2022-W24"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/24|Translations]] are available. '''Recent changes''' * All wikis can now use [[mw:Special:MyLanguage/Extension:Kartographer|Kartographer]] maps. Kartographer maps now also work on pages with [[mw:Special:MyLanguage/Help:Pending changes|pending changes]]. [https://meta.wikimedia.org/wiki/WMDE_Technical_Wishes/Geoinformation#Project_descriptions][https://phabricator.wikimedia.org/T307348] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.16|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-06-14|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-06-15|en}}. It will be on all wikis from {{#time:j xg|2022-06-16|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-06-14|en}} at 06:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s6.dblist targeted wikis]). [https://phabricator.wikimedia.org/T300471] * Starting on Wednesday, a new set of Wikipedias will get "[[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]]" ({{int:project-localized-name-abwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-acewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-adywiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-afwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-akwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-alswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-amwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-anwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-angwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-arcwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-arzwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-astwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-atjwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-avwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-aywiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-azwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-azbwiki/en}}). This is part of the [[phab:T304110|progressive deployment of this tool to more Wikipedias]]. The communities can [[mw:Special:MyLanguage/Growth/Community configuration|configure how this feature works locally]]. [https://phabricator.wikimedia.org/T304548] * The [[mw:Special:MyLanguage/Help:DiscussionTools#New topic tool|New Topic Tool]] will be deployed for all editors at Commons, Wikidata, and some other wikis soon. You will be able to opt out from within the tool and in [[Special:Preferences#mw-prefsection-editing-discussion|Preferences]]. [https://www.mediawiki.org/wiki/Special:MyLanguage/Talk_pages_project/New_discussion][https://phabricator.wikimedia.org/T287804] '''Future meetings''' * The next [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Updates/Talk to Web|open meeting with the Web team]] about Vector (2022) will take place today (13 June). The following meetings will take place on: 28 June, 12 July, 26 July. '''Future changes''' * By the end of July, the [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements|Vector 2022]] skin should be ready to become the default across all wikis. Discussions on how to adjust it to the communities' needs will begin in the next weeks. It will always be possible to revert to the previous version on an individual basis. [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Updates/2022-04 for the largest wikis|Learn more]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/24|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W24"/> 16:58, 13 June 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23389956 --> == Tech News: 2022-25 == <section begin="technews-2022-W25"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/25|Translations]] are available. '''Recent changes''' * The [[mw:Special:MyLanguage/Wikimedia Apps/Team/Android|Wikipedia App for Android]] now has an option for editing the whole page at once, located in the overflow menu (three-dots menu [[File:Ic more vert 36px.svg|15px|link=|alt=]]). [https://phabricator.wikimedia.org/T103622] * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Some recent database changes may affect queries using the [[m:Research:Quarry|Quarry tool]]. Queries for <bdi lang="zxx" dir="ltr"><code>site_stats</code></bdi> at English Wikipedia, Commons, and Wikidata will need to be updated. [[phab:T306589|Read more]]. * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] A new <bdi lang="zxx" dir="ltr"><code>user_global_editcount</code></bdi> variable can be used in [[Special:AbuseFilter|abuse filters]] to avoid affecting globally active users. [https://phabricator.wikimedia.org/T130439] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.17|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-06-21|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-06-22|en}}. It will be on all wikis from {{#time:j xg|2022-06-23|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * Users of non-responsive skins (e.g. MonoBook or Vector) on mobile devices may notice a slight change in the default zoom level. This is intended to optimize zooming and ensure all interface elements are present on the page (for example the table of contents on Vector 2022). In the unlikely event this causes any problems with how you use the site, we'd love to understand better, please ping <span class="mw-content-ltr" lang="en" dir="ltr">[[m:User:Jon (WMF)|Jon (WMF)]]</span> to any on-wiki conversations. [https://phabricator.wikimedia.org/T306910] '''Future changes''' * The Beta Feature for [[mw:Special:MyLanguage/Help:DiscussionTools|DiscussionTools]] will be updated throughout July. Discussions will look different. You can see [[mw:Special:MyLanguage/Talk pages project/Usability/Prototype|some of the proposed changes]]. * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Parsoid's HTML output will soon stop annotating file links with different <bdi lang="zxx" dir="ltr"><code>typeof</code></bdi> attribute values, and instead use <bdi lang="zxx" dir="ltr"><code>mw:File</code></bdi> for all types. Tool authors should adjust any code that expects: <bdi lang="zxx" dir="ltr"><code>mw:Image</code></bdi>, <bdi lang="zxx" dir="ltr"><code>mw:Audio</code></bdi>, or <bdi lang="zxx" dir="ltr"><code>mw:Video</code></bdi>. [https://phabricator.wikimedia.org/T273505] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/25|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W25"/> 20:18, 20 June 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23425855 --> == Tech News: 2022-26 == <section begin="technews-2022-W26"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/26|Translations]] are available. '''Recent changes''' * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] [[m:Special:MyLanguage/Wikimedia Enterprise|Wikimedia Enterprise]] API service now has self-service accounts with free on-demand requests and monthly snapshots ([https://enterprise.wikimedia.com/docs/ API documentation]). Community access [[m:Special:MyLanguage/Wikimedia Enterprise/FAQ#community-access|via database dumps & Wikimedia Cloud Services]] continues. * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] [[d:Special:MyLanguage/Wikidata:Wiktionary#lua|All Wikimedia wikis can now use Wikidata Lexemes in Lua]] after creating local modules and templates. Discussions are welcome [[d:Wikidata_talk:Lexicographical_data#You_can_now_reuse_Wikidata_Lexemes_on_all_wikis|on the project talk page]]. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.18|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-06-28|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-06-29|en}}. It will be on all wikis from {{#time:j xg|2022-06-30|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-06-28|en}} at 06:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s7.dblist targeted wikis]). [https://phabricator.wikimedia.org/T311033] * Some global and cross-wiki services will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-06-30|en}} at 06:00 UTC. This will impact ContentTranslation, Echo, StructuredDiscussions, Growth experiments and a few more services. [https://phabricator.wikimedia.org/T300472] * Users will be able to sort columns within sortable tables in the mobile skin. [https://phabricator.wikimedia.org/T233340] '''Future meetings''' * The next [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Updates/Talk to Web|open meeting with the Web team]] about Vector (2022) will take place tomorrow (28 June). The following meetings will take place on 12 July and 26 July. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/26|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W26"/> 20:02, 27 June 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23453785 --> == Tech News: 2022-27 == <section begin="technews-2022-W27"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/27|Translations]] are available. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.19|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-07-05|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-07-06|en}}. It will be on all wikis from {{#time:j xg|2022-07-07|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-07-05|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s6.dblist targeted wikis]) and on {{#time:j xg|2022-07-07|en}} at 7:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s4.dblist targeted wikis]). * The Beta Feature for [[mw:Special:MyLanguage/Help:DiscussionTools|DiscussionTools]] will be updated throughout July. Discussions will look different. You can see [[mw:Special:MyLanguage/Talk pages project/Usability/Prototype|some of the proposed changes]]. * [[File:Octicons-tools.svg|15px|link=|alt=| Advanced item]] This change only affects pages in the main namespace in Wikisource. The Javascript config variable <bdi lang="zxx" dir="ltr"><code>proofreadpage_source_href</code></bdi> will be removed from <bdi lang="zxx" dir="ltr"><code>[[mw:Special:MyLanguage/Manual:Interface/JavaScript#mw.config|mw.config]]</code></bdi> and be replaced with the variable <bdi lang="zxx" dir="ltr"><code>prpSourceIndexPage</code></bdi>. [https://phabricator.wikimedia.org/T309490] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/27|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W27"/> 19:32, 4 July 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23466250 --> == Tech News: 2022-28 == <section begin="technews-2022-W28"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/28|Translations]] are available. '''Recent changes''' * In the [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements|Vector 2022 skin]], the page title is now displayed above the tabs such as Discussion, Read, Edit, View history, or More. [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Updates#Page title/tabs switch|Learn more]]. [https://phabricator.wikimedia.org/T303549] * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] It is now possible to easily view most of the configuration settings that apply to just one wiki, and to compare settings between two wikis if those settings are different. For example: [https://noc.wikimedia.org/wiki.php?wiki=jawiktionary Japanese Wiktionary settings], or [https://noc.wikimedia.org/wiki.php?wiki=eswiki&compare=eowiki settings that are different between the Spanish and Esperanto Wikipedias]. Local communities may want to [[m:Special:MyLanguage/Requesting_wiki_configuration_changes|discuss and propose changes]] to their local settings. Details about each of the named settings can be found by [[mw:Special:Search|searching MediaWiki.org]]. [https://phabricator.wikimedia.org/T308932] *The Anti-Harassment Tools team [[m:Special:MyLanguage/IP Editing: Privacy Enhancement and Abuse Mitigation/IP Info feature#May|recently deployed]] the IP Info Feature as a [[Special:Preferences#mw-prefsection-betafeatures|Beta Feature at all wikis]]. This feature allows abuse fighters to access information about IP addresses. Please check our update on [[m:Special:MyLanguage/IP Editing: Privacy Enhancement and Abuse Mitigation/IP Info feature#April|how to find and use the tool]]. Please share your feedback using a link you will be given within the tool itself. '''Changes later this week''' * There is no new MediaWiki version this week. * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-07-12|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s3.dblist targeted wikis]). '''Future changes''' * The Beta Feature for [[mw:Special:MyLanguage/Help:DiscussionTools|DiscussionTools]] will be updated throughout July. Discussions will look different. You can see [[mw:Special:MyLanguage/Talk pages project/Usability/Prototype|some of the proposed changes]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/28|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W28"/> 19:24, 11 July 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23502519 --> == Tech News: 2022-29 == <section begin="technews-2022-W29"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/29|Translations]] are available. '''Problems''' * The feature on mobile web for [[mw:Special:MyLanguage/Extension:NearbyPages|Nearby Pages]] was missing last week. It will be fixed this week. [https://phabricator.wikimedia.org/T312864] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.21|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-07-19|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-07-20|en}}. It will be on all wikis from {{#time:j xg|2022-07-21|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). '''Future changes''' * The [[mw:Technical_decision_making/Forum|Technical Decision Forum]] is seeking [[mw:Technical_decision_making/Community_representation|community representatives]]. You can apply on wiki or by emailing <span class="mw-content-ltr" lang="en" dir="ltr">TDFSupport@wikimedia.org</span> before 12 August. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/29|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W29"/> 22:59, 18 July 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23517957 --> == Tech News: 2022-30 == <section begin="technews-2022-W30"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/30|Translations]] are available. '''Recent changes''' * The <span class="mw-content-ltr" lang="en" dir="ltr">[https://www.wikibooks.org/ www.wikibooks.org]</span> and <span class="mw-content-ltr" lang="en" dir="ltr">[https://www.wikiquote.org/ www.wikiquote.org]</span> portal pages now use an automated update system. Other [[m:Project_portals|project portals]] will be updated over the next few months. [https://phabricator.wikimedia.org/T273179] '''Problems''' * Last week, some wikis were in read-only mode for a few minutes because of an emergency switch of their main database ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s7.dblist targeted wikis]). [https://phabricator.wikimedia.org/T313383] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.22|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-07-26|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-07-27|en}}. It will be on all wikis from {{#time:j xg|2022-07-28|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * The external link icon will change slightly in the skins Vector legacy and Vector 2022. The new icon uses simpler shapes to be more recognizable on low-fidelity screens. [https://phabricator.wikimedia.org/T261391] * Administrators will now see buttons on user pages for "{{int:changeblockip}}" and "{{int:unblockip}}" instead of just "{{int:blockip}}" if the user is already blocked. [https://phabricator.wikimedia.org/T308570] '''Future meetings''' * The next [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Updates/Talk to Web|open meeting with the Web team]] about Vector (2022) will take place tomorrow (26 July). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/30|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W30"/> 19:27, 25 July 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23545370 --> == Tech News: 2022-31 == <section begin="technews-2022-W31"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/31|Translations]] are available. '''Recent changes''' * Improved [[m:Special:MyLanguage/Help:Displaying_a_formula#Phantom|LaTeX capabilities for math rendering]] are now available in the wikis thanks to supporting <bdi lang="zxx" dir="ltr"><code>Phantom</code></bdi> tags. This completes part of [[m:Community_Wishlist_Survey_2022/Editing/Missing_LaTeX_capabilities_for_math_rendering|the #59 wish]] of the 2022 Community Wishlist Survey. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.23|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-08-02|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-08-03|en}}. It will be on all wikis from {{#time:j xg|2022-08-04|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * The [[mw:Special:MyLanguage/Help:Extension:WikiEditor/Realtime_Preview|Realtime Preview]] will be available as a Beta Feature on wikis in [https://noc.wikimedia.org/conf/highlight.php?file=dblists%2Fgroup0.dblist Group 0]. This feature was built in order to fulfill [[m:Special:MyLanguage/Community_Wishlist_Survey_2021/Real_Time_Preview_for_Wikitext|one of the Community Wishlist Survey proposals]]. '''Future changes''' * The Beta Feature for [[mw:Special:MyLanguage/Help:DiscussionTools|DiscussionTools]] will be updated throughout August. Discussions will look different. You can see [[mw:Special:MyLanguage/Talk pages project/Usability/Prototype|some of the proposed changes]]. '''Future meetings''' * This week, three meetings about [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements|Vector (2022)]] with live interpretation will take place. On Tuesday, interpretation in Russian will be provided. On Thursday, meetings for Arabic and Spanish speakers will take place. [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Updates/Talk to Web|See how to join]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/31|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W31"/> 21:21, 1 August 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23615613 --> == Tech News: 2022-32 == <section begin="technews-2022-W32"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/32|Translations]] are available. '''Recent changes''' * [[:m:Special:MyLanguage/Meta:GUS2Wiki/Script|GUS2Wiki]] copies the information from [[{{#special:GadgetUsage}}]] to an on-wiki page so you can review its history. If your project isn't already listed on the [[d:Q113143828|Wikidata entry for Project:GUS2Wiki]] you can either run GUS2Wiki yourself or [[:m:Special:MyLanguage/Meta:GUS2Wiki/Script#Opting|make a request to receive updates]]. [https://phabricator.wikimedia.org/T121049] '''Changes later this week''' * There is no new MediaWiki version this week. * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-08-09|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s5.dblist targeted wikis]) and on {{#time:j xg|2022-08-11|en}} at 7:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s2.dblist targeted wikis]). '''Future meetings''' * The [[wmania:Special:MyLanguage/Hackathon|Wikimania Hackathon]] will take place online from August 12–14. Don't miss [[wmania:Special:MyLanguage/Hackathon/Schedule|the pre-hacking showcase]] to learn about projects and find collaborators. Anyone can [[phab:/project/board/6030/|propose a project]] or [[wmania:Special:MyLanguage/Hackathon/Schedule|host a session]]. [[wmania:Special:MyLanguage/Hackathon/Newcomers|Newcomers are welcome]]! '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/32|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W32"/> 19:50, 8 August 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23627807 --> == Tech News: 2022-33 == <section begin="technews-2022-W33"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/33|Translations]] are available. '''Recent changes''' * The Persian (Farsi) Wikipedia community decided to block IP editing from October 2021 to April 2022. The Wikimedia Foundation's Product Analytics team tracked the impact of this change. [[m:Special:MyLanguage/IP Editing: Privacy Enhancement and Abuse Mitigation/IP Editing Restriction Study/Farsi Wikipedia|An impact report]] is now available. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.25|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-08-16|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-08-17|en}}. It will be on all wikis from {{#time:j xg|2022-08-18|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-08-16|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s1.dblist targeted wikis]) and on {{#time:j xg|2022-08-18|en}} at 7:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s8.dblist targeted wikis]). * The [[mw:Special:MyLanguage/Help:Extension:WikiEditor/Realtime_Preview|Realtime Preview]] will be available as a Beta Feature on wikis in [https://noc.wikimedia.org/conf/highlight.php?file=dblists%2Fgroup1.dblist Group 1]. This feature was built in order to fulfill [[m:Special:MyLanguage/Community_Wishlist_Survey_2021/Real_Time_Preview_for_Wikitext|one of the Community Wishlist Survey proposals]]. '''Future changes''' * The Beta Feature for [[mw:Special:MyLanguage/Help:DiscussionTools|DiscussionTools]] will be updated throughout August. Discussions will look different. You can see [[mw:Special:MyLanguage/Talk pages project/Usability/Prototype|some of the proposed changes]]. [https://www.mediawiki.org/wiki/Talk_pages_project/Usability#4_August_2022][https://www.mediawiki.org/wiki/Talk_pages_project/Usability#Phase_1:_Topic_containers][https://phabricator.wikimedia.org/T312672] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/33|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W33"/> 21:08, 15 August 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23658001 --> == Tech News: 2022-34 == <section begin="technews-2022-W34"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/34|Translations]] are available. '''Recent changes''' * Two problems with [[mw:Special:MyLanguage/Help:Extension:Kartographer|Kartographer]] maps have been fixed. Maps are no longer shown as empty when a geoline was created via VisualEditor. Geolines consisting of points with QIDs (e.g., subway lines) are no longer shown with pushpins. [https://phabricator.wikimedia.org/T292613][https://phabricator.wikimedia.org/T308560] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.26|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-08-23|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-08-24|en}}. It will be on all wikis from {{#time:j xg|2022-08-25|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-08-25|en}} at 7:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s4.dblist targeted wikis]). * The colours of links and visited links will change. This is to make the difference between links and other text more clear. [https://phabricator.wikimedia.org/T213778] '''Future changes''' * The new [{{int:discussiontools-topicsubscription-button-subscribe}}] button [[mw:Talk pages project/Notifications#12 August 2022|helps newcomers get answers]]. The Editing team is enabling this tool everywhere. You can turn it off in [[Special:Preferences#mw-prefsection-editing-discussion|your preferences]]. [https://phabricator.wikimedia.org/T284489] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/34|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W34"/> 00:12, 23 August 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23675501 --> == Tech News: 2022-35 == <section begin="technews-2022-W35"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/35|Translations]] are available. '''Recent changes''' * The [[mw:Special:MyLanguage/Help:Extension:WikiEditor/Realtime_Preview|Realtime Preview]] is available as a Beta Feature on wikis in [https://noc.wikimedia.org/conf/highlight.php?file=dblists%2Fgroup2.dblist Group 2]. This feature was built in order to fulfill [[m:Special:MyLanguage/Community_Wishlist_Survey_2021/Real_Time_Preview_for_Wikitext|one of the Community Wishlist Survey proposals]]. Please note that when this Beta feature is enabled, it may cause conflicts with some wiki-specific Gadgets. '''Problems''' * In recent months, there have been inaccurate numbers shown for various [[{{#special:statistics}}]] at Commons, Wikidata, and English Wikipedia. This has now been fixed. [https://phabricator.wikimedia.org/T315693] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.27|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-08-30|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-08-31|en}}. It will be on all wikis from {{#time:j xg|2022-09-01|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-08-30|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s6.dblist targeted wikis]) and on {{#time:j xg|2022-09-01|en}} at 7:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s7.dblist targeted wikis]). '''Future changes''' * The Wikimedia Foundation wants to improve how Wikimedia communities report harmful incidents by building the [[m:Special:MyLanguage/Private Incident Reporting System|Private Incident Reporting System (PIRS)]] to make it easy and safe for users to make reports. You can leave comments on the talk page, by answering the [[m:Special:MyLanguage/Private Incident Reporting System#Phase 1|questions provided]]. If you have ever faced a harmful situation that you wanted to report/reported, join a PIRS interview to share your experience. To sign up [[m:Special:EmailUser/MAna_(WMF)|please email]] <span class="mw-content-ltr" lang="en" dir="ltr">[[m:User:MAna (WMF)|Madalina Ana]]</span>. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/35|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W35"/> 23:05, 29 August 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23725814 --> == Tech News: 2022-36 == <section begin="technews-2022-W36"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/36|Translations]] are available. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.28|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-09-06|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-09-07|en}}. It will be on all wikis from {{#time:j xg|2022-09-08|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-09-06|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s1.dblist targeted wikis]) and on {{#time:j xg|2022-09-08|en}} at 7:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s3.dblist targeted wikis]). * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] On Special pages that only have one tab, the tab-bar's row will be hidden in the Vector-2022 skin to save space. The row will still show if Gadgets use it. Gadgets that currently append directly to the CSS id of <bdi lang="zxx" dir="ltr"><code>#p-namespaces</code></bdi> should be updated to use the <bdi lang="zxx" dir="ltr"><code>[[mw:ResourceLoader/Core_modules#addPortletLink|mw.util.addPortletLink]]</code></bdi> function instead. Gadgets that style this id should consider also targeting <bdi lang="zxx" dir="ltr"><code>#p-associated-pages</code></bdi>, the new id for this row. [[phab:T316908|Examples are available]]. [https://phabricator.wikimedia.org/T316908][https://phabricator.wikimedia.org/T313409] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/36|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W36"/> 23:22, 5 September 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23757743 --> == Tech News: 2022-37 == <section begin="technews-2022-W37"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/37|Translations]] are available. '''Recent changes''' * The search servers have been upgraded to a new major version. If you notice any issues with searching, please report them on [[phab:project/view/1849/|Phabricator]]. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/message/XPCTYYTN67FVFKN6XOHULJVGUO44J662] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.1|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-09-13|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-09-14|en}}. It will be on all wikis from {{#time:j xg|2022-09-15|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * [[mw:Special:MyLanguage/Extension:SyntaxHighlight|Syntax highlighting]] is now tracked as an [[mw:Special:MyLanguage/Manual:$wgExpensiveParserFunctionLimit|expensive parser function]]. Only 500 expensive function calls can be used on a single page. Pages that exceed the limit are added to a [[:Category:{{MediaWiki:expensive-parserfunction-category}}|tracking category]]. [https://phabricator.wikimedia.org/T316858] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/37|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W37"/> 01:50, 13 September 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23787318 --> == Tech News: 2022-38 == <section begin="technews-2022-W38"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/38|Translations]] are available. '''Recent changes''' * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Two database fields in the <bdi lang="zxx" dir="ltr"><code><nowiki>templatelinks</nowiki></code></bdi> table are now being dropped: <bdi lang="zxx" dir="ltr"><code><nowiki>tl_namespace</nowiki></code></bdi> and <bdi lang="zxx" dir="ltr"><code><nowiki>tl_title</nowiki></code></bdi>. Any queries that rely on these fields need to be changed to use the new normalization field called <bdi lang="zxx" dir="ltr"><code><nowiki>tl_target_id</nowiki></code></bdi>. See <span class="mw-content-ltr" lang="en" dir="ltr">[[phab:T299417|T299417]]</span> for more information. This is part of [[w:Database normalization|normalization]] of links tables. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/message/U2U6TXIBABU3KDCVUOITIGI5OJ4COBSW/][https://www.mediawiki.org/wiki/User:ASarabadani_(WMF)/Database_for_devs_toolkit/Concepts/Normalization] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.2|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-09-20|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-09-21|en}}. It will be on all wikis from {{#time:j xg|2022-09-22|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). * In [[mw:Special:MyLanguage/Help:Extension:Kartographer|Kartographer]] maps, you can use icons on markers for common points of interest. On Tuesday, the [[mw:Special:MyLanguage/Help:Extension:Kartographer/Icons|previous icon set]] will be updated to [https://de.wikipedia.beta.wmflabs.org/wiki/Hilfe:Extension:Kartographer/Icons version maki 7.2]. That means, around 100 new icons will be available. Additionally, all existing icons were updated for clarity and to make them work better in international contexts. [https://phabricator.wikimedia.org/T302861][https://meta.wikimedia.org/wiki/WMDE_Technical_Wishes/Geoinformation#Update_maki_icons] '''Future changes''' * In a [[m:Content_Partnerships_Hub/Software/Volunteer_developers_discussion_at_Wikimania_2022|group discussion at Wikimania]], more than 30 people talked about how to make content partnership software in the Wikimedia movement more sustainable. What kind of support is acceptable for volunteer developers? Read the summary and [[m:Talk:Content Partnerships Hub/Software/Volunteer developers discussion at Wikimania 2022|leave your feedback]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/38|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W38"/> <span class="mw-content-ltr" lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</span> 22:16, 19 September 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23826293 --> == Tech News: 2022-39 == <section begin="technews-2022-W39"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/39|Translations]] are available. '''Recent changes''' * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Parsoid clients should be updated to allow for space-separated multi-values in the <bdi lang="en" dir="ltr"><code>rel</code></bdi> attribute of links. Further details are in <bdi lang="en" dir="ltr">[[phab:T315209|T315209]]</bdi>. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.3|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-09-27|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-09-28|en}}. It will be on all wikis from {{#time:j xg|2022-09-29|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * [[mw:Special:MyLanguage/VisualEditor/Diffs|Visual diffs]] will become available to all users, except at the Wiktionaries and Wikipedias. [https://phabricator.wikimedia.org/T314588] * [[mw:Special:MyLanguage/Help:DiscussionTools#Mobile|Talk pages on the mobile site]] will change at the Arabic, Bangla, Chinese, French, Haitian Creole, Hebrew, Korean, and Vietnamese Wikipedias. They should be easier to use and provide more information. [https://phabricator.wikimedia.org/T318302] [https://www.mediawiki.org/wiki/Talk_pages_project/Mobile] * In the [[mw:Lua/Scripting|{{ns:828}}]] namespace, pages ending with <bdi lang="en" dir="ltr"><code>.json</code></bdi> will be treated as JSON, just like they already are in the {{ns:2}} and {{ns:8}} namespaces. [https://phabricator.wikimedia.org/T144475] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/39|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W39"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:30, 27 September 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23860085 --> == Tech News: 2022-40 == <section begin="technews-2022-W40"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/40|Translations]] are available. '''Recent changes''' * [[mw:Special:MyLanguage/Help:Extension:Kartographer|Kartographer]] maps can now show geopoints from Wikidata, via QID or SPARQL query. Previously, this was only possible for geoshapes and geolines. [https://phabricator.wikimedia.org/T307695] [https://meta.wikimedia.org/wiki/WMDE_Technical_Wishes/Geoinformation/Geopoints_via_QID] * The [[m:Special:MyLanguage/Coolest_Tool_Award|Coolest Tool Award 2022]] is looking for nominations. You can recommend tools until 12 October. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.4|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-10-04|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-10-05|en}}. It will be on all wikis from {{#time:j xg|2022-10-06|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * [[mw:Special:MyLanguage/Help:DiscussionTools#Mobile|Talk pages on the mobile site]] will change at the Arabic, Bangla, Chinese, French, Haitian Creole, Hebrew, Korean, and Vietnamese Wikipedias. They should be easier to use and provide more information. (Last week's release was delayed) [https://phabricator.wikimedia.org/T318302] [https://www.mediawiki.org/wiki/Talk_pages_project/Mobile] * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] The <bdi lang="zxx" dir="ltr"><code>scribunto-console</code></bdi> API module will require a [[mw:Special:MyLanguage/API:Tokens|CSRF token]]. This module is documented as internal and use of it is not supported. [[phab:T212071|[5]]] * The Vector 2022 skin will become the default across the smallest Wikimedia projects. [[mw:Special:MyLanguage/Reading/Web/Desktop_Improvements#Deployment_plan_and_timeline|Learn more]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/40|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W40"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:23, 4 October 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23885489 --> == Tech News: 2022-41 == <section begin="technews-2022-W41"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/41|Translations]] are available. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.5|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-10-11|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-10-12|en}}. It will be on all wikis from {{#time:j xg|2022-10-13|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * On some wikis, [[mw:Special:MyLanguage/Help:Extension:Kartographer|Kartographer]] maps in full size view will be able to display nearby articles. After a feedback period, more wikis will follow. [https://phabricator.wikimedia.org/T316782][https://meta.wikimedia.org/wiki/WMDE_Technical_Wishes/Geoinformation/Nearby_articles] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/41|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W41"/> 14:08, 10 October 2022 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23912412 --> == Tech News: 2022-42 == <section begin="technews-2022-W42"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/42|Translations]] are available. '''Recent changes''' * The recently implemented feature of [[phab:T306883|article thumbnails in Special:Search]] will be limited to Wikipedia projects only. Further details are in [[phab:T320510|T320510]]. [https://www.mediawiki.org/wiki/Special:MyLanguage/Structured_Data_Across_Wikimedia/Search_Improvements] * A bug that caused problems in loading article thumbnails in Special:Search has been fixed. Further details are in [[phab:T320406|T320406]]. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.6|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-10-18|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-10-19|en}}. It will be on all wikis from {{#time:j xg|2022-10-20|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Lua module authors can use <bdi lang="zxx" dir="ltr"><code>[[mw:Special:MyLanguage/Extension:Scribunto/Lua_reference_manual#mw.loadJsonData|mw.loadJsonData()]]</code></bdi> to load data from JSON pages. [https://phabricator.wikimedia.org/T217500] * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Lua module authors can enable <bdi lang="zxx" dir="ltr"><code>[[mw:Special:MyLanguage/Extension:Scribunto/Lua_reference_manual#Strict_library|require( "strict" )]]</code></bdi> to add errors for some possible code problems. This replaces "[[wikidata:Q16748603|Module:No globals]]" on most wikis. [https://phabricator.wikimedia.org/T209310] '''Future changes''' * The [[Special:Preferences#mw-prefsection-betafeatures|Beta Feature]] for [[mw:Special:MyLanguage/Help:DiscussionTools|DiscussionTools]] will be updated at most wikis. The "{{int:discussiontools-replylink}}" button will look different after this change. [https://phabricator.wikimedia.org/T320683] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/42|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W42"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:46, 17 October 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23943992 --> == Tech News: 2022-43 == <section begin="technews-2022-W43"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/43|Translations]] are available. '''Recent changes''' * There have been some minor visual fixes in Special:Search, regarding audio player alignment and image placeholder height. Further details are in [[phab:T319230|T319230]]. * On Wikipedias, a new [[Special:Preferences#mw-prefsection-searchoptions|preference]] has been added to hide article thumbnails in Special:Search. Full details are in [[phab:T320337|T320337]]. '''Problems''' * Last week, three wikis ({{int:project-localized-name-frwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-jawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ruwiki/en}}) had read-only access for 25 minutes. This was caused by a hardware problem. [https://phabricator.wikimedia.org/T320990] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.7|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-10-25|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-10-26|en}}. It will be on all wikis from {{#time:j xg|2022-10-27|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-10-25|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s5.dblist targeted wikis]) and on {{#time:j xg|2022-10-27|en}} at 7:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s4.dblist targeted wikis]). * Starting on Wednesday, a new set of Wikipedias will get "[[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]]" ({{int:project-localized-name-aswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-banwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-barwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bat smgwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bclwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-be x oldwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bgwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bhwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-biwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bjnwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bmwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bpywiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-brwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bugwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bxrwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-idwiki/en}}). This is part of the [[phab:T304110|progressive deployment of this tool to more Wikipedias]]. The communities can [[mw:Special:MyLanguage/Growth/Community configuration|configure how this feature works locally]]. [https://phabricator.wikimedia.org/T304549] * Starting on Wednesday October 26, 2022, the list of mentors will be upgraded [[d:Q14339834 | at wikis where Growth mentorship is available]]. The mentorship system will continue to work as it does now. The signup process [[mw:Special:MyLanguage/Growth/Communities/How to configure the mentors' list#add|will be replaced]], and a new management option will be provided. Also, this change simplifies [[mw:Special:MyLanguage/Growth/Communities/How to configure the mentors' list#create|the creation of mentorship systems at Wikipedias]]. [https://phabricator.wikimedia.org/T314858][https://phabricator.wikimedia.org/T310905][https://www.mediawiki.org/wiki/Special:MyLanguage/Growth/Structured_mentor_list] * Pages with titles that start with a lower-case letter according to Unicode 11 will be renamed or deleted. There is a list of affected pages at <bdi lang="en" dir="ltr">[[m:Unicode 11 case map migration]]</bdi>. More information can be found at [[phab:T292552|T292552]]. * The Vector 2022 skin will become the default across the smallest Wikipedias. [[mw:Special:MyLanguage/Reading/Web/Desktop_Improvements#smallest-1|Learn more]]. '''Future changes''' * The [[mw:Special:MyLanguage/Talk pages project/Replying|Reply tool]] and [[mw:Special:MyLanguage/Talk pages project/New discussion|New Topic tool]] will soon get a [[mw:Special:MyLanguage/VisualEditor/Special characters|special characters menu]]. [https://phabricator.wikimedia.org/T249072] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/43|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W43"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:22, 24 October 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23975411 --> == Tech News: 2022-44 == <section begin="technews-2022-W44"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/44|Translations]] are available. '''Recent changes''' * When using keyboard navigation on a [[mw:Special:MyLanguage/Help:Extension:Kartographer|Kartographer]] map, the focus will become more visible. [https://phabricator.wikimedia.org/T315997] * In {{#special:RecentChanges}}, you can now hide the log entries for new user creations with the filter for "{{int:rcfilters-filter-newuserlogactions-label}}". [https://phabricator.wikimedia.org/T321155] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.8|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-11-01|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-11-02|en}}. It will be on all wikis from {{#time:j xg|2022-11-03|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). * The [[mw:Special:MyLanguage/Help:Extension:Kartographer|maps dialog]] in VisualEditor now has some help texts. [https://phabricator.wikimedia.org/T318818] * It is now possible to select the language of a [[mw:Special:MyLanguage/Help:Extension:Kartographer|Kartographer]] map in VisualEditor via a dropdown menu. [https://phabricator.wikimedia.org/T318817] * It is now possible to add a caption to a [[mw:Special:MyLanguage/Help:Extension:Kartographer|Kartographer]] map in VisualEditor. [https://phabricator.wikimedia.org/T318815] * It is now possible to hide the frame of a [[mw:Special:MyLanguage/Help:Extension:Kartographer|Kartographer]] map in VisualEditor. [https://phabricator.wikimedia.org/T318813] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/44|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W44"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:15, 31 October 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23977539 --> == Tech News: 2022-45 == <section begin="technews-2022-W45"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/45|Translations]] are available. '''Recent changes''' * An updated version of the [[m:Special:MyLanguage/EventCenter/Registration|Event Registration]] tool is now available for testing at [[testwiki:|testwiki]] and [[test2wiki:| test2wiki]]. The tool provides features for event organizers and participants. Your feedback is welcome at our [[m:Talk:Campaigns/Foundation Product Team/Registration|project talkpage]]. More information about [[m:Campaigns/Foundation Product Team/Registration|the project]] is available. [https://phabricator.wikimedia.org/T318592] '''Problems''' * Twice last week, for about 45 minutes, some files and thumbnails failed to load and uploads failed, mostly for logged-in users. The cause is being investigated and an incident report will be available soon. '''Changes later this week''' * There is no new MediaWiki version this week. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/45|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W45"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:32, 8 November 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24001035 --> == Tech News: 2022-46 == <section begin="technews-2022-W46"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/46|Translations]] are available. '''Recent changes''' * At Wikidata, an interwiki link can now point to a redirect page if certain conditions are met. This new feature is called [[wikidata:Special:MyLanguage/Wikidata:Sitelinks_to_redirects|sitelinks to redirects]]. It is needed when one wiki uses one page to cover multiple concepts but another wiki uses more pages to cover the same concepts. Your [[wikidata:Special:MyLanguage/Wikidata talk:Sitelinks to redirects|feedback on the talkpage]] of the new proposed guideline is welcome. [https://phabricator.wikimedia.org/T278962] * The <span class="mw-content-ltr" lang="en" dir="ltr">[https://www.wikinews.org/ www.wikinews.org]</span>, <span class="mw-content-ltr" lang="en" dir="ltr">[https://www.wikiversity.org/ www.wikiversity.org]</span>, and <span class="mw-content-ltr" lang="en" dir="ltr">[https://www.wikivoyage.org/ www.wikivoyage.org]</span> portal pages now use an automated update system. [https://phabricator.wikimedia.org/T273179] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.10|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-11-15|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-11-16|en}}. It will be on all wikis from {{#time:j xg|2022-11-17|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). * There will be a new link to directly "Edit template data" on Template pages. [https://phabricator.wikimedia.org/T316759] '''Future changes''' * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Wikis where mobile [[mw:Special:MyLanguage/Help:DiscussionTools|DiscussionTools]] are enabled ([[mw:Special:MyLanguage/Talk pages project/Deployment Status|these ones]]) will soon use full CSS styling to display any templates that are placed at the top of talk pages. To adapt these “talk page boxes” for narrow mobile devices you can use media queries, such as in [https://en.wikipedia.org/w/index.php?title=Module:Message_box/tmbox.css&oldid=1097618699#L-69 this example]. [https://phabricator.wikimedia.org/T312309] * Starting in January 2023, [[m:Special:MyLanguage/Community Tech|Community Tech]] will be [[m:Special:MyLanguage/Community Wishlist Survey/Updates/2023 Changes Update|running the Community Wishlist Survey (CWS) every two years]]. This means that in 2024, there will be no new proposals or voting. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/46|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W46"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:54, 14 November 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24071290 --> == Tech News: 2022-47 == <section begin="technews-2022-W47"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/47|Translations]] are available. '''Recent changes''' * The display of non-free media in the search bar and for article thumbnails in Special:Search has been deactivated. Further details are in [[phab:T320661|T320661]]. '''Changes later this week''' * There is no new MediaWiki version this week. * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-11-22|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s2.dblist targeted wikis]) and on {{#time:j xg|2022-11-24|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s7.dblist targeted wikis]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/47|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W47"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:22, 21 November 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24071290 --> == Tech News: 2022-48 == <section begin="technews-2022-W48"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/48|Translations]] are available. '''Recent changes''' * A new preference, “Enable limited width mode”, has been added to the [[Special:Preferences#mw-prefsection-rendering|Vector 2022 skin]]. The preference is also available as a toggle on every page if your monitor is 1600 pixels or wider. It allows for increasing the width of the page for logged-out and logged-in users. [https://phabricator.wikimedia.org/T319449] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.12|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-11-29|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-11-30|en}}. It will be on all wikis from {{#time:j xg|2022-12-01|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-11-29|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s3.dblist targeted wikis]) and on {{#time:j xg|2022-12-01|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s1.dblist targeted wikis]). * Mathematical formulas shown in SVG image format will no longer have PNG fall-backs for browsers that don't support them. This is part of work to modernise the generation system. Showing only PNG versions was the default option until in February 2018. [https://lists.wikimedia.org/hyperkitty/list/wikimedia-l@lists.wikimedia.org/message/3BGOKWJIZGL4TC4HJ22ICRU2SEPWGCR4/][https://phabricator.wikimedia.org/T311620][https://phabricator.wikimedia.org/T186327] * On [[phab:P40224|some wikis]] that use flagged revisions, [[mw:Special:MyLanguage/Help:Extension:FlaggedRevs#Special:Contributions|a new checkbox will be added]] to Special:Contributions that enables you to see only the [[mw:Special:MyLanguage/Help:Pending changes|pending changes]] by a user. [https://phabricator.wikimedia.org/T321445] '''Future changes''' * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] How media is structured in the parser's HTML output will change early next week at [https://wikitech.wikimedia.org/wiki/Deployments/Train#Wednesday group1 wikis] (but not Wikimedia Commons or Meta-Wiki). This change improves the accessibility of content, and makes it easier to write related CSS. You may need to update your site-CSS, or userscripts and gadgets. There are [[mw:Special:MyLanguage/Parsoid/Parser_Unification/Media_structure/FAQ|details on what code to check, how to update the code, and where to report any related problems]]. [https://phabricator.wikimedia.org/T314318] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/48|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W48"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:03, 28 November 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24114342 --> == Tech News: 2022-49 == <section begin="technews-2022-W49"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/49|Translations]] are available. '''Recent changes''' * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] The Wikisources use a tool called ProofreadPage. ProofreadPage uses OpenSeadragon which is an open source tool. The OpenSeadragon JavaScript API has been significantly re-written to support dynamically loading images. The functionality provided by the older version of the API should still work but it is no longer supported. User scripts and gadgets should migrate over to the newer version of the API. The functionality provided by the newer version of the API is [[mw:Extension:Proofread_Page/Page_viewer#JS_API|documented on MediaWiki]]. [https://phabricator.wikimedia.org/T308098][https://www.mediawiki.org/wiki/Extension:Proofread_Page/Edit-in-Sequence] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.13|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-12-06|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-12-07|en}}. It will be on all wikis from {{#time:j xg|2022-12-08|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/49|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W49"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:41, 6 December 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24151590 --> == Tech News: 2022-50 == <section begin="technews-2022-W50"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/50|Translations]] are available. '''Recent changes''' * An [[mw:Special:MyLanguage/Talk pages project/Mobile|A/B test has begun]] at 15 Wikipedias for [[mw:Special:MyLanguage/Help:DiscussionTools#Mobile|DiscussionTools on mobile]]. Half of the editors on the [[mw:Reading/Web/Mobile|mobile web site]] will have access to the {{int:discussiontools-replybutton}} tool and other features. [https://phabricator.wikimedia.org/T321961] * The character <code>=</code> cannot be used in new usernames, to make usernames work better with templates. Existing usernames are not affected. [https://phabricator.wikimedia.org/T254045] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.14|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-12-13|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-12-14|en}}. It will be on all wikis from {{#time:j xg|2022-12-15|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] The HTML markup used by [[mw:Special:MyLanguage/Help:DiscussionTools|DiscussionTools]] to [[mw:Special:MyLanguage/Talk_pages_project/Usability#Phase_1:_Topic_containers|show discussion metadata below section headings]] will be inserted after these headings, not inside of them. This change improves the accessibility of discussion pages for screen reader software. [https://phabricator.wikimedia.org/T314714] '''Events''' * The fourth edition of the [[m:Special:MyLanguage/Coolest_Tool_Award|Coolest Tool Award]] will happen online on [https://zonestamp.toolforge.org/1671210002 Friday 16 December 2022 at 17:00 UTC]! The event will be live-streamed on YouTube in the [https://www.youtube.com/user/watchmediawiki MediaWiki channel] and added to Commons afterwards. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/50|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W50"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:34, 12 December 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24216570 --> == Tech News: 2022-51 == <section begin="technews-2022-W51"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/51|Translations]] are available. '''Tech News''' * Because of the [[w:en:Christmas and holiday season|holidays]] the next issue of Tech News will be sent out on 9 January 2023. '''Recent changes''' * On a user's contributions page, you can filter it for edits with a tag like 'reverted'. Now, you can also filter for all edits that are not tagged like that. This was part of a Community Wishlist 2022 request. [https://phabricator.wikimedia.org/T119072] * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] A new function has been used for gadget developers to add content underneath the title on article pages. This is considered a stable API that should work across all skins. [[mw:Special:MyLanguage/ResourceLoader/Core_modules#addSubtitle|Documentation is available]]. [https://phabricator.wikimedia.org/T316830] * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] [[test2wiki:|One of our test wikis]] is now being served from a new infrastructure powered by [[w:Kubernetes|Kubernetes]] ([[wikitech:MediaWiki On Kubernetes|read more]]). More Wikis will switch to this new infrastructure in early 2023. Please test and let us know of any issues. [https://phabricator.wikimedia.org/T290536] '''Problems''' * Last week, all wikis had no edit access for 9 minutes. This was caused by a database problem. [https://wikitech.wikimedia.org/wiki/Incidents/2022-12-13_sessionstore] '''Changes later this week''' * There is no new MediaWiki version this week or next week. * The word "{{int:discussiontools-replybutton}}" is very short in some languages, such as Arabic ("<bdi lang="ar">ردّ</bdi>"). This makes the {{int:discussiontools-preference-label}} button on talk pages difficult to use. An arrow icon will be added to those languages. This will only be visible to editors who have the [[Special:Preferences#mw-prefsection-betafeatures|Beta Feature]] turned on. [https://www.mediawiki.org/wiki/Talk_pages_project/Usability#Status] [https://phabricator.wikimedia.org/T323537] '''Future changes''' * Edits can be automatically "tagged" by the system software or the {{int:Abusefilter}} system. Those tags link to a help page about the tags. Soon they will also link to Recent Changes to let you see other edits tagged this way. This was a Community Wishlist 2022 request. [https://phabricator.wikimedia.org/T301063] * The Trust & Safety tools team [[m:Special:MyLanguage/Private Incident Reporting System/Timeline and Updates|have shared new plans]] for building the Private Incident Reporting System. The system will make it easier for editors to ask for help if they are harassed or abused. * [[m:Special:MyLanguage/Community Wishlist Survey 2021/Real Time Preview for Wikitext|Realtime Preview for Wikitext]] is coming out of beta as an enabled feature for every user of the 2010 Wikitext [[mw:Special:MyLanguage/Editor|editor]] in the week of January 9, 2023. It will be available to use via the toolbar in the 2010 Wikitext editor. The feature was the 4th most popular wish of the Community Wishlist Survey 2021. '''Events''' * You can now [[mw:Special:MyLanguage/Wikimedia Hackathon 2023/Participate|register for the Wikimedia Hackathon 2023]], taking place on May 19–21 in Athens, Greece. You can also apply for a scholarship until January 14th. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/51|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W51"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:00, 20 December 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24258101 --> == Tech News: 2023-02 == <section begin="technews-2023-W02"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/02|Translations]] are available. '''Recent changes''' * You can use tags to filter edits in the recent changes feed or on your watchlist. You can now use tags to filter out edits you don't want to see. Previously you could only use tags to focus on the edits with those tags. [https://phabricator.wikimedia.org/T174349] * [[Special:WhatLinksHere|Special:WhatLinksHere]] shows all pages that link to a specific page. There is now a [https://wlh.toolforge.org prototype] for how to sort those pages alphabetically. You can see the discussion in the [[phab:T4306|Phabricator ticket]]. * You can now use the [[mw:Special:MyLanguage/Extension:Thanks|thanks]] function on your watchlist and the user contribution page. [https://phabricator.wikimedia.org/T51541] * A wiki page can be moved to give it a new name. You can now get a dropdown menu with common reasons when you move a page. This is so you don't have to write the explanation every time. [https://phabricator.wikimedia.org/T325257] * [[m:Special:MyLanguage/Matrix.org|Matrix]] is a chat tool. You can now use <code>matrix:</code> to create Matrix links on wiki pages. [https://phabricator.wikimedia.org/T326021] * You can filter out translations when you look at the recent changes on multilingual wikis. This didn't hide translation pages. You can now also hide subpages which are translation pages. [https://phabricator.wikimedia.org/T233493] '''Changes later this week''' * [[m:Special:MyLanguage/Real Time Preview for Wikitext|Realtime preview for wikitext]] is a tool which lets editors preview the page when they edit wikitext. It will be enabled for all users of the 2010 wikitext editor. You will find it in the editor toolbar. * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2023-01-10|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s5.dblist targeted wikis]) and on {{#time:j xg|2023-01-12|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s6.dblist targeted wikis]). * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.18|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-01-10|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-01-11|en}}. It will be on all wikis from {{#time:j xg|2023-01-12|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/02|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W02"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 01:07, 10 January 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24342971 --> == Tech News: 2023-03 == <section begin="technews-2023-W03"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/03|Translations]] are available. '''Problems''' * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] The URLs in "{{int:last}}" links on page history now contain <bdi lang="zxx" dir="ltr"><code><nowiki>diff=prev&oldid=[revision ID]</nowiki></code></bdi> in place of <bdi lang="zxx" dir="ltr"><code><nowiki>diff=[revision ID]&oldid=[revision ID]</nowiki></code></bdi>. This is to fix a problem with links pointing to incorrect diffs when history was filtered by a tag. Some user scripts may break as a result of this change. [https://phabricator.wikimedia.org/T243569] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.19|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-01-17|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-01-18|en}}. It will be on all wikis from {{#time:j xg|2023-01-19|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). * Some [[mw:Special:MyLanguage/Talk pages project/Usability|changes to the appearance of talk pages]] have only been available on <code>{{ns:1}}:</code> and <code>{{ns:3}}:</code> namespaces. These will be extended to other talk namespaces, such as <code>{{ns:5}}:</code>. They will continue to be unavailable in non-talk namespaces, including <code>{{ns:4}}:</code> pages (e.g., at the Village Pump). You can [[Special:Preferences#mw-prefsection-editing-discussion|change your preferences]] ([[Special:Preferences#mw-prefsection-betafeatures|beta feature]]). [https://phabricator.wikimedia.org/T325417] *On Wikisources, when an image is zoomed or panned in the Page: namespace, the same zoom and pan settings will be remembered for all Page: namespace pages that are linked to a particular Index: namespace page. [https://gerrit.wikimedia.org/r/c/mediawiki/extensions/ProofreadPage/+/868841] * The Vector 2022 skin will become the default for the English Wikipedia desktop users. The change will take place on January 18 at 15:00 UTC. [[:en:w:Wikipedia:Vector 2022|Learn more]]. '''Future changes''' * The 2023 edition of the [[m:Special:MyLanguage/Community Wishlist Survey 2023|Community Wishlist Survey]], which invites contributors to make technical proposals and vote for tools and improvements, starts next week on 23 January 2023 at 18:00 UTC. You can start drafting your proposals in [[m:Community Wishlist Survey/Sandbox|the CWS sandbox]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/03|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W03"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 01:10, 17 January 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24381020 --> == Tech News: 2023-04 == <section begin="technews-2023-W04"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/04|Translations]] are available. '''Problems''' * Last week, for ~15 minutes, all wikis were unreachable for logged-in users and non-cached pages. This was caused by a timing issue. [https://wikitech.wikimedia.org/wiki/Incidents/2023-01-17_MediaWiki] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.20|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-01-24|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-01-25|en}}. It will be on all wikis from {{#time:j xg|2023-01-26|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). * If you have the Beta Feature for [[mw:Special:MyLanguage/Talk pages project|DiscussionTools]] enabled, the appearance of talk pages will add more information about discussion activity. [https://www.mediawiki.org/wiki/Special:MyLanguage/Talk_pages_project/Usability#Status][https://phabricator.wikimedia.org/T317907] * The 2023 edition of the [[m:Special:MyLanguage/Community Wishlist Survey 2023|Community Wishlist Survey]] (CWS), which invites contributors to make technical proposals and vote for tools and improvements, starts on Monday 23 January 2023 at [https://zonestamp.toolforge.org/1674496814 18:00 UTC]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/04|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W04"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:46, 23 January 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24418874 --> == Tech News: 2023-05 == <section begin="technews-2023-W05"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/05|Translations]] are available. '''Problems''' * Last week, for ~15 minutes, some users were unable to log in or edit pages. This was caused by a problem with session storage. [https://wikitech.wikimedia.org/wiki/Incidents/2023-01-24_sessionstore_quorum_issues] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.21|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-01-31|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-02-01|en}}. It will be on all wikis from {{#time:j xg|2023-02-02|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). '''Future changes''' * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Wikis that use localized numbering schemes for references need to add new CSS. This will help to show citation numbers the same way in all reading and editing modes. If your wiki would prefer to do it yourselves, please see the [[mw:Special:MyLanguage/Parsoid/Parser Unification/Cite CSS|details and example CSS to copy from]], and also add your wiki to the list. Otherwise, the developers will directly help out starting the week of February 5. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/05|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W05"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:05, 31 January 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24455949 --> == Tech News: 2023-06 == <section begin="technews-2023-W06"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/06|Translations]] are available. '''Recent changes''' * In the [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements|Vector 2022 skin]], logged-out users using the full-width toggle will be able to see the setting of their choice even after refreshing pages or opening new ones. This only applies to wikis where Vector 2022 is the default. [https://phabricator.wikimedia.org/T321498] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.22|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-02-07|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-02-08|en}}. It will be on all wikis from {{#time:j xg|2023-02-09|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). * Previously, we announced when some wikis would be in read-only for a few minutes because of a switch of their main database. These switches will not be announced any more, as the read-only time has become non-significant. Switches will continue to happen at 7AM UTC on Tuesdays and Thursdays. [https://phabricator.wikimedia.org/T292543#8568433] * Across all the wikis, in the Vector 2022 skin, logged-in users will see the page-related links such as "What links here" in a [[mw:Special:MyLanguage/Reading/Web/Desktop_Improvements/Features/Page_tools|new side menu]]. It will be displayed on the other side of the screen. This change had previously been made on Czech, English, and Vietnamese Wikipedias. [https://phabricator.wikimedia.org/T328692] *[[m:Special:MyLanguage/Community Wishlist Survey 2023|Community Wishlist Survey 2023]] will stop receiving new proposals on [https://zonestamp.toolforge.org/1675706431 Monday, 6 February 2023, at 18:00 UTC]. Proposers should complete any edits by then, to give time for [[m:Special:MyLanguage/Community_Wishlist_Survey/Help_us|translations]] and review. Voting will begin on Friday, 10 February. '''Future changes''' * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Gadgets and user scripts will be changing to load on desktop and mobile sites. Previously they would only load on the desktop site. It is recommended that wiki administrators audit the [[MediaWiki:Gadgets-definition|gadget definitions]] prior to this change, and add <bdi lang="zxx" dir="ltr"><code>skins=…</code></bdi> for any gadgets which should not load on mobile. [https://phabricator.wikimedia.org/T328610 More details are available]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/06|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W06"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 10:21, 6 February 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24491749 --> == Tech News: 2023-07 == <section begin="technews-2023-W07"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/07|Translations]] are available. '''Problems''' * On wikis where patrolled edits are enabled, changes made to the [[mw:Special:MyLanguage/Growth/Communities/How to configure the mentors' list|mentor list]] by autopatrolled mentors are not correctly marked as patrolled. It will be fixed later this week. [https://phabricator.wikimedia.org/T328444] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.23|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-02-14|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-02-15|en}}. It will be on all wikis from {{#time:j xg|2023-02-16|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). * The Reply tool and other parts of [[mw:Special:MyLanguage/Help:DiscussionTools#Mobile|DiscussionTools]] will be deployed for all editors using the mobile site. You can [[mw:Special:MyLanguage/Talk_pages_project/Mobile#Status_Updates|read more about this decision]]. [https://phabricator.wikimedia.org/T298060] '''Future changes''' * All wikis will be read-only for a few minutes on March 1. This is planned for [https://zonestamp.toolforge.org/1677679222 14:00 UTC]. More information will be published in Tech News and will also be posted on individual wikis in the coming weeks. [https://phabricator.wikimedia.org/T328287][https://phabricator.wikimedia.org/T327920][https://wikitech.wikimedia.org/wiki/Deployments] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/07|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W07"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 01:48, 14 February 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24540832 --> == Tech News: 2023-08 == <section begin="technews-2023-W08"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/08|Translations]] are available. '''Problems''' * Last week, during planned maintenance of Cloud Services, unforeseen complications forced the team to turn off all tools for 2–3 hours to prevent data corruption. Work is ongoing to prevent similar problems in the future. [https://phabricator.wikimedia.org/T329535] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.23|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-02-21|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-02-22|en}}. It will be on all wikis from {{#time:j xg|2023-02-23|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). *The voting phase for the [[m:Special:MyLanguage/Community Wishlist Survey 2023|Community Wishlist Survey 2023]] ends on [https://zonestamp.toolforge.org/1677261621 24 February at 18:00 UTC]. The results of the survey will be announced on 28 February. '''Future changes''' * All wikis will be read-only for a few minutes on March 1. This is planned for [https://zonestamp.toolforge.org/1677679222 14:00 UTC]. More information will be published in Tech News and will also be posted on individual wikis in the coming weeks. [https://phabricator.wikimedia.org/T328287][https://phabricator.wikimedia.org/T327920][https://wikitech.wikimedia.org/wiki/Deployments] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/08|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W08"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 01:57, 21 February 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24570514 --> == Tech News: 2023-09 == <section begin="technews-2023-W09"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/09|Translations]] are available. '''Problems''' * Last week, in some areas of the world, there were problems with loading pages for 20 minutes and saving edits for 55 minutes. These issues were caused by a problem with our caching servers due to unforseen events during a routine maintenance task. [https://wikitech.wikimedia.org/wiki/Incidents/2023-02-22_wiki_outage][https://wikitech.wikimedia.org/wiki/Incidents/2023-02-22_read_only] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.25|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-02-28|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-03-01|en}}. It will be on all wikis from {{#time:j xg|2023-03-02|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). * All wikis will be read-only for a few minutes on March 1. This is planned for [https://zonestamp.toolforge.org/1677679222 14:00 UTC]. [https://meta.wikimedia.org/wiki/Special:MyLanguage/Tech/Server_switch] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/09|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W09"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:47, 27 February 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24634242 --> == Tech News: 2023-10 == <section begin="technews-2023-W10"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/10|Translations]] are available. '''Recent changes''' * The Community Wishlist Survey 2023 edition has been concluded. Community Tech has [[m:Special:MyLanguage/Community Wishlist Survey 2023/Results|published the results]] of the survey and will provide an update on what is next in April 2023. * On wikis which use [[mw:Special:MyLanguage/Writing_systems|LanguageConverter]] to handle multiple writing systems, articles which used custom conversion rules in the wikitext (primarily on Chinese Wikipedia) would have these rules applied inconsistently in the table of contents, especially in the Vector 2022 skin. This has now been fixed. [https://phabricator.wikimedia.org/T306862] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.26|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-03-07|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-03-08|en}}. It will be on all wikis from {{#time:j xg|2023-03-09|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). * A search system has been added to the [[Special:Preferences|Preferences screen]]. This will let you find different options more easily. Making it work on mobile devices will happen soon. [https://phabricator.wikimedia.org/T313804] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/10|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W10"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:49, 6 March 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24676916 --> == Tech News: 2023-11 == <section begin="technews-2023-W11"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/11|Translations]] are available. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.27|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-03-14|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-03-15|en}}. It will be on all wikis from {{#time:j xg|2023-03-16|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). * Starting on Wednesday, a new set of Wikipedias will get "[[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]]" ({{int:project-localized-name-cbk_zamwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-cdowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-cewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-cebwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-chwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-chrwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-chywiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ckbwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-cowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-csbwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-cuwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-cvwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-cywiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-itwiki/en}}). This is part of the [[phab:T304110|progressive deployment of this tool to more Wikipedias]]. The communities can [[mw:Special:MyLanguage/Growth/Community configuration|configure how this feature works locally]]. [https://phabricator.wikimedia.org/T304542][https://phabricator.wikimedia.org/T304550] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/11|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W11"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:20, 13 March 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24700189 --> == Tech News: 2023-12 == <section begin="technews-2023-W12"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/12|Translations]] are available. '''Problems''' * Last week, some users experienced issues loading image thumbnails. This was due to incorrectly cached images. [https://phabricator.wikimedia.org/T331820] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.1|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-03-21|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-03-22|en}}. It will be on all wikis from {{#time:j xg|2023-03-23|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] A link to the user's [[{{#special:CentralAuth}}]] page will appear on [[{{#special:Contributions}}]] — some user scripts which previously added this link may cause conflicts. This feature request was [[:m:Community Wishlist Survey 2023/Admins and patrollers/Add link to CentralAuth on Special:Contributions|voted #17 in the 2023 Community Wishlist Survey]]. * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] The [[{{#special:AbuseFilter}}]] edit window will be resizable and larger by default. This feature request was [[:m:Community Wishlist Survey 2023/Anti-harassment/Make the AbuseFilter edit window resizable and larger by default|voted #80 in the 2023 Community Wishlist Survey]]. * There will be a new option for Administrators when they are unblocking a user, to add the unblocked user’s user page to their watchlist. This will work both via [[{{#special:Unblock}}]] and via the API. [https://phabricator.wikimedia.org/T257662] '''Meetings''' * You can join the next meeting with the Wikipedia mobile apps teams. During the meeting, we will discuss the current features and future roadmap. The meeting will be on [https://zonestamp.toolforge.org/1679677204 24 March at 17:00 (UTC)]. See [[mw:Special:MyLanguage/Wikimedia Apps/Office Hours|details and how to join]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/12|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W12"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 01:25, 21 March 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24732558 --> == Tech News: 2023-13 == <section begin="technews-2023-W13"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/13|Translations]] are available. '''Recent changes''' * The [[:mw:Special:MyLanguage/Extension:AbuseFilter|AbuseFilter]] condition limit was increased from 1000 to 2000. [https://phabricator.wikimedia.org/T309609] * [[:m:Special:MyLanguage/Global AbuseFilter#Locally disabled actions|Some Global AbuseFilter]] actions will no longer apply to local projects. [https://phabricator.wikimedia.org/T332521] * Desktop users are now able to subscribe to talk pages by clicking on the {{int:discussiontools-newtopicssubscription-button-subscribe-label}} link in the {{int:toolbox}} menu. If you subscribe to a talk page, you receive [[mw:Special:MyLanguage/Notifications|notifications]] when new topics are started on that talk page. This is separate from putting the page on your watchlist or subscribing to a single discussion. [https://phabricator.wikimedia.org/T263821] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.2|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-03-28|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-03-29|en}}. It will be on all wikis from {{#time:j xg|2023-03-30|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). '''Future changes''' * You will be able to choose [[mw:Special:MyLanguage/VisualEditor/Diffs|visual diffs]] on all [[m:Special:MyLanguage/Help:Page history|history pages]] at the Wiktionaries and Wikipedias. [https://phabricator.wikimedia.org/T314588] * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] The legacy [[mw:Mobile Content Service|Mobile Content Service]] is going away in July 2023. Developers are encouraged to switch to Parsoid or another API before then to ensure service continuity. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/4MVQQTONJT7FJAXNVOFV3WWVVMCHRINE/] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/13|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W13"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 01:13, 28 March 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24780854 --> == Tech News: 2023-14 == <section begin="technews-2023-W14"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/14|Translations]] are available. '''Recent changes''' * The system for automatically creating categories for the [[mw:Special:MyLanguage/Extension:Babel|Babel]] extension has had several important changes and fixes. One of them allows you to insert templates for automatic category descriptions on creation, allowing you to categorize the new categories. [https://phabricator.wikimedia.org/T211665][https://phabricator.wikimedia.org/T64714][https://phabricator.wikimedia.org/T170654][https://phabricator.wikimedia.org/T184941][https://phabricator.wikimedia.org/T33074] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.3|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-04-04|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-04-05|en}}. It will be on all wikis from {{#time:j xg|2023-04-06|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * Some older [[w:en:Web browser|Web browsers]] will stop being able to use [[w:en:JavaScript|JavaScript]] on Wikimedia wikis from this week. This mainly affects users of Internet Explorer 11. If you have an old web browser on your computer you can try to upgrade to a newer version. [https://phabricator.wikimedia.org/T178356] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The deprecated <bdi lang="zxx" dir="ltr"><code>jquery.hoverIntent</code></bdi> module has been removed. This module could be used by gadgets and user scripts, to create an artificial delay in how JavaScript responds to a hover event. Gadgets and user scripts should now use jQuery <bdi lang="zxx" dir="ltr"><code>hover()</code></bdi> or <bdi lang="zxx" dir="ltr"><code>on()</code></bdi> instead. Examples can be found in the [[mw:Special:MyLanguage/ResourceLoader/Migration_guide_(users)#jquery.hoverIntent|migration guide]]. [https://phabricator.wikimedia.org/T311194] * Some of the links in [[{{#special:SpecialPages}}]] will be re-arranged. There will be a clearer separation between links that relate to all users, and links related to your own user account. [https://phabricator.wikimedia.org/T333242] * You will be able to hide the [[mw:Special:MyLanguage/Talk pages project/Replying|Reply button]] in archived discussion pages with a new <bdi lang="zxx" dir="ltr"><code><nowiki>__ARCHIVEDTALK__</nowiki></code></bdi> magic word. There will also be a new <bdi lang="zxx" dir="ltr"><code>.mw-archivedtalk</code></bdi> CSS class for hiding the Reply button in individual sections on a page. [https://phabricator.wikimedia.org/T249293][https://phabricator.wikimedia.org/T295553][https://gerrit.wikimedia.org/r/c/mediawiki/extensions/DiscussionTools/+/738221] '''Future changes''' * The Vega software that creates data visualizations in pages, such as graphs, will be upgraded to the newest version in the future. Graphs that still use the very old version 1.5 syntax may stop working properly. Most existing uses have been found and updated, but you can help to check, and to update any local documentation. [[phab:T260542|Examples of how to find and fix these graphs are available]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/14|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W14"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:39, 3 April 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24820268 --> == Tech News: 2023-15 == <section begin="technews-2023-W15"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/15|Translations]] are available. '''Recent changes''' * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] In the visual editor, it is now possible to edit captions of images in galleries without opening the gallery dialog. This feature request was [[:m:Community Wishlist Survey 2023/Editing/Editable gallery captions in Visual Editor|voted #61 in the 2023 Community Wishlist Survey]]. [https://phabricator.wikimedia.org/T190224] * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] You can now receive notifications when another user edits your user page. See the "{{int:Echo-category-title-edit-user-page}}" option in [[Special:Preferences#mw-prefsection-echo|your Preferences]]. This feature request was [[:m:Community Wishlist Survey 2023/Anti-harassment/Notifications for user page edits|voted #3 in the 2023 Community Wishlist Survey]]. [https://phabricator.wikimedia.org/T3876] '''Problems''' * There was a problem with all types of CentralNotice banners still being shown to logged-in users even if they had [[Special:Preferences#mw-prefsection-centralnotice-banners|turned off]] specific banner types. This has now been fixed. [https://phabricator.wikimedia.org/T331671] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.4|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-04-11|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-04-12|en}}. It will be on all wikis from {{#time:j xg|2023-04-13|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * Starting on Wednesday, a new set of Wikipedias will get "[[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]]" ({{int:project-localized-name-arywiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-dawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-dinwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-dsbwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-eewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-elwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-emlwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-eowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-etwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-euwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-extwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tumwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ffwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-fiwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-fiu_vrowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-fjwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-fowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-frpwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-frrwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-furwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-gawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-gcrwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-gdwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-glwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-glkwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-gnwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-gomwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-gotwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-guwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-gvwiki/en}}). This is part of the [[phab:T304110|progressive deployment of this tool to more Wikipedias]]. The communities can [[mw:Special:MyLanguage/Growth/Community configuration|configure how this feature works locally]]. [https://phabricator.wikimedia.org/T304551][https://phabricator.wikimedia.org/T308133] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/15|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W15"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:05, 10 April 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24851886 --> == Tech News: 2023-16 == <section begin="technews-2023-W16"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/16|Translations]] are available. '''Recent changes''' * You can now see [[mw:Special:MyLanguage/Help:Extension:Kartographer#Show_nearby_articles|nearby articles on a Kartographer map]] with the button for the new feature "{{int:Kartographer-sidebar-nearbybutton}}". Six wikis have been testing this feature since October. [https://meta.wikimedia.org/wiki/WMDE_Technical_Wishes/Geoinformation/Nearby_articles#Implementation][https://phabricator.wikimedia.org/T334079] * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] The [[m:Special:GlobalWatchlist|Special:GlobalWatchlist]] page now has links for "{{int:globalwatchlist-markpageseen}}" for each entry. This feature request was [[m:Community Wishlist Survey 2023/Notifications, Watchlists and Talk Pages/Button to mark a single change as read in the global watch list|voted #161 in the 2023 Community Wishlist Survey]]. [https://phabricator.wikimedia.org/T334246] '''Problems''' * At Wikimedia Commons, some thumbnails have not been getting replaced correctly after a new version of the image is uploaded. This should be fixed later this week. [https://phabricator.wikimedia.org/T331138][https://phabricator.wikimedia.org/T333042] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] For the last few weeks, some external tools had inconsistent problems with logging-in with OAuth. This has now been fixed. [https://phabricator.wikimedia.org/T332650] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.5|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-04-18|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-04-19|en}}. It will be on all wikis from {{#time:j xg|2023-04-20|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/16|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W16"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 01:54, 18 April 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24881071 --> == Tech News: 2023-17 == <section begin="technews-2023-W17"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/17|Translations]] are available. '''Recent changes''' * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] The date-selection menu on pages such as [[{{#special:Contributions}}]] will now show year-ranges that are in the current and past decade, instead of the current and future decade. This feature request was [[m:Community Wishlist Survey 2023/Miscellaneous/Change year range shown in date selection popup|voted #145 in the 2023 Community Wishlist Survey]]. [https://phabricator.wikimedia.org/T334316] '''Problems''' * Due to security issues with the [[mw:Special:MyLanguage/Extension:Graph|Graph extension]], graphs have been disabled in all Wikimedia projects. Wikimedia Foundation teams are working to respond to these vulnerabilities. [https://phabricator.wikimedia.org/T334940] * For a few days, it was not possible to save some kinds of edits on the mobile version of a wiki. This has been fixed. [https://phabricator.wikimedia.org/T334797][https://phabricator.wikimedia.org/T334799][https://phabricator.wikimedia.org/T334794] '''Changes later this week''' * All wikis will be read-only for a few minutes on April 26. This is planned for [https://zonestamp.toolforge.org/1682517653 14:00 UTC]. [https://meta.wikimedia.org/wiki/Special:MyLanguage/Tech/Server_switch] * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.6|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-04-25|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-04-26|en}}. It will be on all wikis from {{#time:j xg|2023-04-27|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). '''Future changes''' * The Editing team plans an A/B test for [[mw:Special:MyLanguage/Talk pages project/Usability|a usability analysis of the Talk page project]]. The [[mw:Special:MyLanguage/Talk pages project/Usability/Analysis|planned measurements are available]]. Your wiki [[phab:T332946|may be invited to participate]]. Please suggest improvements to the measurement plan at [[mw:Talk:Talk pages project/Usability|the discussion page]]. * [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2023-2024|The Wikimedia Foundation annual plan 2023-2024 draft is open for comment and input]] until May 19. The final plan will be published in July 2023 on Meta-wiki. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/17|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W17"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 22:03, 24 April 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24933592 --> == Tech News: 2023-18 == <section begin="technews-2023-W18"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/18|Translations]] are available. '''Recent changes''' * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] The content attribution tools [[mw:Special:MyLanguage/Who Wrote That?|Who Wrote That?]], [[xtools:authorship|XTools Authorship]], and [[xtools:blame|XTools Blame]] now support the French and Italian Wikipedias. More languages will be added in the near future. This is part of the [[m:Community Wishlist Survey 2023/Reading/Extend "Who Wrote That?" tool to more wikis|#7 wish in the 2023 Community Wishlist Survey]]. [https://phabricator.wikimedia.org/T243711][https://phabricator.wikimedia.org/T270490][https://phabricator.wikimedia.org/T334891] * The [[:commons:Special:MyLanguage/Commons:Video2commons|Video2commons]] tool has been updated. This fixed several bugs related to YouTube uploads. [https://github.com/toolforge/video2commons/pull/162/commits] * The [[{{#special:Preferences}}]] page has been redesigned on mobile web. The new design makes it easier to browse the different categories and settings at low screen widths. You can also now access the page via a link in the Settings menu in the mobile web sidebar. [https://www.mediawiki.org/wiki/Moderator_Tools/Content_moderation_on_mobile_web/Preferences] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.7|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-05-02|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-05-03|en}}. It will be on all wikis from {{#time:j xg|2023-05-04|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/18|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W18"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 01:45, 2 May 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24966974 --> == Tech News: 2023-19 == <section begin="technews-2023-W19"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/19|Translations]] are available. '''Recent changes''' * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] Last week, Community Tech released the first update for providing [[m:Special:MyLanguage/Community Wishlist Survey 2022/Better diff handling of paragraph splits|better diffs]], the #1 request in the 2022 Community Wishlist Survey. [[phab:T324759|This update]] adds legends and tooltips to inline diffs so that users unfamiliar with the blue and yellow highlights can better understand the type of edits made. * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] When you close an image that is displayed via MediaViewer, it will now return to the wiki page instead of going back in your browser history. This feature request was [[m:Community Wishlist Survey 2023/Reading/Return to the article when closing the MediaViewer|voted #65 in the 2023 Community Wishlist Survey]]. [https://phabricator.wikimedia.org/T236591] * The [[mw:Special:MyLanguage/Extension:SyntaxHighlight|SyntaxHighlight]] extension now supports <bdi lang="en" dir="ltr"><code>wikitext</code></bdi> as a selected language. Old alternatives that were used to highlight wikitext, such as <bdi lang="en" dir="ltr"><code>html5</code></bdi>, <bdi lang="en" dir="ltr"><code>moin</code></bdi>, and <bdi lang="en" dir="ltr"><code>html+handlebars</code></bdi>, can now be replaced. [https://phabricator.wikimedia.org/T29828] * [[mw:Special:MyLanguage/Manual:Creating pages with preloaded text|Preloading text to new pages/sections]] now supports preloading from localized MediaWiki interface messages. [https://cs.wikipedia.org/wiki/User_talk:Martin_Urbanec_(WMF)?action=edit&section=new&preload=MediaWiki:July Here is an example] at the {{int:project-localized-name-cswiki/en}} that uses <bdi lang="zxx" dir="ltr"><code><nowiki>preload=MediaWiki:July</nowiki></code></bdi>. [https://phabricator.wikimedia.org/T330337] '''Problems''' * Graph Extension update: Foundation developers have completed upgrading the visualization software to Vega5. Existing community graphs based on Vega2 are no longer compatible. Communities need to update local graphs and templates, and shared lua modules like <bdi lang="de" dir="ltr">[[:de:Modul:Graph]]</bdi>. The [https://vega.github.io/vega/docs/porting-guide/ Vega Porting guide] provides the most comprehensive detail on migration from Vega2 and [https://www.mediawiki.org/w/index.php?title=Template:Graph:PageViews&action=history here is an example migration]. Vega5 has currently just been enabled on mediawiki.org to provide a test environment for communities. [https://phabricator.wikimedia.org/T334940#8813922] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.8|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-05-09|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-05-10|en}}. It will be on all wikis from {{#time:j xg|2023-05-11|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Until now, all new OAuth apps went through manual review. Starting this week, apps using identification-only or basic authorizations will not require review. [https://phabricator.wikimedia.org/T67750] '''Future changes''' * During the next year, MediaWiki will stop using IP addresses to identify logged-out users, and will start automatically assigning unique temporary usernames. Read more at [[m:Special:MyLanguage/IP Editing: Privacy Enhancement and Abuse Mitigation/Updates|IP Editing: Privacy Enhancement and Abuse Mitigation/Updates]]. You can [[m:Talk:IP Editing: Privacy Enhancement and Abuse Mitigation#What should it look like?|join the discussion]] about the [[m:Special:MyLanguage/IP Editing: Privacy Enhancement and Abuse Mitigation/Updates#What will temporary usernames look like?|format of the temporary usernames]]. [https://phabricator.wikimedia.org/T332805] * There will be an [[:w:en:A/B testing|A/B test]] on 10 Wikipedias where the Vector 2022 skin is the default skin. Half of logged-in desktop users will see an interface where the different parts of the page are more clearly separated. You can [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Updates/2023-05 Zebra9 A/B test|read more]]. [https://phabricator.wikimedia.org/T333180][https://phabricator.wikimedia.org/T335972] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] <code>jquery.tipsy</code> will be removed from the MediaWiki core. This will affect some user scripts. Many lines with <code>.tipsy(</code> can be commented out. <code>OO.ui.PopupWidget</code> can be used to keep things working like they are now. You can [[phab:T336019|read more]] and [[:mw:Help:Locating broken scripts|read about how to find broken scripts]]. [https://phabricator.wikimedia.org/T336019] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/19|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W19"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:36, 9 May 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24998636 --> == Tech News: 2023-20 == <section begin="technews-2023-W20"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/20|Translations]] are available. '''Problems''' * Citations that are automatically generated based on [[d:Q33057|ISBN]] are currently broken. This affects citations made with the [[mw:Special:MyLanguage/Help:VisualEditor/User_guide/Citations-Full#Automatic|VisualEditor Automatic tab]], and the use of the citoid API in gadgets and user scripts. Work is ongoing to restore this feature. [https://phabricator.wikimedia.org/T336298] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.9|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-05-16|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-05-17|en}}. It will be on all wikis from {{#time:j xg|2023-05-18|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * Starting on Wednesday, a new set of Wikipedias will get "[[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]]" ({{int:project-localized-name-gorwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-hawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-hakwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-hawwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-hifwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-hrwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-hsbwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-htwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-iawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-iewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-igwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ilowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-inhwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-iowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-iswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-iuwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-jamwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-jvwiki/en}}). This is part of the [[phab:T304110|progressive deployment of this tool to more Wikipedias]]. The communities can [[mw:Special:MyLanguage/Growth/Community configuration|configure how this feature works locally]]. [https://phabricator.wikimedia.org/T308134] '''Future changes''' * There is a recently formed team at the Wikimedia Foundation which will be focusing on experimenting with new tools. Currently they are building [[m:Wikimedia_Foundation_Annual_Plan/2023-2024/Draft/Future_Audiences#FA2.2_Conversational_AI|a prototype ChatGPT plugin that allows information generated by ChatGPT to be properly attributed]] to the Wikimedia projects. * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Gadget and userscript developers should replace <bdi lang="zxx" dir="ltr"><code>jquery.cookie</code></bdi> with <bdi lang="zxx" dir="ltr"><code>mediawiki.cookie</code></bdi>. The <bdi lang="zxx" dir="ltr"><code>jquery.cookie</code></bdi> library will be removed in ~1 month, and staff developers will run a script to replace any remaining uses at that time. [https://phabricator.wikimedia.org/T336018] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/20|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W20"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:45, 15 May 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25011501 --> == Tech News: 2023-21 == <section begin="technews-2023-W21"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/21|Translations]] are available. '''Recent changes''' * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] The "recent edits" time period for page watchers is now 30 days. It used to be 180 days. This was a [[m:Community Wishlist Survey 2023/Notifications, Watchlists and Talk Pages/Change information about the number of watchers on a page|Community Wishlist Survey proposal]]. [https://phabricator.wikimedia.org/T336250] '''Changes later this week''' * An [[mw:special:MyLanguage/Growth/Positive reinforcement#Impact|improved impact module]] will be available at Wikipedias. The impact module is a feature available to newcomers [[mw:Special:MyLanguage/Growth/Feature summary#Newcomer homepage|at their personal homepage]]. It will show their number of edits, how many readers their edited pages have, how many thanks they have received and similar things. It is also accessible by accessing Special:Impact. [https://phabricator.wikimedia.org/T336203] * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.10|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-05-23|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-05-24|en}}. It will be on all wikis from {{#time:j xg|2023-05-25|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/21|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W21"/> 16:55, 22 May 2023 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25028325 --> == Tech News: 2023-22 == <section begin="technews-2023-W22"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/22|Translations]] are available. '''Recent changes''' * Citations can once again be added automatically from ISBNs, thanks to Zotero's ISBN searches. The current data sources are the Library of Congress (United States), the Bibliothèque nationale de France (French National Library), and K10plus ISBN (German repository). Additional data source searches can be [[mw:Citoid/Creating Zotero translators|proposed to Zotero]]. The ISBN labels in the [[mw:Special:MyLanguage/Help:VisualEditor/User_guide/Citations-Full#Automatic|VisualEditor Automatic tab]] will reappear later this week. [https://phabricator.wikimedia.org/T336298#8859917] * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] The page [[{{#special:EditWatchlist}}]] now has "{{int:watchlistedit-normal-check-all}}" options to select all the pages within a namespace. This feature request was [[m:Community Wishlist Survey 2023/Notifications, Watchlists and Talk Pages/Watchlist edit - "check all" checkbox|voted #161 in the 2023 Community Wishlist Survey]]. [https://phabricator.wikimedia.org/T334252] '''Problems''' * For a few days earlier this month, the "Add interlanguage link" item in the Tools menu did not work properly. This has now been fixed. [https://phabricator.wikimedia.org/T337081] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.11|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-05-30|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-05-31|en}}. It will be on all wikis from {{#time:j xg|2023-06-01|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * VisualEditor will be switched to a new backend on [https://phabricator.wikimedia.org/source/mediawiki-config/browse/master/dblists/small.dblist small] and [https://phabricator.wikimedia.org/source/mediawiki-config/browse/master/dblists/medium.dblist medium] wikis this week. Large wikis will follow in the coming weeks. This is part of the effort to move Parsoid into MediaWiki core. The change should have no noticeable effect on users, but if you experience any slow loading or other strangeness when using VisualEditor, please report it on the phabricator ticket linked here. [https://phabricator.wikimedia.org/T320529] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/22|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W22"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 22:03, 29 May 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25079963 --> == Tech News: 2023-23 == <section begin="technews-2023-W23"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/23|Translations]] are available. '''Recent changes''' * The [[:mw:Special:MyLanguage/Help:Extension:RealMe|RealMe]] extension allows you to mark URLs on your user page as verified for Mastodon and similar software. * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] Citation and footnote editing can now be started from the reference list when using the visual editor. This feature request was [[m:Community Wishlist Survey 2023/Citations/Allow citations to be edited in the references section with VisualEditor|voted #2 in the 2023 Community Wishlist Survey]]. [https://phabricator.wikimedia.org/T54750] * Previously, clicking on someone else's link to Recent Changes with filters applied within the URL could unintentionally change your preference for "{{int:Rcfilters-group-results-by-page}}". This has now been fixed. [https://phabricator.wikimedia.org/T202916#8874081] '''Problems''' * For a few days last week, some tools and bots returned outdated information due to database replication problems, and may have been down entirely while it was being fixed. These issues have now been fixed. [https://phabricator.wikimedia.org/T337446] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.12|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-06-06|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-06-07|en}}. It will be on all wikis from {{#time:j xg|2023-06-08|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * Bots will no longer be prevented from making edits because of URLs that match the [[mw:Special:MyLanguage/Extension:SpamBlacklist|spam blacklist]]. [https://phabricator.wikimedia.org/T313107] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/23|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W23"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 22:52, 5 June 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25114640 --> == Tech News: 2023-24 == <section begin="technews-2023-W24"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/24|Translations]] are available. '''Recent changes''' * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] The content attribution tools [[mw:Special:MyLanguage/Who Wrote That?|Who Wrote That?]], [[xtools:authorship|XTools Authorship]], and [[xtools:blame|XTools Blame]] now support the Dutch, German, Hungarian, Indonesian, Japanese, Polish and Portuguese Wikipedias. This was the [[m:Community Wishlist Survey 2023/Reading/Extend "Who Wrote That?" tool to more wikis|#7 wish in the 2023 Community Wishlist Survey]]. [https://phabricator.wikimedia.org/T334891] * The [[mw:Special:MyLanguage/Structured Data Across Wikimedia/Search Improvements#Search Preview panel|Search Preview panel]] has been deployed on four Wikipedias (Catalan, Dutch, Hungarian and Norwegian). The panel will show an image related to the article (if existing), the top sections of the article, related images (coming from MediaSearch on Commons), and eventually the sister projects associated with the article. [https://phabricator.wikimedia.org/T306341] * The [[:mw:Special:MyLanguage/Help:Extension:RealMe#Verifying_a_link_on_non-user_pages|RealMe]] extension now allows administrators to verify URLs for any page, for Mastodon and similar software. [https://phabricator.wikimedia.org/T324937] * The default project license [https://lists.wikimedia.org/hyperkitty/list/wikimediaannounce-l@lists.wikimedia.org/thread/7G6XPWZPQFLZ2JANN3ZX6RT4DVUI3HZQ/ has been officially upgraded] to CC BY-SA 4.0. The software interface messages have been updated. Communities should feel free to start updating any mentions of the old CC BY-SA 3.0 licensing within policies and related documentation pages. [https://phabricator.wikimedia.org/T319064] '''Problems''' * For three days last month, some Wikipedia pages edited with VisualEditor or DiscussionTools had an unintended <code><nowiki>__TOC__</nowiki></code> (or its localized form) added during an edit. There is [[mw:Parsoid/Deployments/T336101_followup|a listing of affected pages sorted by wiki]], that may still need to be fixed. [https://phabricator.wikimedia.org/T336101] * Currently, the "{{int:Visualeditor-dialog-meta-categories-defaultsort-label}}" feature in VisualEditor is broken. Existing <code><nowiki>{{DEFAULTSORT:...}}</nowiki></code> keywords incorrectly appear as missing templates in VisualEditor. Developers are exploring how to fix this. In the meantime, those wishing to edit the default sortkey of a page are advised to switch to source editing. [https://phabricator.wikimedia.org/T337398] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Last week, an update to the delete form may have broken some gadgets or user scripts. If you need to manipulate (empty) the reason field, replace <bdi lang="zxx" dir="ltr"><code>#wpReason</code></bdi> with <bdi lang="zxx" dir="ltr" style="white-space: nowrap;"><code>#wpReason > input</code></bdi>. See [https://cs.wikipedia.org/w/index.php?title=MediaWiki%3AGadget-CleanDeleteReasons.js&diff=22859956&oldid=12794189 an example fix]. [https://phabricator.wikimedia.org/T337809] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.13|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-06-13|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-06-14|en}}. It will be on all wikis from {{#time:j xg|2023-06-15|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * VisualEditor will be switched to a new backend on English Wikipedia on Monday, and all other [https://phabricator.wikimedia.org/source/mediawiki-config/browse/master/dblists/large.dblist large] wikis on Thursday. The change should have no noticeable effect on users, but if you experience any slow loading or other strangeness when using VisualEditor, please report it on the phabricator ticket linked here. [https://phabricator.wikimedia.org/T320529] '''Future changes''' * From 5 June to 17 July, the Foundation's [[:mw:Wikimedia Security Team|Security team]] is holding a consultation with contributors regarding a draft policy to govern the use of third-party resources in volunteer-developed gadgets and scripts. Feedback and suggestions are warmly welcome at [[m:Special:MyLanguage/Third-party resources policy|Third-party resources policy]] on meta-wiki. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/24|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W24"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 14:51, 12 June 2023 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25133779 --> == Tech News: 2023-25 == <section begin="technews-2023-W25"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/25|Translations]] are available. '''Recent changes''' * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Flame graphs are now available in WikimediaDebug. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/JXNQD3EHG5V5QW5UXFDPSHQG4MJ3FWJQ/][https://techblog.wikimedia.org/2023/06/08/flame-graphs-arrive-in-wikimediadebug/] '''Changes later this week''' * There is no new MediaWiki version this week. * There is now a toolbar search popup in the visual editor. You can trigger it by typing <code>\</code> or pressing <code>ctrl + shift + p</code>. It can help you quickly access most tools in the editor. [https://commons.wikimedia.org/wiki/File:Visual_editor_toolbar_search_feature.png][https://phabricator.wikimedia.org/T66905] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/25|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W25"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:08, 19 June 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25159510 --> == Tech News: 2023-26 == <section begin="technews-2023-W26"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/26|Translations]] are available. '''Recent changes''' * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The Action API modules and Special:LinkSearch will now add a trailing <bdi lang="zxx" dir="ltr"><code>/</code></bdi> to all <bdi lang="zxx" dir="ltr"><code>prop=extlinks</code></bdi> responses for bare domains. This is part of the work to remove duplication in the <code>externallinks</code> database table. [https://phabricator.wikimedia.org/T337994] '''Problems''' * Last week, search was broken on Commons and Wikidata for 23 hours. [https://phabricator.wikimedia.org/T339810][https://wikitech.wikimedia.org/wiki/Incidents/2023-06-18_search_broken_on_wikidata_and_commons] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.15|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-06-27|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-06-28|en}}. It will be on all wikis from {{#time:j xg|2023-06-29|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The Minerva skin now applies more predefined styles to the <bdi lang="zxx" dir="ltr"><code>.mbox-text</code></bdi> CSS class. This enables support for mbox templates that use divs instead of tables. Please make sure that the new styles won't affect other templates in your wiki. [https://gerrit.wikimedia.org/r/c/mediawiki/skins/MinervaNeue/+/930901/][https://phabricator.wikimedia.org/T339040] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Gadgets will now load on both desktop and mobile by default. Previously, gadgets loaded only on desktop by default. Changing this default using the <bdi lang="zxx" dir="ltr"><code>|targets=</code></bdi> parameter is also deprecated and should not be used. You should make gadgets work on mobile or disable them based on the skin (with the <bdi lang="zxx" dir="ltr"><code>|skins=</code></bdi> parameter in <bdi lang="en" dir="ltr">MediaWiki:Gadgets-definition</bdi>) rather than whether the user uses the mobile or the desktop website. Popular gadgets that create errors on mobile will be disabled by developers on the Minerva skin as a temporary solution. [https://phabricator.wikimedia.org/T127268] * All namespace tabs now have the same browser [[m:Special:MyLanguage/Help:Keyboard_shortcuts|access key]] by default. Previously, custom and extension-defined namespaces would have to have their access keys set manually on-wiki, but that is no longer necessary. [https://phabricator.wikimedia.org/T22126] * The review form of the Flagged Revisions extension now uses the standardized [[mw:Special:MyLanguage/Codex|user interface components]]. [https://phabricator.wikimedia.org/T191156] '''Future changes''' * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] How media is structured in the parser's HTML output will change in the coming weeks at [[:wikitech:Deployments/Train#Thursday|group2 wikis]]. This change improves the accessibility of content. You may need to update your site-CSS, or userscripts and gadgets. There are [[mw:Special:MyLanguage/Parsoid/Parser_Unification/Media_structure/FAQ|details on what code to check, how to update the code, and where to report any related problems]]. [https://phabricator.wikimedia.org/T314318] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/26|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W26"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 16:18, 26 June 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25202311 --> == Tech News: 2023-27 == <section begin="technews-2023-W27"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/27|Translations]] are available. '''Recent changes''' * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] As part of the rolling out of the [[m:Community Wishlist Survey 2022/Multimedia and Commons/Audio links that play on click|audio links that play on click]] wishlist proposal, [https://noc.wikimedia.org/conf/highlight.php?file=dblists/small.dblist small wikis] will now be able to use the [[mw:Special:MyLanguage/Help:Extension:Phonos#Inline audio player mode|inline audio player]] that is implemented by the [[mw:Extension:Phonos|Phonos]] extension. [https://phabricator.wikimedia.org/T336763] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] From this week all gadgets automatically load on mobile and desktop sites. If you see any problems with gadgets on your wikis, please adjust the [[mw:Special:MyLanguage/Extension:Gadgets#Options|gadget options]] in your gadget definitions file. [https://phabricator.wikimedia.org/T328610] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.16|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-07-04|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-07-05|en}}. It will be on all wikis from {{#time:j xg|2023-07-06|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/27|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W27"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 22:51, 3 July 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25231546 --> == Tech News: 2023-28 == <section begin="technews-2023-W28"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/28|Translations]] are available. '''Recent changes''' * The [[:mw:Special:MyLanguage/Structured Data Across Wikimedia/Section-level Image Suggestions|Section-level Image Suggestions feature]] has been deployed on seven Wikipedias (Portuguese, Russian, Indonesian, Catalan, Hungarian, Finnish and Norwegian Bokmål). The feature recommends images for articles on contributors' watchlists that are a good match for individual sections of those articles. * [[:m:Special:MyLanguage/Global AbuseFilter|Global abuse filters]] have been enabled on all Wikimedia projects, except English and Japanese Wikipedias (who opted out). This change was made following a [[:m:Requests for comment/Make global abuse filters opt-out|global request for comments]]. [https://phabricator.wikimedia.org/T341159] * [[{{#special:BlockedExternalDomains}}]] is a new tool for administrators to help fight spam. It provides a clearer interface for blocking plain domains (and their subdomains), is more easily searchable, and is faster for the software to process for each edit on the wiki. It does not support regex (for complex cases), nor URL path-matching, nor the [[MediaWiki:Spam-whitelist|MediaWiki:Spam-whitelist]], but otherwise it replaces most of the functionalities of the existing [[MediaWiki:Spam-blacklist|MediaWiki:Spam-blacklist]]. There is a Python script to help migrate all simple domains into this tool, and more feature details, within [[mw:Special:MyLanguage/Manual:BlockedExternalDomains|the tool's documentation]]. It is available at all wikis except for Meta-wiki, Commons, and Wikidata. [https://phabricator.wikimedia.org/T337431] * The WikiEditor extension was updated. It includes some of the most frequently used features of wikitext editing. In the past, many of its messages could only be translated by administrators, but now all regular translators on translatewiki can translate them. Please check [https://translatewiki.net/wiki/Special:MessageGroupStats?group=ext-wikieditor&messages=&x=D#sortable:0=asc the state of WikiEditor localization into your language], and if the "Completion" for your language shows anything less than 100%, please complete the translation. See [https://lists.wikimedia.org/hyperkitty/list/wikitech-ambassadors@lists.wikimedia.org/thread/D4YELU2DXMZ75PGELUOKXXMFF3FH45XA/ a more detailed explanation]. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.17|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-07-11|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-07-12|en}}. It will be on all wikis from {{#time:j xg|2023-07-13|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * The default protocol of [[{{#special:LinkSearch}}]] and API counterparts has changed from http to both http and https. [https://phabricator.wikimedia.org/T14810] * [[{{#special:LinkSearch}}]] and its API counterparts will now search for all of the URL provided in the query. It used to be only the first 60 characters. This feature was requested fifteen years ago. [https://phabricator.wikimedia.org/T17218] '''Future changes''' * There is an experiment with a [[:w:en:ChatGPT|ChatGPT]] plugin. This is to show users where the information is coming from when they read information from Wikipedia. It has been tested by Wikimedia Foundation staff and other Wikimedians. Soon all ChatGPT plugin users can use the Wikipedia plugin. This is the same plugin which was mentioned in [[m:Special:MyLanguage/Tech/News/2023/20|Tech News 2023/20]]. [https://meta.wikimedia.org/wiki/Wikimedia_Foundation_Annual_Plan/2023-2024/Draft/Future_Audiences#FA2.2_Conversational_AI] * There is an ongoing discussion on a [[m:Special:MyLanguage/Third-party resources policy|proposed Third-party resources policy]]. The proposal will impact the use of third-party resources in gadgets and userscripts. Based on the ideas received so far, policy includes some of the risks related to user scripts and gadgets loading third-party resources, some best practices and exemption requirements such as code transparency and inspectability. Your feedback and suggestions are warmly welcome until July 17, 2023 on [[m:Talk:Third-party resources policy|on the policy talk page]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/28|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W28"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:54, 10 July 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25278797 --> == Tech News: 2023-29 == <section begin="technews-2023-W29"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/29|Translations]] are available. '''Recent changes''' * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] We are now serving 1% of all global user traffic from [[w:en:Kubernetes|Kubernetes]] (you can [[wikitech:MediaWiki On Kubernetes|read more technical details]]). We are planning to increment this percentage regularly. You can [[phab:T290536|follow the progress of this work]]. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.18|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-07-18|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-07-19|en}}. It will be on all wikis from {{#time:j xg|2023-07-20|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] MediaWiki [[mw:Special:MyLanguage/Help:System_message|system messages]] will now look for available local fallbacks, instead of always using the default fallback defined by software. This means wikis no longer need to override each language on the [[mw:Special:MyLanguage/Manual:Language#Fallback_languages|fallback chain]] separately. For example, English Wikipedia doesn't have to create <bdi lang="zxx" dir="ltr"><code>en-ca</code></bdi> and <bdi lang="zxx" dir="ltr"><code>en-gb</code></bdi> subpages with a transclusion of the base pages anymore. This makes it easier to maintain local overrides. [https://phabricator.wikimedia.org/T229992] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The <bdi lang="zxx" dir="ltr"><code>action=growthsetmentorstatus</code></bdi> API will be deprecated with the new MediaWiki version. Bots or scripts calling that API should use the <bdi lang="zxx" dir="ltr"><code>action=growthmanagementorlist</code></bdi> API now. [https://phabricator.wikimedia.org/T321503] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/29|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W29"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:08, 17 July 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25289122 --> == Tech News: 2023-30 == <section begin="technews-2023-W30"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/30|Translations]] are available. '''Recent changes''' * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] On July 18, the Wikimedia Foundation launched a survey about the [[:mw:Technical_decision_making|technical decision making process]] for people who do technical work that relies on software that is maintained by the Foundation or affiliates. If this applies to you, [https://wikimediafoundation.limesurvey.net/885471 please take part in the survey]. The survey will be open for three weeks, until August 7. You can find more information in [[listarchive:list/wikitech-l@lists.wikimedia.org/thread/Q7DUCFA75DXG3G2KHTO7CEWMLCYTSDB2/|the announcement e-mail on wikitech-l]]. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.19|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-07-25|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-07-26|en}}. It will be on all wikis from {{#time:j xg|2023-07-27|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/30|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W30"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 02:20, 25 July 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25332248 --> == Tech News: 2023-31 == <section begin="technews-2023-W31"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/31|Translations]] are available. '''Recent changes''' * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The [[mw:Synchronizer|Synchronizer]] tool is now available to keep Lua modules synced across Wikimedia wikis, along with [[mw:Multilingual Templates and Modules|updated documentation]] to develop global Lua modules and templates. * The tag filter on [[{{#special:NewPages}}]] and revision history pages can now be inverted. For example, you can hide edits that were made using an automated tool. [https://phabricator.wikimedia.org/T334337][https://phabricator.wikimedia.org/T334338] * The Wikipedia [[:w:en:ChatGPT|ChatGPT]] plugin experiment can now be used by ChatGPT users who can use plugins. You can participate in a [[:m:Talk:Wikimedia Foundation Annual Plan/2023-2024/Draft/Future Audiences#Announcing monthly Future Audiences open "office hours"|video call]] if you want to talk about this experiment or similar work. [https://meta.wikimedia.org/wiki/Wikimedia_Foundation_Annual_Plan/2023-2024/Draft/Future_Audiences#FA2.2_Conversational_AI] '''Problems''' * It was not possible to generate a PDF for pages with non-Latin characters in the title, for the last two weeks. This has now been fixed. [https://phabricator.wikimedia.org/T342442] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.20|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-08-01|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-08-02|en}}. It will be on all wikis from {{#time:j xg|2023-08-03|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * Starting on Tuesday, a new set of Wikipedias will get "[[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]]" ({{int:project-localized-name-kawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kaawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kabwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kbdwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kbpwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kiwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kkwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kmwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-knwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kshwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kuwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kwwiki/en}}). This is part of the [[phab:T304110|progressive deployment of this tool to more Wikipedias]]. The communities can [[mw:Special:MyLanguage/Growth/Community configuration|configure how this feature works locally]]. [https://phabricator.wikimedia.org/T308135] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/31|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W31"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:54, 31 July 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25362228 --> == Tech News: 2023-32 == <section begin="technews-2023-W32"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/32|Translations]] are available. '''Recent changes''' * Mobile Web editors can now [[mw:Special:MyLanguage/Reading/Web/Advanced_mobile_contributions#August_1,_2023_-_Full-page_editing_added_on_mobile|edit a whole page at once]]. To use this feature, turn on "{{int:Mobile-frontend-mobile-option-amc}}" in your settings and use the "{{int:Minerva-page-actions-editfull}}" button in the "{{int:Minerva-page-actions-overflow}}" menu. [https://phabricator.wikimedia.org/T203151] '''Changes later this week''' * There is no new MediaWiki version this week. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/32|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W32"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:20, 7 August 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25420038 --> == Tech News: 2023-33 == <section begin="technews-2023-W33"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/33|Translations]] are available. '''Recent changes''' * The Content translation system is no longer using Youdao's [[mw:Special:MyLanguage/Help:Content_translation/Translating/Initial_machine_translation|machine translation service]]. The service was in place for several years, but due to no usage, and availability of alternatives, it was deprecated to reduce maintenance overheads. Other services which cover the same languages are still available. [https://phabricator.wikimedia.org/T329137] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.22|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-08-15|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-08-16|en}}. It will be on all wikis from {{#time:j xg|2023-08-17|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * Starting on Wednesday, a new set of Wikipedias will get "[[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]]" ({{int:project-localized-name-lawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ladwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-lbwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-lbewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-lezwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-lfnwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-lgwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-liwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-lijwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-lmowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-lnwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ltgwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-lvwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-maiwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-map_bmswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mdfwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mgwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-hywiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kywiki/en}}). This is part of the [[phab:T304110|progressive deployment of this tool to more Wikipedias]]. The communities can [[mw:Special:MyLanguage/Growth/Community configuration|configure how this feature works locally]]. [https://phabricator.wikimedia.org/T308136] <!-- TODO replace wiki codes --> '''Future changes''' * A few gadgets/user scripts which add icons to the Minerva skin need to have their CSS updated. There are more details available including a [[phab:T344067|search for all existing instances and how to update them]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/33|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W33"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 05:59, 15 August 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25428668 --> == Tech News: 2023-34 == <section begin="technews-2023-W34"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/34|Translations]] are available. '''Recent changes''' * The [https://gdrive-to-commons.toolforge.org/ GDrive to Commons Uploader] tool is now available. It enables [[m:Special:MyLanguage/GDrive to Commons Uploader|securely selecting and uploading files]] from your Google Drive directly to Wikimedia Commons. [https://phabricator.wikimedia.org/T267868] * From now on, we will announce new Wikimedia wikis in Tech News, so you can update any tools or pages. ** Since the last edition, two new wikis have been created: *** a Wiktionary in [[d:Q7121294|Pa'O]] ([[wikt:blk:|<code>wikt:blk:</code>]]) [https://phabricator.wikimedia.org/T343540] *** a Wikisource in [[d:Q34002|Sundanese]] ([[s:su:|<code>s:su:</code>]]) [https://phabricator.wikimedia.org/T343539] ** To catch up, the next most recent six wikis are: *** Wikifunctions ([[f:|<code>f:</code>]]) [https://phabricator.wikimedia.org/T275945] *** a Wiktionary in [[d:Q2891049|Mandailing]] ([[wikt:btm:|<code>wikt:btm:</code>]]) [https://phabricator.wikimedia.org/T335216] *** a Wikipedia in [[d:Q5555465|Ghanaian Pidgin]] ([[w:gpe:|<code>w:gpe:</code>]]) [https://phabricator.wikimedia.org/T335969] *** a Wikinews in [[d:Q3111668|Gungbe]] ([[n:guw:|<code>n:guw:</code>]]) [https://phabricator.wikimedia.org/T334394] *** a Wiktionary in [[d:Q33522|Kabardian]] ([[wikt:kbd:|<code>wikt:kbd:</code>]]) [https://phabricator.wikimedia.org/T333266] *** a Wikipedia in [[d:Q35570|Fante]] ([[w:fat:|<code>w:fat:</code>]]) [https://phabricator.wikimedia.org/T335016] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.23|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-08-22|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-08-23|en}}. It will be on all wikis from {{#time:j xg|2023-08-24|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). '''Future changes''' * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] There is an existing [[mw:Stable interface policy|stable interface policy]] for MediaWiki backend code. There is a [[mw:User:Jdlrobson/Stable interface policy/frontend|proposed stable interface policy for frontend code]]. This is relevant for anyone who works on gadgets or Wikimedia frontend code. You can read it, discuss it, and let the proposer know if there are any problems. [https://phabricator.wikimedia.org/T344079] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/34|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W34"/> 15:25, 21 August 2023 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25497111 --> == Tech News: 2023-35 == <section begin="technews-2023-W35"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/35|Translations]] are available. '''Recent changes''' * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] As part of the changes for the [[m:Community Wishlist Survey 2022/Better diff handling of paragraph splits|better diff handling of paragraph splits]], improved detection of splits is being rolled out. Over the last two weeks, we deployed this support to [[wikitech:Deployments/Train#Groups|group0]] and group1 wikis. This week it will be deployed to group2 wikis. [https://phabricator.wikimedia.org/T341754] * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] All [[{{#special:Contributions}}]] pages now show the user's local edit count and the account's creation date. [https://phabricator.wikimedia.org/T324166] * Wikisource users can now use the <bdi lang="zxx" dir="ltr"><code>prpbengalicurrency</code></bdi> label to denote Bengali currency characters as page numbers inside the <bdi lang="zxx" dir="ltr"><code><nowiki><pagelist></nowiki></code></bdi> tag. [https://phabricator.wikimedia.org/T268932] * Two preferences have been relocated. The preference "{{int:visualeditor-preference-visualeditor}}" is now shown on the [[Special:Preferences#mw-prefsection-editing|"{{int:prefs-editing}}" tab]] at all wikis. Previously it was shown on the "{{int:prefs-betafeatures}}" tab at some wikis. The preference "{{int:visualeditor-preference-newwikitexteditor-enable}}" is now also shown on the "{{int:prefs-editing}}" tab at all wikis, instead of the "{{int:prefs-betafeatures}}" tab. [https://phabricator.wikimedia.org/T335056][https://phabricator.wikimedia.org/T344158] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.24|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-08-29|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-08-30|en}}. It will be on all wikis from {{#time:j xg|2023-08-31|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] New signups for a Wikimedia developer account will start being pushed towards <bdi lang="en" dir="ltr">[https://idm.wikimedia.org/ idm.wikimedia.org]</bdi>, rather than going via Wikitech. [[wikitech:IDM|Further information about the new system is available]]. * All right-to-left language wikis, plus Korean, Armenian, Ukrainian, Russian, and Bulgarian Wikipedias, will have a link in the sidebar that provides a short URL of that page, using the [[m:Special:MyLanguage/Wikimedia URL Shortener|Wikimedia URL Shortener]]. This feature will come to more wikis in future weeks. [https://phabricator.wikimedia.org/T267921] '''Future changes''' * The removal of the [[mw:Special:MyLanguage/Extension:DoubleWiki|DoubleWiki extension]] is being discussed. This extension currently allows Wikisource users to view articles from multiple language versions side by side when the <bdi lang="zxx" dir="ltr"><code><=></code></bdi> symbol next to a specific language edition is selected. Comments on this are welcomed at [[phab:T344544|the phabricator task]]. * A proposal has been made to merge the second hidden-categories list (which appears below the wikitext editing form) with the main list of categories (which is further down the page). [[phab:T340606|More information is available on Phabricator]]; feedback is welcome! '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/35|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W35"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 14:00, 28 August 2023 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25510866 --> == Tech News: 2023-36 == <section begin="technews-2023-W36"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/36|Translations]] are available. '''Recent changes''' * [[m:Wikisource_EditInSequence|EditInSequence]], a feature that allows users to edit pages faster on Wikisource has been moved to a Beta Feature based on community feedback. To enable it, you can navigate to the [[Special:Preferences#mw-prefsection-betafeatures|beta features tab in Preferences]]. [https://phabricator.wikimedia.org/T308098] * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] As part of the changes for the [[m:Special:MyLanguage/Community Wishlist Survey 2022/Generate Audio for IPA|Generate Audio for IPA]] and [[m:Community Wishlist Survey 2022/Multimedia and Commons/Audio links that play on click|Audio links that play on click]] wishlist proposals, the [[mw:Special:MyLanguage/Help:Extension:Phonos#Inline_audio_player_mode|inline audio player mode]] of [[mw:Extension:Phonos|Phonos]] has been deployed to all projects. [https://phabricator.wikimedia.org/T336763] * There is a new option for Administrators when they are changing the usergroups for a user, to add the user’s user page to their watchlist. This works both via [[{{#special:UserRights}}]] and via the API. [https://phabricator.wikimedia.org/T272294] * One new wiki has been created: ** a {{int:project-localized-name-group-wikipedia}} in [[d:Q34318|Talysh]] ([[w:tly:|<code>w:tly:</code>]]) [https://phabricator.wikimedia.org/T345166] '''Problems''' * The [[mw:Special:MyLanguage/Extension:LoginNotify|LoginNotify extension]] was not sending notifications since January. It has now been fixed, so going forward, you may see notifications for failed login attempts, and successful login attempts from a new device. [https://phabricator.wikimedia.org/T344785] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.25|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-09-05|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-09-06|en}}. It will be on all wikis from {{#time:j xg|2023-09-07|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * Starting on Wednesday, a new set of Wikipedias will get "[[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]]" ({{int:project-localized-name-mhrwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-miwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-minwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mkwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mlwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mnwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mrwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mrjwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mtwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mwlwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-myvwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mznwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-nahwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-napwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ndswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-nds_nlwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-newiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-newwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-nnwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-novwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-nqowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-nrmwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-nsowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-nvwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-nywiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ocwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-olowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-omwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-orwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-oswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-pawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-pagwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-pamwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-papwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-pcdwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-pdcwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-pflwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-pihwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-pmswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-pnbwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-pntwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-pswiki/en}}). This is part of the [[phab:T304110|progressive deployment of this tool to more Wikipedias]]. The communities can [[mw:Special:MyLanguage/Growth/Community configuration|configure how this feature works locally]]. [https://phabricator.wikimedia.org/T308137][https://phabricator.wikimedia.org/T308138] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/36|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W36"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:33, 4 September 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25566983 --> == Tech News: 2023-37 == <section begin="technews-2023-W37"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/37|Translations]] are available. '''Recent changes''' * [[mw:Special:MyLanguage/ORES|ORES]], the revision evaluation service, is now using a new open-source infrastructure on all wikis except for English Wikipedia and Wikidata. These two will follow this week. If you notice any unusual results from the Recent Changes filters that are related to ORES (for example, "{{int:ores-rcfilters-damaging-title}}" and "{{int:ores-rcfilters-goodfaith-title}}"), please [[mw:Talk:Machine Learning|report them]]. [https://phabricator.wikimedia.org/T342115] * When you are logged in on one Wikimedia wiki and visit a different Wikimedia wiki, the system tries to log you in there automatically. This has been unreliable for a long time. You can now visit the login page to make the system try extra hard. If you feel that made logging in better or worse than it used to be, your feedback is appreciated. [https://phabricator.wikimedia.org/T326281] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.26|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-09-12|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-09-13|en}}. It will be on all wikis from {{#time:j xg|2023-09-14|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The [[mw:Special:MyLanguage/Technical decision making|Technical Decision-Making Forum Retrospective]] team invites anyone involved in the technical field of Wikimedia projects to signup to and join [[mw:Technical decision making/Listening Sessions|one of their listening sessions]] on 13 September. Another date will be scheduled later. The goal is to improve the technical decision-making processes. * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] As part of the changes for the [[m:Special:MyLanguage/Community Wishlist Survey 2022/Better diff handling of paragraph splits|Better diff handling of paragraph splits]] wishlist proposal, the inline switch widget in diff pages is being rolled out this week to all wikis. The inline switch will allow viewers to toggle between a unified inline or two-column diff wikitext format. [https://phabricator.wikimedia.org/T336716] '''Future changes''' * All wikis will be read-only for a few minutes on 20 September. [[m:Special:MyLanguage/Tech/Server switch|This is planned at 14:00 UTC.]] More information will be published in Tech News and will also be posted on individual wikis in the coming weeks. [https://phabricator.wikimedia.org/T345263] * The Enterprise API is launching a new feature called "[http://breakingnews-beta.enterprise.wikimedia.com/ breaking news]". Currently in BETA, this attempts to identify likely "newsworthy" topics as they are currently being written about in any Wikipedia. Your help is requested to improve the accuracy of its detection model, especially on smaller language editions, by recommending templates or identifiable editing patterns. See more information at [[mw:Special:MyLanguage/Wikimedia Enterprise/Breaking news|the documentation page]] on MediaWiki or [[m:Special:MyLanguage/Wikimedia Enterprise/FAQ#What is Breaking News|the FAQ]] on Meta. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/37|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W37"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:07, 11 September 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25589064 --> == Tech News: 2023-38 == <section begin="technews-2023-W38"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/38|Translations]] are available. '''Recent changes''' * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] MediaWiki now has a [[mw:Stable interface policy/frontend|stable interface policy for frontend code]] that more clearly defines how we deprecate MediaWiki code and wiki-based code (e.g. gadgets and user scripts). Thank you to everyone who contributed to the content and discussions. [https://phabricator.wikimedia.org/T346467][https://phabricator.wikimedia.org/T344079] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.27|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-09-19|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-09-20|en}}. It will be on all wikis from {{#time:j xg|2023-09-21|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * All wikis will be read-only for a few minutes on September 20. [[m:Special:MyLanguage/Tech/Server switch|This is planned at 14:00 UTC.]] [https://phabricator.wikimedia.org/T345263] * All wikis will have a link in the sidebar that provides a short URL of that page, using the [[m:Special:MyLanguage/Wikimedia URL Shortener|Wikimedia URL Shortener]]. [https://phabricator.wikimedia.org/T267921] '''Future changes''' * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The team investigating the Graph Extension posted [[mw:Extension:Graph/Plans#Proposal|a proposal for reenabling it]] and they need your input. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/38|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W38"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:19, 18 September 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25623533 --> == Tech News: 2023-39 == <section begin="technews-2023-W39"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/39|Translations]] are available. '''Recent changes''' * The Vector 2022 skin will now remember the pinned/unpinned status for the Table of Contents for all logged-out users. [https://phabricator.wikimedia.org/T316060] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.28|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-09-26|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-09-27|en}}. It will be on all wikis from {{#time:j xg|2023-09-28|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The ResourceLoader <bdi lang="zxx" dir="ltr"><code><nowiki>mediawiki.ui</nowiki></code></bdi> modules are now deprecated as part of the move to Vue.js and Codex. There is a [[mw:Codex/Migrating_from_MediaWiki_UI|guide for migrating from MediaWiki UI to Codex]] for any tools that use it. More [[phab:T346468|details are available in the task]] and your questions are welcome there. * Gadget definitions will have a [[mw:Special:MyLanguage/Extension:Gadgets#Options|new "namespaces" option]]. The option takes a list of namespace IDs. Gadgets that use this option will only load on pages in the given namespaces. '''Future changes''' * New variables will be added to [[mw:Special:MyLanguage/Extension:AbuseFilter|AbuseFilter]]: <code><bdi lang="zxx" dir="ltr">global_account_groups</bdi></code> and <code><bdi lang="zxx" dir="ltr">global_account_editcount</bdi></code>. They are available only when an account is being created. You can use them to prevent blocking automatic creation of accounts when users with many edits elsewhere visit your wiki for the first time. [https://phabricator.wikimedia.org/T345632][https://www.mediawiki.org/wiki/Special:MyLanguage/Extension:AbuseFilter/Rules_format] '''Meetings''' * You can join the next meeting with the Wikipedia mobile apps teams. During the meeting, we will discuss the current features and future roadmap. The meeting will be on [https://zonestamp.toolforge.org/1698426015 27 October at 17:00 (UTC)]. See [[mw:Special:MyLanguage/Wikimedia_Apps/Office_Hours#October_2023|details and how to join]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/39|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W39"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 16:51, 26 September 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25655264 --> == Tech News: 2023-40 == <section begin="technews-2023-W40"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/40|Translations]] are available. '''Recent changes''' * There is a new [[Special:Preferences#mw-prefsection-rendering-advancedrendering|user preference]] for "{{int:tog-forcesafemode}}". This setting will make pages load without including any on-wiki JavaScript or on-wiki stylesheet pages. It can be useful for debugging broken JavaScript gadgets. [https://phabricator.wikimedia.org/T342347] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Gadget definitions now have a [[mw:Special:MyLanguage/Extension:Gadgets#Options|new "<var>contentModels</var>" option]]. The option takes a list of page content models, like <code><bdi lang="zxx" dir="ltr">wikitext</bdi></code> or <code><bdi lang="zxx" dir="ltr">css</bdi></code>. Gadgets that use this option will only load on pages with the given content models. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.29|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-10-03|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-10-04|en}}. It will be on all wikis from {{#time:j xg|2023-10-05|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). '''Future changes''' * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The Vector 2022 skin will no longer use the custom styles and scripts of Vector legacy (2010). The change will be made later this year or in early 2024. See [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Features/Loading Vector 2010 scripts|how to adjust the CSS and JS pages on your wiki]]. [https://phabricator.wikimedia.org/T331679] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/40|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W40"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 01:26, 3 October 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25686930 --> == Tech News: 2023-41 == <section begin="technews-2023-W41"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/41|Translations]] are available. '''Recent changes''' * One new wiki has been created: a {{int:project-localized-name-group-wikipedia}} in [[d:Q33291|Fon]] ([[w:fon:|<code>w:fon:</code>]]) [https://phabricator.wikimedia.org/T347935] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.30|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-10-10|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-10-11|en}}. It will be on all wikis from {{#time:j xg|2023-10-12|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * Starting on Wednesday, a new set of Wikipedias will get "[[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]]" ({{int:project-localized-name-swwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-wawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-warwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-wowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-xalwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-xhwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-xmfwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-yiwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-yowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-zawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-zeawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-zh_min_nanwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-zuwiki/en}}). This is part of the [[phab:T304110|progressive deployment of this tool to more Wikipedias]]. The communities can [[mw:Special:MyLanguage/Growth/Community configuration|configure how this feature works locally]]. [https://phabricator.wikimedia.org/T308139] * At some wikis, newcomers are suggested images from Commons to add to articles without any images. Starting on Tuesday, newcomers at these wikis will be able to add images to unillustrated article sections. The specific wikis are listed under "Images recommendations" [[mw:Special:MyLanguage/Growth/Deployment table|at the Growth team deployment table]]. You can [[mw:Special:MyLanguage/Help:Growth/Tools/Add an image|learn more about this feature.]] [https://phabricator.wikimedia.org/T345940] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] In the mobile web skin (Minerva) the CSS ID <bdi lang="zxx" dir="ltr"><code><nowiki>#page-actions</nowiki></code></bdi> will be replaced with <bdi lang="zxx" dir="ltr"><code><nowiki>#p-views</nowiki></code></bdi>. This change is to make it consistent with other skins and to improve support for gadgets and extensions in the mobile skin. A few gadgets may need to be updated; there are [https://phabricator.wikimedia.org/T348267 details and search-links in the task]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/41|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W41"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 14:39, 9 October 2023 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25712895 --> == Tech News: 2023-42 == <section begin="technews-2023-W42"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/42|Translations]] are available. '''Recent changes''' * The [[m:Special:MyLanguage/Help:Unified login|Unified login]] system's edge login should now be fixed for some browsers (Chrome, Edge, Opera). This means that if you visit a new sister project wiki, you should be logged in automatically without the need to click "Log in" or reload the page. Feedback on whether it's working for you is welcome. [https://phabricator.wikimedia.org/T347889] * [[mw:Special:MyLanguage/Manual:Interface/Edit_notice|Edit notices]] are now available within the MobileFrontend/Minerva skin. This feature was inspired by [[w:en:Wikipedia:EditNoticesOnMobile|the gadget on English Wikipedia]]. See more details in [[phab:T316178|T316178]]. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.1|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-10-17|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-10-18|en}}. It will be on all wikis from {{#time:j xg|2023-10-19|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). '''Future changes''' * In 3 weeks, in the Vector 2022 skin, code related to <bdi lang="zxx" dir="ltr"><code><nowiki>addPortletLink</nowiki></code></bdi> and <bdi lang="zxx" dir="ltr"><code><nowiki>#p-namespaces</nowiki></code></bdi> that was deprecated one year ago will be removed. If you notice tools that should appear next to the "Discussion" tab are then missing, please tell the gadget's maintainers to see [[phab:T347907|instructions in the Phabricator task]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/42|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W42"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:47, 16 October 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25745824 --> == Tech News: 2023-43 == <section begin="technews-2023-W43"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/43|Translations]] are available. '''Recent changes''' * There is a new [[mw:Special:MyLanguage/Wikimedia Language engineering/Newsletter/2023/October|Language and internationalization newsletter]], written quarterly. It contains updates on new feature development, improvements in various language-related technical projects, and related support work. * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Source map support has been enabled on all wikis. When you open the debugger in your browser's developer tools, you should be able to see the unminified JavaScript source code. [https://phabricator.wikimedia.org/T47514] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.2|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-10-24|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-10-25|en}}. It will be on all wikis from {{#time:j xg|2023-10-26|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/43|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W43"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:16, 23 October 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25782286 --> == Tech News: 2023-44 == <section begin="technews-2023-W44"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/44|Translations]] are available. '''Recent changes''' * The Structured Content team, as part of its project of [[:commons:Commons:WMF support for Commons/Upload Wizard Improvements|improving UploadWizard on Commons]], made some UX improvements to the upload step of choosing own vs not own work ([[phab:T347590|T347590]]), as well as to the licensing step for own work ([[phab:T347756|T347756]]). * The Design Systems team has released version 1.0.0 of [[wmdoc:codex/latest/|Codex]], the new design system for Wikimedia. See the [[mw:Special:MyLanguage/Design_Systems_Team/Announcing_Codex_1.0|full announcement about the release of Codex 1.0.0]]. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.3|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-10-31|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-11-01|en}}. It will be on all wikis from {{#time:j xg|2023-11-02|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). * Listings on category pages are sorted on each wiki for that language using a [[:w:en:International Components for Unicode|library]]. For a brief period on 2 November, changes to categories will not be sorted correctly for many languages. This is because the developers are upgrading to a new version of the library. They will then use a script to fix the existing categories. This will take a few hours or a few days depending on how big the wiki is. You can [[mw:Special:MyLanguage/Wikimedia Technical Operations/ICU announcement|read more]]. [https://phabricator.wikimedia.org/T345561][https://phabricator.wikimedia.org/T267145] * Starting November 1, the impact module (Special:Impact) will be upgraded by the Growth team. The new impact module shows newcomers more data regarding their impact on the wiki. It was tested by a few wikis during the last few months. [https://phabricator.wikimedia.org/T336203] '''Future changes''' * There is [[mw:Special:MyLanguage/Extension:Graph/Plans#Roadmap|a proposed plan]] for re-enabling the Graph Extension. You can help by reviewing this proposal and [[mw:Extension_talk:Graph/Plans#c-PPelberg_(WMF)-20231020221600-Update:_20_October|sharing what you think about it]]. * The WMF is working on making it possible for administrators to [[mw:Special:MyLanguage/Community_configuration_2.0|edit MediaWiki configuration directly]]. This is similar to previous work on Special:EditGrowthConfig. [[phab:T349757|A technical RfC is running until November 08, where you can provide feedback.]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/44|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W44"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:21, 30 October 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25801989 --> == Tech News: 2023-45 == <section begin="technews-2023-W45"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/45|Translations]] are available. '''Recent changes''' * In the Vector 2022 skin, the default font-size of a number of navigational elements (tagline, tools menu, navigational links, and more) has been increased slightly to match the font size used in page content. [https://phabricator.wikimedia.org/T346062] '''Problems''' * Last week, there was a problem displaying some recent edits on [https://noc.wikimedia.org/conf/highlight.php?file=dblists/s5.dblist a few wikis], for 1-6 hours. The edits were saved but not immediately shown. This was due to a database problem. [https://phabricator.wikimedia.org/T350443] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.4|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-11-07|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-11-08|en}}. It will be on all wikis from {{#time:j xg|2023-11-09|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). * The Growth team will reassign newcomers from former mentors to [[mw:Special:MyLanguage/Growth/Structured mentor list|the currently active mentors]]. They have also changed the notification language to be more user-friendly. [https://phabricator.wikimedia.org/T330071][https://phabricator.wikimedia.org/T327493] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/45|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W45"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:05, 6 November 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25838105 --> == Tech News: 2023-46 == <section begin="technews-2023-W46"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/46|Translations]] are available. '''Recent changes''' * Four new wikis have been created: ** a Wikipedia in [[d:Q7598268|Moroccan Amazigh]] ([[w:zgh:|<code>w:zgh:</code>]]) [https://phabricator.wikimedia.org/T350216] ** a Wikipedia in [[d:Q35159|Dagaare]] ([[w:dga:|<code>w:dga:</code>]]) [https://phabricator.wikimedia.org/T350218] ** a Wikipedia in [[d:Q33017|Toba Batak]] ([[w:bbc:|<code>w:bbc:</code>]]) [https://phabricator.wikimedia.org/T350320] ** a Wikiquote in [[d:Q33151|Banjar]] ([[q:bjn:|<code>q:bjn:</code>]]) [https://phabricator.wikimedia.org/T350217] '''Problems''' * Last week, users who previously visited Meta-Wiki or Wikimedia Commons and then became logged out on those wikis could not log in again. The problem is now resolved. [https://phabricator.wikimedia.org/T350695] * Last week, some pop-up dialogs and menus were shown with the wrong font size. The problem is now resolved. [https://phabricator.wikimedia.org/T350544] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.5|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-11-14|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-11-15|en}}. It will be on all wikis from {{#time:j xg|2023-11-16|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). '''Future changes''' * Reference Previews are coming to many wikis as a default feature. They are popups for references, similar to the [[mw:Special:MyLanguage/Page Previews|PagePreviews feature]]. [[m:WMDE Technical Wishes/ReferencePreviews#Opt-out feature|You can opt out]] of seeing them. If you are [[Special:Preferences#mw-prefsection-gadgets|using the gadgets]] Reference Tooltips or Navigation Popups, you won’t see Reference Previews. [[phab:T282999|Deployment]] is planned for November 22, 2023. * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Canary (also known as heartbeat) events will be produced into [https://stream.wikimedia.org/?doc#/streams Wikimedia event streams] from December 11. Streams users are advised to filter out these events, by discarding all events where <bdi lang="zxx" dir="ltr"><code><nowiki>meta.domain == "canary"</nowiki></code></bdi>. Updates to [[mw:Special:MyLanguage/Manual:Pywikibot|Pywikibot]] or [https://github.com/ChlodAlejandro/wikimedia-streams wikimedia-streams] will discard these events by default. [https://phabricator.wikimedia.org/T266798] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/46|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W46"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:52, 13 November 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25859263 --> == Tech News: 2023-47 == <section begin="technews-2023-W47"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/47|Translations]] are available. '''Changes later this week''' * There is no new MediaWiki version this week. [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * Starting on Wednesday, a new set of Wikipedias will get "[[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]]" ({{int:project-localized-name-quwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-rmwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-rmywiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-rnwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-roa_rupwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-roa_tarawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ruewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-rwwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-sawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-sahwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-satwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-scwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-scnwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-scowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-sdwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-sewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-sgwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-shwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-siwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-skwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-slwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-smwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-sowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-sqwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-srwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-srnwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-sswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-stwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-stqwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-suwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-szlwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tcywiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tetwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tgwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-thwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tkwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tlwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tnwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-towiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tpiwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-trwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ttwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-twwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tywiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tyvwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-udmwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ugwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-uzwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-vewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-vecwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-vepwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-vlswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-vowiki/en}}). This is part of the [[phab:T304110|progressive deployment of this tool to more Wikipedias]]. The communities can [[mw:Special:MyLanguage/Growth/Community configuration|configure how this feature works locally]]. [https://phabricator.wikimedia.org/T308141][https://phabricator.wikimedia.org/T308142][https://phabricator.wikimedia.org/T308143] * The Vector 2022 skin will have some minor visual changes to drop-down menus, column widths, and more. These changes were added to four Wikipedias last week. If no issues are found, these changes will proceed to all wikis this week. These changes will make it possible to add new menus for readability and dark mode. [[mw:Special:MyLanguage/Reading/Web/Desktop_Improvements/Updates#November_2023:_Visual_changes,_more_deployments,_and_shifting_focus|Learn more]]. [https://phabricator.wikimedia.org/T347711] '''Future changes''' * There is [[mw:Extension talk:Graph/Plans#Update: 15 November|an update on re-enabling the Graph Extension]]. To speed up the process, Vega 2 will not be supported and only [https://phabricator.wikimedia.org/T335325 some protocols] will be available at launch. You can help by sharing what you think about the plan. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/47|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W47"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:55, 21 November 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25884616 --> == Tech News: 2023-48 == <section begin="technews-2023-W48"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/48|Translations]] are available. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.7|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-11-28|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-11-29|en}}. It will be on all wikis from {{#time:j xg|2023-11-30|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). There is no new MediaWiki version next week. [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] MediaWiki's JavaScript system will now allow <bdi lang="zxx" dir="ltr"><code>async</code>/<code>await</code></bdi> syntax in gadgets and user scripts. Gadget authors should remember that users' browsers may not support it, so it should be used appropriately. [https://phabricator.wikimedia.org/T343499] * The deployment of "[[mw:Special:MyLanguage/Help:Growth/Tools/Add_a_link|Add a link]]" announced [[m:Special:MyLanguage/Tech/News/2023/47|last week]] was postponed. It will resume this week. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/48|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W48"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:08, 27 November 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25906379 --> == Tech News: 2023-49 == <section begin="technews-2023-W49"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/49|Translations]] are available. '''Recent changes''' * The spacing between paragraphs on Vector 2022 has been changed from 7px to 14px to match the size of the text. This will make it easier to distinguish paragraphs from sentences. [https://phabricator.wikimedia.org/T351754] * The "{{int:Visualeditor-dialog-meta-categories-defaultsort-label}}" feature in VisualEditor is working again. You no longer need to switch to source editing to edit <bdi lang="zxx" dir="ltr"><code><nowiki>{{DEFAULTSORT:...}}</nowiki></code></bdi> keywords. [https://phabricator.wikimedia.org/T337398] '''Changes later this week''' * There is no new MediaWiki version this week. [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * On 6 December, people who have the enabled the preference for "{{int:Discussiontools-preference-visualenhancements}}" will notice the [[mw:Special:MyLanguage/Talk pages project/Usability|talk page usability improvements]] appear on pages that include the <bdi lang="zxx" dir="ltr"><code><nowiki>__NEWSECTIONLINK__</nowiki></code></bdi> magic word. If you notice any issues, please [[phab:T352232|share them with the team on Phabricator]]. '''Future changes''' * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The Toolforge [[wikitech:News/Toolforge Grid Engine deprecation|Grid Engine shutdown process]] will start on December 14. Maintainers of [[toolforge:grid-deprecation|tools that still use this old system]] should plan to migrate to Kubernetes, or tell the team your plans on Phabricator in the task about your tool, before that date. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/VIWWQKMSQO2ED3TVUR7KPPWRTOBYBVOA/] * Communities using [[mw:Special:MyLanguage/Structured_Discussions|Structured Discussions]] are being contacted regarding [[mw:Special:MyLanguage/Structured_Discussions/Deprecation|the upcoming deprecation of Structured Discussions]]. You can read more about this project, and share your comments, [[mw:Special:MyLanguage/Structured_Discussions/Deprecation|on the project's page]]. '''Events''' * Registration & Scholarship applications are now open for the [[mw:Special:MyLanguage/Wikimedia Hackathon 2024|Wikimedia Hackathon 2024]] that will take place from 3–5 May in Tallinn, Estonia. Scholarship applications are open until 5 January 2024. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/49|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W49"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:50, 4 December 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25914435 --> == Tech News: 2023-50 == <section begin="technews-2023-W50"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/50|Translations]] are available. '''Recent changes''' * On Wikimedia Commons, there are some minor user-interface improvements for the "choosing own vs not own work" step in the UploadWizard. This is part of the Structured Content team's project of [[:commons:Commons:WMF support for Commons/Upload Wizard Improvements|improving UploadWizard on Commons]]. [https://phabricator.wikimedia.org/T352707][https://phabricator.wikimedia.org/T352709] '''Problems''' * There was a problem showing the [[mw:Special:MyLanguage/Growth/Personalized first day/Newcomer homepage|Newcomer homepage]] feature with the "impact module" and their page-view graphs, for a few days in early December. This has now been fixed. [https://phabricator.wikimedia.org/T352352][https://phabricator.wikimedia.org/T352349] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.9|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-12-12|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-12-13|en}}. It will be on all wikis from {{#time:j xg|2023-12-14|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] '''Future changes''' * [[File:Octicons-tools.svg|15px|link=]] The [https://wikimediafoundation.limesurvey.net/796964 2023 Developer Satisfaction Survey] is seeking the opinions of the Wikimedia developer community. Please take the survey if you have any role in developing software for the Wikimedia ecosystem. The survey is open until 5 January 2024, and has an associated [[foundation:Legal:December_2023_Developer_Satisfaction_Survey|privacy statement]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/50|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W50"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 02:12, 12 December 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25945501 --> == Tech News: 2023-51 == <section begin="technews-2023-W51"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/51|Translations]] are available. '''Tech News''' * The next issue of Tech News will be sent out on 8 January 2024 because of [[w:en:Christmas and holiday season|the holidays]]. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.10|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-12-19|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-12-20|en}}. It will be on all wikis from {{#time:j xg|2023-12-21|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). There is no new MediaWiki version next week. [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * Starting December 18, it won't be possible to activate Structured Discussions on a user's own talk page using the Beta feature. The Beta feature option remains available for users who want to deactivate Structured Discussions. This is part of [[mw:Structured Discussions/Deprecation|Structured Discussions' deprecation work]]. [https://phabricator.wikimedia.org/T248309] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] There will be full support for redirects in the Module namespace. The "Move Page" feature will leave an appropriate redirect behind, and such redirects will be appropriately recognized by the software (e.g. hidden from [[{{#special:UnconnectedPages}}]]). There will also be support for [[mw:Special:MyLanguage/Extension:Scribunto/Lua reference manual#Renaming or moving modules|manual redirects]]. [https://phabricator.wikimedia.org/T120794] '''Future changes''' * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The MediaWiki JavaScript documentation is moving to a new format. During the move, you can read the old docs using [https://doc.wikimedia.org/mediawiki-core/REL1_41/js/ version 1.41]. Feedback about [https://doc.wikimedia.org/mediawiki-core/master/js/ the new site] is welcome on the [[mw:Talk:JSDoc_WMF_theme|project talk page]]. * The Wishathon is a new initiative that encourages collaboration across the Wikimedia community to develop solutions for wishes collected through the [[m:Special:MyLanguage/Community Wishlist Survey|Community Wishlist Survey]]. The first community Wishathon will take place from 15–17 March. If you are interested in a project proposal as a user, developer, designer, or product lead, you can [[m:Special:MyLanguage/Event:WishathonMarch2024|register for the event and read more]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/51|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W51"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 16:17, 18 December 2023 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25959059 --> == Tech News: 2024-02 == <section begin="technews-2024-W02"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/02|Translations]] are available. '''Recent changes''' * [https://mediawiki2latex.wmflabs.org/ mediawiki2latex] is a tool that converts wiki content into the formats of LaTeX, PDF, ODT, and EPUB. The code now runs many times faster due to recent improvements. There is also an optional Docker container you can [[b:de:Benutzer:Dirk_Hünniger/wb2pdf/install#Using_Docker|install]] on your local machine. * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The way that Random pages are selected has been updated. This will slowly reduce the problem of some pages having a lower chance of appearing. [https://phabricator.wikimedia.org/T309477] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.13|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-01-09|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-01-10|en}}. It will be on all wikis from {{#time:j xg|2024-01-11|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/02|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W02"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 01:19, 9 January 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26026251 --> == Tech News: 2024-03 == <section begin="technews-2024-W03"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/03|Translations]] are available. '''Recent changes''' * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Pages that use the JSON [[mw:Special:MyLanguage/Manual:ContentHandler|contentmodel]] will now use tabs instead of spaces for auto-indentation. This will significantly reduce the page size. [https://phabricator.wikimedia.org/T326065] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] [[mw:Special:MyLanguage/Extension:Gadgets|Gadgets]] and personal user scripts may now use JavaScript syntax introduced in ES6 (also known as "ES2015") and ES7 ("ES2016"). MediaWiki validates the source code to protect other site functionality from syntax errors, and to ensure scripts are valid in all [[mw:Special:MyLanguage/Compatibility#Browsers|supported browsers]]. Previously, Gadgets could use the <bdi lang="zxx" dir="ltr"><code><nowiki>requiresES6</nowiki></code></bdi> option. This option is no longer needed and will be removed in the future. [https://phabricator.wikimedia.org/T75714] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] [[mw:Special:MyLanguage/Manual:Bot passwords|Bot passwords]] and [[mw:Special:MyLanguage/OAuth/Owner-only consumers|owner-only OAuth consumers]] can now be restricted to allow editing only specific pages. [https://phabricator.wikimedia.org/T349957] * You can now [[mw:Special:MyLanguage/Extension:Thanks|thank]] edits made by bots. [https://phabricator.wikimedia.org/T341388] * An update on the status of the Community Wishlist Survey for 2024 [[m:Special:MyLanguage/Community Wishlist Survey/Future Of The Wishlist/January 4, 2024 Update|has been published]]. Please read and give your feedback. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.14|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-01-16|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-01-17|en}}. It will be on all wikis from {{#time:j xg|2024-01-18|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * Starting on January 17, it will not be possible to login to Wikimedia wikis from some specific old versions of the Chrome browser (versions 51–66, released between 2016 and 2018). Additionally, users of iOS 12, or Safari on Mac OS 10.14, may need to login to each wiki separately. [https://phabricator.wikimedia.org/T344791] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The <bdi lang="zxx" dir="ltr"><code>jquery.cookie</code></bdi> module was deprecated and replaced with the <bdi lang="zxx" dir="ltr"><code>mediawiki.cookie</code></bdi> module last year. A script has now been run to replace any remaining uses, and this week the temporary alias will be removed. [https://phabricator.wikimedia.org/T354966] '''Future changes''' * Wikimedia Deutschland is working to [[m:WMDE Technical Wishes/Reusing references|make reusing references easier]]. They are looking for people who are interested in participating in [https://wikimedia.sslsurvey.de/User-research-into-Reusing-References-Sign-up-Form-2024/en/ individual video calls for user research in January and February]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/03|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W03"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:13, 16 January 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26074460 --> == Tech News: 2024-04 == <section begin="technews-2024-W04"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/04|Translations]] are available. '''Problems''' * A bug in UploadWizard prevented linking to the userpage of the uploader when uploading. It has now been fixed. [https://phabricator.wikimedia.org/T354529] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.15|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-01-23|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-01-24|en}}. It will be on all wikis from {{#time:j xg|2024-01-25|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/04|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W04"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 01:03, 23 January 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26096197 --> == Tech News: 2024-05 == <section begin="technews-2024-W05"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/05|Translations]] are available. '''Recent changes''' * Starting Monday January 29, all talk pages messages' timestamps will become a link. This link is a permanent link to the comment. It allows users to find the comment they are looking for, even if this comment was moved elsewhere. This will affect all wikis except for the English Wikipedia. You can read more about this change [https://diff.wikimedia.org/2024/01/29/talk-page-permalinks-dont-lose-your-threads/ on Diff] or [[mw:Special:MyLanguage/Help:DiscussionTools#Talk_pages_permalinking|on Mediawiki.org]].<!-- The Diff post will be published on Monday morning UTC--> [https://phabricator.wikimedia.org/T302011] * There are some improvements to the CAPTCHA to make it harder for spam bots and scripts to bypass it. If you have feedback on this change, please comment on [[phab:T141490|the task]]. Staff are monitoring metrics related to the CAPTCHA, as well as secondary metrics such as account creations and edit counts. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.16|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-01-30|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-01-31|en}}. It will be on all wikis from {{#time:j xg|2024-02-01|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] On February 1, a link will be added to the "Tools" menu to download a [[w:en:QR code|QR code]] that links to the page you are viewing. There will also be a new [[{{#special:QrCode}}]] page to create QR codes for any Wikimedia URL. This addresses the [[m:Community Wishlist Survey 2023/Mobile and apps/Add ability to share QR code for a page in any Wikimedia project|#19 most-voted wish]] from the [[m:Community Wishlist Survey 2023/Results|2023 Community Wishlist Survey]]. [https://phabricator.wikimedia.org/T329973] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] [[mw:Special:MyLanguage/Extension:Gadgets|Gadgets]] which only work in some skins have sometimes used the <bdi lang="zxx" dir="ltr"><code>targets</code></bdi> option to limit where you can use them. This will stop working this week. You should use the <bdi lang="zxx" dir="ltr"><code>skins</code></bdi> option instead. [https://phabricator.wikimedia.org/T328497] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/05|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W05"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:31, 29 January 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26137870 --> == Tech News: 2024-06 == <section begin="technews-2024-W06"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/06|Translations]] are available. '''Recent changes''' *The mobile site history pages now use the same HTML as the desktop history pages. If you hear of any problems relating to mobile history usage please point them to [[phab:T353388|the phabricator task]]. *On most wikis, admins can now block users from making specific actions. These actions are: uploading files, creating new pages, moving (renaming) pages, and sending thanks. The goal of this feature is to allow admins to apply blocks that are adequate to the blocked users' activity. [[m:Special:MyLanguage/Community health initiative/Partial blocks#action-blocks|Learn more about "action blocks"]]. [https://phabricator.wikimedia.org/T242541][https://phabricator.wikimedia.org/T280531] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.17|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-02-06|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-02-07|en}}. It will be on all wikis from {{#time:j xg|2024-02-08|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * Talk pages permalinks that included diacritics and non-Latin script were malfunctioning. This issue is fixed. [https://phabricator.wikimedia.org/T356199] '''Future changes''' * [[m:WMDE Technical Wishes/ReferencePreviews#24WPs|24 Wikipedias]] with [[mw:Special:MyLanguage/Reference_Tooltips|Reference Tooltips]] as a default gadget are encouraged to remove that default flag. This would make [[mw:Special:MyLanguage/Help:Reference_Previews|Reference Previews]] the new default for reference popups, leading to a more consistent experience across wikis. For [[m:WMDE Technical Wishes/ReferencePreviews#46WPs|46 Wikipedias]] with less than 4 interface admins, the change is already scheduled for mid-February, [[m:Talk:WMDE Technical Wishes/ReferencePreviews#Reference Previews to become the default for previewing references on more wikis.|unless there are concerns]]. The older Reference Tooltips gadget will still remain usable and will override this feature, if it is available on your wiki and you have enabled it in your settings. [https://meta.wikimedia.org/wiki/WMDE_Technical_Wishes/ReferencePreviews#Reference_Previews_to_become_the_default_for_previewing_references_on_more_wikis][https://phabricator.wikimedia.org/T355312] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/06|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W06"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:22, 5 February 2024 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26180971 --> == Tech News: 2024-07 == <section begin="technews-2024-W07"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/07|Translations]] are available. '''Recent changes''' * The [[d:Wikidata:SPARQL query service/WDQS graph split|WDQS Graph Split experiment]] is working and loaded onto 3 test servers. The team in charge is testing the split's impact and requires feedback from WDQS users through the UI or programmatically in different channels. [https://www.wikidata.org/wiki/Wikidata_talk:SPARQL_query_service/WDQS_graph_split][https://phabricator.wikimedia.org/T356773][https://www.wikidata.org/wiki/User:Sannita_(WMF)] Users' feedback will validate the impact of various use cases and workflows around the Wikidata Query service. [https://www.wikidata.org/wiki/Wikidata:SPARQL_query_service/WDQS_backend_update/October_2023_scaling_update][https://www.mediawiki.org/wiki/Wikidata_Query_Service/User_Manual#Federation] '''Problems''' *There was a bug that affected the appearance of visited links when using mobile device to access wiki sites. It made the links appear black; [[phab:T356928|this issue]] is fixed. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.18|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-02-13|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-02-14|en}}. It will be on all wikis from {{#time:j xg|2024-02-15|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] As work continues on the grid engine deprecation,[https://wikitech.wikimedia.org/wiki/News/Toolforge_Grid_Engine_deprecation] tools on the grid engine will be stopped starting on February 14th, 2024. If you have tools actively migrating you can ask for an extension so they are not stopped. [https://wikitech.wikimedia.org/wiki/Portal:Toolforge/About_Toolforge#Communication_and_support] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/07|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W07"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 05:48, 13 February 2024 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26223994 --> == Tech News: 2024-08 == <section begin="technews-2024-W08"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/08|Translations]] are available. '''Recent changes''' * If you have the "{{int:Tog-enotifwatchlistpages}}" option enabled, edits by bot accounts no longer trigger notification emails. Previously, only minor edits would not trigger the notification emails. [https://phabricator.wikimedia.org/T356984] * There are changes to how user and site scripts load for [[mw:Special:MyLanguage/Skin:Vector/2022| Vector 2022]] on specific wikis. The changes impacted the following Wikis: all projects with [[mw:Special:MyLanguage/Skin:Vector|Vector legacy]] as the default skin, Wikivoyage, and Wikibooks. Other wikis will be affected over the course of the next three months. Gadgets are not impacted. If you have been affected or want to minimize the impact on your project, see [[Phab:T357580| this ticket]]. Please coordinate and take action proactively. *Newly auto-created accounts (the accounts you get when you visit a new wiki) now have the same local notification preferences as users who freshly register on that wiki. It is effected in four notification types listed in the [[phab:T353225|task's description]]. *The maximum file size when using [[c:Special:MyLanguage/Commons:Upload_Wizard|Upload Wizard]] is now 5 GiB. [https://phabricator.wikimedia.org/T191804] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.19|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-02-20|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-02-21|en}}. It will be on all wikis from {{#time:j xg|2024-02-22|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Selected tools on the grid engine have been [[wikitech:News/Toolforge_Grid_Engine_deprecation|stopped]] as we prepare to shut down the grid on March 14th, 2024. The tool's code and data have not been deleted. If you are a maintainer and you want your tool re-enabled reach out to the [[wikitech:Portal:Toolforge/About_Toolforge#Communication_and_support|team]]. Only tools that have asked for extension are still running on the grid. * The CSS <bdi lang="zxx" dir="ltr"><code>[https://developer.mozilla.org/en-US/docs/Web/CSS/filter filter]</code></bdi> property can now be used in HTML <bdi lang="zxx" dir="ltr"><code>style</code></bdi> attributes in wikitext. [https://phabricator.wikimedia.org/T308160] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/08|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W08"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 15:36, 19 February 2024 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26254282 --> == Tech News: 2024-09 == <section begin="technews-2024-W09"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/09|Translations]] are available. '''Recent changes''' * The [[mw:Special:MyLanguage/VisualEditor_on_mobile|mobile visual editor]] is now the default editor for users who never edited before, at a small group of wikis. [[mw:Special:MyLanguage/VisualEditor_on_mobile/VE_mobile_default#A/B_test_results| Research ]] shows that users using this editor are slightly more successful publishing the edits they started, and slightly less successful publishing non-reverted edits. Users who defined the wikitext editor as their default on desktop will get the wikitext editor on mobile for their first edit on mobile as well. [https://phabricator.wikimedia.org/T352127] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The [[mw:Special:MyLanguage/ResourceLoader/Core modules#mw.config|mw.config]] value <code>wgGlobalGroups</code> now only contains groups that are active in the wiki. Scripts no longer have to check whether the group is active on the wiki via an API request. A code example of the above is: <bdi lang="zxx" dir="ltr"><code>if (/globalgroupname/.test(mw.config.get("wgGlobalGroups")))</code></bdi>. [https://phabricator.wikimedia.org/T356008] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.20|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-02-27|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-02-28|en}}. It will be on all wikis from {{#time:j xg|2024-02-29|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] '''Future changes''' * The right to change [[mw:Special:MyLanguage/Manual:Tags|edit tags]] (<bdi lang="zxx" dir="ltr"><code>changetags</code></bdi>) will be removed from users in Wikimedia sites, keeping it by default for admins and bots only. Your community can ask to retain the old configuration on your wiki before this change happens. Please indicate in [[phab:T355639|this ticket]] to keep it for your community before the end of March 2024. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/09|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W09"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:23, 26 February 2024 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26294125 --> == Tech News: 2024-10 == <section begin="technews-2024-W10"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/10|Translations]] are available. '''Recent changes''' * The <bdi lang="zxx" dir="ltr"><code>Special:Book</code></bdi> page (as well as the associated "Create a book" functionality) provided by the old [[mw:Special:MyLanguage/Extension:Collection|Collection extension]] has been removed from all Wikisource wikis, as it was broken. This does not affect the ability to download normal books, which is provided by the [[mw:Special:MyLanguage/Extension:Wikisource|Wikisource extension]]. [https://phabricator.wikimedia.org/T358437] * [[m:Wikitech|Wikitech]] now uses the next-generation [[mw:Special:MyLanguage/Parsoid|Parsoid]] wikitext parser by default to generate all pages in the Talk namespace. Report any problems on the [[mw:Talk:Parsoid/Parser_Unification/Known_Issues|Known Issues discussion page]]. You can use the [[mw:Special:MyLanguage/Extension:ParserMigration|ParserMigration]] extension to control the use of Parsoid; see the [[mw:Special:MyLanguage/Help:Extension:ParserMigration|ParserMigration help documentation]] for more details. * Maintenance on [https://etherpad.wikimedia.org etherpad] is completed. If you encounter any issues, please indicate in [[phab:T316421|this ticket]]. * [[File:Octicons-tools.svg|12px|link=|alt=| Advanced item]] [[mw:Special:MyLanguage/Extension:Gadgets|Gadgets]] allow interface admins to create custom features with CSS and JavaScript. The <bdi lang="zxx" dir="ltr"><code>Gadget</code></bdi> and <bdi lang="zxx" dir="ltr"><code>Gadget_definition</code></bdi> namespaces and <bdi lang="zxx" dir="ltr"><code>gadgets-definition-edit</code></bdi> user right were reserved for an experiment in 2015, but were never used. These were visible on Special:Search and Special:ListGroupRights. The unused namespaces and user rights are now removed. No pages are moved, and no changes need to be made. [https://phabricator.wikimedia.org/T31272] * A usability improvement to the "Add a citation" in Wikipedia workflow has been made, the insert button was moved to the popup header. [https://phabricator.wikimedia.org/T354847] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.21|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-03-05|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-03-06|en}}. It will be on all wikis from {{#time:j xg|2024-03-07|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] '''Future changes''' * All wikis will be read-only for a few minutes on March 20. This is planned at 14:00 UTC. More information will be published in Tech News and will also be posted on individual wikis in the coming weeks. [https://phabricator.wikimedia.org/T358233] * The HTML markup of headings and section edit links will be changed later this year to improve accessibility. See [[mw:Special:MyLanguage/Heading_HTML_changes|Heading HTML changes]] for details. The new markup will be the same as in the new Parsoid wikitext parser. You can test your gadget or stylesheet with the new markup if you add <bdi lang="zxx" dir="ltr"><code>?useparsoid=1</code></bdi> to your URL ([[mw:Special:MyLanguage/Help:Extension:ParserMigration#Selecting_a_parser_using_a_URL_query_string|more info]]) or turn on Parsoid read views in your user options ([[mw:Special:MyLanguage/Help:Extension:ParserMigration#Enabling_via_user_preference|more info]]). * '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/10|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W10"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:47, 4 March 2024 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26329807 --> == Tech News: 2024-11 == <section begin="technews-2024-W11"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/11|Translations]] are available. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.22|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-03-12|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-03-13|en}}. It will be on all wikis from {{#time:j xg|2024-03-14|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * After consulting with various communities, the line height of the text on the [[mw:Special:MyLanguage/Skin:Minerva Neue|Minerva skin]] will be increased to its previous value of 1.65. Different options for typography can also be set using the options in the menu, as needed. [https://phabricator.wikimedia.org/T358498] *The active link color in [[mw:Special:MyLanguage/Skin:Minerva Neue|Minerva]] will be changed to provide more consistency with our other platforms and best practices. [https://phabricator.wikimedia.org/T358516] * [[c:Special:MyLanguage/Commons:Structured data|Structured data on Commons]] will no longer ask whether you want to leave the page without saving. This will prevent the “information you’ve entered may not be saved” popups from appearing when no information have been entered. It will also make file pages on Commons load faster in certain cases. However, the popups will be hidden even if information has indeed been entered. If you accidentally close the page before saving the structured data you entered, that data will be lost. [https://phabricator.wikimedia.org/T312315] '''Future changes''' * All wikis will be read-only for a few minutes on March 20. This is planned at 14:00 UTC. More information will be published in Tech News and will also be posted on individual wikis in the coming weeks. [https://phabricator.wikimedia.org/T358233][https://meta.wikimedia.org/wiki/Special:MyLanguage/Tech/Server_switch] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/11|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W11"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:04, 11 March 2024 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26374013 --> == Tech News: 2024-12 == <section begin="technews-2024-W12"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/12|Translations]] are available. '''Recent changes''' * The notice "Language links are at the top of the page" that appears in the [[mw:Special:MyLanguage/Skin:Vector/2022|Vector 2022 skin]] main menu has been removed now that users have learned the new location of the Language switcher. [https://phabricator.wikimedia.org/T353619] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] [[m:Special:MyLanguage/IP_Editing:_Privacy_Enhancement_and_Abuse_Mitigation/IP_Info_feature|IP info feature]] displays data from Spur, an IP addresses database. Previously, the only data source for this feature was MaxMind. Now, IP info is more useful for patrollers. [https://phabricator.wikimedia.org/T341395] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The Toolforge Grid Engine services have been shut down after the final migration process from Grid Engine to Kubernetes. [https://wikitech.wikimedia.org/wiki/Obsolete:Toolforge/Grid][https://wikitech.wikimedia.org/wiki/News/Toolforge_Grid_Engine_deprecation][https://techblog.wikimedia.org/2022/03/14/toolforge-and-grid-engine/] * Communities can now customize the default reasons for undeleting a page by creating [[MediaWiki:Undelete-comment-dropdown]]. [https://phabricator.wikimedia.org/T326746] '''Problems''' * [[m:Special:MyLanguage/WMDE_Technical_Wishes/RevisionSlider|RevisionSlider]] is an interface to interactively browse a page's history. Users in [[mw:Special:MyLanguage/Extension:RevisionSlider/Developing_a_RTL-accessible_feature_in_MediaWiki_-_what_we%27ve_learned_while_creating_the_RevisionSlider|right-to-left]] languages reported RevisionSlider reacting wrong to mouse clicks. This should be fixed now. [https://phabricator.wikimedia.org/T352169] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.23|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-03-19|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-03-20|en}}. It will be on all wikis from {{#time:j xg|2024-03-21|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * All wikis will be read-only for a few minutes on March 20. This is planned at [https://zonestamp.toolforge.org/1710943200 14:00 UTC]. [https://phabricator.wikimedia.org/T358233][https://meta.wikimedia.org/wiki/Special:MyLanguage/Tech/Server_switch] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/12|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W12"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 17:39, 18 March 2024 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26410165 --> == Tech News: 2024-13 == <section begin="technews-2024-W13"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/13|Translations]] are available. '''Recent changes''' * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] An update was made on March 18th 2024 to how various projects load site, user JavaScript and CSS in [[mw:Special:MyLanguage/Skin:Vector/2022|Vector 2022 skin]]. A [[phab:T360384|checklist]] is provided for site admins to follow. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.24|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-03-26|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-03-27|en}}. It will be on all wikis from {{#time:j xg|2024-03-28|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/13|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W13"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 18:56, 25 March 2024 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26446209 --> == Tech News: 2024-14 == <section begin="technews-2024-W14"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/14|Translations]] are available. '''Recent changes''' * Users of the [[mw:Special:MyLanguage/Reading/Web/Accessibility_for_reading|reading accessibility]] beta feature will notice that the default line height for the standard and large text options has changed. [https://phabricator.wikimedia.org/T359030] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.25|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-04-02|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-04-03|en}}. It will be on all wikis from {{#time:j xg|2024-04-04|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] '''Future changes''' * The Wikimedia Foundation has an annual plan. The annual plan decides what the Wikimedia Foundation will work on. You can now read [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2024-2025/Product & Technology OKRs#Draft Key Results|the draft key results]] for the Product and Technology department. They are suggestions for what results the Foundation wants from big technical changes from July 2024 to June 2025. You can [[m:Talk:Wikimedia Foundation Annual Plan/2024-2025/Product & Technology OKRs|comment on the talk page]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/14|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W14"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 03:36, 2 April 2024 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26462933 --> == Tech News: 2024-15 == <section begin="technews-2024-W15"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/15|Translations]] are available. '''Recent changes''' * Web browsers can use tools called [[:w:en:Browser extension|extensions]]. There is now a Chrome extension called [[m:Future Audiences/Experiment:Citation Needed|Citation Needed]] which you can use to see if an online statement is supported by a Wikipedia article. This is a small experiment to see if Wikipedia can be used this way. Because it is a small experiment, it can only be used in Chrome in English. * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] A new [[mw:Special:MyLanguage/Help:Edit Recovery|Edit Recovery]] feature has been added to all wikis, available as a [[Special:Preferences#mw-prefsection-editing|user preference]]. Once you enable it, your in-progress edits will be stored in your web browser, and if you accidentally close an editing window or your browser or computer crashes, you will be prompted to recover the unpublished text. Please leave any feedback on the [[m:Special:MyLanguage/Talk:Community Wishlist Survey 2023/Edit-recovery feature|project talk page]]. This was the #8 wish in the 2023 Community Wishlist Survey. * Initial results of [[mw:Special:MyLanguage/Edit check|Edit check]] experiments [[mw:Special:MyLanguage/Edit_check#4_April_2024|have been published]]. Edit Check is now deployed as a default feature at [[phab:T342930#9538364|the wikis that tested it]]. [[mw:Talk:Edit check|Let us know]] if you want your wiki to be part of the next deployment of Edit check. [https://phabricator.wikimedia.org/T342930][https://phabricator.wikimedia.org/T361727] * Readers using the [[mw:Special:MyLanguage/Skin:Minerva Neue|Minerva skin]] on mobile will notice there has been an improvement in the line height across all typography settings. [https://phabricator.wikimedia.org/T359029] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.26|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-04-09|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-04-10|en}}. It will be on all wikis from {{#time:j xg|2024-04-11|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * New accounts and logged-out users will get the [[mw:Special:MyLanguage/VisualEditor|visual editor]] as their default editor on mobile. This deployment is made at all wikis except for the English Wikipedia. [https://phabricator.wikimedia.org/T361134] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/15|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W15"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:37, 8 April 2024 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26564838 --> == Tech News: 2024-16 == <section begin="technews-2024-W16"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/16|Translations]] are available. '''Problems''' * Between 2 April and 8 April, on wikis using [[mw:Special:MyLanguage/Extension:FlaggedRevs|Flagged Revisions]], the "{{Int:tag-mw-reverted}}" tag was not applied to undone edits. In addition, page moves, protections and imports were not autoreviewed. This problem is now fixed. [https://phabricator.wikimedia.org/T361918][https://phabricator.wikimedia.org/T361940] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.43/wmf.1|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-04-16|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-04-17|en}}. It will be on all wikis from {{#time:j xg|2024-04-18|en}} ([[mw:MediaWiki 1.43/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * [[mw:Special:MyLanguage/Help:Magic words#DEFAULTSORT|Default category sort keys]] will now affect categories added by templates placed in [[mw:Special:MyLanguage/Help:Cite|footnotes]]. Previously footnotes used the page title as the default sort key even if a different default sort key was specified (category-specific sort keys already worked). [https://phabricator.wikimedia.org/T40435] * A new variable <bdi lang="zxx" dir="ltr"><code>page_last_edit_age</code></bdi> will be added to [[Special:AbuseFilter|abuse filters]]. It tells how many seconds ago the last edit to a page was made. [https://phabricator.wikimedia.org/T269769] '''Future changes''' * Volunteer developers are kindly asked to update the code of their tools and features to handle [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts|temporary accounts]]. [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts/For developers/2024-04 CTA|Learn more]]. * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Four database fields will be removed from database replicas (including [[quarry:|Quarry]]). This affects only the <bdi lang="zxx" dir="ltr"><code>abuse_filter</code></bdi> and <bdi lang="zxx" dir="ltr"><code>abuse_filter_history</code></bdi> tables. Some queries might need to be updated. [https://phabricator.wikimedia.org/T361996] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/16|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W16"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:29, 15 April 2024 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26564838 --> == Tech News: 2024-17 == <section begin="technews-2024-W17"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/17|Translations]] are available. '''Recent changes''' * Starting this week, newcomers editing Wikipedia [[mw:Special:MyLanguage/Growth/Positive reinforcement#Leveling up 3|will be encouraged]] to try structured tasks. [[mw:Special:MyLanguage/Growth/Feature summary#Newcomer tasks|Structured tasks]] have been shown to [[mw:Special:MyLanguage/Growth/Personalized first day/Structured tasks/Add a link/Experiment analysis, December 2021|improve newcomer activation and retention]]. [https://phabricator.wikimedia.org/T348086] * You can [[m:Special:MyLanguage/Coolest Tool Award|nominate your favorite tools]] for the fifth edition of the Coolest Tool Award. Nominations will be open until May 10. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.43/wmf.2|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-04-23|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-04-24|en}}. It will be on all wikis from {{#time:j xg|2024-04-25|en}} ([[mw:MediaWiki 1.43/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] '''Future changes''' * This is the last warning that by the end of May 2024 the Vector 2022 skin will no longer share site and user scripts/styles with old Vector. For user-scripts that you want to keep using on Vector 2022, copy the contents of [[{{#special:MyPage}}/vector.js]] to [[{{#special:MyPage}}/vector-2022.js]]. There are [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Features/Loading Vector 2010 scripts|more technical details]] available. Interface administrators who foresee this leading to lots of technical support questions may wish to send a mass message to your community, as was done on French Wikipedia. [https://phabricator.wikimedia.org/T362701] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/17|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W17"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:28, 22 April 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26647188 --> == Tech News: 2024-18 == <section begin="technews-2024-W18"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/18|Translations]] are available. '''Recent changes''' [[File:Talk_pages_default_look_(April_2023).jpg|thumb|alt=Screenshot of the visual improvements made on talk pages|Example of a talk page with the new design, in French.]] * The appearance of talk pages changed for the following wikis: {{int:project-localized-name-azwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bnwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-dewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-fawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-hewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-hiwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-idwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-nlwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ptwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-rowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-thwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-trwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ukwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-viwiki/en}}. These wikis participated to a test, where 50% of users got the new design, for one year. As this test [[Mw:Special:MyLanguage/Talk pages project/Usability/Analysis|gave positive results]], the new design is deployed on these wikis as the default design. It is possible to opt-out these changes [[Special:Preferences#mw-prefsection-editing|in user preferences]] ("{{int:discussiontools-preference-visualenhancements}}"). The deployment will happen at all wikis in the coming weeks. [https://phabricator.wikimedia.org/T341491] * Seven new wikis have been created: ** a {{int:project-localized-name-group-wikipedia}} in [[d:Q33014|Betawi]] ([[w:bew:|<code>w:bew:</code>]]) [https://phabricator.wikimedia.org/T357866] ** a {{int:project-localized-name-group-wikipedia}} in [[d:Q35708|Kusaal]] ([[w:kus:|<code>w:kus:</code>]]) [https://phabricator.wikimedia.org/T359757] ** a {{int:project-localized-name-group-wikipedia}} in [[d:Q35513|Igala]] ([[w:igl:|<code>w:igl:</code>]]) [https://phabricator.wikimedia.org/T361644] ** a {{int:project-localized-name-group-wiktionary}} in [[d:Q33541|Karakalpak]] ([[wikt:kaa:|<code>wikt:kaa:</code>]]) [https://phabricator.wikimedia.org/T362135] ** a {{int:project-localized-name-group-wikisource}} in [[d:Q9228|Burmese]] ([[s:my:|<code>s:my:</code>]]) [https://phabricator.wikimedia.org/T361085] ** a {{int:project-localized-name-group-wikisource}} in [[d:Q9237|Malay]] ([[s:ms:|<code>s:ms:</code>]]) [https://phabricator.wikimedia.org/T363039] ** a {{int:project-localized-name-group-wikisource}} in [[d:Q8108|Georgian]] ([[s:ka:|<code>s:ka:</code>]]) [https://phabricator.wikimedia.org/T363085] * You can now [https://translatewiki.net/wiki/Support#Early_access:_Watch_Message_Groups_on_Translatewiki.net watch message groups/projects] on [[m:Special:MyLanguage/translatewiki.net|Translatewiki.net]]. Initially, this feature will notify you of added or deleted messages in these groups. [https://phabricator.wikimedia.org/T348501] * Dark mode is now available on all wikis, on mobile web for logged-in users who opt into the [[Special:MobileOptions|advanced mode]]. This is the early release of the feature. Technical editors are invited to [https://night-mode-checker.wmcloud.org/ check for accessibility issues on wikis]. See [[mw:Special:MyLanguage/Reading/Web/Accessibility for reading/Updates/2024-04|more detailed guidelines]]. '''Problems''' * [[mw:Special:MyLanguage/Help:Extension:Kartographer|Kartographer]] maps can use an alternative visual style without labels, by using <bdi lang="zxx" dir="ltr"><code><nowiki>mapstyle="osm"</nowiki></code></bdi>. This wasn't working in previews, creating the wrong impression that it wasn't supported. This has now been fixed. [https://phabricator.wikimedia.org/T362531] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.43/wmf.3|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-04-30|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-05-01|en}}. It will be on all wikis from {{#time:j xg|2024-05-02|en}} ([[mw:MediaWiki 1.43/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/18|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W18"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 03:33, 30 April 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26689057 --> == Tech News: 2024-19 == <section begin="technews-2024-W19"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/19|Translations]] are available. '''Recent changes''' [[File:Talk_pages_default_look_(April_2023).jpg|thumb|alt=Screenshot of the visual improvements made on talk pages|Example of a talk page with the new design, in French.]] * The appearance of talk pages changed for all wikis, except for Commons, Wikidata and most Wikipedias ([[m:Special:MyLanguage/Tech/News/2024/18|a few]] have already received this design change). You can read the detail of the changes [[diffblog:2024/05/02/making-talk-pages-better-for-everyone/|on ''Diff'']]. It is possible to opt-out these changes [[Special:Preferences#mw-prefsection-editing|in user preferences]] ("{{int:discussiontools-preference-visualenhancements}}"). The deployment will happen at remaining wikis in the coming weeks. [https://phabricator.wikimedia.org/T352087][https://phabricator.wikimedia.org/T319146] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Interface admins now have greater control over the styling of article components on mobile with the introduction of the <code>SiteAdminHelper</code>. More information on how styles can be disabled can be found [[mw:Special:MyLanguage/Extension:WikimediaMessages#Site_admin_helper|at the extension's page]]. [https://phabricator.wikimedia.org/T363932] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] [[m:Special:MyLanguage/Wikimedia Enterprise|Wikimedia Enterprise]] has added article body sections in JSON format and a curated short description field to the existing parsed Infobox. This expansion to the API is also available via Wikimedia Cloud Services. [https://enterprise.wikimedia.com/blog/article-sections-and-description/] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.43/wmf.4|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-05-07|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-05-08|en}}. It will be on all wikis from {{#time:j xg|2024-05-09|en}} ([[mw:MediaWiki 1.43/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * When you look at the Special:Log page, the first view is labelled "All public logs", but it only shows some logs. This label will now say "Main public logs". [https://phabricator.wikimedia.org/T237729] '''Future changes''' * A new service will be built to replace [[mw:Special:MyLanguage/Extension:Graph|Extension:Graph]]. Details can be found in [[mw:Special:MyLanguage/Extension:Graph/Plans|the latest update]] regarding this extension. * Starting May 21, English Wikipedia and German Wikipedia will get the possibility to activate "[[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]]". This is part of the [[phab:T304110|progressive deployment of this tool to all Wikipedias]]. These communities can [[mw:Special:MyLanguage/Growth/Community configuration|activate and configure the feature locally]]. [https://phabricator.wikimedia.org/T308144] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/19|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W19"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 16:44, 6 May 2024 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26729363 --> == Tech News: 2024-20 == <section begin="technews-2024-W20"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/20|Translations]] are available. '''Recent changes''' * On Wikisource there is a special page listing pages of works without corresponding scan images. Now you can use the new magic word <bdi lang="zxx" dir="ltr"><code>__EXPECTWITHOUTSCANS__</code></bdi> to exclude certain pages (list of editions or translations of works) from that list. [https://phabricator.wikimedia.org/T344214] * If you use the [[Special:Preferences#mw-prefsection-editing|user-preference]] "{{int:tog-uselivepreview}}", then the template-page feature "{{int:Templatesandbox-editform-legend}}" will now also work without reloading the page. [https://phabricator.wikimedia.org/T136907] * [[mw:Special:Mylanguage/Extension:Kartographer|Kartographer]] maps can now specify an alternative text via the <bdi lang="zxx" dir="ltr"><code><nowiki>alt=</nowiki></code></bdi> attribute. This is identical in usage to the <bdi lang="zxx" dir="ltr"><code><nowiki>alt=</nowiki></code></bdi> attribute in the [[mw:Special:MyLanguage/Help:Images#Syntax|image and gallery syntax]]. An exception for this feature is wikis like Wikivoyage where the miniature maps are interactive. [https://phabricator.wikimedia.org/T328137] * The old [[mw:Special:MyLanguage/Extension:GuidedTour|Guided Tour]] for the "[[mw:Special:MyLanguage/Edit Review Improvements/New filters for edit review|New Filters for Edit Review]]" feature has been removed. It was created in 2017 to show people with older accounts how the interface had changed, and has now been seen by most of the intended people. [https://phabricator.wikimedia.org/T217451] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.43/wmf.5|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-05-14|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-05-15|en}}. It will be on all wikis from {{#time:j xg|2024-05-16|en}} ([[mw:MediaWiki 1.43/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The [[{{#special:search}}]] results page will now use CSS flex attributes, for better accessibility, instead of a table. If you have a gadget or script that adjusts search results, you should update your script to the new HTML structure. [https://phabricator.wikimedia.org/T320295] '''Future changes''' * In the Vector 2022 skin, main pages will be displayed at full width (like special pages). The goal is to keep the number of characters per line large enough. This is related to the coming changes to typography in Vector 2022. [[mw:Special:MyLanguage/Reading/Web/Accessibility for reading/Updates|Learn more]]. [https://phabricator.wikimedia.org/T357706] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Two columns of the <bdi lang="zxx" dir="ltr"><code>[[mw:Special:MyLanguage/Manual:pagelinks table|pagelinks]]</code></bdi> database table (<bdi lang="zxx" dir="ltr"><code>pl_namespace</code></bdi> and <bdi lang="zxx" dir="ltr"><code>pl_title</code></bdi>) are being dropped soon. Users must use two columns of the new <bdi lang="zxx" dir="ltr"><code>[[mw:special:MyLanguage/Manual:linktarget table|linktarget]]</code></bdi> table instead (<bdi lang="zxx" dir="ltr"><code>lt_namespace</code></bdi> and <bdi lang="zxx" dir="ltr"><code>lt_title</code></bdi>). In your existing SQL queries: *# Replace <bdi lang="zxx" dir="ltr"><code>JOIN pagelinks</code></bdi> with <bdi lang="zxx" dir="ltr"><code>JOIN linktarget</code></bdi> and <bdi lang="zxx" dir="ltr"><code>pl_</code></bdi> with <bdi lang="zxx" dir="ltr"><code>lt_</code></bdi> in the <bdi lang="zxx" dir="ltr"><code>ON</code></bdi> statement *# Below that add <bdi lang="zxx" dir="ltr"><code>JOIN pagelinks ON lt_id = pl_target_id</code></bdi> ** See <bdi lang="en" dir="ltr">[[phab:T222224]]</bdi> for technical reasoning. [https://phabricator.wikimedia.org/T222224][https://phabricator.wikimedia.org/T299947] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/20|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W20"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:58, 13 May 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26762074 --> == Tech News: 2024-21 == <section begin="technews-2024-W21"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/21|Translations]] are available. '''Recent changes''' * The [[mw:Special:MyLanguage/Extension:Nuke|Nuke]] feature, which enables administrators to mass delete pages, will now correctly delete pages which were moved to another title. [https://phabricator.wikimedia.org/T43351] * New changes have been made to the UploadWizard in Wikimedia Commons: the overall layout has been improved, by following new styling and spacing for the form and its fields; the headers and helper text for each of the fields was changed; the Caption field is now a required field, and there is an option for users to copy their caption into the media description. [https://commons.wikimedia.org/wiki/Commons:WMF_support_for_Commons/Upload_Wizard_Improvements#Changes_to_%22Describe%22_workflow][https://phabricator.wikimedia.org/T361049] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.43/wmf.6|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-05-21|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-05-22|en}}. It will be on all wikis from {{#time:j xg|2024-05-23|en}} ([[mw:MediaWiki 1.43/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The HTML used to render all headings [[mw:Heading_HTML_changes|is being changed to improve accessibility]]. It will change on 22 May in some skins (Timeless, Modern, CologneBlue, Nostalgia, and Monobook). Please test gadgets on your wiki on these skins and [[phab:T13555|report any related problems]] so that they can be resolved before this change is made in all other skins. The developers are also considering the introduction of a [[phab:T337286|Gadget API for adding buttons to section titles]] if that would be helpful to tool creators, and would appreciate any input you have on that. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/21|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W21"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:04, 20 May 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26786311 --> == Tech News: 2024-22 == <section begin="technews-2024-W22"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/22|Translations]] are available. '''Recent changes''' * Several bugs related to the latest updates to the UploadWizard on Wikimedia Commons have been fixed. For more information, see [[:phab:T365107|T365107]] and [[:phab:T365119|T365119]]. * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] In March 2024 a new [[mw:ResourceLoader/Core_modules#addPortlet|addPortlet]] API was added to allow gadgets to create new portlets (menus) in the skin. In certain skins this can be used to create dropdowns. Gadget developers are invited to try it and [[phab:T361661|give feedback]]. * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Some CSS in the Minerva skin has been removed to enable easier community configuration. Interface editors should check the rendering on mobile devices for aspects related to the classes: <bdi lang="zxx" dir="ltr"><code>.collapsible</code></bdi>{{int:comma-separator/en}}<bdi lang="zxx" dir="ltr"><code>.multicol</code></bdi>{{int:comma-separator/en}}<bdi lang="zxx" dir="ltr"><code>.reflist</code></bdi>{{int:comma-separator/en}}<bdi lang="zxx" dir="ltr"><code>.coordinates</code></bdi>{{int:comma-separator/en}}<bdi lang="zxx" dir="ltr"><code>.topicon</code></bdi>. [[phab:T361659|Further details are available on replacement CSS]] if it is needed. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.43/wmf.7|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-05-28|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-05-29|en}}. It will be on all wikis from {{#time:j xg|2024-05-30|en}} ([[mw:MediaWiki 1.43/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * When you visit a wiki where you don't yet have a local account, local rules such as edit filters can sometimes prevent your account from being created. Starting this week, MediaWiki takes your global rights into account when evaluating whether you can override such local rules. [https://phabricator.wikimedia.org/T316303] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/22|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W22"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:15, 28 May 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26832205 --> == Tech News: 2024-23 == <section begin="technews-2024-W23"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/23|Translations]] are available. '''Recent changes''' * It is now possible for local administrators to add new links to the bottom of the site Tools menu without JavaScript. [[mw:Manual:Interface/Sidebar#Add or remove toolbox sections|Documentation is available]]. [https://phabricator.wikimedia.org/T6086] * The message name for the definition of the tracking category of WikiHiero has changed from "<bdi lang="zxx" dir="ltr"><code>MediaWiki:Wikhiero-usage-tracking-category</code></bdi>" to "<bdi lang="zxx" dir="ltr"><code>MediaWiki:Wikihiero-usage-tracking-category</code></bdi>". [https://gerrit.wikimedia.org/r/c/mediawiki/extensions/wikihiero/+/1035855] * One new wiki has been created: a {{int:project-localized-name-group-wikipedia}} in [[d:Q5317225|Kadazandusun]] ([[w:dtp:|<code>w:dtp:</code>]]) [https://phabricator.wikimedia.org/T365220] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.43/wmf.8|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-06-04|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-06-05|en}}. It will be on all wikis from {{#time:j xg|2024-06-06|en}} ([[mw:MediaWiki 1.43/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] '''Future changes''' * Next week, on wikis with the Vector 2022 skin as the default, logged-out desktop users will be able to choose between different font sizes. The default font size will also be increased for them. This is to make Wikimedia projects easier to read. [[mw:Special:MyLanguage/Reading/Web/Accessibility for reading/Updates/2024-06 deployments|Learn more]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/23|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W23"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 22:35, 3 June 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26844397 --> == Tech News: 2024-24 == <section begin="technews-2024-W24"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/24|Translations]] are available. '''Recent changes''' * The software used to render SVG files has been updated to a new version, fixing many longstanding bugs in SVG rendering. [https://phabricator.wikimedia.org/T265549] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The HTML used to render all headings [[mw:Heading HTML changes|is being changed to improve accessibility]]. It was changed last week in some skins (Vector legacy and Minerva). Please test gadgets on your wiki on these skins and [[phab:T13555|report any related problems]] so that they can be resolved before this change is made in Vector-2022. The developers are still considering the introduction of a [[phab:T337286|Gadget API for adding buttons to section titles]] if that would be helpful to tool creators, and would appreciate any input you have on that. * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The HTML markup used for citations by [[mw:Special:MyLanguage/Parsoid|Parsoid]] changed last week. In places where Parsoid previously added the <bdi lang="zxx" dir="ltr"><code>mw-reference-text</code></bdi> class, Parsoid now also adds the <bdi lang="zxx" dir="ltr"><code>reference-text</code></bdi> class for better compatibility with the legacy parser. [[mw:Specs/HTML/2.8.0/Extensions/Cite/Announcement|More details are available]]. [https://gerrit.wikimedia.org/r/1036705] '''Problems''' * There was a bug with the Content Translation interface that caused the tools menus to appear in the wrong location. This has now been fixed. [https://phabricator.wikimedia.org/T366374] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.43/wmf.9|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-06-11|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-06-12|en}}. It will be on all wikis from {{#time:j xg|2024-06-13|en}} ([[mw:MediaWiki 1.43/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The new version of MediaWiki includes another change to the HTML markup used for citations: [[mw:Special:MyLanguage/Parsoid|Parsoid]] will now generate a <bdi lang="zxx" dir="ltr"><code><nowiki><span class="mw-cite-backlink"></nowiki></code></bdi> wrapper for both named and unnamed references for better compatibility with the legacy parser. Interface administrators should verify that gadgets that interact with citations are compatible with the new markup. [[mw:Specs/HTML/2.8.0/Extensions/Cite/Announcement|More details are available]]. [https://gerrit.wikimedia.org/r/1035809] * On multilingual wikis that use the <bdi lang="zxx" dir="ltr"><code><nowiki><translate></nowiki></code></bdi> system, there is a feature that shows potentially-outdated translations with a pink background until they are updated or confirmed. From this week, confirming translations will be logged, and there is a new user-right that can be required for confirming translations if the community [[m:Special:MyLanguage/Requesting wiki configuration changes|requests it]]. [https://phabricator.wikimedia.org/T49177] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/24|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W24"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:20, 10 June 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26893898 --> == Tech News: 2024-25 == <section begin="technews-2024-W25"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/25|Translations]] are available. '''Recent changes''' * People who attempt to add an external link in the visual editor will now receive immediate feedback if they attempt to link to a domain that a project has decided to block. Please see [[mw:Special:MyLanguage/Edit_check#11_June_2024|Edit check]] for more details. [https://phabricator.wikimedia.org/T366751] * The new [[mw:Special:MyLanguage/Extension:CommunityConfiguration|Community Configuration extension]] is available [[testwiki:Special:CommunityConfiguration|on Test Wikipedia]]. This extension allows communities to customize specific features to meet their local needs. Currently only Growth features are configurable, but the extension will support other [[mw:Special:MyLanguage/Community_configuration#Use_cases|Community Configuration use cases]] in the future. [https://phabricator.wikimedia.org/T323811][https://phabricator.wikimedia.org/T360954] * The dark mode [[Special:Preferences#mw-prefsection-betafeatures|beta feature]] is now available on category and help pages, as well as more special pages. There may be contrast issues. Please report bugs on the [[mw:Talk:Reading/Web/Accessibility_for_reading|project talk page]]. [https://phabricator.wikimedia.org/T366370] '''Problems''' * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Cloud Services tools were not available for 25 minutes last week. This was caused by a faulty hardware cable in the data center. [https://wikitech.wikimedia.org/wiki/Incidents/2024-06-11_WMCS_Ceph] * Last week, styling updates were made to the Vector 2022 skin. This caused unforeseen issues with templates, hatnotes, and images. Changes to templates and hatnotes were reverted. Most issues with images were fixed. If you still see any, [[phab:T367463|report them here]]. [https://phabricator.wikimedia.org/T367480] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.43/wmf.10|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-06-18|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-06-19|en}}. It will be on all wikis from {{#time:j xg|2024-06-20|en}} ([[mw:MediaWiki 1.43/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * Starting June 18, the [[mw:Special:MyLanguage/Help:Edit check#ref|Reference Edit Check]] will be deployed to [[phab:T361843|a new set of Wikipedias]]. This feature is intended to help newcomers and to assist edit-patrollers by inviting people who are adding new content to a Wikipedia article to add a citation when they do not do so themselves. During [[mw:Special:MyLanguage/Edit_check#Reference_Check_A/B_Test|a test at 11 wikis]], the number of citations added [https://diff.wikimedia.org/?p=127553 more than doubled] when Reference Check was shown to people. Reference Check is [[mw:Special:MyLanguage/Edit check/Configuration|community configurable]]. [https://phabricator.wikimedia.org/T361843]<!-- NOTE: THE DIFF BLOG WILL BE PUBLISHED ON MONDAY --> * [[m:Special:MyLanguage/Mailing_lists|Mailing lists]] will be unavailable for roughly two hours on Tuesday 10:00–12:00 UTC. This is to enable migration to a new server and upgrade its software. [https://phabricator.wikimedia.org/T367521] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/25|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W25"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:48, 17 June 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26911987 --> == Tech News: 2024-26 == <section begin="technews-2024-W26"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/26|Translations]] are available. '''Recent changes''' * Editors will notice that there have been some changes to the background color of text in the diff view, and the color of the byte-change numbers, last week. These changes are intended to make text more readable in both light mode and dark mode, and are part of a larger effort to increase accessibility. You can share your comments or questions [[mw:Talk:Reading/Web/Accessibility for reading|on the project talkpage]]. [https://phabricator.wikimedia.org/T361717] * The text colors that are used for visited-links, hovered-links, and active-links, were also slightly changed last week to improve their accessibility in both light mode and dark mode. [https://phabricator.wikimedia.org/T366515] '''Problems''' * You can [[mw:Special:MyLanguage/Help:DiscussionTools#Talk pages permalinking|copy permanent links to talk page comments]] by clicking on a comment's timestamp. [[mw:Talk pages project/Permalinks|This feature]] did not always work when the topic title was very long and the link was used as a wikitext link. This has been fixed. Thanks to Lofhi for submitting the bug. [https://phabricator.wikimedia.org/T356196] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.43/wmf.11|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-06-25|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-06-26|en}}. It will be on all wikis from {{#time:j xg|2024-06-27|en}} ([[mw:MediaWiki 1.43/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * Starting 26 June, all talk pages messages' timestamps will become a link at English Wikipedia, making this feature available for you to use at all wikis. This link is a permanent link to the comment. It allows users to find the comment they were linked to, even if this comment has since been moved elsewhere. You can read more about this feature [[DiffBlog:/2024/01/29/talk-page-permalinks-dont-lose-your-threads/|on Diff]] or [[mw:Special:MyLanguage/Help:DiscussionTools#Talk pages permalinking|on Mediawiki.org]]. [https://phabricator.wikimedia.org/T365974] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/26|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W26"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 22:32, 24 June 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26989424 --> == Tech News: 2024-27 == <section begin="technews-2024-W27"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/27|Translations]] are available. '''Recent changes''' * Over the next three weeks, dark mode will become available for all users, both logged-in and logged-out, starting with the mobile web version. This fulfils one of the [[m:Special:MyLanguage/Community_Wishlist_Survey_2023/Reading/Dark_mode|top-requested community wishes]], and improves low-contrast reading and usage in low-light settings. As part of these changes, dark mode will also work on User-pages and Portals. There is more information in [[mw:Special:MyLanguage/Reading/Web/Accessibility_for_reading/Updates#June_2024:_Typography_and_dark_mode_deployments,_new_global_preferences|the latest Web team update]]. [https://phabricator.wikimedia.org/T366364] * Logged-in users can now set [[m:Special:GlobalPreferences#mw-prefsection-rendering-skin-skin-prefs|global preferences for the text-size and dark-mode]], thanks to a combined effort across Foundation teams. This allows Wikimedians using multiple wikis to set up a consistent reading experience easily, for example by switching between light and dark mode only once for all wikis. [https://phabricator.wikimedia.org/T341278] * If you use a very old web browser some features might not work on the Wikimedia wikis. This affects Internet Explorer 11 and versions of Chrome, Firefox and Safari older than 2016. This change makes it possible to use new [[d:Q46441|CSS]] features and to send less code to all readers. [https://phabricator.wikimedia.org/T288287][https://www.mediawiki.org/wiki/Special:MyLanguage/Manual:How_to_make_a_MediaWiki_skin#Using_CSS_variables_for_supporting_different_themes_e.g._dark_mode] * Wikipedia Admins can customize local wiki configuration options easily using [[mw:Special:MyLanguage/Community Configuration|Community Configuration]]. Community Configuration was created to allow communities to customize how some features work, because each language wiki has unique needs. At the moment, admins can configure [[mw:Special:MyLanguage/Growth/Feature_summary|Growth features]] on their home wikis, in order to better recruit and retain new editors. More options will be provided in the coming months. [https://phabricator.wikimedia.org/T366458] * Editors interested in language issues that are related to [[w:en:Unicode|Unicode standards]], can now discuss those topics at [[mw:Talk:WMF membership with Unicode Consortium|a new conversation space in MediaWiki.org]]. The Wikimedia Foundation is now a [[mw:Special:MyLanguage/WMF membership with Unicode Consortium|member of the Unicode Consortium]], and the coordination group can collaboratively review the issues discussed and, where appropriate, bring them to the attention of the Unicode Consortium. * One new wiki has been created: a {{int:project-localized-name-group-wikipedia}} in [[d:Q2891049|Mandailing]] ([[w:btm:|<code>w:btm:</code>]]) [https://phabricator.wikimedia.org/T368038] '''Problems''' * Editors can once again click on links within the visual editor's citation-preview, thanks to a bug fix by the Editing Team. [https://phabricator.wikimedia.org/T368119] '''Future changes''' * Please [https://wikimediafoundation.limesurvey.net/758713?lang=en help us to improve Tech News by taking this short survey]. The goal is to better meet the needs of the various types of people who read Tech News. The survey will be open for 2 weeks. The survey is covered by [https://foundation.wikimedia.org/wiki/Legal:Tech_News_Survey_2024_Privacy_Statement this privacy statement]. Some translations are available. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/27|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W27"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:59, 1 July 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27038456 --> == Tech News: 2024-28 == <section begin="technews-2024-W28"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/28|Translations]] are available. '''Recent changes''' * At the Wikimedia Foundation a new task force was formed to replace the disabled Graph with [[mw:Special:MyLanguage/Extension:Chart/Project|more secure, easy to use, and extensible Chart]]. You can [[mw:Special:MyLanguage/Newsletter:Chart Project|subscribe to the newsletter]] to get notified about new project updates and other news about Chart. * The [[m:Special:MyLanguage/CampaignEvents|CampaignEvents]] extension is now available on Meta-wiki, Igbo Wikipedia, and Swahili Wikipedia, and can be requested on your wiki. This extension helps in managing and making events more visible, giving Event organizers the ability to use tools like the Event registration tool. To learn more about the deployment status and how to request this extension for your wiki, visit the [[m:Special:MyLanguage/CampaignEvents/Deployment_status|CampaignEvents page on Meta-wiki]]. * Editors using the iOS Wikipedia app who have more than 50 edits can now use the [[mw:Special:MyLanguage/Wikimedia Apps/iOS Suggested edits#Add an image|Add an Image]] feature. This feature presents opportunities for small but useful contributions to Wikipedia. * Thank you to [[mw:MediaWiki Product Insights/Contributor retention and growth/Celebration|all of the authors]] who have contributed to MediaWiki Core. As a result of these contributions, the [[mw:MediaWiki Product Insights/Contributor retention and growth|percentage of authors contributing more than 5 patches has increased by 25% since last year]], which helps ensure the sustainability of the platform for the Wikimedia projects. '''Problems''' * A problem with the color of the talkpage tabs always showing as blue, even for non-existent pages which should have been red, affecting the Vector 2022 skin, [[phab:T367982|has been fixed]]. '''Future changes''' * The Trust and Safety Product team wants to introduce [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts|temporary accounts]] with as little disruption to tools and workflows as possible. Volunteer developers, including gadget and user-script maintainers, are kindly asked to update the code of their tools and features to handle temporary accounts. The team has [[mw:Trust and Safety Product/Temporary Accounts/For developers|created documentation]] explaining how to do the update. [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts/For developers/2024-04 CTA|Learn more]]. '''Tech News survey''' * Please [https://wikimediafoundation.limesurvey.net/758713?lang=en help us to improve Tech News by taking this short survey]. The goal is to better meet the needs of the various types of people who read Tech News. The survey will be open for 1 more week. The survey is covered by [https://foundation.wikimedia.org/wiki/Legal:Tech_News_Survey_2024_Privacy_Statement this privacy statement]. Some translations are available. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/28|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W28"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:31, 8 July 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27080357 --> == Tech News: 2024-29 == <section begin="technews-2024-W29"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/29|Translations]] are available. '''Tech News survey''' * Please [https://wikimediafoundation.limesurvey.net/758713?lang=en help us to improve Tech News by taking this short survey]. The goal is to better meet the needs of the various types of people who read Tech News. The survey will be open for 3 more days. The survey is covered by [https://foundation.wikimedia.org/wiki/Legal:Tech_News_Survey_2024_Privacy_Statement this privacy statement]. Some translations are available. '''Recent changes''' * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Wikimedia developers can now officially continue to use both [[mw:Special:MyLanguage/Gerrit|Gerrit]] and [[mw:Special:MyLanguage/GitLab|GitLab]], due to a June 24 decision by the Wikimedia Foundation to support software development on both platforms. Gerrit and GitLab are both code repositories used by developers to write, review, and deploy the software code that supports the MediaWiki software that the wiki projects are built on, as well as the tools used by editors to create and improve content. This decision will safeguard the productivity of our developers and prevent problems in code review from affecting our users. More details are available in the [[mw:GitLab/Migration status|Migration status]] page. * The Wikimedia Foundation seeks applicants for the [[m:Special:MyLanguage/Product and Technology Advisory Council/Proposal|Product and Technology Advisory Council]] (PTAC). This group will bring technical contributors and Wikimedia Foundation together to co-define a more resilient, future-proof technological platform. Council members will evaluate and consult on the movement's product and technical activities, so that we develop multi-generational projects. We are looking for a range of technical contributors across the globe, from a variety of Wikimedia projects. [[m:Special:MyLanguage/Product and Technology Advisory Council/Proposal#Joining the PTAC as a technical volunteer|Please apply here by August 10]]. * Editors with rollback user-rights who use the Wikipedia App for Android can use the new [[mw:Special:MyLanguage/Wikimedia Apps/Team/Android/Anti Vandalism|Edit Patrol]] features. These features include a new feed of Recent Changes, related links such as Undo and Rollback, and the ability to create and save a personal library of user talk messages to use while patrolling. If your wiki wants to make these features available to users who do not have rollback rights but have reached a certain edit threshold, [[mw:Special:MyLanguage/Wikimedia Apps/Team/Android#Contact us|you can contact the team]]. You can [[diffblog:2024/07/10/ِaddressing-vandalism-with-a-tap-the-journey-of-introducing-the-patrolling-feature-in-the-mobile-app/|read more about this project on Diff blog]]. * Editors who have access to [[m:Special:MyLanguage/The_Wikipedia_Library|The Wikipedia Library]] can once again use non-open access content in SpringerLinks, after the Foundation [[phab:T368865|contacted]] them to restore access. You can read more about [[m:Tech/News/Recently_resolved_community_tasks|this and 21 other community-submitted tasks that were completed last week]]. '''Changes later this week''' * This week, [[mw:Special:MyLanguage/Reading/Web/Accessibility for reading/Updates/2024-07 deployments|dark mode will be available on a number of Wikipedias]], both desktop and mobile, for logged-in and logged-out users. Interface admins and user script maintainers are encouraged to check gadgets and user scripts in the dark mode, to find any hard-coded colors and fix them. There are some [[mw:Special:MyLanguage/Recommendations for night mode compatibility on Wikimedia wikis|recommendations for dark mode compatibility]] to help. '''Future changes''' * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Next week, functionaries, volunteers maintaining tools, and software development teams are invited to test the [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts|temporary accounts]] feature on testwiki. Temporary accounts is a feature that will help improve privacy on the wikis. No further temporary account deployments are scheduled yet. Please [[mw:Talk:Trust and Safety Product/Temporary Accounts|share your opinions and questions on the project talk page]]. [https://phabricator.wikimedia.org/T348895] * Editors who upload files cross-wiki, or teach other people how to do so, may wish to join a Wikimedia Commons discussion. The Commons community is discussing limiting who can upload files through the cross-wiki upload/Upload dialog feature to users auto-confirmed on Wikimedia Commons. This is due to the large amount of copyright violations uploaded this way. There is a short summary at [[c:Special:MyLanguage/Commons:Cross-wiki upload|Commons:Cross-wiki upload]] and [[c:Commons:Village pump/Proposals#Deactivate cross-wiki uploads for new users|discussion at Commons:Village Pump]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/29|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' You can also get other news from the [[m:Special:MyLanguage/Wikimedia Foundation Bulletin|Wikimedia Foundation Bulletin]]. </div><section end="technews-2024-W29"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 01:31, 16 July 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27124561 --> == Tech News: 2024-30 == <section begin="technews-2024-W30"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/30|Translations]] are available. '''Feature News''' * Stewards can now [[:m:Special:MyLanguage/Global_blocks|globally block]] accounts. Before [[phab:T17294|the change]] only IP addresses and IP ranges could be blocked globally. Global account blocks are useful when the blocked user should not be logged out. [[:m:Special:MyLanguage/Global_locks|Global locks]] (a similar tool logging the user out of their account) are unaffected by this change. The new global account block feature is related to the [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts|Temporary Accounts]] project, which is a new type of user account that replaces IP addresses of unregistered editors that are no longer made public. * Later this week, Wikimedia site users will notice that the Interface of [[mw:Special:MyLanguage/Extension:FlaggedRevs|FlaggedRevs]] (also known as "Pending Changes") is improved and consistent with the rest of the MediaWiki interface and [[mw:Special:MyLanguage/Codex|Wikimedia's design system]]. The FlaggedRevs interface experience on mobile and [[mw:Special:MyLanguage/Skin:MinervaNeue|Minerva skin]] was inconsistent before it was fixed and ported to [[mw:Special:MyLanguage/Codex|Codex]] by the WMF Growth team and some volunteers. [https://phabricator.wikimedia.org/T191156] * Wikimedia site users can now submit account vanishing requests via [[m:Special:GlobalVanishRequest|GlobalVanishRequest]]. This feature is used when a contributor wishes to stop editing forever. It helps you hide your past association and edit to protect your privacy. Once processed, the account will be locked and renamed. [https://phabricator.wikimedia.org/T367329] * Have you tried monitoring and addressing vandalism in Wikipedia using your phone? [https://diff.wikimedia.org/2024/07/10/%d9%90addressing-vandalism-with-a-tap-the-journey-of-introducing-the-patrolling-feature-in-the-mobile-app/ A Diff blog post on Patrolling features in the Mobile App] highlights some of the new capabilities of the feature, including swiping through a feed of recent changes and a personal library of user talk messages for use when patrolling from your phone. * Wikimedia contributors and GLAM (galleries, libraries, archives, and museums) organisations can now learn and measure the impact Wikimedia Commons is having towards creating quality encyclopedic content using the [https://doc.wikimedia.org/generated-data-platform/aqs/analytics-api/reference/commons.html Commons Impact Metrics] analytics dashboard. The dashboard offers organizations analytics on things like monthly edits in a category, the most viewed files, and which Wikimedia articles are using Commons images. As a result of these new data dumps, GLAM organisation can more reliably measure their return on investment for programs bringing content into the digital Commons. [https://diff.wikimedia.org/2024/07/19/commons-impact-metrics-now-available-via-data-dumps-and-api/] '''Project Updates''' * Come share your ideas for improving the wikis on the newly reopened [[m:Special:MyLanguage/Community Wishlist|Community Wishlist]]. The Community Wishlist is Wikimedia’s forum for volunteers to share ideas (called wishes) to improve how the wikis work. The new version of the wishlist is always open, works with both wikitext and Visual Editor, and allows wishes in any language. '''Learn more''' * Have you ever wondered how Wikimedia software works across over 300 languages? This is 253 languages more than the Google Chrome interface, and it's no accident. The Language and Product Localization Team at the Wikimedia Foundation supports your work by adapting all the tools and interfaces in the MediaWiki software so that contributors in our movement who translate pages and strings can translate them and have the sites in all languages. Read more about the team and their upcoming work on [https://diff.wikimedia.org/2024/07/17/building-towards-a-robust-multilingual-knowledge-ecosystem-for-the-wikimedia-movement/ Diff]. * How can Wikimedia build innovative and experimental products while maintaining such heavily used websites? A recent [https://diff.wikimedia.org/2024/07/09/on-the-value-of-experimentation/ blog post] by WMF staff Johan Jönsson highlights the work of the [[m:Future Audiences#Objectives and Key Results|WMF Future Audience initiative]], where the goal is not to build polished products but test out new ideas, such as a [[m:Future_Audiences/Experiments: conversational/generative AI|ChatGPT plugin]] and [[m:Future_Audiences/Experiment:Add a Fact|Add a Fact]], to help take Wikimedia into the future. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/30|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' You can also get other news from the [[m:Special:MyLanguage/Wikimedia Foundation Bulletin|Wikimedia Foundation Bulletin]]. </div><section end="technews-2024-W30"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:04, 23 July 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27142915 --> == Tech News: 2024-31 == <section begin="technews-2024-W31"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/31|Translations]] are available. '''Feature news''' * Editors using the Visual Editor in languages that use non-Latin characters for numbers, such as Hindi, Manipuri and Eastern Arabic, may notice some changes in the formatting of reference numbers. This is a side effect of preparing a new sub-referencing feature, and will also allow fixing some general numbering issues in Visual Editor. If you notice any related problems on your wiki, please share details at the [[m:Talk:WMDE Technical Wishes/Sub-referencing|project talkpage]]. '''Bugs status''' * Some logged-in editors were briefly unable to edit or load pages last week. [[phab:T370304|These errors]] were mainly due to the addition of new [[mw:Special:MyLanguage/Help:Extension:Linter|linter]] rules which led to caching problems. Fixes have been applied and investigations are continuing. * Editors can use the [[mw:Special:MyLanguage/Trust and Safety Product/IP Info|IP Information tool]] to get information about IP addresses. This tool is available as a Beta Feature in your preferences. The tool was not available for a few days last week, but is now working again. Thank you to Shizhao for filing the bug report. You can read about that, and [[m:Tech/News/Recently resolved community tasks#2024-07-25|28 other community-submitted tasks]] that were resolved last week. '''Project updates''' * There are new features and improvements to Phabricator from the Release Engineering and Collaboration Services teams, and some volunteers, including: the search systems, the new task creation system, the login systems, the translation setup which has resulted in support for more languages (thanks to Pppery), and fixes for many edge-case errors. You can [[phab:phame/post/view/316/iterative_improvements/|read details about these and other improvements in this summary]]. * There is an [[mw:Special:MyLanguage/Extension:Chart/Project/Updates|update on the Charts project]]. The team has decided which visualization library to use, which chart types to start focusing on, and where to store chart definitions. * One new wiki has been created: a {{int:project-localized-name-group-wikivoyage}} in [[d:Q9056|Czech]] ([[voy:cs:|<code>voy:cs:</code>]]) [https://phabricator.wikimedia.org/T370905] '''Learn more''' * There is a [[diffblog:2024/07/26/the-journey-to-open-our-first-data-center-in-south-america/|new Wikimedia Foundation data center]] in São Paulo, Brazil which helps to reduce load times. * There is new [[diffblog:2024/07/22/the-perplexing-process-of-uploading-images-to-wikipedia/|user research]] on problems with the process of uploading images. * Commons Impact Metrics are [[diffblog:2024/07/19/commons-impact-metrics-now-available-via-data-dumps-and-api/|now available]] via data dumps and API. * The latest quarterly [[mw:Technical Community Newsletter/2024/July|Technical Community Newsletter]] is now available. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/31|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W31"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:10, 29 July 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27164109 --> == Tech News: 2024-32 == <section begin="technews-2024-W32"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/32|Translations]] are available. '''Feature news''' * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Two new parser functions will be available this week: <code><nowiki>{{</nowiki>[[mw:Special:MyLanguage/Help:Magic_words#dir|#dir]]<nowiki>}}</nowiki></code> and <code><nowiki>{{</nowiki>[[mw:Special:MyLanguage/Help:Magic_words#bcp47|#bcp47]]<nowiki>}}</nowiki></code>. These will reduce the need for <code>Template:Dir</code> and <code>Template:BCP47</code> on Commons and allow us to [[phab:T343131|drop 100 million rows]] from the "what links here" database. Editors at any wiki that use these templates, can help by replacing the templates with these new functions. The templates at Commons will be updated during the Hackathon at Wikimania. [https://phabricator.wikimedia.org/T359761][https://phabricator.wikimedia.org/T366623] * Communities can request the activation of the visual editor on entire namespaces where discussions sometimes happen (for instance ''Wikipedia:'' or ''Wikisource:'' namespaces) if they understand the [[mw:Special:MyLanguage/Help:VisualEditor/FAQ#WPNS|known limitations]]. For discussions, users can already use [[mw:Special:MyLanguage/Help:DiscussionTools|DiscussionTools]] in these namespaces. * The tracking category "Pages using Timeline" has been renamed to "Pages using the EasyTimeline extension" [https://translatewiki.net/wiki/Special:Translations?message=MediaWiki%3ATimeline-tracking-category&namespace=8 in TranslateWiki]. Wikis that have created the category locally should rename their local creation to match. '''Project updates''' * Editors who help to organize WikiProjects and similar on-wiki collaborations, are invited to share ideas and examples of successful collaborations with the Campaigns and Programs teams. You can fill out [[m:Special:MyLanguage/Campaigns/WikiProjects|a brief survey]] or share your thoughts [[m:Talk:Campaigns/WikiProjects|on the talkpage]]. The teams are particularly looking for details about successful collaborations on non-English wikis. * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] The new parser is being rolled out on {{int:project-localized-name-group-wikivoyage}} wikis over the next few months. The {{int:project-localized-name-enwikivoyage}} and {{int:project-localized-name-hewikivoyage}} were [[phab:T365367|switched]] to Parsoid last week. For more information, see [[mw:Parsoid/Parser_Unification|Parsoid/Parser Unification]]. '''Learn more''' * There will be more than 200 sessions at Wikimania this week. Here is a summary of some of the [[diffblog:2024/08/05/interested-in-product-and-tech-here-are-some-wikimania-sessions-you-dont-want-to-miss/|key sessions related to the product and technology area]]. * The latest [[m:Special:MyLanguage/Wikimedia Foundation Bulletin/2024/07-02|Wikimedia Foundation Bulletin]] is available. * The latest quarterly [[mw:Special:MyLanguage/Wikimedia Language and Product Localization/Newsletter/2024/July|Language and Internationalization newsletter]] is available. It includes: New design previews for Translatable pages; Updates about MinT for Wiki Readers; the release of Translation dumps; and more. * The latest quarterly [[mw:Special:MyLanguage/Growth/Newsletters/31|Growth newsletter]] is available. * The latest monthly [[mw:Special:MyLanguage/MediaWiki Product Insights/Reports/July 2024|MediaWiki Product Insights newsletter]] is available. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/32|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W32"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:43, 5 August 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27233905 --> == Tech News: 2024-33 == <section begin="technews-2024-W33"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/33|Translations]] are available. '''Feature news''' * [[mw:Special:MyLanguage/Extension:AbuseFilter|AbuseFilter]] editors and maintainers can now [[mw:Special:MyLanguage/Extension:AbuseFilter/Actions#Show a CAPTCHA|make a CAPTCHA show if a filter matches an edit]]. This allows communities to quickly respond to spamming by automated bots. [https://phabricator.wikimedia.org/T20110] * [[m:Special:MyLanguage/Stewards|Stewards]] can now specify if global blocks should prevent account creation. Before [[phab:T17273|this change]] by the [[mw:Special:MyLanguage/Trust and Safety Product|Trust and Safety Product]] Team, all global blocks would prevent account creation. This will allow stewards to reduce the unintended side-effects of global blocks on IP addresses. '''Project updates''' * [[wikitech:Help talk:Toolforge/Toolforge standards committee#August_2024_committee_nominations|Nominations are open on Wikitech]] for new members to refresh the [[wikitech:Help:Toolforge/Toolforge standards committee|Toolforge standards committee]]. The committee oversees the Toolforge [[wikitech:Help:Toolforge/Right to fork policy|Right to fork policy]] and [[wikitech:Help:Toolforge/Abandoned tool policy|Abandoned tool policy]] among other duties. Nominations will remain open until at least 2024-08-26. * One new wiki has been created: a {{int:project-localized-name-group-wikipedia}} in [[d:Q2880037|West Coast Bajau]] ([[w:bdr:|<code>w:bdr:</code>]]) [https://phabricator.wikimedia.org/T371757] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/33|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W33"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:21, 12 August 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27253654 --> == Tech News: 2024-34 == <section begin="technews-2024-W34"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/34|Translations]] are available. '''Feature news''' * Editors who want to re-use references but with different details such as page numbers, will be able to do so by the end of 2024, using a new [[m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing#Sub-referencing in a nutshell|sub-referencing]] feature. You can read more [[m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing|about the project]] and [[m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing#Test|how to test the prototype]]. * Editors using tracking categories to identify which pages use specific extensions may notice that six of the categories have been renamed to make them more easily understood and consistent. These categories are automatically added to pages that use specialized MediaWiki extensions. The affected names are for: [https://translatewiki.net/wiki/Special:Translations?message=MediaWiki%3Aintersection-category&namespace=8 DynamicPageList], [https://translatewiki.net/wiki/Special:Translations?message=MediaWiki%3Akartographer-tracking-category&namespace=8 Kartographer], [https://translatewiki.net/wiki/Special:Translations?message=MediaWiki%3Aphonos-tracking-category&namespace=8 Phonos], [https://translatewiki.net/wiki/Special:Translations?message=MediaWiki%3Arss-tracking-category&namespace=8 RSS], [https://translatewiki.net/wiki/Special:Translations?message=MediaWiki%3Ascore-use-category&namespace=8 Score], [https://translatewiki.net/wiki/Special:Translations?message=MediaWiki%3Awikihiero-usage-tracking-category&namespace=8 WikiHiero]. Wikis that have created the category locally should rename their local creation to match. Thanks to Pppery for these improvements. [https://phabricator.wikimedia.org/T347324] * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Technical volunteers who edit modules and want to get a list of the categories used on a page, can now do so using the <code><bdi lang="zxx" dir="ltr">categories</bdi></code> property of <code><bdi lang="zxx" dir="ltr">[[mediawikiwiki:Special:MyLanguage/Extension:Scribunto/Lua reference manual#Title objects|mw.title objects]]</bdi></code>. This enables wikis to configure workflows such as category-specific edit notices. Thanks to SD001 for these improvements. [https://phabricator.wikimedia.org/T50175][https://phabricator.wikimedia.org/T85372] '''Bugs status''' * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Your help is needed to check if any pages need to be moved or deleted. A maintenance script was run to clean up unreachable pages (due to Unicode issues or introduction of new namespaces/namespace aliases). The script tried to find appropriate names for the pages (e.g. by following the Unicode changes or by moving pages whose titles on Wikipedia start with <code>Talk:WP:</code> so that their titles start with <code>Wikipedia talk:</code>), but it may have failed for some pages, and moved them to <bdi lang="zxx" dir="ltr">[[Special:PrefixIndex/T195546/]]</bdi> instead. Your community should check if any pages are listed there, and move them to the correct titles, or delete them if they are no longer needed. A full log (including pages for which appropriate names could be found) is available in [[phab:P67388]]. * Editors who volunteer as [[mw:Special:MyLanguage/Help:Growth/Mentorship|mentors]] to newcomers on their wiki are once again able to access lists of potential mentees who they can connect with to offer help and guidance. This functionality was restored thanks to [[phab:T372164|a bug fix]]. Thank you to Mbch331 for filing the bug report. You can read about that, and 18 other community-submitted tasks that were [[m:Tech/News/Recently resolved community tasks|resolved last week]]. '''Project updates''' * The application deadline for the [[m:Special:MyLanguage/Product and Technology Advisory Council/Proposal|Product & Technology Advisory Council]] (PTAC) has been extended to September 16. Members will help by providing advice to Foundation Product and Technology leadership on short and long term plans, on complex strategic problems, and help to get feedback from more contributors and technical communities. Selected members should expect to spend roughly 5 hours per month for the Council, during the one year pilot. Please consider applying, and spread the word to volunteers you think would make a positive contribution to the committee. '''Learn more''' * The [[m:Special:MyLanguage/Coolest Tool Award#2024 Winners|2024 Coolest Tool Awards]] were awarded at Wikimania, in seven categories. For example, one award went to the ISA Tool, used for adding structured data to files on Commons, which was recently improved during the [[m:Event:Wiki Mentor Africa ISA Hackathon 2024|Wiki Mentor Africa Hackathon]]. You can see video demonstrations of each tool at the awards page. Congratulations to this year's recipients, and thank you to all tool creators and maintainers. * The latest [[m:Special:MyLanguage/Wikimedia Foundation Bulletin/2024/08-01|Wikimedia Foundation Bulletin]] is available, and includes some highlights from Wikimania, an upcoming Language community meeting, and other news from the movement. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/34|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W34"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:54, 20 August 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27307284 --> == Tech News: 2024-35 == <section begin="technews-2024-W35"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/35|Translations]] are available. '''Feature news''' * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Administrators can now test the [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts|temporary accounts]] feature on test2wiki. This was done to allow cross-wiki testing of temporary accounts, for when temporary accounts switch between projects. The feature was enabled on testwiki a few weeks ago. No further temporary account deployments are scheduled yet. Temporary Accounts is a project to create a new type of user account that replaces IP addresses of unregistered editors which are no longer made public. Please [[mw:Talk:Trust and Safety Product/Temporary Accounts|share your opinions and questions on the project talk page]]. * Later this week, editors at wikis that use [[mw:Special:MyLanguage/Extension:FlaggedRevs|FlaggedRevs]] (also known as "Pending Changes") may notice that the indicators at the top of articles have changed. This change makes the system more consistent with the rest of the MediaWiki interface. [https://phabricator.wikimedia.org/T191156] '''Bugs status''' * Editors who use the 2010 wikitext editor, and use the Character Insert buttons, will [[phab:T361465|no longer]] experience problems with the buttons adding content into the edit-summary instead of the edit-window. You can read more about that, and 26 other community-submitted tasks that were [[m:Tech/News/Recently resolved community tasks|resolved last week]]. '''Project updates''' * [[File:Octicons-gift.svg|12px|link=|class=skin-invert|Wishlist item]] Please review and vote on [[m:Special:MyLanguage/Community Wishlist/Focus areas|Focus Areas]], which are groups of wishes that share a problem. Focus Areas were created for the newly reopened Community Wishlist, which is now open year-round for submissions. The first batch of focus areas are specific to moderator workflows, around welcoming newcomers, minimizing repetitive tasks, and prioritizing tasks. Once volunteers have reviewed and voted on focus areas, the Foundation will then review and select focus areas for prioritization. * Do you have a project and are willing to provide a three (3) month mentorship for an intern? [[mw:Special:MyLanguage/Outreachy|Outreachy]] is a twice a year program for people to participate in a paid internship that will start in December 2024 and end in early March 2025, and they need mentors and projects to work on. Projects can be focused on coding or non-coding (design, documentation, translation, research). See the Outreachy page for more details, and a list of past projects since 2013. '''Learn more''' * If you're curious about the product and technology improvements made by the Wikimedia Foundation last year, read [[diffblog:2024/08/21/wikimedia-foundation-product-technology-improving-the-user-experience/|this recent highlights summary on Diff]]. * To learn more about the technology behind the Wikimedia projects, you can now watch sessions from the technology track at Wikimania 2024 on Commons. This week, check out: ** [[c:File:Wikimania 2024 - Ohrid - Day 2 - Community Configuration - Shaping On-Wiki Functionality Together.webm|Community Configuration - Shaping On-Wiki Functionality Together]] (55 mins) - about the [[mw:Special:MyLanguage/Community Configuration|Community Configuration]] project. ** [[c:File:Wikimania 2024 - Belgrade - Day 1 - Future of MediaWiki. A sustainable platform to support a collaborative user base and billions of page views.webm|Future of MediaWiki. A sustainable platform to support a collaborative user base and billions of page views]] (30 mins) - an overview for both technical and non technical audiences, covering some of the challenges and open questions, related to the [[mw:MediaWiki Product Insights|platform evolution, stewardship and developer experiences]] research. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/35|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W35"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:33, 26 August 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27341211 --> == Tech News: 2024-36 == <section begin="technews-2024-W36"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/36|Translations]] are available. '''Weekly highlight''' * Editors and volunteer developers interested in data visualisation can now test the new software for charts. Its early version is available on beta Commons and beta Wikipedia. This is an important milestone before making charts available on regular wikis. You can [[mw:Special:MyLanguage/Extension:Chart/Project/Updates|read more about this project update]] and help to test the charts. '''Feature news''' * Editors who use the [[{{#special:Unusedtemplates}}]] page can now filter out pages which are expected to be there permanently, such as sandboxes, test-cases, and templates that are always substituted. Editors can add the new magic word [[mw:Special:MyLanguage/Help:Magic words#EXPECTUNUSEDTEMPLATE|<code dir="ltr"><nowiki>__EXPECTUNUSEDTEMPLATE__</nowiki></code>]] to a template page to hide it from the listing. Thanks to Sophivorus and DannyS712 for these improvements. [https://phabricator.wikimedia.org/T184633] * Editors who use the New Topic tool on discussion pages, will [[phab:T334163|now be reminded]] to add a section header, which should help reduce the quantity of newcomers who add sections without a header. You can read more about that, and {{formatnum:28}} other community-submitted tasks that were [[m:Tech/News/Recently resolved community tasks|resolved last week]]. * Last week, some Toolforge tools had occasional connection problems. The cause is still being investigated, but the problems have been resolved for now. [https://phabricator.wikimedia.org/T373243] * Translation administrators at multilingual wikis, when editing multiple translation units, can now easily mark which changes require updates to the translation. This is possible with the [[phab:T298852#10087288|new dropdown menu]]. '''Project updates''' * A new draft text of a policy discussing the use of Wikimedia's APIs [[m:Special:MyLanguage/API Policy Update 2024|has been published on Meta-Wiki]]. The draft text does not reflect a change in policy around the APIs; instead, it is an attempt to codify existing API rules. Comments, questions, and suggestions are welcome on [[m:Talk:API Policy Update 2024|the proposed update’s talk page]] until September 13 or until those discussions have concluded. '''Learn more''' * To learn more about the technology behind the Wikimedia projects, you can now watch sessions from the technology track at Wikimania 2024 on Commons. This week, check out: ** [[c:File:Wikimania 2024 - Ohrid - Day 2 - Charts, the successor of Graphs - A secure and extensible tool for data visualization.webm|Charts, the successor of Graphs - A secure and extensible tool for data visualization]] (25 mins) – about the above-mentioned Charts project. ** [[c:File:Wikimania 2024 - Ohrid - Day 3 - State of Language Technology and Onboarding at Wikimedia.webm|State of Language Technology and Onboarding at Wikimedia]] (90 mins) – about some of the language tools that support Wikimedia sites, such as [[mw:Special:MyLanguage/Content translation|Content]]/[[mw:Special:MyLanguage/Content translation/Section translation|Section Translation]], [[mw:Special:MyLanguage/MinT|MinT]], and LanguageConverter; also the current state and future of languages onboarding. [https://phabricator.wikimedia.org/T368772] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/36|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W36"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 01:07, 3 September 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27390268 --> == Tech News: 2024-37 == <section begin="technews-2024-W37"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/37|Translations]] are available. '''Feature news''' * Starting this week, the standard [[mw:Special:MyLanguage/Extension:CodeMirror|syntax highlighter]] will receive new colors that make them compatible in dark mode. This is the first of many changes to come as part of a major upgrade to syntax highlighting. You can learn more about what's to come on the [[mw:Special:MyLanguage/Help:Extension:CodeMirror|help page]]. [https://phabricator.wikimedia.org/T365311][https://phabricator.wikimedia.org/T259059] * Editors of wikis using Wikidata will now be notified of only relevant Wikidata changes in their watchlist. This is because the Lua functions <bdi lang="zxx" dir="ltr"><code>entity:getSitelink()</code></bdi> and <bdi lang="zxx" dir="ltr"><code>mw.wikibase.getSitelink(qid)</code></bdi> will have their logic unified for tracking different aspects of sitelinks to reduce junk notifications from [[m:Wikidata For Wikimedia Projects/Projects/Watchlist Wikidata Sitelinks Tracking|inconsistent sitelinks tracking]]. [https://phabricator.wikimedia.org/T295356] '''Project updates''' * Users of all Wikis will have access to Wikimedia sites as read-only for a few minutes on September 25, starting at 15:00 UTC. This is a planned datacenter switchover for maintenance purposes. More information will be published in Tech News and will also be posted on individual wikis in the coming weeks. [https://phabricator.wikimedia.org/T370962] * Contributors of [[phab:T363538#10123348|11 Wikipedias]], including English will have a new <bdi lang="zxx" dir="ltr"><code>MOS</code></bdi> namespace added to their Wikipedias. This improvement ensures that links beginning with <bdi lang="zxx" dir="ltr"><code>MOS:</code></bdi> (usually shortcuts to the [[w:en:Wikipedia:Manual of Style|Manual of Style]]) are not broken by [[w:en:Mooré|Mooré]] Wikipedia (language code <bdi lang="zxx" dir="ltr"><code>mos</code></bdi>). [https://phabricator.wikimedia.org/T363538] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/37|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W37"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 18:52, 9 September 2024 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27424457 --> == Tech News: 2024-38 == <section begin="technews-2024-W38"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/38|Translations]] are available. '''Improvements and Maintenance''' * [[File:Octicons-gift.svg|12px|link=|class=skin-invert|Wishlist item]] Editors interested in templates can help by reading the latest Wishlist focus area, [[m:Special:MyLanguage/Community Wishlist/Focus areas/Template recall and discovery|Template recall and discovery]], and share your feedback on the talkpage. This input helps the Community Tech team to decide the right technical approach to build. Everyone is also encouraged to continue adding [[m:Special:MyLanguage/Community Wishlist|new wishes]]. * The new automated [[{{#special:NamespaceInfo}}]] page helps editors understand which [[mw:Special:MyLanguage/Help:Namespaces|namespaces]] exist on each wiki, and some details about how they are configured. Thanks to DannyS712 for these improvements. [https://phabricator.wikimedia.org/T263513] * [[mw:Special:MyLanguage/Help:Edit check#Reference check|References Check]] is a feature that encourages editors to add a citation when they add a new paragraph to a Wikipedia article. For a short time, the corresponding tag "Edit Check (references) activated" was erroneously being applied to some edits outside of the main namespace. This has been fixed. [https://phabricator.wikimedia.org/T373692] * It is now possible for a wiki community to change the order in which a page’s categories are displayed on their wiki. By default, categories are displayed in the order they appear in the wikitext. Now, wikis with a consensus to do so can [[m:Special:MyLanguage/Requesting wiki configuration changes|request]] a configuration change to display them in alphabetical order. [https://phabricator.wikimedia.org/T373480] * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Tool authors can now access ToolsDB's [[wikitech:Portal:Data Services#ToolsDB|public databases]] from both [[m:Special:MyLanguage/Research:Quarry|Quarry]] and [[wikitech:Superset|Superset]]. Those databases have always been accessible to every [[wikitech:Portal:Toolforge|Toolforge]] user, but they are now more broadly accessible, as Quarry can be accessed by anyone with a Wikimedia account. In addition, Quarry's internal database can now be [[m:Special:MyLanguage/Research:Quarry#Querying Quarry's own database|queried from Quarry itself]]. This database contains information about all queries that are being run and starred by users in Quarry. This information was already public through the web interface, but you can now query it using SQL. You can read more about that, and {{formatnum:20}} other community-submitted tasks that were [[m:Tech/News/Recently resolved community tasks|resolved last week]]. * Any pages or tools that still use the very old CSS classes <bdi lang="zxx" dir="ltr"><code>mw-message-box</code></bdi> need to be updated. These old classes will be removed next week or soon afterwards. Editors can use a [https://global-search.toolforge.org/?q=mw-message-box&regex=1&namespaces=&title= global-search] to determine what needs to be changed. It is possible to use the newer <bdi lang="zxx" dir="ltr"><code>cdx-message</code></bdi> group of classes as a replacement (see [https://doc.wikimedia.org/codex/latest/components/demos/message.html#css-only-version the relevant Codex documentation], and [https://meta.wikimedia.org/w/index.php?title=Tech/Header&diff=prev&oldid=27449042 an example update]), but using locally defined onwiki classes would be best. [https://phabricator.wikimedia.org/T374499] '''Technical project updates''' * Next week, all Wikimedia wikis will be read-only for a few minutes. This will start on September 25 at [https://zonestamp.toolforge.org/1727276400 15:00 UTC]. This is a planned datacenter switchover for maintenance purposes. [[m:Special:MyLanguage/Tech/Server switch|This maintenance process also targets other services.]] The previous switchover took 3 minutes, and the Site Reliability Engineering teams use many tools to make sure that this essential maintenance work happens as quickly as possible. [https://phabricator.wikimedia.org/T370962] '''Tech in depth''' * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] The latest monthly [[mw:Special:MyLanguage/MediaWiki Product Insights/Reports/August 2024|MediaWiki Product Insights newsletter]] is available. This edition includes details about: research about [[mw:Special:MyLanguage/Manual:Hooks|hook]] handlers to help simplify development, research about performance improvements, work to improve the REST API for end-users, and more. * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] To learn more about the technology behind the Wikimedia projects, you can now watch sessions from the technology track at Wikimania 2024 on Commons. This week, check out: ** [[c:File:Wikimania 2024 - Auditorium Kyiv - Day 4 - Hackathon Showcase.webm|Hackathon Showcase]] (45 mins) - 19 short presentations by some of the Hackathon participants, describing some of the projects they worked on, such as automated testing of maintenance scripts, a video-cutting command line tool, and interface improvements for various tools. There are [[phab:T369234|more details and links available]] in the Phabricator task. ** [[c:File:Co-Creating a Sustainable Future for the Toolforge Ecosystem.webm|Co-Creating a Sustainable Future for the Toolforge Ecosystem]] (40 mins) - a roundtable discussion for tool-maintainers, users, and supporters of Toolforge about how to make the platform sustainable and how to evaluate the tools available there. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/38|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W38"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:02, 17 September 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27460876 --> == Tech News: 2024-39 == <section begin="technews-2024-W39"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/39|Translations]] are available. '''Weekly highlight''' * All wikis will be [[m:Special:MyLanguage/Tech/Server switch|read-only]] for a few minutes on Wednesday September 25 at [https://zonestamp.toolforge.org/1727276400 15:00 UTC]. Reading the wikis will not be interrupted, but editing will be paused. These twice-yearly processes allow WMF's site reliability engineering teams to remain prepared to keep the wikis functioning even in the event of a major interruption to one of our data centers. '''Updates for editors''' [[File:Add alt text from a halfsheet, with the article behind.png|thumb|A screenshot of the interface for the Alt Text suggested-edit feature]] * Editors who use the iOS Wikipedia app in Spanish, Portuguese, French, or Chinese, may see the [[mw:Special:MyLanguage/Wikimedia Apps/iOS Suggested edits project/Alt Text Experiment|Alt Text suggested-edit experiment]] after editing an article, or completing a suggested edit using "[[mw:Special:MyLanguage/Wikimedia Apps/iOS Suggested edits project#Hypothesis 2 Add an Image Suggested Edit|Add an image]]". Alt-text helps people with visual impairments to read Wikipedia articles. The team aims to learn if adding alt-text to images is a task that editors can be successful with. Please share any feedback on [[mw:Talk:Wikimedia Apps/iOS Suggested edits project/Alt Text Experiment|the discussion page]]. * The Codex color palette has been updated with new and revised colors for the MediaWiki user interfaces. The [[mw:Special:MyLanguage/Design System Team/Color/Design documentation#Updates|most noticeable changes]] for editors include updates for: dark mode colors for Links and for quiet Buttons (progressive and destructive), visited Link colors for both light and dark modes, and background colors for system-messages in both light and dark modes. * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] It is now possible to include clickable wikilinks and external links inside code blocks. This includes links that are used within <code><nowiki><syntaxhighlight></nowiki></code> tags and on code pages (JavaScript, CSS, Scribunto and Sanitized CSS). Uses of template syntax <code><nowiki>{{…}}</nowiki></code> are also linked to the template page. Thanks to SD0001 for these improvements. [https://phabricator.wikimedia.org/T368166] * Two bugs were fixed in the [[m:Special:MyLanguage/Account vanishing|GlobalVanishRequest]] system by improving the logging and by removing an incorrect placeholder message. [https://phabricator.wikimedia.org/T370595][https://phabricator.wikimedia.org/T372223] * View all {{formatnum:25}} community-submitted {{PLURAL:25|task|tasks}} that were [[m:Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] From [[m:Special:MyLanguage/Wikimedia Enterprise|Wikimedia Enterprise]]: ** The API now enables 5,000 on-demand API requests per month and twice-monthly HTML snapshots freely (gratis and libre). More information on the updates and also improvements to the software development kits (SDK) are explained on [https://enterprise.wikimedia.com/blog/enhanced-free-api/ the project's blog post]. While Wikimedia Enterprise APIs are designed for high-volume commercial reusers, this change enables many more community use-cases to be built on the service too. ** The Snapshot API (html dumps) have added beta Structured Contents endpoints ([https://enterprise.wikimedia.com/blog/structured-contents-snapshot-api/ blog post on that]) as well as released two beta datasets (English and French Wikipedia) from that endpoint to Hugging Face for public use and feedback ([https://enterprise.wikimedia.com/blog/hugging-face-dataset/ blog post on that]). These pre-parsed data sets enable new options for researchers, developers, and data scientists to use and study the content. '''In depth''' * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] The Wikidata Query Service (WDQS) is used to get answers to questions using the Wikidata data set. As Wikidata grows, we had to make a major architectural change so that WDQS could remain performant. As part of the [[d:Special:MyLanguage/Wikidata:SPARQL query service/WDQS graph split|WDQS Graph Split project]], we have new SPARQL endpoints available for serving the "[https://query-scholarly.wikidata.org scholarly]" and "[https://query-main.wikidata.org main]" subgraphs of Wikidata. The [http://query.wikidata.org query.wikidata.org endpoint] will continue to serve the full Wikidata graph until March 2025. After this date, it will only serve the main graph. For more information, please see [[d:Special:MyLanguage/Wikidata:SPARQL query service/WDQS backend update/September 2024 scaling update|the announcement on Wikidata]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/39|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W39"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:36, 23 September 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27493779 --> == Tech News: 2024-40 == <section begin="technews-2024-W40"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/40|Translations]] are available. '''Updates for editors''' * Readers of [[phab:T375401|42 more wikis]] can now use Dark Mode. If the option is not yet available for logged-out users of your wiki, this is likely because many templates do not yet display well in Dark Mode. Please use the [https://night-mode-checker.wmcloud.org/ night-mode-checker tool] if you are interested in helping to reduce the number of issues. The [[mw:Special:MyLanguage/Recommendations for night mode compatibility on Wikimedia wikis|recommendations page]] provides guidance on this. Dark Mode is enabled on additional wikis once per month. * Editors using the 2010 wikitext editor as their default can access features from the 2017 wikitext editor by adding <code dir=ltr>?veaction=editsource</code> to the URL. If you would like to enable the 2017 wikitext editor as your default, it can be set in [[Special:Preferences#mw-input-wpvisualeditor-newwikitext|your preferences]]. [https://phabricator.wikimedia.org/T239796] * For logged-out readers using the Vector 2022 skin, the "donate" link has been moved from a collapsible menu next to the content area into a more prominent top menu, next to "Create an account". This restores the link to the level of prominence it had in the Vector 2010 skin. [[mw:Readers/2024 Reader and Donor Experiences#Donor Experiences (Key Result WE 3.2 and the related hypotheses)|Learn more]] about the changes related to donor experiences. [https://phabricator.wikimedia.org/T373585] * The CampaignEvents extension provides tools for organizers to more easily manage events, communicate with participants, and promote their events on the wikis. The extension has been [[m:Special:MyLanguage/CampaignEvents/Deployment status|enabled]] on Arabic Wikipedia, Igbo Wikipedia, Swahili Wikipedia, and Meta-Wiki. [[w:zh:Wikipedia:互助客栈/其他#引進CampaignEvents擴充功能|Chinese Wikipedia has decided]] to enable the extension, and discussions on the extension are in progress [[w:es:Wikipedia:Votaciones/2024/Sobre la política de Organizadores de Eventos|on Spanish Wikipedia]] and [[d:Wikidata:Project chat#Enabling the CampaignEvents Extention on Wikidata|on Wikidata]]. To learn how to enable the extension on your wiki, you can visit [[m:Special:MyLanguage/CampaignEvents|the CampaignEvents page on Meta-Wiki]]. * View all {{formatnum:22}} community-submitted {{PLURAL:22|task|tasks}} that were [[m:Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * Developers with an account on Wikitech-wiki should [[wikitech:Wikitech/SUL-migration|check if any action is required]] for their accounts. The wiki is being changed to use the single-user-login (SUL) system, and other configuration changes. This change will help reduce the overall complexity for the weekly software updates across all our wikis. '''In depth''' * The [[m:Special:MyLanguage/Tech/Server switch|server switch]] was completed successfully last week with a read-only time of [[wikitech:Switch Datacenter#Past Switches|only 2 minutes 46 seconds]]. This periodic process makes sure that engineers can switch data centers and keep all of the wikis available for readers, even if there are major technical issues. It also gives engineers a chance to do maintenance and upgrades on systems that normally run 24 hours a day, and often helps to reveal weaknesses in the infrastructure. The process involves dozens of software services and hundreds of hardware servers, and requires multiple teams working together. Work over the past few years has reduced the time from 17 minutes down to 2–3 minutes. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/66ZW7B2MG63AESQVTXDIFQBDBS766JGW/] '''Meetings and events''' * October 4–6: [[m:Special:MyLanguage/WikiIndaba conference 2024|WikiIndaba Conference's Hackathon]] in Johannesburg, South Africa * November 4–6: [[mw:Special:MyLanguage/MediaWiki Users and Developers Conference Fall 2024|MediaWiki Users and Developers Conference Fall 2024]] in Vienna, Austria '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/40|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W40"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 22:20, 30 September 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27530062 --> == Tech News: 2024-41 == <section begin="technews-2024-W41"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/41|Translations]] are available. '''Weekly highlight''' * Communities can now request installation of [[mw:Special:MyLanguage/Moderator Tools/Automoderator|Automoderator]] on their wiki. Automoderator is an automated anti-vandalism tool that reverts bad edits based on scores from the new "Revert Risk" machine learning model. You can [[mw:Special:MyLanguage/Extension:AutoModerator/Deploying|read details about the necessary steps]] for installation and configuration. [https://phabricator.wikimedia.org/T336934] '''Updates for editors''' * Translators in wikis where [[mw:Special:MyLanguage/Content translation/Section translation#Try the tool|the mobile experience of Content Translation is available]], can now customize their articles suggestion list from 41 filtering options when using the tool. This topic-based article suggestion feature makes it easy for translators to self-discover relevant articles based on their area of interest and translate them. You can [https://test.wikipedia.org/w/index.php?title=Special:ContentTranslation&active-list=suggestions try it with your mobile device]. [https://phabricator.wikimedia.org/T368422] * View all {{formatnum:12}} community-submitted {{PLURAL:12|task|tasks}} that were [[m:Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * It is now possible for <bdi lang="zxx" dir="ltr"><code><nowiki><syntaxhighlight></nowiki></code></bdi> code blocks to offer readers a "Copy" button if the <bdi lang="zxx" dir="ltr"><code><nowiki>copy=1</nowiki></code></bdi> attribute is [[mw:Special:MyLanguage/Extension:SyntaxHighlight#copy|set on the tag]]. Thanks to SD0001 for these improvements. [https://phabricator.wikimedia.org/T40932] * Customized copyright footer messages on all wikis will be updated. The new versions will use wikitext markup instead of requiring editing raw HTML. [https://phabricator.wikimedia.org/T375789] * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Later this month, [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts|temporary accounts]] will be rolled out on several pilot wikis. The final list of the wikis will be published in the second half of the month. If you maintain any tools, bots, or gadgets on [[phab:T376499|these 11 wikis]], and your software is using data about IP addresses or is available for logged-out users, please check if it needs to be updated to work with temporary accounts. [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts/For developers|Guidance on how to update the code is available]]. * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Rate limiting has been enabled for the code review tools [[Wikitech:Gerrit|Gerrit]] and [[Wikitech:GitLab|GitLab]] to address ongoing issues caused by malicious traffic and scraping. Clients that open too many concurrent connections will be restricted for a few minutes. This rate limiting is managed through [[Wikitech:nftables|nftables]] firewall rules. For more details, see Wikitech's pages on [[Wikitech:Firewall#Throttling with nftables|Firewall]], [[Wikitech:GitLab/Abuse and rate limiting|GitLab limits]] and [[Wikitech:Gerrit/Operations#Throttling IPs|Gerrit operations]]. * Five new wikis have been created: ** a {{int:project-localized-name-group-wikipedia}} in [[d:Q49224|Komering]] ([[w:kge:|<code>w:kge:</code>]]) [https://phabricator.wikimedia.org/T374813] ** a {{int:project-localized-name-group-wikipedia}} in [[d:Q36096|Mooré]] ([[m:mos:|<code>m:mos:</code>]]) [https://phabricator.wikimedia.org/T374641] ** a {{int:project-localized-name-group-wiktionary}} in [[d:Q36213|Madurese]] ([[wikt:mad:|<code>wikt:mad:</code>]]) [https://phabricator.wikimedia.org/T374968] ** a {{int:project-localized-name-group-wikiquote}} in [[d:Q2501174|Gorontalo]] ([[q:gor:|<code>q:gor:</code>]]) [https://phabricator.wikimedia.org/T375088] ** a {{int:project-localized-name-group-wikinews}} in [[d:Q56482|Shan]] ([[n:shn:|<code>n:shn:</code>]]) [https://phabricator.wikimedia.org/T375430] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/41|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W41"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:42, 7 October 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27557422 --> == Tech News: 2024-42 == <section begin="technews-2024-W42"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/42|Translations]] are available. '''Updates for editors''' * The Structured Discussion extension (also known as Flow) is starting to be removed. This extension is unmaintained and causes issues. It will be replaced by [[mw:Special:MyLanguage/Help:DiscussionTools|DiscussionTools]], which is used on any regular talk page. [[mw:Special:MyLanguage/Structured Discussions/Deprecation#Deprecation timeline|A first set of wikis]] are being contacted. These wikis are invited to stop using Flow, and to move all Flow boards to sub-pages, as archives. At these wikis, a script will move all Flow pages that aren't a sub-page to a sub-page automatically, starting on 22 October 2024. On 28 October 2024, all Flow boards at these wikis will be set in read-only mode. [https://www.mediawiki.org/wiki/Structured_Discussions/Deprecation][https://phabricator.wikimedia.org/T370722] * WMF's Search Platform team is working on making it easier for readers to perform text searches in their language. A [[phab:T332342|change last week]] on over 30 languages makes it easier to find words with accents and other diacritics. This applies to both full-text search and to types of advanced search such as the <bdi lang="en" dir="ltr">''hastemplate''</bdi> and <bdi lang="en" dir="ltr">''incategory''</bdi> keywords. More technical details (including a few other minor search upgrades) are available. [https://www.mediawiki.org/wiki/User:TJones_%28WMF%29/Notes/Language_Analyzer_Harmonization_Notes#ASCII-folding/ICU-folding_%28T332342%29] * View all {{formatnum:20}} community-submitted {{PLURAL:20|task|tasks}} that were [[m:Tech/News/Recently resolved community tasks|resolved last week]]. For example, [[mw:Special:MyLanguage/Help:Edit check|EditCheck]] was installed at Russian Wikipedia, and fixes were made for some missing user interface styles. '''Updates for technical contributors''' * Editors who use the Toolforge tool [[toolforge:copyvios|Earwig's Copyright Violation Detector]] will now be required to log in with their Wikimedia account before running checks using the "search engine" option. This change is needed to help prevent external bots from misusing the system. Thanks to Chlod for these improvements. [https://en.wikipedia.org/wiki/Wikipedia_talk:New_pages_patrol/Reviewers#Authentication_is_now_required_for_search_engine_checks_on_Earwig's_Copyvio_Tool] * [[m:Special:MyLanguage/Phabricator|Phabricator]] users can create tickets and add comments on existing tickets via Email again. [[mw:Special:MyLanguage/Phabricator/Help#Using email|Sending email to Phabricator]] has been fixed. [https://phabricator.wikimedia.org/T356077] * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Some HTML elements in the interface are now wrapped with a <code><nowiki><bdi></nowiki></code> element, to make our HTML output more aligned with Web standards. More changes like this will be coming in future weeks. This change might break some tools that rely on the previous HTML structure of the interface. Note that relying on the HTML structure of the interface is [[mw:Special:MyLanguage/Stable interface policy/Frontend#What is not stable?|not recommended]] and might break at any time. [https://phabricator.wikimedia.org/T375975] '''In depth''' * The latest monthly [[mw:Special:MyLanguage/MediaWiki Product Insights/Reports/September 2024|MediaWiki Product Insights newsletter]] is available. This edition includes: updates on Wikimedia's authentication system, research to simplify feature development in the MediaWiki platform, updates on Parser Unification and MathML rollout, and more. * The latest quarterly [[mw:Technical Community Newsletter/2024/October|Technical Community Newsletter]] is now available. This edition include: research about improving topic suggestions related to countries, improvements to PHPUnit tests, and more. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/42|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W42"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:21, 14 October 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27597254 --> == Tech News: 2024-43 == <section begin="technews-2024-W43"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/43|Translations]] are available. '''Weekly highlight''' * The Mobile Apps team has released an [[mw:Special:MyLanguage/Wikimedia Apps/Team/iOS/Navigation Refresh#Phase 1: Creating a user Profile Menu (T373714)|update]] to the iOS app's navigation, and it is now available in the latest App store version. The team added a new Profile menu that allows for easy access to editor features like Notifications and Watchlist from the Article view, and brings the "Donate" button into a more accessible place for users who are reading an article. This is the first phase of a larger planned [[mw:Special:MyLanguage/Wikimedia Apps/Team/iOS/Navigation Refresh|navigation refresh]] to help the iOS app transition from a primarily reader-focused app, to an app that fully supports reading and editing. The Wikimedia Foundation has added more editing features and support for on-wiki communication based on volunteer requests in recent years. [[File:IOS App Navigation refresh first phase 05.png|thumb|iOS Wikipedia App's profile menu and contents]] '''Updates for editors''' * Wikipedia readers can now download a browser extension to experiment with some early ideas on potential features that recommend articles for further reading, automatically summarize articles, and improve search functionality. For more details and to stay updated, check out the Web team's [[mw:Special:MyLanguage/Reading/Web/Content Discovery Experiments|Content Discovery Experiments page]] and [[mw:Special:MyLanguage/Newsletter:Web team's projects|subscribe to their newsletter]]. * Later this month, logged-out editors of [[phab:T376499|these 12 wikis]] will start to have [[mw:Special:Mylanguage/Trust and Safety Product/Temporary Accounts|temporary accounts]] created. The list may slightly change - some wikis may be removed but none will be added. Temporary account is a new [[mw:Special:MyLanguage/User account types|type of user account]]. It enhances the logged-out editors' privacy and makes it easier for community members to communicate with them. If you maintain any tools, bots, or gadgets on these 12 wikis, and your software is using data about IP addresses or is available for logged-out users, please check if it needs to be updated to work with temporary accounts. [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts/For developers|Guidance on how to update the code is available]]. Read more about the [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts/Updates|deployment plan across all wikis]]. * View all {{formatnum:33}} community-submitted {{PLURAL:33|task|tasks}} that were [[m:Tech/News/Recently resolved community tasks|resolved last week]]. For example, the [[w:nr:Main Page|South Ndebele]], [[w:rsk:Главни бок|Pannonian Rusyn]], [[w:ann:Uwu|Obolo]], [[w:iba:Lambar Keterubah|Iban]] and [[w:tdd:ᥞᥨᥝᥴ ᥘᥣᥲ ᥖᥥᥰ|Tai Nüa]] Wikipedia languages were created last week. [https://www.wikidata.org/wiki/Q36785][https://www.wikidata.org/wiki/Q35660][https://www.wikidata.org/wiki/Q36614][https://www.wikidata.org/wiki/Q33424][https://www.wikidata.org/wiki/Q36556] * It is now possible to create functions on Wikifunctions using Wikidata lexemes, through the new [[f:Z6005|Wikidata lexeme type]] launched last week. When you go to one of these functions, the user interface provides a lexeme selector that helps you pick a lexeme from Wikidata that matches the word you type. After hitting run, your selected lexeme is retrieved from Wikidata, transformed into a Wikidata lexeme type, and passed into the selected function. Read more about this in [[f:Special:MyLanguage/Wikifunctions:Status updates/2024-10-17#Function of the Week: select representation from lexeme|the latest Wikifunctions newsletter]]. '''Updates for technical contributors''' * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Users of the Wikimedia sites can now format dates more easily in different languages with the new <code dir="ltr">{{[[mw:Special:MyLanguage/Help:Extension:ParserFunctions##timef|#timef]]:…}}</code> parser function. For example, <code dir="ltr"><nowiki>{{#timef:now|date|en}}</nowiki></code> will show as "<bdi lang="en" dir="ltr">{{#timef:now|date|en}}</bdi>". Previously, <code dir="ltr"><nowiki>{{#time:…}}</nowiki></code> could be used to format dates, but this required knowledge of the order of the time and date components and their intervening punctuation. <code dir="ltr">#timef</code> (or <code dir="ltr">#timefl</code> for local time) provides access to the standard date formats that MediaWiki uses in its user interface. This may help to simplify some templates on multi-lingual wikis like Commons and Meta. [https://phabricator.wikimedia.org/T223772][https://www.mediawiki.org/wiki/Special:MyLanguage/Help:Extension:ParserFunctions##timef] * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Commons and Meta users can now efficiently [[mw:Special:MyLanguage/Help:Magic words#Localization|retrieve the user's language]] using <code dir="ltr"><nowiki>{{USERLANGUAGE}}</nowiki></code> instead of using <code dir="ltr"><nowiki>{{int:lang}}</nowiki></code>. [https://phabricator.wikimedia.org/T4085] * The [[m:Special:MyLanguage/Product and Technology Advisory Council|Product and Tech Advisory Council]] (PTAC) now has its pilot members with representation across Africa, Asia, Europe, North America and South America. They will work to address the [[Special:MyLanguage/Movement Strategy/Initiatives/Technology Council|Movement Strategy's Technology Council]] initiative of having a co-defined and more resilient technological platform. [https://meta.wikimedia.org/wiki/Movement_Strategy/Initiatives/Technology_Council] '''In depth''' * The latest quarterly [[mw:Special:MyLanguage/Growth/Newsletters/32|Growth newsletter]] is available. It includes: an upcoming Newcomer Homepage Community Updates module, new Community Configuration options, and details on new projects. * The Wikimedia Foundation is [[mw:Special:MyLanguage/Wikimedia Security Team#CNA Partnership|now an official partner of the CVE program]], which is an international effort to catalog publicly disclosed cybersecurity vulnerabilities. This partnership will allow the Security Team to instantly publish [[w:en:Common Vulnerabilities and Exposures|common vulnerabilities and exposures]] (CVE) records that are affecting MediaWiki core, extensions, and skins, along with any other code the Foundation is a steward of. * The [[m:Special:MyLanguage/Community Wishlist|Community Wishlist]] is now [[m:Community Wishlist/Updates#October 16, 2024: Conversations Made Easier: Machine-Translated Wishes Are Here!|testing machine translations]] for Wishlist content. Volunteers can now read machine-translated versions of wishes and dive into discussions even before translators arrive to translate content. '''Meetings and events''' * 24 October - Wiki Education Speaker Series Webinar - [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/N4XTB4G55BUY3M3PNGUAKQWJ7A4UOPAK/ Open Source Tech: Building the Wiki Education Dashboard], featuring Wikimedia interns and a Web developer in the panel. * 20–22 December 2024 - [[m:Special:MyLanguage/Indic Wikimedia Hackathon Bhubaneswar 2024|Indic Wikimedia Hackathon Bhubaneswar 2024]] in Odisha, India. A hackathon for community members, including developers, designers and content editors, to build technical solutions that improve contributors' experiences. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/43|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W43"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:52, 21 October 2024 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27634672 --> == Tech News: 2024-44 == <section begin="technews-2024-W44"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/44|Translations]] are available. '''Updates for editors''' * Later in November, the Charts extension will be deployed to the test wikis in order to help identify and fix any issue. A security review is underway to then enable deployment to pilot wikis for broader testing. You can read [[mw:Special:MyLanguage/Extension:Chart/Project/Updates#October 2024: Working towards production deployment|the October project update]] and see the [https://en.wikipedia.beta.wmflabs.org/wiki/Charts latest documentation and examples on Beta Wikipedia]. * View all {{formatnum:32}} community-submitted {{PLURAL:32|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, [[w:en:PediaPress|Pediapress.com]], an external service that creates books from Wikipedia, can now use [[mw:Special:MyLanguage/Wikimedia Maps|Wikimedia Maps]] to include existing pre-rendered infobox map images in their printed books on Wikipedia. [https://phabricator.wikimedia.org/T375761] '''Updates for technical contributors''' * Wikis can use [[:mw:Special:MyLanguage/Extension:GuidedTour|the Guided Tour extension]] to help newcomers understand how to edit. The Guided Tours extension now works with [[mw:Special:MyLanguage/Manual:Dark mode|dark mode]]. Guided Tour maintainers can check their tours to see that nothing looks odd. They can also set <code>emitTransitionOnStep</code> to <code>true</code> to fix an old bug. They can use the new flag <code>allowAutomaticBack</code> to avoid back-buttons they don't want. [https://phabricator.wikimedia.org/T73927#10241528] * Administrators in the Wikimedia projects who use the [[mw:Special:MyLanguage/Help:Extension:Nuke|Nuke Extension]] will notice that mass deletions done with this tool have the "Nuke" tag. This change will make reviewing and analyzing deletions performed with the tool easier. [https://phabricator.wikimedia.org/T366068] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/44|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W44"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:56, 28 October 2024 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27668811 --> == Tech News: 2024-45 == <section begin="technews-2024-W45"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/45|Translations]] are available. '''Updates for editors''' * Stewards can now make [[m:Special:MyLanguage/Global blocks|global account blocks]] cause global [[mw:Special:MyLanguage/Autoblock|autoblocks]]. This will assist stewards in preventing abuse from users who have been globally blocked. This includes preventing globally blocked temporary accounts from exiting their session or switching browsers to make subsequent edits for 24 hours. Previously, temporary accounts could exit their current session or switch browsers to continue editing. This is an anti-abuse tool improvement for the [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts|Temporary Accounts]] project. You can read more about the [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts/Updates|progress on key features for temporary accounts]]. [https://phabricator.wikimedia.org/T368949] * Wikis that have the [[m:Special:MyLanguage/CampaignEvents/Deployment status|CampaignEvents extension enabled]] can now use the [[m:Special:MyLanguage/Campaigns/Foundation Product Team/Event list#October 29, 2024: Collaboration List launched|Collaboration List]] feature. This list provides a new, easy way for contributors to learn about WikiProjects on their wikis. Thanks to the Campaign team for this work that is part of [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2024-2025/Product %26 Technology OKRs#WE KRs|the 2024/25 annual plan]]. If you are interested in bringing the CampaignEvents extension to your wiki, you can [[m:Special:MyLanguage/CampaignEvents/Deployment status#How to Request the CampaignEvents Extension for your wiki|follow these steps]] or you can reach out to User:Udehb-WMF for help. * The text color for red links will be slightly changed later this week to improve their contrast in light mode. [https://phabricator.wikimedia.org/T370446] * View all {{formatnum:32}} community-submitted {{PLURAL:32|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, on multilingual wikis, users [[phab:T216368|can now]] hide translations from the WhatLinksHere special page. '''Updates for technical contributors''' * XML [[m:Special:MyLanguage/Data dumps|data dumps]] have been temporarily paused whilst a bug is investigated. [https://lists.wikimedia.org/hyperkitty/list/xmldatadumps-l@lists.wikimedia.org/message/BXWJDPO5QI2QMBCY7HO36ELDCRO6HRM4/] '''In depth''' * Temporary Accounts have been deployed to six wikis; thanks to the Trust and Safety Product team for [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts|this work]], you can read about [[phab:T340001|the deployment plans]]. Beginning next week, Temporary Accounts will also be enabled on [[phab:T378336|seven other projects]]. If you are active on these wikis and need help migrating your tools, please reach out to [[m:User:Udehb-WMF|User:Udehb-WMF]] for assistance. * The latest quarterly [[mw:Special:MyLanguage/Wikimedia Language and Product Localization/Newsletter/2024/October|Language and Internationalization newsletter]] is available. It includes: New languages supported in translatewiki or in MediaWiki; New keyboard input methods for some languages; details about recent and upcoming meetings, and more. '''Meetings and events''' * [[mw:Special:MyLanguage/MediaWiki Users and Developers Conference Fall 2024|MediaWiki Users and Developers Conference Fall 2024]] is happening in Vienna, Austria and online from 4 to 6 November 2024. The conference will feature discussions around the usage of MediaWiki software by and within companies in different industries and will inspire and onboard new users. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/45|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W45"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:50, 4 November 2024 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27693917 --> == Tech News: 2024-46 == <section begin="technews-2024-W46"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/46|Translations]] are available. '''Updates for editors''' * On wikis with the [[mw:Special:MyLanguage/Help:Extension:Translate|Translate extension]] enabled, users will notice that the FuzzyBot will now automatically create translated versions of categories used on translated pages. [https://phabricator.wikimedia.org/T285463] * View all {{formatnum:29}} community-submitted {{PLURAL:29|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the submitted task to use the [[mw:Special:MyLanguage/Extension:SecurePoll|SecurePoll extension]] for English Wikipedia's special [[w:en:Wikipedia:Administrator elections|administrator election]] was resolved on time. [https://phabricator.wikimedia.org/T371454] '''Updates for technical contributors''' * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] In <code dir="ltr">[[mw:MediaWiki_1.44/wmf.2|1.44.0-wmf-2]]</code>, the logic of Wikibase function <code>getAllStatements</code> changed to behave like <code>getBestStatements</code>. Invoking the function now returns a copy of values which are immutable. [https://phabricator.wikimedia.org/T270851] * [https://en.wikipedia.org/api/rest_v1/ Wikimedia REST API] users, such as bot operators and tool maintainers, may be affected by ongoing upgrades. The API will be rerouting some page content endpoints from RESTbase to the newer [[mw:Special:MyLanguage/API:REST API|MediaWiki REST API]] endpoints. The [[phab:T374683|impacted endpoints]] include getting page/revision metadata and rendered HTML content. These changes will be available on testwiki later this week, with other projects to follow. This change should not affect existing functionality, but active users of the impacted endpoints should verify behavior on testwiki, and raise any concerns on the related [[phab:T374683|Phabricator ticket]]. '''In depth''' * Admins and users of the Wikimedia projects [[mw:Special:MyLanguage/Moderator_Tools/Automoderator#Usage|where Automoderator is enabled]] can now monitor and evaluate important metrics related to Automoderator's actions. [https://superset.wmcloud.org/superset/dashboard/unified-automoderator-activity-dashboard/ This Superset dashboard] calculates and aggregates metrics about Automoderator's behaviour on the projects in which it is deployed. Thanks to the Moderator Tools team for this Dashboard; you can visit [[mw:Special:MyLanguage/Moderator Tools/Automoderator/Unified Activity Dashboard|the documentation page]] for more information about this work. [https://phabricator.wikimedia.org/T369488] '''Meetings and events''' * 21 November 2024 ([[m:Special:MyLanguage/Event:Commons community discussion - 21 November 2024 8:00 UTC|8:00 UTC]] & [[m:Special:MyLanguage/Event:Commons community discussion - 21 November 2024 16:00 UTC|16:00 UTC]]) - [[c:Commons:WMF support for Commons/Commons community calls|Community call]] with Wikimedia Commons volunteers and stakeholders to help prioritize support efforts for 2025-2026 Fiscal Year. The theme of this call is how content should be organised on Wikimedia Commons. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/46|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W46"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:07, 12 November 2024 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27732268 --> == Tech News: 2024-47 == <section begin="technews-2024-W47"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/47|Translations]] are available. '''Updates for editors''' * Users of Wikimedia sites will now be warned when they create a [[mw:Special:MyLanguage/Help:Redirects|redirect]] to a page that doesn't exist. This will reduce the number of broken redirects to red links in our projects. [https://phabricator.wikimedia.org/T326057] * View all {{formatnum:42}} community-submitted {{PLURAL:42|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, [[mw:Special:MyLanguage/Manual:Pywikibot/Overview|Pywikibot]], which automates work on MediaWiki sites, was upgraded to 9.5.0 on Toolforge. [https://phabricator.wikimedia.org/T378676] '''Updates for technical contributors''' * On wikis that use the [[mw:Special:MyLanguage/Extension:FlaggedRevs|FlaggedRevs extension]], pages created or moved by users with the appropriate permissions are marked as flagged automatically. This feature has not been working recently, and changes fixing it should be deployed this week. Thanks to Daniel and Wargo for working on this. [https://phabricator.wikimedia.org/T379218][https://phabricator.wikimedia.org/T368380] '''In depth''' * There is a new [https://diff.wikimedia.org/2024/11/05/say-hi-to-temporary-accounts-easier-collaboration-with-logged-out-editors-with-better-privacy-protection Diff post] about Temporary Accounts, available in more than 15 languages. Read it to learn about what Temporary Accounts are, their impact on different groups of users, and the plan to introduce the change on all wikis. '''Meetings and events''' * Technical volunteers can now register for the [[mw:Special:MyLanguage/Wikimedia Hackathon 2025|2025 Wikimedia Hackathon]], which will take place in Istanbul, Turkey. [https://pretix.eu/wikimedia/hackathon2025/ Application for travel and accommodation scholarships] is open from '''November 12 to December 10 2024'''. The registration for the event will close in mid-April 2025. The Wikimedia Hackathon is an annual gathering that unites the global technical community to collaborate on existing projects and explore new ideas. * Join the [[C:Special:MyLanguage/Commons:WMF%20support%20for%20Commons/Commons%20community%20calls|Wikimedia Commons community calls]] this week to help prioritize support for Commons which will be planned for 2025–2026. The theme will be how content should be organised on Wikimedia Commons. This is an opportunity for volunteers who work on different things to come together and talk about what matters for the future of the project. The calls will take place '''November 21, 2024, [[m:Special:MyLanguage/Event:Commons community discussion - 21 November 2024 8:00 UTC|8:00 UTC]] and [[m:Special:MyLanguage/Event:Commons community discussion - 21 November 2024 16:00 UTC|16:00 UTC]]'''. * A [[mw:Special:MyLanguage/Wikimedia_Language_and_Product_Localization/Community meetings#29 November 2024|Language community meeting]] will take place '''November 29, 16:00 UTC''' to discuss updates and technical problem-solving. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/47|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W47"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 02:00, 19 November 2024 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27806858 --> == Tech News: 2024-48 == <section begin="technews-2024-W48"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/48|Translations]] are available. '''Updates for editors''' * [[File:Octicons-gift.svg|12px|link=|class=skin-invert|Wishlist item]] A new version of the standard wikitext editor-mode [[mw:Special:MyLanguage/Extension:CodeMirror|syntax highlighter]] will be available as a [[Special:Preferences#mw-prefsection-betafeatures|beta feature]] later this week. This brings many new features and bug fixes, including right-to-left support, [[mw:Special:MyLanguage/Help:Extension:CodeMirror#Template folding|template folding]], [[mw:Special:MyLanguage/Help:Extension:CodeMirror#Autocompletion|autocompletion]], and an improved search panel. You can learn more on the [[mw:Special:MyLanguage/Help:Extension:CodeMirror|help page]]. * The 2010 wikitext editor now supports common keyboard shortcuts such <bdi lang="zxx" dir="ltr"><code>Ctrl</code>+<code>B</code></bdi> for bold and <bdi lang="zxx" dir="ltr"><code>Ctrl</code>+<code>I</code></bdi> for italics. A full [[mw:Help:Extension:WikiEditor#Keyboard shortcuts|list of all six shortcuts]] is available. Thanks to SD0001 for this improvement. [https://phabricator.wikimedia.org/T62928] * Starting November 28, Flow/Structured Discussions pages will be automatically archived and set to read-only at the following wikis: <bdi>bswiki</bdi>{{int:comma-separator/en}}<bdi>elwiki</bdi>{{int:comma-separator/en}}<bdi>euwiki</bdi>{{int:comma-separator/en}}<bdi>fawiki</bdi>{{int:comma-separator/en}}<bdi>fiwiki</bdi>{{int:comma-separator/en}}<bdi>frwikiquote</bdi>{{int:comma-separator/en}}<bdi>frwikisource</bdi>{{int:comma-separator/en}}<bdi>frwikiversity</bdi>{{int:comma-separator/en}}<bdi>frwikivoyage</bdi>{{int:comma-separator/en}}<bdi>idwiki</bdi>{{int:comma-separator/en}}<bdi>lvwiki</bdi>{{int:comma-separator/en}}<bdi>plwiki</bdi>{{int:comma-separator/en}}<bdi>ptwiki</bdi>{{int:comma-separator/en}}<bdi>urwiki</bdi>{{int:comma-separator/en}}<bdi>viwikisource</bdi>{{int:comma-separator/en}}<bdi>zhwikisource</bdi>. This is done as part of [[mw:Special:MyLanguage/Structured_Discussions/Deprecation|StructuredDiscussions deprecation work]]. If you need any assistance to archive your page in advance, please contact [[m:User:Trizek (WMF)|Trizek (WMF)]]. * View all {{formatnum:25}} community-submitted {{PLURAL:25|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, a user creating a new AbuseFilter can now only set the filter to "protected" [[phab:T377765|if it includes a protected variable]]. '''Updates for technical contributors''' * The [[mw:Special:MyLanguage/Extension:CodeEditor|CodeEditor]], which can be used in JavaScript, CSS, JSON, and Lua pages, [[phab:T377663|now offers]] live autocompletion. Thanks to SD0001 for this improvement. The feature can be temporarily disabled on a page by pressing <bdi lang="zxx" dir="ltr"><code>Ctrl</code>+<code>,</code></bdi> and un-selecting "<bdi lang="en" dir="ltr">Live Autocompletion</bdi>". * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Tool-maintainers who use the Graphite system for tracking metrics, need to migrate to the newer Prometheus system. They can check [https://grafana.wikimedia.org/d/K6DEOo5Ik/grafana-graphite-datasource-utilization?orgId=1 this dashboard] and the list in the Description of the [[phab:T350592|task T350592]] to see if their tools are listed, and they should claim metrics and dashboards connected to their tools. They can then disable or migrate all existing metrics by following the instructions in the task. The Graphite service will become read-only in April. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/KLUV4IOLRYXPQFWD6WKKJUHMWE77BMSZ/] * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] The [[mw:Special:MyLanguage/NewPP parser report|New PreProcessor parser performance report]] has been fixed to give an accurate count for the number of Wikibase entities accessed. It had previously been resetting after 400 entities. [https://phabricator.wikimedia.org/T279069] '''Meetings and events''' * A [[mw:Special:MyLanguage/Wikimedia_Language_and_Product_Localization/Community meetings#29 November 2024|Language community meeting]] will take place November 29 at [https://zonestamp.toolforge.org/1732896000 16:00 UTC]. There will be presentations on topics like developing language keyboards, the creation of the Mooré Wikipedia, the language support track at [[m:Wiki Indaba|Wiki Indaba]], and a report from the Wayuunaiki community on their experiences with the Incubator and as a new community over the last 3 years. This meeting will be in English and will also have Spanish interpretation. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/48|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W48"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 22:42, 25 November 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27847039 --> == Tech News: 2024-49 == <section begin="technews-2024-W49"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/49|Translations]] are available. '''Updates for editors''' * Two new parser functions were added this week. The <code dir="ltr"><nowiki>{{</nowiki>[[mw:Special:MyLanguage/Help:Magic words#interwikilink|#interwikilink]]<nowiki>}}</nowiki></code> function adds an [[mw:Special:MyLanguage/Help:Links#Interwiki links|interwiki link]] and the <code dir="ltr"><nowiki>{{</nowiki>[[mw:Special:MyLanguage/Help:Magic words#interlanguagelink|#interlanguagelink]]<nowiki>}}</nowiki></code> function adds an [[mw:Special:MyLanguage/Help:Links#Interlanguage links|interlanguage link]]. These parser functions are useful on wikis where namespaces conflict with interwiki prefixes. For example, links beginning with <bdi lang="zxx" dir="ltr"><code>MOS:</code></bdi> on English Wikipedia [[phab:T363538|conflict with the <code>mos</code> language code prefix of Mooré Wikipedia]]. * Starting this week, Wikimedia wikis no longer support connections using old RSA-based HTTPS certificates, specifically rsa-2048. This change is to improve security for all users. Some older, unsupported browser or smartphone devices will be unable to connect; Instead, they will display a connectivity error. See the [[wikitech:HTTPS/Browser_Recommendations|HTTPS Browser Recommendations page]] for more-detailed information. All modern operating systems and browsers are always able to reach Wikimedia projects. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/CTYEHVNSXUD3NFAAMG3BLZVTVQWJXJAH/] * Starting December 16, Flow/Structured Discussions pages will be automatically archived and set to read-only at the following wikis: <bdi>arwiki</bdi>{{int:comma-separator/en}}<bdi>cawiki</bdi>{{int:comma-separator/en}}<bdi>frwiki</bdi>{{int:comma-separator/en}}<bdi>mediawikiwiki</bdi>{{int:comma-separator/en}}<bdi>orwiki</bdi>{{int:comma-separator/en}}<bdi>wawiki</bdi>{{int:comma-separator/en}}<bdi>wawiktionary</bdi>{{int:comma-separator/en}}<bdi>wikidatawiki</bdi>{{int:comma-separator/en}}<bdi>zhwiki</bdi>. This is done as part of [[mw:Special:MyLanguage/Structured_Discussions/Deprecation|StructuredDiscussions deprecation work]]. If you need any assistance to archive your page in advance, please contact [[m:User:Trizek (WMF)|Trizek (WMF)]]. [https://phabricator.wikimedia.org/T380910] * This month the Chart extension was deployed to production and is now available on Commons and Testwiki. With the security review complete, pilot wiki deployment is expected to start in the first week of December. You can see a working version [[testwiki:Charts|on Testwiki]] and read [[mw:Special:MyLanguage/Extension:Chart/Project/Updates|the November project update]] for more details. * View all {{formatnum:23}} community-submitted {{PLURAL:23|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, a bug with the "Download as PDF" system was fixed. [https://phabricator.wikimedia.org/T376438] '''Updates for technical contributors''' * In late February, temporary accounts will be rolled out on at least 10 large wikis. This deployment will have a significant effect on the community-maintained code. This is about Toolforge tools, bots, gadgets, and user scripts that use IP address data or that are available for logged-out users. The Trust and Safety Product team wants to identify this code, monitor it, and assist in updating it ahead of the deployment to minimize disruption to workflows. The team asks technical editors and volunteer developers to help identify such tools by adding them to [[mw:Trust and Safety Product/Temporary Accounts/For developers/Impacted tools|this list]]. In addition, review the [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts/For developers|updated documentation]] to learn how to adjust the tools. Join the discussions on the [[mw:Talk:Trust and Safety Product/Temporary Accounts|project talk page]] or in the [[discord:channels/221049808784326656/1227616742340034722|dedicated thread]] on the [[w:Wikipedia:Discord|Wikimedia Community Discord server (in English)]] for support and to share feedback. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/49|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W49"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 22:22, 2 December 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27873992 --> == Tech News: 2024-50 == <section begin="technews-2024-W50"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/50|Translations]] are available. '''Weekly highlight''' * Technical documentation contributors can find updated resources, and new ways to connect with each other and the Wikimedia Technical Documentation Team, at the [[mw:Special:MyLanguage/Documentation|Documentation hub]] on MediaWiki.org. This page links to: resources for writing and improving documentation, a new <bdi lang="zxx" dir="ltr">#wikimedia-techdocs</bdi> IRC channel on libera.chat, a listing of past and upcoming documentation events, and ways to request a documentation consultation or review. If you have any feedback or ideas for improvements to the documentation ecosystem, please [[mw:Wikimedia Technical Documentation Team#Contact us|contact the Technical Documentation Team]]. '''Updates for editors''' [[File:Edit Check on Desktop.png|thumb|Layout change for the Edit Check feature]] * Later this week, [[mw:Special:MyLanguage/Edit check|Edit Check]] will be relocated to a sidebar on desktop. Edit check is the feature for new editors to help them follow policies and guidelines. This layout change creates space to present people with [[mw:Edit check#1 November 2024|new Checks]] that appear ''while'' they are typing. The [[mw:Special:MyLanguage/Edit check#Reference Check A/B Test|initial results]] show newcomers encountering Edit Check are 2.2 times more likely to publish a new content edit that includes a reference and is not reverted. * The Chart extension, which enables editors to create data visualizations, was successfully made available on MediaWiki.org and three pilot wikis (Italian, Swedish, and Hebrew Wikipedias). You can see a working examples [[testwiki:Charts|on Testwiki]] and read [[mw:Special:MyLanguage/Extension:Chart/Project/Updates|the November project update]] for more details. * Translators in wikis where the [[mw:Special:MyLanguage/Content translation/Section translation#Try the tool|mobile experience of Content Translation is available]], can now discover articles in Wikiproject campaigns of their interest from the "[https://test.wikipedia.org/w/index.php?title=Special:ContentTranslation&campaign=specialcx&filter-type=automatic&filter-id=collections&active-list=suggestions&from=es&to=en All collection]" category in the articles suggestion feature. Wikiproject Campaign organizers can use this feature, to help translators to discover articles of interest, by adding the <code dir=ltr><nowiki><page-collection> </page-collection></nowiki></code> tag to their campaign article list page on Meta-wiki. This will make those articles discoverable in the Content Translation tool. For more detailed information on how to use the tool and tag, please refer to [[mw:Special:MyLanguage/Translation suggestions: Topic-based & Community-defined lists/How to use the features|the step-by-step guide]]. [https://phabricator.wikimedia.org/T378958] * The [[mw:Special:MyLanguage/Extension:Nuke|Nuke]] feature, which enables administrators to mass delete pages, now has a [[phab:T376379#10310998|multiselect filter for namespace selection]]. This enables users to select multiple specific namespaces, instead of only one or all, when fetching pages for deletion. * The Nuke feature also now [[phab:T364225#10371365|provides links]] to the userpage of the user whose pages were deleted, and to the pages which were not selected for deletion, after page deletions are queued. This enables easier follow-up admin-actions. Thanks to Chlod and the Moderator Tools team for both of these improvements. [https://phabricator.wikimedia.org/T364225#10371365] * The Editing Team is working on making it easier to populate citations from archive.org using the [[mw:Special:MyLanguage/Citoid/Enabling Citoid on your wiki|Citoid]] tool, the auto-filled citation generator. They are asking communities to add two parameters preemptively, <code dir=ltr>archiveUrl</code> and <code dir=ltr>archiveDate</code>, within the TemplateData for each citation template using Citoid. You can see an [https://en.wikipedia.org/w/index.php?title=Template%3ACite_web%2Fdoc&diff=1261320172&oldid=1260788022 example of a change in a template], and a [https://global-search.toolforge.org/?namespaces=10&q=%5C%22citoid%5C%22%3A%20%5C%7B&regex=1&title= list of all relevant templates]. [https://phabricator.wikimedia.org/T374831] * One new wiki has been created: a {{int:project-localized-name-group-wikivoyage}} in [[d:Q9240|Indonesian]] ([[voy:id:|<code>voy:id:</code>]]) [https://phabricator.wikimedia.org/T380726] * Last week, all wikis had problems serving pages to logged-in users and some logged-out users for 30–45 minutes. This was caused by a database problem, and investigation is ongoing. [https://www.wikimediastatus.net/incidents/3g2ckc7bp6l9] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:19}} community-submitted {{PLURAL:19|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, a bug in the [[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add Link]] feature has been fixed. Previously, the list of sections which are excluded from Add Link was partially ignored in certain cases. [https://phabricator.wikimedia.org/T380455][https://phabricator.wikimedia.org/T380329] '''Updates for technical contributors''' * [[mw:Special:MyLanguage/Codex|Codex]], the design system for Wikimedia, now has an early-stage [[gitiles:design/codex-php|implementation in PHP]]. It is available for general use in MediaWiki extensions and Toolforge apps through [https://packagist.org/packages/wikimedia/codex Composer], with use in MediaWiki core coming soon. More information is available in [[wmdoc:design-codex-php/main/index.html|the documentation]]. Thanks to Doğu for the inspiration and many contributions to the library. [https://phabricator.wikimedia.org/T379662] * [https://en.wikipedia.org/api/rest_v1/ Wikimedia REST API] users, such as bot operators and tool maintainers, may be affected by ongoing upgrades. On December 4, the MediaWiki Interfaces team began rerouting page/revision metadata and rendered HTML content endpoints on [[testwiki:|testwiki]] from RESTbase to comparable MediaWiki REST API endpoints. The team encourages active users of these endpoints to verify their tool's behavior on testwiki and raise any concerns on the related [[phab:T374683|Phabricator ticket]] before the end of the year, as they intend to roll out the same change across all Wikimedia projects in early January. These changes are part of the work to replace the outdated [[mw:RESTBase/deprecation|RESTBase]] system. * The [https://wikimediafoundation.limesurvey.net/986172 2024 Developer Satisfaction Survey] is seeking the opinions of the Wikimedia developer community. Please take the survey if you have any role in developing software for the Wikimedia ecosystem. The survey is open until 3 January 2025, and has an associated [[foundation:Legal:Developer Satisfaction Survey 2024 Privacy Statement|privacy statement]]. * There is no new MediaWiki version this week. [https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] '''Meetings and events''' * The next meeting in the series of [[c:Commons:WMF support for Commons/Commons community calls|Wikimedia Foundation discussions with the Wikimedia Commons community]] will take place on [[m:Event:Commons community discussion - 12 December 2024 08:00 UTC|December 12 at 8:00 UTC]] and [[m:Event:Commons community discussion - 12_December 2024 16:00 UTC|at 16:00 UTC]]. The topic of this call is new media and new contributors. Contributors from all wikis are welcome to attend. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/50|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W50"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 22:16, 9 December 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27919424 --> == Tech News: 2024-51 == <section begin="technews-2024-W51"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/51|Translations]] are available. '''Weekly highlight''' * Interested in improving event management on your home wiki? The [[m:Special:MyLanguage/CampaignEvents|CampaignEvents extension]] offers organizers features like event registration management, event/wikiproject promotion, finding potential participants, and more - all directly on-wiki. If you are an organizer or think your community would benefit from this extension, start a discussion to enable it on your wiki today. To learn more about how to enable this extension on your wiki, visit the [[m:CampaignEvents/Deployment status#How to Request the CampaignEvents Extension for your wiki|deployment status page]]. '''Updates for editors''' * Users of the iOS Wikipedia App in Italy and Mexico on the Italian, Spanish, and English Wikipedias, can see a [[mw:Special:MyLanguage/Wikimedia Apps/Team/iOS/Personalized Wikipedia Year in Review|personalized Year in Review]] with insights based on their reading and editing history. * Users of the Android Wikipedia App in Sub-Saharan Africa and South Asia can see the new [[mw:Special:MyLanguage/Wikimedia Apps/Team/Android/Rabbit Holes|Rabbit Holes]] feature. This feature shows a suggested search term in the Search bar based on the current article being viewed, and a suggested reading list generated from the user’s last two visited articles. * The [[m:Special:MyLanguage/Global reminder bot|global reminder bot]] is now active and running on nearly 800 wikis. This service reminds most users holding temporary rights when they are about to expire, so that they can renew should they want to. See [[m:Global reminder bot/Technical details|the technical details page]] for more information. * The next issue of Tech News will be sent out on 13 January 2025 because of the end of year holidays. Thank you to all of the translators, and people who submitted content or feedback, this year. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:27}} community-submitted {{PLURAL:27|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, a bug was [[phab:T374988|fixed]] in the Android Wikipedia App which had caused translatable SVG images to show the wrong language when they were tapped. '''Updates for technical contributors''' * There is no new MediaWiki version next week. The next deployments will start on 14 January. [https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar/2025] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/51|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W51"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 22:24, 16 December 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27942374 --> == Tech News: 2025-03 == <section begin="technews-2025-W03"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/03|Translations]] are available. '''Weekly highlight''' * The Single User Login system is being updated over the next few months. This is the system which allows users to fill out the login form on one Wikimedia site and get logged in on all others at the same time. It needs to be updated because of the ways that browsers are increasingly restricting cross-domain cookies. To accommodate these restrictions, login and account creation pages will move to a central domain, but it will still appear to the user as if they are on the originating wiki. The updated code will be enabled this week for users on test wikis. This change is planned to roll out to all users during February and March. See [[mw:Special:MyLanguage/MediaWiki Platform Team/SUL3#Deployment|the SUL3 project page]] for more details and a timeline. '''Updates for editors''' * On wikis with [[mw:Special:MyLanguage/Extension:PageAssessments|PageAssessments]] installed, you can now [[mw:Special:MyLanguage/Extension:PageAssessments#Search|filter search results]] to pages in a given WikiProject by using the <code dir=ltr>inproject:</code> keyword. (These wikis: {{int:project-localized-name-arwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-enwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-enwikivoyage/en}}{{int:comma-separator/en}}{{int:project-localized-name-frwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-huwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-newiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-trwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-zhwiki/en}}) [https://phabricator.wikimedia.org/T378868] * One new wiki has been created: a {{int:project-localized-name-group-wikipedia}} in [[d:Q34129|Tigre]] ([[w:tig:|<code>w:tig:</code>]]) [https://phabricator.wikimedia.org/T381377] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:35}} community-submitted {{PLURAL:35|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, there was a bug with updating a user's edit-count after making a rollback edit, which is now fixed. [https://phabricator.wikimedia.org/T382592] '''Updates for technical contributors''' * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Wikimedia REST API users, such as bot operators and tool maintainers, may be affected by ongoing upgrades. Starting the week of January 13, we will begin rerouting [[phab:T374683|some page content endpoints]] from RESTbase to the newer MediaWiki REST API endpoints for all wiki projects. This change was previously available on testwiki and should not affect existing functionality, but active users of the impacted endpoints may raise issues directly to the [[phab:project/view/6931/|MediaWiki Interfaces Team]] in Phabricator if they arise. * Toolforge tool maintainers can now share their feedback on Toolforge UI, an initiative to provide a web platform that allows creating and managing Toolforge tools through a graphic interface, in addition to existing command-line workflows. This project aims to streamline active maintainers’ tasks, as well as make registration and deployment processes more accessible for new tool creators. The initiative is still at a very early stage, and the Cloud Services team is in the process of collecting feedback from the Toolforge community to help shape the solution to their needs. [[wikitech:Wikimedia Cloud Services team/EnhancementProposals/Toolforge UI|Read more and share your thoughts about Toolforge UI]]. * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] For tool and library developers who use the OAuth system: The identity endpoint used for [[mw:Special:MyLanguage/OAuth/For Developers#Identifying the user|OAuth 1]] and [[mw:Special:MyLanguage/OAuth/For Developers#Identifying the user 2|OAuth 2]] returned a JSON object with an integer in its <code>sub</code> field, which was incorrect (the field must always be a string). This has been fixed; the fix will be deployed to Wikimedia wikis on the week of January 13. [https://phabricator.wikimedia.org/T382139] * Many wikis currently use [[:mw:Parsoid/Parser Unification/Cite CSS|Cite CSS]] to render custom footnote markers in Parsoid output. Starting January 20 these rules will be disabled, but the developers ask you to ''not'' clean up your <bdi lang="en" dir="ltr">[[MediaWiki:Common.css]]</bdi> until February 20 to avoid issues during the migration. Your wikis might experience some small changes to footnote markers in Visual Editor and when using experimental Parsoid read mode, but if there are changes these are expected to bring the rendering in line with the legacy parser output. [https://phabricator.wikimedia.org/T370027] '''Meetings and events''' * The next meeting in the series of [[c:Special:MyLanguage/Commons:WMF support for Commons/Commons community calls|Wikimedia Foundation Community Conversations with the Wikimedia Commons community]] will take place on [[m:Special:MyLanguage/Event:Commons community discussion - 15 January 2025 08:00 UTC|January 15 at 8:00 UTC]] and [[m:Special:MyLanguage/Event:Commons community discussion - 15 January 2025 16:00 UTC|at 16:00 UTC]]. The topic of this call is defining the priorities in tool investment for Commons. Contributors from all wikis, especially users who are maintaining tools for Commons, are welcome to attend. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/03|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W03"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 01:42, 14 January 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28048614 --> == Tech News: 2025-04 == <section begin="technews-2025-W04"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/04|Translations]] are available. '''Updates for editors''' * Administrators can mass-delete multiple pages created by a user or IP address using [[mw:Special:MyLanguage/Extension:Nuke|Extension:Nuke]]. It previously only allowed deletion of pages created in the last 30 days. It can now delete pages from the last 90 days, provided it is targeting a specific user or IP address. [https://phabricator.wikimedia.org/T380846] * On [[phab:P72148|wikis that use]] the [[mw:Special:MyLanguage/Help:Patrolled edits|Patrolled edits]] feature, when the rollback feature is used to revert an unpatrolled page revision, that revision will now be marked as "manually patrolled" instead of "autopatrolled", which is more accurate. Some editors that use [[mw:Special:MyLanguage/Help:New filters for edit review/Filtering|filters]] on Recent Changes may need to update their filter settings. [https://phabricator.wikimedia.org/T302140] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:31}} community-submitted {{PLURAL:31|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the Visual Editor's "Insert link" feature did not always suggest existing pages properly when an editor started typing, which has now been [[phab:T383497|fixed]]. '''Updates for technical contributors''' * The Structured Discussion extension (also known as Flow) is being progressively removed from the wikis. This extension is unmaintained and causes issues. It will be replaced by [[mw:Special:MyLanguage/Help:DiscussionTools|DiscussionTools]], which is used on any regular talk page. [[mw:Special:MyLanguage/Structured Discussions/Deprecation#Deprecation timeline|The last group of wikis]] ({{int:project-localized-name-cawikiquote/en}}{{int:comma-separator/en}}{{int:project-localized-name-fiwikimedia/en}}{{int:comma-separator/en}}{{int:project-localized-name-gomwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kabwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ptwikibooks/en}}{{int:comma-separator/en}}{{int:project-localized-name-sewikimedia/en}}) will soon be contacted. If you have questions about this process, please ping [[m:User:Trizek (WMF)|Trizek (WMF)]] at your wiki. [https://phabricator.wikimedia.org/T380912] * The latest quarterly [[mw:Technical_Community_Newsletter/2025/January|Technical Community Newsletter]] is now available. This edition includes: updates about services from the Data Platform Engineering teams, information about Codex from the Design System team, and more. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/04|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W04"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 01:36, 21 January 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28129769 --> == Tech News: 2025-05 == <section begin="technews-2025-W05"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/05|Translations]] are available. '''Weekly highlight''' * Patrollers and admins - what information or context about edits or users could help you to make patroller or admin decisions more quickly or easily? The Wikimedia Foundation wants to hear from you to help guide its upcoming annual plan. Please consider sharing your thoughts on this and [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2025-2026/Product & Technology OKRs|13 other questions]] to shape the technical direction for next year. '''Updates for editors''' * iOS Wikipedia App users worldwide can now access a [[mw:Special:MyLanguage/Wikimedia Apps/Team/iOS/Personalized Wikipedia Year in Review/How your data is used|personalized Year in Review]] feature, which provides insights based on their reading and editing history on Wikipedia. This project is part of a broader effort to help welcome new readers as they discover and interact with encyclopedic content. * [[File:Octicons-gift.svg|12px|link=|class=skin-invert|Wishlist item]] Edit patrollers now have a new feature available that can highlight potentially problematic new pages. When a page is created with the same title as a page which was previously deleted, a tag ('Recreated') will now be added, which users can filter for in [[{{#special:RecentChanges}}]] and [[{{#special:NewPages}}]]. [https://phabricator.wikimedia.org/T56145] * Later this week, there will be a new warning for editors if they attempt to create a redirect that links to another redirect (a [[mw:Special:MyLanguage/Help:Redirects#Double redirects|double redirect]]). The feature will recommend that they link directly to the second redirect's target page. Thanks to the user SomeRandomDeveloper for this improvement. [https://phabricator.wikimedia.org/T326056] * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Wikimedia wikis allow [[w:en:WebAuthn|WebAuthn]]-based second factor checks (such as hardware tokens) during login, but the feature is [[m:Community Wishlist Survey 2023/Miscellaneous/Fix security key (WebAuthn) support|fragile]] and has very few users. The MediaWiki Platform team is temporarily disabling adding new WebAuthn keys, to avoid interfering with the rollout of [[mw:MediaWiki Platform Team/SUL3|SUL3]] (single user login version 3). Existing keys are unaffected. [https://phabricator.wikimedia.org/T378402] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:30}} community-submitted {{PLURAL:30|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * For developers that use the [[wikitech:Data Platform/Data Lake/Edits/MediaWiki history dumps|MediaWiki History dumps]]: The Data Platform Engineering team has added a couple of new fields to these dumps, to support the [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts|Temporary Accounts]] initiative. If you maintain software that reads those dumps, please review your code and the updated documentation, since the order of the fields in the row will change. There will also be one field rename: in the <bdi lang="zxx" dir="ltr"><code>mediawiki_user_history</code></bdi> dump, the <bdi lang="zxx" dir="ltr"><code>anonymous</code></bdi> field will be renamed to <bdi lang="zxx" dir="ltr"><code>is_anonymous</code></bdi>. The changes will take effect with the next release of the dumps in February. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/LKMFDS62TXGDN6L56F4ABXYLN7CSCQDI/] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/05|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W05"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 22:14, 27 January 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28149374 --> == Tech News: 2025-06 == <section begin="technews-2025-W06"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/06|Translations]] are available. '''Updates for editors''' * Editors who use the "Special characters" editing-toolbar menu can now see the 32 special characters you have used most recently, across editing sessions on that wiki. This change should help make it easier to find the characters you use most often. The feature is in both the 2010 wikitext editor and VisualEditor. [https://phabricator.wikimedia.org/T110722] * Editors using the 2010 wikitext editor can now create sublists with correct indentation by selecting the line(s) you want to indent and then clicking the toolbar buttons.[https://phabricator.wikimedia.org/T380438] You can now also insert <code><nowiki><code></nowiki></code> tags using a new toolbar button.[https://phabricator.wikimedia.org/T383010] Thanks to user stjn for these improvements. * Help is needed to ensure the [[mw:Special:MyLanguage/Citoid/Enabling Citoid on your wiki|citation generator]] works properly on each wiki. ** (1) Administrators should update the local versions of the page <code dir=ltr>MediaWiki:Citoid-template-type-map.json</code> to include entries for <code dir=ltr>preprint</code>, <code dir=ltr>standard</code>, and <code dir=ltr>dataset</code>; Here are example diffs to replicate [https://en.wikipedia.org/w/index.php?title=MediaWiki%3ACitoid-template-type-map.json&diff=1189164774&oldid=1165783565 for 'preprint'] and [https://en.wikipedia.org/w/index.php?title=MediaWiki%3ACitoid-template-type-map.json&diff=1270832208&oldid=1270828390 for 'standard' and 'dataset']. ** (2.1) If the citoid map in the citation template used for these types of references is missing, [[mediawikiwiki:Citoid/Enabling Citoid on your wiki#Step 2.a: Create a 'citoid' maps value for each citation template|one will need to be added]]. (2.2) If the citoid map does exist, the TemplateData will need to be updated to include new field names. Here are example updates [https://en.wikipedia.org/w/index.php?title=Template%3ACitation%2Fdoc&diff=1270829051&oldid=1262470053 for 'preprint'] and [https://en.wikipedia.org/w/index.php?title=Template%3ACitation%2Fdoc&diff=1270831369&oldid=1270829480 for 'standard' and 'dataset']. The new fields that may need to be supported are <code dir=ltr>archiveID</code>, <code dir=ltr>identifier</code>, <code dir=ltr>repository</code>, <code dir=ltr>organization</code>, <code dir=ltr>repositoryLocation</code>, <code dir=ltr>committee</code>, and <code dir=ltr>versionNumber</code>. [https://phabricator.wikimedia.org/T383666] * One new wiki has been created: a {{int:project-localized-name-group-wikipedia/en}} in [[d:Q15637215|Central Kanuri]] ([[w:knc:|<code>w:knc:</code>]]) [https://phabricator.wikimedia.org/T385181] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:27}} community-submitted {{PLURAL:27|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the [[mediawikiwiki:Special:MyLanguage/Help:Extension:Wikisource/Wikimedia OCR|OCR (optical character recognition) tool]] used for Wikisource now supports a new language, Church Slavonic. [https://phabricator.wikimedia.org/T384782] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/06|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W06"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:09, 4 February 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28203495 --> == Tech News: 2025-07 == <section begin="technews-2025-W07"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/07|Translations]] are available. '''Weekly highlight''' * The Product and Technology Advisory Council (PTAC) has published [[m:Special:MyLanguage/Product and Technology Advisory Council/February 2025 draft PTAC recommendation for feedback|a draft of their recommendations]] for the Wikimedia Foundation's Product and Technology department. They have recommended focusing on [[m:Special:MyLanguage/Product and Technology Advisory Council/February 2025 draft PTAC recommendation for feedback/Mobile experiences|mobile experiences]], particularly contributions. They request community [[m:Talk:Product and Technology Advisory Council/February 2025 draft PTAC recommendation for feedback|feedback at the talk page]] by 21 February. '''Updates for editors''' * The "Special pages" portlet link will be moved from the "Toolbox" into the "Navigation" section of the main menu's sidebar by default. This change is because the Toolbox is intended for tools relating to the current page, not tools relating to the site, so the link will be more logically and consistently located. To modify this behavior and update CSS styling, administrators can follow the instructions at [[phab:T385346|T385346]]. [https://phabricator.wikimedia.org/T333211] * As part of this year's work around improving the ways readers discover content on the wikis, the Web team will be running an experiment with a small number of readers that displays some suggestions for related or interesting articles within the search bar. Please check out [[mw:Special:MyLanguage/Reading/Web/Content Discovery Experiments#Experiment 1: Display article recommendations in more prominent locations, search|the project page]] for more information. * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Template editors who use TemplateStyles can now customize output for users with specific accessibility needs by using accessibility related media queries (<code dir=ltr>[https://developer.mozilla.org/en-US/docs/Web/CSS/@media/prefers-reduced-motion prefers-reduced-motion]</code>, <code dir=ltr>[https://developer.mozilla.org/en-US/docs/Web/CSS/@media/prefers-reduced-transparency prefers-reduced-transparency]</code>, <code dir=ltr>[https://developer.mozilla.org/en-US/docs/Web/CSS/@media/prefers-contrast prefers-contrast]</code>, and <code dir=ltr>[https://developer.mozilla.org/en-US/docs/Web/CSS/@media/forced-colors forced-colors]</code>). Thanks to user Bawolff for these improvements. [https://phabricator.wikimedia.org/T384175] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:22}} community-submitted {{PLURAL:22|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the global blocks log will now be shown directly on the {{#special:CentralAuth}} page, similarly to global locks, to simplify the workflows for stewards. [https://phabricator.wikimedia.org/T377024] '''Updates for technical contributors''' * Wikidata [[d:Special:MyLanguage/Help:Default values for labels and aliases|now supports a special language as a "default for all languages"]] for labels and aliases. This is to avoid excessive duplication of the same information across many languages. If your Wikidata queries use labels, you may need to update them as some existing labels are getting removed. [https://phabricator.wikimedia.org/T312511] * The function <code dir="ltr">getDescription</code> was invoked on every Wiki page read and accounts for ~2.5% of a page's total load time. The calculated value will now be cached, reducing load on Wikimedia servers. [https://phabricator.wikimedia.org/T383660] * As part of the RESTBase deprecation [[mw:RESTBase/deprecation|effort]], the <code dir="ltr">/page/related</code> endpoint has been blocked as of February 6, 2025, and will be removed soon. This timeline was chosen to align with the deprecation schedules for older Android and iOS versions. The stable alternative is the "<code dir="ltr">morelike</code>" action API in MediaWiki, and [[gerrit:c/mediawiki/services/mobileapps/+/982154/13/pagelib/src/transform/FooterReadMore.js|a migration example]] is available. The MediaWiki Interfaces team [[phab:T376297|can be contacted]] for any questions. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/GFC2IJO7L4BWO3YTM7C5HF4MCCBE2RJ2/] '''In depth''' * The latest quarterly [[mw:Special:MyLanguage/Wikimedia Language and Product Localization/Newsletter/2025/January|Language and Internationalization newsletter]] is available. It includes: Updates about the "Contribute" menu; details on some of the newest language editions of Wikipedia; details on new languages supported by the MediaWiki interface; updates on the Community-defined lists feature; and more. * The latest [[mw:Extension:Chart/Project/Updates#January 2025: Better visibility into charts and tabular data usage|Chart Project newsletter]] is available. It includes updates on the progress towards bringing better visibility into global charts usage and support for categorizing pages in the Data namespace on Commons. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/07|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W07"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:12, 11 February 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28231022 --> == Tech News: 2025-08 == <section begin="technews-2025-W08"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/08|Translations]] are available. '''Weekly highlight''' * Communities using growth tools can now showcase one event on the <code>{{#special:Homepage}}</code> for newcomers. This feature will help newcomers to be informed about editing activities they can participate in. Administrators can create a new event to showcase at <code>{{#special:CommunityConfiguration}}</code>. To learn more about this feature, please read [[diffblog:2025/02/12/community-updates-module-connecting-newcomers-to-your-initiatives/|the Diff post]], have a look [[mw:Special:MyLanguage/Help:Growth/Tools/Community updates module|at the documentation]], or contact [[mw:Talk:Growth|the Growth team]]. '''Updates for editors''' [[File:Page Frame Features on desktop.png|thumb|Highlighted talk pages improvements]] * Starting next week, talk pages at these wikis – {{int:project-localized-name-eswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-frwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-itwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-jawiki/en}} – will get [[diffblog:2024/05/02/making-talk-pages-better-for-everyone/|a new design]]. This change was extensively tested as a Beta feature and is the last step of [[mw:Special:MyLanguage/Talk pages project/Feature summary|talk pages improvements]]. [https://phabricator.wikimedia.org/T379102] * You can now navigate to view a redirect page directly from its action pages, such as the history page. Previously, you were forced to first go to the redirect target. This change should help editors who work with redirects a lot. Thanks to user stjn for this improvement. [https://phabricator.wikimedia.org/T5324] * When a Cite reference is reused many times, wikis currently show either numbers like "1.23" or localized alphabetic markers like "a b c" in the reference list. Previously, if there were so many reuses that the alphabetic markers were all used, [[MediaWiki:Cite error references no backlink label|an error message]] was displayed. As part of the work to [[phab:T383036|modernize Cite customization]], these errors will no longer be shown and instead the backlinks will fall back to showing numeric markers like "1.23" once the alphabetic markers are all used. * The log entries for each change to an editor's user-groups are now clearer by specifying exactly what has changed, instead of the plain before and after listings. Translators can [[phab:T369466|help to update the localized versions]]. Thanks to user Msz2001 for these improvements. * A new filter has been added to the [[{{#special:Nuke}}]] tool, which allows administrators to mass delete pages, to enable users to filter for pages in a range of page sizes (in bytes). This allows, for example, deleting pages only of a certain size or below. [https://phabricator.wikimedia.org/T378488] * Non-administrators can now check which pages are able to be deleted using the [[{{#special:Nuke}}]] tool. Thanks to user MolecularPilot for this and the previous improvements. [https://phabricator.wikimedia.org/T376378] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:25}} community-submitted {{PLURAL:25|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, a bug was fixed in the configuration for the AV1 video file format, which enables these files to play again. [https://phabricator.wikimedia.org/T382193] '''Updates for technical contributors''' * Parsoid Read Views is going to be rolling out to most Wiktionaries over the next few weeks, following the successful transition of Wikivoyage to Parsoid Read Views last year. For more information, see the [[mw:Special:MyLanguage/Parsoid/Parser Unification|Parsoid/Parser Unification]] project page. [https://phabricator.wikimedia.org/T385923][https://phabricator.wikimedia.org/T371640] * Developers of tools that run on-wiki should note that <code dir=ltr>mw.Uri</code> is deprecated. Tools requiring <code dir=ltr>mw.Uri</code> must explicitly declare <code dir=ltr>mediawiki.Uri</code> as a ResourceLoader dependency, and should migrate to the browser native <code dir=ltr>URL</code> API soon. [https://phabricator.wikimedia.org/T384515] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/08|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W08"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:16, 17 February 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28275610 --> == Tech News: 2025-09 == <section begin="technews-2025-W09"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/09|Translations]] are available. '''Updates for editors''' * Administrators can now customize how the [[m:Special:MyLanguage/User language|Babel feature]] creates categories using [[{{#special:CommunityConfiguration/Babel}}]]. They can rename language categories, choose whether they should be auto-created, and adjust other settings. [https://phabricator.wikimedia.org/T374348] * The <bdi lang="en" dir="ltr">[https://www.wikimedia.org/ wikimedia.org]</bdi> portal has been updated – and is receiving some ongoing improvements – to modernize and improve the accessibility of our portal pages. It now has better support for mobile layouts, updated wording and links, and better language support. Additionally, all of the Wikimedia project portals, such as <bdi lang="en" dir="ltr">[https://wikibooks.org wikibooks.org]</bdi>, now support dark mode when a reader is using that system setting. [https://phabricator.wikimedia.org/T373204][https://phabricator.wikimedia.org/T368221][https://meta.wikimedia.org/wiki/Project_portals] * One new wiki has been created: a {{int:project-localized-name-group-wiktionary/en}} in [[d:Q33965|Santali]] ([[wikt:sat:|<code>wikt:sat:</code>]]) [https://phabricator.wikimedia.org/T386619] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:30}} community-submitted {{PLURAL:30|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, a bug was fixed that prevented clicking on search results in the web-interface for some Firefox for Android phone configurations. [https://phabricator.wikimedia.org/T381289] '''Meetings and events''' * The next Language Community Meeting is happening soon, February 28th at [https://zonestamp.toolforge.org/1740751200 14:00 UTC]. This week's meeting will cover: highlights and technical updates on keyboard and tools for the Sámi languages, Translatewiki.net contributions from the Bahasa Lampung community in Indonesia, and technical Q&A. If you'd like to join, simply [[mw:Wikimedia Language and Product Localization/Community meetings#28 February 2025|sign up on the wiki page]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/09|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W09"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:41, 25 February 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28296129 --> == Tech News: 2025-10 == <section begin="technews-2025-W10"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/10|Translations]] are available. '''Updates for editors''' * All logged-in editors using the mobile view can now edit a full page. The "{{int:Minerva-page-actions-editfull}}" link is accessible from the "{{int:minerva-page-actions-overflow}}" menu in the toolbar. This was previously only available to editors using the [[mw:Special:MyLanguage/Reading/Web/Advanced mobile contributions|Advanced mobile contributions]] setting. [https://phabricator.wikimedia.org/T387180] * Interface administrators can now help to remove the deprecated Cite CSS code matching "<code dir="ltr">mw-ref</code>" from their local <bdi lang="en" dir="ltr">[[MediaWiki:Common.css]]</bdi>. The list of wikis in need of cleanup, and the code to remove, [https://global-search.toolforge.org/?q=mw-ref%5B%5E-a-z%5D&regex=1&namespaces=8&title=.*css can be found with this global search] and in [https://ace.wikipedia.org/w/index.php?title=MediaWiki:Common.css&oldid=145662#L-139--L-144 this example], and you can learn more about how to help on the [[mw:Parsoid/Parser Unification/Cite CSS|CSS migration project page]]. The Cite footnote markers ("<code dir="ltr">[1]</code>") are now rendered by [[mw:Special:MyLanguage/Parsoid|Parsoid]], and the deprecated CSS is no longer needed. The CSS for backlinks ("<code dir="ltr">mw:referencedBy</code>") should remain in place for now. This cleanup is expected to cause no visible changes for readers. Please help to remove this code before March 20, after which the development team will do it for you. * When editors embed a file (e.g. <code><nowiki>[[File:MediaWiki.png]]</nowiki></code>) on a page that is protected with cascading protection, the software will no longer restrict edits to the file description page, only to new file uploads.[https://phabricator.wikimedia.org/T24521] In contrast, transcluding a file description page (e.g. <code><nowiki>{{:File:MediaWiki.png}}</nowiki></code>) will now restrict edits to the page.[https://phabricator.wikimedia.org/T62109] * When editors revert a file to an earlier version it will now require the same permissions as ordinarily uploading a new version of the file. The software now checks for 'reupload' or 'reupload-own' rights,[https://phabricator.wikimedia.org/T304474] and respects cascading protection.[https://phabricator.wikimedia.org/T140010] * When administrators are listing pages for deletion with the Nuke tool, they can now also list associated talk pages and redirects for deletion, alongside pages created by the target, rather than needing to manually delete these pages afterwards. [https://phabricator.wikimedia.org/T95797] * The [[m:Special:MyLanguage/Tech/News/2025/03|previously noted]] update to Single User Login, which will accommodate browser restrictions on cross-domain cookies by moving login and account creation to a central domain, will now roll out to all users during March and April. The team plans to enable it for all new account creation on [[wikitech:Deployments/Train#Tuesday|Group0]] wikis this week. See [[mw:Special:MyLanguage/MediaWiki Platform Team/SUL3#Deployment|the SUL3 project page]] for more details and an updated timeline. * Since last week there has been a bug that shows some interface icons as black squares until the page has fully loaded. It will be fixed this week. [https://phabricator.wikimedia.org/T387351] * One new wiki has been created: a {{int:project-localized-name-group-wikipedia/en}} in [[d:Q2044560|Sylheti]] ([[w:syl:|<code>w:syl:</code>]]) [https://phabricator.wikimedia.org/T386441] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:23}} community-submitted {{PLURAL:23|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, a bug was fixed with loading images in very old versions of the Firefox browser on mobile. [https://phabricator.wikimedia.org/T386400] '''Updates for technical contributors''' * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.44/wmf.19|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/10|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W10"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 02:30, 4 March 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28334563 --> == Tech News: 2025-11 == <section begin="technews-2025-W11"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/11|Translations]] are available. '''Updates for editors''' * Editors who use password managers at multiple wikis may notice changes in the future. The way that our wikis provide information to password managers about reusing passwords across domains has recently been updated, so some password managers might now offer you login credentials that you saved for a different Wikimedia site. Some password managers already did this, and are now doing it for more Wikimedia domains. This is part of the [[mw:Special:MyLanguage/MediaWiki Platform Team/SUL3|SUL3 project]] which aims to improve how our unified login works, and to keep it compatible with ongoing changes to the web-browsers we use. [https://phabricator.wikimedia.org/T385520][https://phabricator.wikimedia.org/T384844] * The Wikipedia Apps Team is inviting interested users to help improve Wikipedia’s offline and limited internet use. After discussions in [[m:Afrika Baraza|Afrika Baraza]] and the last [[m:Special:MyLanguage/ESEAP Hub/Meetings|ESEAP call]], key challenges like search, editing, and offline access are being explored, with upcoming focus groups to dive deeper into these topics. All languages are welcome, and interpretation will be available. Want to share your thoughts? [[mw:Special:MyLanguage/Wikimedia Apps/Improving Wikipedia Mobile Apps for Offline & Limited Internet Use|Join the discussion]] or email <bdi lang="en" dir="ltr">aramadan@wikimedia.org</bdi>! * All wikis will be read-only for a few minutes on March 19. This is planned at [https://zonestamp.toolforge.org/1742392800 14:00 UTC]. More information will be published in Tech News and will also be posted on individual wikis in the coming weeks. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:27}} community-submitted {{PLURAL:27|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.44/wmf.20|MediaWiki]] '''In depth''' * The latest quarterly [[mw:Special:MyLanguage/Growth/Newsletters/33|Growth newsletter]] is available. It includes: the launch of the Community Updates module, the most recent changes in Community Configuration, and the upcoming test of in-article suggestions for first-time editors. * An old API that was previously used in the Android Wikipedia app is being removed at the end of March. There are no current software uses, but users of the app with a version that is older than 6 months by the time of removal (2025-03-31), will no longer have access to the Suggested Edits feature, until they update their app. You can [[diffblog:2025/02/24/sunset-of-wikimedia-recommendation-api/|read more details about this change]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/11|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W11"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:09, 10 March 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28372257 --> == Tech News: 2025-12 == <section begin="technews-2025-W12"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/12|Translations]] are available. '''Weekly highlight''' * Twice a year, around the equinoxes, the Wikimedia Foundation's Site Reliability Engineering (SRE) team performs [[m:Special:MyLanguage/Tech/Server switch|a datacenter server switchover]], redirecting all traffic from one primary server to its backup. This provides reliability in case of a crisis, as we can always fall back on the other datacenter. [http://listen.hatnote.com/ Thanks to the Listen to Wikipedia] tool, you can hear the switchover take place: Before it begins, you'll hear the steady stream of edits; Then, as the system enters a brief read-only phase, the sound stops for a couple of minutes, before resuming after the switchover. You can [[diffblog:2025/03/12/hear-that-the-wikis-go-silent-twice-a-year/|read more about the background and details of this process on the Diff blog]]. If you want to keep an ear out for the next server switchover, listen to the wikis on [https://zonestamp.toolforge.org/1742392800 March 19 at 14:00 UTC]. '''Updates for editors''' * The [https://test.wikipedia.org/w/index.php?title=Special:ContentTranslation&filter-type=automatic&filter-id=previous-edits&active-list=suggestions&from=en&to=es improved Content Translation tool dashboard] is now available in [[phab:T387820|10 Wikipedias]] and will be available for all Wikipedias [[phab:T387821|soon]]. With [[mw:Special:MyLanguage/Content translation#Improved translation experience|the unified dashboard]], desktop users can now: Translate new sections of an article; Discover and access topic-based [https://ig.m.wikipedia.org/w/index.php?title=Special:ContentTranslation&active-list=suggestions&from=en&to=ig&filter-type=automatic&filter-id=previous-edits article suggestion filters] (initially available only for mobile device users); Discover and access the [[mw:Special:MyLanguage/Translation suggestions: Topic-based & Community-defined lists|Community-defined lists]] filter, also known as "Collections", from wiki-projects and campaigns. * On Wikimedia Commons, a [[c:Commons:WMF support for Commons/Upload Wizard Improvements#Improve category selection|new system to select the appropriate file categories]] has been introduced: if a category has one or more subcategories, users will be able to click on an arrow that will open the subcategories directly within the form, and choose the correct one. The parent category name will always be shown on top, and it will always be possible to come back to it. This should decrease the amount of work for volunteers in fixing/creating new categories. The change is also available on mobile. These changes are part of planned improvements to the UploadWizard. * The Community Tech team is seeking wikis to join a pilot for the [[m:Special:MyLanguage/Community Wishlist Survey 2023/Multiblocks|Multiblocks]] feature and a refreshed Special:Block page in late March. Multiblocks enables administrators to impose multiple different types of blocks on the same user at the same time. If you are an admin or steward and would like us to discuss joining the pilot with your community, please leave a message on the [[m:Talk:Community Wishlist Survey 2023/Multiblocks|project talk page]]. * Starting March 25, the Editing team will test a new feature for Edit Check at [[phab:T384372|12 Wikipedias]]: [[mw:Special:MyLanguage/Help:Edit check#Multi-check|Multi-Check]]. Half of the newcomers on these wikis will see all [[mw:Special:MyLanguage/Help:Edit check#ref|Reference Checks]] during their edit session, while the other half will continue seeing only one. The goal of this test is to see if users are confused or discouraged when shown multiple Reference Checks (when relevant) within a single editing session. At these wikis, the tags used on edits that show References Check will be simplified, as multiple tags could be shown within a single edit. Changes to the tags are documented [[phab:T373949|on Phabricator]]. [https://phabricator.wikimedia.org/T379131] * The [[m:Special:MyLanguage/Global reminder bot|Global reminder bot]], which is a service for notifying users that their temporary user-rights are about to expire, now supports using the localized name of the user-rights group in the message heading. Translators can see the [[m:Global reminder bot/Translation|listing of existing translations and documentation]] to check if their language needs updating or creation. * The [[Special:GlobalPreferences|GlobalPreferences]] gender setting, which is used for how the software should refer to you in interface messages, now works as expected by overriding the local defaults. [https://phabricator.wikimedia.org/T386584] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:26}} community-submitted {{PLURAL:26|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the Wikipedia App for Android had a bug fixed for when a user is browsing and searching in multiple languages. [https://phabricator.wikimedia.org/T379777] '''Updates for technical contributors''' * Later this week, the way that Codex styles are loaded will be changing. There is a small risk that this may result in unstyled interface message boxes on certain pages. User generated content (e.g. templates) is not impacted. Gadgets may be impacted. If you see any issues [[phab:T388847|please report them]]. See the linked task for details, screenshots, and documentation on how to fix any affected gadgets. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.44/wmf.21|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/12|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W12"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:48, 17 March 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28412594 --> == Tech News: 2025-13 == <section begin="technews-2025-W13"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/13|Translations]] are available. '''Weekly highlight''' * The Wikimedia Foundation is seeking your feedback on the [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2025-2026/Product & Technology OKRs|drafts of the objectives and key results that will shape the Foundation's Product and Technology priorities]] for the next fiscal year (starting in July). The objectives are broad high-level areas, and the key-results are measurable ways to track the success of their objectives. Please share your feedback on the talkpage, in any language, ideally before the end of April. '''Updates for editors''' * The [[mw:Special:MyLanguage/Help:Extension:CampaignEvents|CampaignEvents extension]] will be released to multiple wikis (see [[m:Special:MyLanguage/CampaignEvents/Deployment status#Global Deployment Plan|deployment plan]] for details) in April 2025, and the team has begun the process of engaging communities on the identified wikis. The extension provides tools to organize, manage, and promote collaborative activities (like events, edit-a-thons, and WikiProjects) on the wikis. The extension has three tools: [[m:Special:MyLanguage/Event Center/Registration|Event Registration]], [[m:Special:MyLanguage/CampaignEvents/Collaboration list|Collaboration List]], and [[m:Special:MyLanguage/Campaigns/Foundation Product Team/Invitation list|Invitation Lists]]. It is currently on 13 Wikipedias, including English Wikipedia, French Wikipedia, and Spanish Wikipedia, as well as Wikidata. Questions or requests can be directed to the [[mw:Help talk:Extension:CampaignEvents|extension talk page]] or in Phabricator (with <bdi lang="en" dir="ltr" style="white-space: nowrap;">#campaigns-product-team</bdi> tag). * Starting the week of March 31st, wikis will be able to set which user groups can view private registrants in [[m:Special:MyLanguage/Event Center/Registration|Event Registration]], as part of the [[mw:Special:MyLanguage/Help:Extension:CampaignEvents|CampaignEvents]] extension. By default, event organizers and the local wiki admins will be able to see private registrants. This is a change from the current behavior, in which only event organizers can see private registrants. Wikis can change the default setup by [[m:Special:MyLanguage/Requesting wiki configuration changes|requesting a configuration change]] in Phabricator (and adding the <bdi lang="en" dir="ltr" style="white-space: nowrap;">#campaigns-product-team</bdi> tag). Participants of past events can cancel their registration at any time. * Administrators at wikis that have a customized <bdi lang="en" dir="ltr">[[MediaWiki:Sidebar]]</bdi> should check that it contains an entry for the {{int:specialpages}} listing. If it does not, they should add it using <code dir=ltr style="white-space: nowrap;">* specialpages-url|specialpages</code>. Wikis with a default sidebar will see the link moved from the page toolbox into the sidebar menu in April. [https://phabricator.wikimedia.org/T388927] * The Minerva skin (mobile web) combines both Notice and Alert notifications within the bell icon ([[File:OOjs UI icon bell.svg|16px|link=|class=skin-invert]]). There was a long-standing bug where an indication for new notifications was only shown if you had unseen Alerts. This bug is now fixed. In the future, Minerva users will notice a counter atop the bell icon when you have 1 or more unseen Notices and/or Alerts. [https://phabricator.wikimedia.org/T344029] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:23}} community-submitted {{PLURAL:23|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * VisualEditor has introduced a [[mw:VisualEditor/Hooks|new client-side hook]] for developers to use when integrating with the VisualEditor target lifecycle. This hook should replace the existing lifecycle-related hooks, and be more consistent between different platforms. In addition, the new hook will apply to uses of VisualEditor outside of just full article editing, allowing gadgets to interact with the editor in DiscussionTools as well. The Editing Team intends to deprecate and eventually remove the old lifecycle hooks, so any use cases that this new hook does not cover would be of interest to them and can be [[phab:T355555|shared in the task]]. * Developers who use the <code dir=ltr>mw.Api</code> JavaScript library, can now identify the tool using it with the <code dir=ltr>userAgent</code> parameter: <code dir=ltr>var api = new mw.Api( { userAgent: 'GadgetNameHere/1.0.1' } );</code>. If you maintain a gadget or user script, please set a user agent, because it helps with library and server maintenance and with differentiating between legitimate and illegitimate traffic. [https://phabricator.wikimedia.org/T373874][https://foundation.wikimedia.org/wiki/Policy:Wikimedia_Foundation_User-Agent_Policy] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.44/wmf.22|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/13|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W13"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 22:42, 24 March 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28443127 --> == Tech News: 2025-14 == <section begin="technews-2025-W14"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/14|Translations]] are available. '''Updates for editors''' * The Editing team is working on a new [[mw:Special:MyLanguage/Edit Check|Edit check]]: [[mw:Special:MyLanguage/Edit check#26 March 2025|Peacock check]]. This check's goal is to identify non-neutral terms while a user is editing a wikipage, so that they can be informed that their edit should perhaps be changed before they publish it. This project is at the early stages, and the team is looking for communities' input: [[phab:T389445|in this Phabricator task]], they are gathering on-wiki policies, templates used to tag non-neutral articles, and the terms (jargon and keywords) used in edit summaries for the languages they are currently researching. You can participate by editing the table on Phabricator, commenting on the task, or directly messaging [[m:user:Trizek (WMF)|Trizek (WMF)]]. * [[mw:Special:MyLanguage/MediaWiki Platform Team/SUL3|Single User Login]] has now been updated on all wikis to move login and account creation to a central domain. This makes user login compatible with browser restrictions on cross-domain cookies, which have prevented users of some browsers from staying logged in. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:35}} community-submitted {{PLURAL:35|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * Starting on March 31st, the MediaWiki Interfaces team will begin a limited release of generated OpenAPI specs and a SwaggerUI-based sandbox experience for [[mw:Special:MyLanguage/API:REST API|MediaWiki REST APIs]]. They invite developers from a limited group of non-English Wikipedia communities (Arabic, German, French, Hebrew, Interlingua, Dutch, Chinese) to review the documentation and experiment with the sandbox in their preferred language. In addition to these specific Wikipedia projects, the sandbox and OpenAPI spec will be available on the [[testwiki:Special:RestSandbox|on the test wiki REST Sandbox special page]] for developers with English as their preferred language. During the preview period, the MediaWiki Interfaces Team also invites developers to [[mw:MediaWiki Interfaces Team/Feature Feedback/REST Sandbox|share feedback about your experience]]. The preview will last for approximately 2 weeks, after which the sandbox and OpenAPI specs will be made available across all wiki projects. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.44/wmf.23|MediaWiki]] '''In depth''' * Sometimes a small, [[gerrit:c/operations/cookbooks/+/1129184|one line code change]] can have great significance: in this case, it means that for the first time in years we're able to run all of the stack serving <bdi lang="en" dir="ltr">[http://maps.wikimedia.org/ maps.wikimedia.org]</bdi> - a host dedicated to serving our wikis and their multi-lingual maps needs - from a single core datacenter, something we test every time we perform a [[m:Special:MyLanguage/Tech/Server switch|datacenter switchover]]. This is important because it means that in case one of our datacenters is affected by a catastrophe, we'll still be able to serve the site. This change is the result of [[phab:T216826|extensive work]] by two developers on porting the last component of the maps stack over to [[w:en:Kubernetes|kubernetes]], where we can allocate resources more efficiently than before, thus we're able to withstand more traffic in a single datacenter. This work involved a lot of complicated steps because this software, and the software libraries it uses, required many long overdue upgrades. This type of work makes the Wikimedia infrastructure more sustainable. '''Meetings and events''' * [[mw:Special:MyLanguage/MediaWiki Users and Developers Workshop Spring 2025|MediaWiki Users and Developers Workshop Spring 2025]] is happening in Sandusky, USA, and online, from 14–16 May 2025. The workshop will feature discussions around the usage of MediaWiki software by and within companies in different industries and will inspire and onboard new users. Registration and presentation signup is now available at the workshop's website. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/14|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W14"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:05, 1 April 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28473566 --> == Tech News: 2025-15 == <section begin="technews-2025-W15"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/15|Translations]] are available. '''Updates for editors''' * From now on, [[m:Special:MyLanguage/Interface administrators|interface admins]] and [[m:Special:MyLanguage/Central notice administrators|centralnotice admins]] are technically required to enable [[m:Special:MyLanguage/Help:Two-factor authentication|two-factor authentication]] before they can use their privileges. In the future this might be expanded to more groups with advanced user-rights. [https://phabricator.wikimedia.org/T150898] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:20}} community-submitted {{PLURAL:20|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * The Design System Team is preparing to release the next major version of Codex (v2.0.0) on April 29. Editors and developers who use CSS from Codex should see the [[mw:Codex/Release Timeline/2.0|2.0 overview documentation]], which includes guidance related to a few of the breaking changes such as <code dir=ltr style="white-space: nowrap;">font-size</code>, <code dir=ltr style="white-space: nowrap;">line-height</code>, and <code dir=ltr style="white-space: nowrap;">size-icon</code>. * The results of the [[mw:Developer Satisfaction Survey/2025|Developer Satisfaction Survey (2025)]]  are now available. Thank you to all participants. These results help the Foundation decide what to work on next and to review what they recently worked on. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.44/wmf.24|MediaWiki]] '''Meetings and events''' * The [[mw:Special:MyLanguage/Wikimedia Hackathon 2025|2025 Wikimedia Hackathon]] will take place in Istanbul, Turkey, between 2–4 May. Registration for attending the in-person event will close on 13 April. Before registering, please note the potential need for a [https://www.mfa.gov.tr/turkish-representations.en.mfa visa] or [https://www.mfa.gov.tr/visa-information-for-foreigners.en.mfa e-visa] to enter the country. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/15|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W15"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 18:52, 7 April 2025 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28507470 --> == Tech News: 2025-16 == <section begin="technews-2025-W16"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/16|Translations]] are available. '''Weekly highlight''' * Later this week, the default thumbnail size will be increased from 220px to 250px. This changes how pages are shown in all wikis and has been requested by some communities for many years, but wasn't previously possible due to technical limitations. [https://phabricator.wikimedia.org/T355914] * File thumbnails are now stored in discrete sizes. If a page specifies a thumbnail size that's not among the standard sizes (20, 40, 60, 120, 250, 330, 500, 960), then MediaWiki will pick the closest larger thumbnail size but will tell the browser to downscale it to the requested size. In these cases, nothing will change visually but users might load slightly larger images. If it doesn't matter which thumbnail size is used in a page, please pick one of the standard sizes to avoid the extra in-browser down-scaling step. [https://www.mediawiki.org/wiki/Special:MyLanguage/Help:Images#Thumbnail_sizes][https://phabricator.wikimedia.org/T355914] '''Updates for editors''' * The Wikimedia Foundation are working on a system called [[m:Edge Uniques|Edge Uniques]] which will enable [[:w:en:A/B testing|A/B testing]], help protect against [[:w:en:Denial-of-service attack|Distributed denial-of-service attacks]] (DDoS attacks), and make it easier to understand how many visitors the Wikimedia sites have. This is so that they can more efficiently build tools which help readers, and make it easier for readers to find what they are looking for. * To improve security for users, a small percentage of logins will now require that the account owner input a one-time password [[mw:Special:MyLanguage/Help:Extension:EmailAuth|emailed to their account]]. It is recommended that you [[Special:Preferences#mw-prefsection-personal-email|check]] that the email address on your account is set correctly, and that it has been confirmed, and that you have an email set for this purpose. [https://phabricator.wikimedia.org/T390662] * "Are you interested in taking a short survey to improve tools used for reviewing or reverting edits on your Wiki?" This question will be [[phab:T389401|asked at 7 wikis starting next week]], on Recent Changes and Watchlist pages. The [[mw:Special:MyLanguage/Moderator Tools|Moderator Tools team]] wants to know more about activities that involve looking at new edits made to your Wikimedia project, and determining whether they adhere to your project's policies. * On April 15, the full Wikidata graph will no longer be supported on <bdi lang="zxx" dir="ltr">[https://query.wikidata.org/ query.wikidata.org]</bdi>. After this date, scholarly articles will be available through <bdi lang="zxx" dir="ltr" style="white-space:nowrap;">[https://query-scholarly.wikidata.org/ query-scholarly.wikidata.org]</bdi>, while the rest of the data hosted on Wikidata will be available through the <bdi lang="zxx" dir="ltr">[https://query.wikidata.org/ query.wikidata.org]</bdi> endpoint. This is part of the scheduled split of the Wikidata Graph, which was [[d:Special:MyLanguage/Wikidata:SPARQL query service/WDQS backend update/September 2024 scaling update|announced in September 2024]]. More information is [[d:Wikidata:SPARQL query service/WDQS graph split|available on Wikidata]]. * The latest quarterly [[m:Special:MyLanguage/Wikimedia Apps/Newsletter/First quarter of 2025|Wikimedia Apps Newsletter]] is now available. It covers updates, experiments, and improvements made to the Wikipedia mobile apps. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:30}} community-submitted {{PLURAL:30|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * The latest quarterly [[mw:Technical Community Newsletter/2025/April|Technical Community Newsletter]] is now available. This edition includes: an invitation for tool maintainers to attend the Toolforge UI Community Feedback Session on April 15th; recent community metrics; and recent technical blog posts. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.44/wmf.25|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/16|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W16"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:24, 15 April 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28540654 --> == Tech News: 2025-17 == <section begin="technews-2025-W17"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/17|Translations]] are available. '''Updates for editors''' * [[f:Special:MyLanguage/Wikifunctions:Main Page|Wikifunctions]] is now integrated with [[w:dag:Solɔɣu|Dagbani Wikipedia]] since April 15. It is the first project that will be able to call [[f:Special:MyLanguage/Wikifunctions:Introduction|functions from Wikifunctions]] and integrate them in articles. A function is something that takes one or more inputs and transforms them into a desired output, such as adding up two numbers, converting miles into metres, calculating how much time has passed since an event, or declining a word into a case. Wikifunctions will allow users to do that through a simple call of [[f:Special:MyLanguage/Wikifunctions:Catalogue|a stable and global function]], rather than via a local template. [https://www.wikifunctions.org/wiki/Special:MyLanguage/Wikifunctions:Status_updates/2025-04-16] * A new type of lint error has been created: [[Special:LintErrors/empty-heading|{{int:linter-category-empty-heading}}]] ([[mw:Special:MyLanguage/Help:Lint errors/empty-heading|documentation]]). The [[mw:Special:MyLanguage/Help:Extension:Linter|Linter extension]]'s purpose is to identify wikitext patterns that must or can be fixed in pages and provide some guidance about what the problems are with those patterns and how to fix them. [https://phabricator.wikimedia.org/T368722] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:37}} community-submitted {{PLURAL:37|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * Following its publication on HuggingFace, the "Structured Contents" dataset, developed by Wikimedia Enterprise, is [https://enterprise.wikimedia.com/blog/kaggle-dataset/ now also available on Kaggle]. This Beta initiative is focused on making Wikimedia data more machine-readable for high-volume reusers. They are releasing this beta version in a location that open dataset communities already use, in order to seek feedback, to help improve the product for a future wider release. You can read more about the overall [https://enterprise.wikimedia.com/blog/structured-contents-snapshot-api/#open-datasets Structured Contents project], and about the [https://enterprise.wikimedia.com/blog/structured-contents-wikipedia-infobox/ first release that's freely usable]. * There is no new MediaWiki version this week. '''Meetings and events''' * The Editing and Machine Learning Teams invite interested volunteers to a video meeting to discuss [[mw:Special:MyLanguage/Edit check/Peacock check|Peacock check]], which is the latest [[mw:Special:MyLanguage/Edit check|Edit check]] that will detect "peacock" or "overly-promotional" or "non-neutral" language whilst an editor is typing. Editors who work with newcomers, or help to fix this kind of writing, or are interested in how we use artificial intelligence in our projects are encouraged to attend. The [[mw:Special:MyLanguage/Editing team/Community Conversations#Next Conversation|meeting will be on April 28, 2025]] at [https://zonestamp.toolforge.org/1745863200 18:00–19:00 UTC] and hosted on Zoom. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/17|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W17"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:00, 21 April 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28578245 --> == Tech News: 2025-18 == <section begin="technews-2025-W18"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/18|Translations]] are available. '''Updates for editors''' * Event organizers who host collaborative activities on [[m:Special:MyLanguage/CampaignEvents/Deployment status#Global Deployment Plan|multiple wikis]], including Bengali, Japanese, and Korean Wikipedias, will have access to the [[mw:Special:MyLanguage/Extension:CampaignEvents|CampaignEvents extension]] this week. Also, admins in the Wikipedia where the extension is enabled will automatically be granted the event organizer right soon. They won't have to manually grant themselves the right before they can manage events as [[phab:T386861|requested by a community]]. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:19}} community-submitted {{PLURAL:19|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * The release of the next major version of [[mw:Special:MyLanguage/Codex|Codex]], the design system for Wikimedia, is scheduled for 29 April 2025. Technical editors will have access to the release by the week of 5 May 2025. This update will include a number of [[mw:Special:MyLanguage/Codex/Release_Timeline/2.0#Breaking_changes|breaking changes]] and minor [[mw:Special:MyLanguage/Codex/Release_Timeline/2.0#Visual_changes|visual changes]]. Instructions on handling the breaking and visual changes are documented on [[mw:Special:MyLanguage/Codex/Release Timeline/2.0#|this page]]. Pre-release testing is reported in [[phab:T386298|T386298]], with post-release issues tracked in [[phab:T392379|T392379]] and [[phab:T392390|T392390]]. * Users of [[wikitech:Special:MyLanguage/Help:Wiki_Replicas|Wiki Replicas]] will notice that the database views of <code dir="ltr">ipblocks</code>, <code dir="ltr">ipblocks_ipindex</code>, and <code dir="ltr">ipblocks_compat</code> are [[phab:T390767|now deprecated]]. Users can query the <code dir="ltr">[[mw:Special:MyLanguage/Manual:Block_table|block]]</code> and <code dir="ltr">[[mw:Special:MyLanguage/Manual:Block_target_table|block_target]]</code> new views that mirror the new tables in the production database instead. The deprecated views will be removed entirely from Wiki Replicas in June, 2025. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.44/wmf.27|MediaWiki]] '''In depth''' * The latest quarterly [[mw:Special:MyLanguage/Wikimedia Language and Product Localization/Newsletter/2025/April|Language and Internationalization Newsletter]] is now available. This edition includes an overview of the improved [https://test.wikipedia.org/w/index.php?title=Special:ContentTranslation&campaign=contributionsmenu&to=es&filter-type=automatic&filter-id=previous-edits&active-list=suggestions&from=en#/ Content Translation Dashboard Tool], [[mw:Special:MyLanguage/Wikimedia Language and Product Localization/Newsletter/2025/April#Language Support for New and Existing Languages|support for new languages]], [[mw:Special:MyLanguage/Wikimedia Language and Product Localization/Newsletter/2025/April#Wiki Loves Ramadan Articles Made In Content Translation Mobile Workflow|highlights from the Wiki Loves Ramadan campaign]], [[m:Special:MyLanguage/Research:Languages Onboarding Experiment 2024 - Executive Summary|results from the Language Onboarding Experiment]], an analysis of topic diversity in articles, and information on upcoming community meetings and events. '''Meetings and events''' * The [[Special:MyLanguage/Grants:Knowledge_Sharing/Connect/Calendar|Let's Connect Learning Clinic]] will take place on [https://zonestamp.toolforge.org/1745937000 April 29 at 14:30 UTC]. This edition will focus on "Understanding and Navigating Conflict in Wikimedia Projects". You can [[m:Special:MyLanguage/Event:Learning Clinic %E2%80%93 Understanding and Navigating Conflict in Wikimedia Projects (Part_1)|register now]] to attend. * The [[mw:Special:MyLanguage/Wikimedia Hackathon 2025|2025 Wikimedia Hackathon]], which brings the global technical community together to connect, brainstorm, and hack existing projects, will take place from May 2 to 4th, 2025, at Istanbul, Turkey. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/18|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W18"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:31, 28 April 2025 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28585685 --> == Tech News: 2025-19 == <section begin="technews-2025-W19"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/19|Translations]] are available. '''Weekly highlight''' * The Wikimedia Foundation has shared the latest draft update to their [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2025-2026|annual plan]] for next year (July 2025–June 2026). This includes an [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2025-2026|executive summary]] (also on [[diffblog:2025/04/25/sharing-the-wikimedia-foundations-2025-2026-draft-annual-plan/|Diff]]), details about the three main [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2025-2026/Goals|goals]] ([[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2025-2026/Product & Technology OKRs|Infrastructure]], [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2025-2026/Goals/Volunteer Support|Volunteer Support]], and [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2025-2026/Goals/Effectiveness|Effectiveness]]), [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2025-2026/Global Trends|global trends]], and the [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2025-2026/Budget Overview|budget]] and [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2025-2026/Financial Model|financial model]]. Feedback and questions are welcome on the [[m:Talk:Wikimedia Foundation Annual Plan/2025-2026|talk page]] until the end of May. '''Updates for editors''' * For wikis that have the [[m:Special:MyLanguage/CampaignEvents/Deployment status|CampaignEvents extension enabled]], two new feature improvements have been released: ** Admins can now choose which namespaces are permitted for [[m:Special:MyLanguage/Event Center/Registration|Event Registration]] via [[mw:Special:MyLanguage/Community Configuration|Community Configuration]] ([[mw:Special:MyLanguage/Help:Extension:CampaignEvents/Registration/Permitted namespaces|documentation]]). The default setup is for event registration to be permitted in the Event namespace, but other namespaces (such as the project namespace or WikiProject namespace) can now be added. With this change, communities like WikiProjects can now more easily use Event Registration for their collaborative activities. ** Editors can now [[mw:Special:MyLanguage/Transclusion|transclude]] the Collaboration List on a wiki page ([[mw:Special:MyLanguage/Help:Extension:CampaignEvents/Collaboration list/Transclusion|documentation]]). The Collaboration List is an automated list of events and WikiProjects on the wikis, accessed via {{#special:AllEvents}} ([[w:en:Special:AllEvents|example]]). Now, the Collaboration List can be added to all sorts of wiki pages, such as: a wiki mainpage, a WikiProject page, an affiliate page, an event page, or even a user page. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:27}} community-submitted {{PLURAL:27|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * Developers who use the <code dir=ltr>moment</code> library in gadgets and user scripts should revise their code to use alternatives like the <code dir=ltr>Intl</code> library or the new <code dir=ltr>mediawiki.DateFormatter</code> library. The <code dir=ltr>moment</code> library has been deprecated and will begin to log messages in the developer console. You can see a global search for current uses, and [[phab:T392532|ask related questions in this Phabricator task]]. * Developers who maintain a tool that queries the Wikidata term store tables (<code dir=ltr style="white-space: nowrap;">wbt_*</code>) need to update their code to connect to a separate database cluster. These tables are being split into a separate database cluster. Tools that query those tables via the wiki replicas must be adapted to connect to the new cluster instead. [[wikitech:News/2025 Wikidata term store database split|Documentation and related links are available]]. [https://phabricator.wikimedia.org/T390954] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.44/wmf.28|MediaWiki]] '''In depth''' * The latest [[mw:Special:MyLanguage/Extension:Chart/Project/Updates|Chart Project newsletter]] is available. It includes updates on preparing to expand the deployment to additional wikis as soon as this week (starting May 6) and scaling up over the following weeks, plus exploring filtering and transforming source data. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/19|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W19"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:14, 6 May 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28665011 --> == Tech News: 2025-20 == <section begin="technews-2025-W20"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/20|Translations]] are available. '''Weekly highlight''' * The [[m:Special:MyLanguage/Wikimedia URL Shortener|"Get shortened URL"]] link on the sidebar now includes a [[phab:T393309|QR code]]. Wikimedia site users can now use it by scanning or downloading it to quickly share and access shared content from Wikimedia sites, conveniently. '''Updates for editors''' * The Wikimedia Foundation is working on a system called [[m:Edge Uniques|Edge Uniques]], which will enable [[w:en:A/B testing|A/B testing]], help protect against [[w:en:Denial-of-service attack|distributed denial-of-service attacks]] (DDoS attacks), and make it easier to understand how many visitors the Wikimedia sites have. This is to help more efficiently build tools which help readers, and make it easier for readers to find what they are looking for. Tech News has [[m:Special:MyLanguage/Tech/News/2025/16|previously written about this]]. The deployment will be gradual. Some might see the Edge Uniques cookie the week of 19 May. You can discuss this on the [[m:Talk:Edge Uniques|talk page]]. * Starting May 19, 2025, Event organisers in wikis with the [[mw:Special:MyLanguage/Help:Extension:CampaignEvents|CampaignEvents extension]] enabled can use [[m:Special:MyLanguage/Event Center/Registration|Event Registration]] in the project namespace (e.g., Wikipedia namespace, Wikidata namespace). With this change, communities don't need admins to use the feature. However, wikis that don't want this change can remove and add the permitted namespaces at [[Special:CommunityConfiguration/CampaignEvents]]. * The Wikipedia project now has a {{int:project-localized-name-group-wikipedia/en}} in [[d:Q36720|Nupe]] ([[w:nup:|<code>w:nup:</code>]]). This is a language primarily spoken in the North Central region of Nigeria. Speakers of this language are invited to contribute to [[w:nup:Tatacin feregi|new Wikipedia]]. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:27}} community-submitted {{PLURAL:27|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * Developers can now access pre-parsed Dutch Wikipedia, amongst others (English, German, French, Spanish, Italian, and Portuguese) through the [https://enterprise.wikimedia.com/docs/snapshot/#structured-contents-snapshot-bundle-info-beta Structured Contents snapshots (beta)]. The content includes parsed Wikipedia abstracts, descriptions, main images, infoboxes, article sections, and references. * The <code dir="ltr">/page/data-parsoid</code> REST API endpoint is no longer in use and will be deprecated. It is [[phab:T393557|scheduled to be turned off]] on June 7, 2025. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.1|MediaWiki]] '''In depth''' * The [https://wikitech.wikimedia.org/wiki/News/2025_Cloud_VPS_VXLAN_IPv6_migration IPv6 support] is a newly introduced Cloud virtual network that significantly boosts Wikimedia platforms' scalability, security, and readiness for the future. If you are a technical contributor eager to learn more, check out [https://techblog.wikimedia.org/2025/05/06/wikimedia-cloud-vps-ipv6-support/ this blog post] for an in-depth look at the journey to IPv6. '''Meetings and events''' * The 2nd edition of 2025 of [[m:Special:MyLanguage/Afrika Baraza|Afrika Baraza]], a virtual platform for African Wikimedians to connect, will take place on [https://zonestamp.toolforge.org/1747328400 May 15 at 17:00 UTC]. This edition will focus on discussions regarding [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2025-2026|Wikimedia Annual planning and progress]]. * The [[m:Special:MyLanguage/MENA Connect Community Call|MENA Connect Community Call]], a virtual meeting for [[w:en:Middle East and North Africa|MENA]] Wikimedians to connect, will take place on [https://zonestamp.toolforge.org/1747501200 May 17 at 17:00 UTC]. You can [[m:Event:MENA Connect (Wiki_Diwan) APP Call|register now]] to attend. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/20|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W20"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 22:37, 12 May 2025 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28714188 --> == Tech News: 2025-21 == <section begin="technews-2025-W21"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/21|Translations]] are available. '''Weekly highlight''' * The Editing Team and the Machine Learning Team are working on a new check for newcomers: [[mw:Edit check/Peacock check|Peacock check]]. Using a prediction model, this check will encourage editors to improve the tone of their edits, using artificial intelligence. We invite volunteers to review the first version of the Peacock language model for the following languages: Arabic, Spanish, Portuguese, English, and Japanese. Users from these wikis interested in reviewing this model are [[mw:Edit check/Peacock check/model test|invited to sign up at MediaWiki.org]]. The deadline to sign up is on May 23, which will be the start date of the test. '''Updates for editors''' * From May 20, 2025, [[m:Special:MyLanguage/Oversight policy|oversighters]] and [[m:Special:MyLanguage/Meta:CheckUsers|checkusers]] will need to have their accounts secured with two-factor authentication (2FA) to be able to use their advanced rights. All users who belong to these two groups and do not have 2FA enabled have been informed. In the future, this requirement may be extended to other users with advanced rights. [[m:Special:MyLanguage/Mandatory two-factor authentication for users with some extended rights|Learn more]]. * [[File:Octicons-gift.svg|12px|link=|class=skin-invert|Wishlist item]] [[m:Special:MyLanguage/Community Wishlist Survey 2023/Multiblocks|Multiblocks]] will begin mass deployment by the end of the month: all non-Wikipedia projects plus Catalan Wikipedia will adopt Multiblocks in the week of May 26, while all other Wikipedias will adopt it in the week of June 2. Please [[m:Talk:Community Wishlist Survey 2023/Multiblocks|contact the team]] if you have concerns. Administrators can test the new user interface now on your own wiki by browsing to [{{fullurl:Special:Block|usecodex=1}} {{#special:Block}}?usecodex=1], and can test the full multiblocks functionality [[testwiki:Special:Block|on testwiki]]. Multiblocks is the feature that makes it possible for administrators to impose different types of blocks on the same user at the same time. See the [[mw:Special:MyLanguage/Help:Manage blocks|help page]] for more information. [https://phabricator.wikimedia.org/T377121] * Later this week, the [[{{#special:SpecialPages}}]] listing of almost all special pages will be updated with a new design. This page has been [[phab:T219543|redesigned]] to improve the user experience in a few ways, including: The ability to search for names and aliases of the special pages, sorting, more visible marking of restricted special pages, and a more mobile-friendly look. The new version can be [https://meta.wikimedia.beta.wmflabs.org/wiki/Special:SpecialPages previewed] at Beta Cluster now, and feedback shared in the task. [https://phabricator.wikimedia.org/T219543] * The [[mw:Special:MyLanguage/Extension:Chart|Chart extension]] is being enabled on more wikis. For a detailed list of when the extension will be enabled on your wiki, please read the [[mw:Special:MyLanguage/Extension:Chart/Project#Deployment Timeline|deployment timeline]]. * [[f:Special:MyLanguage/Wikifunctions:Main Page|Wikifunctions]] will be deployed on May 27 on five Wiktionaries: [[wikt:ha:|Hausa]], [[wikt:ig:|Igbo]], [[wikt:bn:|Bengali]], [[wikt:ml:|Malayalam]], and [[wikt:dv:|Dhivehi/Maldivian]]. This is the second batch of deployment planned for the project. After deployment, the projects will be able to call [[f:Special:MyLanguage/Wikifunctions:Introduction|functions from Wikifunctions]] and integrate them in their pages. A function is something that takes one or more inputs and transforms them into a desired output, such as adding up two numbers, converting miles into metres, calculating how much time has passed since an event, or declining a word into a case. Wikifunctions will allow users to do that through a simple call of [[f:Special:MyLanguage/Wikifunctions:Catalogue|a stable and global function]], rather than via a local template. * Later this week, the Wikimedia Foundation will publish a hub for [[diffblog:2024/07/09/on-the-value-of-experimentation/|experiments]]. This is to showcase and get user feedback on product experiments. The experiments help the Wikimedia movement [[diffblog:2023/07/13/exploring-paths-for-the-future-of-free-knowledge-new-wikipedia-chatgpt-plugin-leveraging-rich-media-social-apps-and-other-experiments/|understand new users]], how they interact with the internet and how it could affect the Wikimedia movement. Some examples are [[m:Special:MyLanguage/Future Audiences/Generated Video|generated video]], the [[m:Special:MyLanguage/Future Audiences/Roblox game|Wikipedia Roblox speedrun game]] and [[m:Special:MyLanguage/Future Audiences/Discord bot|the Discord bot]]. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:29}} community-submitted {{PLURAL:29|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, there was a bug with creating an account using the API, which has now been fixed. [https://phabricator.wikimedia.org/T390751] '''Updates for technical contributors''' * Gadgets and user scripts that interact with [[{{#special:Block}}]] may need to be updated to work with the new [[mw:Special:MyLanguage/Help:Manage blocks|manage blocks interface]]. Please review the [[mw:Help:Manage blocks/Developers|developer guide]] for more information. If you need help or are unable to adapt your script to the new interface, please let the team know on the [[mw:Help talk:Manage blocks/Developers|talk page]]. [https://phabricator.wikimedia.org/T377121] * The <code dir=ltr>mw.title</code> object allows you to get information about a specific wiki page in the [[w:en:Wikipedia:Lua|Lua]] programming language. Starting this week, a new property will be added to the object, named <code dir=ltr>isDisambiguationPage</code>. This property allows you to check if a page is a disambiguation page, without the need to write a custom function. [https://phabricator.wikimedia.org/T71441] * [[File:Octicons-tools.svg|15px|link=|class=skin-invert|Advanced item]] User script developers can use a [[toolforge:gitlab-content|new reverse proxy tool]] to load javascript and css from [[gitlab:|gitlab.wikimedia.org]] with <code dir=ltr>mw.loader.load</code>. The tool's author hopes this will enable collaborative development workflows for user scripts including linting, unit tests, code generation, and code review on <bdi lang="zxx" dir="ltr">gitlab.wikimedia.org</bdi> without a separate copy-and-paste step to publish scripts to a Wikimedia wiki for integration and acceptance testing. See [[wikitech:Tool:Gitlab-content|Tool:Gitlab-content on Wikitech]] for more information. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.2|MediaWiki]] '''Meetings and events''' * The 12th edition of [[m:Special:MyLanguage/Wiki Workshop 2025|Wiki Workshop 2025]], a forum that brings together researchers that explore all aspects of Wikimedia projects, will be held virtually on 21-22 May. Researchers can [https://pretix.eu/wikimedia/wikiworkshop2025/ register now]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/21|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W21"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:12, 19 May 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28724712 --> == Tech News: 2025-22 == <section begin="technews-2025-W22"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/22|Translations]] are available. '''Weekly highlight''' * A community-wide discussion about a very delicate issue for the development of [[m:Special:MyLanguage/Abstract Wikipedia|Abstract Wikipedia]] is now open on Meta: where to store the abstract content that will be developed through functions from Wikifunctions and data from Wikidata. The discussion is open until June 12 at [[m:Special:MyLanguage/Abstract Wikipedia/Location of Abstract Content|Abstract Wikipedia/Location of Abstract Content]], and every opinion is welcomed. The decision will be made and communicated after the consultation period by the Foundation. '''Updates for editors''' * Since last week, on all wikis except [[phab:T388604|the largest 20]], people using the mobile visual editor will have [[phab:T385851|additional tools in the menu bar]], accessed using the new <code>+</code> toolbar button. To start, the new menu will include options to add: citations, hieroglyphs, and code blocks. Deployment to the remaining wikis is [[phab:T388605|scheduled]] to happen in June. * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] The <code dir=ltr>[[mw:Special:MyLanguage/Help:Extension:ParserFunctions##ifexist|#ifexist]]</code> parser function will no longer register a link to its target page. This will improve the usefulness of [[{{#special:WantedPages}}]], which will eventually only list pages that are the target of an actual red link. This change will happen gradually as the source pages are updated. [https://phabricator.wikimedia.org/T14019] * This week, the Moderator Tools team will launch [[mw:Special:MyLanguage/2025 RecentChanges Language Agnostic Revert Risk Filtering|a new filter to Recent Changes]], starting at Indonesian Wikipedia. This new filter highlights edits that are likely to be reverted. The goal is to help Recent Changes patrollers identify potentially problematic edits. Other wikis will benefit from this filter in the future. * Upon clicking an empty search bar, logged-out users will see suggestions of articles for further reading. The feature will be available on both desktop and mobile. Readers of Catalan, Hebrew, and Italian Wikipedias and some sister projects will receive the change between May 21 and mid-June. Readers of other wikis will receive the change later. The goal is to encourage users to read the wikis more. [[mw:Special:MyLanguage/Reading/Web/Content Discovery Experiments/Search Suggestions|Learn more]]. * Some users of the Wikipedia Android app can use a new feature for readers, [[mw:Special:MyLanguage/Wikimedia Apps/Team/Android/TrivaGame|WikiGames]], a daily trivia game based on real historical events. The release has started as an A/B test, available to 50% of users in the following languages: English, French, Portuguese, Russian, Spanish, Arabic, Chinese, and Turkish. * The [[mw:Special:MyLanguage/Extension:Newsletter|Newsletter extension]] that is available on MediaWiki.org allows the creation of [[mw:Special:Newsletters|various newsletters]] for global users. The extension can now publish new issues as section links on an existing page, instead of requiring a new page for each issue. [https://phabricator.wikimedia.org/T393844] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:32}} community-submitted {{PLURAL:32|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * The previously deprecated <code dir=ltr>[[mw:Special:MyLanguage/Manual:Ipblocks table|ipblocks]]</code> views in [[wikitech:Help:Wiki Replicas|Wiki Replicas]] will be removed in the beginning of June. Users are encouraged to query the new <code dir=ltr>[[mw:Special:MyLanguage/Manual:Block table|block]]</code> and <code dir=ltr>[[mw:Special:MyLanguage/Manual:Block target table|block_target]]</code> views instead. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.3|MediaWiki]] '''Meetings and events''' * [[d:Special:MyLanguage/Event:Wikidata and Sister Projects|Wikidata and Sister Projects]] is a multi-day online event that will focus on how Wikidata is integrated to Wikipedia and the other Wikimedia projects. The event runs from May 29 – June 1. You can [[d:Special:MyLanguage/Event:Wikidata and Sister Projects#Sessions|read the Program schedule]] and [[d:Special:RegisterForEvent/1291|register]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/22|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W22"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:04, 26 May 2025 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28788673 --> == Tech News: 2025-23 == <section begin="technews-2025-W23"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/23|Translations]] are available. '''Weekly highlight''' * The [[mw:Special:MyLanguage/Extension:Chart|Chart extension]] is now available on all Wikimedia wikis. Editors can use this new extension to create interactive data visualizations like bar, line, area, and pie charts. Charts are designed to replace many of the uses of the legacy [[mw:Special:MyLanguage/Extension:Graph|Graph extension]]. '''Updates for editors''' * It is now easier to configure automatic citations for your wiki within the visual editor's [[mw:Special:MyLanguage/Citoid/Enabling Citoid on your wiki|citation generator]]. Administrators can now set a default template by using the <code dir=ltr>_default</code> key in the local <bdi lang="en" dir="ltr">[[MediaWiki:Citoid-template-type-map.json]]</bdi> page ([[mw:Special:Diff/6969653/7646386|example diff]]). Setting this default will also help to future-proof your existing configurations when [[phab:T347823|new item types]] are added in the future. You can still set templates for individual item types as they will be preferred to the default template. [https://phabricator.wikimedia.org/T384709] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:20}} community-submitted {{PLURAL:20|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * Starting the week of June 2, bots logging in using <code dir=ltr>action=login</code> or <code dir=ltr>action=clientlogin</code> will fail more often. This is because of stronger protections against suspicious logins. Bots using [[mw:Special:MyLanguage/Manual:Bot passwords|bot passwords]] or using a loginless authentication method such as [[mw:Special:MyLanguage/OAuth/Owner-only consumers|OAuth]] are not affected. If your bot is not using one of those, you should update it; using <code dir=ltr>action=login</code> without a bot password was deprecated [[listarchive:list/wikitech-l@lists.wikimedia.org/message/3EEMN7VQX5G7WMQI5K2GP5JC2336DPTD/|in 2016]]. For most bots, this only requires changing what password the bot uses. [https://phabricator.wikimedia.org/T395205] * From this week, Wikimedia wikis will allow ES2017 features in JavaScript code for official code, gadgets, and user scripts. The most visible feature of ES2017 is <bdi lang="zxx" dir="ltr"><code>async</code>/<code>await</code></bdi> syntax, allowing for easier-to-read code. Until this week, the platform only allowed up to ES2016, and a few months before that, up to ES2015. [https://phabricator.wikimedia.org/T381537] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.4|MediaWiki]] '''Meetings and events''' * Scholarship applications to participate in the [[m:Special:MyLanguage/GLAM Wiki 2025|GLAM Wiki Conference 2025]] are now open. The conference will take place from 30 October to 1 November, in Lisbon, Portugal. GLAM contributors who lack the means to support their participation can [[m:Special:MyLanguage/GLAM Wiki 2025/Scholarships|apply here]]. Scholarship applications close on June 7th. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/23|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W23"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:55, 2 June 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28819186 --> == Tech News: 2025-24 == <section begin="technews-2025-W24"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/24|Translations]] are available. '''Weekly highlight''' * The [[mw:Special:MyLanguage/Trust and Safety Product|Trust and Safety Product team]] is finalizing work needed to roll out [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts|temporary accounts]] on large Wikipedias later this month. The team has worked with stewards and other users with extended rights to predict and address many use cases that may arise on larger wikis, so that community members can continue to effectively moderate and patrol temporary accounts. This will be the second of three phases of deployment – the last one will take place in September at the earliest. For more information about the recent developments on the project, [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts/Updates|see this update]]. If you have any comments or questions, write on the [[mw:Talk:Trust and Safety Product/Temporary Accounts|talk page]], and [[m:Event:CEE Catch up Nr. 10 (June 2025)|join a CEE Catch Up]] this Tuesday. '''Updates for editors''' * [[File:Octicons-gift.svg|12px|link=|class=skin-invert|Wishlist item]] The [[mw:Special:MyLanguage/Help:Watchlist expiry|watchlist expiry]] feature allows editors to watch pages for a limited period of time. After that period, the page is automatically removed from your watchlist. Starting this week, you can set a preference for the default period of time to watch pages. The [[Special:Preferences#mw-prefsection-watchlist-pageswatchlist|preferences]] also allow you to set different default watch periods for editing existing pages, pages you create, and when using rollback. [https://phabricator.wikimedia.org/T265716] [[File:Talk pages default look (April 2023).jpg|thumb|alt=Screenshot of the visual improvements made on talk pages|Example of a talk page with the new design, in French.]] * The appearance of talk pages will change at almost all Wikipedias ([[m:Special:MyLanguage/Tech/News/2024/19|some]] have already received this design change, [[phab:T379264|a few]] will get these changes later). You can read details about the changes [[diffblog:2024/05/02/making-talk-pages-better-for-everyone/|on ''Diff'']]. It is possible to opt out of these changes [[Special:Preferences#mw-prefsection-editing-discussion|in user preferences]] ("{{int:discussiontools-preference-visualenhancements}}"). [https://phabricator.wikimedia.org/T319146][https://phabricator.wikimedia.org/T392121] * Users with specific extended rights (including administrators, bureaucrats, checkusers, oversighters, and stewards) can now have IP addresses of all temporary accounts [[phab:T358853|revealed automatically]] during time-limited periods where they need to combat high-speed account-hopping vandalism. This feature was requested by stewards. [https://phabricator.wikimedia.org/T386492] * This week, the Moderator Tools and Machine Learning teams will continue the rollout of [[mw:Special:MyLanguage/2025 RecentChanges Language Agnostic Revert Risk Filtering|a new filter to Recent Changes]], releasing it to several more Wikipedias. This filter utilizes the Revert Risk model, which was created by the Research team, to highlight edits that are likely to be reverted and help Recent Changes patrollers identify potentially problematic contributions. The feature will be rolled out to the following Wikipedias: {{int:project-localized-name-afwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bnwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-cywiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-hawwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-iswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kkwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-simplewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-trwiki/en}}. The rollout will continue in the coming weeks to include [[mw:Special:MyLanguage/2025 RecentChanges Language Agnostic Revert Risk Filtering|the rest of the Wikipedias in this project]]. [https://phabricator.wikimedia.org/T391964] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:27}} community-submitted {{PLURAL:27|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * AbuseFilter editors active on Meta-Wiki and large Wikipedias are kindly asked to update AbuseFilter to make it compatible with temporary accounts. A link to the instructions and the private lists of filters needing verification are [[phab:T369611|available on Phabricator]]. * Lua modules now have access to the name of a page's associated thumbnail image, and on [https://gerrit.wikimedia.org/g/operations/mediawiki-config/+/2e4ab14aa15bb95568f9c07dd777065901eb2126/wmf-config/InitialiseSettings.php#10849 some wikis] to the WikiProject assessment information. This is possible using two new properties on [[mw:Special:MyLanguage/Extension:Scribunto/Lua reference manual#added-by-extensions|mw.title objects]], named <code dir=ltr>pageImage</code> and <code dir=ltr>pageAssessments</code>. [https://phabricator.wikimedia.org/T131911][https://phabricator.wikimedia.org/T380122] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.5|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/24|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W24"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 01:16, 10 June 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28846858 --> == Tech News: 2025-25 == <section begin="technews-2025-W25"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/25|Translations]] are available. '''Updates for editors''' * You can [https://wikimediafoundation.limesurvey.net/359761?lang=en nominate your favorite tools] for the sixth edition of the [[m:Special:MyLanguage/Coolest Tool Award|Coolest Tool Award]]. Nominations are anonymous and will be open until June 25. You can re-use the survey to nominate multiple tools. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:33}} community-submitted {{PLURAL:33|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.6|MediaWiki]] '''In depth''' * Foundation staff and technical volunteers use Wikimedia APIs to build the tools, applications, features, and integrations that enhance user experiences. Over the coming years, the MediaWiki Interfaces team will be investing in Wikimedia web (HTTP) APIs to better serve technical volunteer needs and protect Wikimedia infrastructure from potential abuse. You can [https://techblog.wikimedia.org/2025/06/12/apis-as-a-product-investing-in-the-current-and-next-generation-of-technical-contributors/ read more about their plans to evolve the APIs in this Techblog post]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/25|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W25"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:38, 16 June 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28870688 --> == Tech News: 2025-26 == <section begin="technews-2025-W26"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/26|Translations]] are available. '''Weekly highlight''' * This week, the Moderator Tools and Machine Learning teams will continue the rollout of [[mw:Special:MyLanguage/2025 RecentChanges Language Agnostic Revert Risk Filtering|a new filter to Recent Changes]], releasing it to the third and last batch of Wikipedias. This filter utilizes the Revert Risk model, which was created by the Research team, to highlight edits that are likely to be reverted and help Recent Changes patrollers identify potentially problematic contributions. The feature will be rolled out to the following Wikipedias: {{int:project-localized-name-azwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-lawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mkwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mlwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mrwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-nnwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-pawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-swwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tlwiki/en}}. The rollout will continue in the coming weeks to include [[mw:Special:MyLanguage/2025 RecentChanges Language Agnostic Revert Risk Filtering|the rest of the Wikipedias in this project]]. [https://phabricator.wikimedia.org/T391964] '''Updates for editors''' * Last week, [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts|temporary accounts]] were rolled out on Czech, Korean, and Turkish Wikipedias. This and next week, deployments on larger Wikipedias will follow. [[mw:Talk:Trust and Safety Product/Temporary Accounts|Share your thoughts]] about the project. [https://phabricator.wikimedia.org/T340001] * Later this week, the Editing team will release [[mw:Special:MyLanguage/Help:Edit check#Multi check|Multi Check]] to all Wikipedias (except English Wikipedia). This feature shows multiple [[mw:Special:MyLanguage/Help:Edit check#Reference check|Reference checks]] within the editing experience. This encourages users to add citations when they add multiple new paragraphs to a Wikipedia article. This feature was previously available as an A/B test. [https://analytics.wikimedia.org/published/reports/editing/multi_check_ab_test_report_final.html#summary-of-results The test shows] that users who are shown multiple checks are 1.3 times more likely to add a reference to their edit, and their edit is less likely to be reverted (-34.7%). [https://phabricator.wikimedia.org/T395519] * A few pages need to be renamed due to software updates and to match more recent Unicode standards. All of these changes are related to title-casing changes. Approximately 71 pages and 3 files will be renamed, across 15 wikis; the complete list is in [[phab:T396903|the task]]. The developers will rename these pages next week, and they will fix redirects and embedded file links a few minutes later via a system settings update. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:24}} community-submitted {{PLURAL:24|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, a bug was fixed that had caused pages to scroll upwards when text near the top was selected. [https://phabricator.wikimedia.org/T364023] '''Updates for technical contributors''' * Editors can now use Lua modules to filter and transform tabular data for use with [[mw:Special:MyLanguage/Extension:Chart|Extension:Chart]]. This can be used for things like selecting a subset of rows or columns from the source data, converting between units, statistical processing, and many other useful transformations. [[mw:Special:MyLanguage/Extension:Chart/Transforms|Information on how to use transforms is available]]. [https://www.mediawiki.org/wiki/Special:MyLanguage/Extension:Chart/Project/Updates] * The <code dir=ltr>all_links</code> variable in [[Special:AbuseFilter|AbuseFilter]] is now renamed to <code dir=ltr>new_links</code> for consistency with other variables. Old usages will still continue to work. [https://phabricator.wikimedia.org/T391811] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.7|MediaWiki]] '''In depth''' * The latest quarterly [[mw:Special:MyLanguage/Growth/Newsletters/34|Growth newsletter]] is available. It includes: the recent updates for the "Add a Link" Task, two new Newcomer Engagement Features, and updates to Community Configuration. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/26|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W26"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:21, 23 June 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28870688 --> == Tech News: 2025-27 == <section begin="technews-2025-W27"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/27|Translations]] are available. '''Weekly highlight''' * The [[mw:Special:MyLanguage/Help:Extension:CampaignEvents|CampaignEvents extension]] has been enabled on all Wikipedias. The extension makes it easier to organize and participate in collaborative activities, like edit-a-thons and WikiProjects, on the wikis. The extension has three features: [[m:Special:MyLanguage/Event Center/Registration|Event Registration]], [[m:Special:MyLanguage/CampaignEvents/Collaboration list|Collaboration List]], and [[m:Campaigns/Foundation Product Team/Invitation list|Invitation List]]. To request the extension for your wiki, visit the [[m:Special:MyLanguage/CampaignEvents/Deployment status#How to Request the CampaignEvents Extension for your wiki|Deployment information page]]. '''Updates for editors''' * AbuseFilter maintainers can now [[mw:Special:MyLanguage/Extension:IPReputation/AbuseFilter variables|match against IP reputation data]] in [[mw:Special:MyLanguage/Extension:AbuseFilter|AbuseFilters]]. IP reputation data is information about the proxies and VPNs associated with the user's IP address. This data is not shown publicly and is not generated for actions performed by registered accounts. [https://phabricator.wikimedia.org/T354599] * Hidden content that is within [[mw:Special:MyLanguage/Manual:Collapsible elements|collapsible parts of wikipages]] will now be revealed when someone searches the page using the web browser's "Find in page" function (Ctrl+F or ⌘F) in supporting browsers. [https://phabricator.wikimedia.org/T327893][https://developer.mozilla.org/en-US/docs/Web/HTML/Reference/Global_attributes/hidden#browser_compatibility] * [[File:Octicons-gift.svg|12px|link=|class=skin-invert|Wishlist item]] A new feature, called [[mw:Special:MyLanguage/Help:TemplateData/Template discovery|Favourite Templates]], will be deployed later this week on all projects (except English Wikipedia, which will receive the feature next week), following a piloting phase on Polish and Arabic Wikipedia, and Italian and English Wikisource. The feature will provide a better way for new and experienced contributors to recall and discover templates via the template dialog, by allowing users to put templates on a special "favourite list". The feature works with both the visual editor and the wikitext editor. The feature is a [[m:Special:MyLanguage/Community Wishlist/Focus areas/Template recall and discovery|community wishlist focus area]]. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:31}} community-submitted {{PLURAL:31|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, a bug was fixed that had caused some Notifications to be sent multiple times. [https://phabricator.wikimedia.org/T397103] '''Updates for technical contributors''' * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.8|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/27|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W27"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:40, 30 June 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28917415 --> == Tech News: 2025-28 == <section begin="technews-2025-W28"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/28|Translations]] are available. '''Weekly highlight''' * [[mw:Special:MyLanguage/Help:Temporary accounts|Temporary accounts]] have been rolled out on 18 large and medium-sized Wikipedias, including German, Japanese, French, and Chinese. Now, about 1/3 of all logged-out activity across wikis is coming from temporary accounts. Users involved in patrolling may be interested in two new documentation pages: [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts/Access to IP|Access to IP]], explaining everything related to access to temporary account IP addresses, and [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts/Repository|Repository]] with a list of new gadgets and user scripts. '''Updates for editors''' * Anyone can play an experimental new game, [[mw:Special:MyLanguage/New Engagement Experiments/WikiRun|WikiRun]], that lets you race through Wikipedia by clicking from one article to another, aiming to reach a target page in as few steps and in as little time as possible. The project's goal is to explore new ways of engaging readers. [https://wikirun-game.toolforge.org/ Try playing the game] and let the team know what you think [[mw:Talk:New Engagement Experiments/WikiRun|on the talk page]]. * Users of the Wikipedia Android app in some languages can now play the new [[mw:Special:MyLanguage/Wikimedia Apps/Team/Android/TrivaGame|trivia game]]. ''Which came first?'' is a simple history game where you guess which of two events happened earlier on today's date. It was previously available as an A/B test. It is now available to all users in English, German, French, Spanish, Portuguese, Russian, Arabic, Turkish, and Chinese. The goal of the feature is to help engage with new generations of readers. [https://meta.wikimedia.org/wiki/Special:MyLanguage/Tech/News/2025/22] * Users of the iOS Wikipedia App in some languages may see a new tabbed browsing feature that enables you to open multiple tabs while reading. This feature makes it easier to explore related topics and switch between articles. The A/B test is currently running in Arabic, English, and Japanese in selected regions. More details are available on the [[mw:Special:MyLanguage/Wikimedia Apps/Team/iOS/Tabbed Browsing (Tabs)|Tabbed Browsing project page]]. * Bureaucrats on Wikimedia wikis can now use [[{{#special:VerifyOATHForUser}}]] to check if users have enabled [[mw:Special:MyLanguage/Help:Two-factor authentication|two-factor authentication]]. [https://phabricator.wikimedia.org/T265726] * [[File:Octicons-gift.svg|12px|link=|class=skin-invert|Wishlist item]] A new feature related to [[m:Special:MyLanguage/Community Wishlist/Focus areas/Template recall and discovery|Template Recall and Discovery]] will be deployed later this week to all Wikimedia projects: a [[mw:Special:MyLanguage/Help:TemplateData/Template discovery#Template categories|template category browser]] will be introduced to assist users in finding templates to put in their “favourite” list. The browser will allow users to browse a list of templates which have been organised into a given category tree. The feature has been requested by the community [[m:Special:MyLanguage/Community Wishlist/Wishes/Select templates by categories|through the Community Wishlist]]. * It is now possible to access watchlist preferences from the watchlist page. Also the redundant button to edit the watchlist has been removed. [https://www.mediawiki.org/wiki/Moderator_Tools/Watchlist] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:27}} community-submitted {{PLURAL:27|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * As part of [[mw:MediaWiki_1.44|MediaWiki 1.44]] there is now a unified built-in Notifications system that makes it easier for developers to send, manage, and customize notifications. Check out the updated documentation at [[mw:Manual:Notifications|Manual:Notifications]], information about migration in [[phab:T388663|T388663]] and details on deprecated hooks in [[phab:T389624|T389624]]. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.9|MediaWiki]] '''Meetings and events''' * [[d:Special:MyLanguage/Event:WikidataCon 2025|WikidataCon 2025]], the conference dedicated to Wikidata is now open for [https://pretalx.com/wikidatacon-2025/cfp session proposals] and for [[d:Special:RegisterForEvent/1340|registration]]. This year's event will be held online from October 31 – November 02 and will explore on the theme of "Connecting People through Linked Open Data". '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/28|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W28"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:05, 8 July 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28930584 --> == Tech News: 2025-29 == <section begin="technews-2025-W29"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/29|Translations]] are available. '''Updates for editors''' * [[mw:Special:MyLanguage/Help:TemplateData/Template discovery#Featured templates|Featured templates]], a new feature related to [[m:Special:MyLanguage/Community Wishlist/Focus areas/Template recall and discovery|Template Recall and Discovery]] will be deployed this week to all Wikimedia projects: With this feature, editors will be able to quickly access a list of templates that are likely to be useful. These templates will be displayed in a list, under the "featured" tab of the template discovery interface. Administrators can define the list via the Community Configuration interface. The feature fulfills a request by the community [[m:Special:MyLanguage/Community Wishlist/Wishes/Easy access Templates|through the Community Wishlist]]. [https://phabricator.wikimedia.org/T367428][https://phabricator.wikimedia.org/T392896] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:31}} community-submitted {{PLURAL:31|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the request to add Malayalam fonts in the [[oldWikisource:Special:MyLanguage/Wikisource:WS Export|Wikisource Book Export Tool]] was resolved and now, the rendering of Malayalam letters in exported Wikisource books are accurate. [https://phabricator.wikimedia.org/T374457] '''Updates for technical contributors''' * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.10|MediaWiki]] '''In depth''' * Developers, designers, and all Wikimedians are invited to [https://phabricator.wikimedia.org/project/board/7953/ submit a project idea] for the Wikimania Hackathon 2025. Read [https://diff.wikimedia.org/2025/06/30/call-for-projects-wikimania-hackathon-2025-is-coming-to-nairobi/ this Diff blog post] for more details. '''Meetings and events''' * [[m:WikiIndaba conference 2025|WikiIndaba 2025]] scholarship application and program submission is open until 23:59 GMT on July 20. WikiIndaba is a regional conference for African Wikimedians both on the continent and in the diaspora to unite and grow together. Submit [https://docs.google.com/forms/d/e/1FAIpQLSdJTv68R1OPASXXDfpIl8EWiMLTM-TDwh6_5gNVvFuWccFZ2Q/viewform your scholarship application] and [https://ee.kobotoolbox.org/x/BI3omIfH program proposal] now! * [https://br.wikimedia.org/wiki/WikiCon_Brasil_2025 WikiCon Brasil 2025] will take place on July 19-20 in Salvador, Bahia, Brazil. The Brazilian community members are encouraged to register and attend! '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/29|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W29"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:09, 14 July 2025 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28980963 --> == Tech News: 2025-30 == <section begin="technews-2025-W30"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/30|Translations]] are available. '''Updates for editors''' * The Translation Suggestions feature in the [[mw:Special:MyLanguage/Content translation|Content Translation tool]] now has another level of article filters added to the "[https://en.wikipedia.org/w/index.php?title=Special:ContentTranslation&filter-type=automatic&filter-id=previous-edits&active-list=suggestions&from=en&to=fi#/ ... More]" category. Translators who use the Suggestions feature can now select and receive article suggestions that are customized to geographical locations of their interest using the new "{{int:Cx-sx-suggestions-filters-tab-regions}}" filter. [https://phabricator.wikimedia.org/T113257] * Administrators can now limit "Add a Link" to newcomers. The [[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|"Add a Link"]] Structured Task [[mw:Special:MyLanguage/Growth/Constructive activation experimentation#Enwiki A/B test & "Add a Link" Improvements (Wiki Experiences 1.2.11 & 1.2.16)|helps new account holders start editing]], but some communities have requested the ability to restrict it to its intended audience: newcomers. Administrators can configure this setting within the [[Special:CommunityConfiguration/GrowthSuggestedEdits|Community Configuration]] feature. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:29}} community-submitted {{PLURAL:29|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * For AbuseFilter editors on [[phab:T392144|some wikis]], it is now possible to filter edits based on the RevertRisk score of the edit being attempted. It is only populated if the action being evaluated is an edit. For more information, please see the [[mw:Special:MyLanguage/Extension:ORES/AbuseFilter variables#What variables are available for use|ORES/AbuseFilter variables]] documentation. * The [[mw:Special:MyLanguage/Beta Cluster|Beta Cluster]] wikis have [[listarchive:list/wikitech-l@lists.wikimedia.org/thread/YDABPV75LADRQCXMJAFWUP256N4EQ25B/|been moved]] from <code dir=ltr>beta.wmflabs.org</code> to <code dir=ltr>beta.wmcloud.org</code>. Users may need to update URLs in any tools, or in their password managers. Any related issues can be [[phab:T289318|reported in the task]]. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.11|MediaWiki]] '''Meetings and events''' * [[m:Special:MyLanguage/WikiCite 2025|WikiCite 2025]] will take place from 29–31 August, both online and in-person in Bern, Switzerland. The event's goals are to reconnect communities, institutions, and individuals working with open citations, bibliographic data, and the Wikidata/Wikibase ecosystem. Registration is open and the call for proposals will be announced soon. [https://lists.wikimedia.org/hyperkitty/list/wikidata@lists.wikimedia.org/message/KQZUG3ETKLBWPBYSB2YAWZIRPWHS24TG/] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/30|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W30"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:42, 21 July 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29005283 --> == Tech News: 2025-31 == <section begin="technews-2025-W31"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/31|Translations]] are available. '''Weekly highlight''' * The Community Tech team will be focusing on wishes related to Watchlists and Recent Changes pages, over the next few months. They are looking for feedback. Please [[m:Special:MyLanguage/Community Wishlist/Updates#July 24, 2025: Watchlists and Recent Changes pages|read the latest update]], and if you have ideas, please [[m:Special:MyLanguage/Community Wishlist|submit a wish]] on the topic. '''Updates for editors''' * The Wikimedia Commons community has decided to block [[:mw:Special:MyLanguage/Upload dialog|cross-wiki uploads]] to Wikimedia Commons, for all users without autoconfirmed rights on that wiki, starting on August 16. This is because of [[:c:Commons:Cross-wiki media upload tool/History|widespread problems]] related to files that are uploaded by newcomers. Users who are affected by this will get an error message with a link to the less restrictive UploadWizard on Commons. Please help translating the [[:c:Special:MyLanguage/MediaWiki:Abusefilter-disallowed-cross-wiki-upload|message]] or give feedback on the message text. Please also update your local help pages to explain this restriction. [https://phabricator.wikimedia.org/T370598] * On wikis with temporary accounts enabled and Meta-Wiki, administrators may now set up a footer for the Special:Contributions pages of temporary accounts, similar to those which can be shown on IP and user-account pages. They may do it by creating the page named <code dir=ltr>MediaWiki:Sp-contributions-footer-temp</code>. [https://phabricator.wikimedia.org/T398347] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:21}} community-submitted {{PLURAL:21|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.12|MediaWiki]] '''Meetings and events''' * [[wmania:Special:MyLanguage/2025:Wikimania|Wikimania 2025]] will run from August 6–9. The [https://wikimedia.eventyay.com/talk/wikimania2025/schedule/ program is available] for you to plan which sessions you want to attend. Most sessions will be live-streamed, with exceptions for those that show the "no camera" icon. If you are joining online to watch live-streams and use the interactive features, please [[wmania:Special:MyLanguage/2025:Registration|register]] for a free virtual ticket. For example, you may be interested in technical sessions such as: ** [https://wikimedia.eventyay.com/talk/wikimania2025/talk/KFEFVG/ Temporary Accounts: Enhancing privacy for our unregistered editors] ** [https://wikimedia.eventyay.com/talk/wikimania2025/talk/TVCVAB/ Building a Sustainable Future for Wikimedia Contributors] ** [https://wikimedia.eventyay.com/talk/wikimania2025/talk/WTRQCJ/ A dozen visions for wikitext!] ** [https://wikimedia.eventyay.com/talk/wikimania2025/talk/8YKKP9/ Coordinate Across Stakeholders with the Product and Technology Advisory Council] * The [[mw:Special:MyLanguage/MediaWiki Users and Developers Conference Fall 2025|MediaWiki Users and Developers Conference, Fall 2025]] will be held 28–30 October 2025 in Hanover, Germany. This event is organized by and for the third-party MediaWiki community. You can propose sessions and register to attend. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/31|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W31"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:26, 29 July 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29051727 --> == Tech News: 2025-32 == <section begin="technews-2025-W32"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/32|Translations]] are available. '''Updates for editors''' * Editors can now enable the [[mw:Special:MyLanguage/Product Safety and Integrity/Anti-abuse signals/User Info|User Info card]]. This feature adds an icon next to usernames on history pages and similar user-contribution log pages. When you tap or click on the icon, it displays data related to that user account such as the number of edits, reverted edits, blocks, and more. It's part of a broader project to make it easier for moderators to evaluate account trustworthiness. The feature can be enabled in [[testwiki:Special:GlobalPreferences#mw-prefsection-rendering|your global preferences]], and later this week it will be available in local preferences. [https://phabricator.wikimedia.org/T386439] * Everybody is invited to share comments on [[m:Special:MyLanguage/CampaignEvents/Collaborative contributions|Collaborative Contributions]], a project recently launched by the [[m:Special:MyLanguage/Connection Team|Connection team]]. The project aims to create a new way to display the impact of collaborative editing activities (such as edit-a-thons, backlog drives, and WikiProjects) on the wikis. Post your comments on the [[m:Talk:CampaignEvents/Collaborative contributions|project talk page]]. [https://phabricator.wikimedia.org/T378035] * Administrators can now define the default block duration for temporary accounts. To do that, they need to create a page named <code dir=ltr>MediaWiki:Ipb-default-expiry-temporary-account</code> and use a value defined in <code dir=ltr>MediaWiki:Ipboptions</code>. This allows administrators to easily block temporary accounts for 90 days, which is functionally equivalent to an indefinite block. The advantage of this solution is that it does not clutter Special:BlockList. [[mw:Special:MyLanguage/Manual:Block and unblock#Default block duration options|More documentation]] is available. [https://phabricator.wikimedia.org/T398626] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:27}} community-submitted {{PLURAL:27|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * Gadgets can now include <code dir=ltr>.vue</code> files. This makes it easier to develop modern user interfaces using [[mw:Vue.js|Vue.js]], in particular using [[mw:Special:MyLanguage/Codex|Codex]], the official design system of Wikimedia. [[wmdoc:codex/latest/icons/overview.html|Codex icons]] can be loaded through the gadget definition. [[mw:Special:MyLanguage/Extension:Gadgets#Pages|The documentation]] has examples. For user scripts that use Vue.js, an [[mw:API:CodexIcons|API module]] now exists to load Codex icons. [https://phabricator.wikimedia.org/T340460][https://phabricator.wikimedia.org/T311099] * Module developers can now use a [[mw:Help:Extension:Translate/Message Bundles/Lua reference|Lua interface]] to simplify the preparation of Lua modules for translation on Meta-Wiki. This improvement makes it easier for translators to find and edit module strings without dealing with raw Lua code. It helps prevent mistakes that could break the module during translation. Module developers and translators are invited to [[commons:File:Translatable modules video demo July 2025.webm|watch the demo video]], read more about [[mw:Special:MyLanguage/Translatable modules|translatable modules]] to understand how it works, refer to Meta-Wiki's [[m:Module:User Wikimedia project|Module:User Wikimedia project]] for example usage, and [[mw:Talk:Translatable modules|share their feedback]] on how well it addresses the challenges in their workflow. The interface still has some performance issues, so it should not be used in widely used modules yet. [https://phabricator.wikimedia.org/T359918] * Developers of external tools that connect to Wikimedia pages must set a user-agent that complies with [[foundation:Special:MyLanguage/Policy:Wikimedia Foundation User-Agent Policy|the user-agent policy]]. This policy will start to be more strongly enforced in August because of external crawlers that are [[diffblog:2025/04/01/how-crawlers-impact-the-operations-of-the-wikimedia-projects/|overusing]] Wikimedia's resources. Tools that are hosted on Wikimedia's Toolforge or Cloud VPS will not be affected by this for now, but should still set a user-agent. [[phab:T400119|More technical details are available]], and related questions are welcome in that task. * Parsoid Read Views is going to be rolling out to some smaller Wikipedias over the next few weeks, following the successful transition of Wikivoyages and Wiktionaries to Parsoid Read Views. For more information, see the [[mw:Special:MyLanguage/Parsoid/Parser Unification|Parsoid/Parser Unification]] project page. [https://phabricator.wikimedia.org/project/profile/7694/] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.13|MediaWiki]] '''Meetings and events''' * [[wmania:Special:MyLanguage/2025:Wikimania|Wikimania 2025]] will run from August 6–9. The [https://wikimedia.eventyay.com/talk/wikimania2025/schedule/ program is available] for you to plan which sessions you want to attend. Most sessions will be live-streamed, with exceptions for those that show the "no camera" icon. If you are joining online to watch live-streams and use the interactive features, please [[wmania:Special:MyLanguage/2025:Registration|register]] for a free virtual ticket. For example, you may be interested in technical sessions such as: ** [https://wikimedia.eventyay.com/talk/wikimania2025/talk/GEH9DH/ Wikimedia’s knowledge infrastructure in a changing internet: Establishing sustainable pathways for content reuse] ** [https://wikimedia.eventyay.com/talk/wikimania2025/talk/7ELN9Q/ Wikifunctions is coming soon to a wiki near you!] ** [https://wikimedia.eventyay.com/talk/wikimania2025/talk/ZMGVJV/ Shaping the Future of Wikipedia’s Reader Experience] ** [https://wikimedia.eventyay.com/talk/wikimania2025/talk/KCKTFZ/ Making Wikipedia More Readable: What Comes Next] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/32|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W32"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 03:40, 5 August 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29083927 --> == Tech News: 2025-33 == <section begin="technews-2025-W33"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/33|Translations]] are available. '''Updates for editors''' * The WikiEditor toolbar now includes [[mw:Special:MyLanguage/Help:Extension:WikiEditor#Keyboard shortcuts|its keyboard shortcuts]] in the tooltips for its buttons. This will help to improve the discoverability of this feature. [https://phabricator.wikimedia.org/T400583] * The [[m:Special:MyLanguage/Product and Technology Advisory Council|Product and Technology Advisory Council]] published a set of [[m:Special:MyLanguage/Product and Technology Advisory Council/August 2025 draft PTAC proposals for feedback|proposed experiments]] the Wikimedia Foundation can try to improve communication with community. Feedback on the proposals are welcomed until August 22 on [[m:Talk:Product and Technology Advisory Council/August 2025 draft PTAC proposals for feedback|this talk page]]. * The search bar on the Minerva skin (mobile) has been updated to use the same type-ahead search component that is used on the Vector 2022 skin. There are no changes in search functionality but there are minor visual changes. Specifically, the close-search button has been changed from an "X" to a back arrow. This helps to distinguish it from the other "X" button that is used to clear any text. [https://phabricator.wikimedia.org/T393944] * Editors on some wikis will see a new toggle for "Group results by page" on watchlist, related changes, and recent changes pages. This is [[mw:Special:MyLanguage/Moderator Tools/Watchlist/Experiment|an A/B experiment]] that is planned to start on August 11, and will run for 3–6 weeks on the Bengali, Chinese, Czech, French, Greek, Portuguese, and Urdu Wikipedias. The experiment will examine how making this feature more discoverable might affect editors' ability to find the edits they are looking for. [https://phabricator.wikimedia.org/T396789] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:31}} community-submitted {{PLURAL:31|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * The multiwiki datasets of [[:wikt:en:Module:Unicode data|Unicode data]] have been moved to [[c:Category:Unicode Module Datasets|Category:Unicode Module Datasets]] on Wikimedia Commons, to follow the idea of "One common data source, multiple local wikis". Most wikis have been updated to use the Commons version. You can ask questions at [[c:Category talk:Unicode Module Datasets|the talkpage]]. [https://en.wiktionary.org/wiki/Module_talk:Unicode_data#Data_from_commons] * Lua code can add warnings when something is wrong, by using the <code dir=ltr>mw.addWarning()</code> function. It is now possible to add more than one warning, instead of new warnings replacing old ones. If you maintain a Lua module that used warnings, you should check it still works as expected. [https://phabricator.wikimedia.org/T398390] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.14|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/33|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W33"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:29, 11 August 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29106516 --> == Tech News: 2025-34 == <section begin="technews-2025-W34"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/34|Translations]] are available. '''Updates for editors''' * Later this week, people who are logged-in and have the "[[mw:Special:MyLanguage/Talk pages project/Feature summary|Discussion tools]]" [[Special:Preferences#mw-prefsection-betafeatures|Beta Feature]] enabled will gain the ability to "Thank" individual comments directly from talk pages, rather than needing to navigate to page history. [[mw:Special:MyLanguage/Talk pages project/Feature summary#Comment actions|Learn more about this feature]]. [https://phabricator.wikimedia.org/T400849] * An A/B test comparing two versions of the desktop donate link launched on testwiki on 12 August and on English Wikipedia 14 August for 0.1% of logged out users on the desktop site. The experiment will run for three weeks, ending on 12 September. [https://phabricator.wikimedia.org/T395716] * An A/A test to measure the baseline for reader retention was launched 12 August using [[wikitech:Experimentation Lab|Experimentation Lab]]. This measures the percentage of users who revisit a wiki after their initial visit over a 14-day period. No visual changes are expected. The experiment will run through 31 August. [https://phabricator.wikimedia.org/T399227] * Five new wikis have been created: ** a {{int:project-localized-name-group-wikisource/en}} in [[d:Q34057|Tagalog]] ([[s:tl:|<code>s:tl:</code>]]) [https://phabricator.wikimedia.org/T388639] ** a {{int:project-localized-name-group-wikisource/en}} in [[d:Q36213|Madurese]] ([[s:mad:|<code>s:mad:</code>]]) [https://phabricator.wikimedia.org/T391747] ** a {{int:project-localized-name-group-wikipedia/en}} in [[d:Q3450749|Rakhine]] ([[w:rki:|<code>w:rki:</code>]]) [https://phabricator.wikimedia.org/T392490] ** a {{int:project-localized-name-group-wikibooks/en}} in [[d:Q13324|Minangkabau]] ([[b:min:|<code>b:min:</code>]]) [https://phabricator.wikimedia.org/T395452] ** a {{int:project-localized-name-group-wiktionary/en}} in [[d:Q7598268|Standard Moroccan Amazigh]] ([[wikt:zgh:|<code>wikt:zgh:</code>]]) [https://phabricator.wikimedia.org/T399684] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:46}} community-submitted {{PLURAL:46|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.15|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/34|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W34"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:38, 19 August 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29127690 --> == Tech News: 2025-35 == <section begin="technews-2025-W35"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/35|Translations]] are available. '''Updates for editors''' * [[File:Octicons-gift.svg|12px|link=|class=skin-invert|Wishlist item]] [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Template authors can now use additional CSS properties, since the CSS sanitizer used by [[mw:Special:MyLanguage/Help:TemplateStyles|TemplateStyles]] was updated. For example: <code>width: fit-content</code>; <code>ruby-align</code>; relative units such as <code>lh</code>; and custom strings in <code>list-style-type</code>. These improvements are a [[m:Special:MyLanguage/Community Wishlist/Wishes/Allow use of modern CSS in templates by updating the TemplateStyles CSS sanitizer|Community Wishlist wish]]. [https://phabricator.wikimedia.org/T271958][https://phabricator.wikimedia.org/T277755][https://phabricator.wikimedia.org/T293633][https://phabricator.wikimedia.org/T295088][https://phabricator.wikimedia.org/T326906][https://phabricator.wikimedia.org/T340057][https://phabricator.wikimedia.org/T360725][https://phabricator.wikimedia.org/T371809][https://phabricator.wikimedia.org/T375344][https://phabricator.wikimedia.org/T394619] * On large wikis, the default time period to display edits from, within the Special:RecentChanges page, has been changed from 7 days to 1 day. This is part of a performance improvement project. This should have no user-facing impact due to the quantity of edits on these wikis. [https://phabricator.wikimedia.org/T399455] * Administrators can now access the [[{{#special:BlockedExternalDomains}}]] page from the [[{{#special:CommunityConfiguration}}]] list page. This makes it easier to find. [https://phabricator.wikimedia.org/T393240] * Wikimedia Commons videos were not shown in the Videos tab in Google Search. The problem was investigated and reported to Google who have now fixed the issue. [https://phabricator.wikimedia.org/T396168][https://meta.wikimedia.org/wiki/Community_Wishlist/Wishes/Do_something_about_Google_%26_DuckDuckGo_search_not_indexing_media_files_and_categories_on_Commons] * One new wiki has been created: a {{int:project-localized-name-group-wiktionary/en}} in [[d:Q33014|Betawi]] ([[wikt:bew:|<code>wikt:bew:</code>]]) [https://phabricator.wikimedia.org/T402130] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:39}} community-submitted {{PLURAL:39|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * Two fields of the [[mw:Special:MyLanguage/Manual:Recentchanges table|recentchanges database table]] are being removed. <code>rc_new</code> and <code>rc_type</code> are being removed in favor of <code>rc_source</code>. Queries to these older fields will start to fail starting this week and developers should use <code>rc_source</code> instead. These older fields were deprecated over 10 years ago and should not be in use. This is part of work to improve the performance and stability of queries to the recentchanges table. [https://phabricator.wikimedia.org/T400696] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.16|MediaWiki]] '''In depth''' * The latest quarterly [[mw:Special:MyLanguage/Wikimedia Language and Product Localization/Newsletter/2025/July|Language and Internationalization Newsletter]] is now available. This edition includes: support for new languages in MediaWiki and translatewiki; the start of the Language Onboarding and Development project to help support the growth of new and small wikis; updates on research projects; and more. '''Meetings and events''' * The next [[mw:Special:MyLanguage/Wikimedia Language and Product Localization/Community meetings#29 August 2025|Language Community Meeting]] is happening soon, August 29th at [https://zonestamp.toolforge.org/1756479600 15:00 UTC]. This week's meeting will cover: the Avro keyboard developers from Wikimedia Bangladesh, who were recently awarded a national award for their contributions to this keyboard; and other topics. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/35|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W35"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:12, 26 August 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29175124 --> == Tech News: 2025-36 == <section begin="technews-2025-W36"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/36|Translations]] are available. '''Weekly highlight''' * The Editing team wants to compile a list of templates, jargon terms, and policies used in edit summaries when a copyright violation is removed. This will help them identify the number of edits reverted due to copyright issues. We invite community members from the following Wikis to list these terms in [[Phab:T402601|T402601]], or to share their list with [[User:Trizek (WMF)|Trizek_(WMF)]]: {{int:project-localized-name-arwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-cswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-dewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-enwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-eswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-fawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-frwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-hewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-idwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-itwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-jawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-nlwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-plwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ptwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-trwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ukwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-viwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-zhwiki/en}}. This project is open until September 9th 2025. '''Updates for editors''' * The [[mw:Special:MyLanguage/Help:Extension:CampaignEvents|CampaignEvents extension]] has been enabled for all Wikisources. The extension makes it easier to organize and participate in collaborative activities, like edit-a-thons and WikiProjects, on the wikis. The extension has three features: [[m:Special:MyLanguage/Event Center/Registration|Event Registration]], [[m:Special:MyLanguage/CampaignEvents/Collaboration list|Collaboration List]], and [[m:Special:MyLanguage/Connection Team/Invitation list|Invitation List]]. To request the extension for your wiki, visit the Deployment information page. [https://meta.wikimedia.org/wiki/CampaignEvents/Deployment_status#How_to_Request_the_CampaignEvents_Extension_for_your_wiki] * The lists in the footer of the editing interface, such as "Templates used on this page," will now be organized into columns when there is enough space. This enhancement minimizes scrolling when editing lengthy articles on Wikipedia. [https://phabricator.wikimedia.org/T401066] * On September 3rd, 2025 we will increase the sampling percentages of our [[mw:Special:MyLanguage/Moderator Tools/Watchlist/Experiment#Scope of the experiment|group by toggle experiment]] of the <code>Special:RecentChanges</code>, <code>Special:Watchlist</code>, and <code>Special:RelatedChanges</code> pages on the Chinese, French, and Portuguese Wikipedias to 100 percent, allowing more editors to be part of this experiment. This adjustment is intended to ensure we have sufficient data to make informed decisions when evaluating the experiment results. [https://phabricator.wikimedia.org/T402958][https://phabricator.wikimedia.org/T396789] * Upon clicking an empty search bar, logged-out users will see suggestions of articles for further reading on English Wikipedia beginning the week of September 22. The feature will be available on both desktop and mobile. All non-English wikis received this change in June and July. The goal is to make it easier for users to find articles. [[mw:Special:MyLanguage/Reading/Web/Content Discovery Experiments/Search Suggestions|Learn more]]. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:37}} community-submitted {{PLURAL:37|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.17|MediaWiki]] '''In depth''' * Wikifunctions now has a new capability called "lightweight enumeration types", an enumeration type is simply a fixed set of values that's in the type's definition. This capability makes it quick and easy to define such a type, and allows for the reuse of values that are already present in Wikidata. Here is [[f:Special:MyLanguage/Wikifunctions:Status updates/2025-07-19|a newsletter]] to learn more. * The latest [[mw:Special:MyLanguage/Readers/Newsletter updates#August 2025: Newsletter #1|Readers Newsletter]] is now available. This edition includes: the formation of two new teams — Reader Growth and Reader Experience; insights into declining pageviews and account creations; highlights from the Wikimania Nairobi panel on improving the reading experience; upcoming experiments to engage new and existing readers; and more. '''Meetings and events''' * Spotlight on some Wikimania 2025 Sessions: ** Identifying AI-generated text by searching for ISBNs whose checksums fail: Mathias Schindler of WMDE [https://www.youtube.com/watch?v=Dw9o8Lsl974&t=15910s shared tools to help communities search for these]. ** [https://wikimedia.eventyay.com/talk/wikimania2025/talk/TCHZKH/ La durabilité du mouvement Wikimedia face aux défis actuels et futurs]: This session explored how Wikimedia can stay a trusted source of knowledge in the age of generative AI, information overload, and disinformation. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/36|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W36"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:50, 1 September 2025 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29196010 --> == Tech News: 2025-37 == <section begin="technews-2025-W37"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/37|Translations]] are available. '''Weekly highlight''' * The Editing team is working on a new check: [[mw:Special:MyLanguage/Paste check|Paste check]]. This check informs newcomers who paste text into Wikipedia that the content might not be accepted. This check is an effort to increase the likelihood that the new content people are adding to Wikipedia is aligned with the Movement's commitment to offering information under a free content license. This check will soon be tested at a few wikis. If your community is interested in this test, please [[phab:T403680|tell us in this task]], or [[mw:Talk:Edit check|contact the team]]. '''Updates for editors''' * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Later this week, users of the "{{int:codemirror-beta-feature-title}}" [[Special:Preferences#mw-prefsection-betafeatures|beta feature]] will be able to use a [[w:en:Lint (software)|linting tool]] to see errors or other potential problems in wikitext in real time. See the [[mw:Special:MyLanguage/Help:Extension:CodeMirror#Linting|help page for more information]]. [https://phabricator.wikimedia.org/T381577] * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] When browsing a wiki (like <code dir=ltr>en.wikipedia.org</code>), the software responds in one of two ways: a desktop page, or a redirect to a mobile version on an "m" domain (like <code dir=ltr>en.m.wikipedia.org</code>). Over the next three weeks, MediaWiki will start displaying the mobile version to mobile devices directly on the standard domain, without this redirect. This change does not affect existing m-dot URLs, or the "Desktop view" opt-out. [[mw:Requests for comment/Mobile domain sunsetting/2025 Announcement|Learn more]]. [https://phabricator.wikimedia.org/T214998] * When an edit changes the categories of a page, the changes to the category membership counts are now happening asynchronously. This improves the speed of saving edits, especially when moving many pages to or from the same category, and reduces the risk of site outages, but it means that the counts can show outdated information for a few minutes. [https://phabricator.wikimedia.org/T365303] * Edits on Wikidata to qualifiers (properties and values) and references (properties and values) in a Wikidata item statement will now not add entries to the RecentChanges or Watchlist pages on all other Wikis. This is a temporary change to improve performance while other solutions are created. Wikidata's own pages remain unchanged. [[m:Wikidata For Wikimedia Projects/Reduce change propagation noise#Phase 1: Turn off (temporarily) Qualifiers and References Wikidata edits to the Recent Changes tables|Learn more]]. [https://phabricator.wikimedia.org/T401286][https://phabricator.wikimedia.org/T400698] * Japanese-language wikis have had a major upgrade to the way that search works. The new search should generally give more accurate and more relevant search results. [https://phabricator.wikimedia.org/T318269] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:31}} community-submitted {{PLURAL:31|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.18|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/37|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W37"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 01:14, 9 September 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29238161 --> == Tech News: 2025-38 == <section begin="technews-2025-W38"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/38|Translations]] are available. '''Updates for editors''' * References lists that are made using the <code dir=ltr><nowiki><references/></nowiki></code> [[mw:Special:MyLanguage/Help:Cite#references-tag|tag]] will now automatically display with columns in Vector 2022 when readers are using its 'standard' settings for text-size and page-width. [https://phabricator.wikimedia.org/T334941] * Starting in the week of October 6, on [[gitiles:operations/mediawiki-config/+/a2d2aaab9ace84280dd2f4c70a33bb69cd73850f/dblists/small.dblist|small wikis]] and [[gitiles:operations/mediawiki-config/+/a2d2aaab9ace84280dd2f4c70a33bb69cd73850f/dblists/medium.dblist|medium wikis]] that have the [[mw:Special:MyLanguage/Help:Extension:CampaignEvents|CampaignEvents extension]] enabled, all autoconfirmed users will be able to use [[m:Special:MyLanguage/Event Center/Registration|Event Registration]] as an organizer. No changes will be made for [[gitiles:operations/mediawiki-config/+/a2d2aaab9ace84280dd2f4c70a33bb69cd73850f/dblists/large.dblist|large wikis]] unless requested in Phabricator. This change is being made to make it easier for more people to use Event Registration, especially on wikis that are less likely to have policies related to the Event Organizer right. [[m:Special:MyLanguage/CampaignEvents/Proposal to grant autoconfirmed users on small and medium wikis the organizer access to the event registration tool|Learn more]]. * Users that search using regular expressions (regex) can now use additional features including: ** for the <code dir=ltr>intitle:</code> keyword: [[mw:Special:MyLanguage/Help:CirrusSearch#Metacharacters|metacharacters]] for start-of-line (<code dir=ltr>^</code>) and end-of-line (<code dir=ltr>$</code>) anchors [https://phabricator.wikimedia.org/T317599] ** for both <code dir=ltr>intitle:</code> and <code dir=ltr>insource:</code> keywords: shorthand [[mw:Special:MyLanguage/Help:CirrusSearch#Character_Classes|character classes]] for digits (<code dir=ltr>\d</code>), whitespace (<code dir=ltr>\s</code>), and word characters (<code dir=ltr>\w</code>); and [[mw:Special:MyLanguage/Help:CirrusSearch#Escape codes|escape codes]] for line feed (<code dir=ltr>\r</code>), newline (<code dir=ltr>\n</code>), tab (<code dir=ltr>\t</code>), and unicode (e.g. <code dir=ltr>\uHHHH</code>). [https://phabricator.wikimedia.org/T403212] * When you search for text that looks like an IP, the system will now show search results. It used to take you to the contributions for that IP instead of showing search results. [https://phabricator.wikimedia.org/T306325] * [[m:Special:MyLanguage/Tech/Server switch|All wikis will be read-only]] for a few minutes on September 24. This is planned at [https://zonestamp.toolforge.org/1758726000 15:00 UTC]. This is for the datacenter server switchover backup tests which happen twice a year. You can [[diffblog:2025/03/12/hear-that-the-wikis-go-silent-twice-a-year/|read more about the background and details of this process on the Diff blog]]. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:24}} community-submitted {{PLURAL:24|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, a bug was fixed that affected users who used the page-tabs to switch from wikitext editing of a section into the visualeditor. [https://phabricator.wikimedia.org/T401043] '''Updates for technical contributors''' * The MediaWiki Interfaces team is redesigning the Wikimedia REST API Sandbox with Codex. If you have feedback on improvements for the API documentation or what makes developer experiences smooth (or frustrating), you’re invited to [https://calendar.google.com/calendar/u/0/appointments/schedules/AcZssZ2aZzbXeQvjOF7gB1fJXiwAYemQjKf4sXNaRODPA7_obFyNBwkzNkoVCoTF-aeov89kIjXHbCQm join an upcoming discovery interview], or [[mw:MediaWiki Interfaces Team/Developer Feedback/Wikimedia Web APIs|leave feedback onwiki]]. [[listarchive:list/wikitech-l@lists.wikimedia.org/thread/C4FBAOA57PH6G5ORVMAUF5TGYBLZDU5Q/|Learn more]]. * Edits to Wikidata aliases (an alternative name for an item or a property) will now be shown in RecentChanges and Watchlist entries on other wikis less often, reducing unnecessary notifications. This will reduce the overall quantity of 'noisy' entries. Wikidata's own pages remain unchanged. [[m:Wikidata For Wikimedia Projects/Reduce change propagation noise#Phase 1: More granular Alias tracking|Learn more]]. [https://phabricator.wikimedia.org/T401288] * The new [https://www.unicode.org/versions/Unicode17.0.0/ Unicode 17.0] version has been released. The [[:c:Category:Unicode Module Datasets|datasets on Commons]] for the [[:d:Q39301585|Module:Unicode data]] have been updated. Wikipedias that do not use the Commons datasets should either update their own data or switch to the Commons datasets. * Users of the [[m:Special:MyLanguage/Wikimedia Enterprise|Wikimedia Enterprise]] Structured Contents endpoints can now access [https://enterprise.wikimedia.com/blog/parsed-wikipedia-tables/ Parsed Tables]. The new Parsed Tables feature extracts and represents Wikipedia tables in structured JSON. This improves machine accessibility as part of the [https://enterprise.wikimedia.com/api/structured-contents/ Structured Contents initiative]. Structured Contents output is freely available through the [https://enterprise.wikimedia.com/docs/on-demand/#article-structured-contents-beta On-demand API], or through Wikimedia Cloud Services. * A [https://www.kaggle.com/datasets/wikimedia-foundation/english-wikipedia-people-dataset dataset of English Wikipedia biographical information] from [[m:Special:MyLanguage/Wikimedia Enterprise|Wikimedia Enterprise]] has been published on Kaggle, for evaluation and research. This provides structured data from more than 1.5 million biographies, including birth and death dates, education, affiliations, careers, awards, and more (from a June 2024 snapshot). * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.19|MediaWiki]] '''Meetings and events''' * [[wmania:Special:MyLanguage/2026:Scholarships|Scholarship applications]] for Wikimania 2026 in Paris, France, are open until October 31. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/38|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W38"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 17:07, 15 September 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29263921 --> == Tech News: 2025-39 == <section begin="technews-2025-W39"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/39|Translations]] are available. '''Weekly highlight''' * [https://zonestamp.toolforge.org/1758726000 On September 24th at 15:00 UTC], all Wikimedia sites users will experience a brief read-only period due to a scheduled [[m:Special:MyLanguage/Tech/Server switch|datacenter server switchover]]. The Wikimedia Foundation's Site Reliability Engineering (SRE) team will redirect all traffic from one primary server to its backup. You can listen to the switchover using the [http://listen.hatnote.com/ "Listen to Wikipedia"] tool, where you will hear edits stop for a few minutes during the read-only phase, then resume. This twice-yearly datacenter server switchover ensures reliability by testing the backup datacenter, so that our sites can stay online even if the primary datacenter fails. You can [[diffblog:2025/03/12/hear-that-the-wikis-go-silent-twice-a-year/|read more about the process on the Diff blog]]. '''Updates for editors''' * Editors of [[f:Special:Mylanguage/Wikifunctions:Status updates/2025-09-12#Next round of Wiktionaries to receive embedded Wikifunctions calls|60 more Wiktionaries]] will soon be able to call [[f:Special:MyLanguage/Wikifunctions:Introduction|functions from Wikifunctions]] and integrate them into their pages. A function takes one or more inputs and transforms them into a desired output, like adding numbers, converting miles to meters, calculating elapsed time, or declining a word into a case. They will join the other [[f:Special:MyLanguage/Wikifunctions:Status updates/2025-08-29#Wikifunctions available on 65 Wiktionaries|65 Wiktionary language editions]], which already have access to embedded Wikifunctions calls. Later this year, plans are in place to expand to more Wiktionaries and the Incubator. * A new [[mw:Special:MyLanguage/Help:Magic words#Technical metadata of another page|parser function]] has been added: <code><nowiki>{{#contentmodel}}</nowiki></code>. Template editors and admins can use it to get the localized or canonical name of the [[mw:Special:MyLanguage/Help:ChangeContentModel|content model]] of a specific page. The function makes it easier to create and edit system messages, such as ''MediaWiki:editinginterface'', even when you switch types of pages, like wiki, JavaScript, CSS or JSON page. [https://phabricator.wikimedia.org/T328254] * Adding or editing a <code>DISPLAYTITLE</code> for an article using VisualEditor will no longer be broken. Editors who use VisualEditor mode to modify the <code><nowiki>{{DISPLAYTITLE}}</nowiki></code> would no longer have the literal text "DISPLAYTITLE" or its localized variant added to their articles. A list of pages that may have been affected and might need cleanup is documented in [[phab:P83438|this ticket]]. * Beta users of the Wikipedia Android app can now try the redesigned [[mw:Special:MyLanguage/Wikimedia Apps/Team/Android/Activity Tab Experiment|Activity tab]], which replaces the Edits tab. The new tab offers personalized insights into reading, editing, and donation activity, while simplifying navigation and making app use more engaging. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:12}} community-submitted {{PLURAL:12|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.20|MediaWiki]] '''In depth''' * Wikifunctions users can now import many essential facts involving [[f:Special:MyLanguage/Z6011|geo-coordinates]], [[f:Special:MyLanguage/Z6010|quantities]] and [[f:Special:MyLanguage/Z6064|time]] values from Wikidata. This is made possible by the creation of Wikifunctions types for these values, which makes them available for use by functions in Wikifunctions. Learn more about how this works in [[c:File:ImportingWikidataDatatypesIntoWikifunctions.webm|this video]] and Wikifunctions' [[f:Special:MyLanguage/Wikifunctions:Status updates/2025-08-01#News in Types I: Wikidata quantity|August 1 newsletter]] (for quantities) and [[f:Special:MyLanguage/Wikifunctions:Status updates/2025-08-22#News in Types: Wikidata geo-coordinate|August 22 newsletter]] (for geo-coordinates). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/39|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W39"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 22:55, 22 September 2025 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29305556 --> == Tech News: 2025-40 == <section begin="technews-2025-W40"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/40|Translations]] are available. '''Weekly highlight''' * A major software upgrade has been made to [[phab:|Phabricator]]. The update introduces performance improvements, a refreshed search interface, enhancements to Maniphest task search, updates to user profile pages and project workboards, new Herald automation features, as well as general text input, mobile experience improvements and more. [https://phabricator.wikimedia.org/phame/post/view/321/iterative_improvements_september_2025/] '''Updates for editors''' * The Community Tech team will release the new Community Wishlist extension on October 1, that will improve the way wishes will be submitted. The new extension will allow users to add tags to their wishes to better categorise them, and (in a future iteration) to filter them by status, tags and focus areas. It will also be possible to support individual wishes again, as requested by the community in many instances. The old system will be retired. There will be a brief period of downtime while the extension is deployed and wishes are migrated to the new system. You can read more about this [[:m:Special:MyLanguage/Community Wishlist/Updates|in the latest update]] or you can consult the [[:mw:Special:MyLanguage/Help:Extension:CommunityRequests|current documentation on MediaWiki]]. * As announced [[diffblog:2025/09/02/better-detecting-bots-and-replacing-our-captcha/|on Diff blog]], the production trial of the [[mw:Special:MyLanguage/Product Safety and Integrity/Anti-abuse signals/hCaptcha|hCaptcha]] service for bot detection has begun. The trial is currently using hCaptcha to protect account creation on Chinese, Persian, Portuguese, Indonesian, Japanese, and Turkish Wikipedias, where it will replace our existing [[mw:Special:MyLanguage/Extension:ConfirmEdit#FancyCaptcha|CAPTCHA]] (FancyCaptcha). The goal with the trial is to better block bots while also improving usability and accessibility for users who encounter CAPTCHA challenges. * The [[mw:Special:MyLanguage/Extension:CampaignEvents|CampaignEvents]] extension has been [[m:Special:MyLanguage/CampaignEvents/Deployment status|deployed]] to Wikimedia Commons. The extension makes it easier to organize and participate in collaborative activities, like edit-a-thons and WikiProjects, on the wikis. On Commons, anyone who is a registered user can use it as an event participant. To use it as an organizer, someone needs to have the [[c:Special:MyLanguage/Commons:Event organizers|event organizer right]]. * [[:m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing|Sub-referencing]], a new feature to re-use references with different details has been released to German Wikipedia. You can [[:m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing#test|test the feature]] on testwiki or [https://en.wikipedia.beta.wmcloud.org/wiki/Sub-referencing on betawiki] as well. Please share your thoughts on [[:m:Talk:WMDE Technical Wishes/Sub-referencing#Templates used in sub-references|using templates in sub-references]] or [[:m:Talk:WMDE Technical Wishes/Sub-referencing#Pilot wikis|volunteer to become a pilot wiki]]. * On wikis using the [[mw:Special:MyLanguage/Help:Growth/Mentorship|Mentorship]] system, communities can now opt experienced editors out of Mentorship through [[{{#special:CommunityConfiguration/Mentorship}}]]. Within this setting, communities may define thresholds, based on edit count and account age, to decide when an editor is considered experienced enough to no longer receive Mentorship. [https://phabricator.wikimedia.org/T403563] * The Editing Team and the Machine Learning Team are working on a new check for newcomers: [[mw:Special:MyLanguage/Edit check/Tone Check|Tone check]]. Using a prediction model, this check will encourage editors to improve the tone of their edits, using artificial intelligence. We invite volunteers to review the first version of the Tone language model for the following languages: Arabic, Czech, German, Hebrew, Indonesian, Dutch, Polish, Russian, Turkish, Chinese, Farsi, Italian, Norwegian, Romanian and Latvian. Users from these wikis interested in reviewing this model are [[mw:Special:MyLanguage/Edit_check/Tone_Check/Model_evaluation|invited to sign up at MediaWiki.org]]. The deadline to sign up is on October 3, which will be the start date of the test. * The rollout of [[:mw:Special:MyLanguage/Help:Manage blocks|multiblocks]] had the side effect that non-active block logs may have been shown on {{#special:Contributions}} and on blocked users' user and user_talk pages. This issue will be fully resolved in a few days. As part of the fix, [{{fullurl:Special:Allmessages|prefix=sp-contributions-blocked-notice}} messages prefixed with <code>sp-contributions-blocked-notice</code>] will be removed and replaced with [{{fullurl:Special:Allmessages|prefix=blocked-notice-logextract}} those prefixed with <code>blocked-notice-logextract</code>] in a few weeks. Please help translate the new messages and update any local overrides if needed. * There was a bug with links added using visual editor if they included characters such as <code dir=ltr><nowiki>[ ] |</nowiki></code> after the fragment identifier (<code><nowiki>#</nowiki></code>). They were not encoded properly creating an incorrect link. This has been fixed. [https://phabricator.wikimedia.org/T404823] * One new wiki has been created: a {{int:project-localized-name-group-wikiquote/en}} in [[d:Q9237|Malay]] ([[q:ms:|<code>q:ms:</code>]]) [https://phabricator.wikimedia.org/T404698] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:21}} community-submitted {{PLURAL:21|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the [[mw:Special:MyLanguage/Product Safety and Integrity/Anti-abuse signals/User Info|User Info Card]] now displays currently active global lock/blocks. [https://phabricator.wikimedia.org/T401128] '''Updates for technical contributors''' * Later this week, editors using Lua modules will be able to use the <code>[[mw:Special:MyLanguage/Extension:Scribunto/Lua reference manual#mw.title.newBatch|mw.title.newBatch]]</code> function to look up the existence of up to 25 pages at once, in a way that only increases the [[mw:Special:MyLanguage/Manual:Parser functions#Expensive parser functions|expensive function]] count once. * A new [[m:Special:MyLanguage/Product and Technology Advisory Council/Unsupported Tools Working Group|Unsupported Tools Working Group]] has been formed as part of ongoing efforts to collectively determine technical work priorities, similar to the [[m:Special:MyLanguage/Product and Technology Advisory Council|Product & Technology Advisory Council]] (PTAC). The working group will help prioritize and review requests for support of unmaintained extensions, gadgets, bots, and tools. For the first cycle, the group will be prioritizing an unsupported Wikimedia Commons tool. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.21|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/40|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W40"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:52, 29 September 2025 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29355230 --> == Tech News: 2025-41 == <section begin="technews-2025-W41"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/41|Translations]] are available. '''Weekly highlight''' * [[mw:Special:MyLanguage/Help:Edit check#paste|Paste Check]] is a new Edit Check feature to help avoid and fight copyright violations. When editors paste text into an article, Paste Check prompts them to confirm the origin and licensing of the content. Starting Wednesday, 8 October, [[phab:T403680|22 wikis will test Paste Check]]. Paste Check will help new volunteers understand and follow the policies and guidelines necessary to make constructive contributions to Wikipedia projects. '''Updates for editors''' * Mobile devices will receive mobile articles directly on the standard domain (like <code>en.wikipedia.org</code>), instead of via a redirect to an "m" domain (like <code>en.m.wikipedia.org</code>). This change improves performance. This week it will be enabled on Wikipedias. The existing mobile URLs and the "Desktop view" opt-out remain available. [[mw:Requests for comment/Mobile domain sunsetting/2025 Announcement|Learn more]]. [https://phabricator.wikimedia.org/T214998] * New [[mw:Special:MyLanguage/Help:CirrusSearch#creationdate and lasteditdate|date filters]], <code dir=ltr>creationdate:</code> and <code dir=ltr>lasteditdate:</code>, are now available in the wiki search engine. This allows users to filter search results by a page's first or last revision date. The filters support comparison operators (e.g. <code dir=ltr>>2024</code>) and relative dates (e.g. <code dir=ltr>today-1d</code>), making it easier to find recently updated content or pages within specific age ranges. [https://phabricator.wikimedia.org/T403593] * [[f:|Wikifunctions]] now supports rich text in embedded calls across the 150 wikis where it's enabled. To showcase this, the team created a [[f:Z26333|Latin declination table]] that Wiktionary editors can use to automatically generate noun forms, producing clear, formatted results — see an [[f:Wikifunctions:Embedded function calls/Wiktionary tables demonstration|example output]]. If you need any help or have any feedback, please [[f:Wikifunctions:Project chat|contact the Wikifunctions Team]]. [https://phabricator.wikimedia.org/T397402] * An edit link will now appear inside the categories box on article pages for logged in users, which will directly launch the VisualEditor category dialog. [https://phabricator.wikimedia.org/T291691] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:34}} community-submitted {{PLURAL:34|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, there was a problem downloading pdf files last week and that has been resolved. [https://phabricator.wikimedia.org/T405957] '''Updates for technical contributors''' * The field <code dir=ltr>rev_sha1</code> in the revision database table is being removed in favor of <code dir=ltr>content_sha1</code> in the content database table. See [https://lists.wikimedia.org/hyperkitty/list/cloud@lists.wikimedia.org/thread/2D2M3SP4WHR6BXXKTZ2PBLZQYR3EGQVR/ the announcement] for more information. * The [[mw:Special:MyLanguage/Reading/Web|Reader Experience team]] will roll out [[w:en:Light-on-dark color scheme|Dark Mode]] user interface on all Wikimedia sites on October 29, 2025. All anonymous users of Wikimedia sites will have the option to activate a color scheme that features light-colored text on a dark background. This is designed to provide a more comfortable reading experience, especially in low-light situations. Template authors and technical contributors are encouraged to [[mw:Special:MyLanguage/Reading/Web/Accessibility for reading/Updates/2024-04|learn how to make pages ready for Dark mode]] and address any compatibility issues found in templates in their wiki before the enablement. Please contact the Web team for questions or any support on [[mw:Talk:Reading/Web/Accessibility for reading#|this talk page]] before the enablement. [https://phabricator.wikimedia.org/T395628] * Starting on Monday, October 6, API endpoints under the <code>rest.php</code> path will be rerouted through a new internal API Gateway. Individual wikis will be updated based on the standard release groups, with total traffic increased over time. This change is expected to be non-breaking and non-disruptive. If any issues are observed, please file a Phabricator ticket to the [[phab:tag/serviceops/|Service Ops team board]]. [https://phabricator.wikimedia.org/T400130] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.22|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/41|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W41"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 17:23, 6 October 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29400897 --> == Tech News: 2025-42 == <section begin="technews-2025-W42"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/42|Translations]] are available. '''Weekly highlight''' * Last week, improvements to account security and two-factor authentication (2FA) features were enabled across all wikis. These changes include user interface improvements for [https://auth.wikimedia.org/metawiki/wiki/Special:AccountSecurity Special:AccountSecurity], the support of multiple 2FA methods via authenticator apps and portable security keys (previously users could only enable one method), and a new Recovery Codes module which facilitates fewer account lockouts due to lost two-factor apps and devices. As part of the [[mw:Special:MyLanguage/Product Safety and Integrity/Account Security|Account Security]] project, work is continuing through the rest of 2025 on further user experience improvements, and support for passkeys as an alternate second factor. '''Updates for editors''' * Another part of the Account security project is making 2FA generally available to all users. Along with editors with advanced privileges, such as administrators and bureaucrats, 40% of editors now have access to 2FA. You can check if you have access at [https://auth.wikimedia.org/metawiki/wiki/Special:AccountSecurity Special:AccountSecurity]. Instructions for activation are on the linked page. The plan is to continue increasing availability if it is determined that the user support capabilities are able to support global usage. [https://phabricator.wikimedia.org/T400579] * This week, users at wikis where talk page [[mw:Special:MyLanguage/Talk pages project/Usability|Usability Improvements]] are already available by default (everywhere ''except'' the 12 wikis listed in [[phab:T379264|T379264]]) will gain the ability to Thank a comment directly from the talk page it appears on. Before this change, Thanking could only be done by visiting the revision history of the talk page. You can [[diffblog:2025/10/13/revolutionizing-gratitude-a-new-era-of-thanking-comments/|learn more about this change]]. [https://phabricator.wikimedia.org/T366095] * Users who have not [[Special:Preferences#mw-prefsection-personal-email|verified their email address]] will soon be receiving monthly Notification reminders to do so. This is because users who have verified their email can more easily recover their account. These reminders will not be sent if the user is inactive or removes the unverified email from their account. [https://www.mediawiki.org/wiki/Special:MyLanguage/Help:Email_confirmation][https://phabricator.wikimedia.org/T58074] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:21}} community-submitted {{PLURAL:21|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, a fix was made for an occasional error with saving translated paragraphs in the Content Translation tool, and the related error messages are now easier to see. [https://phabricator.wikimedia.org/T376531] '''Updates for technical contributors''' * The Unsupported Tools Working Group has chosen [[c:Special:MyLanguage/Commons:Video2commons|Video2Commons]] as the first tool for its pilot cycle. The group will explore ways to improve and sustain the tool over the coming months. [[m:Special:MyLanguage/Product and Technology Advisory Council/Unsupported Tools Working Group|Learn more on Meta]]. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.23|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/42|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W42"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 18:59, 13 October 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29434481 --> == Tech News: 2025-43 == <section begin="technews-2025-W43"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/43|Translations]] are available. '''Updates for editors''' * To optimize how user data is stored in our databases, the saved preferences of users who haven't logged in for over five years and have fewer than 100 edits will be cleared. When those users return, default settings will apply. [https://phabricator.wikimedia.org/T406724] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:20}} community-submitted {{PLURAL:20|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, there was a broken link from the GlobalContributions interface message to the XTools GlobalContributions page which has now been fixed. [https://phabricator.wikimedia.org/T406415] '''Updates for technical contributors''' * The work to reroute all traffic to API endpoints under the <code dir=ltr><nowiki>rest.php</nowiki></code> route through a common API gateway is now complete. If any issues are observed, please file a phabricator ticket to the [[phab:tag/serviceops/|Service Ops team board]]. * Edits to Wikidata references or qualifiers will now be shown in RecentChanges and Watchlist entries on other wikis less often, reducing unnecessary notifications. This will reduce the overall quantity of 'noisy' entries. Wikidata's own pages remain unchanged. [https://phabricator.wikimedia.org/T401290] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.24|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/43|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W43"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:36, 20 October 2025 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29478670 --> == Tech News: 2025-44 == <section begin="technews-2025-W44"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/44|Translations]] are available. '''Updates for editors''' * The Wikipedia iOS app has launched an A/B/C test of improvements made to the tabbed browsing feature for select regions and languages. The test, named “More dynamic tabs”, explores new tab experiences and includes “Did you know” and “Because you read” article recommendations. You can [[mw:Special:MyLanguage/Wikimedia Apps/Team/iOS/Tabbed Browsing (Tabs)/New Tab Experience and Recommendations Experiment|read more on the project page]]. * Autoconfirmed users on [[gitiles:operations/mediawiki-config/+/a2d2aaab9ace84280dd2f4c70a33bb69cd73850f/dblists/small.dblist|small]] and [[gitiles:operations/mediawiki-config/+/a2d2aaab9ace84280dd2f4c70a33bb69cd73850f/dblists/medium.dblist|medium wikis]] with the CampaignEvents extension can now use [[m:Special:MyLanguage/Event Center/Registration|Event Registration]] without the Event Organizer right. This feature lets organizers enable registration, manage participants, and lets users register with one click instead of signing event pages. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:31}} community-submitted {{PLURAL:31|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the issue of flashing colors when holding or pressing the arrow keys under the dark mode settings in Vector 2022 has been fixed. [https://phabricator.wikimedia.org/T402285] '''Updates for technical contributors''' * The CampaignEvents extension will be deployed to all remaining wikis during the week of 17 November 2025. The extension currently includes three features: Event Registration, Collaboration List, and Invitation List. For this rollout, Invitation List will not be enabled on Wikifunctions and MediaWiki unless requested by those communities. [[m:Special:MyLanguage/CampaignEvents/Deployment status|Visit the deployment page to learn more]]. * The SwaggerUI-based REST sandbox experience is now live on all wiki projects. The sandbox can be accessed through the [[{{#special:RestSandbox}}]] page. Please report any issues to the MediaWiki Interfaces team board, or join the discussion on the [[mw:Special:MyLanguage/MediaWiki Interfaces Team/Feature Feedback/REST Sandbox|project launch]] page. [https://phabricator.wikimedia.org/project/board/6931/] * Transform endpoints with a trailing slash path in the MediaWiki REST API are now marked as deprecated. They will remain functional during this time, but removal is expected by the end of January 2026. All API users currently calling them are encouraged to transition to the non-trailing slash versions. Both endpoint variations can be found and tested using the [https://test.wikipedia.org/w/index.php?api=mw-extra&title=Special%3ARestSandbox REST Sandbox]. See the [[mw:API/Deprecation|MediaWiki REST API Deprecation]] page for more detailed information about the API deprecation policies and procedures. * A dedicated [[mw:API:REST API/Changelog|changelog now exists for the MediaWiki REST API]]. The changelog provides an overview of these changes, making it easier for developers to keep track of improvements and iterations. Announcements will also continue to flow through the standard communication channels, including Tech News and email distribution lists, but can now be more easily referenced from a central location. If you have feedback about the style, structure, or content of this changelog, please [[mw:API talk:REST API/Changelog|join the discussion]]. * Administrators can delete the tracking category which was previously added by the JsonConfig extension, as it is no longer used. See the categories linked from [[d:Q130635582#sitelinks-wikipedia|Q130635582]]. It is OK if there are still pages listed in the category as that is just a caching issue, and they will be automatically cleared out the next time each page is edited. [https://phabricator.wikimedia.org/T378352] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.25|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/44|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W44"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:31, 27 October 2025 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29513638 --> == Tech News: 2025-45 == <section begin="technews-2025-W45"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/45|Translations]] are available. '''Updates for editors''' * Administrators will now find that [[{{#special:MergeHistory}}]] is now significantly more flexible about what it can merge. It can now merge sections taken from the middle of the history of the source (rather than only the start) and insert revisions anywhere in the history of the destination page (rather than only the start). [https://phabricator.wikimedia.org/T382958] * For users with "{{int:discussiontools-preference-autotopicsub}}" [[Special:Preferences#mw-prefsection-editing|enabled in their preferences]], starting a new topic or adding a reply to an existing topic will now subscribe them to replies to that topic. Previously, this would only happen if the DiscussionTools "{{int:Skin-action-addsection}}" or "{{int:Discussiontools-replybutton}}" widgets were used. When DiscussionTools was originally launched existing accounts were not opted in to automatic topic subscriptions, so this change should primarily affect newer accounts and users who have deliberately changed their preferences since that time. [https://phabricator.wikimedia.org/T290778] * Scribunto modules can now be used to [[mw:Special:MyLanguage/Extension:Scribunto/Lua reference manual#SVG library|generate SVG images]]. This can be used to build charts, graphics and other visualizations dynamically through Lua, reducing the need to compose them externally and upload them as files. [https://phabricator.wikimedia.org/T405861] * Wikimedia sites now provide all anonymous users with the option to enable a dark mode color scheme, featuring light-colored text on a dark background. This enhancement aims to deliver a more enjoyable reading experience, especially in dimly lit environments. [https://phabricator.wikimedia.org/T395628] * Users with large watchlists have long faced timeouts when editing [[Special:EditWatchlist|Special:EditWatchlist]]. The page now loads entries in smaller sections instead of all at once due to a paging update, allowing everyone to edit their watchlists smoothly. As part of the database update, sorting by expiry has been removed because it was over 100× slower than sorting by title. A [https://meta.wikimedia.org/wiki/Community_Wishlist/W454 community wish] has been created to explore alternative ways to restore sort-by-expiry. If this feature is important to you, please support the wish! [https://phabricator.wikimedia.org/T41510] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:31}} community-submitted {{PLURAL:31|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the fixing of the persisting highlighting when using VisualEditor find and replace during a query. [https://phabricator.wikimedia.org/T407318] '''Updates for technical contributors''' * Since 2019 the [[m:Special:MyLanguage/Wikimedia URL Shortener|Wikimedia URL Shortener]] at https://w.wiki is available for all Wikimedia wikis to create short links to articles, permalinks, diffs, etc. It is available in the sidebar as "Get shortened URL". There are 30 wikis that also install an older "ShortUrl" extension. The old extension will soon be removed. This means <code>/s/</code> URLs will not be advertised under article titles via HTML <code dir=ltr>class="title-shortlink"</code>. The <code>/s/</code> URLs will keep working. [https://phabricator.wikimedia.org/T107188] * On Thursday, October 30, the [[:mw:Special:MyLanguage/MediaWiki Interfaces Team|MediaWiki Interfaces]] and [[:mw:Special:MyLanguage/Wikimedia Site Reliability Engineering|SRE Service Operations]] teams began rerouting Action API traffic through a common API gateway. Individual wikis will be updated based on the standard release groups, with total traffic increased over time. This change is expected to be non-breaking and non-disruptive. If any issues are observed, please file a Phabricator ticket to the [https://phabricator.wikimedia.org/tag/serviceops/ Service Ops team] board. * MediaWiki Train deployments will pause for the final two weeks of 2025: 22 December and 29 December. Backport windows will also pause between Monday, 22 December 2025 and Thursday, 2 January 2026. A backport window is a scheduled time to add things like bug fixes and configuration changes. There are seven deployment trains remaining for 2025. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/SMWTEAES4SDLDUSK4HMWNBSKNCXZAWYN/] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.26|MediaWiki]] '''In depth''' * In 2025, the Wikimedia Foundation reported that AI systems and search engines increasingly use Wikipedia content without driving users to the site, contributing to an 8% drop in human pageviews compared to 2024. After detecting bots disguised as humans, Wikimedia updated its traffic data to reflect this shift. Read more about current user trends on Wikipedia in [[diffblog:2025/10/17/new-user-trends-on-wikipedia/|a Diff blog post]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/45|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W45"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:34, 3 November 2025 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29552512 --> == Tech News: 2025-46 == <section begin="technews-2025-W46"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/46|Translations]] are available. '''Updates for editors''' [[File:Talk pages default look (April 2023).jpg|thumb|alt=Screenshot of the visual improvements made on talk pages|Example of a talk page with the new design, in French.]] * Starting November 12, users will see a change in the [[m:Special:MyLanguage/Talk pages project/Feature summary#Usability improvements|appearance of talk pages]] on [[Phab:T379264|some Wikipedias]]. Almost [[phab:T392121|all wikis]] have received this design change; [[phab:T409297|English Wikipedia]] will get these changes later. You can read more [[diffblog:2024/05/02/making-talk-pages-better-for-everyone/|on ''Diff'']]. Users can opt out of these changes [[Special:Preferences#mw-prefsection-editing|in their user preferences]] in "{{int:discussiontools-preference-visualenhancements}}". [https://phabricator.wikimedia.org/T379264] * MediaWiki can now display a [[mw:Special:MyLanguage/Help:Protection indicators|page indicator]] automatically while a page is protected. This feature is disabled by default. It can be enabled by [[m:Special:MyLanguage/Requesting wiki configuration changes|community request]]. [https://phabricator.wikimedia.org/T12347] * Using the "{{int:showpreview}}" or "{{int:showdiff}}" buttons in the wikitext editor will now carry over certain URL parameters like '[[mw:Special:MyLanguage/Manual:Parameters to index.php#useskin|useskin]]', '[[mw:Special:MyLanguage/Manual:Parameters to index.php#uselang|uselang]]' and '[[mw:Special:MyLanguage/Help:Section#Editing sections|section]]'. This update also fixes an issue where, if the browser crashed while previewing an edit to a single section, saving this edit could overwrite the entire page with just that section’s content. [https://phabricator.wikimedia.org/T62744][https://phabricator.wikimedia.org/T24029][https://phabricator.wikimedia.org/T155097] * Wikivoyage wikis can use [[mw:Special:MyLanguage/Help:Extension:Kartographer#Markers and counters|colored map markers in the article text]]. The text of these markers will now be shown in contrasting black or white color, instead of always being white. Local workarounds for the problem can be removed. [https://phabricator.wikimedia.org/T369454] * The Activity tab in the Wikipedia Android app is now available for all users. The new tab offers personalized insights into reading, editing, and donation activity, while simplifying navigation and making app use more engaging. [https://www.mediawiki.org/wiki/Wikimedia_Apps/Team/Android/Activity_Tab_Experiment] * The Reader Growth team is launching an experiment called "Image browsing" to test how to make it easier for readers to browse and discover images on Wikipedia articles. This experiment, a mobile-only A/B test, will go live on English Wikipedia in the week of November 17 and will run for four weeks, affecting 0.05% of users on English wiki. The test launched on November 3 on Arabic, Chinese, French, Indonesian, and Vietnamese wikis, affecting up to 10% of users on those wikis. [https://www.mediawiki.org/wiki/Readers/Reader_Growth/WE3.1.3_Image_Browsing] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:27}} community-submitted {{PLURAL:27|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example the inability to lock accounts on mobile sites has been fixed. [https://phabricator.wikimedia.org/T256185] '''Updates for technical contributors''' * [[wikitech:Help talk:Toolforge/Toolforge standards committee#November 2025 committee nominations|Nominations are open on Wikitech]] for new [[wikitech:Help:Toolforge/Toolforge standards committee|Toolforge standards committee]] members. The committee oversees the Toolforge [[wikitech:Help:Toolforge/Right to fork policy|Right to fork policy]] and [[wikitech:Help:Toolforge/Abandoned tool policy|Abandoned tool policy]] among other duties. Nominations will remain open through 2025-11-28. * The [[w:JSON Web Token#Standard fields|JWT issuer field]] in [[mw:Special:MyLanguage/OAuth/For Developers#OAuth 2|OAuth 2 access tokens]] for [[m:Special:MyLanguage/Help:Unified login|SUL wikis]] has been changed to <code><nowiki>https://meta.wikimedia.org</nowiki></code>. Old access tokens will still work. [https://phabricator.wikimedia.org/T399199] * The [[w:JSON Web Token#Standard fields|JWT subject field]] in [[mw:Special:MyLanguage/OAuth/For Developers#OAuth 2|OAuth 2 access tokens]] will soon change from <code><user id></code> to <code dir=ltr style="white-space:nowrap">mw:<identity type>:<user id></code>, where <code><identity type></code> is typically <code dir=ltr>CentralAuth:</code><!-- not a typo --> (for [[m:Special:MyLanguage/Help:Unified login|SUL wikis]]) or <code dir=ltr style="white-space:nowrap">local:<wiki id></code> (for other wikis). This is to avoid conflicts between different user ID types, and to make OAuth 2 access tokens and the <code>sessionJwt</code> cookie more similar. Old access tokens will still work. [https://phabricator.wikimedia.org/T399199] * MediaWiki's block messages ([[MediaWiki:Blockedtext|blockedtext]], [[MediaWiki:Blockedtext-partial|blockedtext-partial]], [[MediaWiki:Autoblockedtext|autoblockedtext]], [[MediaWiki:Systemblockedtext|systemblockedtext]], [[MediaWiki:Blockedtext-tempuser|blockedtext-tempuser]], [[MediaWiki:Autoblockedtext-tempuser|autoblockedtext-tempuser]]) now support additional parameters indicating whether the user is blocked from editing their own user talk page <code><nowiki>$9</nowiki></code> or emailing other users <code><nowiki>$</nowiki><nowiki>10</nowiki></code>. [https://phabricator.wikimedia.org/T285612] * A <code>REL1_45</code> branch for MediaWiki core and each of the extensions and skins in Wikimedia git has been created. This is the first step in the release process for MediaWiki 1.45.0, scheduled for late November 2025. If you are working on a critical bug fix or working on a new feature, you may need to take note of this change. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/ZUY7TY3Z6XPZWZVAZV63OPO5OW52Q6GE/] * The process for generating CirrusSearch dumps has been updated due to slowing performance. If you encounter any issues migrating to the replacement dumps, please contact the Search Platform Team for support. [https://phabricator.wikimedia.org/T366248][https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/3KQPOR6ACVN6OVLMLZPIBXQSWQKW4E3K/] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.2|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/46|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W46"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:38, 10 November 2025 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29606150 --> == Tech News: 2025-47 == <section begin="technews-2025-W47"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/47|Translations]] are available. '''Updates for editors''' * The [[mw:Special:MyLanguage/Readers/Reader Experience|Reader Experience team]] is experimenting with [[mw:Special:MyLanguage/Readers/Reader Experience/WE3.3.4_Reading lists|reading lists on mobile web]], allowing logged-in readers with no edits to save private lists of articles for later. The experiment is running on Arabic, Chinese, French, Indonesian, and Vietnamese Wikipedias since the week of 10 November, and will begin on English Wikipedia the week of 17 November. * Users who can’t receive their email verification code during login can now get help by submitting a form on a new special page. This update is part of the [[mw:Special:MyLanguage/Product Safety and Integrity/Account Security|Account Security]] initiative. If your account has an email address, please make sure you still have access to it. When logging in from a new device or location without 2FA, you may be asked to enter a 6-digit code sent by email to finish logging in. [[mw:Special:MyLanguage/Product Safety and Integrity/Account Security#Why are you requiring me to enter a code from my email to log in? Can I opt out of this?|Learn more]]. * One new wiki has been created: a {{int:project-localized-name-group-wikisource}} in [[d:Q13324|Minangkabau]] ([[s:min:|<code>s:min:</code>]]) [https://phabricator.wikimedia.org/T408317] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:23}} community-submitted {{PLURAL:23|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * As part of the [[mw:Special:MyLanguage/Parsoid/Parser Unification|Parser Unification]] project, the Content Transform Team rolled out Parsoid as the default parser to many low-traffic Wikipedias and is preparing the next step to high traffic ones. This message is an invitation for you to opt-in to Parsoid, as described in the [[mw:Special:MyLanguage/Help:Extension:ParserMigration|Extension:ParserMigration]] documentation, and identify any issues you might encounter with your own workflow using bots, gadgets, or user scripts. Please, let us know through the ''"Report Visual Bug"'' link in the Tools sidebar or create a phab ticket and tag the [[phab:project/view/5846|Content Transform Team in Phabricator]]. * Unsupported Tools: Several issues with [[:c:Special:MyLanguage/Commons:Video2commons|Video2Commons]] have been fixed, including filename-related upload failures, black-video imports, and retry handling. AV1 support has also been added. Ongoing work focuses on backend stability, ffmpeg errors, subtitle imports, metadata handling, and playlist uploads. To track specific tasks, check the [[phab:tag/video2commons/|Phabricator board]]. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.3|MediaWiki]] '''Meetings and events''' * Save the date for the next Wikimedia Hackathon happening in Milan, Italy from May 1–3, 2026. Registration will open in January 2026. [https://pretix.eu/wikimedia/Hackathon-2026/ Scholarship applications are currently open], and will close on November 28, 2025. If you have any questions, please email <bdi lang="en" dir="ltr">hackathon@wikimedia.org</bdi>. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/47|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W47"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 17:26, 17 November 2025 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29627455 --> == Tech News: 2025-48 == <section begin="technews-2025-W48"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/48|Translations]] are available. '''Updates for editors''' * Last week, the [[mw:Special:MyLanguage/Wikimedia Search Platform|Wikimedia Search Team]] recreated the "DWIM" (Do What I Mean) gadget functionality server-side, for Russian and Hebrew Wikipedias. This feature adds cross-keyboard suggestions to the standard search-box suggestions. For example, searching for ''<span lang="und" dir="ltr">cxfcnmt</span>'' on Russian Wikipedia will now add suggestions for ''<span lang="ru" dir="ltr">счастье</span>'' ("happiness") that the user probably intended. They plan to enable this feature for other Russian and Hebrew wikis this week. [https://phabricator.wikimedia.org/T408734] * Later this week, users of the "{{int:codemirror-beta-feature-title}}" [[Special:Preferences#mw-prefsection-betafeatures|beta feature]] will have syntax highlighting available in [[mw:Special:MyLanguage/Help:DiscussionTools|DiscussionTools]]. This requires that the "{{int:discussiontools-preference-sourcemodetoolbar}}" preference be set. [https://phabricator.wikimedia.org/T407918] * [[mw:Special:MyLanguage/Help:Extension:CampaignEvents|Campaign events extension]] – the set of tools for coordinating events and other on-wiki collaborations has now been deployed to all Wikimedia wikis. A new feature known as [[m:Special:MyLanguage/CampaignEvents/Collaborative contributions|Collaborative contribution]] to help organizers and participants see the impact of activities has also been added. Join the upcoming [[m:Special:MyLanguage/Event:Connection learning session 3|learning session]] to see the new feature in action and share your feedback. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:24}} community-submitted {{PLURAL:24|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the bug which stopped CodeReviewBot from working, has now been fixed. [https://phabricator.wikimedia.org/T410417] '''Updates for technical contributors''' * Users of Wikimedia API can join a usability study to help validate the new design of Wikimedia REST API sandboxes. Interested participants should fill the [https://wikimediafoundation.limesurvey.net/487662 recruitment survey]. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/IREJRRWTZTGCYWQHDMSNJFTQAEPOOAE3/] * The MediaWiki Interfaces team is deprecating XSLT stylesheets within the Action API. Support for <code dir=ltr>format=xml'''&xlst={stylesheet}'''</code> will be removed from Wikimedia projects by the end of November, 2025. In addition, it will soon be disabled by default in MediaWiki release versions: v1.43 (LTS), v1.44, and v1.45. Support for XSLT stylesheets will be fully removed from MediaWiki v1.46 (expected to release between April and May 2026). [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/5AX7UWAVVUNUSBOIRHMNOKWOZ5EZI3JX/] * The WDQS legacy endpoint ([https://query-legacy-full.wikidata.org/ query-legacy-full.wikidata.org]) will be decommissioned at the end of December 2025, and finally closed down on 7th January 2026. After this date, users should expect requests to query.wikidata.org that require the full graph to fail or return invalid results if they are not rewritten to use SPARQL federation. The team encourages users to ensure that tools and workflows use the supported WDQS endpoints (<span dir=ltr><nowiki>https://query.wikidata.org/</nowiki></span> - Main graph or <span dir=ltr><nowiki>https://query-scholarly.wikidata.org/</nowiki></span> - Scholarly graph). For support with migrating use cases, please review the [[d:Special:MyLanguage/Wikidata:Data_access|Data Access]] and [[d:Wikidata:Request_a_query|Request a Query]] pages for details and assistance on alternative access methods. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.4|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/48|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W48"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 15:56, 24 November 2025 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29702226 --> == Tech News: 2025-49 == <section begin="technews-2025-W49"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/49|Translations]] are available. '''Updates for editors''' * The Wikipedia Year in Review 2025 will be available on December 2 for users of iOS and Android Wikipedia apps, featuring new personalized insights, updated reading highlights, and refreshed designs. Learn more on the review's [[mw:Special:MyLanguage/Wikimedia Apps/Team/Wikipedia Year in Review/Updates|project page]]. * The Growth team is working on improving the text and presentation of the Verification Email sent to new users to make them more welcoming, useful and informative. Some new text have been drafted for A/B testing and you can help by translating them. See [[phab:T396155|Phabricator]]. * [[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]] will now be deployed at Japanese, Urdu and Chinese Wikipedias on December 2. Add a link is based on a prediction model that suggests links to be added to articles. While this feature has already been available on most Wikipedias, the prediction model could not support certain languages. A new model has now been developed to handle these languages, and it will be gradually rolled out to other Wikipedias over time. If you would like to know more, please contact [[mw:user:Trizek (WMF)|Trizek (WMF)]]. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:34}} community-submitted {{PLURAL:34|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the issue where search boxes on some Commons pages showed no results due to switch from SpecialSearch to MediaSearch, has now been fixed. [https://phabricator.wikimedia.org/T399476] * Two new wikis have been created: ** a {{int:project-localized-name-group-wikipedia}} in [[d:Q36846|Toki Pona]] ([[w:tok:|<code>w:tok:</code>]]) [https://phabricator.wikimedia.org/T404457] ** a {{int:project-localized-name-group-wikiquote}} in [[d:Q33655|Nigerian Pidgin]] ([[q:pcm:|<code>q:pcm:</code>]]) [https://phabricator.wikimedia.org/T408318] '''Updates for technical contributors''' * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.5|MediaWiki]] '''In depth''' * The Wikimedia Foundation is in the early stages of exploring approaches to '''Article guidance'''. The initiative aims to identify interventions that could help new editors easily understand and apply existing Wikipedia practices and policies when creating an article. The project is in the exploration and early experimental design phase. All community members are encouraged to [[mw:Special:MyLanguage/Article guidance|learn more]] about the project, and share their thoughts on [[mw:Special:MyLanguage/Talk:Article guidance|the talk page]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/49|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W49"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 18:57, 1 December 2025 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29732328 --> == Tech News: 2025-50 == <section begin="technews-2025-W50"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/50|Translations]] are available. '''Weekly highlight''' * Anybody who wishes to secure their user account can now use [[m:Special:MyLanguage/Help:Two-factor authentication|two-factor authentication]] (2FA). This is available to all registered users of all Wikimedia projects. This is part of the [[mw:Special:MyLanguage/Product Safety and Integrity/Account Security|Account Security]] initiative. Later, 2FA will be required for all users who can take security- or privacy-sensitive actions. '''Updates for editors''' * Following last week's deployments, the [[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]] feature, which allows editors to add suggested links during editing, will be available to an additional [[Phab:T410469|33 Wikipedias]] starting on 9 December. This expansion is possible thanks to the new prediction model that now supports all languages, including those that were previously not covered. While the feature has been available on most Wikipedias for some time, this rollout brings us closer to using the improved model everywhere. If you have any questions or would like more details please contact [[mw:user:Trizek (WMF)|Trizek (WMF)]]. * Last week, the [[mw:Special:MyLanguage/Wikimedia Search Platform|Search Platform team]] added [[w:en:Transliteration|transliterated]] as-you-type search suggestions to Georgian wikis. If there are only a few regular search suggestions, then queries in Latin or Cyrillic script [[phab:T127003|are now rewritten into Georgian script]] to look for more matches. For example, searching for either <bdi lang="ka-Latn" dir="ltr">''bedniereba''</bdi> or <bdi lang="ka-Cyrl" dir="ltr">''бедниереба''</bdi> will now suggest the existing article about <bdi lang="ka" dir="ltr">ბედნიერება</bdi> ("happiness"). You can recommend other languages where transliterated suggestions would be useful [[phab:T375215|on Phabricator]] for future development. * Later this week, a controlled experiment will begin for editors on the 100 largest Wikipedias who are editing a section in the mobile web visual editor. 50% of these editors will notice a new "Edit full page" button that will enable them to expand their editing session to the whole page. This feature is intended to make it easier for people on mobile web to edit any article section, regardless of which section-edit icon they tapped to begin. The experiment will last ~4 weeks. You can find [[phab:T409112|more details]] about the project. * Later this week, the [[mw:Special:MyLanguage/Readers/Reader Growth|Reader Growth team]] will launch a [[mw:Special:MyLanguage/Readers/Reader Growth/WE3.1.14 Expanded Mobile Sections|mobile web experiment]] to expand all article sections by default (currently they are collapsed by default) and pin the section header the user is currently reading to the top of the page. The experiment will affect 10% of users on Arabic, Chinese, French, Indonesian, and Vietnamese Wikipedias. [https://phabricator.wikimedia.org/T409485] * The [[mw:Special:MyLanguage/Wikimedia Apps/Team/Wikipedia Year in Review/2025 Year in Review|Wikipedia Year in Review 2025]], a feature in the Wikipedia mobile apps (iOS and Android) that provides users with a personalised summary of their engagement with Wikipedia over the year, is now available on the iOS and Android apps. This edition includes expanded personalised insights, improved reading highlights, new donor messaging, and updated designs. Open the app to view your Year in Review and explore your reading journey from 2025. * A recent software bug caused edits made with VisualEditor to make unintended changes to wikitext, including removing whitespace and replacing spaces with underscores in wikilinks inside citations. This was partially fixed last week, and further fixes are in progress. Editors who used VisualEditor between November 28 and December 2 should review their edits for unexpected modifications. [https://phabricator.wikimedia.org/T411238] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:23}} community-submitted {{PLURAL:23|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the incorrect handling of URLs copied from the address bar of Microsoft Edge users, has been resolved. [https://phabricator.wikimedia.org/T341281] '''Updates for technical contributors''' * Starting this week, users of the "{{int:codemirror-beta-feature-title}}" [[Special:Preferences#mw-prefsection-betafeatures|beta feature]] will have [[mw:Special:MyLanguage/Help:Extension:CodeMirror|CodeMirror]] as the editor for Lua, JavaScript, CSS, JSON and Vue content models, instead of [[mw:Special:MyLanguage/Extension:CodeEditor|CodeEditor]]. With this, the [[mw:Special:MyLanguage/Help:Extension:CodeMirror#Linting|linters]] will be upgraded. This is part of a larger effort to eventually replace CodeEditor and provide a consistent code editing experience. [https://phabricator.wikimedia.org/T373711] * Developers are encouraged to take the [https://wikimediafoundation.limesurvey.net/552643 2025 Developer Satisfaction Survey], which remains open until 5 January 2026. If you build software for the Wikimedia ecosystem and would like to share your experiences or feedback, your participation is greatly appreciated. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/W4WBKO6Q55UWWCCSFWQATKEXBEHP3QNR/] * There is no new MediaWiki version this week. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/50|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W50"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 17:45, 8 December 2025 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29738112 --> == Tech News: 2025-51 == <section begin="technews-2025-W51"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/51|Translations]] are available. '''Updates for editors''' * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:18}} community-submitted {{PLURAL:18|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, one of the fixes addressed an issue for temporary accounts adding an external URL, which triggered an hCaptcha request in more cases than intended, and did not display the required popup on the first attempt to publish the edit. [https://phabricator.wikimedia.org/T411927] '''Updates for technical contributors''' * To improve database and site performance, external links to Wikimedia projects will no longer be stored in the database. This means they will not be searchable in [[{{#special:LinkSearch}}]], will not be checked by the Spam Blacklist or AbuseFilter as new links, and will not be in the <code dir=ltr>externallinks</code> table on database replicas. In the future this may be extended to other highly-linked trusted websites on a per-wiki basis, such as Creative Commons links on Wikimedia Commons. [https://phabricator.wikimedia.org/T405005] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.7|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/51|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W51"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:03, 15 December 2025 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29796010 --> == Tech News: 2025-52 == <section begin="technews-2025-W52"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/52|Translations]] are available. '''Updates for editors''' * From January, edit filters [[mw:Special:MyLanguage/Extension:AbuseFilter/Access flags|can be set]] to automatically suppress their details such as rules and list of attempted edits and actions. This will help oversighters use edit filters to prevent doxxing or other suppressible material. [https://phabricator.wikimedia.org/T290324] * The next issue of Tech News will be sent out on 12 January 2026 because of the end of year holidays. Thank you to all of the translators, and people who submitted content or feedback, this year. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:16}} community-submitted {{PLURAL:16|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the crash that occurred when tapping "First Steps" in the Wikipedia Android Year in Review has now been fixed, and the feature opens as expected. [https://phabricator.wikimedia.org/T411546] '''Updates for technical contributors''' * Interface elements such as diffs and categories generated by MediaWiki used to have the attribute <code dir=ltr>data-mw="interface"</code> to distinguish from wiki content. The attribute has been replaced with <code dir=ltr>data-mw-interface=""</code>, to avoid potential conflicts with other <code dir=ltr>data-mw</code> attributes, which are generated by Parsoid. [https://phabricator.wikimedia.org/T409187] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] There is no new MediaWiki version this week or next week. '''Meetings and events''' * The [[mw:Wikimedia Hackathon Northwestern Europe 2026|Wikimedia Hackathon Northwestern Europe 2026]] will take place on 13-14 March 2026 in Arnhem, the Netherlands. Applications just opened mid-December and will close in mid-January or earlier if capacity is reached. With space for approximately 100 participants, early application is encouraged. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/52|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W52"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:45, 22 December 2025 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29831856 --> == Tech News: 2026-03 == <section begin="technews-2026-W03"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/03|Translations]] are available. '''Weekly highlight''' * The Wikimedia Foundation has shared some guiding questions for the July 2026–June 2027 Annual Plan on [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2026-2027/Product & Technology OKRs|Meta]] and ''[[diffblog:2025/12/10/shaping-wikimedia-foundations-2026-2027-annual-goals-key-questions-for-the-wikimedia-movement/|Diff]]''. These focus on global trends, faster and healthier experimentation, better support for newcomers, strengthening editors and advanced users, improving collaboration across projects, and growing and retaining readership. Feedback and ideas are welcome on the [[m:Talk:Wikimedia Foundation Annual Plan/2026-2027|talk page]]. '''Updates for editors''' * As part of the current work of Community Tech team on the [[m:Special:MyLanguage/Community Wishlist/W372|Multiple watchlists]] project, the display of [[Special:EditWatchlist|EditWatchlist]] will be updated as a first step towards multiple watchlists. Additionally, the pagination on [[Special:Search|Search]] will be updated too, as a part of the work on the [[m:Special:MyLanguage/Community Wishlist/W186|Revamp pagination / page navigation]] wish. [https://phabricator.wikimedia.org/T411596] * [[m:Special:GlobalWatchlist|The Global Watchlist]] is a MediaWiki [[mw:Special:MyLanguage/Extension:GlobalWatchlist|extension]] that lets you see your watchlists from different wikis on the same page. It was recently updated to look more like the regular [[Special:Watchlist|Watchlist]], such as preparing it for temporary accounts in IP masking (including rerouting user links to contributions pages), making page titles bold, and opening links in edit summaries and tags in new browser tabs. [https://phabricator.wikimedia.org/T398361][https://phabricator.wikimedia.org/T298919][https://phabricator.wikimedia.org/T273526][https://phabricator.wikimedia.org/T286309] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:28}} community-submitted {{PLURAL:28|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the issue where global blocks did not have the option to disable sending emails, has now been fixed, and will be available for use in the week of January 13. [https://phabricator.wikimedia.org/T401293] '''Updates for technical contributors''' * The [[mw:Special:MyLanguage/VisualEditor/Citation tool|VisualEditor citation tool]] and [[mw:Special:MyLanguage/Help:Reference Previews|Reference Previews]] now support "map" as a reference type. [https://phabricator.wikimedia.org/T411083] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.10|MediaWiki]]/[[mw:MediaWiki 1.46/wmf.11|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/03|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W03"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:33, 12 January 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29907192 --> == Tech News: 2026-04 == <section begin="technews-2026-W04"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/04|Translations]] are available. '''Updates for editors''' * The tray shown on [[Special:Diff|Special:Diff]] in mobile view has been redesigned. It is now collapsed by default, and incorporates a link to undo the edit being viewed, making it easier for mobile editors and reviewers to take action while keeping the interface uncluttered. [https://phabricator.wikimedia.org/T402297] * [[m:Special:GlobalWatchlist|The Global Watchlist]] lets you view your watchlists from multiple wikis on one page. The [[mw:Special:MyLanguage/Extension:GlobalWatchlist|extension]] continues to improve — it now automatically determines the text direction (ensuring correct display of sites with unusual domain names) and shows detailed descriptions for log actions. Later this week, a new permanent link for page creations and CSS classes for each entry element will be added. [https://phabricator.wikimedia.org/T412505][https://phabricator.wikimedia.org/T287929][https://phabricator.wikimedia.org/T262768][https://phabricator.wikimedia.org/T414135] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:32}} community-submitted {{PLURAL:32|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the previously observed issue in Vector 2022, where anchor link targets were obscured by the sticky header, has now been addressed. [https://phabricator.wikimedia.org/T406114] '''Updates for technical contributors''' * As mentioned in the [[m:Special:MyLanguage/Tech/News/2025/44|October 2025 deprecation announcement]], MediaWiki Interfaces team will begin sunsetting all transform endpoints containing a trailing slash from the MediaWiki REST API the week of January 26. Changes are expected to roll out to all wikis on or before January 30th. All API users currently calling them are encouraged to transition to the non-trailing slash versions. Both endpoint variations can be found, compared, and tested using the [https://test.wikipedia.org/wiki/Special:RestSandbox REST Sandbox]. If you have questions or encounter any problems, please file a ticket in Phabricator to the [https://phabricator.wikimedia.org/project/view/6931/ #MW-Interfaces-Team board]. * Interactive reference documentation for the [[mw:Special:MyLanguage/Wikimedia REST API|Wikimedia REST API]] has moved. Requests to API docs previously hosted through [[mw:Special:MyLanguage/RESTBase|RESTBase]] (e.g.: <code dir=ltr>https://en.wikipedia.org/api/rest_v1/</code>) are now redirected to the [[w:en:Special:RestSandbox|REST Sandbox]]. * The [[mw:Special:MyLanguage/Wikidata Platform|WMF Wikidata Platform team]] (WDP) has published its [[d:Special:MyLanguage/Wikidata:Wikidata Platform team/Newsletter|January 2026 newsletter]]. It includes updates on the legacy full-graph endpoint decommissioning, the User-Agent policy change, the monthly Blazegraph migration office hours, and efforts to reduce regressions caused by the legacy endpoint shutdown. As a reminder, you can [[m:Special:MyLanguage/Global message delivery/Targets/WDP team updates|subscribe to the WDP newsletter]]! * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.12|MediaWiki]] '''Meetings and events''' * The [[mw:Wikimedia Hackathon Northwestern Europe 2026|Wikimedia Hackathon Northwestern Europe 2026]] will take place on 13-14 March 2026 in Arnhem, the Netherlands. Applications opened mid-December and will close soon or when capacity is reached. It's a two-day, technically oriented hackathon bringing together Wikimedians from the region. Hope to see you there! '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/04|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W04"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:29, 19 January 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29943403 --> == Tech News: 2026-05 == <section begin="technews-2026-W05"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/05|Translations]] are available. '''Updates for editors''' * Wikimedia Foundation invites comments on [[m:Special:MyLanguage/Product and Technology Advisory Council/Year1 Reflections and Proposed Way Forward 2026 Update|proposed future]] of the [[:m:Special:MyLanguage/Product and Technology Advisory Council|Product and Technology Advisory Council]] until 28 February. * All users with registered accounts can now use passkeys for [[m:Special:MyLanguage/Help:Two-factor authentication|two-factor authentication]] (2FA). Passkeys are a simple way to log in without using a second device. They verify the user's identity using a fingerprint, face scan, or a PIN code. To set up a passkey, first set up a regular 2FA method. Currently, to log in with a passkey, users must also use a password. Later this quarter, passwordless login will allow users to log in with a single click and a passkey. Users with advanced rights will also be required to have 2FA enabled. This is part of the [[mw:Special:MyLanguage/Product Safety and Integrity/Account Security|Account Security]] project. * Unregistered contributors on blocked IPs or blocked IP ranges can now interact on-wiki to appeal a block by creating a temporary account to appeal a block on the user talk page, unless the "prevent this user from editing their own talk page" is enabled. This solves the problem of logged-out users unable to use the default unblock process via user talk page. [https://phabricator.wikimedia.org/T398673] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:20}} community-submitted {{PLURAL:20|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the Two-Factor Authentication (2FA) methods description on the management page has been updated. It is now clearer and easier for users to understand and make use of. [https://phabricator.wikimedia.org/T332385] '''Updates for technical contributors''' * A new AbuseFilter variable, <code>account_type</code>, has been added to provide a reliable way to determine the account type being created in the <code>createaccount</code> and <code>autocreateaccount</code> actions. As part of this change, the variable <code>accountname</code> has been renamed to <code>account_name</code>, and <code>accountname</code> is now deprecated. Edit filter managers should update any filters that use hardcoded account type checks or the deprecated variable. [https://phabricator.wikimedia.org/T414049] * Image thumbnails that are requested in non-standard sizes, and using non-standard methods such as direct requests to <code dir=ltr><nowiki>upload.wikimedia.org/…</nowiki></code> will stop working in the near future. This change is to prevent ongoing external abuse by web-scrapers and bots. Some users with custom CSS/JS, Interface Admins who can fix gadgets and local skins, and Tool-authors, will need to update their code to use standard thumbnail sizes. [[phab:T414805|Details, search-links, and examples of how to fix them, are available in the task]]. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.13|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/05|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W05"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:17, 26 January 2026 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29969530 --> == Tech News: 2026-06 == <section begin="technews-2026-W06"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/06|Translations]] are available. '''Updates for editors''' * The "{{int:pageinfo-toolboxlink}}" feature, which gives validating information about a page ([{{fullurl:{{FULLPAGENAME}}|action=info}} example]), now automatically includes a table of contents. If there is a local [[{{ns:8}}:Pageinfo-header]] page created by individual users, it can now be removed. [https://phabricator.wikimedia.org/T363726] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:21}} community-submitted {{PLURAL:21|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, VisualEditor previously added bold or italic formatting inside link descriptions, making the wikicode complex. This has now been fixed. [https://phabricator.wikimedia.org/T409669] '''Updates for technical contributors''' * There was no XML dump on 20 January. Additionally, from now on, dumps will be generated once per month only. [https://phabricator.wikimedia.org/T414389] * The MediaWiki Interfaces team removed support for all transform endpoints containing a trailing slash from the [https://www.mediawiki.org/wiki/Special:MyLanguage/API:REST%20API MediaWiki REST API]. All API users currently calling those endpoints are encouraged to transition to the non-trailing slash versions. If you have questions or encounter any problems, please file a ticket in phabricator to the [https://phabricator.wikimedia.org/project/view/6931/ #MW-Interfaces-Team board]. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.14|MediaWiki]] '''Weekly highlight''' * Users are reminded that the Wikimedia Foundation has shared some guiding questions for the July 2026–June 2027 Annual Plan on [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2026-2027/Product & Technology OKRs|Meta]] and ''[[diffblog:2025/12/10/shaping-wikimedia-foundations-2026-2027-annual-goals-key-questions-for-the-wikimedia-movement/|Diff]]''. These focus on global trends, faster and healthier experimentation, better support for newcomers, strengthening editors and advanced users, improving collaboration across projects, and growing and retaining readership. Feedback and ideas are welcome on the [[m:Talk:Wikimedia Foundation Annual Plan/2026-2027|talk page]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/06|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W06"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 17:43, 2 February 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30000986 --> == Tech News: 2026-07 == <section begin="technews-2026-W07"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/07|Translations]] are available. '''Updates for editors''' * [[File:Maki-gift-15.svg|12px|link=|class=skin-invert|Wishlist item]] Logged-in contributors who manage large or complex watchlists can now organise and filter watched pages in ways that improve their workflows with the new [[mw:Special:MyLanguage/Help:Watchlist labels|Watchlist labels]] feature. By adding custom labels (for example: pages you created, pages being monitored for vandalism, or discussion pages) users can more quickly identify what needs attention, reduce cognitive load, and respond more efficiently. This improves watchlist usability, especially for highly active editors. * A new feature available on [[Special:Contributions|Special:Contributions]] shows [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts|temporary accounts]] that are likely operated by the same person, and so makes patrolling less time-consuming. Upon checking contributions of a temporary account, users with access to temporary account IP addresses can now see a view of contributions from the related temporary accounts. The feature looks up all the IPs associated with a given temporary account within the data retention period and shows all the contributions of all temporary accounts that have used these IPs. [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts#February 2026: Improvements to the patroller tooling|Learn more]]. [https://phabricator.wikimedia.org/T415674] * When editors preview a wikitext edit, the reminder box that they are only seeing a preview (which is shown at the top), now has a grey/neutral background instead of a yellow/warning background. This makes it easier to distinguish preview notes from actual warnings (for example, edit conflicts or problematic redirect targets), which will now be shown in separate warning or error boxes. [https://phabricator.wikimedia.org/T414742] * The [[m:Special:GlobalWatchlist|Global Watchlist]] lets you view your watchlists from multiple wikis on one page. The [[mw:Special:MyLanguage/Extension:GlobalWatchlist|extension]] continues to improve — it now properly supports more than one Wikibase site, for example both [[d:|Wikidata]] and [[testwikidata:|testwikidata]]. In addition, issues regarding text direction have been fixed for users who prefer Wikidata or other Wikibase sites in right-to-left (RTL) languages. [https://phabricator.wikimedia.org/T415440][https://phabricator.wikimedia.org/T415458] * The automatic "magic links" for ISBN, RFC, and PMID numbers have been [[mw:Special:MyLanguage/Help:Magic links|deprecated in wikitext since 2021]] due to inflexibility and difficulties with localization. Several wikis have successfully replaced RFC and PMID magic links with equivalent external links, but a template was often required to replace the functionality of the ISBN magic link. There is now a new [[mw:Special:MyLanguage/Help:Magic words#isbn|built-in parser function]] <code dir=ltr><nowiki>{{#isbn}}</nowiki></code> available to replace the basic functionality of the ISBN magic link. This makes it easier for wikis who wish to migrate off of the deprecated magic link functionality to do so. [https://phabricator.wikimedia.org/T145604] * Two new wikis have been created: ** a {{int:project-localized-name-group-wikipedia}} in [[d:Q35401|Jju]] ([[w:kaj:|<code>w:kaj:</code>]]) [https://phabricator.wikimedia.org/T413283] ** a {{int:project-localized-name-group-wikipedia}} in [[d:Q1186896|Nawat]] ([[w:ppl:|<code>w:ppl:</code>]]) [https://phabricator.wikimedia.org/T413273] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:23}} community-submitted {{PLURAL:23|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * A new global user group has been created: [[{{int:grouppage-local-bot}}|{{int:group-local-bot}}]]. It will be used internally by the software to allow community bots to bypass rate limits that are applied to abusive [[w:en:Web scraping|web scrapers]]. Accounts that are approved as bots on at least one Wikimedia wiki will be automatically added to this group. It will not change what user permissions the bot has. [https://phabricator.wikimedia.org/T415588] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.15|MediaWiki]] '''Meetings and events''' * The [[mw:Special:MyLanguage/MediaWiki Users and Developers Conference Spring 2026|MediaWiki Users and Developers Conference, Spring 2026]] will be held March 25–27 in Salt Lake City, USA. This event is organized by and for the third-party MediaWiki community. You can propose sessions and register to attend. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/AZBWVI46SDEB65PGR5J6E4TYOQQEZXM7/] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/07|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W07"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:30, 9 February 2026 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30026671 --> == Tech News: 2026-08 == <section begin="technews-2026-W08"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/08|Translations]] are available. '''Weekly highlight''' * The [[mw:Special:MyLanguage/Wikimedia Site Reliability Engineering|SRE Team]] will be performing a cleanup of Wikimedia's [[m:Special:MyLanguage/Etherpad|Etherpad]] instance, the web-based editor for real-time collaborative document editing. All pads will be permanently deleted after 30 April, 2026 – if there are still migration projects in progress at that point the team can revisit the date on a case by case basis. Please create local backups of any content you wish to keep, as deleted data cannot be recovered. This cleanup helps reduce database size and minimize infrastructure footprint. Etherpad will continue to support real-time collaboration, but long-term storage should not be expected. Additional cleanups may occur in the future without prior notice. [https://phabricator.wikimedia.org/T415237] '''Updates for editors''' * The Information Retrieval team will be launching an [[mw:Special:MyLanguage/Readers/Information Retrieval/Phase 1|Android mobile app experiment]] that tests hybrid search capabilities which can handle both semantic and keyword queries. The improvement of on-platform search will enable readers to find what they’re looking for directly on Wikipedia more easily. The experiment will first be launched on Greek Wikipedia in late February, followed by English, French, and Portuguese in March. [https://diff.wikimedia.org/2026/01/08/semantic-search-making-it-easier-to-find-the-information-readers-want/ Read more] on Diff blog. [https://www.mediawiki.org/wiki/Readers/Information_Retrieval] * The Reader Growth team will run [[mw:Special:MyLanguage/Readers/Reader Growth/WE3.10.2 Mobile Table of Contents|an experiment]] for mobile web users, that adds a table of contents and automatically expands all article sections, to learn more about navigation issues they face. The test will be available on Arabic, Chinese, English, French, Indonesian, and Vietnamese Wikipedias. * Previously, site notices ([[{{ns:8}}:Sitenotice]] and [[{{ns:8}}:Anonnotice]]) would only render on the desktop site. Now, they will render on all platforms. Users on mobile web will now see these notices and be informed. Site administrators should be prepared to test and fix notices on mobile devices to avoid interference with articles. To opt out, interface admins can add <code dir="ltr">#siteNotice { display: none; }</code> to [[{{ns:8}}:Minerva.css]]. [https://phabricator.wikimedia.org/T138572][https://phabricator.wikimedia.org/T416644] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:19}} community-submitted {{PLURAL:19|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue on [[Special:RecentChanges|Special:RecentChanges]] has been fixed. Previously, clicking hide in the active filters caused the "view new changes since…" button to disappear, though it should have remained visible. The button now behaves as expected. [https://phabricator.wikimedia.org/T406339] '''Updates for technical contributors''' * New documentation is now available to help editors debug on-site search features. It supports troubleshooting when pages do not appear in results, when ranking seems unexpected, and when you need to inspect what content is being indexed, helping make search behavior easier to understand and analyze. [[mw:Help:CirrusSearch/Debug|Learn more]]. [https://phabricator.wikimedia.org/T411169] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.16|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/08|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W08"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:17, 16 February 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30086330 --> == Tech News: 2026-09 == <section begin="technews-2026-W09"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/09|Translations]] are available. '''Weekly highlight''' * [[mw:Special:MyLanguage/Edit check/Reference Check|Reference Check]] has been deployed to English Wikipedia, completing its rollout across all Wikipedias. The feature prompts newcomers to add a citation before publishing new content, helping reduce common citation-related reverts and improve verifiability. In A/B testing, the impact was substantial: newcomers shown Reference Check were approximately 2.2 times more likely to include a reference on desktop and about 17.5 times more likely on mobile web. [https://analytics.wikimedia.org/published/reports/editing/reference_check_ab_test_report_final_2025.html] '''Updates for editors''' * The [[mw:Special:MyLanguage/Extension:InterwikiSorting|InterwikiSorting extension]], which allowed for the [[m:Special:MyLanguage/Interwiki sorting order|sorting of interwiki links]], has been undeployed from Wikipedia. As a result, editors who had enabled interwiki link sorting in non-compact mode (full list format) will now see links reordered. The links moving forward will be listed in the alphabetical order of language code. [https://phabricator.wikimedia.org/T253764] * Later this week, people who are editing a page-section using the mobile visual editor, will notice a new "Edit full page" button. When tapped, you will be able to edit the entire article. This helps when the change you want to make is outside the section you initially opened. [https://phabricator.wikimedia.org/T387175][https://phabricator.wikimedia.org/T409112] * [[mw:Special:MyLanguage/Readers/Reader Experience|The Reader Experience team]] is inviting editors to assess whether dark mode should still be considered "beta" on their wiki, based on their experience of how well it functions on desktop and mobile. If the feature is deemed mature, editors can update the interface messages in <code dir=ltr>MediaWiki:skin-theme-description</code> and <code dir=ltr>MediaWiki:Vector-night-mode-beta-tag</code> to indicate that dark mode is ready and no longer considered beta. * The improved [[mw:Wikimedia_Apps/Team/iOS/Activity_Tab|Activity tab]] which displays user-insights is now available to all users of the Wikipedia iOS app (version 7.9.0 and later). Following earlier A/B testing that showed higher account creation among users with access to the feature, it has been rolled out to 100% of users along with some updates. The Activity tab now shows your edited articles in the timeline, offers editing impact insights like contribution counts and article view trends, and customization options to improve in-app experience for users. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:21}} community-submitted {{PLURAL:21|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, a bug that prevented [[mw:Special:MyLanguage/Extension:DiscussionTools|DiscussionTools]] from working on mobile has now been fixed, restoring full functionality. [https://phabricator.wikimedia.org/T415303] '''Updates for technical contributors''' * The [[m:Special:GlobalWatchlist|Global Watchlist]] lets you view your watchlists from multiple wikis on one page. The [[mw:Special:MyLanguage/Extension:GlobalWatchlist|extension]] that makes this possible continues to improve. The latest upgrade is the inclusion of a [[mw:Extension:GlobalWatchlist#hook|new hook]], <code dir=ltr>ext.globalwatchlist.rebuild</code>, which fires after each watchlist rebuild. This allows you to run gadgets and user scripts for the Special page. [https://phabricator.wikimedia.org/T275159] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.17|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/09|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W09"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:03, 23 February 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30119102 --> == Tech News: 2026-10 == <section begin="technews-2026-W10"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/10|Translations]] are available. '''Weekly highlight''' * Wikipedia 25 [[m:Special:MyLanguage/Wikipedia 25/Easter egg experiments|Birthday mode]] is now live on Betawi, Breton, Chinese, Czech, Dutch, English, French, Gorontalo, Indonesian, Italian, Luxembourgish, Madurese, Sicilian, Spanish, Thai, and Vietnamese Wikipedias! This limited-time campaign feature celebrates 25 years of Wikipedia with a birthday mascot, Baby Globe. When turned on, Baby Globe is shown on [[m:Special:MyLanguage/Wikipedia 25/Easter egg experiments/article configuration|~2,500 articles]], waiting to be discovered by readers. Communities can choose to turn Birthday mode on by getting consensus from their community and asking an admin to enable the feature and customize it via [[m:Special:MyLanguage/Wikipedia 25/Easter egg experiments#Community Configuration Demo|community configuration]] on the local wiki. '''Updates for editors''' * [[:m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing|Sub-referencing]], a new feature to re-use references with different details has been released to Swedish Wikipedia, Polish Wikipedia and [[:phab:T418209|a couple of other wikis]]. You can [[:m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing#test|try the feature]] on these projects or on testwiki and [https://en.wikipedia.beta.wmcloud.org/wiki/Sub-referencing betawiki]. Learnings from the first pilot wiki German Wikipedia have been [[:m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing/Learnings|published in a report]]. Reach out to the Wikimedia Deutschland team if you are [[:m:Talk:WMDE Technical Wishes/Sub-referencing#Pilot wikis|interested in becoming a pilot wiki]]. * [[mw:Special:MyLanguage/Help:Edit check#Paste check|Paste Check]] will become available at all Wikipedias this week. The feature prompts newcomers who are pasting text they are not likely to have written into VisualEditor to consider whether doing so risks a copyright violation. Paste Check [[mw:Special:MyLanguage/Edit check/Tags|tags]] all edits where it is shown for potential review. Local administrators can configure various aspects of the feature via [[{{#special:EditChecks}}]]. [[mw:Special:MyLanguage/Edit check/Paste Check#A/B Experiment|Research]] across 22 wikis found that Paste Check resulted in an 18% decrease in relative reverted-edits compared to the control group. Translators can [https://translatewiki.net/w/i.php?title=Special%3ATranslate&group=ext-visualeditor-ve-mw-editcheck&filter=&optional=1&action=translate help to localize] this and related features. * The [[mw:Special:MyLanguage/Readers/Reader Experience|Reader Experience team]] will be standardizing the user menu in the top right for all mobile users so that it is closer to the desktop experience. Currently this user menu is only visible to users with Advanced Mobile Controls (AMC) turned on. The only change is that a couple buttons previously in the left-side menu will move to the top right for users who do not have AMC turned on. This change is expected to go out March 9 and seeks to improve the user interface. [https://phabricator.wikimedia.org/T413912] * Starting in the week of March 2, the emails sent out when an email address was added, removed, or changed for an account will switch to a substantially nicer and clearer HTML email from the prior plaintext one. [https://phabricator.wikimedia.org/T410807] * Notifications are currently limited to 2,000 historic entries per user, and extend back to 2013 when the feature was released. This is going to be changed to only store Notifications from the last 5 years, but up to 10,000 of them. This will help with long-term infrastructure health and help to prevent more recent notifications from disappearing too soon. [https://phabricator.wikimedia.org/T383948] * The [[m:Special:GlobalWatchlist|Global Watchlist]] which lets you view your watchlists from multiple wikis on a single page continues to see improvements. The latest update improves label usage experience. The [[mw:Special:MyLanguage/Extension:GlobalWatchlist|extension]] now allows activating the [[mw:Special:MyLanguage/Manual:Language#Fallback languages|language fallback system]] for Wikidata items without labels in the viewed language, and showing those labels in the user’s preferred Wikidata language if no <code dir=ltr>uselang=</code> URL parameter is provided. [https://phabricator.wikimedia.org/T373686][https://phabricator.wikimedia.org/T416111] * The Wikipedia Android team has started a beta test of [[mw:Special:MyLanguage/Readers/Information Retrieval/Phase 1|hybrid search]] on Greek Wikipedia. Hybrid search capabilities can handle both semantic and keyword queries enabling readers to find what they’re looking for directly on Wikipedia more easily. * For security reasons, members of certain user groups are [[m:Special:MyLanguage/Mandatory two-factor authentication for users with some extended rights|required to have two-factor authentication]] (2FA) enabled. Currently, 2FA is required to use the group, but not to be a member of it. Given that this model still has some vulnerabilities, the situation will [[phab:T418580|gradually change in March]]. Members of these groups will be unable to disable last 2FA method on their account, and it will be impossible to add users without 2FA to these groups. Users will still be able to add new authentication methods or remove them, as long as at least one method is continuously enabled. In the second half of March, users without 2FA will be removed from these groups. This applies to: CentralNotice administrators, checkusers, interface administrators, suppressors, Wikidata staff, Wikifunctions staff, WMF Office IT and WMF Trust & Safety. Nothing will change for other users. See the linked task for deployment schedule. [https://phabricator.wikimedia.org/T418580] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:27}} community-submitted {{PLURAL:27|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the issue preventing users from creating an instance in [https://www.wikibase.cloud/ Wikibase.cloud] has now been fixed. [https://phabricator.wikimedia.org/T416807] '''Updates for technical contributors''' * To help ensure [[mw:Special:MyLanguage/MediaWiki Product Insights/Responsible Reuse|fair use of infrastructure]], over the next month the Wikimedia Foundation will implement global API rate limits across our APIs. In early March, stricter limits will be applied to unidentified requests from outside Toolforge/WMCS and API requests that are made from web browsers. In April, higher limits will be applied to identified traffic. These limits are intentionally set as high as possible to minimise impact on the community. Bots running in Toolforge/WMCS or with the bot user right on any wiki should not be affected for now. However, all developers are advised to follow updated best practices. For more information, see [[mw:Special:MyLanguage/Wikimedia APIs/Rate limits|Wikimedia APIs/Rate limits]]. * The Wikidata Query Service Linked Data Fragment (LDF) endpoint will be decommissioned in February. This endpoint served limited traffic, which was successfully migrated to other data access methods that were better suited to support existing use cases. The hardware used to support the LDF endpoint will be reallocated to support the ongoing backend migration efforts. [https://phabricator.wikimedia.org/T415696] * The new Parsoid parser [[mw:Special:MyLanguage/Parsoid/Parser Unification/Updates|continues to be deployed to additional wikis]], improving platform sustainability and making it easier to introduce new reading and editing features. Parsoid is now the default parser on 488 WMF wikis (268 Wikipedias), now covering more than 10% of all Wikipedia page views. * The process and criteria for [[Special:MyLanguage/Wikimedia Enterprise#Access|requesting exceptional access]] to the high volume feed of the ''Wikimedia Enterprise'' APIs (at no cost for mission-aligned usecases), [[m:Talk:Wikimedia Enterprise#Exceptional access criteria|have now been published]]. This is to provide more thorough and clearer documentation for users. * [https://techblog.wikimedia.org/ Tech Blog], the blog dedicated to the Wikimedia technical community [https://techblog.wikimedia.org/2026/02/24/a-tech-blog-diff/ will be migrating] to [[diffblog:|Diff]], the community news and event blog. The migration should be complete in April 2026, after which new posts will be accepted for publishing. Readers will be able to access posts – old and new – on the landing page at https://diff.wikimedia.org/techblog. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.18|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/10|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W10"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 17:51, 2 March 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30137798 --> == Tech News: 2026-11 == <section begin="technews-2026-W11"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/11|Translations]] are available. '''Weekly highlight''' * [[m:Special:MyLanguage/Tech/Server switch|All wikis will be read-only]] for a few minutes on Wednesday, 25 March 2026 at [https://zonestamp.toolforge.org/1774450800 15:00 UTC]. This is for the datacenter server switchover backup tests, [[wikitech:Deployments/Yearly calendar|which happen twice a year]]. During the switchover, all Wikimedia website traffic is shifted from one primary data center to the backup data center to test availability and prevent service disruption even in emergencies. * Last week, all wikis had 2 hours of read-only time, and extended unavailability for user-scripts and gadgets. This was due to a security incident which has since been resolved. Work is ongoing to prevent re-occurrences. For current information please see the [[m:Steward's noticeboard#Statement on Meta about today's user script security incident|post on the Stewards' noticeboard]] ([[m:Special:MyLanguage/Wikimedia Foundation/Product and Technology/Product Safety and Integrity/March 2026 User Script Incident|translations]]). '''Updates for editors''' * Users facing multiple blocks on mobile will now see the reasons for each block separately, instead of a generic message. This helps them understand why they are blocked and what steps they can take to resolve the issue. For example, users affected for using common VPNs (such as [[Special:MyLanguage/Apple iCloud Private Relay|iCloud Private Relay]]) will receive clearer guidance on what they need to do to start editing again. [https://phabricator.wikimedia.org/T357118] * Later this week, [[mw:Special:MyLanguage/VisualEditor/Suggestion Mode|Suggestion Mode]] will become available as a beta feature within the visual editor at all Wikipedias. This feature proactively suggests various types of actions that people can consider taking to improve Wikipedia articles, and learn about related guidelines. The feature is locally configurable, and can also be locally expanded with custom Suggestions. Current settings can be seen at [[Special:EditChecks]] and there are [[mw:Special:MyLanguage/Help:Suggestion mode#For administrators %E2%80%93 local customization|instructions for how administrators can customize]] the links to point to local guidelines. The feature is connected to [[mw:Special:MyLanguage/Help:Edit check|Edit check]] which suggests improvements while someone is writing new content. In the future, the Editing team plans to evaluate the feature's impact with newcomers through a controlled experiment. [https://phabricator.wikimedia.org/T404600] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:23}} community-submitted {{PLURAL:23|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the issue where the cursor became misaligned during the use of CodeMirror’s syntax highlighting, which makes wikitext and code easier to read, has now been fixed. This problem specifically affected users who defined a font rule in a custom stylesheet while creating a new topic with DiscussionTools. [https://phabricator.wikimedia.org/T418793] '''Updates for technical contributors''' * API rate limiting update: To help ensure [[mw:Special:MyLanguage/MediaWiki Product Insights/Responsible Reuse|fair use of infrastructure]], global API rate limits will be applied this week to requests without a compliant User-Agent that originate from outside Toolforge/WMCS and to unauthenticated requests made from web browsers. Higher limits will be applied to identified traffic in April. Bots running in Toolforge/WMCS or with the bot user right on any wiki should not be affected for now. However, all developers are advised to follow updated best practices. For more information, see [[mw:Special:MyLanguage/Wikimedia APIs/Rate limits|Wikimedia APIs/Rate limits]]. * The new GraphQL API has been released. The API was developed as a flexible alternative to select features of the Wikidata Query Service (WDQS), to improve developer experience and foster adaptability, and efficient data access. Try it out and [[d:Wikidata:Wikibase GraphQL#Feedback and development|give feedback]]. You can also [https://greatquestion.co/wikimediadeutschland/GraphQLAPI/apply sign up for usability tests]. * The [[m:Special:MyLanguage/Product and Technology Advisory Council/Unsupported Tools Working Group|PTAC Unsupported Tools Working Group]] continued improvements to [[commons:Special:MyLanguage/Commons:Video2commons#|Video2Commons]] in February, with fixes addressing authentication errors, large-file handling, task queue visibility, and clearer upload behavior. Work is still ongoing in some areas, including changes related to deprecated server-side uploads. Read [[m:Special:MyLanguage/Product and Technology Advisory Council/Unsupported Tools Working Group#February 2026|this update]] to learn more. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.19|MediaWiki]] '''In depth''' * The Article Guidance team invites experienced Wikipedia editors from selected [[mw:Special:MyLanguage/Article guidance/Pilot wikis and collaborators#Collaborators|pilot wikis]] and interested contributors from other Wikipedias to fill out this questionnaire which is available in [https://docs.google.com/forms/d/e/1FAIpQLSfmLeVWnxmsCbPoI_UF2jyRcn73WRGWCVPHzerXb4Cz97X_Ag/viewform English], [https://docs.google.com/forms/d/e/1FAIpQLSd6rzr4XXQw8r4024fE3geTPFe13M_6w7Mitj-YJi0sOlWTAw/viewform?usp=header Arabic], [https://docs.google.com/forms/d/e/1FAIpQLSdok3-RfB18lcugYTUMGkpwmqG_8p760Wv4dCXitOXOszjUDw/viewform?usp=header Bengali], [https://docs.google.com/forms/d/e/1FAIpQLSfjTfYp4jEo0akA4B1e-Nfg3QZPCudUjhJzHzzDi6AHyAaMGA/viewform?usp=header Japanese], [https://docs.google.com/forms/d/e/1FAIpQLScteVoI29Aue4xc72dekk-6RYtvmMgQxzMI900UOawrFrSTWg/viewform?usp=header Portuguese], [https://docs.google.com/forms/d/e/1FAIpQLSetdxnYwL3ub2vqA7awCg5hJZPMIYcDPaiTe12rY9h0GYnVlw/viewform?usp=header Persian], and [https://docs.google.com/forms/d/e/1FAIpQLScNvfJF-Ot-4pzA4qAN771_0QDJ4Li19YcUsaTgSKW8Nc7U_Q/viewform?usp=header Turkish]. Your answers will help the team customize guidance for less experienced editors and help them learn community policies and practices while creating an article. Learn more [[mw:Special:MyLanguage/Article guidance|on the project page]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/11|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W11"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 18:53, 9 March 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30213008 --> == Tech News: 2026-12 == <section begin="technews-2026-W12"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/12|Translations]] are available. '''Updates for editors''' * The [[mw:Special:MyLanguage/Help:Extension:CodeMirror|{{int:codemirror-beta-feature-title}}]] beta feature, also known as [[mw:Special:MyLanguage/Extension:CodeMirror|CodeMirror 6]], has been used for wikitext syntax highlighting since November 2024. It will be promoted out of beta by May 2026 in order to bring improvements and new [[mw:Special:MyLanguage/Help:Extension:CodeMirror#Features|features]] to all editors who use the standard syntax highlighter. If you have any questions or concerns about promoting the feature out of beta, [[mw:Special:MyLanguage/Help talk:Extension:CodeMirror|please share]]. [https://phabricator.wikimedia.org/T259059] * Some changes to local user groups are performed by stewards on Meta-Wiki and logged there only. Now, interwiki rights changes will be logged both on Meta-Wiki and the wiki of the target user to make it easier to access a full record of user's rights changes on a local wiki. Past log entries for such changes will be backfilled in the coming weeks. [https://phabricator.wikimedia.org/T6055] * On wikis using [[m:Special:MyLanguage/Flagged Revisions|Flagged Revisions]], the number of pending changes shown on [[{{#Special:PendingChanges}}]] previously counted pages which were no longer pending review, because they have been removed from the system without being reviewed, e.g. due to being deleted, moved to a different namespace, or due to wiki configuration changes. The count will be correct now. On some wikis the number shown will be much smaller than before. There should be no change to the list of pages itself. [https://phabricator.wikimedia.org/T413016] * Wikifunctions composition language has been rewritten, resulting in a new version of the language. This change aims to increase service stability by reducing the orchestrator's memory consumption. This rewrite also enables substantial latency reduction, code simplification, and better abstractions, which will open the door to later feature additions. Read more about [[f:Special:MyLanguage/Wikifunctions:Status updates/2026-03-11|the changes]]. * Users can now sort search results alphabetically by page title. The update gives an additional option to finding pages more easily and quickly. Previously, results could be sorted by Edit date, Creation date, or Relevance. To use the new option, open 'Advanced Search' on the search results page and select 'Alphabetically' under 'Sorting Order'. [https://phabricator.wikimedia.org/T403775] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:28}} community-submitted {{PLURAL:28|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the bug that prevented UploadWizard on Wikimedia Commons from importing files from Flickr has now been fixed. [https://phabricator.wikimedia.org/T419263] '''Updates for technical contributors''' * A new special page, [[{{#special:LintTemplateErrors}}]], has been created to list transcluded pages that are flagged as containing lint errors to help users discover them easily. The list is sorted by the number of transclusions with errors. For example: [[{{#special:LintTemplateErrors}}/night-mode-unaware-background-color]]. [https://phabricator.wikimedia.org/T170874] * Users of the [[mw:Special:MyLanguage/Help:Extension:CodeMirror|{{int:codemirror-beta-feature-title}}]] beta feature have been using [[mw:Special:MyLanguage/Extension:CodeMirror|CodeMirror]] instead of [[mw:Special:MyLanguage/Extension:CodeEditor|CodeEditor]] for syntax highlighting when editing JavaScript, CSS, JSON, Vue and Lua content pages, for some time now. Along with promoting CodeMirror 6 out of beta, the plan is to replace CodeEditor as the standard editor for these content models by May 2026. [[mw:Special:MyLanguage/Help talk:Extension:CodeMirror|Feedback or concerns are welcome]]. [https://phabricator.wikimedia.org/T419332] * The [[mw:Special:MyLanguage/Extension:CodeMirror|CodeMirror]] JavaScript modules will soon be upgraded to CodeMirror 6. Leading up to the upgrade, loading the <code dir=ltr>ext.CodeMirror</code> or <code dir=ltr>ext.CodeMirror.lib</code> modules from gadgets and user scripts was deprecated in July 2025. The use of the <code dir=ltr>ext.CodeMirror.switch</code> hook was also deprecated in March 2025. Contributors can now make their scripts or gadgets compatible with CodeMirror 6. See the [[mw:Special:MyLanguage/Extension:CodeMirror#Gadgets and user scripts|migration guide]] for more information. [https://phabricator.wikimedia.org/T373720] * The MediaWiki Interfaces team is expanding coverage of REST API module definitions to include [[mw:Special:MyLanguage/API:REST API/Extensions|extension APIs]]. REST API modules are groups of related endpoints that can be independently managed and versioned. Modules now exist for [https://phabricator.wikimedia.org/T414470 GrowthExperiments] and [https://phabricator.wikimedia.org/T419053 Wikifunctions] APIs. As we migrate extension APIs to this structure, documentation will move out of the main MediaWiki OpenAPI spec and REST Sandbox view, and will instead be accessible via module-specific options in the dropdown on the [https://test.wikipedia.org/wiki/Special:RestSandbox REST Sandbox] (i.e., [[{{#Special:RestSandbox}}]], available on all wiki projects). * The [[mw:Special:MyLanguage/Extension:Scribunto|Scribunto]] extension provides different pieces of information about the wiki where the module is being used via the [[mw:Special:MyLanguage/Extension:Scribunto/Lua reference manual|mw.site]] library. Starting last week, the library also provides a [[mw:Special:MyLanguage/Extension:Scribunto/Lua reference manual#mw.site.wikiId|way]] of accessing the [[mw:Special:MyLanguage/Manual:Wiki ID|wiki ID]] that can be used to facilitate cross-wiki module maintenance. [https://phabricator.wikimedia.org/T146616] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.20|MediaWiki]] '''In depth''' * The [[m:Special:MyLanguage/Coolest Tool Award|2026 Coolest Tool Award]] celebrating outstanding community tools, is now open for nominations! Nominate your favorite tool using the [https://wikimediafoundation.limesurvey.net/435684?lang=en nomination survey] form by 23 March 2026. For more information on privacy and data handling, please see the [[foundation:Special:MyLanguage/Legal:Coolest_Tool_Award_2026_Survey_Privacy_Statement|survey privacy statement]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/12|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W12"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:35, 16 March 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30260505 --> == Tech News: 2026-13 == <section begin="technews-2026-W13"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/13|Translations]] are available. '''Weekly highlight''' * Wikimedia site users can now log in without a password using passkeys. This is a secure method supported by fingerprint, facial recognition, or PIN. With this change, all users who opt for passwordless login will find it easier, faster, and more secure to log in to their accounts using any device. The new passkey login option currently appears as an autofill suggestion in the username field. An additional [[phab:T417120|"Log in with passkey" button]] will soon be available for users who have already registered a passkey. This update will improve security and user experience. The [[c:File:Passwordless_login_screencast.webm|screen recording]] demonstrates the passwordless login process step by step. * [[m:Special:MyLanguage/Tech/Server switch|All wikis will be read-only]] for a few minutes on Wednesday, 25 March 2026 at [https://zonestamp.toolforge.org/1774450800 15:00 UTC]. This is for the datacenter server switchover backup tests, [[wikitech:Deployments/Yearly calendar|which happen twice a year]]. During the switchover, all Wikimedia website traffic is shifted from one primary data center to the backup data center to test availability and prevent service disruption even in emergencies. '''Updates for editors''' * Wikimedia site users can now export their notifications older than 5 years using a [[toolforge:echo-chamber|new Toolforge tool]]. This will ensure that users retain their important notifications and avoid them being lost based on the planned change to delete notifications older than 5 years, as previously announced. [https://phabricator.wikimedia.org/T383948] * Wikipedia editors in Indonesian, Thai, Turkish, and Simple English now have access to Special:PersonalDashboard. This is an [[mw:Special:MyLanguage/Moderator Tools/Dashboard|early version of an experience]] that introduces newer editors to patrolling workflows, making it easier for them to move from making edits to participating in more advanced moderation work on their project. [https://phabricator.wikimedia.org/T402647] * The [[Special:Block]] now has two minor interface changes. Administrators can now easily perform indefinite blocks through a dedicated radio button in the expiry section. Also, choosing an indefinite expiry provides a different set of common reasons to select from, which can be changed at: [[MediaWiki:Ipbreason-indef-dropdown]]. [https://phabricator.wikimedia.org/T401823] * Mobile editors [[mw:Special:MyLanguage/Contributors/Account Creation Experiments#Logged-out|at several wikis]] can now see an improved logged-out edit warning, thanks to the recent updates from the Growth team. These changes released last week are part of ongoing efforts and tests to enhance [[mw:Special:MyLanguage/Contributors/Account Creation Experiments|account creation experience on mobile]] and then increase participation. [https://phabricator.wikimedia.org/T408484] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:36}} community-submitted {{PLURAL:36|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the bug that prevented mobile web users from seeing the block information when affected by multiple blocks has been fixed. They can now see messages of all the blocks currently affecting them when they access Wikipedia. '''Updates for technical contributors''' * Images built using Toolforge will soon get the upgraded buildpacks version, bringing support for newer language versions and other upstream improvements and fixes. If you use Toolforge Build Service, review the recent [https://lists.wikimedia.org/hyperkitty/list/cloud-announce@lists.wikimedia.org/thread/EMYTA32EV2V5SQ2JIEOD2CL66YFIZEKV/ cloud-announce email] and update your build configuration as necessary to ensure your tools are compatible. [https://wikitech.wikimedia.org/w/index.php?title=Help:Toolforge/Building_container_images&oldid=2392097#Buildpack_environment_upgrade_process][https://phabricator.wikimedia.org/T380127] * The [https://api.wikimedia.org/wiki/Main_Page API Portal] documentation wiki will shut down in June 2026. API keys created on the API Portal will continue to work normally. api.wikimedia.org endpoints will be deprecated gradually starting in July 2026. Documentation on the API Portal is moving to [[mw:Wikimedia APIs|mediawiki.org]]. Learn more on the [[wikitech:API Portal/Deprecation|project page]]. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.21|MediaWiki]] '''In depth''' * [[m:Special:MyLanguage/WMDE Technical Wishes|WMDE Technical Wishes]] is considering improvements to [[m:WMDE Technical Wishes/References/VisualEditor automatic reference names|automatically generated reference names in VisualEditor]]. Please check out the [[m:WMDE Technical Wishes/References/VisualEditor automatic reference names#Proposed solutions|proposed solutions]] and participate in the [[m:Talk:WMDE Technical Wishes/References/VisualEditor automatic reference names#Request for comment|request for comment]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/13|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W13"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 16:51, 23 March 2026 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30268305 --> == Tech News: 2026-14 == <section begin="technews-2026-W14"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/14|Translations]] are available. '''Weekly highlight''' * The Beta version of [[abstract:|Abstract Wikipedia]] a new Wikimedia project which is language-independent, was launched last week. The project allows communities to build Wikipedia articles in their native language, which can be readily accessed by other users in their own languages. The wiki is powered by instructions from Wikifunctions and also based on structured content from Wikidata. [[:f:Special:MyLanguage/Wikifunctions:Status updates/2026-03-26|Read more]]. '''Updates for editors''' * The Growth team is running an A/B test to evaluate a clearer, more user-friendly message that promotes account creation on wikis. Currently when logged-out mobile users begin editing, they see a jarring warning message that can feel abrupt and discouraging. This also presents temporary account editing as the default rather than encouraging account creation. The test is running on ten Wikipedias, including Arabic, French, Spanish and German. [[mw:Special:MyLanguage/Contributors/Account Creation Experiments#2. Improve logged-out warning message (T415160)|Read more]]. * The Wikimedia Apps team is inviting feedback on [[mw:Special:MyLanguage/Wikimedia Apps/Team/Future of Editing on the Mobile Apps|how editing should work on the Wikipedia mobile apps]]. The discussion focuses on improving how users access editing tools when they tap "Edit". This is part of a broader effort to convert readers who develop an interest in editing, to access a more user-friendly pathway to start contributing. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:45}} community-submitted {{PLURAL:45|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where citation fetching from the large newspaper archive [https://www.newspapers.com Newspapers.com] was no longer working, due to a block in [[mw:Special:MyLanguage/Citoid|Citoid]] requests, has now been fixed. [https://phabricator.wikimedia.org/T419903] '''Updates for technical contributors''' * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.22|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/14|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W14"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:25, 30 March 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30329462 --> == Tech News: 2026-15 == <section begin="technews-2026-W15"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/15|Translations]] are available. '''Updates for editors''' * The [[mw:Special:MyLanguage/Help:Extension:CampaignEvents|CampaignEvents extension]] now includes a new group goal-setting feature, enabling organizers to set and track event goals such as the number of articles created and participating contributors in real time. Similarly, participants can work toward shared targets and see their collective impact as the event unfolds. The feature is now available on all Wikimedia wikis. Learn more in [[mw:Special:MyLanguage/Help:Extension:CampaignEvents/Registration/Collaborative contributions#Goal setting|the documentation]]. * [[File:Maki-gift-15.svg|12px|link=|class=skin-invert|Wishlist item]] The new [[mw:Special:MyLanguage/Help:Watchlist labels|watchlist labels]] feature (announced in [[m:Special:MyLanguage/Tech/News/2026/07|Tech News 2026-07]]) is now available via VisualEditor, the source editor, and the 'watchstar' (or watch link, for skins that don't have a star icon). Previously it was only possible to assign labels via [[Special:EditWatchlist|EditWatchlist]]. In all three places it is a new field following the expiry field. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:23}} community-submitted {{PLURAL:23|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the issue where talk pages on mobile with Parsoid are unusable after empty section headers, has now been fixed. [https://phabricator.wikimedia.org/T419171] '''Updates for technical contributors''' * The [[m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing|sub-referencing feature]], which lets editors add details to an existing reference without duplicating it, will be gradually rolled out to [[phab:T414094|more wikis]] later this year. Wikis using the [[mw:Special:MyLanguage/Reference Tooltips|Reference Tooltips]] gadget are encouraged to update their version (typically at [[m:MediaWiki:Gadget-ReferenceTooltips.js|MediaWiki:Gadget-ReferenceTooltips.js]] as shown [https://en.wikipedia.org/w/index.php?diff=1344408362 here]) to ensure compatibility. Other reference-related gadgets may also be affected. [https://phabricator.wikimedia.org/T416304] * All Wikinews editions will be closed and switched to read-only mode on 4 May 2026. Content will remain accessible, but no new edits or articles can be added. This closure was approved by the Board of Trustees of the Wikimedia Foundation following extended discussions. [[m:Wikimedia Foundation Board noticeboard#Board of Trustees Approves Closure of Wikinews|Read more]]. * The [[:mw:Special:MyLanguage/API:Action API|Action API]] has had several formats for requested output. One of them, <bdi lang="zxx" dir="ltr"><code><nowiki>format=php</nowiki></code></bdi>, is being removed soon. Please ensure your scripts or bots use the [[mw:Special:MyLanguage/API:Data formats#Output|JSON format]]. This removal should affect very few scripts and bots. [https://phabricator.wikimedia.org/T118538] * The [[Special:NamespaceInfo|Special:NamespaceInfo]] page now includes namespace aliases. For example "WP" for the "Project" ("Wikipedia") namespace on the German Wikipedia. [https://phabricator.wikimedia.org/T381455] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.23|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/15|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W15"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 16:19, 6 April 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30362761 --> == Tech News: 2026-16 == <section begin="technews-2026-W16"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/16|Translations]] are available. '''Weekly highlight''' * Experienced editors are invited to [https://b24e11a4f1.catalyst.wmcloud.org/wiki/Main_Page test] the [[mw:Special:MyLanguage/Article guidance|Article guidance]] feature, designed to help less-experienced editors create well-structured, policy-compliant Wikipedia articles. Testing instructions are [[mw:Special:MyLanguage/Article guidance/Test feature guide|available]]. Also, after reviewing [https://b24e11a4f1.catalyst.wmcloud.org/wiki/Category:Pages_using_article_guidance the outlines], please provide feedback on the [[mw:Talk:Article guidance|project talk page]]. Based on your input, the feature will be refined and transferred to the pilot Wikipedias to translate and adapt. Check out [[c:File:Article Guidance workflow demo - April 2026.webm|the video]] explaining the feature. '''Updates for editors''' * On most wikis, all autoconfirmed users can now use [[Special:ChangeContentModel|Special:ChangeContentModel]] page to [[mw:Special:MyLanguage/Help:ChangeContentModel|create new pages with custom content models]], such as mass message lists, making custom page formats more accessible. Check [[Special:ListGroupRights|Special:ListGroupRights]] for the status of your wiki. [https://phabricator.wikimedia.org/T248294] * The Growth team has launched an [[mw:Special:MyLanguage/Contributors/Account_Creation_Experiments|account creation experiment]] to evaluate whether adding an account creation button to the mobile web header increases new account registrations and encourages more mobile users to contribute to the wikis. The experiment is currently live on Hindi, Indonesian, Bengali, Thai, and Hebrew Wikipedia, and targets 10% of logged-out mobile web users. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:30}} community-submitted {{PLURAL:30|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where VisualEditor could get stuck loading on Windows devices with animations turned off, has now been fixed. [https://phabricator.wikimedia.org/T382856] '''Updates for technical contributors''' * Starting later this week, {{int:group-abusefilter}} who have the [[mw:Special:MyLanguage/Help:Extension:CodeMirror|{{int:codemirror-beta-feature-title}}]] beta feature enabled will have [[mw:Special:MyLanguage/Extension:CodeMirror|CodeMirror]] instead of [[mw:Special:MyLanguage/Extension:CodeEditor|CodeEditor]] as the editor at [[Special:AbuseFilter|Special:AbuseFilter]]. This is part of the broader effort to make the user experience more consistent across all editors. [https://phabricator.wikimedia.org/T399673][https://phabricator.wikimedia.org/T419332] * Tools and bots that access the [[mw:Special:MyLanguage/Notifications/API|Notifications API]] (<bdi lang="zxx" dir="ltr"><code><nowiki>action=query&meta=notifications</nowiki></code></bdi>) will need to update their OAuth or BotPassword grants to also include access to private notifications. [https://phabricator.wikimedia.org/T421991] * Due to a library upgrade, listings on category pages may be displayed out of order starting on Monday, 20th April. A migration script will be run to correct this, and will take hours to days depending on the size of the wiki (up to a week for English Wikipedia). [https://phabricator.wikimedia.org/T422544] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.24|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/16|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W16"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 15:19, 13 April 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30380527 --> == Tech News: 2026-17 == <section begin="technews-2026-W17"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/17|Translations]] are available. '''Weekly highlight''' * After two years of development, [[mw:Special:MyLanguage/Help:Extension:CodeMirror|{{int:codemirror-beta-feature-title}}]], also known as [[mw:Special:MyLanguage/Extension:CodeMirror|CodeMirror 6]], is to be promoted out of beta on Tuesday, April 21. It brings better code and wikitext readability, reduction in typing errors, and other [[mw:Special:MyLanguage/Help:Extension:CodeMirror|benefits]] to all users of the standard syntax highlighter. A huge thank you to volunteer [https://phabricator.wikimedia.org/p/Bhsd/ Bhsd] who developed many of the new features, including [[mw:Special:MyLanguage/Help:Extension:CodeMirror#Code folding|code folding]], [[mw:Special:MyLanguage/Help:Extension:CodeMirror#Autocompletion|autocompletion]], and [[mw:Special:MyLanguage/Help:Extension:CodeMirror#Linting|linting]]. [https://phabricator.wikimedia.org/T259059] * A major update to the Wikipedia app for iOS is now rolling out, redesigning the interface to align with Apple's latest "Liquid Glass" visual design. [https://apps.apple.com/us/app/wikipedia/id324715238 Download the latest version] and explore the update. '''Updates for editors''' * [[mw:Special:MyLanguage/Readers/Reader Experience/WE3.3.4 Reading lists|Reading lists]] is a feature which allows readers to save articles to a list for reading later. This feature is now in beta on Arabic, French, Indonesian, Vietnamese, and Chinese Wikipedias and by default for all new accounts on all Wikipedias. * An experiment which explores extending [[mw:Special:MyLanguage/Readers/Reader Growth/Mobile page previews|Page Previews to mobile web]] will be launched in the week of April 20 on Arabic, English, French, Italian, Polish, and Vietnamese Wikipedias. Page Previews are pop-ups that display a thumbnail, lead paragraph, and a link to open the full article of a blue link, thereby improving content discovery. The feature is already available on desktop and in the apps. [[m:Special:MyLanguage/List of experiments in Product and Technology#Template|Read more about this experiment and others]]. * On several wikis, logged-in editors who haven't [[mw:Special:MyLanguage/Help:Email confirmation|confirmed their email addresses]] can now see a banner encouraging them to do so. Having the email address confirmed allows a user to restore access to the account if they lose it. [[mw:Special:MyLanguage/Product Safety and Integrity/Account Security#Encouraging users to confirm their email addresses|Learn more]]. [https://phabricator.wikimedia.org/T421366] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:15}} community-submitted {{PLURAL:15|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where editing very large wiki pages in the 2017 wikitext editor caused slow loading, preview and scrolling lag, and performance issues when selecting, cutting, or pasting content, has now been fixed. [https://phabricator.wikimedia.org/T184857] '''Updates for technical contributors''' * As part of the promotion of [[mw:Special:MyLanguage/Help:Extension:CodeMirror|CodeMirror]] from a beta feature, all users will use [[mw:Special:MyLanguage/Extension:CodeMirror|CodeMirror]] instead of [[mw:Special:MyLanguage/Extension:CodeEditor|CodeEditor]] for syntax highlighting when editing JavaScript, CSS, JSON, Vue and Lua content pages. [https://phabricator.wikimedia.org/T419332] * The <code>mirrors.wikimedia.org</code> service for Debian and Ubuntu users will sunset and stop working on May 15. The resources for the service will be replaced with new and better options. Some users may need to switch to a different server which should take about a minute. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/LJYRIS4WB66HIRCAO4GIDTXCMDVZRBMA/ You can read more]. [https://phabricator.wikimedia.org/T416707] * The <bdi lang="zxx" dir="ltr"><code><nowiki>image</nowiki></code></bdi> and <bdi lang="zxx" dir="ltr"><code><nowiki>oldimage</nowiki></code></bdi> table will be removed from [[wikitech:Help:Wiki Replicas|wikireplicas]]. If your tools or queries access <bdi lang="zxx" dir="ltr"><code><nowiki>image</nowiki></code></bdi> or <bdi lang="zxx" dir="ltr"><code><nowiki>oldimage</nowiki></code></bdi> directly, please update them to use the <bdi lang="zxx" dir="ltr"><code><nowiki>file</nowiki></code></bdi> and <bdi lang="zxx" dir="ltr"><code><nowiki>filerevision</nowiki></code></bdi> table before 28 May. [https://phabricator.wikimedia.org/T28741] * Following the recent implementation of global API rate limits on unidentified traffic, the Wikimedia Foundation will continue efforts to ensure [[mw:Special:MyLanguage/MediaWiki Product Insights/Responsible Reuse|fair use of infrastructure]] by applying global limits to identified API traffic beginning the last week of April. These limits are intentionally set as high as possible to minimise impact on the community. Bots running in Toolforge/WMCS or with the bot user right on any wiki should not be affected for now. However, all developers are advised to follow updated best practices. For more information, see [[mw:Special:MyLanguage/Wikimedia APIs/Rate limits|Wikimedia APIs/Rate limits]] and [[mw:Special:MyLanguage/Wikimedia APIs/Rate limits/FAQ|Frequently Asked Questions]]. * The [[mw:Special:MyLanguage/Attribution API|Attribution API]] is now available as a [[mw:Special:MyLanguage/Wikimedia APIs/Stability policy|beta]]. The API fetches information for crediting Wikimedia articles and media files wherever they are used. Reference documentation is available through the REST Sandbox special page available on all Wikimedia wikis (such as the [https://en.wikipedia.org/w/index.php?api=attribution.v0-beta&title=Special%3ARestSandbox REST sandbox on English Wikipedia]). Share your feedback on the [[mw:Talk:Attribution API|project talk page]]. * There is no new MediaWiki version this week. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/17|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W17"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 15:00, 20 April 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30432763 --> == Tech News: 2026-18 == <section begin="technews-2026-W18"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/18|Translations]] are available. '''Updates for editors''' * There is a change in how new users are autoconfirmed that will improve anti-vandalism protection. Currently, users who have had an account for a few days and made a few edits are automatically added to the [[{{int:grouppage-autoconfirmed/{{CONTENTLANGUAGE}}}}|{{int:group-autoconfirmed}}]] group. This configuration tends to be exploited by some vandals, who create accounts and start to use them only after some time. To mitigate this, the configuration will be updated next week so that – for the purpose of becoming autoconfirmed – the account age will be counted from their first edit, instead of registration date. The numeric value of the age threshold will remain the same. This change will be deployed only to wikis which require at least one edit as part of the autoconfirmation conditions. [https://phabricator.wikimedia.org/T418484] * All Wikipedia users with new accounts and those who activated the "automatically enable most beta features" option in their preference can now use the [[mw:Special:MyLanguage/Readers/Reader Experience/WE3.3.4 Reading lists|reading lists]] beta feature to save articles for later reading. This helps organize reading interests in one place for convenient access. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:30}} community-submitted {{PLURAL:30|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the issue where infobox images have huge padding in Firefox, has been fixed. [https://phabricator.wikimedia.org/T423676] '''Updates for technical contributors''' * As a reminder, the global API rate limits will be applied this week to identified API traffic. This is to help ensure [[mw:MediaWiki Product Insights/Responsible Reuse|fair use of infrastructure]]. Bots running in Toolforge/WMCS or with the bot user right on any wiki should not be affected for now. However, all developers are advised to follow updated best practices. For more information, including the actual rate limits, see [[mw:Wikimedia APIs/Rate limits|Wikimedia APIs/Rate limits]] and [[mw:Wikimedia APIs/Rate limits/FAQ|Frequently Asked Questions]]. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.26|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/18|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W18"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 18:06, 27 April 2026 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30458046 --> == Tech News: 2026-19 == <section begin="technews-2026-W19"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/19|Translations]] are available. '''Weekly highlight''' * The [[mw:Special:MyLanguage/Article guidance|Article guidance]] team invites experienced editors of [[mw:Special:MyLanguage/Article guidance/Pilot wikis and collaborators|pilot Wikipedias]]—Arabic, Bangla, Japanese, Portuguese, Persian, Turkish, Simple English, Spanish, and French—to help translate and adapt [https://b24e11a4f1.catalyst.wmcloud.org/wiki/Category:Pages_using_article_guidance sample outlines]. These outlines will guide editors in creating clear, well-structured, and policy-compliant articles when using [https://b24e11a4f1.catalyst.wmcloud.org/wiki/Special:NewArticle the feature] once it is launched in May 2026. [[mw:Special:MyLanguage/Article guidance#Adapting a sample outline in a Wikipedia|Simple instructions]] on how to translate and adapt the outlines are available. '''Updates for editors''' * The [[:m:Special:MyLanguage/Product and Technology Advisory Council|Product and Technology Advisory Council]] has published [[:m:Special:MyLanguage/Product and Technology Advisory Council/May 2026 draft PTAC recommendation for feedback|draft recommendations]] on a model that affiliates can follow when contributing to the technical space. Community members are invited to provide feedback on the recommendation until May 8th [[:m:Talk:Product and Technology Advisory Council/May 2026 draft PTAC recommendation for feedback|on the talk page]]. * The number of available thumbnail size preferences in MediaWiki is being reduced to three standardized options—Small (180px), Regular (250px), and Large (400px), as part of ongoing efforts to improve performance and reduce strain on thumbnail services. As a result, existing preferences will be mapped to the nearest new size (for example, smaller selections like 120px or 150px will render at 180px, while larger ones like 300px or 360px will render at 400px). The preferences interface will soon be updated to reflect these changes, and users who wish to opt out or provide feedback can do so. [https://phabricator.wikimedia.org/T424909] * From now on, even when a permission expires automatically, users will receive an Echo notification similar to the standard notification for permission changes. There is a difference between this and [[m:Special:MyLanguage/Global reminder bot|Global reminder bot]] in that the latter reminds users a week ''before'' the rights are due to expire, so that they can renew the rights. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:32}} community-submitted {{PLURAL:32|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the problem where the ULS language selector in [[m:Special:Translate|Special:Translate]] would scroll vertically when it shouldn't, has been resolved. Previously, when users opened the "Translate to English" dropdown and typed certain inputs, the dialog would scroll vertically by a few pixels even when there was enough space to display all results. The dropdown no longer shifts unnecessarily when filtering languages. [https://phabricator.wikimedia.org/T358864] * The [[m:Special:GlobalWatchlist|Global Watchlist]], which lets you view your watchlists from multiple wikis on a single page, continues to improve. For example, watchlists for Wikibase sites such as [[:d:|Wikidata]] now support [[mw:Special:MyLanguage/Extension:EntitySchema|EntitySchema]] elements for better tracking. The Live Updates mode now refreshes the special page every 60 seconds to comply with the updated [[mw:Special:MyLanguage/Wikimedia APIs/Rate limits|global API rate limits]] for improved real-time responsiveness. Additionally, a directionality bug that displayed links as "changes 3" instead of "3 changes" in mixed-direction lists has been fixed. [https://phabricator.wikimedia.org/T415450][https://phabricator.wikimedia.org/T424422][https://phabricator.wikimedia.org/T418091] '''Updates for technical contributors''' * The second phase of [[mw:Special:MyLanguage/Wikimedia APIs/Rate limits|global API rate limits]] has been rolled out to reduce the [[diffblog:2026/03/26/quo-vadis-crawlers-progress-and-whats-next-on-safeguarding-our-infrastructure/|impact of AI crawlers]] and ensure fair, sustainable access to Wikimedia resources, prioritising human and mission-aligned traffic. [[mw:Special:MyLanguage/Wikimedia APIs/Rate limits#Limits|Limits]] have been shifted from per-hour to per-minute, producing smoother traffic patterns and more predictable API load. Community users are not expected to be affected, and no action is required. Early indications show some User-Agent-based requestors are adjusting behaviour, and around 64% of automated API traffic has been identified. Monitoring continues, and Wikimedia Enterprise remains available for commercial support. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.27|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/19|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W19"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:43, 4 May 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30498077 --> == Tech News: 2026-20 == <section begin="technews-2026-W20"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/20|Translations]] are available. '''Weekly highlight''' * Community Tech has published [[m:Special:MyLanguage/Community Wishlist/How to write a good wish|new guidance]] explaining how wishes on Community Wishlist are triaged and prioritized. The documentation is intended to help contributors write stronger proposals by clarifying the factors that influence prioritization decisions. Beyond vote counts, the guidance highlights considerations such as potential impact on the community when determining which wishes move forward. '''Updates for editors''' * The Reader Growth team is launching an experiment to test a new [[mw:Special:MyLanguage/Readers/Reader_Growth/Share_Card|Share Card feature]] that allows readers to create visually engaging cards from Wikipedia articles or selected article sections and share them online, with each card linking back to the original article to help expand readership and article discovery. The mobile-only A/B test will be available to a portion of readers on Arabic, Chinese, French, Vietnamese, and English Wikipedia to better understand reading and sharing habits, and is scheduled to begin the week of May 18 and run for four weeks. * The Android and iOS Wikipedia apps recently released the [[mw:Special:MyLanguage/Wikimedia_Apps/Team/25th_Birthday_Reading_Challenge|25-day reading challenge]] into Beta, as part of efforts to drive reader engagement by encouraging users to complete reading milestones. To track their reading streak during the challenge, App users can add a widget featuring Baby Globe to their home screen. The challenge officially begins May 11. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:17}} community-submitted {{PLURAL:17|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where the global preference for enabling syntax highlighting in wikitext could unexpectedly disable itself after being turned on, has now been fixed. [https://phabricator.wikimedia.org/T425286] '''Updates for technical contributors''' * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The ResourceLoader module <bdi lang="zxx" dir="ltr"><code><nowiki>mediawiki.ui.input</nowiki></code></bdi>, deprecated since [[m:Special:MyLanguage/Tech/News/2023/39|September 2023]], will be removed this week. There is a [[mw:Special:MyLanguage/Codex/Migrating_from_MediaWiki_UI|guide for migrating from MediaWiki UI to Codex]] for any tools that use it. [https://phabricator.wikimedia.org/T420125] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.2|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/20|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W20"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:20, 11 May 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30524429 --> == Tech News: 2026-21 == <section begin="technews-2026-W21"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/21|Translations]] are available. '''Weekly highlight''' * The Abstract Wikipedia team has identified five potential pilot wikis to assess their interest in adopting abstract articles on their wikis. The pilots are Malayalam, Bengali, Dagbani, Arabic, and Indonesian Wikipedia. The feedback period will be open until May 22. If your community is interested in becoming a pilot, [[m:Talk:Abstract Wikipedia|let us know on Meta]]. '''Updates for editors''' * An experiment to show [[mw:Special:MyLanguage/Readers/Reader Experience/Reading lists|Reading Lists]] to logged-out readers on mobile web will launch on May 18 across German, Spanish, Italian, Portuguese, Polish, Dutch, Turkish, and Urdu Wikipedias, and will run for one month. The effort supports broader goals of helping readers save and organize articles for later reading, while encouraging habits that could lead to future Wikipedia contributions. * To support a bookmark button in the Reading List beta feature, the "Tools > Action" menu has been updated to display icons, including the watch star indicator that helps editors identify temporarily watched articles. The icons now also match those used on mobile, improving consistency across platforms. The change is currently limited to the actions menu and mainly affects editors with privileged user rights. [https://phabricator.wikimedia.org/T426008] * [[mw:Special:MyLanguage/VisualEditor/Suggestion Mode|Suggestion Mode]] was released as an [[w:en:A/B test|A/B test]] for newcomer editors on the mobile website at [[phab:T421189|~15 Wikipedias]]. The experiment will measure the impact that Suggestion Mode has on the proportion of newcomer mobile web edit sessions that result in constructive (un-reverted) article edits. The experiment will also evaluate the feature's impact on editor retention, and monitor changes in revert and block rates. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:27}} community-submitted {{PLURAL:27|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue in the Wikipedia Android app where images could sometimes fail to load after opening a recommended reading list notification, has now been fixed. [https://phabricator.wikimedia.org/T418231] '''Updates for technical contributors''' * The [[mw:Special:MyLanguage/Wikidata Platform|Wikidata Platform team]] has published its [[d:Special:MyLanguage/Wikidata:SPARQL query service/WDQS backend update/Backend Replacement|backend replacement recommendation]] and accompanying [[wikitech:Wikidata Query Service/WDQS Architecture re-design|technical architecture]] for the migration of the Wikidata Query Service (WDQS) away from Blazegraph. Feedback is invited until May 25th 2026, especially on potential gaps and impacts on advanced use cases. Wikidata community members and WDQS users are also encouraged to help identify high-impact tools and workflows that may need attention on [[d:Wikidata:SPARQL query service/WDQS backend update/High-Impact Use Cases|this page]]. Feedback can be shared on the [[d:Wikidata talk:SPARQL query service/WDQS backend update|Migration talk page]] or during the [[d:Special:MyLanguage/Wikidata:Blazegraph Migration Office Hours|next office hour]]. See the [[d:Special:MyLanguage/Wikidata:Wikidata Platform team/Newsletter|WDP team newsletter]] for more details. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.3|MediaWiki]] '''In depth''' * On English, French, Japanese, and a few other Wikipedias, there was a [[diffblog:2025/09/02/better-detecting-bots-and-replacing-our-captcha/|trial of hCaptcha]], a third-party bot detection service. The trial showed that hCaptcha effectively detects and deters some bad-faith automated activity, on its own and by giving [[w:en:Wikipedia:Village pump (technical)/Archive 225#Introducing SuggestedInvestigations|checkusers and stewards]] signals to look into. Because the results were positive, hCaptcha will be rolled out across all wikis over the next few weeks. [[mw:Special:MyLanguage/Product Safety and Integrity/Anti-abuse signals/hCaptcha|See the hCaptcha project page]] for technical information about the implementation and privacy protections. [[diffblog:2026/05/04/better-detecting-bots-and-replacing-our-captcha-part-2/|Learn more]]. * The latest Community Tech update is now available, with progress across several Community Wishlist initiatives, including Reading Lists expansion from the mobile app to the website, new language support for "Who Wrote That" and the Personal Dashboard, improvements to 3D rendering and Charts, and upcoming work on talk page sorting, audio playback, and editing workflows. The update also shares current priorities, wishlist status trends, and opportunities for community feedback on future focus areas and the Wikimedia Foundation’s 2026–2027 Annual Plan. [[m:Special:MyLanguage/Community Wishlist/Updates#May 13, 2026: Latest updates from the Community Tech team|Read the full newsletter for details]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/21|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W21"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:21, 18 May 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30539262 --> == Tech News: 2026-22 == <section begin="technews-2026-W22"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/22|Translations]] are available. '''Weekly highlight''' * Following a [[mw:Special:MyLanguage/Contributors/Account Creation Experiments#LOWM|successful account creation experiment]], an improved logged-out edit warning message will be deployed to all Wikimedia wikis in the first week of June. The change will only affect logged-out users on mobile web who open an editing session. The updated experience is designed to encourage account creation more clearly, while still allowing users to edit with temporary accounts. Results from the experiment showed a significant increase in account creation, with a 27% relative lift among users shown the updated message. As expected, as more people funnel into account creation, temporary accounts decreased by a relative 16%. The experiment did not show any significant changes in constructive edit rates or other monitored contributor metrics. [https://phabricator.wikimedia.org/T424595] '''Updates for editors''' * For security reasons, members of certain user groups are [[m:Special:MyLanguage/Mandatory two-factor authentication for users with some extended rights|required to have two-factor authentication]] (2FA) enabled. Members of these groups will be unable to disable the last 2FA method on their account, and it will be impossible to add users without 2FA to these groups. Users will still be able to add new authentication methods or remove them, as long as at least one method is continuously enabled. In the next few weeks, users without 2FA will be removed from these groups. Notably, this applies to bureaucrats. See the linked tasks for deployment schedules. [https://phabricator.wikimedia.org/T423119][https://phabricator.wikimedia.org/T423120] * [[m:Special:MyLanguage/WMDE Technical Wishes|WMDE Technical Wishes]] will run an [[w:en:A/B testing|A/B test]] on [[:phab:T415904|10 wikis]], testing [[m:WMDE Technical Wishes/References/Reference Previews|potential improvements for Reference Previews]]. The experiment will run for ~2 weeks at the end of May / beginning of June and will affect 10% of desktop readers on the participating wikis. * After two successful experiments, the Reader Growth team is rolling out an [[mw:Special:MyLanguage/Readers/Reader Growth/Image Browsing|Image Browsing]] beta feature for all Wikipedias on mobile on May 25. This means that anyone who has all beta features on by default will start to see this feature, and others can check the box to turn it on in their preferences. The beta feature will include a carousel of all an article's images at the top of the article, with controls for editors to [[mw:Readers/Reader_Growth/Image_Browsing#Phase_2.1_beta_feature|exclude images from the article's carousel or to exclude an article from the feature entirely]]. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:30}} community-submitted {{PLURAL:30|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, three dimensional STL files were being rendered incorrectly by the media viewer 3D extension which is now fixed. [https://phabricator.wikimedia.org/T416723] '''Updates for technical contributors''' * The legacy CSS classes <bdi lang="zxx" dir="ltr"><code><nowiki>tleft</nowiki></code></bdi> and <bdi lang="zxx" dir="ltr"><code><nowiki>tright</nowiki></code></bdi> have been replaced with <bdi lang="zxx" dir="ltr"><code><nowiki>floatleft</nowiki></code></bdi> and <bdi lang="zxx" dir="ltr"><code><nowiki>floatright</nowiki></code></bdi> as the former do not work consistently across all MediaWiki platforms, notably mobile web and mobile apps. Projects relying on these classes are encouraged to review related usage and plan for migration. Please note that <bdi lang="zxx" dir="ltr"><code><nowiki>floatleft</nowiki></code></bdi> and <bdi lang="zxx" dir="ltr"><code><nowiki>floatright</nowiki></code></bdi> may also be deprecated in future, although there are currently no plans to do so. [[phab:T426452|Read more]]. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.4|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/22|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W22"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:52, 25 May 2026 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30584502 --> == Tech News: 2026-23 == <section begin="technews-2026-W23"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/23|Translations]] are available. '''Updates for editors''' * The [[mw:Special:MyLanguage/Readers/Reader Experience|Reader Experience team]] is conducting an experiment to show the [[mw:Special:MyLanguage/Readers/Reader Experience/Reading lists|reading lists]] feature, which is still in development, to logged-out mobile readers to test whether it encourages account creation at a higher rate compared to the watchstar button. The [[mw:Special:MyLanguage/Readers/Reader Experience/Reading lists#Experiment timeline|experiment]] was launched on May 18th on German, Spanish, Italian, Portuguese, Polish, Dutch, Turkish, and Urdu wikis, and it will run for a month. * The Wikimedia Apps team released [[mw:Special:MyLanguage/Wikimedia Apps/Team/Explore Feed Refresh/Phase 1|Phase 1]] of the redesigned Home Feed to the Android Beta app. The new Home Feed includes a refreshed "Community" tab and a personalized "For You" tab featuring daily updated reading recommendations. The redesign is part of a broader effort to improve content discovery and create more engaging learning experiences in the Wikipedia apps. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:18}} community-submitted {{PLURAL:18|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where images could fail to load for some suggested edits on [[w:Special:Homepage|Special:Homepage]], leaving the thumbnail stuck in a loading state, has now been fixed. [https://phabricator.wikimedia.org/T424048] '''Updates for technical contributors''' * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.5|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/23|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W23"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:08, 1 June 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30613639 --> == Tech News: 2026-24 == <section begin="technews-2026-W24"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/24|Translations]] are available. '''Weekly highlight''' * Wikimedia Enterprise has increased the free usage limits for its API offerings. The monthly request limit for the On-demand API has increased from 5,000 to 50,000 requests, while the Snapshot API limit has increased from 15 to 30 requests per month. In addition, Structured Contents snapshots are now available for free accounts. These changes expand access to Wikimedia Enterprise data for developers, researchers, and organizations using Wikimedia content. [https://enterprise.wikimedia.com/blog/enhanced-free-api] '''Updates for editors''' * The [[mw:Special:MyLanguage/Wikimedia_Apps/Team/Explore Feed Refresh/Phase 1|refreshed Explore Feed]], now called the Home Feed, is rolling out to 50% of users of the Wikipedia Android app. The Home Feed helps readers discover relevant content through two new tabs: ''Community'' and ''For You''. The Community tab provides a scrollable feed of curated content and updates from the broader Wikimedia community and movement, while the ''For You'' tab offers a full-screen, swipeable experience that shows content tailored to a user's interests. The redesign is part of a broader effort to improve discovery and enhance the learning experience in the Wikipedia app. * The [[mw:Special:MyLanguage/Wikimedia Apps/Team/iOS/"Which came first?" Game|Which came first?]] daily trivia game is now available in the beta version of the Wikipedia iOS app in English, German, French, Portuguese, Russian, Spanish, Arabic, Chinese, and Turkish. The game uses historical events from Wikipedia's "On This Day" content and challenges readers to guess which of two events happened first. The game was previously released on Android. Communities interested in making the game available in their languages can [[mw:Special:MyLanguage/Wikimedia_Apps/Team/Games#Game availability by language|read the instructions and requirements]]. * [[m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing|Sub-referencing]], a new MediaWiki feature that allows editors to reuse references with different details, will begin rolling out to Wikimedia wikis following a successful pilot phase. Deployment will start on 8 June for most [[wikitech:Deployments/Train#Wednesday|Group 1 wikis]] and French Wikipedia, with additional Wikipedia language editions receiving the feature over the coming months. Communities are encouraged to prepare by checking for [https://translatewiki.net/w/i.php?title=Special%3ATranslate&group=ext-cite&language=en&action_source=search&filter=%21translated&optional=1&action=translate untranslated Cite extension messages] in their language and reviewing any use of [[mw:Special:MyLanguage/Reference Tooltips|Reference Tooltips]], which may require [[:phab:T416304#11668731|updates]] to support the new functionality. Wikis using [[mw:Special:MyLanguage/Help:Reference Previews|Reference Previews]] do not need to take any action. Communities may also wish to create the ''cite-tracking-category-ref-details'' [[Special:TrackingCategories|tracking category]] as a hidden category using <code><nowiki>__HIDDENCAT__</nowiki></code> (or a dedicated template), and connect it to the corresponding Wikidata item [[d:Q129764848]]. [https://phabricator.wikimedia.org/T425662] * The [[mw:Special:MyLanguage/Readers/Reader Growth/Mobile page previews#Experimentation|Page Previews experiment]] on mobile web has concluded. The team decided not to roll out the feature after the results showed no statistically significant impact on reader retention, as the primary success metric was retention improvement. Page Previews, which are already available on desktop and in the apps, display a thumbnail, lead paragraph, and link to the full article when readers tap a blue link. The experiment tested this experience on mobile web across six Wikipedias. * The [[mw:Special:MyLanguage/Codex/Design/Icons|user interface icon library]] will be [[phab:T399175|updated later this week or next week]]. Most of the ~300 icons have been slightly refined and ~30 new icons have been added. These changes improve the icons to make them more consistent and comprehensible, and provide more visual balance when they are used in groups. * The [[mw:Special:MyLanguage/Universal Language Selector|Universal Language Selector]] (ULS) interface in MediaWiki, which helps users select content in other languages, has been updated. The new version improves speed and accessibility, and users of Wikimedia projects can now pin languages for quicker language switching. The deployment to Wikimedia sites will happen gradually in the coming weeks. You can test it now as a beta feature by selecting [[Special:Preferences#mw-prefsection-betafeatures|beta features]] in your profile preferences and share your feedback on [[mw:Special:MyLanguage/Universal Language Selector/New ULS|the project page]]. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:21}} community-submitted {{PLURAL:21|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where the Pageviews Analysis dashboard on pageviews.wmcloud.org stopped updating graph data in May 2026, affecting all users, has been fixed. [https://phabricator.wikimedia.org/T427171] '''Updates for technical contributors''' * The function signature for <bdi lang="zxx" dir="ltr"><code><nowiki>mw.util.addPortletLink()</nowiki></code></bdi> has been simplified. Developers can now pass a configuration object instead of a list of positional parameters when creating portlet links. The previous function signature remains supported for backwards compatibility. For example, instead of: <bdi lang="zxx" dir="ltr"><code><nowiki>mw.util.addPortletLink('p-cactions', '#', 'Stub', 'ca-stubtag', 'Add a stub tag to this page');</nowiki></code></bdi> use <bdi lang="zxx" dir="ltr"><code><nowiki>mw.util.addPortletLink('p-cactions', { href: '#', text: 'Stub', id: 'ca-stubtag', tooltip: 'Add a stub tag to this page' });</nowiki></code></bdi>. Script maintainers are encouraged to review existing uses of <bdi lang="zxx" dir="ltr"><code><nowiki>addPortletLink()</nowiki></code></bdi> and update them where appropriate. This change will be available on all wikis from 11 June. Thanks to community volunteer Gerges for contributing this improvement. [https://phabricator.wikimedia.org/T427945] * '''Community Wishlist discussion''': Product & Technology [[m:Special:MyLanguage/Community Wishlist/Updates#May 20, 2026: Community Tech becomes a program|introduced changes]] meant to increase the number and complexity of wishes fulfilled, including the disbanding of the Community Tech team. They are [[m:Special:MyLanguage/Community Wishlist/Updates|engaging in discussions]] about a [[m:Talk:Community Wishlist#Proposed direction for Wishlist|proposed direction for the wishlist]] from community members. Includes ways to structure annual voting, better tracking of wishes, removing focus areas, and [[m:Special:MyLanguage/Community Wishlist/Updates|staffing updates]]. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.6|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/24|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W24"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:30, 8 June 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30650573 --> == Tech News: 2026-25 == <section begin="technews-2026-W25"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/25|Translations]] are available. '''Weekly highlight''' * The [[mw:Special:MyLanguage/Readers/Reader Growth|Reader Growth team]] has launched an [[mw:Special:MyLanguage/Readers/Reader Growth/Image Browsing|Image Browsing]] beta feature on the mobile web version of all Wikipedias. The feature shows an image carousel at the top of articles with 3 or more images. Editors can configure this feature with the following controls: to hide a specific image from a page, either use <code>class=notpageimage</code> excluding it from thumbnail previews, or <code>class=noviewer</code> excluding it from MediaViewer. The carousel can also be disabled from a page entirely, with the magic word <code><nowiki>__NOMEDIAVIEWERCAROUSEL__</nowiki></code>. To submit feedback or flag bugs, please visit the [[mw:Talk:Readers/Reader Growth/Image Browsing|project page]]. * [[mw:Special:MyLanguage/Help:Tables#class="wikitable"|Wikitables]] can now be [[mw:Special:MyLanguage/Help:Sortable tables#Forcing the initial sort direction|sorted in descending order]] on the first click by adding <code dir=ltr>data-sort-order="desc"</code> to the header cell. Previously, by default, clicking a column header for the first time sorts it in ascending order. This addition to a Wikitable gives it more control and flexibility, while the default behavior for subsequent clicks remains unchanged. [https://phabricator.wikimedia.org/T398416] '''Updates for editors''' * The [[mw:Special:MyLanguage/Article guidance|Article guidance]] feature is currently being tested with some editors creating new articles on the Simple English, French, and Turkish Wikipedias. The experiment will soon begin on the Arabic and Bangla Wikipedias as well. [[w:simple:Special:NewArticle|This feature]] gives editors community-curated guidance to help them create articles that follow community standards. Experienced editors can continue creating or adapting outlines for specific article types that are commonly created by less experienced contributors. The outlines guide less experienced editors in creating high-quality articles. A quick guide to markups used in outlines can be found on [[mw:Special:MyLanguage/Article guidance/Test feature guide#Markups in outlines|this page]]. [[w:simple:Wikipedia:Article Guidance|Example outlines]] that can be adapted and instructions for how to adapt them are on [[mw:Special:MyLanguage/Article guidance#Adapting a sample outline in a Wikipedia|this section]] of the project page. * Wikis that wish to replace the "indefinitely" button in Special:Block for temporary accounts (for example, wikis that block temporary users only until account expiration) will be able to do so by creating [[MediaWiki:ipb-indefinite-expiry-temporary-account]] with the block duration they want. [https://phabricator.wikimedia.org/T427125] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:41}} community-submitted {{PLURAL:41|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * By the end of June, a valid user-agent string will be required for automated dumps downloads from the dumps.wikimedia.org website. Automated requests that provide a generic or empty user-agent will be blocked. This [[phab:T400119|extends enforcement]] of the long standing [[foundation:Special:MyLanguage/Policy:Wikimedia Foundation User-Agent Policy|user-agent policy]]. Access to dumps through Wikimedia Cloud Services will not change. * The roll out of global [[mw:Wikimedia APIs/Rate limits|API rate limits]] is now complete, with limits enforced across all APIs and at the documented levels for all groups. Bots running in Toolforge/WMCS or with the bot user right on any wiki remain exempt. All bots should continue to follow the documented best practices to avoid being rate limited. * The [https://api.wikimedia.org/wiki/Main_Page API Portal wiki] will be read only starting this week (June 15-18). The following week (June 22-25), all API Portal wiki URLs will redirect to [[mw:Wikimedia APIs|Wikimedia APIs on mediawiki.org]]. Learn more on the [[wikitech:API Portal/Deprecation|project page]]. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.7|MediaWiki]] '''Meetings and events''' * On June 17th at 6pm UTC the WMF will be holding Discord call focused on a code review. We've heard through the [[mw:Special:MyLanguage/Developer Satisfaction Survey/2026|Developer Satisfaction Survey]] that volunteers are struggling with code review and we'd like to discuss these experiences with the goal of surfacing workable solutions. You can join the call [https://discord.gg/wikipedia?event=1514727511102062664 via the Wikimedia Community Discord server]. * The [[m:Special:MyLanguage/Conferencia Wikimedia de América Latina 2026|Latin American Wikimedia Conference]] will host a regional hackathon that will bring together the Wikimedia movement’s technical community including developers, system administrators, data scientists, and users with extended rights. Interested technical contributors can [https://docs.google.com/forms/d/e/1FAIpQLSf4osJzTHBJjQbYJk7TMVEJjTEQv7IgtsUDfP-o-qTgeRQQxw/viewform apply for a scholarship] to participate until June 21 at midnight (Bolivia time, UTC-4). * Sign up for Wikimania Team Challenges to join this special event. The Team challenges will take place online and in person from July 21 to 22, before Wikimania conference. Everyone is welcome, regardless of skills or Wikimania registration. Teams will work on 10 important challenges supporting the Wikimedia community. For details, visit [[wmania:Special:MyLanguage/2026:Team challenges|the Team Challenges page]] and [https://wikimedia.eventyay.com/wm/teamchallenges/ register there]. Registration closes on June 20th at 11pm UTC. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/25|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W25"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 16:48, 15 June 2026 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30689604 --> == Tech News: 2026-26 == <section begin="technews-2026-W26"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/26|Translations]] are available. '''Weekly highlight''' * [[mw:Special:MyLanguage/Growth/Feature summary|Growth features]] are [[phab:T418115|now available at Wikidata]]. This update enables access to Mentorship ([[mw:Special:MyLanguage/Help:Growth/Mentorship|if configured]]), Impact module, the Help Panel, and a simplified Newcomer Homepage (without Suggested Edits). Wikidata administrators are still configuring the features through Community Configuration. '''Updates for editors''' * The special page [[{{#special:RangeCalculator}}]] has been created. It allows users to find an IP range without needing to rely on external tools. Until now, this tool was only available to CheckUsers. [https://phabricator.wikimedia.org/T268429] * [[m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing|Sub-referencing]] is a new MediaWiki feature that allows editors to reuse references with different details. It will be deployed to most small and medium-sized Wikipedia language versions on June 23. The [[m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing#deployment|FAQ]] lists possible actions to take on your wiki to support the deployment. Check the [[:phab:T414094|rollout plan]] for the next deployment steps. [https://phabricator.wikimedia.org/T428902] * Starting next week, users will get a notification when they are blocked or unblocked from editing, or if this block changes. [https://phabricator.wikimedia.org/T100974] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:32}} community-submitted {{PLURAL:32|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * Starting next week, abuse filters that are set to "require CAPTCHA verification" will begin to also affect users with the <code>skipcaptcha</code> right, which includes most autoconfirmed users. Bots are exempted. This change only affects edits that trigger an abuse filter. The <code>skipcaptcha</code> right will continue to exempt users from having to solve CAPTCHAs in the ordinary course of using the wikis. [https://phabricator.wikimedia.org/T402595] * Reference documentation for the [[wikitech:Machine_Learning/LiftWing/API|Lift Wing API]] has moved from the API Portal to the interactive [https://wikitech.wikimedia.org/w/index.php?api=lift-wing&title=Special%3ARestSandbox REST Sandbox]. * The API Portal wiki is now closed. For API documentation, see [[mw:Special:MyLanguage/Wikimedia_APIs|Wikimedia APIs on mediawiki.org]]. All API Portal wiki URLs (https://api.wikimedia.org/wiki/) will redirect to the mediawiki.org page starting June 22. [https://phabricator.wikimedia.org/T427537] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.8|MediaWiki]] '''Meetings and events''' * Join an online call on 25 June at 2:30pm UTC to meet the current Wikimedia interns for [[mw:Google_Summer_of_Code/2026|Google Summer of Code]] and [[mw:Outreachy/Round_32|Outreachy]]. Interns will provide an overview of their projects and a brief demo of their work so far. Attendees are encouraged to [[mw:event:Google_Summer_of_Code/Summer_2026_June_Internship_open_session|share ideas and connections in their community]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/26|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W26"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 13:05, 23 June 2026 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30722494 --> == Tech News: 2026-27 == <section begin="technews-2026-W27"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/27|Translations]] are available. '''Updates for editors''' * As part of the [[mw:Special:MyLanguage/Contributors/Account Creation Experiments|Account Creation Experiments]], the Growth team tested adding a user account icon in the mobile web header for logged-out users, providing direct access to "Create account" and "Log in" actions. The experiment increased account creation by about 20% without negatively affecting edit quality or constructive edit rates. The feature will now be rolled out to all Wikimedia Foundation wikis on mobile web in the first week of July. [https://phabricator.wikimedia.org/T428220] * After a [[phab:T426248|successful experiment]], logged-in users who did not [[mw:Special:MyLanguage/Help:Email_confirmation|confirm their email address]] when their account was created see a new banner asking them to complete that process. This helps reduce the risk that users get locked out of their account, and makes account email addresses overall more reliable. This is part of the [[mw:Special:MyLanguage/Product Safety and Integrity/Account Security|Account Security]] project. [https://phabricator.wikimedia.org/T428292] * An update to [[Special:Search|Search]] is refining how the <bdi lang="zxx" dir="ltr"><code><nowiki>-prefix:</nowiki></code></bdi> behaves when used to exclude results. Previously, using <bdi lang="zxx" dir="ltr"><code><nowiki>-prefix:</nowiki></code></bdi> with negation could unintentionally broaden search results by adding the namespaces included in the search scope, leading to confusing behavior for users expecting a straightforward exclusion filter. With the update, <bdi lang="zxx" dir="ltr"><code><nowiki>-prefix:</nowiki></code></bdi> will now strictly exclude matching page titles as intended and may display a warning if the relevant namespace has not been explicitly selected. The behavior of <bdi lang="zxx" dir="ltr"><code><nowiki>prefix:</nowiki></code></bdi> without negation however remains unchanged. [https://phabricator.wikimedia.org/T427443] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:33}} community-submitted {{PLURAL:33|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where reviewers using the Page Curation toolbar were not automatically subscribed to talk page discussions they started has now been fixed. Reviewers will now receive notifications when someone replies to those discussions. [https://phabricator.wikimedia.org/T329346] '''Updates for technical contributors''' * Starting June 29th, automated downloads from the dumps.wikimedia.org website will be subject to the [[Foundation:Special:MyLanguage/Policy:Wikimedia Foundation User-Agent Policy|user-agent policy]]. Automated requests that provide a generic or empty user-agent will be blocked. Access to dumps through Wikimedia Cloud Services remains unaffected. This is a follow up to the announcement made in the [[m:Special:MyLanguage/Tech/News/2026/25|2026/25 issue of Tech News]]. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.9|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/27|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W27"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 11:48, 29 June 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30744833 --> == Tech News: 2026-28 == <section begin="technews-2026-W28"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/28|Translations]] are available. '''Updates for editors''' * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:34}} community-submitted {{PLURAL:34|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where the search bar results on Wikidata, showed English results instead of using the correct language fallback for users of language variants, has now been fixed. Search suggestions will now follow the expected language fallback chain. [https://phabricator.wikimedia.org/T429769] '''Updates for technical contributors''' * In preparation for [[m:Special:MyLanguage/Event:Celebrate Women|Celebrate Women campaign]] planned for March 2027, the Wikimedia Foundation’s [[m:Special:MyLanguage/Wikimedia Foundation/Advancement/Community Growth/Content Enablement|Content Enablement team]] has launched a 22-question survey to better understand technical contributions by women+ (anyone who identifies as a woman) across Wikimedia projects. The survey takes approximately 15–20 minutes to complete and will remain open until 20 July 2026. The [[m:Special:MyLanguage/Celebrate Women/Technical contributions survey|questions]] are also available on-wiki for review in advance. * The [[mw:Special:MyLanguage/Extension:Score|Score extension]] now supports rendering music scores as SVG images in addition to PNG, addressing a long-standing [[:phab:T49578|feature request]] and resolving historical image quality issues. Both formats are now provided to clients, with PNG in the <bdi lang="zxx" dir="ltr"><code><nowiki>src</nowiki></code></bdi> attribute and SVG in the <bdi lang="zxx" dir="ltr"><code><nowiki>srcset</nowiki></code></bdi> attribute. * The new [[wikitech:Parsoid|Parsoid]] parser [[mw:Special:MyLanguage/Parsoid/Parser_Unification/Updates|continues to be deployed to additional wikis]], making it easier to introduce new reading and editing features. It was enabled on French Wikipedia, bringing total progress to covering 78.9% of Wikipedia page views. Rollout to English Wikipedia desktop will progress through this week. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.10|MediaWiki]] '''In depth''' * The Wikimedia Hackathon 2026 [[diffblog:2026/06/29/wikimedia-hackathon-2026-building-collaborating-and-shaping-the-future-together/|recap blog post]] is now live. It highlights the projects, sessions, and social activities from this year’s event, and shares initial plans for the 2027 Wikimedia Hackathon. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/28|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W28"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 13:57, 6 July 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30773578 --> == Tech News: 2026-29 == <section begin="technews-2026-W29"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/29|Translations]] are available. '''Updates for editors''' * [[mw:Special:MyLanguage/Growth/Revise_Tone|Revise Tone]] helps newcomers identify passages in Wikipedia articles that may contain non-encyclopedic language and encourages them to consider revising the tone. The feature was [[w:en:A/B_testing|A/B tested]] on the Arabic, English, French, and Portuguese Wikipedias, where newcomer task completion rates [[mw:Special:MyLanguage/Growth/Revise_Tone#Experiment_Results|increased by 38.7%]] compared to the default Copyedit task, with no decrease in edit quality. The test ended on July 9, and the feature is now available for everyone on these wikis, configurable via Community Configuration. [[phab:T426364|The plan]] is to release Revise Tone to more wikis. * The community configuration that allows [[mw:Special:MyLanguage/Help:Growth/Mentorship#Automated mentor list cleanup|automatic removal of inactive mentors]] based on configurable criteria will be enabled on Thursday 16, [[mw:Special:MyLanguage/Growth/Deployment|on some wikis]] to keep mentor lists up to date. Mentors are experienced contributors who opt in to help new users on-wiki through the [[mw:Special:MyLanguage/Growth/Feature summary|Growth Features]]. Administrators can now prepare the settings via [[w:Special:CommunityConfiguration/Mentorship|Special:CommunityConfiguration/Mentorship]]; they will take effect starting Thursday. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:38}} community-submitted {{PLURAL:38|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where some users of the Wikipedia Android app were logged out immediately after signing in, preventing them from staying logged in and editing pages, has now been fixed. [https://phabricator.wikimedia.org/T316916] '''Updates for technical contributors''' * Editing a page via user scripts or gadgets was causing watchlist labels that the user had assigned to that page to reset. This has now been fixed. [https://phabricator.wikimedia.org/T423778] * To work around a Safari bug (see [[phab:T425211]]), on Parsoid-enabled wikis, wikilink hrefs now use absolute urls instead of protocol-relative urls. REST API output remains unchanged and continue to use protocol-relative urls. Gadgets, user scripts, bots, and CSS might need to be adapted if they relied on the presence of protocol-relative urls in wikilink hrefs. [https://phabricator.wikimedia.org/T431358] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.11|MediaWiki]] '''In depth''' * The Wikimedia Foundation’s Experiment Platform Team has published a blog post reflecting on its first year of structured experimentation. It highlights successful experiments such as Paste Check, Reference Check, and Tone Check, which improved editing outcomes and have been rolled out to more users, as well as experiments that did not lead to product changes. [[diffblog:2026/07/07/moving-the-needle-how-we-test-new-ideas-across-wikimedia-projects|Read more]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/29|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W29"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 16:11, 13 July 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30804401 --> == Tech News: 2026-31 == <section begin="technews-2026-W31"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/31|Translations]] are available. '''Updates for editors''' * [[File:Maki-gift-15.svg|12px|link=|class=skin-invert|Wishlist item]] [[mw:Special:MyLanguage/ContentTranslation|Content Translation]] now supports dark mode, fulfilling a [[m:Community Wishlist/W544|Community Wishlist request]]. This brings the tool in line with the accessibility features available in the Vector 2022 and Minerva skins, helping reduce visual fatigue for users translating content. [https://phabricator.wikimedia.org/T367077] * DiscussionTools' source mode and the 2017 wikitext editor will now offer autocomplete for links (<bdi lang="zxx" dir="ltr"><code><nowiki>[[</nowiki></code></bdi>), templates (<bdi lang="zxx" dir="ltr"><code><nowiki>{{</nowiki></code></bdi>), HTML and parser tags (<bdi lang="zxx" dir="ltr"><code><nowiki><</nowiki></code></bdi>), and magic words (<bdi lang="zxx" dir="ltr"><code><nowiki>__</nowiki></code></bdi>), making it quicker and easier to insert links, templates, and other wiki markup while editing. [https://phabricator.wikimedia.org/T432400] * The [[mw:Special:MyLanguage/Readers/Reader Growth/Mobile page previews|Readers Growth team]] has concluded its experiment with mobile page previews and will not roll out the feature. Page Previews are a pop-up bottom sheet that appears when readers tap a blue link, showing a thumbnail, lead paragraph, and an option to open the article. The experiment showed flat retention and negative indicator metrics, suggesting that mobile web readers preferred navigating directly to linked articles rather than using page previews. * The Reader Experience team has seen encouraging early results from the [[mw:Special:MyLanguage/Readers/Reader Experience/Reading lists|Reading Lists feature]], with 93% of participating users reporting that it was useful. Reading Lists help active readers save articles for future reading and support their learning goals on Wikimedia projects. The team plans further improvements before expanding the feature to more users. * The [[mw:Special:MyLanguage/Wikimedia Apps/Team/Explore Feed Refresh|Explore Feed Refresh]] initiative was tested with new and casual Wikipedia app readers. The refreshed feed helps readers discover new and relevant content. After a 10.5% increase in engagement with the feed, Wikimedia Apps team has decided to scale the Home Feed redesign to iOS with the learnings from the Android release applied. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:23}} community-submitted {{PLURAL:23|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where subject names in the Article Guidance feature were displayed with incorrect capitalization on French Wikipedia, has now been fixed. Subject names will now follow the correct capitalization rules for the language. [https://phabricator.wikimedia.org/T427201] '''Updates for technical contributors''' * After running several [[mw:Special:MyLanguage/Contributors/Account Creation Experiments|Account Creation Experiments]] to improve registration completion rates, a new version of the username field on [[Special:CreateAccount|Create Account]] has been rolled out. It includes [[:c:File:Create account - July 2026 updates.png|a popover summarizing the username policy]] to provide clearer guidance during account creation. As part of this change, the messages <bdi lang="zxx" dir="ltr"><code><nowiki>createacct-helpusername</nowiki></code></bdi> and <bdi lang="zxx" dir="ltr"><code><nowiki>createacct-username-help</nowiki></code></bdi> that several communities have configured will no longer be used. If communities want to customize the guidance shown in the new popover, they can instead edit the following messages: <bdi lang="zxx" dir="ltr"><code><nowiki>createacct-username-policy-popover-bullet1</nowiki></code></bdi>, <bdi lang="zxx" dir="ltr"><code><nowiki>createacct-username-policy-popover-bullet2</nowiki></code></bdi>, and <bdi lang="zxx" dir="ltr"><code><nowiki>createacct-username-policy-popover-bullet3</nowiki></code></bdi>. [https://phabricator.wikimedia.org/T430604] * Later this week, the [[mw:Special:MyLanguage/Help:Extension:CodeMirror|CodeMirror syntax highlighter]] will offer [[w:en:Theme (computing)|themes]]. The themes can be picked from a dropdown menu in the full [[mw:Special:MyLanguage/Help:Extension:CodeMirror#CodeMirror preferences|CodeMirror preferences]] dialog. For wikitext, available themes are default, colorblind-friendly (previously the colorblind preference option on [[Special:Preferences#mw-prefsection-editing]]) and no-highlighting. For code languages (i.e., CSS/JavaScript/JSON/Vue/Lua), there are several themes available. These same themes will eventually be available for wikitext, too. [https://phabricator.wikimedia.org/T163533] * From now on, wikis can restrict editing in the "User" namespace to only the page owner and certain user groups. [[mw:Special:MyLanguage/Manual:$wgRestrictUserPageEditing|Read the configuration documentation]] to learn more. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.14|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/31|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W31"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 18:49, 27 July 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30856308 --> == Tech News: 2026-32 == <section begin="technews-2026-W32"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/32|Translations]] are available. '''Updates for editors''' * The [[mw:Special:MyLanguage/Readers/Reader Experience|Reader Experience team]] has developed a [https://82db7c8d4b.catalyst.wmcloud.org/w/index.php?title=Regent%27s_Park&uselang=de patch demo] that wraps the page toolbar onto two lines when there is not enough horizontal space for all the buttons. This aims to reduce crowding in the Vector 2022 toolbar, which can occur on some language Wikipedias at certain screen widths. [https://phabricator.wikimedia.org/T429518] * The Reader Experience team is planning to launch [[mw:Special:MyLanguage/Readers/Reader Experience/Reading lists|Reading Lists]], a [[m:Special:MyLanguage/Community Wishlist Survey 2021/Mobile and apps/Have Apps reading lists available on Destop/Mobile|Community Wishlist item]], which is currently available to try in beta, as a full feature in September. Before then, volunteer translator help is needed for [https://translatewiki.net/w/i.php?title=Special%3ATranslate&group=ext-readinglists&filter=&action=translate string translations] into a number of languages. The feature supports reading and learning goals on Wikipedia. * Next week, the table of contents on Wikimedia Commons file pages will be improved by consolidating the file page table of contents with the page table of contents. This will make it easier to understand a file page’s structure, navigate to specific sections, and share links to individual sections. [https://phabricator.wikimedia.org/T332644] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:24}} community-submitted {{PLURAL:24|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where some [[w:TIFF|TIFF]] images failed to load after clicking their thumbnail, causing a broken image to be displayed instead of the full-size image, has now been fixed. [https://phabricator.wikimedia.org/T429326] '''Updates for technical contributors''' * The variable and function selector in AbuseFilter has been updated to support search and autocomplete. It will allow filter maintainers to find the desired variable or function more quickly. [https://phabricator.wikimedia.org/T323698] * The MJPEG and VP8 formats are removed from the video player. The MP4 format (MPEG-4 Part 2) is added instead, which provides higher quality videos to older iPhone devices. It may take a few weeks to retroactively update all existing videos. The default format for modern devices stays the same (VP9/WebM). [https://phabricator.wikimedia.org/T358266] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.15|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/32|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W32"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:46, 3 August 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30872536 --> == Tech News: 2026-33 == <section begin="technews-2026-W33"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/33|Translations]] are available. '''Updates for editors''' * [[File:Maki-gift-15.svg|12px|link=|class=skin-invert|Wishlist item]] A new ChartWizard is [[c:Special:ChartWizard/Data:Example.Pie.chart|now available on Wikimedia Commons]] for users interested in creating charts from their own data. The wizard makes the [[mw:Special:MyLanguage/Extension:Chart|Chart extension]] more beginner-friendly by allowing editors to create charts, such as bar and pie charts, without needing to use JSON. Users can still switch to the JSON editor if they prefer. Feedback on the new tool is welcome on the [[m:Talk:Community Wishlist/W414|wish talk page]]. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:19}} community-submitted {{PLURAL:19|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where the Wikipedia iOS app’s Picture of the Day widget displayed the same image every day instead of updating daily, has now been fixed. [https://phabricator.wikimedia.org/T430692] '''Updates for technical contributors''' * [[mw:Special:MyLanguage/Extension:Math|Math formula]] SVG images will soon be generated in the browser instead of on the server. MathML continues to be generated on the server and renders in the browser without JavaScript. Wikibooks will see this change on 12 August, Wikisource on 19 August and Wikipedia from 20-27 August. You can try this by selecting "{{int:Mw-math-mathjax}}" in your preferences. This change is part of [[mw:Special:MyLanguage/RESTBase/deprecation|deprecating RESTBase]] and [[phab:T431372|deprecating Mathoid]]. [https://phabricator.wikimedia.org/T271001] * Category pages will soon support sorting entries by the time they are added to a category. This will make it easier to find recently or long-standing categorized pages. It will also improve workflows for maintenance categories such as deletion backlogs and other time-based review tasks. You can use <bdi lang="zxx" dir="ltr"><code><nowiki>cldsort=timestamp</nowiki></code></bdi> URL argument in category view to sort the entries. [https://phabricator.wikimedia.org/T433768] * [[mw:Special:MyLanguage/Extension:Gadgets|Gadgets]] and user scripts on Wikimedia wikis may now use [[phab:T395347|ES2018 features]] and [[phab:T419142|ES2019 features]] in JavaScript code. Previously, the platform only allowed up to ES2017. MediaWiki validates the source code to protect functionality from syntax errors and to ensure scripts are valid in all [[mw:Special:MyLanguage/Compatibility#Browser_support_matrix|supported browsers]]. [https://phabricator.wikimedia.org/T419142] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.16|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/33|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W33"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:45, 10 August 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30901051 --> == Tech News: 2026-34 == <section begin="technews-2026-W34"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/34|Translations]] are available. '''Weekly highlight''' * The [[mw:Special:MyLanguage/Help:Extension:CampaignEvents/Registration/Worklist|Worklist feature]] for the Event Registration tool is now live on all Wikimedia wikis. With Worklist, event organizers can add the articles their event will focus on directly to the event page. The Worklist also powers [[mw:Special:MyLanguage/Help:Extension:CampaignEvents/Registration/Worklist#How Event Pathways uses the worklist|Event Pathways]] which notifies other editors of the upcoming or ongoing event when they edit an article featured in the event's Worklist. This is the minimum viable version (MVP), and feedback is welcome. Organizers are encouraged to try the feature. A hands-on [[m:Special:MyLanguage/Event:Worklist Setup Workshop: Get Your Event Ready|Worklist Setup Workshop]] will take place on 18 August at 16:00 UTC and 19 August at 11:00 UTC. '''Updates for editors''' * [[Special:ShortPages]] displays short pages by their size, but in many cases it gets filled with disambiguations and soft redirects, making it harder to find the short articles themselves. Starting this weekend, you will be able to choose not to include an article in the special page by adding the magic word <bdi lang="zxx" dir="ltr"><code><nowiki>__EXPECTSHORTPAGE__</nowiki></code></bdi>. [https://phabricator.wikimedia.org/T433203] * One new wiki has been created: a {{int:project-localized-name-group-wikipedia/en}} in [[d:Q3436680|Bole]] ([[w:bol:|<bdi lang="zxx" dir="ltr"><code><nowiki>w:bol:</nowiki></code></bdi>]]) [https://phabricator.wikimedia.org/T429921] * Starting the week of August 17, the page toolbar will wrap onto two lines when there is not enough horizontal space for all the buttons. This is a [[phab:T429518|fully merged patch from the Reader Experience team]] which aims to reduce crowding in the Vector 2022 toolbar, that may occur on some language Wikipedias at certain screen widths. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:16}} community-submitted {{PLURAL:16|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, uploading large files to Wikimedia Commons has become more stable and less prone to failure following some fixes related to the “Could not acquire lock” upload error. [https://phabricator.wikimedia.org/T386640] '''Updates for technical contributors''' * Debian Bullseye will reach the end of its Long Term Support on 31 August 2026. [[phab:T434103|Some Cloud VPS projects]] still have instances running Debian Bullseye. Maintainers of those projects are encouraged to migrate to Debian Bookworm or Debian Trixie. A [[wikitech:Help:Cloud VPS instance operating system migration|migration guide]] is available to help with the process, and users may also want to consider whether their workload is better suited to Toolforge. If you need help or cannot complete the migration by 31 August, please contact the Cloud VPS admins as soon as possible. [[listarchive:list/cloud-announce@lists.wikimedia.org/thread/RVIPQSYLKMSL5M46JP6NEJVGVE6I2RXQ/|Read more]]. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.16|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/34|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W34"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:03, 17 August 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30922806 --> == Tech News: 2026-35 == <section begin="technews-2026-W35"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/35|Translations]] are available. '''Updates for editors''' * The [[Special:CreateAccount|Special:CreateAccount]] page has been simplified as part of ongoing work to modernize the account creation experience. The panel showing project statistics no longer appears next to the form on desktop and mobile web. Multiple account creation experiments show that a simpler form helps newcomers complete registration. [https://phabricator.wikimedia.org/T433783] * In order to improve page performance, images now load when they are viewed. This means images lower down an article will not load if a reader never scrolls to that part of the page, which may affect some image-related metrics. [https://phabricator.wikimedia.org/T148047] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:42}} community-submitted {{PLURAL:42|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where image thumbnails in Abstract Wikipedia could fail to display after the corresponding file was moved on Wikimedia Commons, has now been fixed. Thumbnails will now update correctly when files are moved. [https://phabricator.wikimedia.org/T433448] '''Updates for technical contributors''' * User Info card is a feature that helps patrollers see information about user accounts. So far, it has been available only in places such as page history, logs and recent changes. Now, it's possible to [[mw:Special:MyLanguage/Help:Extension:CheckUser#User_Info_card_in_page_content|place it in the page content]] as well, using the <bdi lang="zxx" dir="ltr"><code><nowiki>{{#uic:}}</nowiki></code></bdi> parser function. It can be particularly useful in templates like [[:en:Template:Userlinks|<bdi lang="zxx" dir="ltr"><code><nowiki>{{Userlinks}}</nowiki></code></bdi>]] (or their specialized variants), as it will make it easier to see the context about a user on various noticeboard pages. The card will be displayed only to users who have it enabled in their [[Special:Preferences#mw-input-wpcheckuser-userinfocard-enable|preferences]]. [https://phabricator.wikimedia.org/T424466] * Due to user security and privacy risks, we have disabled access to <bdi lang="zxx" dir="ltr"><code><nowiki>Special:MyPage</nowiki></code></bdi> URLs when specifically using <bdi lang="zxx" dir="ltr"><code><nowiki>action=raw</nowiki></code></bdi>. If you are impacted by this, consider whether you can use an alternative approach. <bdi lang="zxx" dir="ltr"><code><nowiki>Special:MyPage</nowiki></code></bdi> URLs can still be accessed and used without <bdi lang="zxx" dir="ltr"><code><nowiki>action=raw</nowiki></code></bdi>. Specified user page URLs (e.g. <bdi lang="zxx" dir="ltr"><code><nowiki>User:Myusername</nowiki></code></bdi>) can still be used with <bdi lang="zxx" dir="ltr"><code><nowiki>action=raw</nowiki></code></bdi>. [https://phabricator.wikimedia.org/T120386] * Due to an update, the thumbnailing software has been improved. This includes upgrading <bdi lang="zxx" dir="ltr"><code><nowiki>librsvg</nowiki></code></bdi> to 2.60 and <bdi lang="zxx" dir="ltr"><code><nowiki>ImageMagick</nowiki></code></bdi> to 7, as well as resolving a number of long-standing thumbnailing bugs like rendering errors. [https://phabricator.wikimedia.org/T419815#12222841] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.17|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/35|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W35"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:45, 24 August 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30961208 --> == Tech News: 2026-36 == <section begin="technews-2026-W36"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/36|Translations]] are available. '''Weekly highlight''' * A new format for the Community Wishlist is open for feedback. You can [[m:Special:MyLanguage/Community Wishlist/Community Wishlist 2027|read the proposed ideas on Meta]]. This new process plans to improve how wishes are triaged, voted on, and prioritized in a way that is transparent and balanced across project families and language editions. This consultation is open for two weeks. '''Updates for editors''' * The latest release of the Wikipedia Android app includes updates to the Saved feature, bringing the app’s saving experience closer to iOS and Web. The update redesigns the Saved tab with an “All articles” view, removes the default “Saved” reading list, renames reading lists to “Collections,” and modernizes the article-saving experience. [https://phabricator.wikimedia.org/T420788] * The [[mw:Special:MyLanguage/Readers/Reader Experience/Reading lists|Reading Lists]] feature was enabled for all logged-in users on Bengali, Chinese, Czech and Vietnamese Wikipedias on August 25, after several months as a beta feature. Reading Lists will be available to all logged-in users on Arabic, French and Indonesian Wikipedias on September 1, followed by English Wikipedia on September 14, and all other Wikipedia wikis on September 28. * At the end of the month, some logged-out readers on Bengali, Czech, Persian, English, and Polish Wikipedias using the Minerva skin on mobile will see an [[mw:Special:MyLanguage/Readers/Reader_Growth/Minimal_Minerva|updated navigation bar]] in an [[w:A/B test|A/B test]]. The test will compare the current navigation bar with a new version designed to make it easier to find information more quickly. The goal is to determine whether these changes encourage readers to return more often. This experiment will not change the experience for logged-in readers and/or editors. * Editors who maintain redirects, templates, and categories used on redirect pages now have improved ways for finding and curating redirects. Previously, redirects pages could not be searched. Two new search keywords, <bdi lang="zxx" dir="ltr"><code><nowiki>onlyredirects:</nowiki></code></bdi> and <bdi lang="zxx" dir="ltr"><code><nowiki>withredirects:</nowiki></code></bdi>, now allow redirects to be searched directly and can be combined with existing keywords such as <bdi lang="zxx" dir="ltr"><code><nowiki>incategory:</nowiki></code></bdi>, <bdi lang="zxx" dir="ltr"><code><nowiki>intitle:</nowiki></code></bdi>, and <bdi lang="zxx" dir="ltr"><code><nowiki>insource:</nowiki></code></bdi>. [https://phabricator.wikimedia.org/T204089] * The ISBN lookup tools for generating citations were recently not working because of external service problems. Developers are working on solutions. [https://phabricator.wikimedia.org/T435179] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:30}} community-submitted {{PLURAL:30|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where searching for pages by category using <bdi lang="zxx" dir="ltr"><code><nowiki>deepcat</nowiki></code></bdi> could return no results or unrelated results has now been fixed. [https://phabricator.wikimedia.org/T414859] '''Updates for technical contributors''' * The domain of URLs for thumbnails is changing from upload.wikimedia.org to thumb.wikimedia.org. The old URLs will continue to work for the foreseeable future but MediaWiki will advertise the new domain instead. URLs to other types of media such as original files, videos and transcodes will still be served from upload.wikimedia.org. [https://phabricator.wikimedia.org/T427465] * The Wikimedia [https://www.mediawiki.org/w/index.php?api=wmf-math%2Fv1&title=Special%3ARestSandbox Math API] is now deprecated. These endpoints will be fully sunset by the end of September 2026. Developers who call these endpoints should transition to alternative math rendering solutions, such as the native [https://developer.mozilla.org/en-US/docs/Web/MathML MathML] or [https://www.mathjax.org/ MathJax]. Third-party MediaWiki installations that utilize the Math extension for formula rendering are required to upgrade to v1.43+ to avoid disruption of service. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.18|MediaWiki]] '''In depth''' * Read more about [[mw:Special:MyLanguage/Edit_check/TextMatch|TextMatch]] in a Diff post titled, [[diffblog:2026/08/28/custom-edit-suggestions-for-every-wiki-how-communities-are-shaping-suggestion-mode-with-textmatch/|Custom edit suggestions for every wiki: How communities are shaping Suggestion Mode with TextMatch]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/36|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W36"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:53, 31 August 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30990659 --> == Tech News: 2026-37 == <section begin="technews-2026-W37"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/37|Translations]] are available. '''Updates for editors''' * [[mw:Special:MyLanguage/Help:Growth/Tools/Add_a_link|Add a Link]] has been upgraded for English Wikipedia users with improved detection of links that have different capitalization. This will help reduce ambiguous suggestions caused by differences in capitalization in article titles, including articles about cultural goods. A second phase of improvements is planned, which will also prepare the feature for release in other languages. [https://phabricator.wikimedia.org/T435526#12240876] [https://phabricator.wikimedia.org/T434259] * The [[mw:Special:MyLanguage/Article_guidance|Article guidance]] feature will be enabled by default for junior editors on Simple English and Turkish Wikipedia starting 10 September 2026 following [[mw:Special:MyLanguage/Article_guidance/Updates#Summary_of_experiment_result|an experiment]]. Junior editors with 0 to 99 edits will automatically see the feature when they click a red link or use the "[[tr:Vikipedi:Madde_sihirbazı|Madde oluşturto]]" option on Turkish Wikipedia to create a new article. The change is intended to help junior editors create higher-quality articles that meet each Wikipedia’s standards. [[phab:maniphest/query/z3tcTjmLMxk5/#R|Additional improvements]] will continue based on the experiment results and community feedback. * The [https://pageviews.wmcloud.org Pageviews Analysis] tool which allows users to compare pageviews across multiple pages, turns 10 years old this year and several new features have been added. They include [[toolforge:wikinav|WikiNav]] which provides insights into how readers of Wikipedia explore the content, editing stats in [https://pageviews.wmcloud.org/siteviews?range=latest-30&sites=en.wikipedia.org Siteviews], the ability to [https://pageviews.wmcloud.org/massviews?source=wikiproject&project=en.wikipedia.org lookup articles belonging to a WikiProject], and support for dark mode. [https://phabricator.wikimedia.org/T378549] * A [[mw:Special:MyLanguage/Readers/Reader_Growth/Minimal_Minerva|visually simplified Minerva]] navigation bar is being tested for logged-out readers using mobile web on the Bengali, Czech, English, Farsi, and Polish Wikipedias. The experiment aims to determine whether simplifying the navigation improves reader retention. The test will run from August 31 to September 28, and no action is required from users. * [[m:Special:MyLanguage/WMDE Technical Wishes|WMDE Technical Wishes]] is working on improving [[en:Wikipedia:VisualEditor/Named references|auto-generated reference names in VisualEditor]]. Editors will only notice a slight change starting this week. When adding automatic reference names the numbering will start at <bdi lang="zxx" dir="ltr"><code><nowiki>:1</nowiki></code></bdi> instead of <bdi lang="zxx" dir="ltr"><code><nowiki>:0</nowiki></code></bdi>. Read more on the [[m:WMDE Technical Wishes/References/VisualEditor automatic reference names|project page]]. [https://gerrit.wikimedia.org/r/c/VisualEditor/VisualEditor/+/1332704] * All wikis will be [[m:Special:MyLanguage/Tech/Server switch|read-only for a few minutes]] on September 23. This is planned at 14:00 UTC. More information will be published in Tech News and will also be posted on individual wikis in the coming weeks. [https://phabricator.wikimedia.org/T433363] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:25}} community-submitted {{PLURAL:25|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where [[mw:Special:MyLanguage/Parsoid|Parsoid]] could mishandle nested nowiki tags, causing content to be lost and displaying unwanted text has now been fixed. [https://phabricator.wikimedia.org/T435116] '''Updates for technical contributors''' * Interface administrators can configure gadgets from [[MediaWiki:Gadgets-definition]]. The definition format has been updated and no longer requires the <bdi lang="zxx" dir="ltr"><code><nowiki>ResourceLoader</nowiki></code></bdi> option, as gadgets are always loaded through <bdi lang="zxx" dir="ltr"><code><nowiki>ResourceLoader</nowiki></code></bdi>. This simplifies gadget configuration by removing an option that is no longer necessary, making gadget definitions easier for administrators. [https://phabricator.wikimedia.org/T298199] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.19|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/37|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W37"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 18:44, 7 September 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=31008437 --> == Tech News: 2026-38 == <section begin="technews-2026-W38"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/38|Translations]] are available. '''Weekly highlight''' * The Future Audiences team has started a [[en:Special:MyLanguage/Wikipedia:Village pump (proposals)#New proposed experiment to let readers know about “Google preferred sources”|discussion on English Wikipedia]] about a proposed new experiment to show a temporary notice about the new [https://blog.google/products-and-platforms/products/search/original-high-quality-content-search/ Google Preferred Sources] feature to Wikipedia readers coming from Google. The experiment is to test whether this notice makes visitors come back to Wikipedia more often. Preferred Sources feature lets users choose websites they trust so Google can highlight content from those sources more prominently in Search and AI experiences. We are interested in testing this on other languages that Google supports and would welcome assistance with starting conversations on other wikis. If interested, please reach out to Future Audiences on the [[m:Special:MyLanguage/Future Audiences/Preferred sources|talk page]]. '''Updates for editors''' * The chat platform Discord is releasing a new self-service framework that websites can use to specify how their links should look when shared on Discord. The Future Audiences team is planning to start using this new framework to improve how Wikipedia links look when shared on Discord, giving better attribution and credit to contributors. The link appearance and behavior won't change in the first phase of this project as we want to first collect some baseline data to assess the impact of future changes. However, if community members who are active on Discord spot any issues, they can reach out on [[phab:tag/future-audiences/|Phabricator]] or [[m:Special:MyLanguage/Future Audiences|Metawiki]]. * The Reader Growth team will be running an experiment to test whether [[mw:Special:MyLanguage/Readers/Reader_Growth/Compact Lead|compacting article lead sections on mobiles]] with the addition of a "read more" button improves reader retention. The test will begin on September 17 on Arabic, Spanish, French, Indonesian, Italian, Japanese, Portuguese, Vietnamese, and Chinese Wikipedias and will run for four weeks. * All wikis will be [[m:Special:MyLanguage/Tech/Server switch|read-only for a few minutes]] on September 23. This is planned at 14:00 UTC. More information will be published in Tech News and will also be posted on individual wikis in the coming week. [https://phabricator.wikimedia.org/T433363] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:28}} community-submitted {{PLURAL:28|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where [https://wikistats.wmcloud.org/ Wikistats] for Wikipedias was returning an HTTP 500 error and could not be reached, has now been fixed. [https://phabricator.wikimedia.org/T435959] '''Updates for technical contributors''' * Developers who maintain a tool that queries the Wikimedia Commons links tables need to update their code to connect to the new x4 database cluster. The links tables have been moved from the s4 cluster to x4, and will no longer receive updates on s4. The page and redirect tables remain available on both clusters. A wiki replica for the x4 cluster will be set up afterwards. The change is being made because the s4 cluster has grown too large to operate efficiently. You can [[wikitech:Special:MyLanguage/News/2026 Commons links tables database split|read more]]. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.20|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/38|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W38"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 15:31, 14 September 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=31039826 --> == Tech News: 2026-39 == <section begin="technews-2026-W39"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/39|Translations]] are available. '''Weekly highlight''' * [[m:Special:MyLanguage/Tech/Server switch|All wikis will be read-only]] for a few minutes on Wednesday, 23 September 2026 at [https://zonestamp.toolforge.org/1790172000 14:00 UTC]. This is for the datacenter server switchover backup tests, [[wikitech:Special:MyLanguage/Deployments/Yearly calendar|which happen twice a year]]. During the switchover, all Wikimedia website traffic is shifted from one primary data center to the backup data center to test availability and prevent service disruption even in emergencies. [https://phabricator.wikimedia.org/T433363] '''Updates for editors''' * The Growth team tested a new post-edit notice designed to [[mw:Special:MyLanguage/Contributors/Account Creation Experiments#4. Encourage Temporary Accounts to Register|encourage Temporary Account holders to register for a permanent account]]. The new notice replaced multiple dialogs and a simultaneous welcome notification with a single message highlighting the benefits of creating an account. The experiment increased permanent account creation from 1.94% to 3.66%, an 87% relative increase. The change will now be released to all wikis. [https://phabricator.wikimedia.org/T433551] * For Wikipedia editors using the [[Special:Preferences#mw-prefsection-betafeatures|"Suggestion mode" Beta Feature]], there is a [[Special:Preferences#mw-input-wpvisualeditor-editcheck-experimental|new opt-in user preference]] for showing "experimental" edit checks and suggestions. These types are listed at [[Special:EditChecks#experimental-checks|Special:EditChecks]], and are intended for early developer-testing and for gathering feedback from experienced users. Administrators can change the [[mw:Special:MyLanguage/Edit check/Configuration|configuration details]] for each suggestion as usual. Administrators can also [[mw:Special:MyLanguage/Help:Suggestion mode#Experimental Suggestions|use this feature]] to help test their community's ideas for locally created checks and suggestions. Experimental types will have a more distinct visual style later this week. [[mw:Talk:VisualEditor/Suggestion Mode|Feedback is welcome]]. * The [[m:CEE Technical Village Pump|CEE Technical Village Pump]] has been launched as a space for technical discussions and collaboration among Wikimedia communities in Central and Eastern Europe. * A new tool, [[mw:Special:MyLanguage/Language Onboarding and Development/Starter kit|Starter Kit]], is now available for new and small language Wikipedia communities. It brings together guided tasks, tools, and resources to help communities get started, monitor their progress, and collaborate with the broader Wikimedia community. Starter Kit is hosted on Wikimedia Toolforge and is designed for Wikipedias with fewer than 50,000 articles. Learn more about how Starter Kit works and how communities have been using it in [[diffblog:2026/09/18/introducing-starter-kit-for-new-and-small-language-wikipedias/|this Diff blog post]]. * The Reader Growth team is launching a retest of the [[mw:Special:MyLanguage/Readers/Reader Growth/Image Browsing|image carousel experiment]]. The retest will use three new versions of the design, updated based on community feedback. The team will assess results and determine with communities whether or not to proceed with the feature. The experiment will begin the week of September 28 and will run on Arabic, Bengali, Chinese, Czech, English, Farsi, French, German, Indonesian, Japanese, Polish, Portuguese, Spanish, Swedish, and Vietnamese Wikipedias. * After successful rollouts to Arabic, Bengali, Chinese, Czech, English, French, Indonesian, and Vietnamese Wikipedias, the [[mw:Special:MyLanguage/Readers/Reader Experience/Reading lists|Reading Lists feature]] from the Reader Experience team will be available to all logged-in users on all Wikipedia wikis starting September 28. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:28}} community-submitted {{PLURAL:28|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where the mentor status script repeatedly updated mentors’ status even when nothing had changed, creating unnecessary Recent Changes entries, has now been fixed. [https://phabricator.wikimedia.org/T436659] '''Updates for technical contributors''' * The <bdi lang="zxx" dir="ltr"><code><nowiki>abusefilters</nowiki></code></bdi> list query API, used to retrieve specific details about active or historical abuse filters configured on a wiki, has been updated to support the <bdi lang="zxx" dir="ltr"><code><nowiki>formatversion=2</nowiki></code></bdi> configuration parameter, thereby leading to breaking changes to the API response. All users who maintain user-scripts or other code need to check if they use the <bdi lang="zxx" dir="ltr"><code><nowiki>abusefilters</nowiki></code></bdi> list query API, and respond to any breaking changes. [https://phabricator.wikimedia.org/T435828] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.21|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/39|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W39"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 11:56, 27 September 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=31085309 --> == Tech News: 2026-40 == <section begin="technews-2026-W40"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/40|Translations]] are available. '''Updates for editors''' * Users of default skins on desktop and mobile web (Vector 2022 and Minerva respectively) will now be informed if the search suggestions displayed as they type into Search come from page redirects. Previously, users could get confused when the top search suggestions did not match exactly what they had typed. The new redirect notice clarifies that these suggestions are not random, but related to the search. The suggested pages may be redirects to the most relevant destination articles being searched for. [https://phabricator.wikimedia.org/T303013] * Logged-out Wikipedia users on mobile web will begin to see a bookmark button for saving articles to their [[mw:Special:MyLanguage/Readers/Reader Experience/Reading lists|reading lists]] instead of the current Watchstar button. When clicked, the bookmark button prompts users to log in or create an account to save an article for later. An earlier experiment found that the bookmark icon was four times more likely than the Watchstar button to encourage logged-out users to create an account. This change is part of efforts to encourage more readers to become account holders and use features that help them save and return to content. [https://phabricator.wikimedia.org/T438769] * An experiment will begin on September 29 on Spanish, Arabic, English, and French Wikipedias to simplify the experience users encounter immediately after account creation. The test will explore whether removing friction from the current Welcome Survey helps new users understand what to do next more easily. The experiment will run through the end of October. [https://phabricator.wikimedia.org/T430058] * The [[m:Special:MyLanguage/Product and Technology Advisory Council|Product and Technology Advisory Council]] has put out a call for the community to suggest topics that it should consider and discuss with the Wikimedia Foundation. Editors and technical contributors are invited to add topics to [[m:Talk:Product and Technology Advisory Council|the council's talk page]]. * Later this week, it will be possible for communities to configure [[mw:Special:MyLanguage/Help:Edit check|Edit Checks and Suggestions]] so that they are [[mw:Special:MyLanguage/Edit check/Configuration#extraNamespaces|shown within additional namespaces]], such as a <bdi lang="zxx" dir="ltr"><code><nowiki>Draft:</nowiki></code></bdi> namespace. [[mw:Talk:VisualEditor/Suggestion Mode|Feedback is welcome]]. * A bug in the [[m:Special:GlobalWatchlist|Global Watchlist]] is causing the page to fail to load for users that have unseen changes on Wikimedia Commons. Developers are working on a fix. Until then, affected users can follow the workarounds described in the [[mw:Special:MyLanguage/Extension:GlobalWatchlist#GlobalWatchlist temporarily broken for users with Wikimedia Commons|relevant]] help section. * New magic words <bdi lang="zxx" dir="ltr"><code><nowiki>{{CATEGORYSORT:TIMESTAMP}}</nowiki></code></bdi> and <bdi lang="zxx" dir="ltr"><code><nowiki>{{CATEGORYSORT:RTIMESTAMP}}</nowiki></code></bdi> are now available for use. They are able to change the default sorting of categories to be based on timestamp of categorization. [https://phabricator.wikimedia.org/T433768] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:20}} community-submitted {{PLURAL:20|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the issue where [https://wikistats.wmcloud.org/ Wikistats] for Wikipedias was not reachable has now been fixed. [https://phabricator.wikimedia.org/T435959] '''Updates for technical contributors''' * The datacenter switchover, scheduled on September 23, has been postponed. [[diffblog:2025/03/12/hear-that-the-wikis-go-silent-twice-a-year/|The equinox exercise]] revealed capacity issues, preventing the switch of all services to the other datacenter. The process has been paused, prioritizing investigating that issue, to ensure that we continue to be able to serve our users reliably. A new exercise will be scheduled. Meanwhile, all traffic and edits continue to work as usual. * On September 23, a power loss briefly affected all wikis, creating intermittent issues on both reading and editing modes. This also affected Gerrit. This is unrelated to the datacenter switchover postponement. [https://www.wikimediastatus.net/incidents/9fm19t8qykk8] * [[mw:Special:MyLanguage/Help:Extension:Produnto|Produnto]] has been deployed to mediawiki.org and [[phab:T421436|some Indic language wikis]]. We want to hear your feedback on this experimental product. Produnto allows users to use Lua modules hosted in [[gitlab:repos/lua|Wikimedia's GitLab]]. It simplifies the sharing of Lua code between wikis. Instead of copying each individual Lua module from one wiki to another, users will be able to easily share packages across all wikis. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.22|MediaWiki]] '''Meetings and events''' * A [[m:Event:Cross-wiki Code Collaboration Workshop|Cross-wiki code collaboration workshop]] will be held online on October 2 at 12:30 UTC, bringing together South Asian technical contributors to learn about Produnto and begin piloting it on Hindi, Punjabi, Odia, Telugu, and Malayalam Wikipedias. Produnto is a package manager for deploying Lua modules hosted on GitLab to Wikimedia wikis, and was recently deployed on some pilot wikis. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/40|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W40"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 10:49, 28 September 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=31092225 --> == Tech News: 2026-41 == <section begin="technews-2026-W41"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/41|Translations]] are available. '''Weekly highlight''' * The process for this year’s Community Wishlist [[m:Special:MyLanguage/Community Wishlist/Community Wishlist 2027#Updated Community Wishlist Process 2027/2028|has been published]], incorporating community feedback. The wish submission process will [[m:Special:MyLanguage/Community Wishlist/FAQ#What is the deadline for submitting wishes?|end on November 8]]. This year, [[m:Special:MyLanguage/Community Wishlist/Community Wishlist 2027/Working group|a working group (open for volunteering)]] that includes community members familiar with the technical aspect of our wikis alongside Wikimedia Foundation staff, will take care of the [[m:Special:MyLanguage/Community Wishlist/FAQ#What is triage?|triage process]]. The triage is expected to be completed by late November. Votes for wishes will start in January. '''Updates for editors''' * Editors using the [[mw:Special:MyLanguage/VisualEditor|visual editor]] will now see a warning when they paste text that is likely to have initially been copied from one of five external generative AI chatbots into Wikipedia. This feature is known as [[mw:Special:MyLanguage/Edit check/LLM Paste Check|LLM Paste Check]]. It is a type of [[mw:Special:MyLanguage/Edit check|Edit Check]] that is community configurable. The check looks for markers in the copied HTML and is not using content watermark detection. Edits will also [[mw:Special:MyLanguage/Edit check/LLM Paste Check#Edit tags|be tagged]] so that patrollers can review them more closely. The feature helps newcomers add content that respects Wikipedia’s policies and makes it easier for experienced editors to identify problematic edits. Communities with local policies about LLM usage can [[mw:Special:MyLanguage/Edit check/LLM Paste Check#Configuration|adjust the wording and policy that is linked]]. The team [[listarchive:list/translators-l@lists.wikimedia.org/message/EVHKWJ4IERZELMPIWNH3XUVUSQV5KOO4/|apologizes]] that this was rolled out without a delay for translations. * Editors can now easily [[mw:Special:MyLanguage/Wikimedia Apps/Team/Future of Editing on the Mobile Apps|access the web visual editor directly from the iOS and Android apps]]. When opening the editor, users will be given a choice between visual editing and source editing. If they choose visual editing, they will be sent to a mobile web window in their phone's browser. After completing their edit, a banner will give them the option to return to the app. This enables readers to make quick contributions while casually reading. * Users of the Wikipedia Android and iOS apps will now see a one-time account creation prompt after they have used the app for two consecutive weeks. This prompt explains the benefits of having an account. It is intended to help more casual readers become logged-in users who return to the apps regularly. [https://phabricator.wikimedia.org/T434847] * Editors on [[wmnoc:conf/dblists/group1.dblist|group1 wikis]], including Wikiquote, Wikibooks, Wikiversity, Wikivoyage, and Wikisource, will no longer see notifications on [[mw:Special:MyLanguage/Help:Recent changes|Recent Changes]] and [[mw:Special:MyLanguage/Help: Watching pages|Watchlist]] when a link to another language version of a page is added, removed, or changed in its Wikidata item. This change will begin on October 5 at 07:00 UTC as a two-week trial to reduce high-volume, low-value notifications and make important changes easier to identify. Editors who rely on these notifications can read more on the [[m:Wikidata For Wikimedia Projects/Clearer Wikidata Edit Summaries/Hide Language Link edits|project page]] and share feedback or concerns on the [[m:Talk:Wikidata_For_Wikimedia_Projects/Clearer_Wikidata_Edit_Summaries/Hide_Language_Link_edits|talk page]]. [https://phabricator.wikimedia.org/T439415] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:36}} community-submitted {{PLURAL:36|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where mentors who removed themselves from the mentorship program could still have mentees assigned to them and receive questions, has now been fixed. Mentees will now be reassigned when a mentor leaves the program. [https://phabricator.wikimedia.org/T418194] '''Updates for technical contributors''' * Wikimedia Brasil has published its [[m:Special:MyLanguage/Wikimedia Brasil/Arcabouço de Boas Práticas de Desenvolvimento|Development Best Practices Framework]] (ABPD). It is a guide for staff, contractors and volunteers building technical tools and projects. It covers the project lifecycle, security, accessibility, personal data protection and responsible AI use, and explains how movement-wide guidelines were adapted to a local context. They encourage other affiliates to reuse it and adapt it. Read more in the [[wmfblog:2026/09/26/wikimedia-brasils-development-best-practices-framework-technical-sustainability-as-an-organizational-responsibility|Diff post]]. * A new, canonical base URL for Wikimedia APIs will soon be introduced. The new canonical route follows a <bdi lang="zxx" dir="ltr"><code><nowiki>{projectName}/api/</nowiki></code></bdi> pattern and will act as an alternative path for current REST APIs (for example: <bdi lang="zxx" dir="ltr"><code><nowiki>{projectName}/w/rest.php/</nowiki></code></bdi>). Both versions will be callable for all existing APIs, but the new structure will be the preferred path for newly created API modules. This change will be non-breaking for most users. The existing pathways will remain available for all existing endpoint requests. However, some endpoints may return URLs following the new pattern in response bodies. Changes will be available on test wiki first, with the rollout expected to cover all wikis by the end of October. [https://phabricator.wikimedia.org/T433535] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.23|MediaWiki]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/41|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W41"/> 18:52, 5 October 2026 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=31098825 --> == Tech News: 2026-42 == <section begin="technews-2026-W42"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/42|Translations]] are available. '''Weekly highlight''' * Starting October 13, wikis can change the default pattern for [[:en:Wikipedia:VisualEditor/Named references|auto-generated reference names in VisualEditor]] (currently <syntaxhighlight lang="wikitext" inline><ref name=":1" /></syntaxhighlight>). They will be able to use human-readable, content-based reference names that are more helpful to contributors using the source editor (e.g. <syntaxhighlight lang="wikitext" inline><ref name="Miller2026-1" /></syntaxhighlight>). VisualEditor reference name patterns can be defined using MediaWiki system messages, JSON, templates and modules ([[:mw:Special:MyLanguage/Help:Cite/VisualEditor reference names|more information]]). Admins can enable these changes via [[Special:CommunityConfiguration/Cite-VisualEditor-Autonames|community configuration]]. This is a [[:m:Special:MyLanguage/Community_Wishlist/W17|community wish]] implemented by [[:m:Special:MyLanguage/WMDE Technical Wishes|WMDE Technical Wishes]]. [https://phabricator.wikimedia.org/T436255] * [[m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing|Sub-referencing]] is a new MediaWiki feature that allows editors to reuse references with different details. It will be deployed to English Wikipedia on October 14 and to remaining Wikimedia Foundation wikis by end of October (likely October 21). The [[m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing#deployment|FAQ]] lists possible actions to take on your wiki to support the deployment. This is a [[:m:WMDE Technical Wishes/Sub-referencing/History|long-standing community wish]] implemented by [[:m:Special:MyLanguage/WMDE Technical Wishes|WMDE Technical Wishes]]. [https://phabricator.wikimedia.org/T440243][https://phabricator.wikimedia.org/T440304] '''Updates for editors''' * [[mw:Special:MyLanguage/Moderator Tools|Moderator Tools]] will be removing the list view of the Watchlist and defaulting everyone to the changelog view. Previously, there were two versions of how the Watchlist is shown to mobile web users: the list view, where editors could see watched articles in a list format, and the changelog view, where editors could see changes to watched articles in a log format, controlled by a user's Advanced Mobile Control settings. This has created issues for code-base maintenance: two different displays means two sets of code to manage. By defaulting to the changelog view, we are simplifying the codebase and avoiding the likelihood of missing bugs. * The Wikipedia Android app is testing a way to listen to article introductions in the “For you” feed. A text-to-speech model reads the existing article text aloud without rewriting it or adding any content. The 30-day experiment will begin in the Wikipedia Beta app during the third week of September, then move to the regular Wikipedia Android app in October for a limited group of eligible users. A small portion of app users (those with English feeds and at least one topic interest) will have access to the feature. This experiment is part of broader efforts to give app readers options in how they consume content in order to deepen engagement and user retention. [[mw:Special:MyLanguage/Readers/Listening to Wikipedia/Phase 1|Learn more]] and [[mw:Talk:Readers/Listening to Wikipedia|share feedback]]. * [[mw:Special:MyLanguage/Help:Extension:CodeMirror|CodeMirror syntax highlighting]] was [[phab:T288161|enabled]] by default for all logged out and newly registered users on the English Wikipedia on September 14. With no signs of adverse effects, the same change is being proposed to be made globally across all wikis in a few weeks. If you have concerns or feedback, or if your wiki would like to opt out, [[mw:Special:MyLanguage/Help talk:Extension:CodeMirror#Enabling CodeMirror by default on all WMF wikis for newbies|please see the help page]]. [https://phabricator.wikimedia.org/T440077] * [[d:Wikidata:Usability_and_usefulness/Item_editing_experience/Mobile_editing_of_statements|Wikidata mobile statement editing]] of all datatypes will be officially launched on October 13, when it will be removed from Wikidata [[d:Special:Preferences#mw-prefsection-betafeatures|beta features]] and become available to all editors. Users can [[d:Wikidata_talk:Usability_and_usefulness/Item_editing_experience/Mobile_editing_of_statements|report bugs and share feedback]]. * Last week, language link changes were removed from [[Special:RecentChanges|Recent Changes]] and [[Special:Watchlist|Watchlist]] feeds on Wikivoyage, Wikisource, Wikiversity, Wikiquote and Wiktionary. As no adverse effects have been observed, the [[m:Wikidata_For_Wikimedia_Projects|Wikidata For Wikimedia Projects]] plans to roll out this change globally to all Wikipedias. This is scheduled for October 13 at 07:00 UTC, after which editors will no longer see when a link to ''another'' language version of a page is added, removed, or changed in its Wikidata item. Editors who rely on these notifications can read more on the [[m:Wikidata For Wikimedia Projects/Clearer Wikidata Edit Summaries/Hide Language Link edits|project page]] and share feedback or ask to opt out their wiki on the [[m:Talk:Wikidata_For_Wikimedia_Projects/Clearer_Wikidata_Edit_Summaries/Hide_Language_Link_edits|talk page]]. [https://phabricator.wikimedia.org/T440698] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:28}} community-submitted {{PLURAL:28|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where accidentally touching the graph while scrolling on the Pageviews tool on mobile could unintentionally zoom in has now been fixed. Click-and-drag zoom is now disabled on touch devices. [https://phabricator.wikimedia.org/T440075] '''Updates for technical contributors''' * There are three major changes coming to dumps: the legacy content dumps [https://lists.wikimedia.org/hyperkitty/list/xmldatadumps-l@lists.wikimedia.org/thread/E6D5EU4PMSTSOI2J7A46HJ3YW2W554CS/ deprecated in January 2026] will now be sunset, the replacement [https://wikitech.wikimedia.org/wiki/MediaWiki_Content_File_Exports MediaWiki Content File Exports] will be delayed to implement a “safety buffer”, and they are now also available as 7zip-compressed files. Users will need to switch the URL they download their dump from. For more information, timeline and migration instructions, see [https://wikitech.wikimedia.org/wiki/Legacy_content_dumps_sunset Legacy content dumps sunset]. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.24|MediaWiki]] '''In depth''' * The Wikimedia Foundation discovered unauthorized activity by OpenAI agents on Wikimedia projects, including edits to wikis, attempts to exploit a public note-taking tool, and heavy automated traffic. [[diffblog:2026/10/05/openai-rogue-agent-activities-found-on-wikimedia-projects/|Read the blog post on Diff]] for more details about the activity and the Foundation’s response. '''Meetings and events''' * Save the date for the next Wikimedia Hackathon! We’ll be meeting in lovely Tirana, Albania for the [https://www.mediawiki.org/wiki/Wikimedia%20Hackathon%202027 2027 Wikimedia Hackathon] from April 9–11, 2027. Scholarship and staff sponsorship applications are currently being [https://pretix.eu/wikimedia/Hackathon-2027/ accepted through Pretix] and will close on October 30, 2026. General registration will open in January 2027. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/42|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W42"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 07:40, 13 October 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=31142468 --> == Tech News: 2026-43 == <section begin="technews-2026-W43"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/43|Translations]] are available. '''Updates for editors''' * To measure the impact of incorporating some [[mw:Special:MyLanguage/Readers/Reader_Growth/Image_Browsing#November 2025: Ideas and feedback|community-requested features]] on logged-out reader retention, a test for [[mw:Special:MyLanguage/Readers/Reader_Growth/Image_Browsing|Image Carousel]] will be pushed to logged-out readers. With the Image Carousel feature, readers browse community-uploaded images, selected by editors as relevant to specific articles. The test starts on November 20. * An experimental notice will be pushed to 0.5% of logged-out mobile readers who come to English Wikipedia from Google, asking them to add Wikipedia as a [https://blog.google/products-and-platforms/products/search/preferred-sources/ Google Preferred Source]. The test is to see if this notice increases reader retention and encourages people who use Google Search to visit Wikipedia more often. It will run from October 15–29 and will be assessed for its impact on retention and referrals. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:26}} community-submitted {{PLURAL:26|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where [[quarry:|Quarry]] returned an “Access denied” error when users tried to run SQL queries, preventing queries from running normally, has now been fixed. [https://phabricator.wikimedia.org/T440966] '''Updates for technical contributors''' * [[File:Cog-icon-grey.svg|12px|link=|class=skin-invert|Advanced item]] Due to a long-standing bug, applications that use the [[mw:Special:MyLanguage/OAuth/For_Developers|OAuth 2]] client credentials flow to act on their owners’ behalf are treated as if they are logged out. This will be fixed for new applications registered on or after Monday, October 19. Some affected applications need to re-register. [https://phabricator.wikimedia.org/T420297] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.48/wmf.1|MediaWiki]] '''Meetings and events''' * A proposal to hold the Wikimedia Hackathon every three years, with regional hackathons in between, [[mw:Wikimedia Hackathon/Community Proposal 2026|has been shared]]. It explores making the event more accessible to technical communities in different regions. Share your feedback on the proposal’s [[mw:Talk:Wikimedia Hackathon/Community Proposal 2026|talk page]] before November 6. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/43|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W43"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 14:38, 19 October 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=31178499 --> fl3k013vq9snio4fiilxgndy34ib3pj 0 264724 2841546 2840718 2026-10-19T16:19:08Z Scogdill 1331941 2841546 wikitext text/x-wiki {{Short description|Dress worn by Queen Victoria at her wedding to Prince Albert in 1840}} = Sandbox = Page to draft revisions for Wikipedia articles. For Gwladys Robinson, see Gwladys Lowther Robinson, [[Social Victorians/People/Ripon|Marchioness of Ripon]] and, earlier, [[Social Victorians/People/Lowther|Countess of Lonsdale]] ==References== {{reflist|2}} [[Category:1840 works]] [[Category:Royal wedding dresses|Victoria Queen]] [[Category:1840s fashion]] [[Category:British royal attire]] [[Category:Dresses in the Royal Collection of the United Kingdom|Victoria, Wedding]] [[Category:Diamond Jubilee of Queen Victoria]] = Victorian fashion = == Notes and Quotes == * Women followed Paris fashion in Europe and America, but London tailors led the way for men’s fashion. The Industrial Revolution actually impacted men’s fashion more than women’s. * Sewing machines in factories began mass producing cheap clothing for the largest group in the population, working class men. * Ready-made clothing affected the social structure, the economy, and gender differentiation. * Paper patterns, introduced in fashion magazines that targeted women, along with domestic sewing machines had more impact on women’s fashion than men’s. Haute couture was still bespoke (being individually constructed by tailors or dressmakers or fashion houses like Maison Worth). Sewing Machines and Clothes Before the industrial revolution wealthy people paid others to sew their clothes by hand and those who were of much lower economic status did all the manual labor necessary to feed and clothe the rich minority. The working class had to make all their own clothes. Sewing, however, came at the end of the process.  They began with raw wool cut from the backs of sheep or gathering flax.  Only the wealthy could afford to buy fabric.  They followed processes for cleaning and spinning the wool into thread and the processes of soaking and pulling out the fibrous strips to make into thread for linen fabric. After they had thread, it was tied to a loom so it could be woven into cloth.  Then it had to be cut or torn into pieces. For many families scissors were a luxury. And the last step is sewing the pieces together to create a garment. Machines could not only sew, they could process the raw materials into thread and weave it into fabric much  quicker. Regarding clothing, working class men and their families benefitted greatly from ready-made clothes. Manufacturers marketed to them because they were the largest class. For example,<blockquote>–Men’s shirts, made by machine, take 3 hours and 10 minutes each to do; by hand, 15 hours and 20 minutes; a lady’s dress, by machine, takes 12 hours 4 minutes; by hand 20 hours 35 minutes; . . . a common frock-coat, by the machine occupies 17 hours 20 minutes; by the hand, 27 hours and 40 minutes: a linen vest, by machine, 3 hours 44 minutes; by hand 7 hours 18 minutes; a fine overcoat, by machine, 28 hours 13 minutes; by hand 31 hours 20 minutes; . . . <ref>Mitchell, Rebecca, ed. "22. 'Progress of the Sewing Machine,' ''Bow Bells'' (19 April 1865), p. 283." Part 6: Production and Industry. ''Fashioning the Victorians: A Critical Sourcebook''. Bloomsbury Visual Arts, 2018.</ref></blockquote> === Industrial Revolution and Technological Advancements === * the railroad * mass production of fabrics for working-class men's clothing ** Jacquard looms * sewing machines * aniline dyes, including black === Expanding Middle Class === * gender roles getting more clearly defined and rigid (referring back to page overview) === French Revolution === Sarah Gharmallah Alzahrani and Safia Abdelaziz Saroukh (https://www.researchgate.net/profile/Safia-Saroukh/publication/385099194_The_Semiotic_Dimension_of_Men's_Fashion_in_Modern_Eras/links/671686fbd796f96b8ec4f90e/The-Semiotic-Dimension-of-Mens-Fashion-in-Modern-Eras.pdf):<blockquote>The 19th century started with a fashion landscape that was changing dramatically and rapidly from the styles of a generation earlier. The French Revolution brought fashions that had been emerging since the 1780s to the forefront. Neoclassicism now defined fashion as both men and women taking inspiration from classical antiquity. For women, the high-waisted silhouette in lightweight muslin was the dominant style, while fashionable men looked to the tailors of Britain for a new, refined look [17]. [17]  Franklin, H. (Aug 18, 2020). Published on Jun 25, 2020, Retrieved: <nowiki>https://fashionhistory.fitnyc.edu/1800-1809/</nowiki> 11/11/2023. Edited. ...</blockquote>Brent Shannon:<blockquote>"Costume," wrote Max Beerbohm in 1896, "enables us to classify any 'professional man' at a glance, be he lawyer, leech or who not" (24–25). A man's profession and class were read by his jacket, his hat, what he rode in, and how he carried himself. "Perhaps there is a tendency among Englishmen to judge a man too much by the shape of his hat or the kind of collar he wears," conduct author John Wanamaker confessed; "But one must remember that in England if you ''wear'' the wrong thing, you will probably ''do'' the wrong thing, and generally ''be'' the wrong thing" (1).¹¹ Such assertions were predicated on the powerful Victorian conviction that outward appearance reflected inner qualities.<ref>{{Cite book|title=The Cut of His Coat: Men, Dress, and Consumer Culture in Britain, 1860–1914|last=Shannon|first=Brent Alan|publisher=Ohio University Press|year=2006|location=Athens, Ohio}}</ref> (148)</blockquote> ==Women's fashion== == Men's fashion == (Two intros: one to Victorian Fashion, giving background for both women's and men's fashions; two to the decades for men's fashion) Among the influences on men's styles: * differentiation of genders (domestic ideology, ideology of the spheres) * the "Great Male Renunciation," the French Revolution and English tailoring * industrial revolution: mass production of fabrics and articles of clothing, especially for working-class men * sports and country clothing * Albert Edward, Prince of Wales, later King Edward VII, influence went beyond England; tailors led by him led fashion for the upper classes * then later, cult of youth * military uniforms * comfort and convenience * evolving definitions of gender, both femininity and masculinity evolved as concepts. The changing definitions of masculinity affected men's clothing. For the growing and rising middle classes, gender roles became more and more rigid around the concept of the separate spheres, the public for men and the private sphere for women. Cultural sources for men's clothing and men's fashion: industrial revolution; expanding middle class; technological advancements; an association in the culture between outward appearance and inward nature; French Revolution; Albert Edward, Prince of Wales Citation for Victorian Hell: <ref name=":29">{{Cite web|url=https://victorianhell.substack.com/p/victorian-mens-fashion-history-and|title=Victorian Men’s Fashion History and Clothing Guide|last="It's Monty, Actually"|date=31 October 2025|website=Victorian Hell|access-date=7 September 2026}}</ref> === Frock coats === * Apostol Mănescu, politician, wearing a frock coat, butterfly tie, black waistcoat with button chain and light coloured pants, drainpipe type. Circa 1866. Photo by Franz Duschek.jpg (1866)[[File:Apostol Mănescu, politician, wearing a frock coat, butterfly tie, black waistcoat with button chain and light coloured pants, drainpipe type. Circa 1866. Photo by Franz Duschek.jpg|thumb|Romanian (?) Politician, c. 1866, ill-fitting but probably handmade suit|center]] Full-length portrait of two young men wearing frock coats with sashes and pistols at their waists LCCN2006689564.tif (right)[[File:Full-length portrait of two young men wearing frock coats with sashes and pistols at their waists LCCN2006689564.jpg|thumb|1860, American, young men with frock coats, performers??|center]] * George Augustus Henry Sala.jpg (Mathew Brady, 1855–1865) * [[File:George Augustus Henry Sala.jpg|center|thumb|George Augustus Sala, 1855–1865, LoC]] ==== Dress and Conduct Manuals, Histories, Victorian Theory, Catalogs ==== # [Baker, William Henry.]  ''Clothes Dictionary''. Chicago, Ill.: Cahn, Wampold, 1901. https://commons.wikimedia.org/wiki/File:Clothes_dictionary;_(IA_clothesdictionar00bake).pdf. # [[c:File:Hint's_about_men's_dress,_right_principles_economically_applied_(IA_hintsaboutmensdr00barr).pdf|Hint's about men's dress, right principles economically applied (IA hintsaboutmensdr00barr).pdf]] (book, conduct manual, American, 1888) #[https://upload.wikimedia.org/wikipedia/commons/6/69/Fashion-_the_power_that_influences_the_world_%28IA_fashionpowerthat00foxg%29.pdf?utm_source=commons.wikimedia.org&utm_campaign=index&utm_content=original Fashion- the power that influences the world (IA fashionpowerthat00foxg).pdf] (1871) (American, incl court dress, Victorian fashion theory, livery, "White, as it is the color of day, is expressive to us of the cheerfulness or gaiety which the return of day brings." [145], "Gentlemen's Furnishing and Goods," "Head and Foot Covering," Index) # [https://upload.wikimedia.org/wikipedia/commons/a/ae/How_to_behave_and_how_to_amuse._A_handy_manual_of_etiquette_and_parlor_games_%28IA_howtobehavehowto00sand%29.pdf?utm_source=commons.wikimedia.org&utm_campaign=index&utm_content=original How to behave and how to amuse. A handy manual of etiquette and parlor games (IA howtobehavehowto00sand).pdf] (1895; American; Men's Dress, p. 23; besides conduct and dress, it has parlor games) # [https://upload.wikimedia.org/wikipedia/commons/8/8e/The_etiquette_of_men%27s_dress_%28IA_etiquetteofmensd00cluc%29.pdf?utm_source=commons.wikimedia.org&utm_campaign=index&utm_content=original The etiquette of men's dress (IA etiquetteofmensd00cluc).pdf] (1888; American; some ads; anthology of individually written articles; lots of sports, outdoor events; search for "frock" — cutaway vs Prince Albert) #[https://upload.wikimedia.org/wikipedia/commons/e/e9/S.W._Silver_%26_Co.%27s_handbook_for_transatlantic_travellers_.._%28IA_swsilvercoshandb00silv%29.pdf?utm_source=commons.wikimedia.org&utm_campaign=index&utm_content=original S.W. Silver & Co.'s handbook for transatlantic travellers .. (IA swsilvercoshandb00silv).pdf] (1883; American; lots of ads from SW Silver, with prices; has blank pages where ppl can write "Introductions" and "Engagements," but this is not a conduct book, it's travel guide / catalog to London) #[https://upload.wikimedia.org/wikipedia/commons/f/f6/How_we_go_to_those_who_cannot_come_to_us.._%28IA_howwegotothosewh00roge%29.pdf?utm_source=commons.wikimedia.org&utm_campaign=index&utm_content=original How we go to those who cannot come to us.. (IA howwegotothosewh00roge).pdf] (Roger, Peet & Co.; American; catalog, spring 1891; pp. 11, clerical frock; 7 "Prince Alberts" double-breasted frocks; p. 23 shirts as underwear; has a thing on fitting and mail order; bathing suits, collars and cuffs; tennis shoes) == Victorian Men's Fashion (Intro to the Men's Fashion Section) == Museums and other historical sites have plenty of women’s clothes from the nineteenth century. There is great variety in both outer wear and underwear. “Men’s garments of the Victorian period have survived in far less quantity than women’s.” Buck p. 185 More waistcoats have survived than any other garment. The hardest garment to find are trousers. Very few survived the nineteenth century. Buck p. 185 By 1850 trousers dominated the fashion for men; the trouser straps under the shoe had disappeared; and a fly front had replaced the fall-front. Buck 185 It took most of the nineteenth century for men’s fashion to evolve into the coat, trousers and vest (waistcoat) that dominated the twentieth century and appears to be unchanging in the twenty-first century. “Men’s clothing, like women’s, was specific to each occasion and type of activity during the late nineteenth century.” Payne2, p. 518 For example, formal wear for social events was different from the casual, everyday wear for upper middle class and aristocratic men. Victorians also dressed in ensembles for hunting and riding (included knickerbockers–breeches that had a fuller cut). Casual and looser clothing was worn when participating in sports. Many different cuts of coats were available, like the Norfolk jacket, the morning coat, or the sack coat. “Tailored wool garments , originally inspired by the clothing of English country gentry, formed the backbone of men’s wardrobes in the early nineteenth century.” Men’s clothing began to change from styles that were colorful and flamboyant in the eighteenth century to styles that emphasized cut over color. By the end of the century men’s clothing had settled into a kind of uniform with coats and trousers usually made of the same fabric, often with a vest or waistcoat of the same fabric. The uniform included a shirt with a stiff collar, a necktie and very little jewelry. It took the entire nineteenth century to change to a rather static style that is still worn today. Ready-made clothing affected the social structure, the economy, and the gender differentiation. David Kutcha traces the origin of the 3-piece men's suit to King Charles II of England, who may be said to be wearing a coat, pants and a waistcoat, but otherwise is not wearing a "suit" we — or the Victorians — would recognize as such: <blockquote>... since 1666, male gentility has been associated with modesty and plainness in dress. Eschewing fashion as an increasingly feminized realm Charles II's vest inaugurated a new and essentially modern era of masculine aesthetics, one that reversed a long-held association between elaborate display and high social status. Manly thrift now displayed elite status.<ref>{{Cite book|title=The Three-Piece Suit and Modern Masculinity, England 1550–1850|last=Kutcha|first=David|publisher=University of California Press|year=2002|location=Berkeley and Los Angeles}}</ref> (2)</blockquote>So it's really Cromwell who should get credit?? The French Revolution caused both men and women to change stylistic direction radically. For one generation, stylish women wore simple white muslin dresses without foundation garments underneath. The changes in men's fashion was more lasting: men turned away from the ornamentation and ruffles of the ''ancien régime'', choosing instead understated and subtle tailoring to indicate good taste and wealth. Poole "comfort and convenience" — trousers, sack coats, collars and cuffs without a shirt, wool rather than silks and satins; knee breeches constantly riding up men as leaders of fashion, in spite of our sense that men didn't do fashion in the way that women did, were more serious than that === Dandy Stuff === Beau Brummell: "Men began to aspire to fine cutting, tailoring, and perfect fit in their clothes, flawless grooming and manners in themselves. The Englishman George Bryan (Beau) Brummell deserves much credit for the ideal of meticulous masculine appearance."<ref name=":25">{{Cite book|title=The History of Costume: From Ancient Mesopotamia Through the Twentieth Century|last=Payne|first=Blanche|last2=Winakor|first2=Geitel|last3=Farrell-Beck|first3=Jane|publisher=Addison-Wesley Longman|year=1992|isbn=0-06-047141-7|edition=2nd|location=New York, New York}}</ref> (458) "From 1796 to 1816, the Beau set the pattern for cleanliness and liberal use of starch." (459) === Gender Ideologies === '''Victorian gender ideologies''' relegated men to the "public sphere" and women to the "domestic sphere." (??) More than that “the cult of youth . . . the secularization of sport and the influence of modern warfare in generating men’s fashions, the tendency to prefer modern ideas of comfort and convenience, and the transformation of fashion knowledge and fashion urbanism from print to hyperreality”<ref name=":26">McNeil, Peter. "Men's Fashion: 1800–2022." Chapter 22. ''The Routledge History of Fashion and Dress, 1800 to the Present''. Routledge, 2024. https://opus.lib.uts.edu.au/bitstream/10453/182707/2/Men%27s%20Fashion%20200822_24_12_20_09_29_44.pdf DOI: 10.4324/9780429295607-27.</ref> (McNeil 1 or 411) changed the perceptions of masculinity and femininity. === Class === The growing middle class involved among other things more and more jobs and careers for young men as clerks, office workers, they were junior, subordinate, and they were commuting on the railroads from suburbs. Carolyn Kirby:<blockquote>In western Europe the fashion for plain dark suits coincided with the rise of the affluent middle-classes in a world where the pace of industrialisation and the globalisation of trade was accelerating as never before. The sharp, dark business suit became the last word in male power-dressing. And so it remains to this day.<ref name=":27">{{Cite web|url=https://historiamag.com/invent-masculine-fashion/|title=The invention of masculine fashion|last=Kirby|first=Carolyn|date=3 December 2025|website=Historia: Magazine of the Historical Writers' Association|access-date=25 August 2026}}</ref></blockquote> === Bertie === Albert Edward, Prince of Wales was very concerned with fashion and authoritative about it, with a very specific eye to small details. He was increasingly influential in men's fashion from the last third of the 19th and into the 20th century, and many noticed what he did and copied him.<blockquote>When that great lover of pleasure, Edward VII, visited Marienbad incognito as the Duke of Lancaster, he was followed by tailors from Paris, Budapest, Vienna, and Berlin who photographed him and took notes about his clothes. Edward VII introduced many [423–424] novelties into men’s fashion. ... He is also credited with making fashionable the creased trouser in 1909 (his groom dried them with a board weight after heavy rain, resulting in the line), turned-up cuff trouser (after hitching his trouser bottoms at a dirty racing track) and, as his girth grew, undoing the bottom button of his waistcoat."<ref name=":26" /> (424)</blockquote>Cowles<blockquote>The Prince was not just ‘a swell’. In the jargon of the day he was ‘a heavy swell’, and apparently there was a world of difference between the two terms. A swell was a rich young aristocrat who lived in extreme comfort; but a heavy swell added showmanship to the comfort and lived in a stylish luxury that even the French were obliged to envy. And of course the heavy swell was the acme of sartorial elegance. The Prince did not mind changing his dress half a dozen times a day. He loved clothes, and since whatever he chose to wear became the prevailing fashion overnight, he soon was regarded as an expert on the subject. His tailor-in-chief made a fortune. For many years he patronised a Mr. Poole. He discovered this gentleman by accident. He went to the theatre one night to see a well-known actor by the name of Fecher playing ‘Robert Macaire’. As an impecunious adventurer [129–130] Fechter was obliged to wear a coat that was torn and dirty, but Bertie’s expert eye noticed the elegant cut. At the end of the performance he asked Fechter for the name of his tailor, and Mr. Poole’s future was assured. The Prince had so many clothes he could never travel with less than two valets; and two more valets were left at home cleaning, brushing and pressing his vast wardrobe. There were suits and coats for every variation of every climate the world over. There were over a hundred pieces of headgear; and since Bertie was an honorary admiral and an honorary general of most of the countries of Europe, there was an entire room devoted to uniforms, sashes, epaulettes, belts, buckles, swords, feathers and other regalia. ... Men’s clothes became of such importance that new [130–131] shops sprang up like mushrooms in Savile Row, Clifford Street and Bond Street. Most of the Prince’s innovations were inspired by comfort and convenience. He altered the cut of the evening dress waistcoat, he shortened the tails on the tail coat, he left his frock coat open (due to an increasing girth), he introduced the black homburg, and he attended race meetings, not in the frock coat hitherto ''de regueur'' but in tweeds. He tried having his trousers creased down the sides rather than the front and back, in order to hide his bandy legs, but this idea did not catch on, and he soon discarded it himself. But the prince was not the only arbiter of men’s fashions. The band of  "heavy swells" who followed his lead gave him plenty of competition. Lord Raglan and Lord Petersham invented coats which are still named after them. Lord Dupplin the dinner jacket and Lord Cardigan the button-up sweater. But Lord Hardwicke made the most spectacular contribution. Men’s silk hats were made of beaver which was left in its original rough, shaggy state. Lord Hardwicke polished his hat until he could see his face in it, and consequently was known as "Glossy Top". He is responsible for the top hat as we know it today.<ref name=":28">{{Cite book|title=Gay monarch, the life and pleasures of Edward VII|last=Cowles|first=Virginia|publisher=Harper|year=1956|location=New York, New York|archive-url=https://archive.org/details/gaymonarchlifepl0000cowl/}}</ref> (129–131)</blockquote> === Men’s Clothing 1830–1900 (Intro to the Decades) === “Tailored wool garments , originally inspired by the clothing of English country gentry, formed the backbone of men’s wardrobes in the early nineteenth century.”<ref name=":25" /> (458) Men’s clothing began to change from styles that were colorful and flamboyant in the eighteenth century to styles that emphasized cut over color. By the end of the century men’s clothing had settled into a kind of uniform with coats and trousers usually made of the same fabric, often with a vest or waistcoat of the same fabric. The uniform included a shirt with a stiff collar, a necktie and very little jewelry. It took the entire nineteenth century to change to a rather static style that is still worn today. (this is middle-class men for day wear?) The silhouette for men sometimes followed the same line as women’s clothing on the top half of their bodies. For example, as women’s sleeves grew into the huge leg-of-mutton fullness, the shoulders of men’s coats also had added fabric to make a pouf at the shoulder, thus emphasizing a broad shouldered look across the front. Men’s silhouettes changed subtly without the exaggerated fullness of women’s skirts or the raising and lowering of the neckline. Once men began to wear trousers, they did not go back to formal knee breeches (except in European courts or for court wear for Victoria). The line of men’s garments changed in smaller increments than women’s. Coats and trousers might fit tighter in some decades and looser in others. They were slim, then boxy, flared, then straight and evolved into the contemporary line we see on men today. Men's fashions in the 19th century have been less researched than women's fashions, in part because of fewer artifacts of what men wore were saved in museums for study. Photography, the first century that we have actual images (rather than artists' interpretations) of what people wore. ==== Court and Formal Dress ==== Livery, working class Formal dress was separate attire, used for specified occasions, varies by decade ==== Shirts ==== Shirts and collars separated: "by 1827 detachable collars became available."<ref name=":25" /> (477) Shirts were considered more like underwear early in the century but by the end of the 1800s, they were becoming the outside garments popular in the twentieth and twenty-first centuries. Neck treatments (and shirt cuffs) Shirts were treated as underwear early in the century but by the end of the 1800s, they were becoming the outside garments popular in the twentieth and twenty-first centuries. ==== Coats and Jackets ==== The 1901 ''Clothes Dictionary'' says coats were "The principal garment of men's attire."<ref name=":30" /> (10) Several styles of coats were available to fashion-conscious aristocratic and upper-middle-class men. Men’s suits in this period were tailor made, fitted to one specific man. The factories, however, knew that the vast majority of men were working class and began to manufacture and sell ready-made shirts, coats and trousers. More clothes were available for working men and they cost less. The cheaper work clothes enabled upper-working-class men to own more than one set of clothes and to have more formal clothes for church or other events. Ready-made shirts were also available in generic sizes, small, medium and large. Generic sizing speeded up the mass production process and, since little of the shirts could be seen, they did not need custom fitting. Almost all of the coats Victorian men wore could be single or double breasted, with a couple of exceptions like morning coats and Norfolk jackets. On more formal occasions upper-class men wore a '''cutaway morning coat''' with light trousers during the daytime, and a dark '''tail coat''' and trousers in the evening. (define these terms) According to Payne, "During the early 1820s tailcoats were the most popular type of coat."<ref name=":25" /> (474) ==== Frock Coats ==== [[File:Frock coat MET CI38.23.39 F.jpeg|alt=Old-fashioned coat hanging on a mannequin|thumb|Frock coat, 1840, American]] Frock coats were introduced in the 1820s and worn throughout the nineteenth century with only minor changes to the line or fit. Sleeves were full at the top and waists were tight, creating an hourglass form. Initially frock coats were tightly fitted and closed with buttons. The more tailored frock coats had a waist seam and a flared skirt almost to the knees. The rate of fashion change notable in women's fashion was true for men's clothing as well. The frock coat persisted for a century, but it was in a state of constant (but subtle) evolution, with collars and lapels, coat length, the waist seam, the fullness of the coat itself as well as the sleeve, color, patterns like stripes or plaids. A Prince Albert is a double-breasted, very well-tailored, form-fitting frock coat.<ref name=":30">[Baker, William Henry.] ''Clothes Dictionary''. Chicago, Ill.: Cahn, Wampold, 1901. https://commons.wikimedia.org/wiki/File:Clothes_dictionary;_(IA_clothesdictionar00bake).pdf.</ref> (33) Gentlemen, clergy, military Men around the world and especially in the British Empire wore frock coats: images and descriptions exist of men wearing frock coats in India<ref>Woodyatt, Nigel Gresley. ''Under Ten Viceroys; The Reminiscences of a Gurkha''. London: H. Jenkins Limited, 1922. Pp. 31, 107, 1774.</ref>, Iran (Persia at that time)<ref>Sparroy, Wilfrid. ''Persian children of the royal family; the narrative of an English tutor at the court of H. I. H. Zillus-Sultán, G.C.S.I''. London and New York, J. Lane, 1902. Pp. 11, 29, 30.[https://upload.wikimedia.org/wikipedia/commons/d/d1/Persian_children_of_the_royal_family%3B_the_narrative_of_an_English_tutor_at_the_court_of_H._I._H._Zillus-Sult%C3%A1n%2C_G._C._S._I_%28IA_persianchildreno00sparrich%29.pdf?utm_source=commons.wikimedia.org&utm_campaign=index&utm_content=original https://upload.wikimedia.org/wikipedia/commons/d/d1/Persian_children_of_the_royal_family%3B_the_narrative_of_an_English_tutor_at_the_court_of_H._I._H._Zillus-Sult%C3%A1n%2C_G._C._S._I_%28IA_persianchildreno00sparrich%29.pdf].</ref>, Japan<ref>Watson, W. Petrie. ''Japan, Aspects and Destinies''. New York, Dutton: 1904. P. 7, 19, 31.</ref>, Egypt and Turkey<ref>Butler, Alfred Joshua. ''Court Life in Egypt''. London: Chapman and Hall, 1887. P. 7.</ref>, .... ==== Trousers ==== Breeches: Men’s bifurcated garment that ended just below the knee Trousers: men’s bifurcated garment that went down to the ankles or foot The most sweeping change in men’s fashion before 1820 was in the length of their pants. Trousers that went from waist to foot were so much more comfortable and popular than knee breeches that they replaced what had dominated men’s wear since the sixteenth century. And trousers have been worn for over two centuries now. They were originally tailored but began to be mass produced. Although the aristocracy were required to wear knee breeches at court, they wore trousers more than they wore breeches, and they could afford to have their suits and shirts hand sewn and individually. Working class men had to contend with small, medium, and large from mass production. This bifurcated garment was modified in specific places, like the length, the fullness over the hips or the width of the leg. In summer trousers were lighter in color — "grayish blue, aqua and pearl gray." (Payne 2, 505) In winter trousers mixed darker colors like "steel gray and brown, black and brown, and black and green." (Payne 505) More on summer colors, winter colors? [Find quote about QV's men's court dress and the men being so cold] ==== Waistcoats ==== Victorian men put their creativity, color and specialty fabrics into their waistcoats. At the beginning of the century men's waistcoats were made from specialty fabrics, like velvet or brocade or a patterned silk, sometimes two at the same time: "During the 1820s and 1830s, men sometimes wore two waistcoats, in combinations like white velvet over rose-and-gold brocade."<ref name=":25" /> (474) Long after coats and trousers were made from the same dark wool, waistcoats continued to be colorful, making them the focus of the ensemble. By the end of the 19th century waistcoats made from the same fabric as the trousers and coat dominated men’s fashion. 1880s: "The term vest now applied to all but low-necked formal styles, which were still called waistcoats." (Payne 2 528) [[File:Homosexualitywilde.jpg|thumb|Oscar Wilde and Bosie Douglas, straw boater and derby, 1894]] ==== Overcoats ==== Overcoats became a significant fashion element and many styles were seen throughout the century. <ref name=":24" />Kay, Fiona and Neil R. Storey, ''Victorian Fashions for Women'', Pen & Sword History, Yorkshire - Philadelphia, 2022 Surtout: "An overcoat cut in the style of a frock coat."<ref name=":30" /> (39) ==== Hats ==== The upper-class continued to wear top hats, and [[bowler hats]] (known in America as a derby) were worn by the working class. 1830s This class of men also wore round cloth caps, often seen on male children. The straw boater was the most popular hat by the end of the century and was worn by all of the classes. Men wore [[top hats]], with wide brims in sunny weather. 1830s - 1900 Top hats briefly became the very tall "stovepipe" shape, but a variety of other hat shapes were popular. Homburgs, deerstalkers and “Trilbies” were also popular. Buck, p. 198-199 (George de Maurier novel ''Trilby'') Hats were ''de rigueur'' for all Victorians, all classes, all ages, all genders. ==== Shoes ==== [[File:Men's fashion silhouette of 1837.jpg|thumb|Men's coats, 1837]] [[File:Lev Wittgenstein by F. Kruger.JPG|thumb|Lev Wittgenstein by F. Kruger, 1836]] === 1830s and 1840s === For men's fashion, the 1830s and 1840s were dominated by a defined waist, lean limbs and tall hats. Working-class men had been wearing trousers for some time, but by the 1830s and '40s, middle- and upper-class men generally wore frock coats and trousers for casual or less formal attire in the city. In the country, what they wore depended on what they were doing — hunting, riding, shooting and so on.[[File:Man's Frock Coat LACMA M.2007.211.61 (1 of 4).jpg|alt=Male mannequin wearing a light-colored thigh-length coat similar to a suit jacket and a top hat|thumb|Men's frock coat, c. 1845]] [[File:Stockholms mode-journal- Tidskrift för den eleganta werlden 1847, illustration nr 2.jpg|thumb|Stockholm's fashion magazine, 1847]]Some men wore corsets during this time, so the waist was nipped in and the skirt of the frock coat flared out. The sleeves of their coats and jackets were slightly puffed at the shoulders. The trouser legs were straight with a strap under the instep. The figure on the left in the fashion plate from ''Modes de Paris Journal des Tailleurs'' (right) illustrates this silhouette very clearly as well as the frock coat, the strap under the instep, and the puffed shoulders. ==== Coats and Jackets ==== Frock coats had become fashionable for day wear in the 1820s<ref name=":25" /> (474) and were worn throughout the century. In the 1830s frock coats were tightly fitted and closed with buttons. The more tailored frock coats had a waist seam and a flared skirt almost to the knees. The main changes in frock coats in these two decades were in the colors and the neck treatments (collar and lapels). Initially frock coats were not necessarily black. They could be colorful — like "plum, mulberry, brown, bright blue, and bottle green" — with "contrasting velvet collars."<ref name=":25" /> (474) The truly bright, saturated colors made possible by synthetic dyes, however, were a couple of decades away still and were never used for frock coats. Middle- and upper-class men limited their use of tailcoats to evening wear and more formal occasions. A cutaway morning coat was worn with light trousers during the daytime, and a dark tail coat and trousers was worn in the evening. ==== Shirts ==== Shirts were made of linen or cotton with low collars, occasionally turned down, and were worn with wide [[cravats]] or neck ties. Before shirts were mass produced, they were tailored for upper and wealthy middle-class men. ==== Trousers ==== Trousers or long pants had been introduced and were eagerly accepted by men because they were more comfortable and looser than the tight-fitting knee breeches and coats from earlier in the century. They were originally tailored but began to be mass produced. Although the aristocracy were required to wear knee breeches at court, they wore trousers more than they wore breeches. Aristocrats and upper middle class could afford the well-tailored cut and fit of individually hand sewn trousers and coats. "Trousers of the 1830s fit quite snugly ..., but in the 1840s they became looser."<ref name=":25" /> (477) Knee breeches still existed, but only for court wear, riding and country wear (in the form of knickerbockers). ==== Waistcoats ==== waistcoat; vest “Waistcoats [or vests] remained colorful, decorative items in men’s wardrobes after the rest of their costumes had become plain.” (Payne 2 460-462) They could be single- or double-breasted, with shawl or notched collars, and might be finished in double points at the lowered waist. Collars gradually lowered over the course of the two decades. Often the colorful vests were decorated with fur or velvet collars. ==== Overcoats ==== Men wore a variety of topcoats or overcoats. Overcoats were built like frock coats, but longer. The redingote was most popular in the 1830s and 1840s. Redingotes had a rolled collar, sleeves with fullness at the shoulders and upper arm and narrow at the elbows to the wrist. It was fitted at the waist and reached mid-calf. ==== Original Text ==== During the [[1840s in fashion|1840s]], men wore tight-fitting, calf length [[frock coat]]s and a [[waistcoat]] or vest. Sleeves were full at the top and waists were tight, creating an hourglass form. For more formal occasions, a cutaway morning coat was worn with light trousers during the daytime, and a dark tail coat and trousers was worn in the evening. Shirts were made of linen or cotton with low collars, occasionally turned down, and were worn with wide [[Cravat (early)|cravat]]s or neck ties. Men wore [[top hat]]s, with wide brims in sunny weather. === 1850s === The 1850s revealed several industrial inventions that significantly impacted clothing. First, the Industrial Revolution began (and still does today) with machines to weave fabric and machines to sew fabrics. Manufacturers quickly learned that the majority of the population was working class. Theirs were the simplest, least trimmed garments made in the nineteenth century. Second, mass production of shirts, trousers and coats changed how most people shopped for clothes. The aristocracy and upper middle class folks could still have their clothes made to specifically fit their bodies. Manufacturers knew that they could not mass produce clothing for each individual’s body. They invented generic sizing in small, medium, and large. They could, therefore, produce many more items of clothing with generic sizing. Third, Isaac Singer patented and began to manufacture home or domestic sewing machines (treadle machines) enabling more form-fitted '''dresses''' to be constructed for an individual’s specific shape and size. The fourth item to impact fashion and clothing was the invention of the paper pattern. These were introduced in fashion magazines targeting women. Almost all women were taught to sew by hand, whether they were aristocrats or working class. Sewing machines enormously speeded up the '''process of constructing from hours to minutes'''. Finally, aniline dyes made colors brighter and longer lasting. Prints and stripes, checks and plaids, fabrics had much more vibrant color with aniline dyes. The Industrial Revolution impacted the working class and changed their lives the most. children's clothes? Women made men's clothing too According to Judith Flanders, working-class men's clothes could be colorful. For example drivers of hansom cabs () dressed more up-scale, and drivers of hackneys () did not.<blockquote>While hackney drivers were also considered to be stereotypically shabby, hansom-cab drivers were generally represented as smartly dressed. A print in 1850 showed a driver in a snappy brown coat instead of the coachman’s heavy multiple-caped outfit, pale green striped trousers, short boots and top hat, the [167–168] reins held daintily in his gloved hands. Both cab and coach drivers wore top hats, but cabbies of a sporting bent later switched to bowlers, and in summer donned bright checked outfits.<ref name=":23">{{Cite book|title=The Victorian City: Everyday Life in Dickens' London|last=Flanders|first=Judith|publisher=Thomas Dunne Books|year=2012|location=New York, New York}}</ref> (167–168 [of 972])</blockquote> A variety of silhouettes was seen in the 1850s. Trousers were long and slim with a strap under the instep of the shoe. ==== Coats and Jackets ==== "Although the frock coat was worn throughout the century, it lost its dominant position in the 1850s, when the morning coat began to replace it."<ref name=":29" /> A jacket shorter than the frock coat or morning coat that had visible pockets began to be worn in about 1850. Cutaway tail coats were still reserved for formal occasions. All of these coats could be single or double breasted. They were called “ditto suits” by those who wore them because the coat, trousers, and waistcoat were all made from the same fabric. There were morning coats and cutaway morning coats; there were Norfolk jackets and ditto suits. The most formal were the cutaway tail coats for evening wear and balls; and the least formal were the boxy shaped sack coats. By the 1860s, it had become the most popular casual coat. ==== Shirts ==== During the [[1850s in fashion|1850s]], men started wearing shirts with high upstanding or turnover [[collar (clothing)|collars]] and [[necktie#Four-in-hand|four-in-hand necktie]]s tied in a bow, or tied in a knot with the pointed ends sticking out like "wings." ==== Trousers ==== Trousers had fly fronts and breeches were used for formal functions and knickers (short pants fuller cut than breeches) for horseback riding. Men's choice to wear trousers is an instance of the importance of comfort and convenience outweighing style and presentation, a value that increased in importance through the 20th century. ==== Waistcoats ==== Waistcoats remained the one garment that could be brightly colored and copiously trimmed on exotic fabrics. Waistcoats show that men were concerned with decorative elements in their ensemble. ==== Notes & Quotes ==== * transition from frock coats to ditto suits, 1850s (Payne, 463) ==== Hats ==== The upper-class continued to wear top hats, and [[bowler hat]]s were worn by the working class. Caps ==== Overcoats ==== Overcoats were cut fuller with wider sleeves and no extra fullness at the shoulder. Unlike the redingote, the overcoats had straight seams to the knee length. Many had wide lapels that reached below the waist. Working class men and their families benefitted more from the industrial revolution in regards to clothing.  Manufacturers marketed to them because because they were the largest class. [[File:Gazette of Fashion, February 1865, RP-P-2009-2675.jpg|thumb|1865, Frock coats, etc. (Paris)]] [[File:Gazette of Fashion, October 1864, RP-P-2009-2673.jpg|thumb|1864, Frock coats, etc., Paris]] [[File:Broadway fashions, New York LCCN2003677917.jpg|thumb|Butterick, Spring-Summer 1866, Broadway Fashions]] [[File:Four young men wearing frock coats - DPLA - 4706a21c9267c45034d51c8fc5309251 (page 1).jpg|thumb|1860s, working class?, ill fitting, frock coats, trousers, shirts, vest, derby hats]] === 1860s === [[File:Corporal frock coat 1862 med.jpg|thumb|Corporal frock coat 1862, 9-botton military]]The 1860s saw fewer inventions that influenced or changed the way people were acquiring clothes. But the changes begun by mass production continued with the working class. Little changed for the higher classes, except maybe paper patterns and sewing machines. The different shape and size in clothing continued to provide slightly different silhouettes for men in the upper and middle classes. As women's clothes grew more complex in cut and style, men's clothes became simpler in cut and style. ==== Coats and Jackets ==== Individualized fittings continued for upper class and wealthy middle class clients. (Working class as well as middle and upper class.) Working class was well over 60% of the population. For the largest class, ready-made garments were ideal for men and women who were working class. For the two upper classes morning coats still led the way but frock coats were still in demand and worn in business and more casual situations. Leisure wear like knickers and ditto suits became more popular in the 1860s. Haute couture wanted every occasion or event to have special clothing. In some ways men dressed more alike (coat, trousers, waistcoat) and in some ways there was more variety in the cut of their coats and in the manufactured clothing they could buy. Many upper class men still had their shirts custom made. Frock coats were shortened to knee-length and were worn for business, while the mid-thigh length [[sack coat]] slowly displaced the frock coat for less-formal occasions, with the overall effect of a looser silhouette. The Prince of Wales: "For the countryside such as at Sandringham, he permitted an informal dress code. The Henry Poole ledger marked as 'HRH 1865' is for an evening coat without tails, the first 'dinner jacket.'"<ref name=":26" /> (424) ==== Shirts ==== Ready-made shirts rarely were seen since shirts were more underwear than outerwear. Factories began to make and sell detachable collars and cuffs. It was more convenient to replace collars and cuffs each day than the time it took a servant (working class) to wash and starch enough to look like the celluloid many of those collars were made of. ==== Trousers ==== Trousers were cut full and boxy during most of the 1850s and 1860s. The strap under the shoe disappeared and trouser legs reached the back of the heel in length. Knickers were still worn for hunting or riding and breeches were still ''de rigueur'' at court. ==== Waistcoats ==== Waistcoats remained decorative and worn with most of the coats that were popular. The young “dandies” wore the most colorful and decorated waistcoats. These “dandies” gave their highest priority to their appearance. They were the avant garde of haute couture for men. ==== Necks Treatments ==== In the [[1860s in fashion|1860s]], men started wearing wider neckties that were tied in a bow or looped into a loose knot and fastened with a stickpin. ==== Hats ==== Top hats briefly became the very tall "stovepipe" shape, but a variety of other hat shapes were popular. ==== Overcoats ==== The single-breasted redingote continued in popularity among the aristocracy and upper middle-class.  These coats were often “in colors such as plum, mulberry, brown, bright blue, and bottle green . . . [with] contrasting velvet collars.” Payne2 p. 474 [[File:Mens Coats 1872 Fashion Plate.jpg|thumb|upright|Drawing of Victorian men 1870s]] [[File:Ashurst frock coat.jpg|thumb|Ashurst Frock coat]] [[File:Grand Duke Alexis Alexandrovich of Russia Wearing a Frock Coat; Standing (fbc266c2feca43f6ad5b44e031635a8d).tif|alt=Old photograph of a man wearing a dark thigh-length coat similar to a suit coat with light-colored trousers|thumb|Grand Duke Alexis Alexandrovich of Russia Wearing a Frock Coat, c. 1872]] [[File:Caillebotte Hugot.jpg|thumb|Portrait of Paul Hugot, 1878]] [[File:Oscar Wilde (1854-1900), by Hills & Saunders, Rugby & Oxford 3 april 1876.jpg|thumb|Oscar Wilde, 1876, ditto suit]] [[File:FrockCoat.jpg|thumb|English frock coat, 1870s]] === 1870s === To correct and prevent errors being made in court dress, in 1875 the Lord Chamberlain published ''Dress Worn by Gentleman at Her Majesty's Court'', "a summary of regulations for court uniform and dress."<ref>{{Cite book|url=https://www.google.com/books/edition/Dress_worn_by_Gentlemen_at_Her_Majesty_s/pvrbQCXq0MEC?hl=en|title=Dress worn by Gentlemen at Her Majesty's Court|last=Britain)|first=Victoria (Queen of Great|date=1875|language=en}}</ref> This is the kind of thing Bertie really cared about. Define court dress. A portly, boxy silhouette was sought for most of the 1870s. Older men whose stomachs had spread outward and thus looked prosperous to the Victorians were the ideal for men’s high fashion. Sack coats and trousers were cut a little wider in the legs. Corduroy for trousers and muslin for shirts was often used in working class clothing. ==== Coats and Jackets ==== There were minor changes to some of the coats Victorian men wore. Frock coats were shortened to the knee. Sack coats (or ditto coats — the forerunner of the suits worn by men in the western cultures of the twentieth and twenty-first centuries) were found to be so comfortable that most men of the upper and middle classes had a ditto suit. Men still wore morning coats and the aristocracy still wore cutaway coats with trousers to parties and balls but cutaway coats with knee breeches at court. ==== Shirts ==== Although ready-made shirts were available, the upper and middle classes still wore bespoke clothing hand-made, with better fabric and an excellent fit but stitched on machines. The suits and shirts made for the working class were of cheaper fabrics. ==== Trousers ==== Most men were wearing trousers  all of the time (except at court) and have worn them ever since. Trousers had button flies by the 1870s which most men found to be much more convenient than laces. Trousers did not “ride up” the leg in the way that knee breeches did when dancing or sitting. If a man did not have fashionable legs, they could be obscured behind trousers. ==== Waistcoats ==== White waistcoats began to be worn by men. Black were also worn when mourning. Changes in the waistcoat could be seen but were very subtle. For example, collars were lowered as the neckline grew deeper and deeper in front, revealing more of the fancy vest. ==== Overcoats ==== A longer version of the standard overcoat, “sometimes with fur collar, cuffs, and lining” was often worn for warmth. Payne2 p. 519 Added to overcoats, “Chesterfield coats were single-breasted, with fly fronts and velvet collars.”  Payne2 p. 519 ==== Original Text ==== During the [[1870s in fashion|1870s]], three-piece suits grew in popularity along with patterned fabrics for shirts. Neckties were the four-in-hand and, later, the [[Ascot tie]]s. A narrow ribbon tie was an alternative for tropical climates, especially in the Americas. Both frock coats and sack coats became shorter and more form fitting. Flat straw boaters were worn when boating. [[File:Elliott & Fry10a.jpg|thumb|William Gladstone, 1887, morning coat]] [[File:British politicians gambling at Ascot Wellcome V0050378.jpg|thumb|British Politicians Gambling at Ascot, 1884]] [[File:Scribner's magazine (1887) (14595087238).jpg|thumb|1887, types of American servants]] === 1880s === The silhouette narrowed and straightened. That is, the line went straight down without the flare of skirts on the coats. This smooth line had few decorations. Men wore hardly any jewelry. They might have a boutonniere or a ring.  Suits were not  decorated. All coats were straighter and shorter. Depending on the time of day, the Prince of Wales might change his clothes (thus, his silhouette) up to six times per day,<ref name=":28" /> (129) and some aristocrats and upper-class men would follow his lead. ==== Coats and Jackets ==== Although the frock coat was worn throughout the nineteenth century, the single fabric sack suit was worn for casual wear and was beginning to be seen as a businessman’s suit.  Morning coats were still in use for some events as well as casual occasions. The modern tuxedo or Cowes jacket appeared and was worn for formal occasions. The tuxedo is still worn as formal dress today. ==== Shirts ==== Shirts were still custom made for the rich and the working class bought ready-made shirts. The shirt remained basically the same but it could handle the different neck treatments.  Even mass produced shirts could have buttons or button holes for detachable collars and cuffs. ==== Trousers ==== Trouser legs began to decrease in width as the coat became narrower and emphasized strong vertical lines. ==== Waistcoats ==== During the 1880s waistcoats were called vests [is it regional?] and much of their bold trim and colorful fabric disappeared and vests were constructed from the same fabric as the coat and trousers. The business suit for men developed in the 1880s and was firmly established in the 1890s. ==== Overcoats ==== Versions of topcoats increased, adding an ulster overcoat for travel and an Inverness coat with up to five cape collars and a high curved collar. Double breasted topcoats were popular and some were knee-length and some calf-length. ==== Original Text ==== During the [[1880s in fashion|1880s]], formal evening dress remained a dark tail coat and trousers with a dark waistcoat, a white bow tie, and a shirt with a winged collar. In mid-decade, the dinner jacket or [[tuxedo]], was used in more relaxed formal occasions. The [[Norfolk jacket]] and tweed or woolen breeches were used for rugged outdoor pursuits such as shooting. Knee-length topcoats, often with contrasting velvet or fur collars, and calf-length overcoats were worn in winter. Men's shoes had higher heels and a narrow toe. [[File:American fashions - The Jno. J. Mitchell Co. Litho., New York. LCCN2006676665.jpg|thumb|Fashion plate from the Jno. J. Mitchell Co., New York, 1899]] [[File:Alfred Milner Vanity Fair 1897-04-15.jpg|thumb|Alfred Milner, 1897, Leslie Ward ("Spy"), for Vanity Fair]] [[File:Nobl-08.jpg|thumb|Sherlock Holmes, 1892, Sidney Paget]] [[File:PUK1894page380rector poor.jpg|thumb|Rector and Drinker, 1894]] === 1890s === The dominant silhouette for men became the sack suit in the 1890s and while changes in the sack have been subtle, it remains the dominant silhouette today. ==== Coats and Jackets ==== “Sacks became ''the'' favored style of suit coat,”(Payne2, p. 532) especially among the younger men. Frock coats were associated with older men along with the cutaway coat. There were many more choices for sports wear and leisure wear than ever before. Norfolk jackets were often worn while hunting. Most informal styles could be purchased ready made. The rich still had their clothing custom made by tailors but even working class men could purchase most ready-made versions of the coats, trousers, and vests. ==== Shirts ==== Shirts could be made of patterned fabric as well as solid colors and white.  Shirts were beginning to be acceptable as outer wear especially when worn as sporting clothing. ==== Trousers ==== Early in the 1890s, “slim, straight trousers were news.” (Payne 2, p. 532) Trousers could be plaid or checked as well as the same fabric as the coat and vest. ==== Waistcoats ==== Fancy fabrics and bold trim were not seen much as the more subdued vest dominated the fashion scene. ==== Neck Treatments ==== In the 1860s, men started wearing wider neckties that were tied in a bow or looped into a loose knot and fastened with a stickpin. ==== Overcoats ==== “Topcoats included fingertip-length styles made of twill covert cloth. Single-breasted, fly-front overcoats were fashionable too. Roomy overcoats with fur linings and collars warmed the wealthy. Inverness overcoats remained in vogue.” Payne2, p.532 ==== Original Text ==== Starting from the [[1890s in fashion|1890s]], the [[blazer]] was introduced, and was worn for sports, sailing, and other casual activities.<ref>{{cite web|last=Landow|first=George|url=http://www.victorianweb.org/art/costume/90s/2.html|title=Men's informal sporting dress, late 1880s and '90s}}</ref> Throughout much of the Victorian era most men wore fairly short hair. This was often accompanied by various forms of facial hair including moustaches, side-burns, and full beards. A clean-shaven face did not come back into fashion until the end of the 1880s and early 1890s.<ref>{{cite web|url=http://www.victorianweb.org/art/costume/nunn21.html|title=Victorian Men's Fashions, 1850–1900: Hair}}</ref> Distinguishing what men really wore from what was marketed to them in periodicals and advertisements is difficult, as reliable records do not exist.<ref name="shannon597">{{cite journal|last=Shannon|first=Brent|title=Refashioning Men: Fashion, Masculinity, and the Cultivation of the Male Consumer in Britain, 1860–1914|journal=Victorian Studies|year=2004|volume=46|issue=4|pages=597–630|doi=10.1353/vic.2005.0022}}</ref> === Notes === *Men's suits buttoned higher up than today (Payne, 467) * Norfolk jackets and sack suits (Payne, 471) * formal attire, tuxedos with tails, cutaways (Payne, 469) * Keith Middlemas (https://archive.org/details/storyoffiesta00huxf/page/200/mode/2up?q=fashion) *Brent Shannon. "Refashioning Men: Fashion, Masculinity, and the Cultivation of the Male Consumer in Britain, 1860–1914." Victorian Studies 46, no. 4 (Summer 2004): 597–630. == Hats and headwear == [[File:Ford.madox.brown.last.emma.study.jpg|thumb|''Emma Hill'' by [[Ford Madox Brown]] (1853), a woman wearing a later version of the [[poke bonnet]]]] [[File:Hoed,_objectnr_KA_1237.tif|left|thumb|Perched bonnet style of the early 1870s.]] Hats were crucial to a respectable appearance for both men and women. === Men's Hats === The top hat, for example, was standard formal wear for upper- and middle-class men.[Payne] According to Blanche Payne, "The high top hat, usually black or dark gray, had reached its characteristic shape by 1798 and dominated the entire nineteenth century." (457–58) Although top hats were the dominant hat in the 19th century, other hats became popular for working classes and lower income middle class. “The style of an individual’s hat varied, depending on fashion and their social position, as well as their profession or chosen activity..” ''Goodman 53 of 460'' Other hats that became necessary and popular include the Derby, the straw Boater, and a flat cap with a short brim. In many cases the class, work activity and income could be determined by what kind of hat was on the head of the wearer. For some men, a hat supporting a particular sport or team was important. The Derby or Bowler hat was designed by William and Thomas Bowler, brother shopkeepers in 1849. ''(Goodman 55 of 460)'' It cost less than a top hat but  lasted longer and was soon worn by middle class bankers and clerks. Straw boaters were worn by the aristocracy for casual events and working class factory workers and agricultural laborers. By 1901 working class men had changed their preference to the flat caps which became the most popular hat for the workers. Headdress for men was an essential part of dress for the entire period of the Victorian age, from the 1830s through the end of the century. Judith Flanders describes the hats worn by men in London, <blockquote>It is difficult to bear in mind the importance of hats as not only markers of class and income, but also as indicators of respectability. [509–519] [George Augustus] Sala commented that "every" man throughout the history of the world "must, necessarily and habitually, wear some kind of covering to his head". Postmen wore hats, small children wore hats, field labourers and market gardeners wore hats, cricketers, skaters — all sportsmen — wore hats. It was, self-evidently, impossible to go outdoors without one. ... Those in professional occupations wore pot hats, as did clerks and all those with pretensions to middle-class status. Even doctors' delivery boys wore battered hand-me-down pot hats: "the nap rusty, the band a mournful strip of tarnished lace; but still a Hat", which "stamps him as being associated, in however slender a manner, with a learned profession". Cloth caps were for labourers, for costers and for boys. ... Artisans wore caps made out of paper, which they folded [510–511] themselves and so could easily replace as they became dirty.<ref name=":23" /> (509–511 [of 972]) </blockquote>A pot-hat is a kind of derby or bowler in men's hats. (Lewandowski, 237) ==== Original Text ==== Hats were crucial to a respectable appearance for both men and women. The top hat, for example, was standard formal wear for upper- and middle-class men.<ref name=":4">{{Cite book |last=Steele |first=Valerie |url=https://archive.org/details/fashioneroticism0000stee |title=Victorian Fashion. Fashion and Eroticism: Ideals of Feminine Beauty from the Victorian Era to the Jazz Age |publisher=Oxford University Press |year=1985 |isbn=978-0-19-503530-8 |pages=[https://archive.org/details/fashioneroticism0000stee/page/51 51]–84 |url-access=registration}}</ref> For women, the styles of hats changed over time and were designed to match their outfits. === Women's Hats === For a discussion of the history of plumes and feathers, see [[Social Victorians/Victorian Things#Ostrich Plumes and Prince of Wales's Feathers|Ostrich Plumes and Prince of Wales's Feathers in ''Victorian Things'']]. ==== Original Wikipedia Text ==== During the early Victorian decades, hats were modest in size and design, straw and fabric bonnets being the popular choice. [[Poke bonnet]]s, which had been worn during the late [[Regency period]], had high, small crowns and brims that grew larger until the 1830s, when the face of a woman wearing a poke bonnet could only be seen directly from the front. They had rounded brims, echoing the rounded form of the bell-shaped hoop skirts. Bonnets shrunk at the end of the 1860s and moved to a perched position in the early 1870s as hairstyles grew in scale and intricacy. This led to the popularization of hats, which became the headwear of choice for the remainder of the Victorian era.<ref name="g4223">{{cite book |last=Cunnington |first=Cecil Willett |title=English Women's Clothing in the Nineteenth Century |date=1990-05-01 |publisher=Courier Corporation |isbn=0-486-26323-1 |publication-place=New York |page=}}</ref> [[File:The_London_and_Paris_ladies'_magazine_(Apr_1885)_03.png|thumb|Flower pot style hat of 1885.]] The 1880s saw a hat inspired by the top hat for women known as the flowerpot hat, and the 1890s saw the popularity of the boater. The hats of the late Victorian era were covered with elaborate creations of silk flowers, ribbons, and above all, exotic plumes; hats sometimes included entire exotic birds that had been stuffed. Many of these plumes came from birds in the Florida everglades, which were nearly made entirely extinct by overhunting. By 1899, early environmentalists like [[Adeline Knapp]] were engaged in efforts to curtail the hunting for plumes. By 1900, more than five million birds a year were being slaughtered, and nearly 95 per cent of Florida's shore birds had been killed by [[Plume hunting|plume hunter]]s.<ref>{{cite web|title=Everglades National Park|url=https://www.pbs.org/nationalparks/parks/everglades/|archive-url=https://web.archive.org/web/20090927085907/http://www.pbs.org/nationalparks/parks/everglades/|url-status=dead|archive-date=27 September 2009|publisher=PBS|access-date=7 November 2011}}</ref> == Shoes == The women's shoes of the early Victorian period were narrow and heelless, in black or white satin. By 1850s and 1860s, they were slightly broader with a low heel and made of leather or cloth. Ankle-length laced or buttoned boots were also popular. From the 1870s to the twentieth century, heels grew higher and toes more pointed. Low-cut pumps were worn for the evening.<ref name=":4" /> == Cosmetics == [[Victorian-era cosmetics]] were typically less obvious than ours. However, small amounts of pale face powder or powdered blush were widely used.<ref>{{Cite book |last=Goodman |first=Ruth |title=How to be a Victorian |date=2014 |publisher=Penguin Books |isbn=978-0-670-92136-2 |location=London}}</ref> Tints were sometimes added to face creams. Some cosmetics contained toxic or caustic ingredients like lead, mercury, ammonia, and arsenic {{Citation needed|date=October 2025}}. Hair color ==Mourning black== {{See also |Mourning stationery}} [[File:The royal children in mourning Mar 1862.jpg|thumb|Victoria's five daughters (Alice, Helena, Beatrice, Victoria and Louise), photographed wearing mourning black beneath a bust of their late father, Prince Albert (1862)]] [[File:Mourning dress MET 50.40.3a-b front CP4.jpg|alt=Black Victorian mourning dress|thumb|Mourning Dress, 1894–95]] In Britain, black is the colour traditionally associated with mourning for the dead. The customs and etiquette expected of men, and especially women, were rigid but evolving during much of the Victorian era. The expectations depended on a complex hierarchy of close or distant relationship with the deceased. (Davidoff) The closer the relationship, the longer the mourning period and the wearing of black. The wearing of full black was known as First Mourning, which had its own expected attire, including fabrics, and an expected duration of 4 to 18 months. Following the initial period of First Mourning, the mourner would progress to Second Mourning, a transition period of wearing less black, which was followed by Ordinary Mourning, and then Half-mourning. Some of these stages of mourning were shortened or skipped completely if the mourner's relationship to the deceased was more distant. Half-mourning was a transition period when black was replaced by acceptable colours such as lavender and mauve, possibly considered acceptable transition colours because of the tradition of [[Church of England]] (and [[Catholic Church|Catholic]]) clergy wearing lavender or mauve [[Stole (vestment)|stoles]] for funeral services, to represent the [[Passion (Christianity)|Passion of Christ]].<ref>{{cite web|title=The Colors of the Church Year|url=http://fullhomelydivinity.org/articles/colors.htm|publisher=Consortium of Country Churches|access-date=6 November 2011|archive-date=13 November 2011|archive-url=https://web.archive.org/web/20111113075214/http://fullhomelydivinity.org/articles/colors.htm|url-status=dead}}</ref> The mourning dress worn by Queen Victoria (below, right) "shows the traditional touches of mourning attire, which she wore from the death of her husband, Prince Albert (1819–1861), until her own death."<ref>{{Cite web|url=https://www.metmuseum.org/art/collection/search/155839?&searchField=All&sortBy=Relevance&deptids=8&ft=queen+victoria&offset=0&rpp=20&amp;pos=2|title=Mourning Dress, 1894–95|last=The Metropolitan Museum of Art|date=7 September 2019|website=The Metropolitan Museum of Art|access-date=7 September 2019}}</ref> Dating from 1894–95, Queen Victoria wore this dress as a result of the death of the eldest son of the Prince and Princess of Wales, Eddy, in line to the throne. === Norms for mourning=== ''Manners and Rules of Good Society, or, Solecisms to be Avoided'' (London, Frederick Warne & Co., 1887) gives clear instructions, such as the following:<ref>{{cite book|last=Flanders|first=Judith|title=The Victorian House|year=2003|publisher=Harper Perennial|location=London|isbn=0-00-713189-5|pages=378–83}}</ref> {| class="wikitable" |- ! Relationship to deceased !! First mourning !! Second mourning !! Ordinary mourning !! Half-mourning |- | Wife for husband || 1-year, 1-month; [[bombazine]] fabric covered with [[Crape|crepe]]; [[widow's cap]], [[lawn cuff]]s, collars || 6 months: less crepe || 6 months: no crepe, silk or wool replaces bombazine; in last 3 months jet jewellery and ribbons can be added || 6 months: colours permitted are grey, lavender, mauve, and black-and-grey |- | Daughter for parent || 6 months: black with black or white crepe (for young girls); no linen cuffs and collars; no jewellery for first 2 months || 4 months: less crepe || – || 2 months as above |- | Wife for husband's parents || 18 months in black bombazine with crepe || – || 3 months in black || 3 months as above |- | Parent for son- or daughter-in-law's parent || – Black armband in representation of someone lost || – || 1-month black || – |- | Second wife for parent of a first wife || – || – || 3 months black || – |} The complexity of these etiquette rules extends to specific mourning periods and attire for siblings, step-parents, aunts and uncles distinguished by blood and by marriage, nieces, nephews, first and second cousins, children, infants, and "connections" (who were entitled to ordinary mourning for a period of "1–3 weeks, depending on level of intimacy"). Men were expected to wear mourning black to a lesser extent than women, and for a shorter mourning period. After the mid-19th century, men would wear a black hatband and black suit, but for only half the prescribed period of mourning expected of women. Widowers were expected to mourn for a mere three months, whereas the proper mourning period expected for widows was up to four years.<ref>{{cite book|last=Flanders|first=Judith|title=The Victorian House|year=2003|publisher=Harper Perennial|location=London|isbn=0-00-713189-5|pages=378–9}}</ref> Women who mourned in black for longer periods were accorded great respect in public for their devotion to the departed, the most prominent example being Queen Victoria herself. It was not uncommon for a widow who did not remarry to wear half-mourning for the rest of her life, except when another death necessitated full mourning. For example, Alexandra, Princess of Wales wore half-mourning for the rest of her life after her eldest son Eddy died in 1894. Empress Elisabeth of Austria did the same, as did Empress Eugénie of France. They reverted to full mourning when appropriate, but they never wore less than half-mourning after their sons' deaths. Women with lesser financial means tried to keep up with the example being set by the middle and upper classes by dyeing their daily dress. Dyers made most of their income during the Victorian period by dyeing clothes black for mourning.<ref>{{cite book|last=Flanders|first=Judith|title=The Victorian House|year=2003|publisher=Harper Perennial|location=London|isbn=0-00-713189-5|page=341}}</ref> == Technological advancement == The technological changes that affected the manufacture and consumption of clothing in the Victorian age included the following: * the mass production of fabrics — for example, "by the early 1850s there were thousands of steam-powered looms churning out millions of miles of fabric every year"  [62] * the invention of aniline dyes, which were much more vibrantly colored and resistant to fading than the natural dyes that had been used. — . Invented by chemist [[William Henry Perkin]] in 1856, the first aniline dye mauveine (or mauve) "wash[ed] the fashionable landscape in a haze of purple."<ref name=":22">{{Cite book|title=The Dress Diary: Secrets from a Victorian Woman's Wardrobe|last=Strasdin|first=Kate|publisher=Pegasus Books|year=2023|location=New York, New York}}</ref> (247) Other intense and, to the Victorians, intensely exciting colors followed, but the new synthetic additions to fabric sometimes included chemicals harmful to their wearers. For example, a "bright-magenta hue was achieved by adding arsenical-based chemicals to existing aniline dyes, brightening the already luminous shades – but these left residues themselves, along with a toxic labour trail in their wake."<ref name=":22" /> (255) Perhaps the most famous of these is arsenic green, used on fabrics, wallpapers, and trim: "The craze for artificial foliage to adorn the heads and dresses of women of fashion in the mid-nineteenth century had seen the proliferation of flower workshops, where young women in their hundreds laboured to produce the lifelike green leaves and blooms that would make a fetching headdress or would trail becomingly across the bodice of a gown. The lushness of the green was achieved by the application of a powder, a pigment that was created by mixing copper and the highly toxic chemical, arsenic trioxide. The physical effects of working with this poisonous compound were horrific. Contemporary medical drawings depict the green hue of the skin and dreadful open lesions on the hands of the maker, whilst the daily gradual ingestion of the powder by the flower girls was eventually fatal."<ref name=":22" /> (255) * the invention of a sewing machine that could be used in the home. Although sewing machines were already in use in the clothing industry, in 1858 Isaac Merritt Singer began to sell "lightweight domestic machines" for home sewing, radically increasing women's control over their own dress.<ref name=":24">{{Cite book|title=Victorian Fashions for Women|last=Kay|first=Fiona|last2=Storey|first2=Neil R.|publisher=Pen & Sword History|year=2022|isbn=978 1 39900 416 9|location=Yorkshire and Philadelphia|pages=}}</ref> (91 [of 298]) * the spread of journalism for women and fashion journalism * the Jacquard loom: "French inventor Joseph-Marie Jacquard’s loom attachment mechanized the weaving of figured fabrics by 1804."<ref name=":25" /> (454) Perhaps not at the same scale as these but as important in 1850s designs was a technology that turned iron into steel, which could then be drawn into fine wires.<ref name=":3">{{Cite book|title=The Culture of Fashion|last=Breward|first=Christopher|publisher=Manchester University Press|year=1995|pages=145–180}}</ref> Steel was refined to a malleable state so that thin blades could be curved into concentric circles (called hoops) and connected with wires to form the cage. Technological advancements not only influenced the economy but brought a major change in the fashion styles worn by men and women. As the Victorian era was based on the principles of gender, race and class.<ref>{{cite journal|last1=Graham|first1=P|title=The Victorian Era|url=https://archive.org/details/in.ernet.dli.2015.261548|journal=Digital Library of India}}</ref> Much advancement was in favor of the upper class as they were the ones who could afford the latest technology and change their fashion styles accordingly. In 1830s there was introduction of horse hair crinoline that became a symbol of status and wealth as only the upper-class women could wear it. In 1850s there were more fashion technological advancements hence 1850s could rightly be called a revolution in the Victorian fashion industry such as the innovation of artificial cage crinoline that gave women an artificial hourglass silhouette without layers of petticoats, which was lighter and more hygienic.<ref>{{cite book|last1=Shrimpton|first1=J|title=Victorian Fashion|publisher=Bloomsbury Shire Publications}}</ref> Synthetic dyes, such as [[mauveine]] (aniline purple), were introduced in 1856, adding bright colours to garments. In 1855's ''[[Haute couture]]'' was introduced as tailoring became more mainstream in years to follow.<ref>{{cite book|last1=Aspelund|first1=Karl|title=Fashioning Society|publisher=Fairchild Books}}</ref> Charles Frederick Worth, a prominent English designer, became popular amongst the upper class though its city of destiny always is Paris. Haute couture became popular at the same time that sewing machines were invented.<ref name="Haute Couture">{{cite book|last1=Martin|first1=Richard|last2=Koda|first2=Harold|title=Haute Couture|publisher=The Metropolitan Museum of Art}}</ref> Princess [[Eugénie de Montijo|Eugenie]] of France wore the Englishman dressmaker, Charles Frederick Worth's couture and he instantly became famous in France though he had just arrived in Paris a few years ago. In 1855, Queen Victoria and Prince Albert of Britain welcomed [[Napoleon III]] and Eugenie of France to a full state visit to England. Eugenie was considered a fashion icon in France. Queen Victoria, who had been the fashion icon for European high fashion, was inspired by Eugenie's style and the fashions she wore.{{Citation needed|date=October 2025}} Later, Queen Victoria also appointed Charles Frederick Worth as her dress maker and he became a prominent designer amongst the European upper class. Charles Frederick Worth is known as the father of the haute couture as later the concept of labels were also invented in the late 19th century as custom, made to fit tailoring became mainstream.<ref>{{cite book|last1=Saillard|first1=Olivier|last2=Zazzo|first2=Anne|title=Paris Haute Couture|publisher=Skira Flammarion}}</ref> By the 1860s, when made-to-fit tailoring was popular in Europe, crinolines were considered impractical. In the 1870s, women preferred more slimmer silhouettes, hence bodices grew longer and the polonaise, a skirt and bodice made together, was introduced. In 1870s the Cuirass Bodice, a piece of armour that covers the torso and functions like a corset, was invented. Towards the end of Victoria's reign, dresses were flared naturally as crinolines were rejected by middle-class women. Designers such as Charles Frederick Worth were also against them. All these inventions and changes in fashion led to women's liberation as tailored looks improved posture and were more practical.<ref name="Haute Couture"/> dressmakers, couturiers, modistes == Home decor == {{main|Victorian decorative arts}} Home decor started spare, veered into the elaborately draped and decorated style we today regard as Victorian, then embraced the retro-chic of [[William Morris]] as well as pseudo-[[Japonaiserie]]. == Myths and Oversimplifications == === Modesty === {{main|Victorian morality}} {{Original research|section|date=May 2008}} [[File:1868-skirt-lengths-girl-ages-Harpers-Bazar.gif|thumb|upright|"The proper length for little girls' skirts at various ages", from ''[[Harper's Bazaar]]'', showing a 1900 idea of how the hemline should descend towards the ankle as a girl got older]]Many myths and exaggerations about the period persist to the modern day. Examples include the idea of men's clothing is seen as formal and stiff, women's as elaborate and over-done; clothing covered the entire body, and even the glimpse of an ankle was scandalous. Critics contend that [[corset]]s constricted women's bodies and lives. Homes are described as gloomy, dark, cluttered with massive and over-ornate furniture and proliferating [[bric-a-brac]]. Myth has it that even piano legs were scandalous, and covered with tiny [[pantalette]]s. === Tight Lacing === Tight-lacing, which was not possible until the development of the grommet in 1828, was famously controversial in the Victorian age, generating many column inches of profitable newspaper copy, in part because it was (and still is) fetishistic and subversive in that adolescent girls used it as a means of rebellion and upper-working- or lower-middle-class shop girls saw it as a means of upward mobility.<ref name=":21">{{Cite book|title=Fashion and Fetishism: Corsets, Tight-Lacing and Other Forms of Body-sculpture|last=Kunzle|first=David|publisher=History Press|year=2013|isbn=978 0 7524 9545 3|location=Stroud, Gloucestershire|pages=}}</ref> (71 [of 1182]) No evidence exists that tight lacing was widespread or particularly dangerous.<ref name=":21" /> () In truth, men's formal clothing may have been less colourful than it was in the previous century, but brilliant [[waistcoat]]s and [[cummerbund]]s provided a touch of colour, and [[smoking jacket]]s and [[robe|dressing gown]]s were often of rich Oriental [[brocade]]s. This phenomenon was the result of the growing textile manufacturing sector, developing mass production processes, and increasing attempts to market fashion to men.<ref name="shannon597"/> Corsets stressed a woman's sexuality, exaggerating hips and bust by contrast with a tiny waist. Women's [[evening gown]]s bared the shoulders and the tops of the breasts. The [[jersey dress]]es of the 1880s may have covered the body, but the stretchy novel fabric fit the body like a glove.<ref>{{cite book |last=Gernsheim |first=Alison |title=Victorian & Edwardian Fashion: A Photographic Survey |year=1981 |publisher=Dover Publications |location=New York |page=65|edition=New |isbn=0-486-24205-6}}</ref> Home furnishing was not necessarily ornate or overstuffed. However, those who could afford lavish draperies and expensive ornaments, and wanted to display their wealth, would often do so. Since the Victorian era was one of increased social mobility, there were ever more ''[[nouveaux riches]]'' making a rich show. The items used in decoration may also have been darker and heavier than those used today, simply as a matter of practicality. London was noisy and its air was full of [[soot]] from countless coal fires. Hence those who could afford it draped their windows in heavy, sound-muffling curtains, and chose colours that didn't show soot quickly. When all washing was done by hand, curtains were not washed as frequently as they might be today. There is no actual evidence that piano legs were considered scandalous. Pianos and tables were often draped with [[shawl]]s or cloths—but if the shawls hid anything, it was the cheapness of the furniture. There are references to lower-middle-class families covering up their [[pine]] tables rather than show that they couldn't afford [[mahogany]]. The piano leg story seems to have originated in the 1839 book, ''A Diary in America'' written by Captain [[Frederick Marryat]], as a satirical comment on American prissiness.<ref>{{cite book |last1=Marryat |first1=C.B. |title=A Diary in America: With Remarks on Its Institutions |date=1839 |publisher=Longman, Orme, Brown, Green, and Longmans |location=London, England |volume=2 |pages=246–247 |url=https://books.google.com/books?id=2-VEAAAAIAAJ&pg=PA246}} From pp. 246-247: "I was requested by a lady to escort her to a seminary for young ladies, and on being ushered into the reception-room, conceive my astonishment at beholding a square piano-forte with four ''limbs''. However, that the ladies who visited their daughters, might feel in its full force the extreme delicacy of the mistress of the establishment, and her care to preserve in their utmost purity the ideas of the young ladies under her charge, she had dressed all these four limbs in modest little trousers, with frills at the bottom of them!"</ref> Victorian manners may have been as strict as imagined—on the surface. One simply did not speak publicly about sex, childbirth, and such matters, at least in the respectable middle and upper classes. However, as is well known, discretion covered a multitude of sins. Prostitution flourished. Upper-class men and women indulged in [[adultery|adulterous]] liaisons. == Gallery == {{gallery |2=A mid-Victorian interior: ''Hide and Seek'' by [[James Tissot]], c. 1877 Image:Winterhalter Elisabeth.jpg|3=Dress designed by [[Charles Frederick Worth]] for [[Elisabeth of Bavaria|Elisabeth of Austria]] painted by [[Franz Xaver Winterhalter]].|4=File:Frith A Private View detail.jpg|5=[[William Powell Frith]]'s painting of 1883 contrasts women's [[Aesthetic dress]] (left and right) with fashionable attire (center).|6=File:Tissot lilacs 1875.jpg|7=Day dress, c. 1875 [[James Tissot]] painting.|8=File:James Abbot McNeill Whistler 011.jpg|9=[[James McNeill Whistler|Whistler]]'s [[Portrait of Lady Meux]], 1882 Image:Jeanna_Samary-Renoir.png|10=[[Pierre-Auguste Renoir|Renoir]]'s portrait of [[Jeanne Samary]] in an [[evening gown]], 1878|11=File:Melville_-_Queen_Victoria.jpg|12=Portrait by [[Alexander Melville (artist)|Alexander Melville]] of [[Victoria of the United Kingdom|Queen Victoria]], 1845|13=File:Henry Treffry Dunn Rossetti and Dunton at 16 Cheyne Walk.jpg|14=An artistic interior: [[Dante Gabriel Rossetti]] reading to [[Theodore Watts-Dunton]] in the drawing room at No. 16 [[Cheyne Walk]], 1882|15=File:Punch - Masculine beauty retouched1.png|16=Men's swimwear: Cartoon from ''[[Punch (magazine)|Punch]]'' by [[George du Maurier]]}} == See also == * [[Emily Clapham]] * [[Victorian decorative arts]] * [[Victorian dress reform]] * [[Victorian morality]] * [[Victoriana]] * [[Women in the Victorian Era]] * [[Charles Frederick Worth]] === Time periods === * [[1830s in fashion]] * [[1840s in fashion]] * [[1850s in fashion]] * [[1860s in fashion]] * [[1870s in fashion]] * [[1880s in fashion]] * [[1890s in fashion]] === Women's clothing === * [[Corset]] * [[Corset controversy]] * [[Tightlacing]] * [[Bloomers (clothing)|Bloomers]] * [[Bodice]] === Contemporary interpretations === * [[Steampunk]] * [[Neo-Victorian]] * [[Lolita Fashion|Lolita]] == References == {{Reflist}} == Further reading == *{{cite book |author=Phipps, Elena| title= ''From Queen to Empress: Victorian dress 1837-1877'' | location=New York | publisher=The Metropolitan Museum of Art | year=1988 | isbn=0870995340| url= http://libmma.contentdm.oclc.org/cdm/compoundobject/collection/p15324coll10/id/69547/rec/235 | display-authors=etal}} * Sweet, Matthew – ''Inventing the Victorians'', St. Martin's Press, 2001 {{ISBN|0-312-28326-1}} == External links == * [http://www.victorians.co.uk/victorian-fashion Victorian Fashion] {{Webarchive|url=https://web.archive.org/web/20180407223711/http://www.victorians.co.uk/victorian-fashion |date=7 April 2018 }} * [https://www.victorianvoices.net/topics/fashion/index.shtml VictorianVoices.net] – Fashion articles and illustrations from Victorian periodicals; extensive fashion image gallery * [http://www.cracked.com/article_19575_5-ridiculous-sex-myths-from-history-you-probably-believe.html Victorian myths] * [http://www.victorianstation.com/lifestylemenu.htm Victorian fashion, etiquette, and sports] {{Webarchive|url=https://web.archive.org/web/20180103162620/http://www.victorianstation.com/lifestylemenu.htm |date=3 January 2018 }} * [http://www.thesmartset.com/article/article12180701.aspx Background on "A Diary in America"] * [http://www.mccord-museum.qc.ca/en/keys/webtours/VQ_P2_17_EN.html Form and Fashion] — the evolution of women's dress during the 19th century (many photographs) * [http://www.mccord-museum.qc.ca/en/keys/games/jeu2/ Educational Game: Mix and Match] — build a 19th-century dress using a virtual mannequin * {{cite web |publisher= [[Victoria and Albert Museum]] |url= http://www.vam.ac.uk/content/articles/v/victorian-dress-at-v-and-a/ |title= Victorian Dress |work= Fashion, Jewellery & Accessories |date= 14 January 2011 |access-date= 2011-04-03}} *[http://cv.vic.gov.au/stories/creative-life/fashion-detective-fashion-fiction-and-forensics/ Fashion detective: Fashion, Fiction and Forensics in nineteenth century Australian fashion] on Culture Victoria {{Timeline of clothing and fashion|state=collapsed}}{{Victorian era|state=collapsed}} [[Category:Victorian fashion| ]] [[Category:19th-century fashion|*]] [[Category:1900s fashion]] [[Category:History of Western fashion]] [[Category:19th century in the arts]] =From ''Women in the Victorian era''= ===Victorian women's fashion=== {{Multiple issues|{{tone|date=March 2023}} {{more footnotes needed|date=March 2023}}|section=y}}{{Further|Victorian fashion}} The ideal Victorian woman was pure, chaste, refined, and modest. This ideal was supported by etiquette and manners. The etiquette extended to the pretension of never acknowledging the use of undergarments (sometimes generically referred to as "unmentionables"). The discussion of such a topic, it was feared, would gravitate towards unhealthy attention on anatomical details. As one Victorian lady expressed it: "[those] are not things, my dear, that we speak of; indeed, we try not even to think of them", in contrast to current norms.<ref>{{cite book |last=Cunnington |first=C. Willett |title=English Women's Clothing in the Nineteenth Century: A Comprehensive Guide with 1,117 Illustrations |publisher=Dover Publications |year=1990 |isbn=978-0-486-26323-6 |pages=20}}</ref> The pretence of avoiding acknowledgement of anatomical realities met with embarrassing failure on occasion. In 1859, the Hon. Eleanor Stanley wrote about an incident where the [[Louisa Cavendish, Duchess of Devonshire|Duchess of Manchester]] moved too quickly while manoeuvring over a [[stile]], tripping over her large [[hoop skirt]]: {{blockquote|[the Duchess] caught a hoop of her cage in it and went regularly head over heels lighting on her feet with her cage and whole petticoats above, above her head. They say there was never such a thing seen – and the other ladies hardly knew whether to be thankful or not that a part of her undergarments consisted in a pair of scarlet tartan [[knickerbockers (clothing)|knickerbockers]] (the things Charlie shoots in) which were revealed to the view of all the world in general and the [[Aimable Pélissier|Duc de Malakoff]] in particular".<ref>{{cite book|last=Cunnington|first=C. Willett|title=English Women's Clothing in the Nineteenth Century: A Comprehensive Guide with 1,117 Illustrations|year=1990|publisher=Dover Publications|isbn=978-0-486-26323-6|pages=20–1}}</ref>}} However, despite the fact that Victorians considered the mention of women's undergarments in mixed company unacceptable, men's entertainment made great comedic material out of the topic of ladies' [[bloomers (clothing)|bloomers]], including men's magazines and music hall skits.<ref>{{cite book |last=Cunnington |first=C. Willett |title=English Women's Clothing in the Nineteenth Century: A Comprehensive Guide with 1,117 Illustrations |publisher=Dover Publications |year=1990 |isbn=978-0-486-26323-6 |pages=22}}</ref> Victorian women's clothing followed trends that emphasised elaborate dresses, skirts with wide volume created by the use of layered material such as [[crinoline]]s, hoop skirt frames, and heavy fabrics. Because of the impracticality and health impact of the era's fashions, a [[Victorian dress reform|dress reform movement]] began among women. The ideal silhouette of the time demanded a narrow waist, which was accomplished by constricting the abdomen with a laced [[corset]]. While the silhouette was striking, and the dresses themselves were often exquisitely detailed creations, the fashions were cumbersome. At best, they restricted women's movements and at worst, they had a harmful effect on women's health. Physicians turned their attention to the use of corsets and determined that they caused several medical problems: compression of the thorax, restricted breathing, organ displacement, poor circulation, and prolapsed uterus.<ref name="O'Connor"/> Articles advocating the reform of women's clothing by the British National Health Society, the Ladies' Dress Association, and the [[Rational Dress Society]] were reprinted in ''The Canada Lancet'', Canada's medical journal. In 1884, Dr J. Algernon Temple of Toronto even voiced concern that the fashions were having a negative impact on the health of young women from the working classes. He pointed out that a young working-class woman was likely to spend a large part of her earnings on fine hats and shawls, while "her feet are improperly protected, and she wears no flannel petticoat or woollen stockings".<ref name="O'Connor"/> [[File:Bloomers.jpg|thumb|1850s illustration of a woman wearing [[bloomers]]]] [[Florence Pomeroy]], Lady Haberton, was president of the Rational Dress movement in Britain. At a National Health Society exhibition held in 1882, Viscountess Haliburton presented her invention of a "[[divided skirt]]", which was a long skirt that cleared the ground, with separate halves at the bottom made with material attached to the bottom of the skirt. She hoped that her invention would become popular by supporting women's freedom of physical movement, but the British public was not impressed by the invention, perhaps because of the negative "unwomanly" association of the style with the American [[Bloomers]] movement.<ref>{{cite book|last=Murray|first=Janet Horowitz|title=Strong-Minded Women and Other Lost Voices from 19th Century England|year=1982|publisher=Pantheon Books|location=New York|isbn=0-394-71044-4|pages=[https://archive.org/details/strongmindedwome00jane/page/68 68–70]|url=https://archive.org/details/strongmindedwome00jane/page/68}}</ref> [[Amelia Jenks Bloomer]] had encouraged the wearing of visible bloomers by feminists to assert their right to wear comfortable and practical clothing, but it was no more than a passing fashion itself among radical feminists. The movement to reform women's dress would persist and have long-term success, however; by the 1920s, [[Coco Chanel]] was successful at selling a progressive, far less restrictive silhouette that abandoned the corset and raised hemlines. The new silhouette symbolised modernism for trendy young women and became the 20th century standard. Other Paris designers continued reintroducing pants for women and the trend was gradually adopted over the next century. Fashion trends, in one sense, travelled "full circle" over the course of the Victorian era. The popular women's styles during the [[Georgian era]], and at the very beginning of Victoria's reign, emphasized a simple style influenced by flowing gowns worn by women in [[Ancient Greek clothing|Ancient Greece]] and [[Clothing in ancient Rome|Rome]]. The [[Empire waist]] silhouette was replaced by a trend towards ornate styles and an artificial silhouette, with the restrictiveness of women's clothing reaching its low point during the mid-century passion for narrow corseted waists and hoop skirts. The iconic wide-brimmed women's hats of the later Victorian era also followed the trend towards ostentatious display. Hats began the Victorian era as simple [[Bonnet (headgear)|bonnets]]. By the 1880s, milliners were tested by the competition among women to top their outfits with the most creative (and extravagant) hats, designed with expensive materials such as silk flowers and exotic plumes such as ostrich and peacock. As the Victorian era drew to a close, however, fashions were showing indications of a popular backlash against excessive styles. Model, actress and socialite [[Lillie Langtry]] took London by storm in the 1870s, attracting notice for wearing simple black dresses to social events. Combined with her natural beauty, the style appeared dramatic. Fashions followed her example (as well as Queen Victoria's wearing of mourning black later in her reign). According to [[Harold Koda]], the former Curator-in-chief of the [[Costume Institute at The Met|Metropolitan Museum of Art's Costume Institute]],<ref>{{cite web|url=http://www.metmuseum.org/about-the-museum/press-room/exhibitions/2014/death-becomes-her|title=Death Becomes Her: A Century of Mourning Attire : October 21, 2014-February 1, 2015|website=Metmuseuim.org|access-date=7 November 2021}}</ref> "The predominantly black palette of [[mourning]] dramatizes the evolution of period silhouettes and the increasing absorption of fashion ideals into this most codified of etiquettes," said Koda, "The veiled widow could elicit sympathy as well as predatory male advances. As a woman of sexual experience without marital constraints, she was often imagined as a potential threat to the social order." ====Evolution of Victorian women's fashion==== <gallery> File:Fashion plate December 1844.jpg|Ladies' December Fashions (1844). Hand-coloured steel engraving from a women's magazine. File:Thegalleryofhmscalcutta james tissot 1876.jpg|''[[The Gallery of HMS Calcutta]]'' by [[James Tissot]] (1876). [[Bustle]]s were fashionable in the 1870s and 1880s. File:Mrs lillie langtry george frederic watts 1880.jpg|''Mrs. Lillie Langtry'' by [[George Frederic Watts]] (1880). File:Five-women-on-queenslander-steps-r.jpg|Fashionable women in [[Queensland]], Australia around 1900. </gallery> {{Short description|Irish writer (born 1963)}} {{Use Irish English|date=August 2025}} {{Use dmy dates|date=August 2025}} {{Infobox writer | name = Darach Ó Scolaí | image = Darach Ó Scolaí.JPG | alt = Man holding prize-winning book | caption = Ó Scolaí in 2019 | birth_name = Darach Ó Scolaí | birth_date = {{Birth date and age|1963|df=y}} | birth_place = [[County Galway]], The Republic of Ireland | death_date = | death_place = | occupation = Writer, artist, publisher | alma_mater = [[University of Galway]] | years_active = 1998–present | genre = Novel, retelling, translation, play, screenplay, illustrated book for children and adults | other_names = | spouse = | children = 3 | awards = [[Awards and Honors received by Darach Ó Scolaí|Awards and Honors]] | signature = | website = }}[[File:Darach Ó Scolaí.JPG|thumb|Darach Ó Scolaí, holding ''Oileán an Órchiste'' (his translation of Robert Louis Stevenson's ''Treasure Island'')]] == Darach Ó Scolaí == Darach Ó Scolaí (<small>Irish:</small> [/ˈda.rax/ /oː/ /sˠkˠoː/l̪ˠəi/]; born 1963<ref>{{Cite web|url=https://portraidi.ie/en/darach-o-scolai/|title=Darach Ó Scolaí|date=20 October 2017|website=Portráidí (Portraits of Irish-Language Writers)|access-date=1 August 2025}}</ref>) is an Irish author who works in a number of genres, from novels, plays and screenplays to illustrated books for children and adults. He began his literary career in 1998 writing screenplays, stage plays, retellings and translations; he began to publish novels in 2008. Ó Scolaí is widely recognized as a leading figure in contemporary Irish literature, known as “one of the most important Irish language writers of his generation”<ref>{{Cite journal|last=Poirtéir|first=Cathal|date=2022|title=? Suil an Daill: Constant Tensions and Shifting Allegiances|url=https://booksirelandmagazine.com/suil-an-daill-constant-tensions-and-shifting-allegiances/|journal=Books Ireland}}</ref> and "one of the great Irish language novelists [duine d’úrscéalaithe móra na Gaeilge]."<ref name=":17" /> His writing has been called “the high literature of the Irish language.”<ref>Ó Coimín, Maitiú. ''Nós'' 2 February 2018). Qtd. in "Táin Bó Cuailnge." ''Leabhar Breac''. Retrieved 25 August 2025.</ref> Much of his fiction is based on a knowledge of traditional Irish tales and narrative practices as well as Irish history. He specializes in literary and [[wikipedia:Historical_fiction|historical fiction]], or as novelist Alan Titley says, Ó Scolaí’s “peak (for now), or at least his greatest imaginative interest, is the historical novel [tá an chuma air gurb é a bhuaic (go fóill), nó ar a laghad, a mhórspéis samhlaíochta, an t-úrscéal staire].”<ref name=":11">{{Cite journal|last=Titley|first=Alan|date=Fall 2020|title=An Stíl Go Deo!: Soather Dharach Uí Scolaí (The style would be forever!: Worker Darach Ó Scolaí)|url=https://www.jstor.org/stable/27046090|journal=Comhar|volume=80, No. 10|pages=27|via=JSTOR}}</ref> His retellings of old stories and tales from their original Middle and Early-Modern Irish into Modern Irish ([[wikipedia:Irish_language|Gaeilge]]) are respected for their accessibility to students and language learners as well as for their artistry. Ó Scolaí also regularly reviews books and lectures and writes on literature and culture. Beyond his writing, Ó Scolaí is a publisher and has co-produced a number of film, television shows and stage plays. == Life == Ó Scolaí was born in Dublin and raised in the Galway [[wikipedia:Gaeltacht#Galway Gaeltacht|Gaeltacht]] (Irish-speaking) regions of Cois Fharraige on the north shore of Galway Bay, in the Republic of Ireland, where he lives now with his wife and children in Lochán Beag (Indreabhán).<ref name=":7">{{Cite journal|date=30 October 2024|title=Duais don úrscéal liteartha is fearr buaite ag Darach Ó Scolaí ag Oireachtas na Samhna|url=https://tuairisc.ie/duais-don-ursceal-liteartha-is-fearr-buaite-ag-darach-o-scolai-ag-oireachtas-na-samhna/|journal=Tuairisc}}</ref><ref>{{Cite journal|last=Ní Scolaí|first=Aifric|date=2024|title=Darach Ó Scolaí|url=https://www.taiscecf.ie/ealaiontoiri?category=Scr%C3%ADbhneoir|journal=Taisce Chois Fharraige}}</ref> He graduated the [[wikipedia:University_of_Galway|University of Galway]] (then University College Galway) with a B.A. in 1983.<ref>{{Cite web|url=https://www.linkedin.com/in/darach-ó-scolaí-20026920/|title=Darach Ó Scolaí|last=Ó Scolaí|first=Darach|date=August 2025|website=LinkedIn}}</ref> === Writing and Publishing === Ó Scolaí writes in Irish ([[wikipedia:Irish_language|Gaeilge]]), his native language, and lives in an area defined for the predominant presence of Irish as the vernacular language, the language spoken at home. Irish was the language of his parents' home and is the language of children as well. He is fluent in Irish and English and conversant in French. None of his works has been translated into English. ==== Leabhar Breac ==== In 1995 Darach Ó Scolaí and his brother Caomhán Ó Scolaí — a [[wikipedia:Typography|typographer]] and designer — founded the publishing house Leabhar Breac at Indreabhán (Inverin), County Galway. Their father “Séamas Ó Scolaí was an editor at An Gúm and worked on the Irish-English dictionary team [bhí a n-athair Séamas Ó Scolaí ina eagarthóir sa Ghúm agus d’oibrigh sé ar fhoireann an fhoclóra Gaeilge-Béarla].”<ref name=":0">{{Cite web|url=https://leabharbreac.com/en/about-us/|title=About Us|date=2024|website=Leabhar Breac|access-date=1 July 2025}}</ref> Darach Ó Scolaí has been publisher and literary editor at Leabhar Breac since its founding. Named for [[wikipedia:An_Leabhar_Breac|An Leabhar Breac (The Speckled Book)]], Leabhar Breac publishing house has more than 140 books in print.<ref name=":0" /> Leabhar Breac aims to publish Irish-language books that meet “a high literary and artistic standard.”<ref name=":0" /> Besides the content, Leabhar Breac is known for the typically "superb [thar cionn]" quality of the design and production of the "physical book [leabhar fisiciúil]."<ref name=":8">{{Cite journal|last=Ní Mhuilneoir|first=Gráinne|date=30 July 2024|title=‘Bláthnaid’ – leabhar álainn i sraithín álainn faoi mhná|url=https://tuairisc.ie/blathnaid-leabhar-alainn-i-sraithin-alainn-faoi-mhna/|journal=Tuairisc}}</ref> Its books regularly win awards for literary and artistic quality. Leabhar Breac also publishes translations for children and adults from various early versions of Irish as well as from French and English (and has published translations of books for young readers from Spanish, Catalan, and Italian as well). Leabhar Breac prints its books in Ireland. === Stage and Screen === ==== Rosg ==== In 1998 along with Ciarán Ó Cofaigh,<ref name=":1">{{Cite web|url=http://www.rosg.ie/en/about/History_6/|title=About Us: History|date=July 2025|website=Rosg|access-date=1 August 2025}}</ref> Ó Scolaí co-founded the film and television production company [http://www.rosg.ie/en/ Rosg] and was co-director until 2006. Rosg produced Ó ScolaÍ’s films ''Cosa Nite'' (1999), ''An Leabhar'' (2001) and ''Na Cloigne'' (2010). He left Rosg in 2006 to devote his time to other artistic activities. ==== Ealaín ar Oileán ==== In 2004, along with Val Balance, Ó Scolaí co-founded the annual artists' symposium Ealaín ar Oileán (trans., Art on an Island). The Irish-language symposium was held annually in the Áras Éanna arts and cultural center on Inis Oírr ([[wikipedia:Inisheer|Inisheer]], the smallest of the [[wikipedia:Aran_Islands|Aran Islands]]) from 2004 to 2013. Ó Scolaí was its co-director from its founding<ref>{{Cite web|url=https://ga.wikipedia.org/wiki/Darach_Ó_Scolaí.|title=Darach Ó Scolaí|date=3 February 2024|website=Vicipéid|access-date=1 July 2025}}</ref> until 2013. Besides being its co-director, Ó Scolaí has taken part in this conference as an artist<ref>{{Cite journal|date=16 January 2005|title=Darach Ó Scolaí|url=https://web.archive.org/web/20050116163252/http://bliainiris.com/authors/darach_oscolai.html|journal=Bliainiris}}</ref> and writer<ref name=":2">{{Cite web|url=http://ealainaroilean.ie/ealainaroilean.html|title=The Conference|date=7 September 2013|website=Ealaín ar Oileán|archive-url=https://web.archive.org/web/20130907083744/http://ealainaroilean.ie/ealainaroilean.html|archive-date=7 September 2013|access-date=1 August 2025}}</ref>. ==== Salamandar ==== In 2006 Ó Scolaí founded the stage production company Salamandar and directed his own play ''An Braon Aníos''. His plays ''An tSeanbhróg'' (2009) and ''Craos'' (2008) were also produced by Salamandar.<ref name=":19">{{Cite web|url=https://leabharbreac.com/en/product-category/darach-o-scolai/|title=Darach Ó Scolaí|date=2024|website=Leabhar Breac|access-date=1 July 2025}}</ref> == Works == === Novels === * [[wikipedia:An_Cléireach|''An Cléireach'' (trans., ''The Clerk'')]], Leabhar Breac, 2007. The Oireachtas Prize for Literary Fiction, 2007; The Ó Súilleabháin Award (Book of the Year) in 2008, and "named as ‘the best novel since the turn of the Century’ by Comhar."<ref>{{Cite web|url=https://leabharbreac.com/en/shop/fiction/an-cleireach/|title=An Cléireach - Leabhar Breac - Irish language novel|website=Leabhar Breac|language=en-US|access-date=2025-10-24}}</ref> * ''Na Comharthaí'' (trans., ''The Signs''), Leabhar Breac, 2014. * ''Súil an Daill'' (trans., ''The Eye of the Blind''), Leabhar Breac, 2021. The Oireachtas Prize for Literary Fiction, 2019.<ref name=":4">{{Cite web|url=https://leabharbreac.com/en/shop/fiction/suil-an-daill/|title=Súil an Daill|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''Bódléar'', Leabhar Breac, 2024. The Oireachtas Prize for Literary Fiction, 2024<ref name=":7" />; The Ó Súilleabháin Award (Book of the Year) in 2025; featured in the 2025 Listen-Up Irish Summer Challenge for students of the Irish language.<ref>{{Cite news|url=https://connachttribune.ie/novel-approach-helps-people-learn-irish-in-a-creative-way/|title=Novel approach helps people learn Irish in a creative way|last=Murphy|first=Judy|date=3 October 2025|work=Connaught Tribune|access-date=24 October 2025}}</ref> === Retellings, Translations and Editions === The retellings and translations are into modern Irish. * ''Feis Tigh Chonáin'' (trans., ''The Feast of Conán's House''), Leabhar Breac, 2000; a retelling of a 15^th-century tale from the [[wikipedia:Fenian_Cycle|Fenian Cycle]].<ref>{{Cite web|url=https://leabharbreac.com/en/shop/fiction/feis-tigh-chonain/|title=Feis Tigh Chonáin|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''An Ceithearnach Caolriabhach'' (trans., ''The Narrow-Striped Kern''), Leabhar Breac, 2002; a retelling from c. 1500, also illustrated by Darach Ó ScolaÍ.<ref>{{Cite web|url=https://leabharbreac.com/en/shop/fiction/an-ceithearnach-caolriabhach/|title=An Ceithearnach Caolriabhach|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''Táin Bó Cuailnge'' (trans., ''The Cattle Raid of Cooley''), Leabhar Breac, 2017, both a modern edition of an 11th-century epic and an annotated edition.<ref name=":3">{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/tain-bo-cuailnge-2-2/|title=Táin Bó Cuailnge|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> "''Táin Bó Cuailnge'' won the Aodán Mac Poilín Memorial Prize 2017."<ref name=":19" /> * ''Deirdre'', Leabhar Breac, 2023, a “picture book for adults” with artist Anastasia Melnykova.<ref>{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/deirdre/|title=Deirdre|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> Part of the [[wikipedia:Ulster_Cycle|Ulster Cycle]], ''Deirdre'' is a retelling of the story of possibly the most widely known Irish figure from the early tales and sagas.<ref>{{Cite book|title=A Dictionary of Celtic Mythology|last=MacKillop|first=James|publisher=Oxford University Press|year=2004|isbn=9780198609674|pages=181}}</ref> * ''Bláthnaid'', Leabhar Breac, 2024, a “picture book for adults” with artist Anastasia Melnykova; “one of the great stories of the [[wikipedia:Ulster_Cycle|Ulster Cycle]].”<ref name=":4" /> * ''Sadhbh,'' Leabhar Breac, 2025, a picture book for adult readers, illustrated by Alé Mercado; a retelling of the medieval tale ''Ceasacht Inghine Ghuile (''trans., ''The Complaint of Guile's Daughter'').<ref name=":5">{{Cite web|url=https://leabharbreac.com/en/tales-of-wonder/|title=Tales of Wonder|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''Eoghan Béal'', Leabhar Breac, 2025, a picture book for adult readers illustrated by Alé Mercado<ref name=":5" />; a retelling of the medieval tale ''[https://ga.wikipedia.org/wiki/Caithr%C3%A9im_Cellaig Cathréim Ceallaigh]'' from ''The Yellow Book of Leacan.''<ref name=":5" /> === For Young Readers === Ó Scolaí has written illustrated books for young readers (8–10 years old) in two series, the Fionn Series and the Scéalta Staire series, and translated a large number of classics and popular books for children of all ages. The number of these written and translated works suggests a commitment to children and their literacy in Irish. The Fionn Series “is a retelling ... of the great legends of the Fianna for the young Irish readers of today.”<ref name=":6">{{Cite web|url=https://leabharbreac.com/en/shop/oige-en/8-9/doiteoir-na-samhna/|title=Dóiteoir na Samhna|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> [[wikipedia:The_Boyhood_Deeds_of_Fionn|Macgnímartha Finn (The Boyhood Deeds of Fionn)]] is a medieval story in the [[wikipedia:Fenian_Cycle|Fenian Cycle]]. * ''An Bradán Feasa'' (trans., ''The Salmon of Knowledge''), Leabhar Breac, 2010, “shortlisted for the Réics Carlo award 2010.”<ref name=":9">{{Cite web|url=https://leabharbreac.com/en/shop/oige-en/8-9/an-bradan-feasa/|title=An Bradán Feasa|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''Dóiteoir na Samhna'' (trans., ''The Halloween Burner''), 2010.<ref name=":6" /> * ''Bodach an Chóta Lachna'' (trans., ''The Churl in the Dun Coat''), 2011.<ref>{{Cite web|url=https://leabharbreac.com/en/shop/oige-en/7-8/bodach-an-chota-lachna/|title=Bodach an Chóta Lachna|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> The Scéalta Staire (Historical Stories) series<ref name=":9" /> * ''Mánas Ó Dónaill'', 2000. * ''Seán Ó Néill'', Leabhar Breac, 2000. * ''Gráinne Mhaol Ní Mháille'', Leabhar Breac, 2003. * ''Tadhg Dall Ó hUiginn'', Leabhar Breac, 2003. ==== Translations ==== * Robert Louis Stevenson, ''Oileán an Órchiste'' (trans. of ''Treasure Island''), Leabhar Breac, 2014.<ref>{{Cite journal|date=2025-06-19|title=Oireachtas na Gaeilge|url=https://en.wikipedia.org/w/index.php?title=Oireachtas_na_Gaeilge&oldid=1296394643|journal=Wikipedia|language=en}}</ref> * Robert Louis Stevenson, ''An Fuadach'' (trans. of ''Kidnapped''), Leabhar Breac, 2016. * Clement Clarke Moore, ''Cuairt San Nioclás'' (trans. of ''A Visit from St. Nicholas'', or "'Twas the Night Before Christmas"), Leabhar Breac, 2022. '''''The Corto Maltese Graphic Novels''''' Written in Italian by Hugo Pratt and translated by Ó Scolaí, both adults and teenagers read this series of Italian adventure graphic novels.<ref>{{Cite journal|date=2025-07-01|title=Corto Maltese|url=https://en.wikipedia.org/w/index.php?title=Corto_Maltese&oldid=1298285365|journal=Wikipedia|language=en}}</ref> Ó Scolaí's '''translation of ''Corto Maltese''''' was listed in 2017 among "The 30 Irish books that Irish people love."<ref>{{Cite journal|last=Ó Murchú|first=Eoin P.|date=09/06/2017|title=Na 30 leabhar Gaeilge is fearr leis na Gaeil [The 30 Irish books that Irish people love]|url=https://nos.ie/cultur/leabhair/an-30-leabhar-gaeilge-is-fearr-leis-na-gaeil/|journal=Nós}}</ref> * Hugo Pratt, ''Corto: Port na Farraige Goirt'', Leabhar Breac, 2013. * Hugo Pratt, ''Corto: The Golden House in Samarkand'', 2014. * Hugo Pratt, ''Corto: Na Liopard-Fhir ó Rufiji'' (trans. of ''Corto: The Leopard Men of Rufiji''), Leabhar Breac, 2014. * Hugo Pratt, ''Corto: In Ainm Dé Uilthrócairigh'' (trans. of ''Corto: In the Name of God All-Merciful''), Leabhar Breac, 2014. * Hugo Pratt, ''Corto: Tóraíocht Eile'' (trans. of ''Corto: Another Quest''), Leabhar Breac, 2014. * Hugo Pratt, ''Corto: Sa tSibéir'' (trans. of ''Corto: In Siberia''), Leabhar Breac, 2016. '''''Other Translations for Children''''' Ó Scolaí has translated into Irish six books from the ''Le Pavillon Noir'' (trans., ''Jolly Roger'') series by Alain Surget; four books from the ''Catalan First Steps'' series by Enric Lluch Girbés and the ''Caitlín & Cormac'' series by Joan Carles; three books from the ''Louisette le Taupe'' series by Bruno Heitz, and three books from the ''Loup'' series by Orianne Lallemand. === Plays and Screenplays === ==== Stage Plays ==== Ó Scolaí was writer and director of the original productions of two plays in the ''Trí Bhraon'' (trans., ''Three Drops'') trilogy; ''Coinneáil Orainn'' was directed by Darach Mac Con Iomaire and staged by An Taibhdhearc. All three plays have been published in book form by Leabhar Breac. * ''Coinneáil Orainn'' (trans., ''We'll Keep Going''), 2005.<ref>{{Cite web|url=https://irishplayography.com/play?playid=32553|title=Coinneáil Orainn|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904.|access-date=25 August 2025}}</ref> The first play in the ''Trí Bhraon'' (''Three Drops'') trilogy. [[wikipedia:Taibhdhearc_na_Gaillimhe|An Taibhdhearc]], the national Irish-language theatre of Ireland, toured the country in 2005 with ''Coinneáil Orainn''.<ref>{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/coinneail-orainn/|title=Coinneáil Orainn|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> Walter Macken Prize, 2005; BBC Stewart Parker Award, 2006.<ref>{{Cite web|url=https://irishplayography.com/person/darach-scola|title=Darach Ó Scolaí|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904.|access-date=25 August 2025}}</ref> * ''Branwen'', 2006, by Darach Ó Scolaí and Ifor ap Glyn, in Irish, Welsh and English, co-produced by Project Arts Centre and Llwyfan Gogledd Cymru, toured the Republic of Ireland and Wales.<ref>{{Cite web|url=https://irishplayography.com/play?playid=32418|title=Branwen|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}</ref> * ''An Braon'' Aníos (trans., ''Rising Damp''), 2006, directed by Ó Scolaí.<ref>{{Cite web|url=https://irishplayography.com/play?playid=32461|title=An Braon Aníos|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}</ref> The second play in the ''Trí Bhraon'' (''Three Drops'') trilogy. “The Salamandar company toured the country in 2006-07 with this play, and Salamandar also produced a radio version of the play for RTÉ Raidió na Gaeltachta in 2009.”<ref>{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/an-braon-anios/|title=An Braon Aníos|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''Craos'' (trans., ''Gluttony''), 2008, directed by Ó Scolaí.<ref name=":13">{{Cite web|url=https://irishplayography.com/play?playid=32867|title=Craos|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}</ref> The third play in the ''Trí Bhraon'' (''Three Drops'') trilogy, it toured to Cork and Belfast.<ref name=":13" /> A review of the 2008 Salamander performance in the ''Irish Times'' says, “a humorous play which offers plenty to think about, fine acting, and sparklingly witty dialogue.”<ref>{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/craos-2/|title=Craos|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''A+E'', 2008, by Ríonach Ní Néill and Darach Ó Scolaí, "dance and music drama," co-produced by Ciotóg and Salamandar.<ref>{{Cite web|url=https://irishplayography.com/play?playid=32962|title=A+E|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}</ref> * ''An tSeanbhróg'' (trans., ''The Old Shoe''), 2009, produced by Salamander<ref>{{Cite web|url=https://irishplayography.com/play?playid=33042|title=An tSeanbhróg|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}</ref> and staged in the Axis Arts Centre, Dublin, and the Letterkenny Arts Centre. * '''In ''Mhuir Fhíondorcha/The Wine-Dark Sea: The Homer Project'', Ó Scolaí's translation of Homer's Cyclops story, performed at the 2019 IMRAM festival'''.<ref>{{Cite news|url=https://www.irishtimes.com/culture/books/imram-a-festival-celebrating-the-irish-language-1.4047610|title=Imram: a festival celebrating the Irish language. Liam Carson reveals the myths and legends appearing in this year’s programme|last=Carson|first=Liam|date=11 October 2019|work=The Irish Times|access-date=15 October 2025}}</ref> ==== Screenplays ==== * ''Cosa Nite'' (trans., ''Washed Feet''), short film, 1998 (dir. Dearbhla Walsh, prod. Ciarán Ó Cofaigh, Rosg); "a prose version of ''Cosa Nite'' was published (Rosg 2000)."<ref name=":9" /> Nominated for an Irish Film and Television Award.<ref>{{Citation|title=Cosa Nite (Short 1998) - Awards - IMDb|url=https://www.imdb.com/title/tt0191917/awards/|accessdate=2025-08-25|language=en-US}}</ref> * ''Na Glúnta'' (trans., ''The Generations''), 2001<ref>{{Cite web|url=https://www.iftn.ie/production/production_companies/production_sub/feature/?act1=record&aid=70&rid=3917&tpl=filmography_dets&only=1&force=1|title=Na Glúnta {{!}} The Irish Film & Television Network|website=www.iftn.ie|access-date=2025-08-25}}</ref>, co-directors Ciarán Ó Cofaigh & Darach Ó Scolaí, prod. Ciarán Ó Cofaigh, Rosg. * ''An Leabhar'' (trans., ''The Book''), short film, 2000, (dir. Robert Quinn, prod. Ciarán Ó Cofaigh, Rosg) Rosg, 2000.<ref>{{Citation|title=An Leabhar|url=https://www.imdb.com/title/tt0963767/|publisher=Bord Scannán na hÉireann / The Irish Film Board, ROSG|accessdate=2025-08-25|first=Robert|last=Quinn|others=Colm O&apos;Maonlai, Peadar O&apos;Treasaigh, Diarmuid Mac an Adhastair}}</ref> * ''Na Cloigne'' [trans., The Heads], 3-episide series, 2010 (dir. Robert Quinn, prod. Ciarán Ó Cofaigh, Rosg), TG4.<ref>{{Cite web|url=https://www.imdb.com/title/tt1607924/|title=Na cloigne|date=2010|website=IMDb|access-date=25 August 2025}}</ref> === Nonfiction === Ó Scolaí's essays and lectures are published and his interviews are broadcast regularly, making for a large body of nonfiction critical and analytical work. Here are a few, almost all published in [https://comhar.ie/iris/scribhneoiri/darach-o-scolai/ Comhar]: * “Ceol Ciúin na nÉagmaise” (trans., “The Silent Music of Absence ['''the Fall?''']”), an essay on the 2014 Nobel Prize winner for literature, [[wikipedia:Patrick_Modiano|Patrick Modiano]], ''Comhar'', December 2014. * The Ó Cadhain Lecture: [https://leachtaiuichadhain.clo.ie/leachtai/2014 “Cuimhne agus Díchuimhne (trans., “Memory & Forgetfulness"]), 2014. * “Rithim agus Réim” ("Rhythm and Register"), a public lecture in the University College Dublin lecture series “Ó Thrácht go Twitter” (trans., "From Talk to Twitter"), 2014. * Review of Pádraig Ó Cíobháin’s ''Dréachta Chrích Fodla'', '''Comhar?, ??'''. * “Na Geilt i mBun an Tí” (trans., "The Madmen in Charge"), a talk at the Merriman Winter School, Comhar April 2012.<ref name=":18">{{Cite web|url=http://darachoscolai.ie/beathaisneis.html|title=Darach Ó Scolaí: Beathaisnéis|website=darachoscolai.ie|access-date=2025-09-26}}</ref> * The EFACIS podcast: Síle Ní Choincheannain talks to Darach Ó Scolaí about the historical novel. == Critical Reception == Ó Scolaí’s style has been called “crisp and elegant, and rich in language while being highly readable,”<ref>{{Cite journal|last=Heussaf|first=Anna|date=Summer 2025|title=Bláthnaid—A tale of love, violence and sorcery retold for readers today|url=https://booksirelandmagazine.com/blathnaid-a-tale-of-love-violence-and-sorcery/|journal=Books Ireland}}</ref> with “an unsurpassed richness and precision of language.”<ref name=":12">{{Cite journal|last=Ó Cróinín|first=Breandán|date=Summer 2025|title=unknown|journal=The Limerick Leader}}</ref> “Whimsical, hilarious, and subtly learned” is how Éilis Ní Dhuibhne described his writing.<ref name=":20" /> === Original Works === Ó Scolaí’s first novel, the 2007 ''An Cléireach'' (''The Clerk'') won two prizes and was described as “one of the great historical novels in the Irish language and among the best books written in the language since the beginning of this century.”<ref name=":12" /> Novelist Alan Titley says, “In ''An Cléireach'' Ó Scolaí creates the Ireland of war in the 17th century more fully than any other Irish writer on the subject of war since ''L’Attaque'' Eoghain Ó Thuairisc around 1798 [In ''An Cléireach'' cruthaíonn Ó Scolaí Éire an chogaidh san 17ú haois níos iomláine ná mar a dhein aon scríbhneoir Gaeilge eile ar ábhar cogaidh ó ''L’Attaque'' Eoghain Uí Thuairisc timpeall ar 1798].”<ref name=":11" />{{rp|25, Col. 1a}} Not all the reviews of this first novel were so positive, however; Proinsias O' Drisceoil says for the Irish Times says,<blockquote>This then is a novel in search of a plot, a story that attempts to attain a significance that eludes it.<ref>{{Cite news|url=https://www.irishtimes.com/news/a-disaffected-clerk-in-the-confederates-1.943070|title=A disaffected clerk in the confederates|last=O' Drisceoil|first=Proinsias|date=5 July 2008|work=The Irish Times|access-date=16 October 2025}}</ref></blockquote> In the ''Oxford Handbook of Modern Irish Fiction'' Pádraig Ó Siadhail analyzes rather than reviews ''An Cléireach'': <blockquote>In ''An Cléireach'', Ó Scolaí revisits the trauma of Cromwellian Ireland. The primary narrative device is once again the first-hand account, in this case by Tadhg Ó Dúbháin, a clerk and quartermaster in the Confederate Army in 1650. We sample the hardships, the friendships, the tensions, the rivalries, and the petty jealousies amongst comrades in arms, including remnants of the Gaelic literary class, as the Confederate soldiers, increasingly a rabble more than a cohesive unit, retreat in advance of Cromwell’s forces. ''An Cléireach'' concludes with the narrator and his family in exile in continental Europe. But along the retreat route, and central to the novel, members of the Confederate army camp, rest up, and tell versions of a story about the keeper of the treasured manuscript "Saltair an Easpaig" (The Bishop’s Psalter). Their versions raise issues about memory construction, the limitations of individual perspectives, personal agendas, and how minor changes in the telling of a story can alter our understanding of history, Thus, ''An Cléireach'' complements ''Fontenoy'' in moving beyond more realistic recreation of a historical event or period to interrogate the notion of history as construct.<ref>{{Cite book|title=The Oxford Handbook of Modern Irish Fiction|last=Ó Siadhail|first=Pádraig|publisher=Oxford University Press|year=2020|isbn=9780198754893|editor-last=Harte|editor-first=Liam|pages=598–99|chapter=Contemporary Irish Fiction}}</ref> </blockquote> Of ''Súil an Daill,'' in ''Nós'', Cathal Seoighe says, "The book deserves a significant place among the collection of high-quality books published in recent years that would make you feel sorry for someone who does not speak Irish [Tá áit shuntasach ag dul don leabhar i measc an chnuasaigh leabhair ar ardchaighdeán a foilsíodh le roinnt blianta anuas a d’fhágfadh trua agat don té atá gan Ghaeilge]."<ref>{{Cite journal|last=Seoighe|first=Cathal|date=09/26/2022|title=‘Dar leathmhagairle an diabhail, is leabhar den scoth é seo!’ ['According to the devil’s half-wit, this is a great book!’]|url=https://nos.ie/cultur/leabhair/dar-leathmhagairle-an-diabhail-is-leabhar-den-scoth-e-seo/|journal=Nós}}</ref> ''Bódléar'', Ó Scolaí's most recent book, is a “beautiful novel. There is magic and craftsmanship in it. A small miracle of a book and it is highly recommended.”<ref>{{Cite web|url=https://leabharbreac.com/bodlear-mioruilt-bheag-de-leabhar/|title=Bódléar: Míorúilt bheag de leabhar (Bódléar: A Small Miracle of a Book)|last=Ní Ghairbhí|first=Róisín|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> Éilis Ní Dhuibhne in the ''Irish Times'' says,<blockquote>what a gem! An affectionately gentle satire of the Irish poetic scene during one creatively fluid 19th-century year, the story focuses on a Maigue poet and schoolteacher who goes on a trip to France and returns with camembert, a cafetiere, ‘Fleurs du Mal’, and a mission to convert the local traditionalists to la modernité. Whimsical, hilarious, and subtly learned, it’s absolutely delightful!<ref name=":20">{{Cite journal|last=Ní Dhuibhne|first=Éilis|date=30 June 2025|title=Éilís Ní Dhuibhne on the best Irish language books of 2025 so far: Including a history of the Gaeltacht Civil Rights Movements, a gem of a novel by Darach Ó Scolaí and Joe McHugh’s entertaining account of learning Irish|url=https://www.irishtimes.com/culture/books/review/2025/06/30/eilis-ni-dhuibhne-on-the-best-irish-language-books-of-2025-so-far/|journal=The Irish Times|pages=22}}</ref></blockquote> === Retellings and Translations === ==== ''Táin Bó Cuailnge'' ==== ''Táin Bó Cuailnge'' [''The Cattle Raid of Cooley''] is a modern edition of an 11th-century epic into modern Irish.<ref name=":3" /> Gearóid Denvir reviewed ''Táin Bó Cuailnge'' for ''Comhar'':<blockquote>Darach Ó Scolaí has ​​achieved a feat in this challenging reworking. He has found a high level of the Irish language to tell his story – as he has done before in his groundbreaking novel An Cléireach (2007, Leabhar Breac) and in his other prose works. This book is a decoration of the language, literature and culture of the Irish language, following the path of the old storytellers and writers and presenting material from the tradition to his own generation according to the understandings of his own time. The book will be a classic that will be of great interest to all readers of the Irish language, both ordinary readers, students, scholars and writers, and there should be a copy in every home in the country. [Tá éacht déanta ag Darach Ó Scolaí san athleagan dúshlánach seo. Tá réim ard den teanga Ghaeilge aimsithe aige lena scéal a inseacht – mar a rinne sé cheana ina úrscéal ceannródaíoch An Cléireach (2007, Leabhar Breac) agus i saothair eile phróis dá chuid. Is maisiú ar an teanga agus ar litríocht agus cultúr na Gaeilge an leabhar seo a leanas conair na seanscéalaithe agus na seanscríobhaithe agus ábhar de chuid an traidisiúin á chur i láthair a ghlúine féin aige de réir thuiscintí a linne féin. Clasaic a bheas sa leabhar a gcuirfidh léitheoirí uilig na Gaeilge, idir ghnáthléitheoirí, mhic léinn, scoláirí agus scríbhneoirí spéis thar na bearta ann, agus ba cheart cóip a bheith i chuile theach sa tír.]<ref name=":15">{{Cite journal|last=Denvir|first=Gearóid|date=April 2018|title=Táin Bó Cuailgne|url=https://comhar.ie/iris/78/4/leirmheas/|journal=Comhar|via=JSTOR}}</ref> </blockquote>Cathal Poirtéir says, "The freshness and richness of Ó Scolaí’s version are a joy …. The author delights us with the linguistic and stylistic richness of the ancient epic in a modern-Irish version that reflects the original’s spirit and language."<ref>{{Cite journal|last=Poirtéir|first=Cathal|date=May/June 2018|title=Leabhair Idir Lámha|url=https://www.jstor.org/stable/26564180|journal=Books Ireland|pages=46–47|via=JSTOR}}</ref>{{rp|47}} Novelist and academic Alan Titley calls Ó Scolaí's "a wonderful gutsy telling" of ''Táin Bó Cuailnge''.<ref>{{Cite news|url=https://www.irishtimes.com/culture/2023/03/11/the-tain-retold-maeve-and-ailills-spat-could-be-out-of-a-soap-opera/|title=The Táin retold: ‘Maeve and Ailill’s spat could be out of a soap opera’|last=Titley|first=Alan|date=11 March 2023|work=The Irish Times|access-date=16 October 2025}}</ref> ==== ''Deirdre'' ==== Marie Whelton, in "Léann Teanga" ("Language Studies"), in the 2024 ''An Reiviú'' says,<blockquote>this version [of ''Deirdre''] by Darach Ó Scolaí succeeds in skillfully capturing and portraying the complexity of gender and power issues in the ‘Deirdre’ tradition [éiríonn leis an leagan seo le Darach Ó Scolaí castacht cheisteanna na hinscne agus na cumhachta i dtraidisiún scéal Dheirdre a ghabháil agus a léiriú go sciliúil]. … There is no doubt that this new version greatly contributes to the legacy of the story and that it revives that legacy thoughtfully and artistically [Níl amhras faoi ach go gcuireann an leagan úr seo go mór le hoidhreacht an scéil agus go ndéanann sé an oidhreacht sin a athbheochan go tuisceanach agus go healaíonta.].<ref name=":16">{{Cite web|url=https://www.tara.tcd.ie/tara8/server/api/core/bitstreams/3c20175a-7631-44b2-8b0f-f454edd712b4/content|title=An Artistic Retelling of Deirdre's Tale and the Defeat of Conor Review of Deirdre or the Ship of Mac Uisnigh by Darach Ó Scolaí [Athinsint Ealaíonta ar Oidhe Dheirdre agus ar Ansmacht Chonchúir Léirmheas ar Deirdre nó Loingeas Mhac Uisnigh le Darach Ó Scolaí]|last=Whelton|first=Marie|date=2024|website=The Review [An Reiviú], Language Studies [Léann Teanga]|access-date=25 September 2025}}</ref></blockquote> === Works for Young Readers === Meadhbh Ní Eadhra said of ''Bodach an Chóta Lachna'' that it was "Beautiful Irish, but easy to understand for young readers."<ref>Ní Eadhra, Meadhbh. In ''Gaelscéal'', qtd. in "Bodach an Chóta Lachna" https://leabharbreac.com/en/shop/oige-en/7-8/bodach-an-chota-lachna/.</ref> == Awards and Honors == Ó Scolaí's works are regularly nominated and make the short list for prizes, an honor in itself, but they are generally not listed here unless they are named as the first-place winner in their category. === Oireachtas Prize === The Oireachtas Prize is the literary prize awarded by [[wikipedia:Oireachtas_na_Gaeilge|Oireachtas na Gaeilge]], the annual arts festival dedicated to Irish language, arts and culture. Darach Ó Scolaí has won the Oireachtas Prize for Literary Fiction three times, once for ''An Cléireach'' (''The Clerk'') in 2007, for ''Súil an Daill'' (''The Eye of the Blind'') in 2021 and for ''Bódléar'' in 2024. * 2007, for ''An Cléireach'' (trans., ''The Clerk'') — “(a special prize commemorating the 400th anniversary of the foundation of Coláiste na nGael in Louvain, awarded under the auspices of the Franciscan Province of Ireland). The prize of €10,000 was the largest prize ever awarded to an Irish language novel [(duais speisialta chomórtha 400 bliain bhunú Choláiste na nGael i Lobháin a bronnadh faoi urraíocht Phroibhinse Phroinsiasach na hÉireann). Ba é an duais €10,000 sin an duais ba mhó a bronnadh riamh ar úrscéal Gaeilge].”<ref name=":18" /> * 2021, for ''Súil an Daill'' (''The Eye of the Blind'') * 2024, for ''Bódléar'' === Ó Shúilleabháin Award, Irish language “Book of the Year” === The first prize of this award includes €5,000 to the publisher and €2,500 to the author of the winning work.<ref name=":10">{{Cite journal|date=15 August 2023|title=20 saothar san iomaíocht do ‘Leabhair Ghaeilge na Bliana 2023’|url=https://tuairisc.ie/20-saothar-san-iomaiocht-do-leabhair-ghaeilge-na-bliana-2023/|journal=Tuairisc}}</ref> * ''An Cléireach'' (''The Clerk'').<ref>{{Cite web|url=http:/www.gaelport.com/uploads/documents/edition19.html|title=Eagrán / Edition 19 - 04 11 2008|date=4/11/2008|website=Internet Archive|archive-url=https://web.archive.org/web/20130525011340/http:/www.gaelport.com/uploads/documents/edition19.html|archive-date=25 May 2013|access-date=25 August 2025}}</ref> * ''Táin Bó Cuailnge'', 2018. * ''Bódléar'', 2025. ==== De Bhaldraithe Award ==== The Gradam de Bhaldraithe is awarded to the best work in translation.<ref name=":10" /> * ''Cuairt San Nioclás,'' a translation of Clement Clarke Moore's ''A Visit from St. Nicholas'', or "'Twas the Night Before Christmas."<ref name=":10" /> ==== Other ==== * Walter Macken Prize, for ''Coinneáil Orainn'' (trans., ''We'll Keep Going''), 2005 * Bháiteir Uí Mhaicín Memorial Award, for ''Coinneáil Orainn'' (trans., ''We'll Keep Going''), 2005<ref>{{Cite news|url=https://www.irishtimes.com/gaeilge/tuarascail/duais-oireachtais-1.501571|title=Oireachtas Prize: Over €50,000 was awarded to writers in the Oireachtas Literary Competitions at an event in Dublin last night. Winners… [Duais Oireachtais: Bronnadh breis agus €50,000 ar scríbhneoirí i gComórtais Liteartha an Oireachtais ar ócáid i mBaile Átha Cliath aréir. Bhuaigh…]|work=5 October 2005|access-date=15 October 2025}}</ref> * BBC Stewart Parker Award, for ''Coinneáil Orainn'' (trans., ''We'll Keep Going''), 2006 * The Aodán Mac Póilín Commemorative Prize, for ''Táin Bó Cuailnge'' (trans., ''The Cattle Raid of Cooley''), 2017 == External Links == * Leabhar Breac website: https://leabharbreac.com/en/ * Leabhar Breac Facebook pages: * Rosg website: [http://www.rosg.ie/en/ <nowiki>http://ww</nowiki>w.rosg.ie/en/] * Art on the Island (Ealaín ar Oileán) website, archived at the Wayback Machine: https://web.archive.org/web/20130601000520/http://ealainaroilean.ie/ 31 March 2012, 1 June 2013 and 8 January 2014 * Darach Ó Scolaí's website Archived 25 September 2015 at the Wayback Machine: https://web.archive.org/web/20150925103456/http://darachoscolai.ie/ * Youtube video of [https://www.youtube.com/watch?v=OlP2AmSBzXc Breandán Ó Cróinin introducing Deirdre at the book launch] in the pub Tigh Mholly (Molly’s House). == Primordial Ooze == * Known for his sensitivity to language and voices. * Finish scanning through JSTOR * Scan through Irish Times, 56 hits * Check Goodreads * Check YouTube (In the spring of 2013, the arts programme Imeall interviewed the author on TG4.) * Check both Wikipedias for pages on the origins of the retold tales (like Deirdre) and link to this article * Propose link from University of Galway page once Darach’s is up * Write Irish National Biography (<nowiki>https://www.dib.ie</nowiki>) to propose an article about Darach once the Wikip article is done? See what they say. * Link to Ó Scolaí from the Wikipedia * Make sure links '''to''' Wikipedia in the actual encyclopedia work right === Not Placed Yet === * "So here are the books that Irish people love the most! [Mar sin seo iad na leabhair is gile leis na Gaeil!]" — "32. An Cléireach – Darach Ó Scolaí (2)" [18 books got 2 votes, and then they're alphabetized by author's last name, so the 32 of 34 doesn't signify the specificity it seems to]<ref name=":14">{{Cite journal|last=Ó Murchú|first=Eoin P.|date=9 June 2017|title=Na 30 leabhar Gaeilge is fearr leis na Gaeil. [The 30 best Irish books for Irish people]|url=https://nos.ie/cultur/leabhair/an-30-leabhar-gaeilge-is-fearr-leis-na-gaeil/|journal=Nós}}</ref> * "Below is a list of those 111 works – a list that shows a great deal of diversity in the reading habits of Irish speakers.Here is a list of those 111 works – a list that shows a great deal of diversity in the reading habits of Irish speakers [Anseo thíos tá liosta den 111 saothar sin – liosta a léiríonn éagsúlacht an-mhór i nósanna léitheoireachta Gaeilgeoirí.Anseo thíos tá liosta den 111 saothar sin – liosta a léiríonn éagsúlacht an-mhór i nósanna léitheoireachta Gaeilgeoirí]." "Corto Maltese – Hugo Pratt (aistrithe ag Darach Ó Scolaí)"<ref name=":14" /> * "Ceann eile de bhuaicphointí na hÉigse a bheidh sa seisiún le Darach Ó Scolaí, duine d’úrscéalaithe móra na Gaeilge, agus duine de chomhbhunaitheoirí teach foilsitheoireachta Leabhar Breac. [Another highlight of the Éigse will be the session with Darach Ó Scolaí, one of the great Irish language novelists, and one of the co-founders of the publishing house Leabhar Breac.]"<ref name=":17">{{Cite journal|last=Nós|date=4 May 2023|title=Éigse na Bruiséile le filleadh i mí na Bealtaine. [Éigse na Bruséile to return in May]|url=https://nos.ie/cultur/eigse-na-bruiseile-le-filleadh-i-mi-na-bealtaine/|journal=Nós}}</ref> === Things Taken Out for Now === “’The play is a comedy about language, lies, bureaucracy and Gaeltacht grants, in the tradition of Myles na Gcopaleen,’ according to Norma-Jean Kenny in the ''Galway Advertizer'', ‘in which the author comments and criticizes the institutions of the Irish language in Ireland without ceasing.’" Supposedly a quotation by Gearóid Denvir reviewing ''Táin Bó Cuailnge'' for ''Comhar'' (but I don't find it in the article): This book has long been needed by Irish language readers and there is no doubt that it will become a classic in time and surpass Thomas Kinsella’s English version. This version remains faithful to the language of the original while at the same time finding an appropriate language in today’s Irish. Ó Scolaí masterfully overcomes the difficulties of the original’s rhetorical difficulties and the versions of the original poetic texts are extremely effective.[supposedly <ref name=":15" />] “The biggest prize ever awarded for a novel in Irish was presented at a special ceremony in the National Concert Hall in Dublin, today (Thursday, 4 October 2007). Darach Ó Scolaí, writer, artist & playwright from Casla, Co. Galway, was awarded €10,000 for his literary novel, ‘An Ardscoil’. This work, under the new title ‘An Cléireach’, will be launched at Oireachtas na Samhna in Westport in November. This is the first novel from his pen, a story set in the late seventeenth century. This competition was sponsored by the Franciscan Province of Ireland.” (archive, Oireachtas na Gaeilge site, 04 October, 2007) ''Súil an Daill'' (trans., ''The Eye of the Blind''), Leabhar Breac, 2021. number 2 in ''Comhar'' literary magazine’s list of best books of 2021. '''{6}.''' *William Shakespeare, ''Romeo agus Juliet'' (trans. of ''Romeo and Juliet''), Leabhar Breac, 2016. *Jonathan Swift, ''Camchuairt Ghuilivéir'' (trans. of ''Gulliver's Travels''), Leabhar Breac, 2016. *Hugo Pratt, ''Corto Maltese'' '''''Flag of Bones (Bratach na gCnámh) Series''''' Leabhar Breac published the Bratach na gCnámh series of books for young readers. Written in French by Alain Surget, illustrated by Annette Marnat and translated by Darach Ó Scolaí, this series uses the history of Caribbean Sea pirates<ref>{{Cite web|url=https://leabharbreac.com/en/product-category/alain-surget/|title=Alain Surget Archives|website=Leabhar Breac|language=en-US|access-date=2025-09-30}}</ref>: *Alain Surget, ''Éalú as Páras'' (''Escape from Paris''), Annette Marnat (Illustr.), Leabhar Breac, 2011. * Alain Surget, ''Oilean na Siorcanna'' (''Shark Island''), Annette Marnat (Illustr.), Leabhar Breac, 2011. * Alain Surget, ''Long na dTaibhsi'' (''Ship of the Ghosts''), Annette Marnat (Illustr.), Leabhar Breac, 2011. * Alain Surget, ''San Ochtapas Dubh'' (''In the Black Octopus''), Annette Marnat (Illustr.), Leabhar Breac, 2013. * Alain Surget, ''San Ionsai ar Veracruz'' (''The Attack on Veracruz''), Annette Marnat (Illustr.), Leabhar Breac, 2013. '''''For "First Readers" (children to 6 years old or so)''''' These books were written originally in Catalan by Spanish author Enric Lluch Girbés and translated into Irish by Ó ScolaÍ: *Enric Lluch, ''Ag Péinteáil an Tí'' (''Painting the House''), Anna Clariana (Illustr.), Leabhar Breac, 2017. *Enric Lluch, ''An Colúr Bacach'' (''The Lazy Dove''), Anna Clariana (Illustr.), Leabhar Breac, 2017. *Enric Lluch, ''An Phluais'' (''The Cave''), Anna Clariana (Illustr.), Leabhar Breac, 2017. *Enric Lluch, ''Madra Dhaideo'' (''Grandpa's Dog''), Anna Clariana (Illustr.), Leabhar Breac, 2017. *Enric Lluch, ''Fiacail Mháire'' (''Mary's Tooth''), Anna Clariana (Illustr.), Leabhar Breac, 2017. '''''Bruno Heitz''''' Leabhar Breac published a series of 3 Heitz books for small children. Published originally in French, this series of three comic books is about a blind mole named Cáitín Chaoch in Irish (and ''Louisette la taupe'' in French).<ref>{{Cite web|url=https://leabharbreac.com/en/product-category/bruno-heitz-en/|title=Bruno Heitz Archives|website=Leabhar Breac|language=en-US|access-date=2025-10-02}}</ref> Ó Scolaí translated these: *Bruno Heitz (author and illustr.), ''Práinneach'' (''Urgent''), Leabhar Breac, 2020 *Bruno Heitz (author and illustr.), ''Preab san Aer'' (''Bounce in the Air''), Leabhar Breac, 2020. '''''Books for Toddlers''''' Leabhar Breac has published 14 books written by French author Orianne Lallemand's and illustrated by Eleonore Thuillier, about Lallemmand's popular character Loup, Wolf. These are translated by Ó Scolaí: *Orianne Lallemand, ''An Mac Tire a Raibh Faitios an Domhain Air'' (trans. of ''The Son Who Saw the World in His Eyes''), Eleonore Thuillier  Illustr.), Leabhar Breac, 2018. *Orianne Lallemand, ''Macan agus an Goban'' (trans. of ''Macan and the Goblin''), Eleonore Thuillier (Illustr.), Leabhar Breac, 2018. * Orianne Lallemand, ''A Mac Tíre a Chuaigh go Tóin na Farraige'' (trans. of ''The Wolf Who Went to the Bottom of the Sea''), Éléanore Thuillier  (Illustr.), Leabhar Breac, 2019. '''''Board Books (for babies)''''' J. C. (Joan Carles) Girbés Aparisi is a Catalan author and editor. These books were written in Catalan and translated by Ó Scolai. *J. C. Girbés, ''An Phicnic'' (''The Picnic''), Silvia Ortega (Illustr.), Leabhar Breac, 2013. * J. C. Girbés, ''An Chóisir'' (''The Party''), Silvia Ortega (Illustr.), Leabhar Breac, 2013. *J. C. Girbés, ''Lá Mór Fada'' (''A Long Day''), Silvia Ortega (Illustr.), Leabhar Breac, 2014. *J. C. Girbés, ''Tabhair Leat do Leabhar'' (''Bring Your Book''), Silvia Ortega (Illustr.), Leabhar Breac, 2014. ==== Gradam Réics Carló ==== The Réics Carló prize is awarded for the best book in the Irish language for young readers. It is named for one of the characters of 20th-century writer [[wikipedia:Cathal_Ó_Sándair|Cathal Ó Sándair (Charles Saunders)]]. * ''An Bradán Feasa'' was “shortlisted for the Réics Carlo award 2010.”<ref name=":9" /> == References == {{reflist}} 608fngoxy47zmfzghlmsd8aru04jfk6 2841547 2841546 2026-10-19T16:19:44Z Scogdill 1331941 /* Coats and Jackets */ 2841547 wikitext text/x-wiki {{Short description|Dress worn by Queen Victoria at her wedding to Prince Albert in 1840}} = Sandbox = Page to draft revisions for Wikipedia articles. For Gwladys Robinson, see Gwladys Lowther Robinson, [[Social Victorians/People/Ripon|Marchioness of Ripon]] and, earlier, [[Social Victorians/People/Lowther|Countess of Lonsdale]] ==References== {{reflist|2}} [[Category:1840 works]] [[Category:Royal wedding dresses|Victoria Queen]] [[Category:1840s fashion]] [[Category:British royal attire]] [[Category:Dresses in the Royal Collection of the United Kingdom|Victoria, Wedding]] [[Category:Diamond Jubilee of Queen Victoria]] = Victorian fashion = == Notes and Quotes == * Women followed Paris fashion in Europe and America, but London tailors led the way for men’s fashion. The Industrial Revolution actually impacted men’s fashion more than women’s. * Sewing machines in factories began mass producing cheap clothing for the largest group in the population, working class men. * Ready-made clothing affected the social structure, the economy, and gender differentiation. * Paper patterns, introduced in fashion magazines that targeted women, along with domestic sewing machines had more impact on women’s fashion than men’s. Haute couture was still bespoke (being individually constructed by tailors or dressmakers or fashion houses like Maison Worth). Sewing Machines and Clothes Before the industrial revolution wealthy people paid others to sew their clothes by hand and those who were of much lower economic status did all the manual labor necessary to feed and clothe the rich minority. The working class had to make all their own clothes. Sewing, however, came at the end of the process.  They began with raw wool cut from the backs of sheep or gathering flax.  Only the wealthy could afford to buy fabric.  They followed processes for cleaning and spinning the wool into thread and the processes of soaking and pulling out the fibrous strips to make into thread for linen fabric. After they had thread, it was tied to a loom so it could be woven into cloth.  Then it had to be cut or torn into pieces. For many families scissors were a luxury. And the last step is sewing the pieces together to create a garment. Machines could not only sew, they could process the raw materials into thread and weave it into fabric much  quicker. Regarding clothing, working class men and their families benefitted greatly from ready-made clothes. Manufacturers marketed to them because they were the largest class. For example,<blockquote>–Men’s shirts, made by machine, take 3 hours and 10 minutes each to do; by hand, 15 hours and 20 minutes; a lady’s dress, by machine, takes 12 hours 4 minutes; by hand 20 hours 35 minutes; . . . a common frock-coat, by the machine occupies 17 hours 20 minutes; by the hand, 27 hours and 40 minutes: a linen vest, by machine, 3 hours 44 minutes; by hand 7 hours 18 minutes; a fine overcoat, by machine, 28 hours 13 minutes; by hand 31 hours 20 minutes; . . . <ref>Mitchell, Rebecca, ed. "22. 'Progress of the Sewing Machine,' ''Bow Bells'' (19 April 1865), p. 283." Part 6: Production and Industry. ''Fashioning the Victorians: A Critical Sourcebook''. Bloomsbury Visual Arts, 2018.</ref></blockquote> === Industrial Revolution and Technological Advancements === * the railroad * mass production of fabrics for working-class men's clothing ** Jacquard looms * sewing machines * aniline dyes, including black === Expanding Middle Class === * gender roles getting more clearly defined and rigid (referring back to page overview) === French Revolution === Sarah Gharmallah Alzahrani and Safia Abdelaziz Saroukh (https://www.researchgate.net/profile/Safia-Saroukh/publication/385099194_The_Semiotic_Dimension_of_Men's_Fashion_in_Modern_Eras/links/671686fbd796f96b8ec4f90e/The-Semiotic-Dimension-of-Mens-Fashion-in-Modern-Eras.pdf):<blockquote>The 19th century started with a fashion landscape that was changing dramatically and rapidly from the styles of a generation earlier. The French Revolution brought fashions that had been emerging since the 1780s to the forefront. Neoclassicism now defined fashion as both men and women taking inspiration from classical antiquity. For women, the high-waisted silhouette in lightweight muslin was the dominant style, while fashionable men looked to the tailors of Britain for a new, refined look [17]. [17]  Franklin, H. (Aug 18, 2020). Published on Jun 25, 2020, Retrieved: <nowiki>https://fashionhistory.fitnyc.edu/1800-1809/</nowiki> 11/11/2023. Edited. ...</blockquote>Brent Shannon:<blockquote>"Costume," wrote Max Beerbohm in 1896, "enables us to classify any 'professional man' at a glance, be he lawyer, leech or who not" (24–25). A man's profession and class were read by his jacket, his hat, what he rode in, and how he carried himself. "Perhaps there is a tendency among Englishmen to judge a man too much by the shape of his hat or the kind of collar he wears," conduct author John Wanamaker confessed; "But one must remember that in England if you ''wear'' the wrong thing, you will probably ''do'' the wrong thing, and generally ''be'' the wrong thing" (1).¹¹ Such assertions were predicated on the powerful Victorian conviction that outward appearance reflected inner qualities.<ref>{{Cite book|title=The Cut of His Coat: Men, Dress, and Consumer Culture in Britain, 1860–1914|last=Shannon|first=Brent Alan|publisher=Ohio University Press|year=2006|location=Athens, Ohio}}</ref> (148)</blockquote> ==Women's fashion== == Men's fashion == (Two intros: one to Victorian Fashion, giving background for both women's and men's fashions; two to the decades for men's fashion) Among the influences on men's styles: * differentiation of genders (domestic ideology, ideology of the spheres) * the "Great Male Renunciation," the French Revolution and English tailoring * industrial revolution: mass production of fabrics and articles of clothing, especially for working-class men * sports and country clothing * Albert Edward, Prince of Wales, later King Edward VII, influence went beyond England; tailors led by him led fashion for the upper classes * then later, cult of youth * military uniforms * comfort and convenience * evolving definitions of gender, both femininity and masculinity evolved as concepts. The changing definitions of masculinity affected men's clothing. For the growing and rising middle classes, gender roles became more and more rigid around the concept of the separate spheres, the public for men and the private sphere for women. Cultural sources for men's clothing and men's fashion: industrial revolution; expanding middle class; technological advancements; an association in the culture between outward appearance and inward nature; French Revolution; Albert Edward, Prince of Wales Citation for Victorian Hell: <ref name=":29">{{Cite web|url=https://victorianhell.substack.com/p/victorian-mens-fashion-history-and|title=Victorian Men’s Fashion History and Clothing Guide|last="It's Monty, Actually"|date=31 October 2025|website=Victorian Hell|access-date=7 September 2026}}</ref> === Frock coats === * Apostol Mănescu, politician, wearing a frock coat, butterfly tie, black waistcoat with button chain and light coloured pants, drainpipe type. Circa 1866. Photo by Franz Duschek.jpg (1866)[[File:Apostol Mănescu, politician, wearing a frock coat, butterfly tie, black waistcoat with button chain and light coloured pants, drainpipe type. Circa 1866. Photo by Franz Duschek.jpg|thumb|Romanian (?) Politician, c. 1866, ill-fitting but probably handmade suit|center]] Full-length portrait of two young men wearing frock coats with sashes and pistols at their waists LCCN2006689564.tif (right)[[File:Full-length portrait of two young men wearing frock coats with sashes and pistols at their waists LCCN2006689564.jpg|thumb|1860, American, young men with frock coats, performers??|center]] * George Augustus Henry Sala.jpg (Mathew Brady, 1855–1865) * [[File:George Augustus Henry Sala.jpg|center|thumb|George Augustus Sala, 1855–1865, LoC]] ==== Dress and Conduct Manuals, Histories, Victorian Theory, Catalogs ==== # [Baker, William Henry.]  ''Clothes Dictionary''. Chicago, Ill.: Cahn, Wampold, 1901. https://commons.wikimedia.org/wiki/File:Clothes_dictionary;_(IA_clothesdictionar00bake).pdf. # [[c:File:Hint's_about_men's_dress,_right_principles_economically_applied_(IA_hintsaboutmensdr00barr).pdf|Hint's about men's dress, right principles economically applied (IA hintsaboutmensdr00barr).pdf]] (book, conduct manual, American, 1888) #[https://upload.wikimedia.org/wikipedia/commons/6/69/Fashion-_the_power_that_influences_the_world_%28IA_fashionpowerthat00foxg%29.pdf?utm_source=commons.wikimedia.org&utm_campaign=index&utm_content=original Fashion- the power that influences the world (IA fashionpowerthat00foxg).pdf] (1871) (American, incl court dress, Victorian fashion theory, livery, "White, as it is the color of day, is expressive to us of the cheerfulness or gaiety which the return of day brings." [145], "Gentlemen's Furnishing and Goods," "Head and Foot Covering," Index) # [https://upload.wikimedia.org/wikipedia/commons/a/ae/How_to_behave_and_how_to_amuse._A_handy_manual_of_etiquette_and_parlor_games_%28IA_howtobehavehowto00sand%29.pdf?utm_source=commons.wikimedia.org&utm_campaign=index&utm_content=original How to behave and how to amuse. A handy manual of etiquette and parlor games (IA howtobehavehowto00sand).pdf] (1895; American; Men's Dress, p. 23; besides conduct and dress, it has parlor games) # [https://upload.wikimedia.org/wikipedia/commons/8/8e/The_etiquette_of_men%27s_dress_%28IA_etiquetteofmensd00cluc%29.pdf?utm_source=commons.wikimedia.org&utm_campaign=index&utm_content=original The etiquette of men's dress (IA etiquetteofmensd00cluc).pdf] (1888; American; some ads; anthology of individually written articles; lots of sports, outdoor events; search for "frock" — cutaway vs Prince Albert) #[https://upload.wikimedia.org/wikipedia/commons/e/e9/S.W._Silver_%26_Co.%27s_handbook_for_transatlantic_travellers_.._%28IA_swsilvercoshandb00silv%29.pdf?utm_source=commons.wikimedia.org&utm_campaign=index&utm_content=original S.W. Silver & Co.'s handbook for transatlantic travellers .. (IA swsilvercoshandb00silv).pdf] (1883; American; lots of ads from SW Silver, with prices; has blank pages where ppl can write "Introductions" and "Engagements," but this is not a conduct book, it's travel guide / catalog to London) #[https://upload.wikimedia.org/wikipedia/commons/f/f6/How_we_go_to_those_who_cannot_come_to_us.._%28IA_howwegotothosewh00roge%29.pdf?utm_source=commons.wikimedia.org&utm_campaign=index&utm_content=original How we go to those who cannot come to us.. (IA howwegotothosewh00roge).pdf] (Roger, Peet & Co.; American; catalog, spring 1891; pp. 11, clerical frock; 7 "Prince Alberts" double-breasted frocks; p. 23 shirts as underwear; has a thing on fitting and mail order; bathing suits, collars and cuffs; tennis shoes) == Victorian Men's Fashion (Intro to the Men's Fashion Section) == Museums and other historical sites have plenty of women’s clothes from the nineteenth century. There is great variety in both outer wear and underwear. “Men’s garments of the Victorian period have survived in far less quantity than women’s.” Buck p. 185 More waistcoats have survived than any other garment. The hardest garment to find are trousers. Very few survived the nineteenth century. Buck p. 185 By 1850 trousers dominated the fashion for men; the trouser straps under the shoe had disappeared; and a fly front had replaced the fall-front. Buck 185 It took most of the nineteenth century for men’s fashion to evolve into the coat, trousers and vest (waistcoat) that dominated the twentieth century and appears to be unchanging in the twenty-first century. “Men’s clothing, like women’s, was specific to each occasion and type of activity during the late nineteenth century.” Payne2, p. 518 For example, formal wear for social events was different from the casual, everyday wear for upper middle class and aristocratic men. Victorians also dressed in ensembles for hunting and riding (included knickerbockers–breeches that had a fuller cut). Casual and looser clothing was worn when participating in sports. Many different cuts of coats were available, like the Norfolk jacket, the morning coat, or the sack coat. “Tailored wool garments , originally inspired by the clothing of English country gentry, formed the backbone of men’s wardrobes in the early nineteenth century.” Men’s clothing began to change from styles that were colorful and flamboyant in the eighteenth century to styles that emphasized cut over color. By the end of the century men’s clothing had settled into a kind of uniform with coats and trousers usually made of the same fabric, often with a vest or waistcoat of the same fabric. The uniform included a shirt with a stiff collar, a necktie and very little jewelry. It took the entire nineteenth century to change to a rather static style that is still worn today. Ready-made clothing affected the social structure, the economy, and the gender differentiation. David Kutcha traces the origin of the 3-piece men's suit to King Charles II of England, who may be said to be wearing a coat, pants and a waistcoat, but otherwise is not wearing a "suit" we — or the Victorians — would recognize as such: <blockquote>... since 1666, male gentility has been associated with modesty and plainness in dress. Eschewing fashion as an increasingly feminized realm Charles II's vest inaugurated a new and essentially modern era of masculine aesthetics, one that reversed a long-held association between elaborate display and high social status. Manly thrift now displayed elite status.<ref>{{Cite book|title=The Three-Piece Suit and Modern Masculinity, England 1550–1850|last=Kutcha|first=David|publisher=University of California Press|year=2002|location=Berkeley and Los Angeles}}</ref> (2)</blockquote>So it's really Cromwell who should get credit?? The French Revolution caused both men and women to change stylistic direction radically. For one generation, stylish women wore simple white muslin dresses without foundation garments underneath. The changes in men's fashion was more lasting: men turned away from the ornamentation and ruffles of the ''ancien régime'', choosing instead understated and subtle tailoring to indicate good taste and wealth. Poole "comfort and convenience" — trousers, sack coats, collars and cuffs without a shirt, wool rather than silks and satins; knee breeches constantly riding up men as leaders of fashion, in spite of our sense that men didn't do fashion in the way that women did, were more serious than that === Dandy Stuff === Beau Brummell: "Men began to aspire to fine cutting, tailoring, and perfect fit in their clothes, flawless grooming and manners in themselves. The Englishman George Bryan (Beau) Brummell deserves much credit for the ideal of meticulous masculine appearance."<ref name=":25">{{Cite book|title=The History of Costume: From Ancient Mesopotamia Through the Twentieth Century|last=Payne|first=Blanche|last2=Winakor|first2=Geitel|last3=Farrell-Beck|first3=Jane|publisher=Addison-Wesley Longman|year=1992|isbn=0-06-047141-7|edition=2nd|location=New York, New York}}</ref> (458) "From 1796 to 1816, the Beau set the pattern for cleanliness and liberal use of starch." (459) === Gender Ideologies === '''Victorian gender ideologies''' relegated men to the "public sphere" and women to the "domestic sphere." (??) More than that “the cult of youth . . . the secularization of sport and the influence of modern warfare in generating men’s fashions, the tendency to prefer modern ideas of comfort and convenience, and the transformation of fashion knowledge and fashion urbanism from print to hyperreality”<ref name=":26">McNeil, Peter. "Men's Fashion: 1800–2022." Chapter 22. ''The Routledge History of Fashion and Dress, 1800 to the Present''. Routledge, 2024. https://opus.lib.uts.edu.au/bitstream/10453/182707/2/Men%27s%20Fashion%20200822_24_12_20_09_29_44.pdf DOI: 10.4324/9780429295607-27.</ref> (McNeil 1 or 411) changed the perceptions of masculinity and femininity. === Class === The growing middle class involved among other things more and more jobs and careers for young men as clerks, office workers, they were junior, subordinate, and they were commuting on the railroads from suburbs. Carolyn Kirby:<blockquote>In western Europe the fashion for plain dark suits coincided with the rise of the affluent middle-classes in a world where the pace of industrialisation and the globalisation of trade was accelerating as never before. The sharp, dark business suit became the last word in male power-dressing. And so it remains to this day.<ref name=":27">{{Cite web|url=https://historiamag.com/invent-masculine-fashion/|title=The invention of masculine fashion|last=Kirby|first=Carolyn|date=3 December 2025|website=Historia: Magazine of the Historical Writers' Association|access-date=25 August 2026}}</ref></blockquote> === Bertie === Albert Edward, Prince of Wales was very concerned with fashion and authoritative about it, with a very specific eye to small details. He was increasingly influential in men's fashion from the last third of the 19th and into the 20th century, and many noticed what he did and copied him.<blockquote>When that great lover of pleasure, Edward VII, visited Marienbad incognito as the Duke of Lancaster, he was followed by tailors from Paris, Budapest, Vienna, and Berlin who photographed him and took notes about his clothes. Edward VII introduced many [423–424] novelties into men’s fashion. ... He is also credited with making fashionable the creased trouser in 1909 (his groom dried them with a board weight after heavy rain, resulting in the line), turned-up cuff trouser (after hitching his trouser bottoms at a dirty racing track) and, as his girth grew, undoing the bottom button of his waistcoat."<ref name=":26" /> (424)</blockquote>Cowles<blockquote>The Prince was not just ‘a swell’. In the jargon of the day he was ‘a heavy swell’, and apparently there was a world of difference between the two terms. A swell was a rich young aristocrat who lived in extreme comfort; but a heavy swell added showmanship to the comfort and lived in a stylish luxury that even the French were obliged to envy. And of course the heavy swell was the acme of sartorial elegance. The Prince did not mind changing his dress half a dozen times a day. He loved clothes, and since whatever he chose to wear became the prevailing fashion overnight, he soon was regarded as an expert on the subject. His tailor-in-chief made a fortune. For many years he patronised a Mr. Poole. He discovered this gentleman by accident. He went to the theatre one night to see a well-known actor by the name of Fecher playing ‘Robert Macaire’. As an impecunious adventurer [129–130] Fechter was obliged to wear a coat that was torn and dirty, but Bertie’s expert eye noticed the elegant cut. At the end of the performance he asked Fechter for the name of his tailor, and Mr. Poole’s future was assured. The Prince had so many clothes he could never travel with less than two valets; and two more valets were left at home cleaning, brushing and pressing his vast wardrobe. There were suits and coats for every variation of every climate the world over. There were over a hundred pieces of headgear; and since Bertie was an honorary admiral and an honorary general of most of the countries of Europe, there was an entire room devoted to uniforms, sashes, epaulettes, belts, buckles, swords, feathers and other regalia. ... Men’s clothes became of such importance that new [130–131] shops sprang up like mushrooms in Savile Row, Clifford Street and Bond Street. Most of the Prince’s innovations were inspired by comfort and convenience. He altered the cut of the evening dress waistcoat, he shortened the tails on the tail coat, he left his frock coat open (due to an increasing girth), he introduced the black homburg, and he attended race meetings, not in the frock coat hitherto ''de regueur'' but in tweeds. He tried having his trousers creased down the sides rather than the front and back, in order to hide his bandy legs, but this idea did not catch on, and he soon discarded it himself. But the prince was not the only arbiter of men’s fashions. The band of  "heavy swells" who followed his lead gave him plenty of competition. Lord Raglan and Lord Petersham invented coats which are still named after them. Lord Dupplin the dinner jacket and Lord Cardigan the button-up sweater. But Lord Hardwicke made the most spectacular contribution. Men’s silk hats were made of beaver which was left in its original rough, shaggy state. Lord Hardwicke polished his hat until he could see his face in it, and consequently was known as "Glossy Top". He is responsible for the top hat as we know it today.<ref name=":28">{{Cite book|title=Gay monarch, the life and pleasures of Edward VII|last=Cowles|first=Virginia|publisher=Harper|year=1956|location=New York, New York|archive-url=https://archive.org/details/gaymonarchlifepl0000cowl/}}</ref> (129–131)</blockquote> === Men’s Clothing 1830–1900 (Intro to the Decades) === “Tailored wool garments , originally inspired by the clothing of English country gentry, formed the backbone of men’s wardrobes in the early nineteenth century.”<ref name=":25" /> (458) Men’s clothing began to change from styles that were colorful and flamboyant in the eighteenth century to styles that emphasized cut over color. By the end of the century men’s clothing had settled into a kind of uniform with coats and trousers usually made of the same fabric, often with a vest or waistcoat of the same fabric. The uniform included a shirt with a stiff collar, a necktie and very little jewelry. It took the entire nineteenth century to change to a rather static style that is still worn today. (this is middle-class men for day wear?) The silhouette for men sometimes followed the same line as women’s clothing on the top half of their bodies. For example, as women’s sleeves grew into the huge leg-of-mutton fullness, the shoulders of men’s coats also had added fabric to make a pouf at the shoulder, thus emphasizing a broad shouldered look across the front. Men’s silhouettes changed subtly without the exaggerated fullness of women’s skirts or the raising and lowering of the neckline. Once men began to wear trousers, they did not go back to formal knee breeches (except in European courts or for court wear for Victoria). The line of men’s garments changed in smaller increments than women’s. Coats and trousers might fit tighter in some decades and looser in others. They were slim, then boxy, flared, then straight and evolved into the contemporary line we see on men today. Men's fashions in the 19th century have been less researched than women's fashions, in part because of fewer artifacts of what men wore were saved in museums for study. Photography, the first century that we have actual images (rather than artists' interpretations) of what people wore. ==== Court and Formal Dress ==== Livery, working class Formal dress was separate attire, used for specified occasions, varies by decade ==== Shirts ==== Shirts and collars separated: "by 1827 detachable collars became available."<ref name=":25" /> (477) Shirts were considered more like underwear early in the century but by the end of the 1800s, they were becoming the outside garments popular in the twentieth and twenty-first centuries. Neck treatments (and shirt cuffs) Shirts were treated as underwear early in the century but by the end of the 1800s, they were becoming the outside garments popular in the twentieth and twenty-first centuries. ==== Coats and Jackets ==== The 1901 ''Clothes Dictionary'' says coats were "The principal garment of men's attire."<ref name=":30" /> (10) Several styles of coats were available to fashion-conscious aristocratic and upper-middle-class men. Men’s suits in this period were tailor made, fitted to one specific man. The factories, however, knew that the vast majority of men were working class and began to manufacture and sell ready-made shirts, coats and trousers. More clothes were available for working men and they cost less. The cheaper work clothes enabled upper-working-class men to own more than one set of clothes and to have more formal clothes for church or other events. Ready-made shirts were also available in generic sizes, small, medium and large. Generic sizing speeded up the mass production process and, since little of the shirts could be seen, they did not need custom fitting. Almost all of the coats Victorian men wore could be single or double breasted, with a couple of exceptions like morning coats and Norfolk jackets. On more formal occasions upper-class men wore a '''cutaway morning coat''' with light trousers during the daytime, and a dark '''tail coat''' and trousers in the evening. (define these terms) According to Payne, "During the early 1820s tailcoats were the most popular type of coat."<ref name=":25" /> (474) ==== Frock Coats ==== [[File:Frock coat MET CI38.23.39 F.jpeg|alt=Old-fashioned coat hanging on a mannequin|thumb|Frock coat, 1840, American]] Frock coats were introduced in the 1820s and worn throughout the nineteenth century with only minor changes to the line or fit. Sleeves were full at the top and waists were tight, creating an hourglass form. Initially frock coats were tightly fitted and closed with buttons. The more tailored frock coats had a waist seam and a flared skirt almost to the knees. The rate of fashion change notable in women's fashion was true for men's clothing as well. The frock coat persisted for a century, but it was in a state of constant (but subtle) evolution, with collars and lapels, coat length, the waist seam, the fullness of the coat itself as well as the sleeve, color, patterns like stripes or plaids. A Prince Albert is a double-breasted, very well-tailored, form-fitting frock coat.<ref name=":30">[Baker, William Henry.] ''Clothes Dictionary''. Chicago, Ill.: Cahn, Wampold, 1901. https://commons.wikimedia.org/wiki/File:Clothes_dictionary;_(IA_clothesdictionar00bake).pdf.</ref> (33) Gentlemen, clergy, military Men around the world and especially in the British Empire wore frock coats: images and descriptions exist of men wearing frock coats in India<ref>Woodyatt, Nigel Gresley. ''Under Ten Viceroys; The Reminiscences of a Gurkha''. London: H. Jenkins Limited, 1922. Pp. 31, 107, 1774.</ref>, Iran (Persia at that time)<ref>Sparroy, Wilfrid. ''Persian children of the royal family; the narrative of an English tutor at the court of H. I. H. Zillus-Sultán, G.C.S.I''. London and New York, J. Lane, 1902. Pp. 11, 29, 30.[https://upload.wikimedia.org/wikipedia/commons/d/d1/Persian_children_of_the_royal_family%3B_the_narrative_of_an_English_tutor_at_the_court_of_H._I._H._Zillus-Sult%C3%A1n%2C_G._C._S._I_%28IA_persianchildreno00sparrich%29.pdf?utm_source=commons.wikimedia.org&utm_campaign=index&utm_content=original https://upload.wikimedia.org/wikipedia/commons/d/d1/Persian_children_of_the_royal_family%3B_the_narrative_of_an_English_tutor_at_the_court_of_H._I._H._Zillus-Sult%C3%A1n%2C_G._C._S._I_%28IA_persianchildreno00sparrich%29.pdf].</ref>, Japan<ref>Watson, W. Petrie. ''Japan, Aspects and Destinies''. New York, Dutton: 1904. P. 7, 19, 31.</ref>, Egypt and Turkey<ref>Butler, Alfred Joshua. ''Court Life in Egypt''. London: Chapman and Hall, 1887. P. 7.</ref>, .... ==== Trousers ==== Breeches: Men’s bifurcated garment that ended just below the knee Trousers: men’s bifurcated garment that went down to the ankles or foot The most sweeping change in men’s fashion before 1820 was in the length of their pants. Trousers that went from waist to foot were so much more comfortable and popular than knee breeches that they replaced what had dominated men’s wear since the sixteenth century. And trousers have been worn for over two centuries now. They were originally tailored but began to be mass produced. Although the aristocracy were required to wear knee breeches at court, they wore trousers more than they wore breeches, and they could afford to have their suits and shirts hand sewn and individually. Working class men had to contend with small, medium, and large from mass production. This bifurcated garment was modified in specific places, like the length, the fullness over the hips or the width of the leg. In summer trousers were lighter in color — "grayish blue, aqua and pearl gray." (Payne 2, 505) In winter trousers mixed darker colors like "steel gray and brown, black and brown, and black and green." (Payne 505) More on summer colors, winter colors? [Find quote about QV's men's court dress and the men being so cold] ==== Waistcoats ==== Victorian men put their creativity, color and specialty fabrics into their waistcoats. At the beginning of the century men's waistcoats were made from specialty fabrics, like velvet or brocade or a patterned silk, sometimes two at the same time: "During the 1820s and 1830s, men sometimes wore two waistcoats, in combinations like white velvet over rose-and-gold brocade."<ref name=":25" /> (474) Long after coats and trousers were made from the same dark wool, waistcoats continued to be colorful, making them the focus of the ensemble. By the end of the 19th century waistcoats made from the same fabric as the trousers and coat dominated men’s fashion. 1880s: "The term vest now applied to all but low-necked formal styles, which were still called waistcoats." (Payne 2 528) [[File:Homosexualitywilde.jpg|thumb|Oscar Wilde and Bosie Douglas, straw boater and derby, 1894]] ==== Overcoats ==== Overcoats became a significant fashion element and many styles were seen throughout the century. <ref name=":24" />Kay, Fiona and Neil R. Storey, ''Victorian Fashions for Women'', Pen & Sword History, Yorkshire - Philadelphia, 2022 Surtout: "An overcoat cut in the style of a frock coat."<ref name=":30" /> (39) ==== Hats ==== The upper-class continued to wear top hats, and [[bowler hats]] (known in America as a derby) were worn by the working class. 1830s This class of men also wore round cloth caps, often seen on male children. The straw boater was the most popular hat by the end of the century and was worn by all of the classes. Men wore [[top hats]], with wide brims in sunny weather. 1830s - 1900 Top hats briefly became the very tall "stovepipe" shape, but a variety of other hat shapes were popular. Homburgs, deerstalkers and “Trilbies” were also popular. Buck, p. 198-199 (George de Maurier novel ''Trilby'') Hats were ''de rigueur'' for all Victorians, all classes, all ages, all genders. ==== Shoes ==== [[File:Men's fashion silhouette of 1837.jpg|thumb|Men's coats, 1837]] [[File:Lev Wittgenstein by F. Kruger.JPG|thumb|Lev Wittgenstein by F. Kruger, 1836]] === 1830s and 1840s === For men's fashion, the 1830s and 1840s were dominated by a defined waist, lean limbs and tall hats. Working-class men had been wearing trousers for some time, but by the 1830s and '40s, middle- and upper-class men generally wore frock coats and trousers for casual or less formal attire in the city. In the country, what they wore depended on what they were doing — hunting, riding, shooting and so on.[[File:Man's Frock Coat LACMA M.2007.211.61 (1 of 4).jpg|alt=Male mannequin wearing a light-colored thigh-length coat similar to a suit jacket and a top hat|thumb|Men's frock coat, c. 1845]] [[File:Stockholms mode-journal- Tidskrift för den eleganta werlden 1847, illustration nr 2.jpg|thumb|Stockholm's fashion magazine, 1847]]Some men wore corsets during this time, so the waist was nipped in and the skirt of the frock coat flared out. The sleeves of their coats and jackets were slightly puffed at the shoulders. The trouser legs were straight with a strap under the instep. The figure on the left in the fashion plate from ''Modes de Paris Journal des Tailleurs'' (right) illustrates this silhouette very clearly as well as the frock coat, the strap under the instep, and the puffed shoulders. ==== Coats and Jackets ==== Frock coats had become fashionable for day wear in the 1820s<ref name=":25" />{{rp|474}} and were worn throughout the century. In the 1830s frock coats were tightly fitted and closed with buttons. The more tailored frock coats had a waist seam and a flared skirt almost to the knees. The main changes in frock coats in these two decades were in the colors and the neck treatments (collar and lapels). Initially frock coats were not necessarily black. They could be colorful — like "plum, mulberry, brown, bright blue, and bottle green" — with "contrasting velvet collars."<ref name=":25" />{{rp|474}} The truly bright, saturated colors made possible by synthetic dyes, however, were a couple of decades away still and were never used for frock coats. Middle- and upper-class men limited their use of tailcoats to evening wear and more formal occasions. A cutaway morning coat was worn with light trousers during the daytime, and a dark tail coat and trousers was worn in the evening. ==== Shirts ==== Shirts were made of linen or cotton with low collars, occasionally turned down, and were worn with wide [[cravats]] or neck ties. Before shirts were mass produced, they were tailored for upper and wealthy middle-class men. ==== Trousers ==== Trousers or long pants had been introduced and were eagerly accepted by men because they were more comfortable and looser than the tight-fitting knee breeches and coats from earlier in the century. They were originally tailored but began to be mass produced. Although the aristocracy were required to wear knee breeches at court, they wore trousers more than they wore breeches. Aristocrats and upper middle class could afford the well-tailored cut and fit of individually hand sewn trousers and coats. "Trousers of the 1830s fit quite snugly ..., but in the 1840s they became looser."<ref name=":25" /> (477) Knee breeches still existed, but only for court wear, riding and country wear (in the form of knickerbockers). ==== Waistcoats ==== waistcoat; vest “Waistcoats [or vests] remained colorful, decorative items in men’s wardrobes after the rest of their costumes had become plain.” (Payne 2 460-462) They could be single- or double-breasted, with shawl or notched collars, and might be finished in double points at the lowered waist. Collars gradually lowered over the course of the two decades. Often the colorful vests were decorated with fur or velvet collars. ==== Overcoats ==== Men wore a variety of topcoats or overcoats. Overcoats were built like frock coats, but longer. The redingote was most popular in the 1830s and 1840s. Redingotes had a rolled collar, sleeves with fullness at the shoulders and upper arm and narrow at the elbows to the wrist. It was fitted at the waist and reached mid-calf. ==== Original Text ==== During the [[1840s in fashion|1840s]], men wore tight-fitting, calf length [[frock coat]]s and a [[waistcoat]] or vest. Sleeves were full at the top and waists were tight, creating an hourglass form. For more formal occasions, a cutaway morning coat was worn with light trousers during the daytime, and a dark tail coat and trousers was worn in the evening. Shirts were made of linen or cotton with low collars, occasionally turned down, and were worn with wide [[Cravat (early)|cravat]]s or neck ties. Men wore [[top hat]]s, with wide brims in sunny weather. === 1850s === The 1850s revealed several industrial inventions that significantly impacted clothing. First, the Industrial Revolution began (and still does today) with machines to weave fabric and machines to sew fabrics. Manufacturers quickly learned that the majority of the population was working class. Theirs were the simplest, least trimmed garments made in the nineteenth century. Second, mass production of shirts, trousers and coats changed how most people shopped for clothes. The aristocracy and upper middle class folks could still have their clothes made to specifically fit their bodies. Manufacturers knew that they could not mass produce clothing for each individual’s body. They invented generic sizing in small, medium, and large. They could, therefore, produce many more items of clothing with generic sizing. Third, Isaac Singer patented and began to manufacture home or domestic sewing machines (treadle machines) enabling more form-fitted '''dresses''' to be constructed for an individual’s specific shape and size. The fourth item to impact fashion and clothing was the invention of the paper pattern. These were introduced in fashion magazines targeting women. Almost all women were taught to sew by hand, whether they were aristocrats or working class. Sewing machines enormously speeded up the '''process of constructing from hours to minutes'''. Finally, aniline dyes made colors brighter and longer lasting. Prints and stripes, checks and plaids, fabrics had much more vibrant color with aniline dyes. The Industrial Revolution impacted the working class and changed their lives the most. children's clothes? Women made men's clothing too According to Judith Flanders, working-class men's clothes could be colorful. For example drivers of hansom cabs () dressed more up-scale, and drivers of hackneys () did not.<blockquote>While hackney drivers were also considered to be stereotypically shabby, hansom-cab drivers were generally represented as smartly dressed. A print in 1850 showed a driver in a snappy brown coat instead of the coachman’s heavy multiple-caped outfit, pale green striped trousers, short boots and top hat, the [167–168] reins held daintily in his gloved hands. Both cab and coach drivers wore top hats, but cabbies of a sporting bent later switched to bowlers, and in summer donned bright checked outfits.<ref name=":23">{{Cite book|title=The Victorian City: Everyday Life in Dickens' London|last=Flanders|first=Judith|publisher=Thomas Dunne Books|year=2012|location=New York, New York}}</ref> (167–168 [of 972])</blockquote> A variety of silhouettes was seen in the 1850s. Trousers were long and slim with a strap under the instep of the shoe. ==== Coats and Jackets ==== "Although the frock coat was worn throughout the century, it lost its dominant position in the 1850s, when the morning coat began to replace it."<ref name=":29" /> A jacket shorter than the frock coat or morning coat that had visible pockets began to be worn in about 1850. Cutaway tail coats were still reserved for formal occasions. All of these coats could be single or double breasted. They were called “ditto suits” by those who wore them because the coat, trousers, and waistcoat were all made from the same fabric. There were morning coats and cutaway morning coats; there were Norfolk jackets and ditto suits. The most formal were the cutaway tail coats for evening wear and balls; and the least formal were the boxy shaped sack coats. By the 1860s, it had become the most popular casual coat. ==== Shirts ==== During the [[1850s in fashion|1850s]], men started wearing shirts with high upstanding or turnover [[collar (clothing)|collars]] and [[necktie#Four-in-hand|four-in-hand necktie]]s tied in a bow, or tied in a knot with the pointed ends sticking out like "wings." ==== Trousers ==== Trousers had fly fronts and breeches were used for formal functions and knickers (short pants fuller cut than breeches) for horseback riding. Men's choice to wear trousers is an instance of the importance of comfort and convenience outweighing style and presentation, a value that increased in importance through the 20th century. ==== Waistcoats ==== Waistcoats remained the one garment that could be brightly colored and copiously trimmed on exotic fabrics. Waistcoats show that men were concerned with decorative elements in their ensemble. ==== Notes & Quotes ==== * transition from frock coats to ditto suits, 1850s (Payne, 463) ==== Hats ==== The upper-class continued to wear top hats, and [[bowler hat]]s were worn by the working class. Caps ==== Overcoats ==== Overcoats were cut fuller with wider sleeves and no extra fullness at the shoulder. Unlike the redingote, the overcoats had straight seams to the knee length. Many had wide lapels that reached below the waist. Working class men and their families benefitted more from the industrial revolution in regards to clothing.  Manufacturers marketed to them because because they were the largest class. [[File:Gazette of Fashion, February 1865, RP-P-2009-2675.jpg|thumb|1865, Frock coats, etc. (Paris)]] [[File:Gazette of Fashion, October 1864, RP-P-2009-2673.jpg|thumb|1864, Frock coats, etc., Paris]] [[File:Broadway fashions, New York LCCN2003677917.jpg|thumb|Butterick, Spring-Summer 1866, Broadway Fashions]] [[File:Four young men wearing frock coats - DPLA - 4706a21c9267c45034d51c8fc5309251 (page 1).jpg|thumb|1860s, working class?, ill fitting, frock coats, trousers, shirts, vest, derby hats]] === 1860s === [[File:Corporal frock coat 1862 med.jpg|thumb|Corporal frock coat 1862, 9-botton military]]The 1860s saw fewer inventions that influenced or changed the way people were acquiring clothes. But the changes begun by mass production continued with the working class. Little changed for the higher classes, except maybe paper patterns and sewing machines. The different shape and size in clothing continued to provide slightly different silhouettes for men in the upper and middle classes. As women's clothes grew more complex in cut and style, men's clothes became simpler in cut and style. ==== Coats and Jackets ==== Individualized fittings continued for upper class and wealthy middle class clients. (Working class as well as middle and upper class.) Working class was well over 60% of the population. For the largest class, ready-made garments were ideal for men and women who were working class. For the two upper classes morning coats still led the way but frock coats were still in demand and worn in business and more casual situations. Leisure wear like knickers and ditto suits became more popular in the 1860s. Haute couture wanted every occasion or event to have special clothing. In some ways men dressed more alike (coat, trousers, waistcoat) and in some ways there was more variety in the cut of their coats and in the manufactured clothing they could buy. Many upper class men still had their shirts custom made. Frock coats were shortened to knee-length and were worn for business, while the mid-thigh length [[sack coat]] slowly displaced the frock coat for less-formal occasions, with the overall effect of a looser silhouette. The Prince of Wales: "For the countryside such as at Sandringham, he permitted an informal dress code. The Henry Poole ledger marked as 'HRH 1865' is for an evening coat without tails, the first 'dinner jacket.'"<ref name=":26" /> (424) ==== Shirts ==== Ready-made shirts rarely were seen since shirts were more underwear than outerwear. Factories began to make and sell detachable collars and cuffs. It was more convenient to replace collars and cuffs each day than the time it took a servant (working class) to wash and starch enough to look like the celluloid many of those collars were made of. ==== Trousers ==== Trousers were cut full and boxy during most of the 1850s and 1860s. The strap under the shoe disappeared and trouser legs reached the back of the heel in length. Knickers were still worn for hunting or riding and breeches were still ''de rigueur'' at court. ==== Waistcoats ==== Waistcoats remained decorative and worn with most of the coats that were popular. The young “dandies” wore the most colorful and decorated waistcoats. These “dandies” gave their highest priority to their appearance. They were the avant garde of haute couture for men. ==== Necks Treatments ==== In the [[1860s in fashion|1860s]], men started wearing wider neckties that were tied in a bow or looped into a loose knot and fastened with a stickpin. ==== Hats ==== Top hats briefly became the very tall "stovepipe" shape, but a variety of other hat shapes were popular. ==== Overcoats ==== The single-breasted redingote continued in popularity among the aristocracy and upper middle-class.  These coats were often “in colors such as plum, mulberry, brown, bright blue, and bottle green . . . [with] contrasting velvet collars.” Payne2 p. 474 [[File:Mens Coats 1872 Fashion Plate.jpg|thumb|upright|Drawing of Victorian men 1870s]] [[File:Ashurst frock coat.jpg|thumb|Ashurst Frock coat]] [[File:Grand Duke Alexis Alexandrovich of Russia Wearing a Frock Coat; Standing (fbc266c2feca43f6ad5b44e031635a8d).tif|alt=Old photograph of a man wearing a dark thigh-length coat similar to a suit coat with light-colored trousers|thumb|Grand Duke Alexis Alexandrovich of Russia Wearing a Frock Coat, c. 1872]] [[File:Caillebotte Hugot.jpg|thumb|Portrait of Paul Hugot, 1878]] [[File:Oscar Wilde (1854-1900), by Hills & Saunders, Rugby & Oxford 3 april 1876.jpg|thumb|Oscar Wilde, 1876, ditto suit]] [[File:FrockCoat.jpg|thumb|English frock coat, 1870s]] === 1870s === To correct and prevent errors being made in court dress, in 1875 the Lord Chamberlain published ''Dress Worn by Gentleman at Her Majesty's Court'', "a summary of regulations for court uniform and dress."<ref>{{Cite book|url=https://www.google.com/books/edition/Dress_worn_by_Gentlemen_at_Her_Majesty_s/pvrbQCXq0MEC?hl=en|title=Dress worn by Gentlemen at Her Majesty's Court|last=Britain)|first=Victoria (Queen of Great|date=1875|language=en}}</ref> This is the kind of thing Bertie really cared about. Define court dress. A portly, boxy silhouette was sought for most of the 1870s. Older men whose stomachs had spread outward and thus looked prosperous to the Victorians were the ideal for men’s high fashion. Sack coats and trousers were cut a little wider in the legs. Corduroy for trousers and muslin for shirts was often used in working class clothing. ==== Coats and Jackets ==== There were minor changes to some of the coats Victorian men wore. Frock coats were shortened to the knee. Sack coats (or ditto coats — the forerunner of the suits worn by men in the western cultures of the twentieth and twenty-first centuries) were found to be so comfortable that most men of the upper and middle classes had a ditto suit. Men still wore morning coats and the aristocracy still wore cutaway coats with trousers to parties and balls but cutaway coats with knee breeches at court. ==== Shirts ==== Although ready-made shirts were available, the upper and middle classes still wore bespoke clothing hand-made, with better fabric and an excellent fit but stitched on machines. The suits and shirts made for the working class were of cheaper fabrics. ==== Trousers ==== Most men were wearing trousers  all of the time (except at court) and have worn them ever since. Trousers had button flies by the 1870s which most men found to be much more convenient than laces. Trousers did not “ride up” the leg in the way that knee breeches did when dancing or sitting. If a man did not have fashionable legs, they could be obscured behind trousers. ==== Waistcoats ==== White waistcoats began to be worn by men. Black were also worn when mourning. Changes in the waistcoat could be seen but were very subtle. For example, collars were lowered as the neckline grew deeper and deeper in front, revealing more of the fancy vest. ==== Overcoats ==== A longer version of the standard overcoat, “sometimes with fur collar, cuffs, and lining” was often worn for warmth. Payne2 p. 519 Added to overcoats, “Chesterfield coats were single-breasted, with fly fronts and velvet collars.”  Payne2 p. 519 ==== Original Text ==== During the [[1870s in fashion|1870s]], three-piece suits grew in popularity along with patterned fabrics for shirts. Neckties were the four-in-hand and, later, the [[Ascot tie]]s. A narrow ribbon tie was an alternative for tropical climates, especially in the Americas. Both frock coats and sack coats became shorter and more form fitting. Flat straw boaters were worn when boating. [[File:Elliott & Fry10a.jpg|thumb|William Gladstone, 1887, morning coat]] [[File:British politicians gambling at Ascot Wellcome V0050378.jpg|thumb|British Politicians Gambling at Ascot, 1884]] [[File:Scribner's magazine (1887) (14595087238).jpg|thumb|1887, types of American servants]] === 1880s === The silhouette narrowed and straightened. That is, the line went straight down without the flare of skirts on the coats. This smooth line had few decorations. Men wore hardly any jewelry. They might have a boutonniere or a ring.  Suits were not  decorated. All coats were straighter and shorter. Depending on the time of day, the Prince of Wales might change his clothes (thus, his silhouette) up to six times per day,<ref name=":28" /> (129) and some aristocrats and upper-class men would follow his lead. ==== Coats and Jackets ==== Although the frock coat was worn throughout the nineteenth century, the single fabric sack suit was worn for casual wear and was beginning to be seen as a businessman’s suit.  Morning coats were still in use for some events as well as casual occasions. The modern tuxedo or Cowes jacket appeared and was worn for formal occasions. The tuxedo is still worn as formal dress today. ==== Shirts ==== Shirts were still custom made for the rich and the working class bought ready-made shirts. The shirt remained basically the same but it could handle the different neck treatments.  Even mass produced shirts could have buttons or button holes for detachable collars and cuffs. ==== Trousers ==== Trouser legs began to decrease in width as the coat became narrower and emphasized strong vertical lines. ==== Waistcoats ==== During the 1880s waistcoats were called vests [is it regional?] and much of their bold trim and colorful fabric disappeared and vests were constructed from the same fabric as the coat and trousers. The business suit for men developed in the 1880s and was firmly established in the 1890s. ==== Overcoats ==== Versions of topcoats increased, adding an ulster overcoat for travel and an Inverness coat with up to five cape collars and a high curved collar. Double breasted topcoats were popular and some were knee-length and some calf-length. ==== Original Text ==== During the [[1880s in fashion|1880s]], formal evening dress remained a dark tail coat and trousers with a dark waistcoat, a white bow tie, and a shirt with a winged collar. In mid-decade, the dinner jacket or [[tuxedo]], was used in more relaxed formal occasions. The [[Norfolk jacket]] and tweed or woolen breeches were used for rugged outdoor pursuits such as shooting. Knee-length topcoats, often with contrasting velvet or fur collars, and calf-length overcoats were worn in winter. Men's shoes had higher heels and a narrow toe. [[File:American fashions - The Jno. J. Mitchell Co. Litho., New York. LCCN2006676665.jpg|thumb|Fashion plate from the Jno. J. Mitchell Co., New York, 1899]] [[File:Alfred Milner Vanity Fair 1897-04-15.jpg|thumb|Alfred Milner, 1897, Leslie Ward ("Spy"), for Vanity Fair]] [[File:Nobl-08.jpg|thumb|Sherlock Holmes, 1892, Sidney Paget]] [[File:PUK1894page380rector poor.jpg|thumb|Rector and Drinker, 1894]] === 1890s === The dominant silhouette for men became the sack suit in the 1890s and while changes in the sack have been subtle, it remains the dominant silhouette today. ==== Coats and Jackets ==== “Sacks became ''the'' favored style of suit coat,”(Payne2, p. 532) especially among the younger men. Frock coats were associated with older men along with the cutaway coat. There were many more choices for sports wear and leisure wear than ever before. Norfolk jackets were often worn while hunting. Most informal styles could be purchased ready made. The rich still had their clothing custom made by tailors but even working class men could purchase most ready-made versions of the coats, trousers, and vests. ==== Shirts ==== Shirts could be made of patterned fabric as well as solid colors and white.  Shirts were beginning to be acceptable as outer wear especially when worn as sporting clothing. ==== Trousers ==== Early in the 1890s, “slim, straight trousers were news.” (Payne 2, p. 532) Trousers could be plaid or checked as well as the same fabric as the coat and vest. ==== Waistcoats ==== Fancy fabrics and bold trim were not seen much as the more subdued vest dominated the fashion scene. ==== Neck Treatments ==== In the 1860s, men started wearing wider neckties that were tied in a bow or looped into a loose knot and fastened with a stickpin. ==== Overcoats ==== “Topcoats included fingertip-length styles made of twill covert cloth. Single-breasted, fly-front overcoats were fashionable too. Roomy overcoats with fur linings and collars warmed the wealthy. Inverness overcoats remained in vogue.” Payne2, p.532 ==== Original Text ==== Starting from the [[1890s in fashion|1890s]], the [[blazer]] was introduced, and was worn for sports, sailing, and other casual activities.<ref>{{cite web|last=Landow|first=George|url=http://www.victorianweb.org/art/costume/90s/2.html|title=Men's informal sporting dress, late 1880s and '90s}}</ref> Throughout much of the Victorian era most men wore fairly short hair. This was often accompanied by various forms of facial hair including moustaches, side-burns, and full beards. A clean-shaven face did not come back into fashion until the end of the 1880s and early 1890s.<ref>{{cite web|url=http://www.victorianweb.org/art/costume/nunn21.html|title=Victorian Men's Fashions, 1850–1900: Hair}}</ref> Distinguishing what men really wore from what was marketed to them in periodicals and advertisements is difficult, as reliable records do not exist.<ref name="shannon597">{{cite journal|last=Shannon|first=Brent|title=Refashioning Men: Fashion, Masculinity, and the Cultivation of the Male Consumer in Britain, 1860–1914|journal=Victorian Studies|year=2004|volume=46|issue=4|pages=597–630|doi=10.1353/vic.2005.0022}}</ref> === Notes === *Men's suits buttoned higher up than today (Payne, 467) * Norfolk jackets and sack suits (Payne, 471) * formal attire, tuxedos with tails, cutaways (Payne, 469) * Keith Middlemas (https://archive.org/details/storyoffiesta00huxf/page/200/mode/2up?q=fashion) *Brent Shannon. "Refashioning Men: Fashion, Masculinity, and the Cultivation of the Male Consumer in Britain, 1860–1914." Victorian Studies 46, no. 4 (Summer 2004): 597–630. == Hats and headwear == [[File:Ford.madox.brown.last.emma.study.jpg|thumb|''Emma Hill'' by [[Ford Madox Brown]] (1853), a woman wearing a later version of the [[poke bonnet]]]] [[File:Hoed,_objectnr_KA_1237.tif|left|thumb|Perched bonnet style of the early 1870s.]] Hats were crucial to a respectable appearance for both men and women. === Men's Hats === The top hat, for example, was standard formal wear for upper- and middle-class men.[Payne] According to Blanche Payne, "The high top hat, usually black or dark gray, had reached its characteristic shape by 1798 and dominated the entire nineteenth century." (457–58) Although top hats were the dominant hat in the 19th century, other hats became popular for working classes and lower income middle class. “The style of an individual’s hat varied, depending on fashion and their social position, as well as their profession or chosen activity..” ''Goodman 53 of 460'' Other hats that became necessary and popular include the Derby, the straw Boater, and a flat cap with a short brim. In many cases the class, work activity and income could be determined by what kind of hat was on the head of the wearer. For some men, a hat supporting a particular sport or team was important. The Derby or Bowler hat was designed by William and Thomas Bowler, brother shopkeepers in 1849. ''(Goodman 55 of 460)'' It cost less than a top hat but  lasted longer and was soon worn by middle class bankers and clerks. Straw boaters were worn by the aristocracy for casual events and working class factory workers and agricultural laborers. By 1901 working class men had changed their preference to the flat caps which became the most popular hat for the workers. Headdress for men was an essential part of dress for the entire period of the Victorian age, from the 1830s through the end of the century. Judith Flanders describes the hats worn by men in London, <blockquote>It is difficult to bear in mind the importance of hats as not only markers of class and income, but also as indicators of respectability. [509–519] [George Augustus] Sala commented that "every" man throughout the history of the world "must, necessarily and habitually, wear some kind of covering to his head". Postmen wore hats, small children wore hats, field labourers and market gardeners wore hats, cricketers, skaters — all sportsmen — wore hats. It was, self-evidently, impossible to go outdoors without one. ... Those in professional occupations wore pot hats, as did clerks and all those with pretensions to middle-class status. Even doctors' delivery boys wore battered hand-me-down pot hats: "the nap rusty, the band a mournful strip of tarnished lace; but still a Hat", which "stamps him as being associated, in however slender a manner, with a learned profession". Cloth caps were for labourers, for costers and for boys. ... Artisans wore caps made out of paper, which they folded [510–511] themselves and so could easily replace as they became dirty.<ref name=":23" /> (509–511 [of 972]) </blockquote>A pot-hat is a kind of derby or bowler in men's hats. (Lewandowski, 237) ==== Original Text ==== Hats were crucial to a respectable appearance for both men and women. The top hat, for example, was standard formal wear for upper- and middle-class men.<ref name=":4">{{Cite book |last=Steele |first=Valerie |url=https://archive.org/details/fashioneroticism0000stee |title=Victorian Fashion. Fashion and Eroticism: Ideals of Feminine Beauty from the Victorian Era to the Jazz Age |publisher=Oxford University Press |year=1985 |isbn=978-0-19-503530-8 |pages=[https://archive.org/details/fashioneroticism0000stee/page/51 51]–84 |url-access=registration}}</ref> For women, the styles of hats changed over time and were designed to match their outfits. === Women's Hats === For a discussion of the history of plumes and feathers, see [[Social Victorians/Victorian Things#Ostrich Plumes and Prince of Wales's Feathers|Ostrich Plumes and Prince of Wales's Feathers in ''Victorian Things'']]. ==== Original Wikipedia Text ==== During the early Victorian decades, hats were modest in size and design, straw and fabric bonnets being the popular choice. [[Poke bonnet]]s, which had been worn during the late [[Regency period]], had high, small crowns and brims that grew larger until the 1830s, when the face of a woman wearing a poke bonnet could only be seen directly from the front. They had rounded brims, echoing the rounded form of the bell-shaped hoop skirts. Bonnets shrunk at the end of the 1860s and moved to a perched position in the early 1870s as hairstyles grew in scale and intricacy. This led to the popularization of hats, which became the headwear of choice for the remainder of the Victorian era.<ref name="g4223">{{cite book |last=Cunnington |first=Cecil Willett |title=English Women's Clothing in the Nineteenth Century |date=1990-05-01 |publisher=Courier Corporation |isbn=0-486-26323-1 |publication-place=New York |page=}}</ref> [[File:The_London_and_Paris_ladies'_magazine_(Apr_1885)_03.png|thumb|Flower pot style hat of 1885.]] The 1880s saw a hat inspired by the top hat for women known as the flowerpot hat, and the 1890s saw the popularity of the boater. The hats of the late Victorian era were covered with elaborate creations of silk flowers, ribbons, and above all, exotic plumes; hats sometimes included entire exotic birds that had been stuffed. Many of these plumes came from birds in the Florida everglades, which were nearly made entirely extinct by overhunting. By 1899, early environmentalists like [[Adeline Knapp]] were engaged in efforts to curtail the hunting for plumes. By 1900, more than five million birds a year were being slaughtered, and nearly 95 per cent of Florida's shore birds had been killed by [[Plume hunting|plume hunter]]s.<ref>{{cite web|title=Everglades National Park|url=https://www.pbs.org/nationalparks/parks/everglades/|archive-url=https://web.archive.org/web/20090927085907/http://www.pbs.org/nationalparks/parks/everglades/|url-status=dead|archive-date=27 September 2009|publisher=PBS|access-date=7 November 2011}}</ref> == Shoes == The women's shoes of the early Victorian period were narrow and heelless, in black or white satin. By 1850s and 1860s, they were slightly broader with a low heel and made of leather or cloth. Ankle-length laced or buttoned boots were also popular. From the 1870s to the twentieth century, heels grew higher and toes more pointed. Low-cut pumps were worn for the evening.<ref name=":4" /> == Cosmetics == [[Victorian-era cosmetics]] were typically less obvious than ours. However, small amounts of pale face powder or powdered blush were widely used.<ref>{{Cite book |last=Goodman |first=Ruth |title=How to be a Victorian |date=2014 |publisher=Penguin Books |isbn=978-0-670-92136-2 |location=London}}</ref> Tints were sometimes added to face creams. Some cosmetics contained toxic or caustic ingredients like lead, mercury, ammonia, and arsenic {{Citation needed|date=October 2025}}. Hair color ==Mourning black== {{See also |Mourning stationery}} [[File:The royal children in mourning Mar 1862.jpg|thumb|Victoria's five daughters (Alice, Helena, Beatrice, Victoria and Louise), photographed wearing mourning black beneath a bust of their late father, Prince Albert (1862)]] [[File:Mourning dress MET 50.40.3a-b front CP4.jpg|alt=Black Victorian mourning dress|thumb|Mourning Dress, 1894–95]] In Britain, black is the colour traditionally associated with mourning for the dead. The customs and etiquette expected of men, and especially women, were rigid but evolving during much of the Victorian era. The expectations depended on a complex hierarchy of close or distant relationship with the deceased. (Davidoff) The closer the relationship, the longer the mourning period and the wearing of black. The wearing of full black was known as First Mourning, which had its own expected attire, including fabrics, and an expected duration of 4 to 18 months. Following the initial period of First Mourning, the mourner would progress to Second Mourning, a transition period of wearing less black, which was followed by Ordinary Mourning, and then Half-mourning. Some of these stages of mourning were shortened or skipped completely if the mourner's relationship to the deceased was more distant. Half-mourning was a transition period when black was replaced by acceptable colours such as lavender and mauve, possibly considered acceptable transition colours because of the tradition of [[Church of England]] (and [[Catholic Church|Catholic]]) clergy wearing lavender or mauve [[Stole (vestment)|stoles]] for funeral services, to represent the [[Passion (Christianity)|Passion of Christ]].<ref>{{cite web|title=The Colors of the Church Year|url=http://fullhomelydivinity.org/articles/colors.htm|publisher=Consortium of Country Churches|access-date=6 November 2011|archive-date=13 November 2011|archive-url=https://web.archive.org/web/20111113075214/http://fullhomelydivinity.org/articles/colors.htm|url-status=dead}}</ref> The mourning dress worn by Queen Victoria (below, right) "shows the traditional touches of mourning attire, which she wore from the death of her husband, Prince Albert (1819–1861), until her own death."<ref>{{Cite web|url=https://www.metmuseum.org/art/collection/search/155839?&searchField=All&sortBy=Relevance&deptids=8&ft=queen+victoria&offset=0&rpp=20&amp;pos=2|title=Mourning Dress, 1894–95|last=The Metropolitan Museum of Art|date=7 September 2019|website=The Metropolitan Museum of Art|access-date=7 September 2019}}</ref> Dating from 1894–95, Queen Victoria wore this dress as a result of the death of the eldest son of the Prince and Princess of Wales, Eddy, in line to the throne. === Norms for mourning=== ''Manners and Rules of Good Society, or, Solecisms to be Avoided'' (London, Frederick Warne & Co., 1887) gives clear instructions, such as the following:<ref>{{cite book|last=Flanders|first=Judith|title=The Victorian House|year=2003|publisher=Harper Perennial|location=London|isbn=0-00-713189-5|pages=378–83}}</ref> {| class="wikitable" |- ! Relationship to deceased !! First mourning !! Second mourning !! Ordinary mourning !! Half-mourning |- | Wife for husband || 1-year, 1-month; [[bombazine]] fabric covered with [[Crape|crepe]]; [[widow's cap]], [[lawn cuff]]s, collars || 6 months: less crepe || 6 months: no crepe, silk or wool replaces bombazine; in last 3 months jet jewellery and ribbons can be added || 6 months: colours permitted are grey, lavender, mauve, and black-and-grey |- | Daughter for parent || 6 months: black with black or white crepe (for young girls); no linen cuffs and collars; no jewellery for first 2 months || 4 months: less crepe || – || 2 months as above |- | Wife for husband's parents || 18 months in black bombazine with crepe || – || 3 months in black || 3 months as above |- | Parent for son- or daughter-in-law's parent || – Black armband in representation of someone lost || – || 1-month black || – |- | Second wife for parent of a first wife || – || – || 3 months black || – |} The complexity of these etiquette rules extends to specific mourning periods and attire for siblings, step-parents, aunts and uncles distinguished by blood and by marriage, nieces, nephews, first and second cousins, children, infants, and "connections" (who were entitled to ordinary mourning for a period of "1–3 weeks, depending on level of intimacy"). Men were expected to wear mourning black to a lesser extent than women, and for a shorter mourning period. After the mid-19th century, men would wear a black hatband and black suit, but for only half the prescribed period of mourning expected of women. Widowers were expected to mourn for a mere three months, whereas the proper mourning period expected for widows was up to four years.<ref>{{cite book|last=Flanders|first=Judith|title=The Victorian House|year=2003|publisher=Harper Perennial|location=London|isbn=0-00-713189-5|pages=378–9}}</ref> Women who mourned in black for longer periods were accorded great respect in public for their devotion to the departed, the most prominent example being Queen Victoria herself. It was not uncommon for a widow who did not remarry to wear half-mourning for the rest of her life, except when another death necessitated full mourning. For example, Alexandra, Princess of Wales wore half-mourning for the rest of her life after her eldest son Eddy died in 1894. Empress Elisabeth of Austria did the same, as did Empress Eugénie of France. They reverted to full mourning when appropriate, but they never wore less than half-mourning after their sons' deaths. Women with lesser financial means tried to keep up with the example being set by the middle and upper classes by dyeing their daily dress. Dyers made most of their income during the Victorian period by dyeing clothes black for mourning.<ref>{{cite book|last=Flanders|first=Judith|title=The Victorian House|year=2003|publisher=Harper Perennial|location=London|isbn=0-00-713189-5|page=341}}</ref> == Technological advancement == The technological changes that affected the manufacture and consumption of clothing in the Victorian age included the following: * the mass production of fabrics — for example, "by the early 1850s there were thousands of steam-powered looms churning out millions of miles of fabric every year"  [62] * the invention of aniline dyes, which were much more vibrantly colored and resistant to fading than the natural dyes that had been used. — . Invented by chemist [[William Henry Perkin]] in 1856, the first aniline dye mauveine (or mauve) "wash[ed] the fashionable landscape in a haze of purple."<ref name=":22">{{Cite book|title=The Dress Diary: Secrets from a Victorian Woman's Wardrobe|last=Strasdin|first=Kate|publisher=Pegasus Books|year=2023|location=New York, New York}}</ref> (247) Other intense and, to the Victorians, intensely exciting colors followed, but the new synthetic additions to fabric sometimes included chemicals harmful to their wearers. For example, a "bright-magenta hue was achieved by adding arsenical-based chemicals to existing aniline dyes, brightening the already luminous shades – but these left residues themselves, along with a toxic labour trail in their wake."<ref name=":22" /> (255) Perhaps the most famous of these is arsenic green, used on fabrics, wallpapers, and trim: "The craze for artificial foliage to adorn the heads and dresses of women of fashion in the mid-nineteenth century had seen the proliferation of flower workshops, where young women in their hundreds laboured to produce the lifelike green leaves and blooms that would make a fetching headdress or would trail becomingly across the bodice of a gown. The lushness of the green was achieved by the application of a powder, a pigment that was created by mixing copper and the highly toxic chemical, arsenic trioxide. The physical effects of working with this poisonous compound were horrific. Contemporary medical drawings depict the green hue of the skin and dreadful open lesions on the hands of the maker, whilst the daily gradual ingestion of the powder by the flower girls was eventually fatal."<ref name=":22" /> (255) * the invention of a sewing machine that could be used in the home. Although sewing machines were already in use in the clothing industry, in 1858 Isaac Merritt Singer began to sell "lightweight domestic machines" for home sewing, radically increasing women's control over their own dress.<ref name=":24">{{Cite book|title=Victorian Fashions for Women|last=Kay|first=Fiona|last2=Storey|first2=Neil R.|publisher=Pen & Sword History|year=2022|isbn=978 1 39900 416 9|location=Yorkshire and Philadelphia|pages=}}</ref> (91 [of 298]) * the spread of journalism for women and fashion journalism * the Jacquard loom: "French inventor Joseph-Marie Jacquard’s loom attachment mechanized the weaving of figured fabrics by 1804."<ref name=":25" /> (454) Perhaps not at the same scale as these but as important in 1850s designs was a technology that turned iron into steel, which could then be drawn into fine wires.<ref name=":3">{{Cite book|title=The Culture of Fashion|last=Breward|first=Christopher|publisher=Manchester University Press|year=1995|pages=145–180}}</ref> Steel was refined to a malleable state so that thin blades could be curved into concentric circles (called hoops) and connected with wires to form the cage. Technological advancements not only influenced the economy but brought a major change in the fashion styles worn by men and women. As the Victorian era was based on the principles of gender, race and class.<ref>{{cite journal|last1=Graham|first1=P|title=The Victorian Era|url=https://archive.org/details/in.ernet.dli.2015.261548|journal=Digital Library of India}}</ref> Much advancement was in favor of the upper class as they were the ones who could afford the latest technology and change their fashion styles accordingly. In 1830s there was introduction of horse hair crinoline that became a symbol of status and wealth as only the upper-class women could wear it. In 1850s there were more fashion technological advancements hence 1850s could rightly be called a revolution in the Victorian fashion industry such as the innovation of artificial cage crinoline that gave women an artificial hourglass silhouette without layers of petticoats, which was lighter and more hygienic.<ref>{{cite book|last1=Shrimpton|first1=J|title=Victorian Fashion|publisher=Bloomsbury Shire Publications}}</ref> Synthetic dyes, such as [[mauveine]] (aniline purple), were introduced in 1856, adding bright colours to garments. In 1855's ''[[Haute couture]]'' was introduced as tailoring became more mainstream in years to follow.<ref>{{cite book|last1=Aspelund|first1=Karl|title=Fashioning Society|publisher=Fairchild Books}}</ref> Charles Frederick Worth, a prominent English designer, became popular amongst the upper class though its city of destiny always is Paris. Haute couture became popular at the same time that sewing machines were invented.<ref name="Haute Couture">{{cite book|last1=Martin|first1=Richard|last2=Koda|first2=Harold|title=Haute Couture|publisher=The Metropolitan Museum of Art}}</ref> Princess [[Eugénie de Montijo|Eugenie]] of France wore the Englishman dressmaker, Charles Frederick Worth's couture and he instantly became famous in France though he had just arrived in Paris a few years ago. In 1855, Queen Victoria and Prince Albert of Britain welcomed [[Napoleon III]] and Eugenie of France to a full state visit to England. Eugenie was considered a fashion icon in France. Queen Victoria, who had been the fashion icon for European high fashion, was inspired by Eugenie's style and the fashions she wore.{{Citation needed|date=October 2025}} Later, Queen Victoria also appointed Charles Frederick Worth as her dress maker and he became a prominent designer amongst the European upper class. Charles Frederick Worth is known as the father of the haute couture as later the concept of labels were also invented in the late 19th century as custom, made to fit tailoring became mainstream.<ref>{{cite book|last1=Saillard|first1=Olivier|last2=Zazzo|first2=Anne|title=Paris Haute Couture|publisher=Skira Flammarion}}</ref> By the 1860s, when made-to-fit tailoring was popular in Europe, crinolines were considered impractical. In the 1870s, women preferred more slimmer silhouettes, hence bodices grew longer and the polonaise, a skirt and bodice made together, was introduced. In 1870s the Cuirass Bodice, a piece of armour that covers the torso and functions like a corset, was invented. Towards the end of Victoria's reign, dresses were flared naturally as crinolines were rejected by middle-class women. Designers such as Charles Frederick Worth were also against them. All these inventions and changes in fashion led to women's liberation as tailored looks improved posture and were more practical.<ref name="Haute Couture"/> dressmakers, couturiers, modistes == Home decor == {{main|Victorian decorative arts}} Home decor started spare, veered into the elaborately draped and decorated style we today regard as Victorian, then embraced the retro-chic of [[William Morris]] as well as pseudo-[[Japonaiserie]]. == Myths and Oversimplifications == === Modesty === {{main|Victorian morality}} {{Original research|section|date=May 2008}} [[File:1868-skirt-lengths-girl-ages-Harpers-Bazar.gif|thumb|upright|"The proper length for little girls' skirts at various ages", from ''[[Harper's Bazaar]]'', showing a 1900 idea of how the hemline should descend towards the ankle as a girl got older]]Many myths and exaggerations about the period persist to the modern day. Examples include the idea of men's clothing is seen as formal and stiff, women's as elaborate and over-done; clothing covered the entire body, and even the glimpse of an ankle was scandalous. Critics contend that [[corset]]s constricted women's bodies and lives. Homes are described as gloomy, dark, cluttered with massive and over-ornate furniture and proliferating [[bric-a-brac]]. Myth has it that even piano legs were scandalous, and covered with tiny [[pantalette]]s. === Tight Lacing === Tight-lacing, which was not possible until the development of the grommet in 1828, was famously controversial in the Victorian age, generating many column inches of profitable newspaper copy, in part because it was (and still is) fetishistic and subversive in that adolescent girls used it as a means of rebellion and upper-working- or lower-middle-class shop girls saw it as a means of upward mobility.<ref name=":21">{{Cite book|title=Fashion and Fetishism: Corsets, Tight-Lacing and Other Forms of Body-sculpture|last=Kunzle|first=David|publisher=History Press|year=2013|isbn=978 0 7524 9545 3|location=Stroud, Gloucestershire|pages=}}</ref> (71 [of 1182]) No evidence exists that tight lacing was widespread or particularly dangerous.<ref name=":21" /> () In truth, men's formal clothing may have been less colourful than it was in the previous century, but brilliant [[waistcoat]]s and [[cummerbund]]s provided a touch of colour, and [[smoking jacket]]s and [[robe|dressing gown]]s were often of rich Oriental [[brocade]]s. This phenomenon was the result of the growing textile manufacturing sector, developing mass production processes, and increasing attempts to market fashion to men.<ref name="shannon597"/> Corsets stressed a woman's sexuality, exaggerating hips and bust by contrast with a tiny waist. Women's [[evening gown]]s bared the shoulders and the tops of the breasts. The [[jersey dress]]es of the 1880s may have covered the body, but the stretchy novel fabric fit the body like a glove.<ref>{{cite book |last=Gernsheim |first=Alison |title=Victorian & Edwardian Fashion: A Photographic Survey |year=1981 |publisher=Dover Publications |location=New York |page=65|edition=New |isbn=0-486-24205-6}}</ref> Home furnishing was not necessarily ornate or overstuffed. However, those who could afford lavish draperies and expensive ornaments, and wanted to display their wealth, would often do so. Since the Victorian era was one of increased social mobility, there were ever more ''[[nouveaux riches]]'' making a rich show. The items used in decoration may also have been darker and heavier than those used today, simply as a matter of practicality. London was noisy and its air was full of [[soot]] from countless coal fires. Hence those who could afford it draped their windows in heavy, sound-muffling curtains, and chose colours that didn't show soot quickly. When all washing was done by hand, curtains were not washed as frequently as they might be today. There is no actual evidence that piano legs were considered scandalous. Pianos and tables were often draped with [[shawl]]s or cloths—but if the shawls hid anything, it was the cheapness of the furniture. There are references to lower-middle-class families covering up their [[pine]] tables rather than show that they couldn't afford [[mahogany]]. The piano leg story seems to have originated in the 1839 book, ''A Diary in America'' written by Captain [[Frederick Marryat]], as a satirical comment on American prissiness.<ref>{{cite book |last1=Marryat |first1=C.B. |title=A Diary in America: With Remarks on Its Institutions |date=1839 |publisher=Longman, Orme, Brown, Green, and Longmans |location=London, England |volume=2 |pages=246–247 |url=https://books.google.com/books?id=2-VEAAAAIAAJ&pg=PA246}} From pp. 246-247: "I was requested by a lady to escort her to a seminary for young ladies, and on being ushered into the reception-room, conceive my astonishment at beholding a square piano-forte with four ''limbs''. However, that the ladies who visited their daughters, might feel in its full force the extreme delicacy of the mistress of the establishment, and her care to preserve in their utmost purity the ideas of the young ladies under her charge, she had dressed all these four limbs in modest little trousers, with frills at the bottom of them!"</ref> Victorian manners may have been as strict as imagined—on the surface. One simply did not speak publicly about sex, childbirth, and such matters, at least in the respectable middle and upper classes. However, as is well known, discretion covered a multitude of sins. Prostitution flourished. Upper-class men and women indulged in [[adultery|adulterous]] liaisons. == Gallery == {{gallery |2=A mid-Victorian interior: ''Hide and Seek'' by [[James Tissot]], c. 1877 Image:Winterhalter Elisabeth.jpg|3=Dress designed by [[Charles Frederick Worth]] for [[Elisabeth of Bavaria|Elisabeth of Austria]] painted by [[Franz Xaver Winterhalter]].|4=File:Frith A Private View detail.jpg|5=[[William Powell Frith]]'s painting of 1883 contrasts women's [[Aesthetic dress]] (left and right) with fashionable attire (center).|6=File:Tissot lilacs 1875.jpg|7=Day dress, c. 1875 [[James Tissot]] painting.|8=File:James Abbot McNeill Whistler 011.jpg|9=[[James McNeill Whistler|Whistler]]'s [[Portrait of Lady Meux]], 1882 Image:Jeanna_Samary-Renoir.png|10=[[Pierre-Auguste Renoir|Renoir]]'s portrait of [[Jeanne Samary]] in an [[evening gown]], 1878|11=File:Melville_-_Queen_Victoria.jpg|12=Portrait by [[Alexander Melville (artist)|Alexander Melville]] of [[Victoria of the United Kingdom|Queen Victoria]], 1845|13=File:Henry Treffry Dunn Rossetti and Dunton at 16 Cheyne Walk.jpg|14=An artistic interior: [[Dante Gabriel Rossetti]] reading to [[Theodore Watts-Dunton]] in the drawing room at No. 16 [[Cheyne Walk]], 1882|15=File:Punch - Masculine beauty retouched1.png|16=Men's swimwear: Cartoon from ''[[Punch (magazine)|Punch]]'' by [[George du Maurier]]}} == See also == * [[Emily Clapham]] * [[Victorian decorative arts]] * [[Victorian dress reform]] * [[Victorian morality]] * [[Victoriana]] * [[Women in the Victorian Era]] * [[Charles Frederick Worth]] === Time periods === * [[1830s in fashion]] * [[1840s in fashion]] * [[1850s in fashion]] * [[1860s in fashion]] * [[1870s in fashion]] * [[1880s in fashion]] * [[1890s in fashion]] === Women's clothing === * [[Corset]] * [[Corset controversy]] * [[Tightlacing]] * [[Bloomers (clothing)|Bloomers]] * [[Bodice]] === Contemporary interpretations === * [[Steampunk]] * [[Neo-Victorian]] * [[Lolita Fashion|Lolita]] == References == {{Reflist}} == Further reading == *{{cite book |author=Phipps, Elena| title= ''From Queen to Empress: Victorian dress 1837-1877'' | location=New York | publisher=The Metropolitan Museum of Art | year=1988 | isbn=0870995340| url= http://libmma.contentdm.oclc.org/cdm/compoundobject/collection/p15324coll10/id/69547/rec/235 | display-authors=etal}} * Sweet, Matthew – ''Inventing the Victorians'', St. Martin's Press, 2001 {{ISBN|0-312-28326-1}} == External links == * [http://www.victorians.co.uk/victorian-fashion Victorian Fashion] {{Webarchive|url=https://web.archive.org/web/20180407223711/http://www.victorians.co.uk/victorian-fashion |date=7 April 2018 }} * [https://www.victorianvoices.net/topics/fashion/index.shtml VictorianVoices.net] – Fashion articles and illustrations from Victorian periodicals; extensive fashion image gallery * [http://www.cracked.com/article_19575_5-ridiculous-sex-myths-from-history-you-probably-believe.html Victorian myths] * [http://www.victorianstation.com/lifestylemenu.htm Victorian fashion, etiquette, and sports] {{Webarchive|url=https://web.archive.org/web/20180103162620/http://www.victorianstation.com/lifestylemenu.htm |date=3 January 2018 }} * [http://www.thesmartset.com/article/article12180701.aspx Background on "A Diary in America"] * [http://www.mccord-museum.qc.ca/en/keys/webtours/VQ_P2_17_EN.html Form and Fashion] — the evolution of women's dress during the 19th century (many photographs) * [http://www.mccord-museum.qc.ca/en/keys/games/jeu2/ Educational Game: Mix and Match] — build a 19th-century dress using a virtual mannequin * {{cite web |publisher= [[Victoria and Albert Museum]] |url= http://www.vam.ac.uk/content/articles/v/victorian-dress-at-v-and-a/ |title= Victorian Dress |work= Fashion, Jewellery & Accessories |date= 14 January 2011 |access-date= 2011-04-03}} *[http://cv.vic.gov.au/stories/creative-life/fashion-detective-fashion-fiction-and-forensics/ Fashion detective: Fashion, Fiction and Forensics in nineteenth century Australian fashion] on Culture Victoria {{Timeline of clothing and fashion|state=collapsed}}{{Victorian era|state=collapsed}} [[Category:Victorian fashion| ]] [[Category:19th-century fashion|*]] [[Category:1900s fashion]] [[Category:History of Western fashion]] [[Category:19th century in the arts]] =From ''Women in the Victorian era''= ===Victorian women's fashion=== {{Multiple issues|{{tone|date=March 2023}} {{more footnotes needed|date=March 2023}}|section=y}}{{Further|Victorian fashion}} The ideal Victorian woman was pure, chaste, refined, and modest. This ideal was supported by etiquette and manners. The etiquette extended to the pretension of never acknowledging the use of undergarments (sometimes generically referred to as "unmentionables"). The discussion of such a topic, it was feared, would gravitate towards unhealthy attention on anatomical details. As one Victorian lady expressed it: "[those] are not things, my dear, that we speak of; indeed, we try not even to think of them", in contrast to current norms.<ref>{{cite book |last=Cunnington |first=C. Willett |title=English Women's Clothing in the Nineteenth Century: A Comprehensive Guide with 1,117 Illustrations |publisher=Dover Publications |year=1990 |isbn=978-0-486-26323-6 |pages=20}}</ref> The pretence of avoiding acknowledgement of anatomical realities met with embarrassing failure on occasion. In 1859, the Hon. Eleanor Stanley wrote about an incident where the [[Louisa Cavendish, Duchess of Devonshire|Duchess of Manchester]] moved too quickly while manoeuvring over a [[stile]], tripping over her large [[hoop skirt]]: {{blockquote|[the Duchess] caught a hoop of her cage in it and went regularly head over heels lighting on her feet with her cage and whole petticoats above, above her head. They say there was never such a thing seen – and the other ladies hardly knew whether to be thankful or not that a part of her undergarments consisted in a pair of scarlet tartan [[knickerbockers (clothing)|knickerbockers]] (the things Charlie shoots in) which were revealed to the view of all the world in general and the [[Aimable Pélissier|Duc de Malakoff]] in particular".<ref>{{cite book|last=Cunnington|first=C. Willett|title=English Women's Clothing in the Nineteenth Century: A Comprehensive Guide with 1,117 Illustrations|year=1990|publisher=Dover Publications|isbn=978-0-486-26323-6|pages=20–1}}</ref>}} However, despite the fact that Victorians considered the mention of women's undergarments in mixed company unacceptable, men's entertainment made great comedic material out of the topic of ladies' [[bloomers (clothing)|bloomers]], including men's magazines and music hall skits.<ref>{{cite book |last=Cunnington |first=C. Willett |title=English Women's Clothing in the Nineteenth Century: A Comprehensive Guide with 1,117 Illustrations |publisher=Dover Publications |year=1990 |isbn=978-0-486-26323-6 |pages=22}}</ref> Victorian women's clothing followed trends that emphasised elaborate dresses, skirts with wide volume created by the use of layered material such as [[crinoline]]s, hoop skirt frames, and heavy fabrics. Because of the impracticality and health impact of the era's fashions, a [[Victorian dress reform|dress reform movement]] began among women. The ideal silhouette of the time demanded a narrow waist, which was accomplished by constricting the abdomen with a laced [[corset]]. While the silhouette was striking, and the dresses themselves were often exquisitely detailed creations, the fashions were cumbersome. At best, they restricted women's movements and at worst, they had a harmful effect on women's health. Physicians turned their attention to the use of corsets and determined that they caused several medical problems: compression of the thorax, restricted breathing, organ displacement, poor circulation, and prolapsed uterus.<ref name="O'Connor"/> Articles advocating the reform of women's clothing by the British National Health Society, the Ladies' Dress Association, and the [[Rational Dress Society]] were reprinted in ''The Canada Lancet'', Canada's medical journal. In 1884, Dr J. Algernon Temple of Toronto even voiced concern that the fashions were having a negative impact on the health of young women from the working classes. He pointed out that a young working-class woman was likely to spend a large part of her earnings on fine hats and shawls, while "her feet are improperly protected, and she wears no flannel petticoat or woollen stockings".<ref name="O'Connor"/> [[File:Bloomers.jpg|thumb|1850s illustration of a woman wearing [[bloomers]]]] [[Florence Pomeroy]], Lady Haberton, was president of the Rational Dress movement in Britain. At a National Health Society exhibition held in 1882, Viscountess Haliburton presented her invention of a "[[divided skirt]]", which was a long skirt that cleared the ground, with separate halves at the bottom made with material attached to the bottom of the skirt. She hoped that her invention would become popular by supporting women's freedom of physical movement, but the British public was not impressed by the invention, perhaps because of the negative "unwomanly" association of the style with the American [[Bloomers]] movement.<ref>{{cite book|last=Murray|first=Janet Horowitz|title=Strong-Minded Women and Other Lost Voices from 19th Century England|year=1982|publisher=Pantheon Books|location=New York|isbn=0-394-71044-4|pages=[https://archive.org/details/strongmindedwome00jane/page/68 68–70]|url=https://archive.org/details/strongmindedwome00jane/page/68}}</ref> [[Amelia Jenks Bloomer]] had encouraged the wearing of visible bloomers by feminists to assert their right to wear comfortable and practical clothing, but it was no more than a passing fashion itself among radical feminists. The movement to reform women's dress would persist and have long-term success, however; by the 1920s, [[Coco Chanel]] was successful at selling a progressive, far less restrictive silhouette that abandoned the corset and raised hemlines. The new silhouette symbolised modernism for trendy young women and became the 20th century standard. Other Paris designers continued reintroducing pants for women and the trend was gradually adopted over the next century. Fashion trends, in one sense, travelled "full circle" over the course of the Victorian era. The popular women's styles during the [[Georgian era]], and at the very beginning of Victoria's reign, emphasized a simple style influenced by flowing gowns worn by women in [[Ancient Greek clothing|Ancient Greece]] and [[Clothing in ancient Rome|Rome]]. The [[Empire waist]] silhouette was replaced by a trend towards ornate styles and an artificial silhouette, with the restrictiveness of women's clothing reaching its low point during the mid-century passion for narrow corseted waists and hoop skirts. The iconic wide-brimmed women's hats of the later Victorian era also followed the trend towards ostentatious display. Hats began the Victorian era as simple [[Bonnet (headgear)|bonnets]]. By the 1880s, milliners were tested by the competition among women to top their outfits with the most creative (and extravagant) hats, designed with expensive materials such as silk flowers and exotic plumes such as ostrich and peacock. As the Victorian era drew to a close, however, fashions were showing indications of a popular backlash against excessive styles. Model, actress and socialite [[Lillie Langtry]] took London by storm in the 1870s, attracting notice for wearing simple black dresses to social events. Combined with her natural beauty, the style appeared dramatic. Fashions followed her example (as well as Queen Victoria's wearing of mourning black later in her reign). According to [[Harold Koda]], the former Curator-in-chief of the [[Costume Institute at The Met|Metropolitan Museum of Art's Costume Institute]],<ref>{{cite web|url=http://www.metmuseum.org/about-the-museum/press-room/exhibitions/2014/death-becomes-her|title=Death Becomes Her: A Century of Mourning Attire : October 21, 2014-February 1, 2015|website=Metmuseuim.org|access-date=7 November 2021}}</ref> "The predominantly black palette of [[mourning]] dramatizes the evolution of period silhouettes and the increasing absorption of fashion ideals into this most codified of etiquettes," said Koda, "The veiled widow could elicit sympathy as well as predatory male advances. As a woman of sexual experience without marital constraints, she was often imagined as a potential threat to the social order." ====Evolution of Victorian women's fashion==== <gallery> File:Fashion plate December 1844.jpg|Ladies' December Fashions (1844). Hand-coloured steel engraving from a women's magazine. File:Thegalleryofhmscalcutta james tissot 1876.jpg|''[[The Gallery of HMS Calcutta]]'' by [[James Tissot]] (1876). [[Bustle]]s were fashionable in the 1870s and 1880s. File:Mrs lillie langtry george frederic watts 1880.jpg|''Mrs. Lillie Langtry'' by [[George Frederic Watts]] (1880). File:Five-women-on-queenslander-steps-r.jpg|Fashionable women in [[Queensland]], Australia around 1900. </gallery> {{Short description|Irish writer (born 1963)}} {{Use Irish English|date=August 2025}} {{Use dmy dates|date=August 2025}} {{Infobox writer | name = Darach Ó Scolaí | image = Darach Ó Scolaí.JPG | alt = Man holding prize-winning book | caption = Ó Scolaí in 2019 | birth_name = Darach Ó Scolaí | birth_date = {{Birth date and age|1963|df=y}} | birth_place = [[County Galway]], The Republic of Ireland | death_date = | death_place = | occupation = Writer, artist, publisher | alma_mater = [[University of Galway]] | years_active = 1998–present | genre = Novel, retelling, translation, play, screenplay, illustrated book for children and adults | other_names = | spouse = | children = 3 | awards = [[Awards and Honors received by Darach Ó Scolaí|Awards and Honors]] | signature = | website = }}[[File:Darach Ó Scolaí.JPG|thumb|Darach Ó Scolaí, holding ''Oileán an Órchiste'' (his translation of Robert Louis Stevenson's ''Treasure Island'')]] == Darach Ó Scolaí == Darach Ó Scolaí (<small>Irish:</small> [/ˈda.rax/ /oː/ /sˠkˠoː/l̪ˠəi/]; born 1963<ref>{{Cite web|url=https://portraidi.ie/en/darach-o-scolai/|title=Darach Ó Scolaí|date=20 October 2017|website=Portráidí (Portraits of Irish-Language Writers)|access-date=1 August 2025}}</ref>) is an Irish author who works in a number of genres, from novels, plays and screenplays to illustrated books for children and adults. He began his literary career in 1998 writing screenplays, stage plays, retellings and translations; he began to publish novels in 2008. Ó Scolaí is widely recognized as a leading figure in contemporary Irish literature, known as “one of the most important Irish language writers of his generation”<ref>{{Cite journal|last=Poirtéir|first=Cathal|date=2022|title=? Suil an Daill: Constant Tensions and Shifting Allegiances|url=https://booksirelandmagazine.com/suil-an-daill-constant-tensions-and-shifting-allegiances/|journal=Books Ireland}}</ref> and "one of the great Irish language novelists [duine d’úrscéalaithe móra na Gaeilge]."<ref name=":17" /> His writing has been called “the high literature of the Irish language.”<ref>Ó Coimín, Maitiú. ''Nós'' 2 February 2018). Qtd. in "Táin Bó Cuailnge." ''Leabhar Breac''. Retrieved 25 August 2025.</ref> Much of his fiction is based on a knowledge of traditional Irish tales and narrative practices as well as Irish history. He specializes in literary and [[wikipedia:Historical_fiction|historical fiction]], or as novelist Alan Titley says, Ó Scolaí’s “peak (for now), or at least his greatest imaginative interest, is the historical novel [tá an chuma air gurb é a bhuaic (go fóill), nó ar a laghad, a mhórspéis samhlaíochta, an t-úrscéal staire].”<ref name=":11">{{Cite journal|last=Titley|first=Alan|date=Fall 2020|title=An Stíl Go Deo!: Soather Dharach Uí Scolaí (The style would be forever!: Worker Darach Ó Scolaí)|url=https://www.jstor.org/stable/27046090|journal=Comhar|volume=80, No. 10|pages=27|via=JSTOR}}</ref> His retellings of old stories and tales from their original Middle and Early-Modern Irish into Modern Irish ([[wikipedia:Irish_language|Gaeilge]]) are respected for their accessibility to students and language learners as well as for their artistry. Ó Scolaí also regularly reviews books and lectures and writes on literature and culture. Beyond his writing, Ó Scolaí is a publisher and has co-produced a number of film, television shows and stage plays. == Life == Ó Scolaí was born in Dublin and raised in the Galway [[wikipedia:Gaeltacht#Galway Gaeltacht|Gaeltacht]] (Irish-speaking) regions of Cois Fharraige on the north shore of Galway Bay, in the Republic of Ireland, where he lives now with his wife and children in Lochán Beag (Indreabhán).<ref name=":7">{{Cite journal|date=30 October 2024|title=Duais don úrscéal liteartha is fearr buaite ag Darach Ó Scolaí ag Oireachtas na Samhna|url=https://tuairisc.ie/duais-don-ursceal-liteartha-is-fearr-buaite-ag-darach-o-scolai-ag-oireachtas-na-samhna/|journal=Tuairisc}}</ref><ref>{{Cite journal|last=Ní Scolaí|first=Aifric|date=2024|title=Darach Ó Scolaí|url=https://www.taiscecf.ie/ealaiontoiri?category=Scr%C3%ADbhneoir|journal=Taisce Chois Fharraige}}</ref> He graduated the [[wikipedia:University_of_Galway|University of Galway]] (then University College Galway) with a B.A. in 1983.<ref>{{Cite web|url=https://www.linkedin.com/in/darach-ó-scolaí-20026920/|title=Darach Ó Scolaí|last=Ó Scolaí|first=Darach|date=August 2025|website=LinkedIn}}</ref> === Writing and Publishing === Ó Scolaí writes in Irish ([[wikipedia:Irish_language|Gaeilge]]), his native language, and lives in an area defined for the predominant presence of Irish as the vernacular language, the language spoken at home. Irish was the language of his parents' home and is the language of children as well. He is fluent in Irish and English and conversant in French. None of his works has been translated into English. ==== Leabhar Breac ==== In 1995 Darach Ó Scolaí and his brother Caomhán Ó Scolaí — a [[wikipedia:Typography|typographer]] and designer — founded the publishing house Leabhar Breac at Indreabhán (Inverin), County Galway. Their father “Séamas Ó Scolaí was an editor at An Gúm and worked on the Irish-English dictionary team [bhí a n-athair Séamas Ó Scolaí ina eagarthóir sa Ghúm agus d’oibrigh sé ar fhoireann an fhoclóra Gaeilge-Béarla].”<ref name=":0">{{Cite web|url=https://leabharbreac.com/en/about-us/|title=About Us|date=2024|website=Leabhar Breac|access-date=1 July 2025}}</ref> Darach Ó Scolaí has been publisher and literary editor at Leabhar Breac since its founding. Named for [[wikipedia:An_Leabhar_Breac|An Leabhar Breac (The Speckled Book)]], Leabhar Breac publishing house has more than 140 books in print.<ref name=":0" /> Leabhar Breac aims to publish Irish-language books that meet “a high literary and artistic standard.”<ref name=":0" /> Besides the content, Leabhar Breac is known for the typically "superb [thar cionn]" quality of the design and production of the "physical book [leabhar fisiciúil]."<ref name=":8">{{Cite journal|last=Ní Mhuilneoir|first=Gráinne|date=30 July 2024|title=‘Bláthnaid’ – leabhar álainn i sraithín álainn faoi mhná|url=https://tuairisc.ie/blathnaid-leabhar-alainn-i-sraithin-alainn-faoi-mhna/|journal=Tuairisc}}</ref> Its books regularly win awards for literary and artistic quality. Leabhar Breac also publishes translations for children and adults from various early versions of Irish as well as from French and English (and has published translations of books for young readers from Spanish, Catalan, and Italian as well). Leabhar Breac prints its books in Ireland. === Stage and Screen === ==== Rosg ==== In 1998 along with Ciarán Ó Cofaigh,<ref name=":1">{{Cite web|url=http://www.rosg.ie/en/about/History_6/|title=About Us: History|date=July 2025|website=Rosg|access-date=1 August 2025}}</ref> Ó Scolaí co-founded the film and television production company [http://www.rosg.ie/en/ Rosg] and was co-director until 2006. Rosg produced Ó ScolaÍ’s films ''Cosa Nite'' (1999), ''An Leabhar'' (2001) and ''Na Cloigne'' (2010). He left Rosg in 2006 to devote his time to other artistic activities. ==== Ealaín ar Oileán ==== In 2004, along with Val Balance, Ó Scolaí co-founded the annual artists' symposium Ealaín ar Oileán (trans., Art on an Island). The Irish-language symposium was held annually in the Áras Éanna arts and cultural center on Inis Oírr ([[wikipedia:Inisheer|Inisheer]], the smallest of the [[wikipedia:Aran_Islands|Aran Islands]]) from 2004 to 2013. Ó Scolaí was its co-director from its founding<ref>{{Cite web|url=https://ga.wikipedia.org/wiki/Darach_Ó_Scolaí.|title=Darach Ó Scolaí|date=3 February 2024|website=Vicipéid|access-date=1 July 2025}}</ref> until 2013. Besides being its co-director, Ó Scolaí has taken part in this conference as an artist<ref>{{Cite journal|date=16 January 2005|title=Darach Ó Scolaí|url=https://web.archive.org/web/20050116163252/http://bliainiris.com/authors/darach_oscolai.html|journal=Bliainiris}}</ref> and writer<ref name=":2">{{Cite web|url=http://ealainaroilean.ie/ealainaroilean.html|title=The Conference|date=7 September 2013|website=Ealaín ar Oileán|archive-url=https://web.archive.org/web/20130907083744/http://ealainaroilean.ie/ealainaroilean.html|archive-date=7 September 2013|access-date=1 August 2025}}</ref>. ==== Salamandar ==== In 2006 Ó Scolaí founded the stage production company Salamandar and directed his own play ''An Braon Aníos''. His plays ''An tSeanbhróg'' (2009) and ''Craos'' (2008) were also produced by Salamandar.<ref name=":19">{{Cite web|url=https://leabharbreac.com/en/product-category/darach-o-scolai/|title=Darach Ó Scolaí|date=2024|website=Leabhar Breac|access-date=1 July 2025}}</ref> == Works == === Novels === * [[wikipedia:An_Cléireach|''An Cléireach'' (trans., ''The Clerk'')]], Leabhar Breac, 2007. The Oireachtas Prize for Literary Fiction, 2007; The Ó Súilleabháin Award (Book of the Year) in 2008, and "named as ‘the best novel since the turn of the Century’ by Comhar."<ref>{{Cite web|url=https://leabharbreac.com/en/shop/fiction/an-cleireach/|title=An Cléireach - Leabhar Breac - Irish language novel|website=Leabhar Breac|language=en-US|access-date=2025-10-24}}</ref> * ''Na Comharthaí'' (trans., ''The Signs''), Leabhar Breac, 2014. * ''Súil an Daill'' (trans., ''The Eye of the Blind''), Leabhar Breac, 2021. The Oireachtas Prize for Literary Fiction, 2019.<ref name=":4">{{Cite web|url=https://leabharbreac.com/en/shop/fiction/suil-an-daill/|title=Súil an Daill|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''Bódléar'', Leabhar Breac, 2024. The Oireachtas Prize for Literary Fiction, 2024<ref name=":7" />; The Ó Súilleabháin Award (Book of the Year) in 2025; featured in the 2025 Listen-Up Irish Summer Challenge for students of the Irish language.<ref>{{Cite news|url=https://connachttribune.ie/novel-approach-helps-people-learn-irish-in-a-creative-way/|title=Novel approach helps people learn Irish in a creative way|last=Murphy|first=Judy|date=3 October 2025|work=Connaught Tribune|access-date=24 October 2025}}</ref> === Retellings, Translations and Editions === The retellings and translations are into modern Irish. * ''Feis Tigh Chonáin'' (trans., ''The Feast of Conán's House''), Leabhar Breac, 2000; a retelling of a 15^th-century tale from the [[wikipedia:Fenian_Cycle|Fenian Cycle]].<ref>{{Cite web|url=https://leabharbreac.com/en/shop/fiction/feis-tigh-chonain/|title=Feis Tigh Chonáin|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''An Ceithearnach Caolriabhach'' (trans., ''The Narrow-Striped Kern''), Leabhar Breac, 2002; a retelling from c. 1500, also illustrated by Darach Ó ScolaÍ.<ref>{{Cite web|url=https://leabharbreac.com/en/shop/fiction/an-ceithearnach-caolriabhach/|title=An Ceithearnach Caolriabhach|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''Táin Bó Cuailnge'' (trans., ''The Cattle Raid of Cooley''), Leabhar Breac, 2017, both a modern edition of an 11th-century epic and an annotated edition.<ref name=":3">{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/tain-bo-cuailnge-2-2/|title=Táin Bó Cuailnge|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> "''Táin Bó Cuailnge'' won the Aodán Mac Poilín Memorial Prize 2017."<ref name=":19" /> * ''Deirdre'', Leabhar Breac, 2023, a “picture book for adults” with artist Anastasia Melnykova.<ref>{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/deirdre/|title=Deirdre|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> Part of the [[wikipedia:Ulster_Cycle|Ulster Cycle]], ''Deirdre'' is a retelling of the story of possibly the most widely known Irish figure from the early tales and sagas.<ref>{{Cite book|title=A Dictionary of Celtic Mythology|last=MacKillop|first=James|publisher=Oxford University Press|year=2004|isbn=9780198609674|pages=181}}</ref> * ''Bláthnaid'', Leabhar Breac, 2024, a “picture book for adults” with artist Anastasia Melnykova; “one of the great stories of the [[wikipedia:Ulster_Cycle|Ulster Cycle]].”<ref name=":4" /> * ''Sadhbh,'' Leabhar Breac, 2025, a picture book for adult readers, illustrated by Alé Mercado; a retelling of the medieval tale ''Ceasacht Inghine Ghuile (''trans., ''The Complaint of Guile's Daughter'').<ref name=":5">{{Cite web|url=https://leabharbreac.com/en/tales-of-wonder/|title=Tales of Wonder|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''Eoghan Béal'', Leabhar Breac, 2025, a picture book for adult readers illustrated by Alé Mercado<ref name=":5" />; a retelling of the medieval tale ''[https://ga.wikipedia.org/wiki/Caithr%C3%A9im_Cellaig Cathréim Ceallaigh]'' from ''The Yellow Book of Leacan.''<ref name=":5" /> === For Young Readers === Ó Scolaí has written illustrated books for young readers (8–10 years old) in two series, the Fionn Series and the Scéalta Staire series, and translated a large number of classics and popular books for children of all ages. The number of these written and translated works suggests a commitment to children and their literacy in Irish. The Fionn Series “is a retelling ... of the great legends of the Fianna for the young Irish readers of today.”<ref name=":6">{{Cite web|url=https://leabharbreac.com/en/shop/oige-en/8-9/doiteoir-na-samhna/|title=Dóiteoir na Samhna|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> [[wikipedia:The_Boyhood_Deeds_of_Fionn|Macgnímartha Finn (The Boyhood Deeds of Fionn)]] is a medieval story in the [[wikipedia:Fenian_Cycle|Fenian Cycle]]. * ''An Bradán Feasa'' (trans., ''The Salmon of Knowledge''), Leabhar Breac, 2010, “shortlisted for the Réics Carlo award 2010.”<ref name=":9">{{Cite web|url=https://leabharbreac.com/en/shop/oige-en/8-9/an-bradan-feasa/|title=An Bradán Feasa|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''Dóiteoir na Samhna'' (trans., ''The Halloween Burner''), 2010.<ref name=":6" /> * ''Bodach an Chóta Lachna'' (trans., ''The Churl in the Dun Coat''), 2011.<ref>{{Cite web|url=https://leabharbreac.com/en/shop/oige-en/7-8/bodach-an-chota-lachna/|title=Bodach an Chóta Lachna|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> The Scéalta Staire (Historical Stories) series<ref name=":9" /> * ''Mánas Ó Dónaill'', 2000. * ''Seán Ó Néill'', Leabhar Breac, 2000. * ''Gráinne Mhaol Ní Mháille'', Leabhar Breac, 2003. * ''Tadhg Dall Ó hUiginn'', Leabhar Breac, 2003. ==== Translations ==== * Robert Louis Stevenson, ''Oileán an Órchiste'' (trans. of ''Treasure Island''), Leabhar Breac, 2014.<ref>{{Cite journal|date=2025-06-19|title=Oireachtas na Gaeilge|url=https://en.wikipedia.org/w/index.php?title=Oireachtas_na_Gaeilge&oldid=1296394643|journal=Wikipedia|language=en}}</ref> * Robert Louis Stevenson, ''An Fuadach'' (trans. of ''Kidnapped''), Leabhar Breac, 2016. * Clement Clarke Moore, ''Cuairt San Nioclás'' (trans. of ''A Visit from St. Nicholas'', or "'Twas the Night Before Christmas"), Leabhar Breac, 2022. '''''The Corto Maltese Graphic Novels''''' Written in Italian by Hugo Pratt and translated by Ó Scolaí, both adults and teenagers read this series of Italian adventure graphic novels.<ref>{{Cite journal|date=2025-07-01|title=Corto Maltese|url=https://en.wikipedia.org/w/index.php?title=Corto_Maltese&oldid=1298285365|journal=Wikipedia|language=en}}</ref> Ó Scolaí's '''translation of ''Corto Maltese''''' was listed in 2017 among "The 30 Irish books that Irish people love."<ref>{{Cite journal|last=Ó Murchú|first=Eoin P.|date=09/06/2017|title=Na 30 leabhar Gaeilge is fearr leis na Gaeil [The 30 Irish books that Irish people love]|url=https://nos.ie/cultur/leabhair/an-30-leabhar-gaeilge-is-fearr-leis-na-gaeil/|journal=Nós}}</ref> * Hugo Pratt, ''Corto: Port na Farraige Goirt'', Leabhar Breac, 2013. * Hugo Pratt, ''Corto: The Golden House in Samarkand'', 2014. * Hugo Pratt, ''Corto: Na Liopard-Fhir ó Rufiji'' (trans. of ''Corto: The Leopard Men of Rufiji''), Leabhar Breac, 2014. * Hugo Pratt, ''Corto: In Ainm Dé Uilthrócairigh'' (trans. of ''Corto: In the Name of God All-Merciful''), Leabhar Breac, 2014. * Hugo Pratt, ''Corto: Tóraíocht Eile'' (trans. of ''Corto: Another Quest''), Leabhar Breac, 2014. * Hugo Pratt, ''Corto: Sa tSibéir'' (trans. of ''Corto: In Siberia''), Leabhar Breac, 2016. '''''Other Translations for Children''''' Ó Scolaí has translated into Irish six books from the ''Le Pavillon Noir'' (trans., ''Jolly Roger'') series by Alain Surget; four books from the ''Catalan First Steps'' series by Enric Lluch Girbés and the ''Caitlín & Cormac'' series by Joan Carles; three books from the ''Louisette le Taupe'' series by Bruno Heitz, and three books from the ''Loup'' series by Orianne Lallemand. === Plays and Screenplays === ==== Stage Plays ==== Ó Scolaí was writer and director of the original productions of two plays in the ''Trí Bhraon'' (trans., ''Three Drops'') trilogy; ''Coinneáil Orainn'' was directed by Darach Mac Con Iomaire and staged by An Taibhdhearc. All three plays have been published in book form by Leabhar Breac. * ''Coinneáil Orainn'' (trans., ''We'll Keep Going''), 2005.<ref>{{Cite web|url=https://irishplayography.com/play?playid=32553|title=Coinneáil Orainn|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904.|access-date=25 August 2025}}</ref> The first play in the ''Trí Bhraon'' (''Three Drops'') trilogy. [[wikipedia:Taibhdhearc_na_Gaillimhe|An Taibhdhearc]], the national Irish-language theatre of Ireland, toured the country in 2005 with ''Coinneáil Orainn''.<ref>{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/coinneail-orainn/|title=Coinneáil Orainn|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> Walter Macken Prize, 2005; BBC Stewart Parker Award, 2006.<ref>{{Cite web|url=https://irishplayography.com/person/darach-scola|title=Darach Ó Scolaí|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904.|access-date=25 August 2025}}</ref> * ''Branwen'', 2006, by Darach Ó Scolaí and Ifor ap Glyn, in Irish, Welsh and English, co-produced by Project Arts Centre and Llwyfan Gogledd Cymru, toured the Republic of Ireland and Wales.<ref>{{Cite web|url=https://irishplayography.com/play?playid=32418|title=Branwen|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}</ref> * ''An Braon'' Aníos (trans., ''Rising Damp''), 2006, directed by Ó Scolaí.<ref>{{Cite web|url=https://irishplayography.com/play?playid=32461|title=An Braon Aníos|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}</ref> The second play in the ''Trí Bhraon'' (''Three Drops'') trilogy. “The Salamandar company toured the country in 2006-07 with this play, and Salamandar also produced a radio version of the play for RTÉ Raidió na Gaeltachta in 2009.”<ref>{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/an-braon-anios/|title=An Braon Aníos|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''Craos'' (trans., ''Gluttony''), 2008, directed by Ó Scolaí.<ref name=":13">{{Cite web|url=https://irishplayography.com/play?playid=32867|title=Craos|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}</ref> The third play in the ''Trí Bhraon'' (''Three Drops'') trilogy, it toured to Cork and Belfast.<ref name=":13" /> A review of the 2008 Salamander performance in the ''Irish Times'' says, “a humorous play which offers plenty to think about, fine acting, and sparklingly witty dialogue.”<ref>{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/craos-2/|title=Craos|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''A+E'', 2008, by Ríonach Ní Néill and Darach Ó Scolaí, "dance and music drama," co-produced by Ciotóg and Salamandar.<ref>{{Cite web|url=https://irishplayography.com/play?playid=32962|title=A+E|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}</ref> * ''An tSeanbhróg'' (trans., ''The Old Shoe''), 2009, produced by Salamander<ref>{{Cite web|url=https://irishplayography.com/play?playid=33042|title=An tSeanbhróg|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}</ref> and staged in the Axis Arts Centre, Dublin, and the Letterkenny Arts Centre. * '''In ''Mhuir Fhíondorcha/The Wine-Dark Sea: The Homer Project'', Ó Scolaí's translation of Homer's Cyclops story, performed at the 2019 IMRAM festival'''.<ref>{{Cite news|url=https://www.irishtimes.com/culture/books/imram-a-festival-celebrating-the-irish-language-1.4047610|title=Imram: a festival celebrating the Irish language. Liam Carson reveals the myths and legends appearing in this year’s programme|last=Carson|first=Liam|date=11 October 2019|work=The Irish Times|access-date=15 October 2025}}</ref> ==== Screenplays ==== * ''Cosa Nite'' (trans., ''Washed Feet''), short film, 1998 (dir. Dearbhla Walsh, prod. Ciarán Ó Cofaigh, Rosg); "a prose version of ''Cosa Nite'' was published (Rosg 2000)."<ref name=":9" /> Nominated for an Irish Film and Television Award.<ref>{{Citation|title=Cosa Nite (Short 1998) - Awards - IMDb|url=https://www.imdb.com/title/tt0191917/awards/|accessdate=2025-08-25|language=en-US}}</ref> * ''Na Glúnta'' (trans., ''The Generations''), 2001<ref>{{Cite web|url=https://www.iftn.ie/production/production_companies/production_sub/feature/?act1=record&aid=70&rid=3917&tpl=filmography_dets&only=1&force=1|title=Na Glúnta {{!}} The Irish Film & Television Network|website=www.iftn.ie|access-date=2025-08-25}}</ref>, co-directors Ciarán Ó Cofaigh & Darach Ó Scolaí, prod. Ciarán Ó Cofaigh, Rosg. * ''An Leabhar'' (trans., ''The Book''), short film, 2000, (dir. Robert Quinn, prod. Ciarán Ó Cofaigh, Rosg) Rosg, 2000.<ref>{{Citation|title=An Leabhar|url=https://www.imdb.com/title/tt0963767/|publisher=Bord Scannán na hÉireann / The Irish Film Board, ROSG|accessdate=2025-08-25|first=Robert|last=Quinn|others=Colm O&apos;Maonlai, Peadar O&apos;Treasaigh, Diarmuid Mac an Adhastair}}</ref> * ''Na Cloigne'' [trans., The Heads], 3-episide series, 2010 (dir. Robert Quinn, prod. Ciarán Ó Cofaigh, Rosg), TG4.<ref>{{Cite web|url=https://www.imdb.com/title/tt1607924/|title=Na cloigne|date=2010|website=IMDb|access-date=25 August 2025}}</ref> === Nonfiction === Ó Scolaí's essays and lectures are published and his interviews are broadcast regularly, making for a large body of nonfiction critical and analytical work. Here are a few, almost all published in [https://comhar.ie/iris/scribhneoiri/darach-o-scolai/ Comhar]: * “Ceol Ciúin na nÉagmaise” (trans., “The Silent Music of Absence ['''the Fall?''']”), an essay on the 2014 Nobel Prize winner for literature, [[wikipedia:Patrick_Modiano|Patrick Modiano]], ''Comhar'', December 2014. * The Ó Cadhain Lecture: [https://leachtaiuichadhain.clo.ie/leachtai/2014 “Cuimhne agus Díchuimhne (trans., “Memory & Forgetfulness"]), 2014. * “Rithim agus Réim” ("Rhythm and Register"), a public lecture in the University College Dublin lecture series “Ó Thrácht go Twitter” (trans., "From Talk to Twitter"), 2014. * Review of Pádraig Ó Cíobháin’s ''Dréachta Chrích Fodla'', '''Comhar?, ??'''. * “Na Geilt i mBun an Tí” (trans., "The Madmen in Charge"), a talk at the Merriman Winter School, Comhar April 2012.<ref name=":18">{{Cite web|url=http://darachoscolai.ie/beathaisneis.html|title=Darach Ó Scolaí: Beathaisnéis|website=darachoscolai.ie|access-date=2025-09-26}}</ref> * The EFACIS podcast: Síle Ní Choincheannain talks to Darach Ó Scolaí about the historical novel. == Critical Reception == Ó Scolaí’s style has been called “crisp and elegant, and rich in language while being highly readable,”<ref>{{Cite journal|last=Heussaf|first=Anna|date=Summer 2025|title=Bláthnaid—A tale of love, violence and sorcery retold for readers today|url=https://booksirelandmagazine.com/blathnaid-a-tale-of-love-violence-and-sorcery/|journal=Books Ireland}}</ref> with “an unsurpassed richness and precision of language.”<ref name=":12">{{Cite journal|last=Ó Cróinín|first=Breandán|date=Summer 2025|title=unknown|journal=The Limerick Leader}}</ref> “Whimsical, hilarious, and subtly learned” is how Éilis Ní Dhuibhne described his writing.<ref name=":20" /> === Original Works === Ó Scolaí’s first novel, the 2007 ''An Cléireach'' (''The Clerk'') won two prizes and was described as “one of the great historical novels in the Irish language and among the best books written in the language since the beginning of this century.”<ref name=":12" /> Novelist Alan Titley says, “In ''An Cléireach'' Ó Scolaí creates the Ireland of war in the 17th century more fully than any other Irish writer on the subject of war since ''L’Attaque'' Eoghain Ó Thuairisc around 1798 [In ''An Cléireach'' cruthaíonn Ó Scolaí Éire an chogaidh san 17ú haois níos iomláine ná mar a dhein aon scríbhneoir Gaeilge eile ar ábhar cogaidh ó ''L’Attaque'' Eoghain Uí Thuairisc timpeall ar 1798].”<ref name=":11" />{{rp|25, Col. 1a}} Not all the reviews of this first novel were so positive, however; Proinsias O' Drisceoil says for the Irish Times says,<blockquote>This then is a novel in search of a plot, a story that attempts to attain a significance that eludes it.<ref>{{Cite news|url=https://www.irishtimes.com/news/a-disaffected-clerk-in-the-confederates-1.943070|title=A disaffected clerk in the confederates|last=O' Drisceoil|first=Proinsias|date=5 July 2008|work=The Irish Times|access-date=16 October 2025}}</ref></blockquote> In the ''Oxford Handbook of Modern Irish Fiction'' Pádraig Ó Siadhail analyzes rather than reviews ''An Cléireach'': <blockquote>In ''An Cléireach'', Ó Scolaí revisits the trauma of Cromwellian Ireland. The primary narrative device is once again the first-hand account, in this case by Tadhg Ó Dúbháin, a clerk and quartermaster in the Confederate Army in 1650. We sample the hardships, the friendships, the tensions, the rivalries, and the petty jealousies amongst comrades in arms, including remnants of the Gaelic literary class, as the Confederate soldiers, increasingly a rabble more than a cohesive unit, retreat in advance of Cromwell’s forces. ''An Cléireach'' concludes with the narrator and his family in exile in continental Europe. But along the retreat route, and central to the novel, members of the Confederate army camp, rest up, and tell versions of a story about the keeper of the treasured manuscript "Saltair an Easpaig" (The Bishop’s Psalter). Their versions raise issues about memory construction, the limitations of individual perspectives, personal agendas, and how minor changes in the telling of a story can alter our understanding of history, Thus, ''An Cléireach'' complements ''Fontenoy'' in moving beyond more realistic recreation of a historical event or period to interrogate the notion of history as construct.<ref>{{Cite book|title=The Oxford Handbook of Modern Irish Fiction|last=Ó Siadhail|first=Pádraig|publisher=Oxford University Press|year=2020|isbn=9780198754893|editor-last=Harte|editor-first=Liam|pages=598–99|chapter=Contemporary Irish Fiction}}</ref> </blockquote> Of ''Súil an Daill,'' in ''Nós'', Cathal Seoighe says, "The book deserves a significant place among the collection of high-quality books published in recent years that would make you feel sorry for someone who does not speak Irish [Tá áit shuntasach ag dul don leabhar i measc an chnuasaigh leabhair ar ardchaighdeán a foilsíodh le roinnt blianta anuas a d’fhágfadh trua agat don té atá gan Ghaeilge]."<ref>{{Cite journal|last=Seoighe|first=Cathal|date=09/26/2022|title=‘Dar leathmhagairle an diabhail, is leabhar den scoth é seo!’ ['According to the devil’s half-wit, this is a great book!’]|url=https://nos.ie/cultur/leabhair/dar-leathmhagairle-an-diabhail-is-leabhar-den-scoth-e-seo/|journal=Nós}}</ref> ''Bódléar'', Ó Scolaí's most recent book, is a “beautiful novel. There is magic and craftsmanship in it. A small miracle of a book and it is highly recommended.”<ref>{{Cite web|url=https://leabharbreac.com/bodlear-mioruilt-bheag-de-leabhar/|title=Bódléar: Míorúilt bheag de leabhar (Bódléar: A Small Miracle of a Book)|last=Ní Ghairbhí|first=Róisín|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> Éilis Ní Dhuibhne in the ''Irish Times'' says,<blockquote>what a gem! An affectionately gentle satire of the Irish poetic scene during one creatively fluid 19th-century year, the story focuses on a Maigue poet and schoolteacher who goes on a trip to France and returns with camembert, a cafetiere, ‘Fleurs du Mal’, and a mission to convert the local traditionalists to la modernité. Whimsical, hilarious, and subtly learned, it’s absolutely delightful!<ref name=":20">{{Cite journal|last=Ní Dhuibhne|first=Éilis|date=30 June 2025|title=Éilís Ní Dhuibhne on the best Irish language books of 2025 so far: Including a history of the Gaeltacht Civil Rights Movements, a gem of a novel by Darach Ó Scolaí and Joe McHugh’s entertaining account of learning Irish|url=https://www.irishtimes.com/culture/books/review/2025/06/30/eilis-ni-dhuibhne-on-the-best-irish-language-books-of-2025-so-far/|journal=The Irish Times|pages=22}}</ref></blockquote> === Retellings and Translations === ==== ''Táin Bó Cuailnge'' ==== ''Táin Bó Cuailnge'' [''The Cattle Raid of Cooley''] is a modern edition of an 11th-century epic into modern Irish.<ref name=":3" /> Gearóid Denvir reviewed ''Táin Bó Cuailnge'' for ''Comhar'':<blockquote>Darach Ó Scolaí has ​​achieved a feat in this challenging reworking. He has found a high level of the Irish language to tell his story – as he has done before in his groundbreaking novel An Cléireach (2007, Leabhar Breac) and in his other prose works. This book is a decoration of the language, literature and culture of the Irish language, following the path of the old storytellers and writers and presenting material from the tradition to his own generation according to the understandings of his own time. The book will be a classic that will be of great interest to all readers of the Irish language, both ordinary readers, students, scholars and writers, and there should be a copy in every home in the country. [Tá éacht déanta ag Darach Ó Scolaí san athleagan dúshlánach seo. Tá réim ard den teanga Ghaeilge aimsithe aige lena scéal a inseacht – mar a rinne sé cheana ina úrscéal ceannródaíoch An Cléireach (2007, Leabhar Breac) agus i saothair eile phróis dá chuid. Is maisiú ar an teanga agus ar litríocht agus cultúr na Gaeilge an leabhar seo a leanas conair na seanscéalaithe agus na seanscríobhaithe agus ábhar de chuid an traidisiúin á chur i láthair a ghlúine féin aige de réir thuiscintí a linne féin. Clasaic a bheas sa leabhar a gcuirfidh léitheoirí uilig na Gaeilge, idir ghnáthléitheoirí, mhic léinn, scoláirí agus scríbhneoirí spéis thar na bearta ann, agus ba cheart cóip a bheith i chuile theach sa tír.]<ref name=":15">{{Cite journal|last=Denvir|first=Gearóid|date=April 2018|title=Táin Bó Cuailgne|url=https://comhar.ie/iris/78/4/leirmheas/|journal=Comhar|via=JSTOR}}</ref> </blockquote>Cathal Poirtéir says, "The freshness and richness of Ó Scolaí’s version are a joy …. The author delights us with the linguistic and stylistic richness of the ancient epic in a modern-Irish version that reflects the original’s spirit and language."<ref>{{Cite journal|last=Poirtéir|first=Cathal|date=May/June 2018|title=Leabhair Idir Lámha|url=https://www.jstor.org/stable/26564180|journal=Books Ireland|pages=46–47|via=JSTOR}}</ref>{{rp|47}} Novelist and academic Alan Titley calls Ó Scolaí's "a wonderful gutsy telling" of ''Táin Bó Cuailnge''.<ref>{{Cite news|url=https://www.irishtimes.com/culture/2023/03/11/the-tain-retold-maeve-and-ailills-spat-could-be-out-of-a-soap-opera/|title=The Táin retold: ‘Maeve and Ailill’s spat could be out of a soap opera’|last=Titley|first=Alan|date=11 March 2023|work=The Irish Times|access-date=16 October 2025}}</ref> ==== ''Deirdre'' ==== Marie Whelton, in "Léann Teanga" ("Language Studies"), in the 2024 ''An Reiviú'' says,<blockquote>this version [of ''Deirdre''] by Darach Ó Scolaí succeeds in skillfully capturing and portraying the complexity of gender and power issues in the ‘Deirdre’ tradition [éiríonn leis an leagan seo le Darach Ó Scolaí castacht cheisteanna na hinscne agus na cumhachta i dtraidisiún scéal Dheirdre a ghabháil agus a léiriú go sciliúil]. … There is no doubt that this new version greatly contributes to the legacy of the story and that it revives that legacy thoughtfully and artistically [Níl amhras faoi ach go gcuireann an leagan úr seo go mór le hoidhreacht an scéil agus go ndéanann sé an oidhreacht sin a athbheochan go tuisceanach agus go healaíonta.].<ref name=":16">{{Cite web|url=https://www.tara.tcd.ie/tara8/server/api/core/bitstreams/3c20175a-7631-44b2-8b0f-f454edd712b4/content|title=An Artistic Retelling of Deirdre's Tale and the Defeat of Conor Review of Deirdre or the Ship of Mac Uisnigh by Darach Ó Scolaí [Athinsint Ealaíonta ar Oidhe Dheirdre agus ar Ansmacht Chonchúir Léirmheas ar Deirdre nó Loingeas Mhac Uisnigh le Darach Ó Scolaí]|last=Whelton|first=Marie|date=2024|website=The Review [An Reiviú], Language Studies [Léann Teanga]|access-date=25 September 2025}}</ref></blockquote> === Works for Young Readers === Meadhbh Ní Eadhra said of ''Bodach an Chóta Lachna'' that it was "Beautiful Irish, but easy to understand for young readers."<ref>Ní Eadhra, Meadhbh. In ''Gaelscéal'', qtd. in "Bodach an Chóta Lachna" https://leabharbreac.com/en/shop/oige-en/7-8/bodach-an-chota-lachna/.</ref> == Awards and Honors == Ó Scolaí's works are regularly nominated and make the short list for prizes, an honor in itself, but they are generally not listed here unless they are named as the first-place winner in their category. === Oireachtas Prize === The Oireachtas Prize is the literary prize awarded by [[wikipedia:Oireachtas_na_Gaeilge|Oireachtas na Gaeilge]], the annual arts festival dedicated to Irish language, arts and culture. Darach Ó Scolaí has won the Oireachtas Prize for Literary Fiction three times, once for ''An Cléireach'' (''The Clerk'') in 2007, for ''Súil an Daill'' (''The Eye of the Blind'') in 2021 and for ''Bódléar'' in 2024. * 2007, for ''An Cléireach'' (trans., ''The Clerk'') — “(a special prize commemorating the 400th anniversary of the foundation of Coláiste na nGael in Louvain, awarded under the auspices of the Franciscan Province of Ireland). The prize of €10,000 was the largest prize ever awarded to an Irish language novel [(duais speisialta chomórtha 400 bliain bhunú Choláiste na nGael i Lobháin a bronnadh faoi urraíocht Phroibhinse Phroinsiasach na hÉireann). Ba é an duais €10,000 sin an duais ba mhó a bronnadh riamh ar úrscéal Gaeilge].”<ref name=":18" /> * 2021, for ''Súil an Daill'' (''The Eye of the Blind'') * 2024, for ''Bódléar'' === Ó Shúilleabháin Award, Irish language “Book of the Year” === The first prize of this award includes €5,000 to the publisher and €2,500 to the author of the winning work.<ref name=":10">{{Cite journal|date=15 August 2023|title=20 saothar san iomaíocht do ‘Leabhair Ghaeilge na Bliana 2023’|url=https://tuairisc.ie/20-saothar-san-iomaiocht-do-leabhair-ghaeilge-na-bliana-2023/|journal=Tuairisc}}</ref> * ''An Cléireach'' (''The Clerk'').<ref>{{Cite web|url=http:/www.gaelport.com/uploads/documents/edition19.html|title=Eagrán / Edition 19 - 04 11 2008|date=4/11/2008|website=Internet Archive|archive-url=https://web.archive.org/web/20130525011340/http:/www.gaelport.com/uploads/documents/edition19.html|archive-date=25 May 2013|access-date=25 August 2025}}</ref> * ''Táin Bó Cuailnge'', 2018. * ''Bódléar'', 2025. ==== De Bhaldraithe Award ==== The Gradam de Bhaldraithe is awarded to the best work in translation.<ref name=":10" /> * ''Cuairt San Nioclás,'' a translation of Clement Clarke Moore's ''A Visit from St. Nicholas'', or "'Twas the Night Before Christmas."<ref name=":10" /> ==== Other ==== * Walter Macken Prize, for ''Coinneáil Orainn'' (trans., ''We'll Keep Going''), 2005 * Bháiteir Uí Mhaicín Memorial Award, for ''Coinneáil Orainn'' (trans., ''We'll Keep Going''), 2005<ref>{{Cite news|url=https://www.irishtimes.com/gaeilge/tuarascail/duais-oireachtais-1.501571|title=Oireachtas Prize: Over €50,000 was awarded to writers in the Oireachtas Literary Competitions at an event in Dublin last night. Winners… [Duais Oireachtais: Bronnadh breis agus €50,000 ar scríbhneoirí i gComórtais Liteartha an Oireachtais ar ócáid i mBaile Átha Cliath aréir. Bhuaigh…]|work=5 October 2005|access-date=15 October 2025}}</ref> * BBC Stewart Parker Award, for ''Coinneáil Orainn'' (trans., ''We'll Keep Going''), 2006 * The Aodán Mac Póilín Commemorative Prize, for ''Táin Bó Cuailnge'' (trans., ''The Cattle Raid of Cooley''), 2017 == External Links == * Leabhar Breac website: https://leabharbreac.com/en/ * Leabhar Breac Facebook pages: * Rosg website: [http://www.rosg.ie/en/ <nowiki>http://ww</nowiki>w.rosg.ie/en/] * Art on the Island (Ealaín ar Oileán) website, archived at the Wayback Machine: https://web.archive.org/web/20130601000520/http://ealainaroilean.ie/ 31 March 2012, 1 June 2013 and 8 January 2014 * Darach Ó Scolaí's website Archived 25 September 2015 at the Wayback Machine: https://web.archive.org/web/20150925103456/http://darachoscolai.ie/ * Youtube video of [https://www.youtube.com/watch?v=OlP2AmSBzXc Breandán Ó Cróinin introducing Deirdre at the book launch] in the pub Tigh Mholly (Molly’s House). == Primordial Ooze == * Known for his sensitivity to language and voices. * Finish scanning through JSTOR * Scan through Irish Times, 56 hits * Check Goodreads * Check YouTube (In the spring of 2013, the arts programme Imeall interviewed the author on TG4.) * Check both Wikipedias for pages on the origins of the retold tales (like Deirdre) and link to this article * Propose link from University of Galway page once Darach’s is up * Write Irish National Biography (<nowiki>https://www.dib.ie</nowiki>) to propose an article about Darach once the Wikip article is done? See what they say. * Link to Ó Scolaí from the Wikipedia * Make sure links '''to''' Wikipedia in the actual encyclopedia work right === Not Placed Yet === * "So here are the books that Irish people love the most! [Mar sin seo iad na leabhair is gile leis na Gaeil!]" — "32. An Cléireach – Darach Ó Scolaí (2)" [18 books got 2 votes, and then they're alphabetized by author's last name, so the 32 of 34 doesn't signify the specificity it seems to]<ref name=":14">{{Cite journal|last=Ó Murchú|first=Eoin P.|date=9 June 2017|title=Na 30 leabhar Gaeilge is fearr leis na Gaeil. [The 30 best Irish books for Irish people]|url=https://nos.ie/cultur/leabhair/an-30-leabhar-gaeilge-is-fearr-leis-na-gaeil/|journal=Nós}}</ref> * "Below is a list of those 111 works – a list that shows a great deal of diversity in the reading habits of Irish speakers.Here is a list of those 111 works – a list that shows a great deal of diversity in the reading habits of Irish speakers [Anseo thíos tá liosta den 111 saothar sin – liosta a léiríonn éagsúlacht an-mhór i nósanna léitheoireachta Gaeilgeoirí.Anseo thíos tá liosta den 111 saothar sin – liosta a léiríonn éagsúlacht an-mhór i nósanna léitheoireachta Gaeilgeoirí]." "Corto Maltese – Hugo Pratt (aistrithe ag Darach Ó Scolaí)"<ref name=":14" /> * "Ceann eile de bhuaicphointí na hÉigse a bheidh sa seisiún le Darach Ó Scolaí, duine d’úrscéalaithe móra na Gaeilge, agus duine de chomhbhunaitheoirí teach foilsitheoireachta Leabhar Breac. [Another highlight of the Éigse will be the session with Darach Ó Scolaí, one of the great Irish language novelists, and one of the co-founders of the publishing house Leabhar Breac.]"<ref name=":17">{{Cite journal|last=Nós|date=4 May 2023|title=Éigse na Bruiséile le filleadh i mí na Bealtaine. [Éigse na Bruséile to return in May]|url=https://nos.ie/cultur/eigse-na-bruiseile-le-filleadh-i-mi-na-bealtaine/|journal=Nós}}</ref> === Things Taken Out for Now === “’The play is a comedy about language, lies, bureaucracy and Gaeltacht grants, in the tradition of Myles na Gcopaleen,’ according to Norma-Jean Kenny in the ''Galway Advertizer'', ‘in which the author comments and criticizes the institutions of the Irish language in Ireland without ceasing.’" Supposedly a quotation by Gearóid Denvir reviewing ''Táin Bó Cuailnge'' for ''Comhar'' (but I don't find it in the article): This book has long been needed by Irish language readers and there is no doubt that it will become a classic in time and surpass Thomas Kinsella’s English version. This version remains faithful to the language of the original while at the same time finding an appropriate language in today’s Irish. Ó Scolaí masterfully overcomes the difficulties of the original’s rhetorical difficulties and the versions of the original poetic texts are extremely effective.[supposedly <ref name=":15" />] “The biggest prize ever awarded for a novel in Irish was presented at a special ceremony in the National Concert Hall in Dublin, today (Thursday, 4 October 2007). Darach Ó Scolaí, writer, artist & playwright from Casla, Co. Galway, was awarded €10,000 for his literary novel, ‘An Ardscoil’. This work, under the new title ‘An Cléireach’, will be launched at Oireachtas na Samhna in Westport in November. This is the first novel from his pen, a story set in the late seventeenth century. This competition was sponsored by the Franciscan Province of Ireland.” (archive, Oireachtas na Gaeilge site, 04 October, 2007) ''Súil an Daill'' (trans., ''The Eye of the Blind''), Leabhar Breac, 2021. number 2 in ''Comhar'' literary magazine’s list of best books of 2021. '''{6}.''' *William Shakespeare, ''Romeo agus Juliet'' (trans. of ''Romeo and Juliet''), Leabhar Breac, 2016. *Jonathan Swift, ''Camchuairt Ghuilivéir'' (trans. of ''Gulliver's Travels''), Leabhar Breac, 2016. *Hugo Pratt, ''Corto Maltese'' '''''Flag of Bones (Bratach na gCnámh) Series''''' Leabhar Breac published the Bratach na gCnámh series of books for young readers. Written in French by Alain Surget, illustrated by Annette Marnat and translated by Darach Ó Scolaí, this series uses the history of Caribbean Sea pirates<ref>{{Cite web|url=https://leabharbreac.com/en/product-category/alain-surget/|title=Alain Surget Archives|website=Leabhar Breac|language=en-US|access-date=2025-09-30}}</ref>: *Alain Surget, ''Éalú as Páras'' (''Escape from Paris''), Annette Marnat (Illustr.), Leabhar Breac, 2011. * Alain Surget, ''Oilean na Siorcanna'' (''Shark Island''), Annette Marnat (Illustr.), Leabhar Breac, 2011. * Alain Surget, ''Long na dTaibhsi'' (''Ship of the Ghosts''), Annette Marnat (Illustr.), Leabhar Breac, 2011. * Alain Surget, ''San Ochtapas Dubh'' (''In the Black Octopus''), Annette Marnat (Illustr.), Leabhar Breac, 2013. * Alain Surget, ''San Ionsai ar Veracruz'' (''The Attack on Veracruz''), Annette Marnat (Illustr.), Leabhar Breac, 2013. '''''For "First Readers" (children to 6 years old or so)''''' These books were written originally in Catalan by Spanish author Enric Lluch Girbés and translated into Irish by Ó ScolaÍ: *Enric Lluch, ''Ag Péinteáil an Tí'' (''Painting the House''), Anna Clariana (Illustr.), Leabhar Breac, 2017. *Enric Lluch, ''An Colúr Bacach'' (''The Lazy Dove''), Anna Clariana (Illustr.), Leabhar Breac, 2017. *Enric Lluch, ''An Phluais'' (''The Cave''), Anna Clariana (Illustr.), Leabhar Breac, 2017. *Enric Lluch, ''Madra Dhaideo'' (''Grandpa's Dog''), Anna Clariana (Illustr.), Leabhar Breac, 2017. *Enric Lluch, ''Fiacail Mháire'' (''Mary's Tooth''), Anna Clariana (Illustr.), Leabhar Breac, 2017. '''''Bruno Heitz''''' Leabhar Breac published a series of 3 Heitz books for small children. Published originally in French, this series of three comic books is about a blind mole named Cáitín Chaoch in Irish (and ''Louisette la taupe'' in French).<ref>{{Cite web|url=https://leabharbreac.com/en/product-category/bruno-heitz-en/|title=Bruno Heitz Archives|website=Leabhar Breac|language=en-US|access-date=2025-10-02}}</ref> Ó Scolaí translated these: *Bruno Heitz (author and illustr.), ''Práinneach'' (''Urgent''), Leabhar Breac, 2020 *Bruno Heitz (author and illustr.), ''Preab san Aer'' (''Bounce in the Air''), Leabhar Breac, 2020. '''''Books for Toddlers''''' Leabhar Breac has published 14 books written by French author Orianne Lallemand's and illustrated by Eleonore Thuillier, about Lallemmand's popular character Loup, Wolf. These are translated by Ó Scolaí: *Orianne Lallemand, ''An Mac Tire a Raibh Faitios an Domhain Air'' (trans. of ''The Son Who Saw the World in His Eyes''), Eleonore Thuillier  Illustr.), Leabhar Breac, 2018. *Orianne Lallemand, ''Macan agus an Goban'' (trans. of ''Macan and the Goblin''), Eleonore Thuillier (Illustr.), Leabhar Breac, 2018. * Orianne Lallemand, ''A Mac Tíre a Chuaigh go Tóin na Farraige'' (trans. of ''The Wolf Who Went to the Bottom of the Sea''), Éléanore Thuillier  (Illustr.), Leabhar Breac, 2019. '''''Board Books (for babies)''''' J. C. (Joan Carles) Girbés Aparisi is a Catalan author and editor. These books were written in Catalan and translated by Ó Scolai. *J. C. Girbés, ''An Phicnic'' (''The Picnic''), Silvia Ortega (Illustr.), Leabhar Breac, 2013. * J. C. Girbés, ''An Chóisir'' (''The Party''), Silvia Ortega (Illustr.), Leabhar Breac, 2013. *J. C. Girbés, ''Lá Mór Fada'' (''A Long Day''), Silvia Ortega (Illustr.), Leabhar Breac, 2014. *J. C. Girbés, ''Tabhair Leat do Leabhar'' (''Bring Your Book''), Silvia Ortega (Illustr.), Leabhar Breac, 2014. ==== Gradam Réics Carló ==== The Réics Carló prize is awarded for the best book in the Irish language for young readers. It is named for one of the characters of 20th-century writer [[wikipedia:Cathal_Ó_Sándair|Cathal Ó Sándair (Charles Saunders)]]. * ''An Bradán Feasa'' was “shortlisted for the Réics Carlo award 2010.”<ref name=":9" /> == References == {{reflist}} ctulnyoir2vk6dnzksjbz4weznk7x94 2841548 2841547 2026-10-19T16:20:24Z Scogdill 1331941 /* Coats and Jackets */ 2841548 wikitext text/x-wiki {{Short description|Dress worn by Queen Victoria at her wedding to Prince Albert in 1840}} = Sandbox = Page to draft revisions for Wikipedia articles. For Gwladys Robinson, see Gwladys Lowther Robinson, [[Social Victorians/People/Ripon|Marchioness of Ripon]] and, earlier, [[Social Victorians/People/Lowther|Countess of Lonsdale]] ==References== {{reflist|2}} [[Category:1840 works]] [[Category:Royal wedding dresses|Victoria Queen]] [[Category:1840s fashion]] [[Category:British royal attire]] [[Category:Dresses in the Royal Collection of the United Kingdom|Victoria, Wedding]] [[Category:Diamond Jubilee of Queen Victoria]] = Victorian fashion = == Notes and Quotes == * Women followed Paris fashion in Europe and America, but London tailors led the way for men’s fashion. The Industrial Revolution actually impacted men’s fashion more than women’s. * Sewing machines in factories began mass producing cheap clothing for the largest group in the population, working class men. * Ready-made clothing affected the social structure, the economy, and gender differentiation. * Paper patterns, introduced in fashion magazines that targeted women, along with domestic sewing machines had more impact on women’s fashion than men’s. Haute couture was still bespoke (being individually constructed by tailors or dressmakers or fashion houses like Maison Worth). Sewing Machines and Clothes Before the industrial revolution wealthy people paid others to sew their clothes by hand and those who were of much lower economic status did all the manual labor necessary to feed and clothe the rich minority. The working class had to make all their own clothes. Sewing, however, came at the end of the process.  They began with raw wool cut from the backs of sheep or gathering flax.  Only the wealthy could afford to buy fabric.  They followed processes for cleaning and spinning the wool into thread and the processes of soaking and pulling out the fibrous strips to make into thread for linen fabric. After they had thread, it was tied to a loom so it could be woven into cloth.  Then it had to be cut or torn into pieces. For many families scissors were a luxury. And the last step is sewing the pieces together to create a garment. Machines could not only sew, they could process the raw materials into thread and weave it into fabric much  quicker. Regarding clothing, working class men and their families benefitted greatly from ready-made clothes. Manufacturers marketed to them because they were the largest class. For example,<blockquote>–Men’s shirts, made by machine, take 3 hours and 10 minutes each to do; by hand, 15 hours and 20 minutes; a lady’s dress, by machine, takes 12 hours 4 minutes; by hand 20 hours 35 minutes; . . . a common frock-coat, by the machine occupies 17 hours 20 minutes; by the hand, 27 hours and 40 minutes: a linen vest, by machine, 3 hours 44 minutes; by hand 7 hours 18 minutes; a fine overcoat, by machine, 28 hours 13 minutes; by hand 31 hours 20 minutes; . . . <ref>Mitchell, Rebecca, ed. "22. 'Progress of the Sewing Machine,' ''Bow Bells'' (19 April 1865), p. 283." Part 6: Production and Industry. ''Fashioning the Victorians: A Critical Sourcebook''. Bloomsbury Visual Arts, 2018.</ref></blockquote> === Industrial Revolution and Technological Advancements === * the railroad * mass production of fabrics for working-class men's clothing ** Jacquard looms * sewing machines * aniline dyes, including black === Expanding Middle Class === * gender roles getting more clearly defined and rigid (referring back to page overview) === French Revolution === Sarah Gharmallah Alzahrani and Safia Abdelaziz Saroukh (https://www.researchgate.net/profile/Safia-Saroukh/publication/385099194_The_Semiotic_Dimension_of_Men's_Fashion_in_Modern_Eras/links/671686fbd796f96b8ec4f90e/The-Semiotic-Dimension-of-Mens-Fashion-in-Modern-Eras.pdf):<blockquote>The 19th century started with a fashion landscape that was changing dramatically and rapidly from the styles of a generation earlier. The French Revolution brought fashions that had been emerging since the 1780s to the forefront. Neoclassicism now defined fashion as both men and women taking inspiration from classical antiquity. For women, the high-waisted silhouette in lightweight muslin was the dominant style, while fashionable men looked to the tailors of Britain for a new, refined look [17]. [17]  Franklin, H. (Aug 18, 2020). Published on Jun 25, 2020, Retrieved: <nowiki>https://fashionhistory.fitnyc.edu/1800-1809/</nowiki> 11/11/2023. Edited. ...</blockquote>Brent Shannon:<blockquote>"Costume," wrote Max Beerbohm in 1896, "enables us to classify any 'professional man' at a glance, be he lawyer, leech or who not" (24–25). A man's profession and class were read by his jacket, his hat, what he rode in, and how he carried himself. "Perhaps there is a tendency among Englishmen to judge a man too much by the shape of his hat or the kind of collar he wears," conduct author John Wanamaker confessed; "But one must remember that in England if you ''wear'' the wrong thing, you will probably ''do'' the wrong thing, and generally ''be'' the wrong thing" (1).¹¹ Such assertions were predicated on the powerful Victorian conviction that outward appearance reflected inner qualities.<ref>{{Cite book|title=The Cut of His Coat: Men, Dress, and Consumer Culture in Britain, 1860–1914|last=Shannon|first=Brent Alan|publisher=Ohio University Press|year=2006|location=Athens, Ohio}}</ref> (148)</blockquote> ==Women's fashion== == Men's fashion == (Two intros: one to Victorian Fashion, giving background for both women's and men's fashions; two to the decades for men's fashion) Among the influences on men's styles: * differentiation of genders (domestic ideology, ideology of the spheres) * the "Great Male Renunciation," the French Revolution and English tailoring * industrial revolution: mass production of fabrics and articles of clothing, especially for working-class men * sports and country clothing * Albert Edward, Prince of Wales, later King Edward VII, influence went beyond England; tailors led by him led fashion for the upper classes * then later, cult of youth * military uniforms * comfort and convenience * evolving definitions of gender, both femininity and masculinity evolved as concepts. The changing definitions of masculinity affected men's clothing. For the growing and rising middle classes, gender roles became more and more rigid around the concept of the separate spheres, the public for men and the private sphere for women. Cultural sources for men's clothing and men's fashion: industrial revolution; expanding middle class; technological advancements; an association in the culture between outward appearance and inward nature; French Revolution; Albert Edward, Prince of Wales Citation for Victorian Hell: <ref name=":29">{{Cite web|url=https://victorianhell.substack.com/p/victorian-mens-fashion-history-and|title=Victorian Men’s Fashion History and Clothing Guide|last="It's Monty, Actually"|date=31 October 2025|website=Victorian Hell|access-date=7 September 2026}}</ref> === Frock coats === * Apostol Mănescu, politician, wearing a frock coat, butterfly tie, black waistcoat with button chain and light coloured pants, drainpipe type. Circa 1866. Photo by Franz Duschek.jpg (1866)[[File:Apostol Mănescu, politician, wearing a frock coat, butterfly tie, black waistcoat with button chain and light coloured pants, drainpipe type. Circa 1866. Photo by Franz Duschek.jpg|thumb|Romanian (?) Politician, c. 1866, ill-fitting but probably handmade suit|center]] Full-length portrait of two young men wearing frock coats with sashes and pistols at their waists LCCN2006689564.tif (right)[[File:Full-length portrait of two young men wearing frock coats with sashes and pistols at their waists LCCN2006689564.jpg|thumb|1860, American, young men with frock coats, performers??|center]] * George Augustus Henry Sala.jpg (Mathew Brady, 1855–1865) * [[File:George Augustus Henry Sala.jpg|center|thumb|George Augustus Sala, 1855–1865, LoC]] ==== Dress and Conduct Manuals, Histories, Victorian Theory, Catalogs ==== # [Baker, William Henry.]  ''Clothes Dictionary''. Chicago, Ill.: Cahn, Wampold, 1901. https://commons.wikimedia.org/wiki/File:Clothes_dictionary;_(IA_clothesdictionar00bake).pdf. # [[c:File:Hint's_about_men's_dress,_right_principles_economically_applied_(IA_hintsaboutmensdr00barr).pdf|Hint's about men's dress, right principles economically applied (IA hintsaboutmensdr00barr).pdf]] (book, conduct manual, American, 1888) #[https://upload.wikimedia.org/wikipedia/commons/6/69/Fashion-_the_power_that_influences_the_world_%28IA_fashionpowerthat00foxg%29.pdf?utm_source=commons.wikimedia.org&utm_campaign=index&utm_content=original Fashion- the power that influences the world (IA fashionpowerthat00foxg).pdf] (1871) (American, incl court dress, Victorian fashion theory, livery, "White, as it is the color of day, is expressive to us of the cheerfulness or gaiety which the return of day brings." [145], "Gentlemen's Furnishing and Goods," "Head and Foot Covering," Index) # [https://upload.wikimedia.org/wikipedia/commons/a/ae/How_to_behave_and_how_to_amuse._A_handy_manual_of_etiquette_and_parlor_games_%28IA_howtobehavehowto00sand%29.pdf?utm_source=commons.wikimedia.org&utm_campaign=index&utm_content=original How to behave and how to amuse. A handy manual of etiquette and parlor games (IA howtobehavehowto00sand).pdf] (1895; American; Men's Dress, p. 23; besides conduct and dress, it has parlor games) # [https://upload.wikimedia.org/wikipedia/commons/8/8e/The_etiquette_of_men%27s_dress_%28IA_etiquetteofmensd00cluc%29.pdf?utm_source=commons.wikimedia.org&utm_campaign=index&utm_content=original The etiquette of men's dress (IA etiquetteofmensd00cluc).pdf] (1888; American; some ads; anthology of individually written articles; lots of sports, outdoor events; search for "frock" — cutaway vs Prince Albert) #[https://upload.wikimedia.org/wikipedia/commons/e/e9/S.W._Silver_%26_Co.%27s_handbook_for_transatlantic_travellers_.._%28IA_swsilvercoshandb00silv%29.pdf?utm_source=commons.wikimedia.org&utm_campaign=index&utm_content=original S.W. Silver & Co.'s handbook for transatlantic travellers .. (IA swsilvercoshandb00silv).pdf] (1883; American; lots of ads from SW Silver, with prices; has blank pages where ppl can write "Introductions" and "Engagements," but this is not a conduct book, it's travel guide / catalog to London) #[https://upload.wikimedia.org/wikipedia/commons/f/f6/How_we_go_to_those_who_cannot_come_to_us.._%28IA_howwegotothosewh00roge%29.pdf?utm_source=commons.wikimedia.org&utm_campaign=index&utm_content=original How we go to those who cannot come to us.. (IA howwegotothosewh00roge).pdf] (Roger, Peet & Co.; American; catalog, spring 1891; pp. 11, clerical frock; 7 "Prince Alberts" double-breasted frocks; p. 23 shirts as underwear; has a thing on fitting and mail order; bathing suits, collars and cuffs; tennis shoes) == Victorian Men's Fashion (Intro to the Men's Fashion Section) == Museums and other historical sites have plenty of women’s clothes from the nineteenth century. There is great variety in both outer wear and underwear. “Men’s garments of the Victorian period have survived in far less quantity than women’s.” Buck p. 185 More waistcoats have survived than any other garment. The hardest garment to find are trousers. Very few survived the nineteenth century. Buck p. 185 By 1850 trousers dominated the fashion for men; the trouser straps under the shoe had disappeared; and a fly front had replaced the fall-front. Buck 185 It took most of the nineteenth century for men’s fashion to evolve into the coat, trousers and vest (waistcoat) that dominated the twentieth century and appears to be unchanging in the twenty-first century. “Men’s clothing, like women’s, was specific to each occasion and type of activity during the late nineteenth century.” Payne2, p. 518 For example, formal wear for social events was different from the casual, everyday wear for upper middle class and aristocratic men. Victorians also dressed in ensembles for hunting and riding (included knickerbockers–breeches that had a fuller cut). Casual and looser clothing was worn when participating in sports. Many different cuts of coats were available, like the Norfolk jacket, the morning coat, or the sack coat. “Tailored wool garments , originally inspired by the clothing of English country gentry, formed the backbone of men’s wardrobes in the early nineteenth century.” Men’s clothing began to change from styles that were colorful and flamboyant in the eighteenth century to styles that emphasized cut over color. By the end of the century men’s clothing had settled into a kind of uniform with coats and trousers usually made of the same fabric, often with a vest or waistcoat of the same fabric. The uniform included a shirt with a stiff collar, a necktie and very little jewelry. It took the entire nineteenth century to change to a rather static style that is still worn today. Ready-made clothing affected the social structure, the economy, and the gender differentiation. David Kutcha traces the origin of the 3-piece men's suit to King Charles II of England, who may be said to be wearing a coat, pants and a waistcoat, but otherwise is not wearing a "suit" we — or the Victorians — would recognize as such: <blockquote>... since 1666, male gentility has been associated with modesty and plainness in dress. Eschewing fashion as an increasingly feminized realm Charles II's vest inaugurated a new and essentially modern era of masculine aesthetics, one that reversed a long-held association between elaborate display and high social status. Manly thrift now displayed elite status.<ref>{{Cite book|title=The Three-Piece Suit and Modern Masculinity, England 1550–1850|last=Kutcha|first=David|publisher=University of California Press|year=2002|location=Berkeley and Los Angeles}}</ref> (2)</blockquote>So it's really Cromwell who should get credit?? The French Revolution caused both men and women to change stylistic direction radically. For one generation, stylish women wore simple white muslin dresses without foundation garments underneath. The changes in men's fashion was more lasting: men turned away from the ornamentation and ruffles of the ''ancien régime'', choosing instead understated and subtle tailoring to indicate good taste and wealth. Poole "comfort and convenience" — trousers, sack coats, collars and cuffs without a shirt, wool rather than silks and satins; knee breeches constantly riding up men as leaders of fashion, in spite of our sense that men didn't do fashion in the way that women did, were more serious than that === Dandy Stuff === Beau Brummell: "Men began to aspire to fine cutting, tailoring, and perfect fit in their clothes, flawless grooming and manners in themselves. The Englishman George Bryan (Beau) Brummell deserves much credit for the ideal of meticulous masculine appearance."<ref name=":25">{{Cite book|title=The History of Costume: From Ancient Mesopotamia Through the Twentieth Century|last=Payne|first=Blanche|last2=Winakor|first2=Geitel|last3=Farrell-Beck|first3=Jane|publisher=Addison-Wesley Longman|year=1992|isbn=0-06-047141-7|edition=2nd|location=New York, New York}}</ref> (458) "From 1796 to 1816, the Beau set the pattern for cleanliness and liberal use of starch." (459) === Gender Ideologies === '''Victorian gender ideologies''' relegated men to the "public sphere" and women to the "domestic sphere." (??) More than that “the cult of youth . . . the secularization of sport and the influence of modern warfare in generating men’s fashions, the tendency to prefer modern ideas of comfort and convenience, and the transformation of fashion knowledge and fashion urbanism from print to hyperreality”<ref name=":26">McNeil, Peter. "Men's Fashion: 1800–2022." Chapter 22. ''The Routledge History of Fashion and Dress, 1800 to the Present''. Routledge, 2024. https://opus.lib.uts.edu.au/bitstream/10453/182707/2/Men%27s%20Fashion%20200822_24_12_20_09_29_44.pdf DOI: 10.4324/9780429295607-27.</ref> (McNeil 1 or 411) changed the perceptions of masculinity and femininity. === Class === The growing middle class involved among other things more and more jobs and careers for young men as clerks, office workers, they were junior, subordinate, and they were commuting on the railroads from suburbs. Carolyn Kirby:<blockquote>In western Europe the fashion for plain dark suits coincided with the rise of the affluent middle-classes in a world where the pace of industrialisation and the globalisation of trade was accelerating as never before. The sharp, dark business suit became the last word in male power-dressing. And so it remains to this day.<ref name=":27">{{Cite web|url=https://historiamag.com/invent-masculine-fashion/|title=The invention of masculine fashion|last=Kirby|first=Carolyn|date=3 December 2025|website=Historia: Magazine of the Historical Writers' Association|access-date=25 August 2026}}</ref></blockquote> === Bertie === Albert Edward, Prince of Wales was very concerned with fashion and authoritative about it, with a very specific eye to small details. He was increasingly influential in men's fashion from the last third of the 19th and into the 20th century, and many noticed what he did and copied him.<blockquote>When that great lover of pleasure, Edward VII, visited Marienbad incognito as the Duke of Lancaster, he was followed by tailors from Paris, Budapest, Vienna, and Berlin who photographed him and took notes about his clothes. Edward VII introduced many [423–424] novelties into men’s fashion. ... He is also credited with making fashionable the creased trouser in 1909 (his groom dried them with a board weight after heavy rain, resulting in the line), turned-up cuff trouser (after hitching his trouser bottoms at a dirty racing track) and, as his girth grew, undoing the bottom button of his waistcoat."<ref name=":26" /> (424)</blockquote>Cowles<blockquote>The Prince was not just ‘a swell’. In the jargon of the day he was ‘a heavy swell’, and apparently there was a world of difference between the two terms. A swell was a rich young aristocrat who lived in extreme comfort; but a heavy swell added showmanship to the comfort and lived in a stylish luxury that even the French were obliged to envy. And of course the heavy swell was the acme of sartorial elegance. The Prince did not mind changing his dress half a dozen times a day. He loved clothes, and since whatever he chose to wear became the prevailing fashion overnight, he soon was regarded as an expert on the subject. His tailor-in-chief made a fortune. For many years he patronised a Mr. Poole. He discovered this gentleman by accident. He went to the theatre one night to see a well-known actor by the name of Fecher playing ‘Robert Macaire’. As an impecunious adventurer [129–130] Fechter was obliged to wear a coat that was torn and dirty, but Bertie’s expert eye noticed the elegant cut. At the end of the performance he asked Fechter for the name of his tailor, and Mr. Poole’s future was assured. The Prince had so many clothes he could never travel with less than two valets; and two more valets were left at home cleaning, brushing and pressing his vast wardrobe. There were suits and coats for every variation of every climate the world over. There were over a hundred pieces of headgear; and since Bertie was an honorary admiral and an honorary general of most of the countries of Europe, there was an entire room devoted to uniforms, sashes, epaulettes, belts, buckles, swords, feathers and other regalia. ... Men’s clothes became of such importance that new [130–131] shops sprang up like mushrooms in Savile Row, Clifford Street and Bond Street. Most of the Prince’s innovations were inspired by comfort and convenience. He altered the cut of the evening dress waistcoat, he shortened the tails on the tail coat, he left his frock coat open (due to an increasing girth), he introduced the black homburg, and he attended race meetings, not in the frock coat hitherto ''de regueur'' but in tweeds. He tried having his trousers creased down the sides rather than the front and back, in order to hide his bandy legs, but this idea did not catch on, and he soon discarded it himself. But the prince was not the only arbiter of men’s fashions. The band of  "heavy swells" who followed his lead gave him plenty of competition. Lord Raglan and Lord Petersham invented coats which are still named after them. Lord Dupplin the dinner jacket and Lord Cardigan the button-up sweater. But Lord Hardwicke made the most spectacular contribution. Men’s silk hats were made of beaver which was left in its original rough, shaggy state. Lord Hardwicke polished his hat until he could see his face in it, and consequently was known as "Glossy Top". He is responsible for the top hat as we know it today.<ref name=":28">{{Cite book|title=Gay monarch, the life and pleasures of Edward VII|last=Cowles|first=Virginia|publisher=Harper|year=1956|location=New York, New York|archive-url=https://archive.org/details/gaymonarchlifepl0000cowl/}}</ref> (129–131)</blockquote> === Men’s Clothing 1830–1900 (Intro to the Decades) === “Tailored wool garments , originally inspired by the clothing of English country gentry, formed the backbone of men’s wardrobes in the early nineteenth century.”<ref name=":25" /> (458) Men’s clothing began to change from styles that were colorful and flamboyant in the eighteenth century to styles that emphasized cut over color. By the end of the century men’s clothing had settled into a kind of uniform with coats and trousers usually made of the same fabric, often with a vest or waistcoat of the same fabric. The uniform included a shirt with a stiff collar, a necktie and very little jewelry. It took the entire nineteenth century to change to a rather static style that is still worn today. (this is middle-class men for day wear?) The silhouette for men sometimes followed the same line as women’s clothing on the top half of their bodies. For example, as women’s sleeves grew into the huge leg-of-mutton fullness, the shoulders of men’s coats also had added fabric to make a pouf at the shoulder, thus emphasizing a broad shouldered look across the front. Men’s silhouettes changed subtly without the exaggerated fullness of women’s skirts or the raising and lowering of the neckline. Once men began to wear trousers, they did not go back to formal knee breeches (except in European courts or for court wear for Victoria). The line of men’s garments changed in smaller increments than women’s. Coats and trousers might fit tighter in some decades and looser in others. They were slim, then boxy, flared, then straight and evolved into the contemporary line we see on men today. Men's fashions in the 19th century have been less researched than women's fashions, in part because of fewer artifacts of what men wore were saved in museums for study. Photography, the first century that we have actual images (rather than artists' interpretations) of what people wore. ==== Court and Formal Dress ==== Livery, working class Formal dress was separate attire, used for specified occasions, varies by decade ==== Shirts ==== Shirts and collars separated: "by 1827 detachable collars became available."<ref name=":25" /> (477) Shirts were considered more like underwear early in the century but by the end of the 1800s, they were becoming the outside garments popular in the twentieth and twenty-first centuries. Neck treatments (and shirt cuffs) Shirts were treated as underwear early in the century but by the end of the 1800s, they were becoming the outside garments popular in the twentieth and twenty-first centuries. ==== Coats and Jackets ==== The 1901 ''Clothes Dictionary'' says coats were "The principal garment of men's attire."<ref name=":30" />{{rp|10}} Several styles of coats were available to fashion-conscious aristocratic and upper-middle-class men. Men’s suits in this period were tailor made, fitted to one specific man. The factories, however, knew that the vast majority of men were working class and began to manufacture and sell ready-made shirts, coats and trousers. More clothes were available for working men and they cost less. The cheaper work clothes enabled upper-working-class men to own more than one set of clothes and to have more formal clothes for church or other events. Ready-made shirts were also available in generic sizes, small, medium and large. Generic sizing speeded up the mass production process and, since little of the shirts could be seen, they did not need custom fitting. Almost all of the coats Victorian men wore could be single or double breasted, with a couple of exceptions like morning coats and Norfolk jackets. On more formal occasions upper-class men wore a '''cutaway morning coat''' with light trousers during the daytime, and a dark '''tail coat''' and trousers in the evening. (define these terms) According to Payne, "During the early 1820s tailcoats were the most popular type of coat."<ref name=":25" />{{rp|474}} ==== Frock Coats ==== [[File:Frock coat MET CI38.23.39 F.jpeg|alt=Old-fashioned coat hanging on a mannequin|thumb|Frock coat, 1840, American]] Frock coats were introduced in the 1820s and worn throughout the nineteenth century with only minor changes to the line or fit. Sleeves were full at the top and waists were tight, creating an hourglass form. Initially frock coats were tightly fitted and closed with buttons. The more tailored frock coats had a waist seam and a flared skirt almost to the knees. The rate of fashion change notable in women's fashion was true for men's clothing as well. The frock coat persisted for a century, but it was in a state of constant (but subtle) evolution, with collars and lapels, coat length, the waist seam, the fullness of the coat itself as well as the sleeve, color, patterns like stripes or plaids. A Prince Albert is a double-breasted, very well-tailored, form-fitting frock coat.<ref name=":30">[Baker, William Henry.] ''Clothes Dictionary''. Chicago, Ill.: Cahn, Wampold, 1901. https://commons.wikimedia.org/wiki/File:Clothes_dictionary;_(IA_clothesdictionar00bake).pdf.</ref> (33) Gentlemen, clergy, military Men around the world and especially in the British Empire wore frock coats: images and descriptions exist of men wearing frock coats in India<ref>Woodyatt, Nigel Gresley. ''Under Ten Viceroys; The Reminiscences of a Gurkha''. London: H. Jenkins Limited, 1922. Pp. 31, 107, 1774.</ref>, Iran (Persia at that time)<ref>Sparroy, Wilfrid. ''Persian children of the royal family; the narrative of an English tutor at the court of H. I. H. Zillus-Sultán, G.C.S.I''. London and New York, J. Lane, 1902. Pp. 11, 29, 30.[https://upload.wikimedia.org/wikipedia/commons/d/d1/Persian_children_of_the_royal_family%3B_the_narrative_of_an_English_tutor_at_the_court_of_H._I._H._Zillus-Sult%C3%A1n%2C_G._C._S._I_%28IA_persianchildreno00sparrich%29.pdf?utm_source=commons.wikimedia.org&utm_campaign=index&utm_content=original https://upload.wikimedia.org/wikipedia/commons/d/d1/Persian_children_of_the_royal_family%3B_the_narrative_of_an_English_tutor_at_the_court_of_H._I._H._Zillus-Sult%C3%A1n%2C_G._C._S._I_%28IA_persianchildreno00sparrich%29.pdf].</ref>, Japan<ref>Watson, W. Petrie. ''Japan, Aspects and Destinies''. New York, Dutton: 1904. P. 7, 19, 31.</ref>, Egypt and Turkey<ref>Butler, Alfred Joshua. ''Court Life in Egypt''. London: Chapman and Hall, 1887. P. 7.</ref>, .... ==== Trousers ==== Breeches: Men’s bifurcated garment that ended just below the knee Trousers: men’s bifurcated garment that went down to the ankles or foot The most sweeping change in men’s fashion before 1820 was in the length of their pants. Trousers that went from waist to foot were so much more comfortable and popular than knee breeches that they replaced what had dominated men’s wear since the sixteenth century. And trousers have been worn for over two centuries now. They were originally tailored but began to be mass produced. Although the aristocracy were required to wear knee breeches at court, they wore trousers more than they wore breeches, and they could afford to have their suits and shirts hand sewn and individually. Working class men had to contend with small, medium, and large from mass production. This bifurcated garment was modified in specific places, like the length, the fullness over the hips or the width of the leg. In summer trousers were lighter in color — "grayish blue, aqua and pearl gray." (Payne 2, 505) In winter trousers mixed darker colors like "steel gray and brown, black and brown, and black and green." (Payne 505) More on summer colors, winter colors? [Find quote about QV's men's court dress and the men being so cold] ==== Waistcoats ==== Victorian men put their creativity, color and specialty fabrics into their waistcoats. At the beginning of the century men's waistcoats were made from specialty fabrics, like velvet or brocade or a patterned silk, sometimes two at the same time: "During the 1820s and 1830s, men sometimes wore two waistcoats, in combinations like white velvet over rose-and-gold brocade."<ref name=":25" /> (474) Long after coats and trousers were made from the same dark wool, waistcoats continued to be colorful, making them the focus of the ensemble. By the end of the 19th century waistcoats made from the same fabric as the trousers and coat dominated men’s fashion. 1880s: "The term vest now applied to all but low-necked formal styles, which were still called waistcoats." (Payne 2 528) [[File:Homosexualitywilde.jpg|thumb|Oscar Wilde and Bosie Douglas, straw boater and derby, 1894]] ==== Overcoats ==== Overcoats became a significant fashion element and many styles were seen throughout the century. <ref name=":24" />Kay, Fiona and Neil R. Storey, ''Victorian Fashions for Women'', Pen & Sword History, Yorkshire - Philadelphia, 2022 Surtout: "An overcoat cut in the style of a frock coat."<ref name=":30" /> (39) ==== Hats ==== The upper-class continued to wear top hats, and [[bowler hats]] (known in America as a derby) were worn by the working class. 1830s This class of men also wore round cloth caps, often seen on male children. The straw boater was the most popular hat by the end of the century and was worn by all of the classes. Men wore [[top hats]], with wide brims in sunny weather. 1830s - 1900 Top hats briefly became the very tall "stovepipe" shape, but a variety of other hat shapes were popular. Homburgs, deerstalkers and “Trilbies” were also popular. Buck, p. 198-199 (George de Maurier novel ''Trilby'') Hats were ''de rigueur'' for all Victorians, all classes, all ages, all genders. ==== Shoes ==== [[File:Men's fashion silhouette of 1837.jpg|thumb|Men's coats, 1837]] [[File:Lev Wittgenstein by F. Kruger.JPG|thumb|Lev Wittgenstein by F. Kruger, 1836]] === 1830s and 1840s === For men's fashion, the 1830s and 1840s were dominated by a defined waist, lean limbs and tall hats. Working-class men had been wearing trousers for some time, but by the 1830s and '40s, middle- and upper-class men generally wore frock coats and trousers for casual or less formal attire in the city. In the country, what they wore depended on what they were doing — hunting, riding, shooting and so on.[[File:Man's Frock Coat LACMA M.2007.211.61 (1 of 4).jpg|alt=Male mannequin wearing a light-colored thigh-length coat similar to a suit jacket and a top hat|thumb|Men's frock coat, c. 1845]] [[File:Stockholms mode-journal- Tidskrift för den eleganta werlden 1847, illustration nr 2.jpg|thumb|Stockholm's fashion magazine, 1847]]Some men wore corsets during this time, so the waist was nipped in and the skirt of the frock coat flared out. The sleeves of their coats and jackets were slightly puffed at the shoulders. The trouser legs were straight with a strap under the instep. The figure on the left in the fashion plate from ''Modes de Paris Journal des Tailleurs'' (right) illustrates this silhouette very clearly as well as the frock coat, the strap under the instep, and the puffed shoulders. ==== Coats and Jackets ==== Frock coats had become fashionable for day wear in the 1820s<ref name=":25" />{{rp|474}} and were worn throughout the century. In the 1830s frock coats were tightly fitted and closed with buttons. The more tailored frock coats had a waist seam and a flared skirt almost to the knees. The main changes in frock coats in these two decades were in the colors and the neck treatments (collar and lapels). Initially frock coats were not necessarily black. They could be colorful — like "plum, mulberry, brown, bright blue, and bottle green" — with "contrasting velvet collars."<ref name=":25" />{{rp|474}} The truly bright, saturated colors made possible by synthetic dyes, however, were a couple of decades away still and were never used for frock coats. Middle- and upper-class men limited their use of tailcoats to evening wear and more formal occasions. A cutaway morning coat was worn with light trousers during the daytime, and a dark tail coat and trousers was worn in the evening. ==== Shirts ==== Shirts were made of linen or cotton with low collars, occasionally turned down, and were worn with wide [[cravats]] or neck ties. Before shirts were mass produced, they were tailored for upper and wealthy middle-class men. ==== Trousers ==== Trousers or long pants had been introduced and were eagerly accepted by men because they were more comfortable and looser than the tight-fitting knee breeches and coats from earlier in the century. They were originally tailored but began to be mass produced. Although the aristocracy were required to wear knee breeches at court, they wore trousers more than they wore breeches. Aristocrats and upper middle class could afford the well-tailored cut and fit of individually hand sewn trousers and coats. "Trousers of the 1830s fit quite snugly ..., but in the 1840s they became looser."<ref name=":25" /> (477) Knee breeches still existed, but only for court wear, riding and country wear (in the form of knickerbockers). ==== Waistcoats ==== waistcoat; vest “Waistcoats [or vests] remained colorful, decorative items in men’s wardrobes after the rest of their costumes had become plain.” (Payne 2 460-462) They could be single- or double-breasted, with shawl or notched collars, and might be finished in double points at the lowered waist. Collars gradually lowered over the course of the two decades. Often the colorful vests were decorated with fur or velvet collars. ==== Overcoats ==== Men wore a variety of topcoats or overcoats. Overcoats were built like frock coats, but longer. The redingote was most popular in the 1830s and 1840s. Redingotes had a rolled collar, sleeves with fullness at the shoulders and upper arm and narrow at the elbows to the wrist. It was fitted at the waist and reached mid-calf. ==== Original Text ==== During the [[1840s in fashion|1840s]], men wore tight-fitting, calf length [[frock coat]]s and a [[waistcoat]] or vest. Sleeves were full at the top and waists were tight, creating an hourglass form. For more formal occasions, a cutaway morning coat was worn with light trousers during the daytime, and a dark tail coat and trousers was worn in the evening. Shirts were made of linen or cotton with low collars, occasionally turned down, and were worn with wide [[Cravat (early)|cravat]]s or neck ties. Men wore [[top hat]]s, with wide brims in sunny weather. === 1850s === The 1850s revealed several industrial inventions that significantly impacted clothing. First, the Industrial Revolution began (and still does today) with machines to weave fabric and machines to sew fabrics. Manufacturers quickly learned that the majority of the population was working class. Theirs were the simplest, least trimmed garments made in the nineteenth century. Second, mass production of shirts, trousers and coats changed how most people shopped for clothes. The aristocracy and upper middle class folks could still have their clothes made to specifically fit their bodies. Manufacturers knew that they could not mass produce clothing for each individual’s body. They invented generic sizing in small, medium, and large. They could, therefore, produce many more items of clothing with generic sizing. Third, Isaac Singer patented and began to manufacture home or domestic sewing machines (treadle machines) enabling more form-fitted '''dresses''' to be constructed for an individual’s specific shape and size. The fourth item to impact fashion and clothing was the invention of the paper pattern. These were introduced in fashion magazines targeting women. Almost all women were taught to sew by hand, whether they were aristocrats or working class. Sewing machines enormously speeded up the '''process of constructing from hours to minutes'''. Finally, aniline dyes made colors brighter and longer lasting. Prints and stripes, checks and plaids, fabrics had much more vibrant color with aniline dyes. The Industrial Revolution impacted the working class and changed their lives the most. children's clothes? Women made men's clothing too According to Judith Flanders, working-class men's clothes could be colorful. For example drivers of hansom cabs () dressed more up-scale, and drivers of hackneys () did not.<blockquote>While hackney drivers were also considered to be stereotypically shabby, hansom-cab drivers were generally represented as smartly dressed. A print in 1850 showed a driver in a snappy brown coat instead of the coachman’s heavy multiple-caped outfit, pale green striped trousers, short boots and top hat, the [167–168] reins held daintily in his gloved hands. Both cab and coach drivers wore top hats, but cabbies of a sporting bent later switched to bowlers, and in summer donned bright checked outfits.<ref name=":23">{{Cite book|title=The Victorian City: Everyday Life in Dickens' London|last=Flanders|first=Judith|publisher=Thomas Dunne Books|year=2012|location=New York, New York}}</ref> (167–168 [of 972])</blockquote> A variety of silhouettes was seen in the 1850s. Trousers were long and slim with a strap under the instep of the shoe. ==== Coats and Jackets ==== "Although the frock coat was worn throughout the century, it lost its dominant position in the 1850s, when the morning coat began to replace it."<ref name=":29" /> A jacket shorter than the frock coat or morning coat that had visible pockets began to be worn in about 1850. Cutaway tail coats were still reserved for formal occasions. All of these coats could be single or double breasted. They were called “ditto suits” by those who wore them because the coat, trousers, and waistcoat were all made from the same fabric. There were morning coats and cutaway morning coats; there were Norfolk jackets and ditto suits. The most formal were the cutaway tail coats for evening wear and balls; and the least formal were the boxy shaped sack coats. By the 1860s, it had become the most popular casual coat. ==== Shirts ==== During the [[1850s in fashion|1850s]], men started wearing shirts with high upstanding or turnover [[collar (clothing)|collars]] and [[necktie#Four-in-hand|four-in-hand necktie]]s tied in a bow, or tied in a knot with the pointed ends sticking out like "wings." ==== Trousers ==== Trousers had fly fronts and breeches were used for formal functions and knickers (short pants fuller cut than breeches) for horseback riding. Men's choice to wear trousers is an instance of the importance of comfort and convenience outweighing style and presentation, a value that increased in importance through the 20th century. ==== Waistcoats ==== Waistcoats remained the one garment that could be brightly colored and copiously trimmed on exotic fabrics. Waistcoats show that men were concerned with decorative elements in their ensemble. ==== Notes & Quotes ==== * transition from frock coats to ditto suits, 1850s (Payne, 463) ==== Hats ==== The upper-class continued to wear top hats, and [[bowler hat]]s were worn by the working class. Caps ==== Overcoats ==== Overcoats were cut fuller with wider sleeves and no extra fullness at the shoulder. Unlike the redingote, the overcoats had straight seams to the knee length. Many had wide lapels that reached below the waist. Working class men and their families benefitted more from the industrial revolution in regards to clothing.  Manufacturers marketed to them because because they were the largest class. [[File:Gazette of Fashion, February 1865, RP-P-2009-2675.jpg|thumb|1865, Frock coats, etc. (Paris)]] [[File:Gazette of Fashion, October 1864, RP-P-2009-2673.jpg|thumb|1864, Frock coats, etc., Paris]] [[File:Broadway fashions, New York LCCN2003677917.jpg|thumb|Butterick, Spring-Summer 1866, Broadway Fashions]] [[File:Four young men wearing frock coats - DPLA - 4706a21c9267c45034d51c8fc5309251 (page 1).jpg|thumb|1860s, working class?, ill fitting, frock coats, trousers, shirts, vest, derby hats]] === 1860s === [[File:Corporal frock coat 1862 med.jpg|thumb|Corporal frock coat 1862, 9-botton military]]The 1860s saw fewer inventions that influenced or changed the way people were acquiring clothes. But the changes begun by mass production continued with the working class. Little changed for the higher classes, except maybe paper patterns and sewing machines. The different shape and size in clothing continued to provide slightly different silhouettes for men in the upper and middle classes. As women's clothes grew more complex in cut and style, men's clothes became simpler in cut and style. ==== Coats and Jackets ==== Individualized fittings continued for upper class and wealthy middle class clients. (Working class as well as middle and upper class.) Working class was well over 60% of the population. For the largest class, ready-made garments were ideal for men and women who were working class. For the two upper classes morning coats still led the way but frock coats were still in demand and worn in business and more casual situations. Leisure wear like knickers and ditto suits became more popular in the 1860s. Haute couture wanted every occasion or event to have special clothing. In some ways men dressed more alike (coat, trousers, waistcoat) and in some ways there was more variety in the cut of their coats and in the manufactured clothing they could buy. Many upper class men still had their shirts custom made. Frock coats were shortened to knee-length and were worn for business, while the mid-thigh length [[sack coat]] slowly displaced the frock coat for less-formal occasions, with the overall effect of a looser silhouette. The Prince of Wales: "For the countryside such as at Sandringham, he permitted an informal dress code. The Henry Poole ledger marked as 'HRH 1865' is for an evening coat without tails, the first 'dinner jacket.'"<ref name=":26" /> (424) ==== Shirts ==== Ready-made shirts rarely were seen since shirts were more underwear than outerwear. Factories began to make and sell detachable collars and cuffs. It was more convenient to replace collars and cuffs each day than the time it took a servant (working class) to wash and starch enough to look like the celluloid many of those collars were made of. ==== Trousers ==== Trousers were cut full and boxy during most of the 1850s and 1860s. The strap under the shoe disappeared and trouser legs reached the back of the heel in length. Knickers were still worn for hunting or riding and breeches were still ''de rigueur'' at court. ==== Waistcoats ==== Waistcoats remained decorative and worn with most of the coats that were popular. The young “dandies” wore the most colorful and decorated waistcoats. These “dandies” gave their highest priority to their appearance. They were the avant garde of haute couture for men. ==== Necks Treatments ==== In the [[1860s in fashion|1860s]], men started wearing wider neckties that were tied in a bow or looped into a loose knot and fastened with a stickpin. ==== Hats ==== Top hats briefly became the very tall "stovepipe" shape, but a variety of other hat shapes were popular. ==== Overcoats ==== The single-breasted redingote continued in popularity among the aristocracy and upper middle-class.  These coats were often “in colors such as plum, mulberry, brown, bright blue, and bottle green . . . [with] contrasting velvet collars.” Payne2 p. 474 [[File:Mens Coats 1872 Fashion Plate.jpg|thumb|upright|Drawing of Victorian men 1870s]] [[File:Ashurst frock coat.jpg|thumb|Ashurst Frock coat]] [[File:Grand Duke Alexis Alexandrovich of Russia Wearing a Frock Coat; Standing (fbc266c2feca43f6ad5b44e031635a8d).tif|alt=Old photograph of a man wearing a dark thigh-length coat similar to a suit coat with light-colored trousers|thumb|Grand Duke Alexis Alexandrovich of Russia Wearing a Frock Coat, c. 1872]] [[File:Caillebotte Hugot.jpg|thumb|Portrait of Paul Hugot, 1878]] [[File:Oscar Wilde (1854-1900), by Hills & Saunders, Rugby & Oxford 3 april 1876.jpg|thumb|Oscar Wilde, 1876, ditto suit]] [[File:FrockCoat.jpg|thumb|English frock coat, 1870s]] === 1870s === To correct and prevent errors being made in court dress, in 1875 the Lord Chamberlain published ''Dress Worn by Gentleman at Her Majesty's Court'', "a summary of regulations for court uniform and dress."<ref>{{Cite book|url=https://www.google.com/books/edition/Dress_worn_by_Gentlemen_at_Her_Majesty_s/pvrbQCXq0MEC?hl=en|title=Dress worn by Gentlemen at Her Majesty's Court|last=Britain)|first=Victoria (Queen of Great|date=1875|language=en}}</ref> This is the kind of thing Bertie really cared about. Define court dress. A portly, boxy silhouette was sought for most of the 1870s. Older men whose stomachs had spread outward and thus looked prosperous to the Victorians were the ideal for men’s high fashion. Sack coats and trousers were cut a little wider in the legs. Corduroy for trousers and muslin for shirts was often used in working class clothing. ==== Coats and Jackets ==== There were minor changes to some of the coats Victorian men wore. Frock coats were shortened to the knee. Sack coats (or ditto coats — the forerunner of the suits worn by men in the western cultures of the twentieth and twenty-first centuries) were found to be so comfortable that most men of the upper and middle classes had a ditto suit. Men still wore morning coats and the aristocracy still wore cutaway coats with trousers to parties and balls but cutaway coats with knee breeches at court. ==== Shirts ==== Although ready-made shirts were available, the upper and middle classes still wore bespoke clothing hand-made, with better fabric and an excellent fit but stitched on machines. The suits and shirts made for the working class were of cheaper fabrics. ==== Trousers ==== Most men were wearing trousers  all of the time (except at court) and have worn them ever since. Trousers had button flies by the 1870s which most men found to be much more convenient than laces. Trousers did not “ride up” the leg in the way that knee breeches did when dancing or sitting. If a man did not have fashionable legs, they could be obscured behind trousers. ==== Waistcoats ==== White waistcoats began to be worn by men. Black were also worn when mourning. Changes in the waistcoat could be seen but were very subtle. For example, collars were lowered as the neckline grew deeper and deeper in front, revealing more of the fancy vest. ==== Overcoats ==== A longer version of the standard overcoat, “sometimes with fur collar, cuffs, and lining” was often worn for warmth. Payne2 p. 519 Added to overcoats, “Chesterfield coats were single-breasted, with fly fronts and velvet collars.”  Payne2 p. 519 ==== Original Text ==== During the [[1870s in fashion|1870s]], three-piece suits grew in popularity along with patterned fabrics for shirts. Neckties were the four-in-hand and, later, the [[Ascot tie]]s. A narrow ribbon tie was an alternative for tropical climates, especially in the Americas. Both frock coats and sack coats became shorter and more form fitting. Flat straw boaters were worn when boating. [[File:Elliott & Fry10a.jpg|thumb|William Gladstone, 1887, morning coat]] [[File:British politicians gambling at Ascot Wellcome V0050378.jpg|thumb|British Politicians Gambling at Ascot, 1884]] [[File:Scribner's magazine (1887) (14595087238).jpg|thumb|1887, types of American servants]] === 1880s === The silhouette narrowed and straightened. That is, the line went straight down without the flare of skirts on the coats. This smooth line had few decorations. Men wore hardly any jewelry. They might have a boutonniere or a ring.  Suits were not  decorated. All coats were straighter and shorter. Depending on the time of day, the Prince of Wales might change his clothes (thus, his silhouette) up to six times per day,<ref name=":28" /> (129) and some aristocrats and upper-class men would follow his lead. ==== Coats and Jackets ==== Although the frock coat was worn throughout the nineteenth century, the single fabric sack suit was worn for casual wear and was beginning to be seen as a businessman’s suit.  Morning coats were still in use for some events as well as casual occasions. The modern tuxedo or Cowes jacket appeared and was worn for formal occasions. The tuxedo is still worn as formal dress today. ==== Shirts ==== Shirts were still custom made for the rich and the working class bought ready-made shirts. The shirt remained basically the same but it could handle the different neck treatments.  Even mass produced shirts could have buttons or button holes for detachable collars and cuffs. ==== Trousers ==== Trouser legs began to decrease in width as the coat became narrower and emphasized strong vertical lines. ==== Waistcoats ==== During the 1880s waistcoats were called vests [is it regional?] and much of their bold trim and colorful fabric disappeared and vests were constructed from the same fabric as the coat and trousers. The business suit for men developed in the 1880s and was firmly established in the 1890s. ==== Overcoats ==== Versions of topcoats increased, adding an ulster overcoat for travel and an Inverness coat with up to five cape collars and a high curved collar. Double breasted topcoats were popular and some were knee-length and some calf-length. ==== Original Text ==== During the [[1880s in fashion|1880s]], formal evening dress remained a dark tail coat and trousers with a dark waistcoat, a white bow tie, and a shirt with a winged collar. In mid-decade, the dinner jacket or [[tuxedo]], was used in more relaxed formal occasions. The [[Norfolk jacket]] and tweed or woolen breeches were used for rugged outdoor pursuits such as shooting. Knee-length topcoats, often with contrasting velvet or fur collars, and calf-length overcoats were worn in winter. Men's shoes had higher heels and a narrow toe. [[File:American fashions - The Jno. J. Mitchell Co. Litho., New York. LCCN2006676665.jpg|thumb|Fashion plate from the Jno. J. Mitchell Co., New York, 1899]] [[File:Alfred Milner Vanity Fair 1897-04-15.jpg|thumb|Alfred Milner, 1897, Leslie Ward ("Spy"), for Vanity Fair]] [[File:Nobl-08.jpg|thumb|Sherlock Holmes, 1892, Sidney Paget]] [[File:PUK1894page380rector poor.jpg|thumb|Rector and Drinker, 1894]] === 1890s === The dominant silhouette for men became the sack suit in the 1890s and while changes in the sack have been subtle, it remains the dominant silhouette today. ==== Coats and Jackets ==== “Sacks became ''the'' favored style of suit coat,”(Payne2, p. 532) especially among the younger men. Frock coats were associated with older men along with the cutaway coat. There were many more choices for sports wear and leisure wear than ever before. Norfolk jackets were often worn while hunting. Most informal styles could be purchased ready made. The rich still had their clothing custom made by tailors but even working class men could purchase most ready-made versions of the coats, trousers, and vests. ==== Shirts ==== Shirts could be made of patterned fabric as well as solid colors and white.  Shirts were beginning to be acceptable as outer wear especially when worn as sporting clothing. ==== Trousers ==== Early in the 1890s, “slim, straight trousers were news.” (Payne 2, p. 532) Trousers could be plaid or checked as well as the same fabric as the coat and vest. ==== Waistcoats ==== Fancy fabrics and bold trim were not seen much as the more subdued vest dominated the fashion scene. ==== Neck Treatments ==== In the 1860s, men started wearing wider neckties that were tied in a bow or looped into a loose knot and fastened with a stickpin. ==== Overcoats ==== “Topcoats included fingertip-length styles made of twill covert cloth. Single-breasted, fly-front overcoats were fashionable too. Roomy overcoats with fur linings and collars warmed the wealthy. Inverness overcoats remained in vogue.” Payne2, p.532 ==== Original Text ==== Starting from the [[1890s in fashion|1890s]], the [[blazer]] was introduced, and was worn for sports, sailing, and other casual activities.<ref>{{cite web|last=Landow|first=George|url=http://www.victorianweb.org/art/costume/90s/2.html|title=Men's informal sporting dress, late 1880s and '90s}}</ref> Throughout much of the Victorian era most men wore fairly short hair. This was often accompanied by various forms of facial hair including moustaches, side-burns, and full beards. A clean-shaven face did not come back into fashion until the end of the 1880s and early 1890s.<ref>{{cite web|url=http://www.victorianweb.org/art/costume/nunn21.html|title=Victorian Men's Fashions, 1850–1900: Hair}}</ref> Distinguishing what men really wore from what was marketed to them in periodicals and advertisements is difficult, as reliable records do not exist.<ref name="shannon597">{{cite journal|last=Shannon|first=Brent|title=Refashioning Men: Fashion, Masculinity, and the Cultivation of the Male Consumer in Britain, 1860–1914|journal=Victorian Studies|year=2004|volume=46|issue=4|pages=597–630|doi=10.1353/vic.2005.0022}}</ref> === Notes === *Men's suits buttoned higher up than today (Payne, 467) * Norfolk jackets and sack suits (Payne, 471) * formal attire, tuxedos with tails, cutaways (Payne, 469) * Keith Middlemas (https://archive.org/details/storyoffiesta00huxf/page/200/mode/2up?q=fashion) *Brent Shannon. "Refashioning Men: Fashion, Masculinity, and the Cultivation of the Male Consumer in Britain, 1860–1914." Victorian Studies 46, no. 4 (Summer 2004): 597–630. == Hats and headwear == [[File:Ford.madox.brown.last.emma.study.jpg|thumb|''Emma Hill'' by [[Ford Madox Brown]] (1853), a woman wearing a later version of the [[poke bonnet]]]] [[File:Hoed,_objectnr_KA_1237.tif|left|thumb|Perched bonnet style of the early 1870s.]] Hats were crucial to a respectable appearance for both men and women. === Men's Hats === The top hat, for example, was standard formal wear for upper- and middle-class men.[Payne] According to Blanche Payne, "The high top hat, usually black or dark gray, had reached its characteristic shape by 1798 and dominated the entire nineteenth century." (457–58) Although top hats were the dominant hat in the 19th century, other hats became popular for working classes and lower income middle class. “The style of an individual’s hat varied, depending on fashion and their social position, as well as their profession or chosen activity..” ''Goodman 53 of 460'' Other hats that became necessary and popular include the Derby, the straw Boater, and a flat cap with a short brim. In many cases the class, work activity and income could be determined by what kind of hat was on the head of the wearer. For some men, a hat supporting a particular sport or team was important. The Derby or Bowler hat was designed by William and Thomas Bowler, brother shopkeepers in 1849. ''(Goodman 55 of 460)'' It cost less than a top hat but  lasted longer and was soon worn by middle class bankers and clerks. Straw boaters were worn by the aristocracy for casual events and working class factory workers and agricultural laborers. By 1901 working class men had changed their preference to the flat caps which became the most popular hat for the workers. Headdress for men was an essential part of dress for the entire period of the Victorian age, from the 1830s through the end of the century. Judith Flanders describes the hats worn by men in London, <blockquote>It is difficult to bear in mind the importance of hats as not only markers of class and income, but also as indicators of respectability. [509–519] [George Augustus] Sala commented that "every" man throughout the history of the world "must, necessarily and habitually, wear some kind of covering to his head". Postmen wore hats, small children wore hats, field labourers and market gardeners wore hats, cricketers, skaters — all sportsmen — wore hats. It was, self-evidently, impossible to go outdoors without one. ... Those in professional occupations wore pot hats, as did clerks and all those with pretensions to middle-class status. Even doctors' delivery boys wore battered hand-me-down pot hats: "the nap rusty, the band a mournful strip of tarnished lace; but still a Hat", which "stamps him as being associated, in however slender a manner, with a learned profession". Cloth caps were for labourers, for costers and for boys. ... Artisans wore caps made out of paper, which they folded [510–511] themselves and so could easily replace as they became dirty.<ref name=":23" /> (509–511 [of 972]) </blockquote>A pot-hat is a kind of derby or bowler in men's hats. (Lewandowski, 237) ==== Original Text ==== Hats were crucial to a respectable appearance for both men and women. The top hat, for example, was standard formal wear for upper- and middle-class men.<ref name=":4">{{Cite book |last=Steele |first=Valerie |url=https://archive.org/details/fashioneroticism0000stee |title=Victorian Fashion. Fashion and Eroticism: Ideals of Feminine Beauty from the Victorian Era to the Jazz Age |publisher=Oxford University Press |year=1985 |isbn=978-0-19-503530-8 |pages=[https://archive.org/details/fashioneroticism0000stee/page/51 51]–84 |url-access=registration}}</ref> For women, the styles of hats changed over time and were designed to match their outfits. === Women's Hats === For a discussion of the history of plumes and feathers, see [[Social Victorians/Victorian Things#Ostrich Plumes and Prince of Wales's Feathers|Ostrich Plumes and Prince of Wales's Feathers in ''Victorian Things'']]. ==== Original Wikipedia Text ==== During the early Victorian decades, hats were modest in size and design, straw and fabric bonnets being the popular choice. [[Poke bonnet]]s, which had been worn during the late [[Regency period]], had high, small crowns and brims that grew larger until the 1830s, when the face of a woman wearing a poke bonnet could only be seen directly from the front. They had rounded brims, echoing the rounded form of the bell-shaped hoop skirts. Bonnets shrunk at the end of the 1860s and moved to a perched position in the early 1870s as hairstyles grew in scale and intricacy. This led to the popularization of hats, which became the headwear of choice for the remainder of the Victorian era.<ref name="g4223">{{cite book |last=Cunnington |first=Cecil Willett |title=English Women's Clothing in the Nineteenth Century |date=1990-05-01 |publisher=Courier Corporation |isbn=0-486-26323-1 |publication-place=New York |page=}}</ref> [[File:The_London_and_Paris_ladies'_magazine_(Apr_1885)_03.png|thumb|Flower pot style hat of 1885.]] The 1880s saw a hat inspired by the top hat for women known as the flowerpot hat, and the 1890s saw the popularity of the boater. The hats of the late Victorian era were covered with elaborate creations of silk flowers, ribbons, and above all, exotic plumes; hats sometimes included entire exotic birds that had been stuffed. Many of these plumes came from birds in the Florida everglades, which were nearly made entirely extinct by overhunting. By 1899, early environmentalists like [[Adeline Knapp]] were engaged in efforts to curtail the hunting for plumes. By 1900, more than five million birds a year were being slaughtered, and nearly 95 per cent of Florida's shore birds had been killed by [[Plume hunting|plume hunter]]s.<ref>{{cite web|title=Everglades National Park|url=https://www.pbs.org/nationalparks/parks/everglades/|archive-url=https://web.archive.org/web/20090927085907/http://www.pbs.org/nationalparks/parks/everglades/|url-status=dead|archive-date=27 September 2009|publisher=PBS|access-date=7 November 2011}}</ref> == Shoes == The women's shoes of the early Victorian period were narrow and heelless, in black or white satin. By 1850s and 1860s, they were slightly broader with a low heel and made of leather or cloth. Ankle-length laced or buttoned boots were also popular. From the 1870s to the twentieth century, heels grew higher and toes more pointed. Low-cut pumps were worn for the evening.<ref name=":4" /> == Cosmetics == [[Victorian-era cosmetics]] were typically less obvious than ours. However, small amounts of pale face powder or powdered blush were widely used.<ref>{{Cite book |last=Goodman |first=Ruth |title=How to be a Victorian |date=2014 |publisher=Penguin Books |isbn=978-0-670-92136-2 |location=London}}</ref> Tints were sometimes added to face creams. Some cosmetics contained toxic or caustic ingredients like lead, mercury, ammonia, and arsenic {{Citation needed|date=October 2025}}. Hair color ==Mourning black== {{See also |Mourning stationery}} [[File:The royal children in mourning Mar 1862.jpg|thumb|Victoria's five daughters (Alice, Helena, Beatrice, Victoria and Louise), photographed wearing mourning black beneath a bust of their late father, Prince Albert (1862)]] [[File:Mourning dress MET 50.40.3a-b front CP4.jpg|alt=Black Victorian mourning dress|thumb|Mourning Dress, 1894–95]] In Britain, black is the colour traditionally associated with mourning for the dead. The customs and etiquette expected of men, and especially women, were rigid but evolving during much of the Victorian era. The expectations depended on a complex hierarchy of close or distant relationship with the deceased. (Davidoff) The closer the relationship, the longer the mourning period and the wearing of black. The wearing of full black was known as First Mourning, which had its own expected attire, including fabrics, and an expected duration of 4 to 18 months. Following the initial period of First Mourning, the mourner would progress to Second Mourning, a transition period of wearing less black, which was followed by Ordinary Mourning, and then Half-mourning. Some of these stages of mourning were shortened or skipped completely if the mourner's relationship to the deceased was more distant. Half-mourning was a transition period when black was replaced by acceptable colours such as lavender and mauve, possibly considered acceptable transition colours because of the tradition of [[Church of England]] (and [[Catholic Church|Catholic]]) clergy wearing lavender or mauve [[Stole (vestment)|stoles]] for funeral services, to represent the [[Passion (Christianity)|Passion of Christ]].<ref>{{cite web|title=The Colors of the Church Year|url=http://fullhomelydivinity.org/articles/colors.htm|publisher=Consortium of Country Churches|access-date=6 November 2011|archive-date=13 November 2011|archive-url=https://web.archive.org/web/20111113075214/http://fullhomelydivinity.org/articles/colors.htm|url-status=dead}}</ref> The mourning dress worn by Queen Victoria (below, right) "shows the traditional touches of mourning attire, which she wore from the death of her husband, Prince Albert (1819–1861), until her own death."<ref>{{Cite web|url=https://www.metmuseum.org/art/collection/search/155839?&searchField=All&sortBy=Relevance&deptids=8&ft=queen+victoria&offset=0&rpp=20&amp;pos=2|title=Mourning Dress, 1894–95|last=The Metropolitan Museum of Art|date=7 September 2019|website=The Metropolitan Museum of Art|access-date=7 September 2019}}</ref> Dating from 1894–95, Queen Victoria wore this dress as a result of the death of the eldest son of the Prince and Princess of Wales, Eddy, in line to the throne. === Norms for mourning=== ''Manners and Rules of Good Society, or, Solecisms to be Avoided'' (London, Frederick Warne & Co., 1887) gives clear instructions, such as the following:<ref>{{cite book|last=Flanders|first=Judith|title=The Victorian House|year=2003|publisher=Harper Perennial|location=London|isbn=0-00-713189-5|pages=378–83}}</ref> {| class="wikitable" |- ! Relationship to deceased !! First mourning !! Second mourning !! Ordinary mourning !! Half-mourning |- | Wife for husband || 1-year, 1-month; [[bombazine]] fabric covered with [[Crape|crepe]]; [[widow's cap]], [[lawn cuff]]s, collars || 6 months: less crepe || 6 months: no crepe, silk or wool replaces bombazine; in last 3 months jet jewellery and ribbons can be added || 6 months: colours permitted are grey, lavender, mauve, and black-and-grey |- | Daughter for parent || 6 months: black with black or white crepe (for young girls); no linen cuffs and collars; no jewellery for first 2 months || 4 months: less crepe || – || 2 months as above |- | Wife for husband's parents || 18 months in black bombazine with crepe || – || 3 months in black || 3 months as above |- | Parent for son- or daughter-in-law's parent || – Black armband in representation of someone lost || – || 1-month black || – |- | Second wife for parent of a first wife || – || – || 3 months black || – |} The complexity of these etiquette rules extends to specific mourning periods and attire for siblings, step-parents, aunts and uncles distinguished by blood and by marriage, nieces, nephews, first and second cousins, children, infants, and "connections" (who were entitled to ordinary mourning for a period of "1–3 weeks, depending on level of intimacy"). Men were expected to wear mourning black to a lesser extent than women, and for a shorter mourning period. After the mid-19th century, men would wear a black hatband and black suit, but for only half the prescribed period of mourning expected of women. Widowers were expected to mourn for a mere three months, whereas the proper mourning period expected for widows was up to four years.<ref>{{cite book|last=Flanders|first=Judith|title=The Victorian House|year=2003|publisher=Harper Perennial|location=London|isbn=0-00-713189-5|pages=378–9}}</ref> Women who mourned in black for longer periods were accorded great respect in public for their devotion to the departed, the most prominent example being Queen Victoria herself. It was not uncommon for a widow who did not remarry to wear half-mourning for the rest of her life, except when another death necessitated full mourning. For example, Alexandra, Princess of Wales wore half-mourning for the rest of her life after her eldest son Eddy died in 1894. Empress Elisabeth of Austria did the same, as did Empress Eugénie of France. They reverted to full mourning when appropriate, but they never wore less than half-mourning after their sons' deaths. Women with lesser financial means tried to keep up with the example being set by the middle and upper classes by dyeing their daily dress. Dyers made most of their income during the Victorian period by dyeing clothes black for mourning.<ref>{{cite book|last=Flanders|first=Judith|title=The Victorian House|year=2003|publisher=Harper Perennial|location=London|isbn=0-00-713189-5|page=341}}</ref> == Technological advancement == The technological changes that affected the manufacture and consumption of clothing in the Victorian age included the following: * the mass production of fabrics — for example, "by the early 1850s there were thousands of steam-powered looms churning out millions of miles of fabric every year"  [62] * the invention of aniline dyes, which were much more vibrantly colored and resistant to fading than the natural dyes that had been used. — . Invented by chemist [[William Henry Perkin]] in 1856, the first aniline dye mauveine (or mauve) "wash[ed] the fashionable landscape in a haze of purple."<ref name=":22">{{Cite book|title=The Dress Diary: Secrets from a Victorian Woman's Wardrobe|last=Strasdin|first=Kate|publisher=Pegasus Books|year=2023|location=New York, New York}}</ref> (247) Other intense and, to the Victorians, intensely exciting colors followed, but the new synthetic additions to fabric sometimes included chemicals harmful to their wearers. For example, a "bright-magenta hue was achieved by adding arsenical-based chemicals to existing aniline dyes, brightening the already luminous shades – but these left residues themselves, along with a toxic labour trail in their wake."<ref name=":22" /> (255) Perhaps the most famous of these is arsenic green, used on fabrics, wallpapers, and trim: "The craze for artificial foliage to adorn the heads and dresses of women of fashion in the mid-nineteenth century had seen the proliferation of flower workshops, where young women in their hundreds laboured to produce the lifelike green leaves and blooms that would make a fetching headdress or would trail becomingly across the bodice of a gown. The lushness of the green was achieved by the application of a powder, a pigment that was created by mixing copper and the highly toxic chemical, arsenic trioxide. The physical effects of working with this poisonous compound were horrific. Contemporary medical drawings depict the green hue of the skin and dreadful open lesions on the hands of the maker, whilst the daily gradual ingestion of the powder by the flower girls was eventually fatal."<ref name=":22" /> (255) * the invention of a sewing machine that could be used in the home. Although sewing machines were already in use in the clothing industry, in 1858 Isaac Merritt Singer began to sell "lightweight domestic machines" for home sewing, radically increasing women's control over their own dress.<ref name=":24">{{Cite book|title=Victorian Fashions for Women|last=Kay|first=Fiona|last2=Storey|first2=Neil R.|publisher=Pen & Sword History|year=2022|isbn=978 1 39900 416 9|location=Yorkshire and Philadelphia|pages=}}</ref> (91 [of 298]) * the spread of journalism for women and fashion journalism * the Jacquard loom: "French inventor Joseph-Marie Jacquard’s loom attachment mechanized the weaving of figured fabrics by 1804."<ref name=":25" /> (454) Perhaps not at the same scale as these but as important in 1850s designs was a technology that turned iron into steel, which could then be drawn into fine wires.<ref name=":3">{{Cite book|title=The Culture of Fashion|last=Breward|first=Christopher|publisher=Manchester University Press|year=1995|pages=145–180}}</ref> Steel was refined to a malleable state so that thin blades could be curved into concentric circles (called hoops) and connected with wires to form the cage. Technological advancements not only influenced the economy but brought a major change in the fashion styles worn by men and women. As the Victorian era was based on the principles of gender, race and class.<ref>{{cite journal|last1=Graham|first1=P|title=The Victorian Era|url=https://archive.org/details/in.ernet.dli.2015.261548|journal=Digital Library of India}}</ref> Much advancement was in favor of the upper class as they were the ones who could afford the latest technology and change their fashion styles accordingly. In 1830s there was introduction of horse hair crinoline that became a symbol of status and wealth as only the upper-class women could wear it. In 1850s there were more fashion technological advancements hence 1850s could rightly be called a revolution in the Victorian fashion industry such as the innovation of artificial cage crinoline that gave women an artificial hourglass silhouette without layers of petticoats, which was lighter and more hygienic.<ref>{{cite book|last1=Shrimpton|first1=J|title=Victorian Fashion|publisher=Bloomsbury Shire Publications}}</ref> Synthetic dyes, such as [[mauveine]] (aniline purple), were introduced in 1856, adding bright colours to garments. In 1855's ''[[Haute couture]]'' was introduced as tailoring became more mainstream in years to follow.<ref>{{cite book|last1=Aspelund|first1=Karl|title=Fashioning Society|publisher=Fairchild Books}}</ref> Charles Frederick Worth, a prominent English designer, became popular amongst the upper class though its city of destiny always is Paris. Haute couture became popular at the same time that sewing machines were invented.<ref name="Haute Couture">{{cite book|last1=Martin|first1=Richard|last2=Koda|first2=Harold|title=Haute Couture|publisher=The Metropolitan Museum of Art}}</ref> Princess [[Eugénie de Montijo|Eugenie]] of France wore the Englishman dressmaker, Charles Frederick Worth's couture and he instantly became famous in France though he had just arrived in Paris a few years ago. In 1855, Queen Victoria and Prince Albert of Britain welcomed [[Napoleon III]] and Eugenie of France to a full state visit to England. Eugenie was considered a fashion icon in France. Queen Victoria, who had been the fashion icon for European high fashion, was inspired by Eugenie's style and the fashions she wore.{{Citation needed|date=October 2025}} Later, Queen Victoria also appointed Charles Frederick Worth as her dress maker and he became a prominent designer amongst the European upper class. Charles Frederick Worth is known as the father of the haute couture as later the concept of labels were also invented in the late 19th century as custom, made to fit tailoring became mainstream.<ref>{{cite book|last1=Saillard|first1=Olivier|last2=Zazzo|first2=Anne|title=Paris Haute Couture|publisher=Skira Flammarion}}</ref> By the 1860s, when made-to-fit tailoring was popular in Europe, crinolines were considered impractical. In the 1870s, women preferred more slimmer silhouettes, hence bodices grew longer and the polonaise, a skirt and bodice made together, was introduced. In 1870s the Cuirass Bodice, a piece of armour that covers the torso and functions like a corset, was invented. Towards the end of Victoria's reign, dresses were flared naturally as crinolines were rejected by middle-class women. Designers such as Charles Frederick Worth were also against them. All these inventions and changes in fashion led to women's liberation as tailored looks improved posture and were more practical.<ref name="Haute Couture"/> dressmakers, couturiers, modistes == Home decor == {{main|Victorian decorative arts}} Home decor started spare, veered into the elaborately draped and decorated style we today regard as Victorian, then embraced the retro-chic of [[William Morris]] as well as pseudo-[[Japonaiserie]]. == Myths and Oversimplifications == === Modesty === {{main|Victorian morality}} {{Original research|section|date=May 2008}} [[File:1868-skirt-lengths-girl-ages-Harpers-Bazar.gif|thumb|upright|"The proper length for little girls' skirts at various ages", from ''[[Harper's Bazaar]]'', showing a 1900 idea of how the hemline should descend towards the ankle as a girl got older]]Many myths and exaggerations about the period persist to the modern day. Examples include the idea of men's clothing is seen as formal and stiff, women's as elaborate and over-done; clothing covered the entire body, and even the glimpse of an ankle was scandalous. Critics contend that [[corset]]s constricted women's bodies and lives. Homes are described as gloomy, dark, cluttered with massive and over-ornate furniture and proliferating [[bric-a-brac]]. Myth has it that even piano legs were scandalous, and covered with tiny [[pantalette]]s. === Tight Lacing === Tight-lacing, which was not possible until the development of the grommet in 1828, was famously controversial in the Victorian age, generating many column inches of profitable newspaper copy, in part because it was (and still is) fetishistic and subversive in that adolescent girls used it as a means of rebellion and upper-working- or lower-middle-class shop girls saw it as a means of upward mobility.<ref name=":21">{{Cite book|title=Fashion and Fetishism: Corsets, Tight-Lacing and Other Forms of Body-sculpture|last=Kunzle|first=David|publisher=History Press|year=2013|isbn=978 0 7524 9545 3|location=Stroud, Gloucestershire|pages=}}</ref> (71 [of 1182]) No evidence exists that tight lacing was widespread or particularly dangerous.<ref name=":21" /> () In truth, men's formal clothing may have been less colourful than it was in the previous century, but brilliant [[waistcoat]]s and [[cummerbund]]s provided a touch of colour, and [[smoking jacket]]s and [[robe|dressing gown]]s were often of rich Oriental [[brocade]]s. This phenomenon was the result of the growing textile manufacturing sector, developing mass production processes, and increasing attempts to market fashion to men.<ref name="shannon597"/> Corsets stressed a woman's sexuality, exaggerating hips and bust by contrast with a tiny waist. Women's [[evening gown]]s bared the shoulders and the tops of the breasts. The [[jersey dress]]es of the 1880s may have covered the body, but the stretchy novel fabric fit the body like a glove.<ref>{{cite book |last=Gernsheim |first=Alison |title=Victorian & Edwardian Fashion: A Photographic Survey |year=1981 |publisher=Dover Publications |location=New York |page=65|edition=New |isbn=0-486-24205-6}}</ref> Home furnishing was not necessarily ornate or overstuffed. However, those who could afford lavish draperies and expensive ornaments, and wanted to display their wealth, would often do so. Since the Victorian era was one of increased social mobility, there were ever more ''[[nouveaux riches]]'' making a rich show. The items used in decoration may also have been darker and heavier than those used today, simply as a matter of practicality. London was noisy and its air was full of [[soot]] from countless coal fires. Hence those who could afford it draped their windows in heavy, sound-muffling curtains, and chose colours that didn't show soot quickly. When all washing was done by hand, curtains were not washed as frequently as they might be today. There is no actual evidence that piano legs were considered scandalous. Pianos and tables were often draped with [[shawl]]s or cloths—but if the shawls hid anything, it was the cheapness of the furniture. There are references to lower-middle-class families covering up their [[pine]] tables rather than show that they couldn't afford [[mahogany]]. The piano leg story seems to have originated in the 1839 book, ''A Diary in America'' written by Captain [[Frederick Marryat]], as a satirical comment on American prissiness.<ref>{{cite book |last1=Marryat |first1=C.B. |title=A Diary in America: With Remarks on Its Institutions |date=1839 |publisher=Longman, Orme, Brown, Green, and Longmans |location=London, England |volume=2 |pages=246–247 |url=https://books.google.com/books?id=2-VEAAAAIAAJ&pg=PA246}} From pp. 246-247: "I was requested by a lady to escort her to a seminary for young ladies, and on being ushered into the reception-room, conceive my astonishment at beholding a square piano-forte with four ''limbs''. However, that the ladies who visited their daughters, might feel in its full force the extreme delicacy of the mistress of the establishment, and her care to preserve in their utmost purity the ideas of the young ladies under her charge, she had dressed all these four limbs in modest little trousers, with frills at the bottom of them!"</ref> Victorian manners may have been as strict as imagined—on the surface. One simply did not speak publicly about sex, childbirth, and such matters, at least in the respectable middle and upper classes. However, as is well known, discretion covered a multitude of sins. Prostitution flourished. Upper-class men and women indulged in [[adultery|adulterous]] liaisons. == Gallery == {{gallery |2=A mid-Victorian interior: ''Hide and Seek'' by [[James Tissot]], c. 1877 Image:Winterhalter Elisabeth.jpg|3=Dress designed by [[Charles Frederick Worth]] for [[Elisabeth of Bavaria|Elisabeth of Austria]] painted by [[Franz Xaver Winterhalter]].|4=File:Frith A Private View detail.jpg|5=[[William Powell Frith]]'s painting of 1883 contrasts women's [[Aesthetic dress]] (left and right) with fashionable attire (center).|6=File:Tissot lilacs 1875.jpg|7=Day dress, c. 1875 [[James Tissot]] painting.|8=File:James Abbot McNeill Whistler 011.jpg|9=[[James McNeill Whistler|Whistler]]'s [[Portrait of Lady Meux]], 1882 Image:Jeanna_Samary-Renoir.png|10=[[Pierre-Auguste Renoir|Renoir]]'s portrait of [[Jeanne Samary]] in an [[evening gown]], 1878|11=File:Melville_-_Queen_Victoria.jpg|12=Portrait by [[Alexander Melville (artist)|Alexander Melville]] of [[Victoria of the United Kingdom|Queen Victoria]], 1845|13=File:Henry Treffry Dunn Rossetti and Dunton at 16 Cheyne Walk.jpg|14=An artistic interior: [[Dante Gabriel Rossetti]] reading to [[Theodore Watts-Dunton]] in the drawing room at No. 16 [[Cheyne Walk]], 1882|15=File:Punch - Masculine beauty retouched1.png|16=Men's swimwear: Cartoon from ''[[Punch (magazine)|Punch]]'' by [[George du Maurier]]}} == See also == * [[Emily Clapham]] * [[Victorian decorative arts]] * [[Victorian dress reform]] * [[Victorian morality]] * [[Victoriana]] * [[Women in the Victorian Era]] * [[Charles Frederick Worth]] === Time periods === * [[1830s in fashion]] * [[1840s in fashion]] * [[1850s in fashion]] * [[1860s in fashion]] * [[1870s in fashion]] * [[1880s in fashion]] * [[1890s in fashion]] === Women's clothing === * [[Corset]] * [[Corset controversy]] * [[Tightlacing]] * [[Bloomers (clothing)|Bloomers]] * [[Bodice]] === Contemporary interpretations === * [[Steampunk]] * [[Neo-Victorian]] * [[Lolita Fashion|Lolita]] == References == {{Reflist}} == Further reading == *{{cite book |author=Phipps, Elena| title= ''From Queen to Empress: Victorian dress 1837-1877'' | location=New York | publisher=The Metropolitan Museum of Art | year=1988 | isbn=0870995340| url= http://libmma.contentdm.oclc.org/cdm/compoundobject/collection/p15324coll10/id/69547/rec/235 | display-authors=etal}} * Sweet, Matthew – ''Inventing the Victorians'', St. Martin's Press, 2001 {{ISBN|0-312-28326-1}} == External links == * [http://www.victorians.co.uk/victorian-fashion Victorian Fashion] {{Webarchive|url=https://web.archive.org/web/20180407223711/http://www.victorians.co.uk/victorian-fashion |date=7 April 2018 }} * [https://www.victorianvoices.net/topics/fashion/index.shtml VictorianVoices.net] – Fashion articles and illustrations from Victorian periodicals; extensive fashion image gallery * [http://www.cracked.com/article_19575_5-ridiculous-sex-myths-from-history-you-probably-believe.html Victorian myths] * [http://www.victorianstation.com/lifestylemenu.htm Victorian fashion, etiquette, and sports] {{Webarchive|url=https://web.archive.org/web/20180103162620/http://www.victorianstation.com/lifestylemenu.htm |date=3 January 2018 }} * [http://www.thesmartset.com/article/article12180701.aspx Background on "A Diary in America"] * [http://www.mccord-museum.qc.ca/en/keys/webtours/VQ_P2_17_EN.html Form and Fashion] — the evolution of women's dress during the 19th century (many photographs) * [http://www.mccord-museum.qc.ca/en/keys/games/jeu2/ Educational Game: Mix and Match] — build a 19th-century dress using a virtual mannequin * {{cite web |publisher= [[Victoria and Albert Museum]] |url= http://www.vam.ac.uk/content/articles/v/victorian-dress-at-v-and-a/ |title= Victorian Dress |work= Fashion, Jewellery & Accessories |date= 14 January 2011 |access-date= 2011-04-03}} *[http://cv.vic.gov.au/stories/creative-life/fashion-detective-fashion-fiction-and-forensics/ Fashion detective: Fashion, Fiction and Forensics in nineteenth century Australian fashion] on Culture Victoria {{Timeline of clothing and fashion|state=collapsed}}{{Victorian era|state=collapsed}} [[Category:Victorian fashion| ]] [[Category:19th-century fashion|*]] [[Category:1900s fashion]] [[Category:History of Western fashion]] [[Category:19th century in the arts]] =From ''Women in the Victorian era''= ===Victorian women's fashion=== {{Multiple issues|{{tone|date=March 2023}} {{more footnotes needed|date=March 2023}}|section=y}}{{Further|Victorian fashion}} The ideal Victorian woman was pure, chaste, refined, and modest. This ideal was supported by etiquette and manners. The etiquette extended to the pretension of never acknowledging the use of undergarments (sometimes generically referred to as "unmentionables"). The discussion of such a topic, it was feared, would gravitate towards unhealthy attention on anatomical details. As one Victorian lady expressed it: "[those] are not things, my dear, that we speak of; indeed, we try not even to think of them", in contrast to current norms.<ref>{{cite book |last=Cunnington |first=C. Willett |title=English Women's Clothing in the Nineteenth Century: A Comprehensive Guide with 1,117 Illustrations |publisher=Dover Publications |year=1990 |isbn=978-0-486-26323-6 |pages=20}}</ref> The pretence of avoiding acknowledgement of anatomical realities met with embarrassing failure on occasion. In 1859, the Hon. Eleanor Stanley wrote about an incident where the [[Louisa Cavendish, Duchess of Devonshire|Duchess of Manchester]] moved too quickly while manoeuvring over a [[stile]], tripping over her large [[hoop skirt]]: {{blockquote|[the Duchess] caught a hoop of her cage in it and went regularly head over heels lighting on her feet with her cage and whole petticoats above, above her head. They say there was never such a thing seen – and the other ladies hardly knew whether to be thankful or not that a part of her undergarments consisted in a pair of scarlet tartan [[knickerbockers (clothing)|knickerbockers]] (the things Charlie shoots in) which were revealed to the view of all the world in general and the [[Aimable Pélissier|Duc de Malakoff]] in particular".<ref>{{cite book|last=Cunnington|first=C. Willett|title=English Women's Clothing in the Nineteenth Century: A Comprehensive Guide with 1,117 Illustrations|year=1990|publisher=Dover Publications|isbn=978-0-486-26323-6|pages=20–1}}</ref>}} However, despite the fact that Victorians considered the mention of women's undergarments in mixed company unacceptable, men's entertainment made great comedic material out of the topic of ladies' [[bloomers (clothing)|bloomers]], including men's magazines and music hall skits.<ref>{{cite book |last=Cunnington |first=C. Willett |title=English Women's Clothing in the Nineteenth Century: A Comprehensive Guide with 1,117 Illustrations |publisher=Dover Publications |year=1990 |isbn=978-0-486-26323-6 |pages=22}}</ref> Victorian women's clothing followed trends that emphasised elaborate dresses, skirts with wide volume created by the use of layered material such as [[crinoline]]s, hoop skirt frames, and heavy fabrics. Because of the impracticality and health impact of the era's fashions, a [[Victorian dress reform|dress reform movement]] began among women. The ideal silhouette of the time demanded a narrow waist, which was accomplished by constricting the abdomen with a laced [[corset]]. While the silhouette was striking, and the dresses themselves were often exquisitely detailed creations, the fashions were cumbersome. At best, they restricted women's movements and at worst, they had a harmful effect on women's health. Physicians turned their attention to the use of corsets and determined that they caused several medical problems: compression of the thorax, restricted breathing, organ displacement, poor circulation, and prolapsed uterus.<ref name="O'Connor"/> Articles advocating the reform of women's clothing by the British National Health Society, the Ladies' Dress Association, and the [[Rational Dress Society]] were reprinted in ''The Canada Lancet'', Canada's medical journal. In 1884, Dr J. Algernon Temple of Toronto even voiced concern that the fashions were having a negative impact on the health of young women from the working classes. He pointed out that a young working-class woman was likely to spend a large part of her earnings on fine hats and shawls, while "her feet are improperly protected, and she wears no flannel petticoat or woollen stockings".<ref name="O'Connor"/> [[File:Bloomers.jpg|thumb|1850s illustration of a woman wearing [[bloomers]]]] [[Florence Pomeroy]], Lady Haberton, was president of the Rational Dress movement in Britain. At a National Health Society exhibition held in 1882, Viscountess Haliburton presented her invention of a "[[divided skirt]]", which was a long skirt that cleared the ground, with separate halves at the bottom made with material attached to the bottom of the skirt. She hoped that her invention would become popular by supporting women's freedom of physical movement, but the British public was not impressed by the invention, perhaps because of the negative "unwomanly" association of the style with the American [[Bloomers]] movement.<ref>{{cite book|last=Murray|first=Janet Horowitz|title=Strong-Minded Women and Other Lost Voices from 19th Century England|year=1982|publisher=Pantheon Books|location=New York|isbn=0-394-71044-4|pages=[https://archive.org/details/strongmindedwome00jane/page/68 68–70]|url=https://archive.org/details/strongmindedwome00jane/page/68}}</ref> [[Amelia Jenks Bloomer]] had encouraged the wearing of visible bloomers by feminists to assert their right to wear comfortable and practical clothing, but it was no more than a passing fashion itself among radical feminists. The movement to reform women's dress would persist and have long-term success, however; by the 1920s, [[Coco Chanel]] was successful at selling a progressive, far less restrictive silhouette that abandoned the corset and raised hemlines. The new silhouette symbolised modernism for trendy young women and became the 20th century standard. Other Paris designers continued reintroducing pants for women and the trend was gradually adopted over the next century. Fashion trends, in one sense, travelled "full circle" over the course of the Victorian era. The popular women's styles during the [[Georgian era]], and at the very beginning of Victoria's reign, emphasized a simple style influenced by flowing gowns worn by women in [[Ancient Greek clothing|Ancient Greece]] and [[Clothing in ancient Rome|Rome]]. The [[Empire waist]] silhouette was replaced by a trend towards ornate styles and an artificial silhouette, with the restrictiveness of women's clothing reaching its low point during the mid-century passion for narrow corseted waists and hoop skirts. The iconic wide-brimmed women's hats of the later Victorian era also followed the trend towards ostentatious display. Hats began the Victorian era as simple [[Bonnet (headgear)|bonnets]]. By the 1880s, milliners were tested by the competition among women to top their outfits with the most creative (and extravagant) hats, designed with expensive materials such as silk flowers and exotic plumes such as ostrich and peacock. As the Victorian era drew to a close, however, fashions were showing indications of a popular backlash against excessive styles. Model, actress and socialite [[Lillie Langtry]] took London by storm in the 1870s, attracting notice for wearing simple black dresses to social events. Combined with her natural beauty, the style appeared dramatic. Fashions followed her example (as well as Queen Victoria's wearing of mourning black later in her reign). According to [[Harold Koda]], the former Curator-in-chief of the [[Costume Institute at The Met|Metropolitan Museum of Art's Costume Institute]],<ref>{{cite web|url=http://www.metmuseum.org/about-the-museum/press-room/exhibitions/2014/death-becomes-her|title=Death Becomes Her: A Century of Mourning Attire : October 21, 2014-February 1, 2015|website=Metmuseuim.org|access-date=7 November 2021}}</ref> "The predominantly black palette of [[mourning]] dramatizes the evolution of period silhouettes and the increasing absorption of fashion ideals into this most codified of etiquettes," said Koda, "The veiled widow could elicit sympathy as well as predatory male advances. As a woman of sexual experience without marital constraints, she was often imagined as a potential threat to the social order." ====Evolution of Victorian women's fashion==== <gallery> File:Fashion plate December 1844.jpg|Ladies' December Fashions (1844). Hand-coloured steel engraving from a women's magazine. File:Thegalleryofhmscalcutta james tissot 1876.jpg|''[[The Gallery of HMS Calcutta]]'' by [[James Tissot]] (1876). [[Bustle]]s were fashionable in the 1870s and 1880s. File:Mrs lillie langtry george frederic watts 1880.jpg|''Mrs. Lillie Langtry'' by [[George Frederic Watts]] (1880). File:Five-women-on-queenslander-steps-r.jpg|Fashionable women in [[Queensland]], Australia around 1900. </gallery> {{Short description|Irish writer (born 1963)}} {{Use Irish English|date=August 2025}} {{Use dmy dates|date=August 2025}} {{Infobox writer | name = Darach Ó Scolaí | image = Darach Ó Scolaí.JPG | alt = Man holding prize-winning book | caption = Ó Scolaí in 2019 | birth_name = Darach Ó Scolaí | birth_date = {{Birth date and age|1963|df=y}} | birth_place = [[County Galway]], The Republic of Ireland | death_date = | death_place = | occupation = Writer, artist, publisher | alma_mater = [[University of Galway]] | years_active = 1998–present | genre = Novel, retelling, translation, play, screenplay, illustrated book for children and adults | other_names = | spouse = | children = 3 | awards = [[Awards and Honors received by Darach Ó Scolaí|Awards and Honors]] | signature = | website = }}[[File:Darach Ó Scolaí.JPG|thumb|Darach Ó Scolaí, holding ''Oileán an Órchiste'' (his translation of Robert Louis Stevenson's ''Treasure Island'')]] == Darach Ó Scolaí == Darach Ó Scolaí (<small>Irish:</small> [/ˈda.rax/ /oː/ /sˠkˠoː/l̪ˠəi/]; born 1963<ref>{{Cite web|url=https://portraidi.ie/en/darach-o-scolai/|title=Darach Ó Scolaí|date=20 October 2017|website=Portráidí (Portraits of Irish-Language Writers)|access-date=1 August 2025}}</ref>) is an Irish author who works in a number of genres, from novels, plays and screenplays to illustrated books for children and adults. He began his literary career in 1998 writing screenplays, stage plays, retellings and translations; he began to publish novels in 2008. Ó Scolaí is widely recognized as a leading figure in contemporary Irish literature, known as “one of the most important Irish language writers of his generation”<ref>{{Cite journal|last=Poirtéir|first=Cathal|date=2022|title=? Suil an Daill: Constant Tensions and Shifting Allegiances|url=https://booksirelandmagazine.com/suil-an-daill-constant-tensions-and-shifting-allegiances/|journal=Books Ireland}}</ref> and "one of the great Irish language novelists [duine d’úrscéalaithe móra na Gaeilge]."<ref name=":17" /> His writing has been called “the high literature of the Irish language.”<ref>Ó Coimín, Maitiú. ''Nós'' 2 February 2018). Qtd. in "Táin Bó Cuailnge." ''Leabhar Breac''. Retrieved 25 August 2025.</ref> Much of his fiction is based on a knowledge of traditional Irish tales and narrative practices as well as Irish history. He specializes in literary and [[wikipedia:Historical_fiction|historical fiction]], or as novelist Alan Titley says, Ó Scolaí’s “peak (for now), or at least his greatest imaginative interest, is the historical novel [tá an chuma air gurb é a bhuaic (go fóill), nó ar a laghad, a mhórspéis samhlaíochta, an t-úrscéal staire].”<ref name=":11">{{Cite journal|last=Titley|first=Alan|date=Fall 2020|title=An Stíl Go Deo!: Soather Dharach Uí Scolaí (The style would be forever!: Worker Darach Ó Scolaí)|url=https://www.jstor.org/stable/27046090|journal=Comhar|volume=80, No. 10|pages=27|via=JSTOR}}</ref> His retellings of old stories and tales from their original Middle and Early-Modern Irish into Modern Irish ([[wikipedia:Irish_language|Gaeilge]]) are respected for their accessibility to students and language learners as well as for their artistry. Ó Scolaí also regularly reviews books and lectures and writes on literature and culture. Beyond his writing, Ó Scolaí is a publisher and has co-produced a number of film, television shows and stage plays. == Life == Ó Scolaí was born in Dublin and raised in the Galway [[wikipedia:Gaeltacht#Galway Gaeltacht|Gaeltacht]] (Irish-speaking) regions of Cois Fharraige on the north shore of Galway Bay, in the Republic of Ireland, where he lives now with his wife and children in Lochán Beag (Indreabhán).<ref name=":7">{{Cite journal|date=30 October 2024|title=Duais don úrscéal liteartha is fearr buaite ag Darach Ó Scolaí ag Oireachtas na Samhna|url=https://tuairisc.ie/duais-don-ursceal-liteartha-is-fearr-buaite-ag-darach-o-scolai-ag-oireachtas-na-samhna/|journal=Tuairisc}}</ref><ref>{{Cite journal|last=Ní Scolaí|first=Aifric|date=2024|title=Darach Ó Scolaí|url=https://www.taiscecf.ie/ealaiontoiri?category=Scr%C3%ADbhneoir|journal=Taisce Chois Fharraige}}</ref> He graduated the [[wikipedia:University_of_Galway|University of Galway]] (then University College Galway) with a B.A. in 1983.<ref>{{Cite web|url=https://www.linkedin.com/in/darach-ó-scolaí-20026920/|title=Darach Ó Scolaí|last=Ó Scolaí|first=Darach|date=August 2025|website=LinkedIn}}</ref> === Writing and Publishing === Ó Scolaí writes in Irish ([[wikipedia:Irish_language|Gaeilge]]), his native language, and lives in an area defined for the predominant presence of Irish as the vernacular language, the language spoken at home. Irish was the language of his parents' home and is the language of children as well. He is fluent in Irish and English and conversant in French. None of his works has been translated into English. ==== Leabhar Breac ==== In 1995 Darach Ó Scolaí and his brother Caomhán Ó Scolaí — a [[wikipedia:Typography|typographer]] and designer — founded the publishing house Leabhar Breac at Indreabhán (Inverin), County Galway. Their father “Séamas Ó Scolaí was an editor at An Gúm and worked on the Irish-English dictionary team [bhí a n-athair Séamas Ó Scolaí ina eagarthóir sa Ghúm agus d’oibrigh sé ar fhoireann an fhoclóra Gaeilge-Béarla].”<ref name=":0">{{Cite web|url=https://leabharbreac.com/en/about-us/|title=About Us|date=2024|website=Leabhar Breac|access-date=1 July 2025}}</ref> Darach Ó Scolaí has been publisher and literary editor at Leabhar Breac since its founding. Named for [[wikipedia:An_Leabhar_Breac|An Leabhar Breac (The Speckled Book)]], Leabhar Breac publishing house has more than 140 books in print.<ref name=":0" /> Leabhar Breac aims to publish Irish-language books that meet “a high literary and artistic standard.”<ref name=":0" /> Besides the content, Leabhar Breac is known for the typically "superb [thar cionn]" quality of the design and production of the "physical book [leabhar fisiciúil]."<ref name=":8">{{Cite journal|last=Ní Mhuilneoir|first=Gráinne|date=30 July 2024|title=‘Bláthnaid’ – leabhar álainn i sraithín álainn faoi mhná|url=https://tuairisc.ie/blathnaid-leabhar-alainn-i-sraithin-alainn-faoi-mhna/|journal=Tuairisc}}</ref> Its books regularly win awards for literary and artistic quality. Leabhar Breac also publishes translations for children and adults from various early versions of Irish as well as from French and English (and has published translations of books for young readers from Spanish, Catalan, and Italian as well). Leabhar Breac prints its books in Ireland. === Stage and Screen === ==== Rosg ==== In 1998 along with Ciarán Ó Cofaigh,<ref name=":1">{{Cite web|url=http://www.rosg.ie/en/about/History_6/|title=About Us: History|date=July 2025|website=Rosg|access-date=1 August 2025}}</ref> Ó Scolaí co-founded the film and television production company [http://www.rosg.ie/en/ Rosg] and was co-director until 2006. Rosg produced Ó ScolaÍ’s films ''Cosa Nite'' (1999), ''An Leabhar'' (2001) and ''Na Cloigne'' (2010). He left Rosg in 2006 to devote his time to other artistic activities. ==== Ealaín ar Oileán ==== In 2004, along with Val Balance, Ó Scolaí co-founded the annual artists' symposium Ealaín ar Oileán (trans., Art on an Island). The Irish-language symposium was held annually in the Áras Éanna arts and cultural center on Inis Oírr ([[wikipedia:Inisheer|Inisheer]], the smallest of the [[wikipedia:Aran_Islands|Aran Islands]]) from 2004 to 2013. Ó Scolaí was its co-director from its founding<ref>{{Cite web|url=https://ga.wikipedia.org/wiki/Darach_Ó_Scolaí.|title=Darach Ó Scolaí|date=3 February 2024|website=Vicipéid|access-date=1 July 2025}}</ref> until 2013. Besides being its co-director, Ó Scolaí has taken part in this conference as an artist<ref>{{Cite journal|date=16 January 2005|title=Darach Ó Scolaí|url=https://web.archive.org/web/20050116163252/http://bliainiris.com/authors/darach_oscolai.html|journal=Bliainiris}}</ref> and writer<ref name=":2">{{Cite web|url=http://ealainaroilean.ie/ealainaroilean.html|title=The Conference|date=7 September 2013|website=Ealaín ar Oileán|archive-url=https://web.archive.org/web/20130907083744/http://ealainaroilean.ie/ealainaroilean.html|archive-date=7 September 2013|access-date=1 August 2025}}</ref>. ==== Salamandar ==== In 2006 Ó Scolaí founded the stage production company Salamandar and directed his own play ''An Braon Aníos''. His plays ''An tSeanbhróg'' (2009) and ''Craos'' (2008) were also produced by Salamandar.<ref name=":19">{{Cite web|url=https://leabharbreac.com/en/product-category/darach-o-scolai/|title=Darach Ó Scolaí|date=2024|website=Leabhar Breac|access-date=1 July 2025}}</ref> == Works == === Novels === * [[wikipedia:An_Cléireach|''An Cléireach'' (trans., ''The Clerk'')]], Leabhar Breac, 2007. The Oireachtas Prize for Literary Fiction, 2007; The Ó Súilleabháin Award (Book of the Year) in 2008, and "named as ‘the best novel since the turn of the Century’ by Comhar."<ref>{{Cite web|url=https://leabharbreac.com/en/shop/fiction/an-cleireach/|title=An Cléireach - Leabhar Breac - Irish language novel|website=Leabhar Breac|language=en-US|access-date=2025-10-24}}</ref> * ''Na Comharthaí'' (trans., ''The Signs''), Leabhar Breac, 2014. * ''Súil an Daill'' (trans., ''The Eye of the Blind''), Leabhar Breac, 2021. The Oireachtas Prize for Literary Fiction, 2019.<ref name=":4">{{Cite web|url=https://leabharbreac.com/en/shop/fiction/suil-an-daill/|title=Súil an Daill|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''Bódléar'', Leabhar Breac, 2024. The Oireachtas Prize for Literary Fiction, 2024<ref name=":7" />; The Ó Súilleabháin Award (Book of the Year) in 2025; featured in the 2025 Listen-Up Irish Summer Challenge for students of the Irish language.<ref>{{Cite news|url=https://connachttribune.ie/novel-approach-helps-people-learn-irish-in-a-creative-way/|title=Novel approach helps people learn Irish in a creative way|last=Murphy|first=Judy|date=3 October 2025|work=Connaught Tribune|access-date=24 October 2025}}</ref> === Retellings, Translations and Editions === The retellings and translations are into modern Irish. * ''Feis Tigh Chonáin'' (trans., ''The Feast of Conán's House''), Leabhar Breac, 2000; a retelling of a 15^th-century tale from the [[wikipedia:Fenian_Cycle|Fenian Cycle]].<ref>{{Cite web|url=https://leabharbreac.com/en/shop/fiction/feis-tigh-chonain/|title=Feis Tigh Chonáin|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''An Ceithearnach Caolriabhach'' (trans., ''The Narrow-Striped Kern''), Leabhar Breac, 2002; a retelling from c. 1500, also illustrated by Darach Ó ScolaÍ.<ref>{{Cite web|url=https://leabharbreac.com/en/shop/fiction/an-ceithearnach-caolriabhach/|title=An Ceithearnach Caolriabhach|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''Táin Bó Cuailnge'' (trans., ''The Cattle Raid of Cooley''), Leabhar Breac, 2017, both a modern edition of an 11th-century epic and an annotated edition.<ref name=":3">{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/tain-bo-cuailnge-2-2/|title=Táin Bó Cuailnge|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> "''Táin Bó Cuailnge'' won the Aodán Mac Poilín Memorial Prize 2017."<ref name=":19" /> * ''Deirdre'', Leabhar Breac, 2023, a “picture book for adults” with artist Anastasia Melnykova.<ref>{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/deirdre/|title=Deirdre|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> Part of the [[wikipedia:Ulster_Cycle|Ulster Cycle]], ''Deirdre'' is a retelling of the story of possibly the most widely known Irish figure from the early tales and sagas.<ref>{{Cite book|title=A Dictionary of Celtic Mythology|last=MacKillop|first=James|publisher=Oxford University Press|year=2004|isbn=9780198609674|pages=181}}</ref> * ''Bláthnaid'', Leabhar Breac, 2024, a “picture book for adults” with artist Anastasia Melnykova; “one of the great stories of the [[wikipedia:Ulster_Cycle|Ulster Cycle]].”<ref name=":4" /> * ''Sadhbh,'' Leabhar Breac, 2025, a picture book for adult readers, illustrated by Alé Mercado; a retelling of the medieval tale ''Ceasacht Inghine Ghuile (''trans., ''The Complaint of Guile's Daughter'').<ref name=":5">{{Cite web|url=https://leabharbreac.com/en/tales-of-wonder/|title=Tales of Wonder|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''Eoghan Béal'', Leabhar Breac, 2025, a picture book for adult readers illustrated by Alé Mercado<ref name=":5" />; a retelling of the medieval tale ''[https://ga.wikipedia.org/wiki/Caithr%C3%A9im_Cellaig Cathréim Ceallaigh]'' from ''The Yellow Book of Leacan.''<ref name=":5" /> === For Young Readers === Ó Scolaí has written illustrated books for young readers (8–10 years old) in two series, the Fionn Series and the Scéalta Staire series, and translated a large number of classics and popular books for children of all ages. The number of these written and translated works suggests a commitment to children and their literacy in Irish. The Fionn Series “is a retelling ... of the great legends of the Fianna for the young Irish readers of today.”<ref name=":6">{{Cite web|url=https://leabharbreac.com/en/shop/oige-en/8-9/doiteoir-na-samhna/|title=Dóiteoir na Samhna|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> [[wikipedia:The_Boyhood_Deeds_of_Fionn|Macgnímartha Finn (The Boyhood Deeds of Fionn)]] is a medieval story in the [[wikipedia:Fenian_Cycle|Fenian Cycle]]. * ''An Bradán Feasa'' (trans., ''The Salmon of Knowledge''), Leabhar Breac, 2010, “shortlisted for the Réics Carlo award 2010.”<ref name=":9">{{Cite web|url=https://leabharbreac.com/en/shop/oige-en/8-9/an-bradan-feasa/|title=An Bradán Feasa|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''Dóiteoir na Samhna'' (trans., ''The Halloween Burner''), 2010.<ref name=":6" /> * ''Bodach an Chóta Lachna'' (trans., ''The Churl in the Dun Coat''), 2011.<ref>{{Cite web|url=https://leabharbreac.com/en/shop/oige-en/7-8/bodach-an-chota-lachna/|title=Bodach an Chóta Lachna|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> The Scéalta Staire (Historical Stories) series<ref name=":9" /> * ''Mánas Ó Dónaill'', 2000. * ''Seán Ó Néill'', Leabhar Breac, 2000. * ''Gráinne Mhaol Ní Mháille'', Leabhar Breac, 2003. * ''Tadhg Dall Ó hUiginn'', Leabhar Breac, 2003. ==== Translations ==== * Robert Louis Stevenson, ''Oileán an Órchiste'' (trans. of ''Treasure Island''), Leabhar Breac, 2014.<ref>{{Cite journal|date=2025-06-19|title=Oireachtas na Gaeilge|url=https://en.wikipedia.org/w/index.php?title=Oireachtas_na_Gaeilge&oldid=1296394643|journal=Wikipedia|language=en}}</ref> * Robert Louis Stevenson, ''An Fuadach'' (trans. of ''Kidnapped''), Leabhar Breac, 2016. * Clement Clarke Moore, ''Cuairt San Nioclás'' (trans. of ''A Visit from St. Nicholas'', or "'Twas the Night Before Christmas"), Leabhar Breac, 2022. '''''The Corto Maltese Graphic Novels''''' Written in Italian by Hugo Pratt and translated by Ó Scolaí, both adults and teenagers read this series of Italian adventure graphic novels.<ref>{{Cite journal|date=2025-07-01|title=Corto Maltese|url=https://en.wikipedia.org/w/index.php?title=Corto_Maltese&oldid=1298285365|journal=Wikipedia|language=en}}</ref> Ó Scolaí's '''translation of ''Corto Maltese''''' was listed in 2017 among "The 30 Irish books that Irish people love."<ref>{{Cite journal|last=Ó Murchú|first=Eoin P.|date=09/06/2017|title=Na 30 leabhar Gaeilge is fearr leis na Gaeil [The 30 Irish books that Irish people love]|url=https://nos.ie/cultur/leabhair/an-30-leabhar-gaeilge-is-fearr-leis-na-gaeil/|journal=Nós}}</ref> * Hugo Pratt, ''Corto: Port na Farraige Goirt'', Leabhar Breac, 2013. * Hugo Pratt, ''Corto: The Golden House in Samarkand'', 2014. * Hugo Pratt, ''Corto: Na Liopard-Fhir ó Rufiji'' (trans. of ''Corto: The Leopard Men of Rufiji''), Leabhar Breac, 2014. * Hugo Pratt, ''Corto: In Ainm Dé Uilthrócairigh'' (trans. of ''Corto: In the Name of God All-Merciful''), Leabhar Breac, 2014. * Hugo Pratt, ''Corto: Tóraíocht Eile'' (trans. of ''Corto: Another Quest''), Leabhar Breac, 2014. * Hugo Pratt, ''Corto: Sa tSibéir'' (trans. of ''Corto: In Siberia''), Leabhar Breac, 2016. '''''Other Translations for Children''''' Ó Scolaí has translated into Irish six books from the ''Le Pavillon Noir'' (trans., ''Jolly Roger'') series by Alain Surget; four books from the ''Catalan First Steps'' series by Enric Lluch Girbés and the ''Caitlín & Cormac'' series by Joan Carles; three books from the ''Louisette le Taupe'' series by Bruno Heitz, and three books from the ''Loup'' series by Orianne Lallemand. === Plays and Screenplays === ==== Stage Plays ==== Ó Scolaí was writer and director of the original productions of two plays in the ''Trí Bhraon'' (trans., ''Three Drops'') trilogy; ''Coinneáil Orainn'' was directed by Darach Mac Con Iomaire and staged by An Taibhdhearc. All three plays have been published in book form by Leabhar Breac. * ''Coinneáil Orainn'' (trans., ''We'll Keep Going''), 2005.<ref>{{Cite web|url=https://irishplayography.com/play?playid=32553|title=Coinneáil Orainn|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904.|access-date=25 August 2025}}</ref> The first play in the ''Trí Bhraon'' (''Three Drops'') trilogy. [[wikipedia:Taibhdhearc_na_Gaillimhe|An Taibhdhearc]], the national Irish-language theatre of Ireland, toured the country in 2005 with ''Coinneáil Orainn''.<ref>{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/coinneail-orainn/|title=Coinneáil Orainn|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> Walter Macken Prize, 2005; BBC Stewart Parker Award, 2006.<ref>{{Cite web|url=https://irishplayography.com/person/darach-scola|title=Darach Ó Scolaí|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904.|access-date=25 August 2025}}</ref> * ''Branwen'', 2006, by Darach Ó Scolaí and Ifor ap Glyn, in Irish, Welsh and English, co-produced by Project Arts Centre and Llwyfan Gogledd Cymru, toured the Republic of Ireland and Wales.<ref>{{Cite web|url=https://irishplayography.com/play?playid=32418|title=Branwen|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}</ref> * ''An Braon'' Aníos (trans., ''Rising Damp''), 2006, directed by Ó Scolaí.<ref>{{Cite web|url=https://irishplayography.com/play?playid=32461|title=An Braon Aníos|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}</ref> The second play in the ''Trí Bhraon'' (''Three Drops'') trilogy. “The Salamandar company toured the country in 2006-07 with this play, and Salamandar also produced a radio version of the play for RTÉ Raidió na Gaeltachta in 2009.”<ref>{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/an-braon-anios/|title=An Braon Aníos|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''Craos'' (trans., ''Gluttony''), 2008, directed by Ó Scolaí.<ref name=":13">{{Cite web|url=https://irishplayography.com/play?playid=32867|title=Craos|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}</ref> The third play in the ''Trí Bhraon'' (''Three Drops'') trilogy, it toured to Cork and Belfast.<ref name=":13" /> A review of the 2008 Salamander performance in the ''Irish Times'' says, “a humorous play which offers plenty to think about, fine acting, and sparklingly witty dialogue.”<ref>{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/craos-2/|title=Craos|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''A+E'', 2008, by Ríonach Ní Néill and Darach Ó Scolaí, "dance and music drama," co-produced by Ciotóg and Salamandar.<ref>{{Cite web|url=https://irishplayography.com/play?playid=32962|title=A+E|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}</ref> * ''An tSeanbhróg'' (trans., ''The Old Shoe''), 2009, produced by Salamander<ref>{{Cite web|url=https://irishplayography.com/play?playid=33042|title=An tSeanbhróg|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}</ref> and staged in the Axis Arts Centre, Dublin, and the Letterkenny Arts Centre. * '''In ''Mhuir Fhíondorcha/The Wine-Dark Sea: The Homer Project'', Ó Scolaí's translation of Homer's Cyclops story, performed at the 2019 IMRAM festival'''.<ref>{{Cite news|url=https://www.irishtimes.com/culture/books/imram-a-festival-celebrating-the-irish-language-1.4047610|title=Imram: a festival celebrating the Irish language. Liam Carson reveals the myths and legends appearing in this year’s programme|last=Carson|first=Liam|date=11 October 2019|work=The Irish Times|access-date=15 October 2025}}</ref> ==== Screenplays ==== * ''Cosa Nite'' (trans., ''Washed Feet''), short film, 1998 (dir. Dearbhla Walsh, prod. Ciarán Ó Cofaigh, Rosg); "a prose version of ''Cosa Nite'' was published (Rosg 2000)."<ref name=":9" /> Nominated for an Irish Film and Television Award.<ref>{{Citation|title=Cosa Nite (Short 1998) - Awards - IMDb|url=https://www.imdb.com/title/tt0191917/awards/|accessdate=2025-08-25|language=en-US}}</ref> * ''Na Glúnta'' (trans., ''The Generations''), 2001<ref>{{Cite web|url=https://www.iftn.ie/production/production_companies/production_sub/feature/?act1=record&aid=70&rid=3917&tpl=filmography_dets&only=1&force=1|title=Na Glúnta {{!}} The Irish Film & Television Network|website=www.iftn.ie|access-date=2025-08-25}}</ref>, co-directors Ciarán Ó Cofaigh & Darach Ó Scolaí, prod. Ciarán Ó Cofaigh, Rosg. * ''An Leabhar'' (trans., ''The Book''), short film, 2000, (dir. Robert Quinn, prod. Ciarán Ó Cofaigh, Rosg) Rosg, 2000.<ref>{{Citation|title=An Leabhar|url=https://www.imdb.com/title/tt0963767/|publisher=Bord Scannán na hÉireann / The Irish Film Board, ROSG|accessdate=2025-08-25|first=Robert|last=Quinn|others=Colm O&apos;Maonlai, Peadar O&apos;Treasaigh, Diarmuid Mac an Adhastair}}</ref> * ''Na Cloigne'' [trans., The Heads], 3-episide series, 2010 (dir. Robert Quinn, prod. Ciarán Ó Cofaigh, Rosg), TG4.<ref>{{Cite web|url=https://www.imdb.com/title/tt1607924/|title=Na cloigne|date=2010|website=IMDb|access-date=25 August 2025}}</ref> === Nonfiction === Ó Scolaí's essays and lectures are published and his interviews are broadcast regularly, making for a large body of nonfiction critical and analytical work. Here are a few, almost all published in [https://comhar.ie/iris/scribhneoiri/darach-o-scolai/ Comhar]: * “Ceol Ciúin na nÉagmaise” (trans., “The Silent Music of Absence ['''the Fall?''']”), an essay on the 2014 Nobel Prize winner for literature, [[wikipedia:Patrick_Modiano|Patrick Modiano]], ''Comhar'', December 2014. * The Ó Cadhain Lecture: [https://leachtaiuichadhain.clo.ie/leachtai/2014 “Cuimhne agus Díchuimhne (trans., “Memory & Forgetfulness"]), 2014. * “Rithim agus Réim” ("Rhythm and Register"), a public lecture in the University College Dublin lecture series “Ó Thrácht go Twitter” (trans., "From Talk to Twitter"), 2014. * Review of Pádraig Ó Cíobháin’s ''Dréachta Chrích Fodla'', '''Comhar?, ??'''. * “Na Geilt i mBun an Tí” (trans., "The Madmen in Charge"), a talk at the Merriman Winter School, Comhar April 2012.<ref name=":18">{{Cite web|url=http://darachoscolai.ie/beathaisneis.html|title=Darach Ó Scolaí: Beathaisnéis|website=darachoscolai.ie|access-date=2025-09-26}}</ref> * The EFACIS podcast: Síle Ní Choincheannain talks to Darach Ó Scolaí about the historical novel. == Critical Reception == Ó Scolaí’s style has been called “crisp and elegant, and rich in language while being highly readable,”<ref>{{Cite journal|last=Heussaf|first=Anna|date=Summer 2025|title=Bláthnaid—A tale of love, violence and sorcery retold for readers today|url=https://booksirelandmagazine.com/blathnaid-a-tale-of-love-violence-and-sorcery/|journal=Books Ireland}}</ref> with “an unsurpassed richness and precision of language.”<ref name=":12">{{Cite journal|last=Ó Cróinín|first=Breandán|date=Summer 2025|title=unknown|journal=The Limerick Leader}}</ref> “Whimsical, hilarious, and subtly learned” is how Éilis Ní Dhuibhne described his writing.<ref name=":20" /> === Original Works === Ó Scolaí’s first novel, the 2007 ''An Cléireach'' (''The Clerk'') won two prizes and was described as “one of the great historical novels in the Irish language and among the best books written in the language since the beginning of this century.”<ref name=":12" /> Novelist Alan Titley says, “In ''An Cléireach'' Ó Scolaí creates the Ireland of war in the 17th century more fully than any other Irish writer on the subject of war since ''L’Attaque'' Eoghain Ó Thuairisc around 1798 [In ''An Cléireach'' cruthaíonn Ó Scolaí Éire an chogaidh san 17ú haois níos iomláine ná mar a dhein aon scríbhneoir Gaeilge eile ar ábhar cogaidh ó ''L’Attaque'' Eoghain Uí Thuairisc timpeall ar 1798].”<ref name=":11" />{{rp|25, Col. 1a}} Not all the reviews of this first novel were so positive, however; Proinsias O' Drisceoil says for the Irish Times says,<blockquote>This then is a novel in search of a plot, a story that attempts to attain a significance that eludes it.<ref>{{Cite news|url=https://www.irishtimes.com/news/a-disaffected-clerk-in-the-confederates-1.943070|title=A disaffected clerk in the confederates|last=O' Drisceoil|first=Proinsias|date=5 July 2008|work=The Irish Times|access-date=16 October 2025}}</ref></blockquote> In the ''Oxford Handbook of Modern Irish Fiction'' Pádraig Ó Siadhail analyzes rather than reviews ''An Cléireach'': <blockquote>In ''An Cléireach'', Ó Scolaí revisits the trauma of Cromwellian Ireland. The primary narrative device is once again the first-hand account, in this case by Tadhg Ó Dúbháin, a clerk and quartermaster in the Confederate Army in 1650. We sample the hardships, the friendships, the tensions, the rivalries, and the petty jealousies amongst comrades in arms, including remnants of the Gaelic literary class, as the Confederate soldiers, increasingly a rabble more than a cohesive unit, retreat in advance of Cromwell’s forces. ''An Cléireach'' concludes with the narrator and his family in exile in continental Europe. But along the retreat route, and central to the novel, members of the Confederate army camp, rest up, and tell versions of a story about the keeper of the treasured manuscript "Saltair an Easpaig" (The Bishop’s Psalter). Their versions raise issues about memory construction, the limitations of individual perspectives, personal agendas, and how minor changes in the telling of a story can alter our understanding of history, Thus, ''An Cléireach'' complements ''Fontenoy'' in moving beyond more realistic recreation of a historical event or period to interrogate the notion of history as construct.<ref>{{Cite book|title=The Oxford Handbook of Modern Irish Fiction|last=Ó Siadhail|first=Pádraig|publisher=Oxford University Press|year=2020|isbn=9780198754893|editor-last=Harte|editor-first=Liam|pages=598–99|chapter=Contemporary Irish Fiction}}</ref> </blockquote> Of ''Súil an Daill,'' in ''Nós'', Cathal Seoighe says, "The book deserves a significant place among the collection of high-quality books published in recent years that would make you feel sorry for someone who does not speak Irish [Tá áit shuntasach ag dul don leabhar i measc an chnuasaigh leabhair ar ardchaighdeán a foilsíodh le roinnt blianta anuas a d’fhágfadh trua agat don té atá gan Ghaeilge]."<ref>{{Cite journal|last=Seoighe|first=Cathal|date=09/26/2022|title=‘Dar leathmhagairle an diabhail, is leabhar den scoth é seo!’ ['According to the devil’s half-wit, this is a great book!’]|url=https://nos.ie/cultur/leabhair/dar-leathmhagairle-an-diabhail-is-leabhar-den-scoth-e-seo/|journal=Nós}}</ref> ''Bódléar'', Ó Scolaí's most recent book, is a “beautiful novel. There is magic and craftsmanship in it. A small miracle of a book and it is highly recommended.”<ref>{{Cite web|url=https://leabharbreac.com/bodlear-mioruilt-bheag-de-leabhar/|title=Bódléar: Míorúilt bheag de leabhar (Bódléar: A Small Miracle of a Book)|last=Ní Ghairbhí|first=Róisín|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> Éilis Ní Dhuibhne in the ''Irish Times'' says,<blockquote>what a gem! An affectionately gentle satire of the Irish poetic scene during one creatively fluid 19th-century year, the story focuses on a Maigue poet and schoolteacher who goes on a trip to France and returns with camembert, a cafetiere, ‘Fleurs du Mal’, and a mission to convert the local traditionalists to la modernité. Whimsical, hilarious, and subtly learned, it’s absolutely delightful!<ref name=":20">{{Cite journal|last=Ní Dhuibhne|first=Éilis|date=30 June 2025|title=Éilís Ní Dhuibhne on the best Irish language books of 2025 so far: Including a history of the Gaeltacht Civil Rights Movements, a gem of a novel by Darach Ó Scolaí and Joe McHugh’s entertaining account of learning Irish|url=https://www.irishtimes.com/culture/books/review/2025/06/30/eilis-ni-dhuibhne-on-the-best-irish-language-books-of-2025-so-far/|journal=The Irish Times|pages=22}}</ref></blockquote> === Retellings and Translations === ==== ''Táin Bó Cuailnge'' ==== ''Táin Bó Cuailnge'' [''The Cattle Raid of Cooley''] is a modern edition of an 11th-century epic into modern Irish.<ref name=":3" /> Gearóid Denvir reviewed ''Táin Bó Cuailnge'' for ''Comhar'':<blockquote>Darach Ó Scolaí has ​​achieved a feat in this challenging reworking. He has found a high level of the Irish language to tell his story – as he has done before in his groundbreaking novel An Cléireach (2007, Leabhar Breac) and in his other prose works. This book is a decoration of the language, literature and culture of the Irish language, following the path of the old storytellers and writers and presenting material from the tradition to his own generation according to the understandings of his own time. The book will be a classic that will be of great interest to all readers of the Irish language, both ordinary readers, students, scholars and writers, and there should be a copy in every home in the country. [Tá éacht déanta ag Darach Ó Scolaí san athleagan dúshlánach seo. Tá réim ard den teanga Ghaeilge aimsithe aige lena scéal a inseacht – mar a rinne sé cheana ina úrscéal ceannródaíoch An Cléireach (2007, Leabhar Breac) agus i saothair eile phróis dá chuid. Is maisiú ar an teanga agus ar litríocht agus cultúr na Gaeilge an leabhar seo a leanas conair na seanscéalaithe agus na seanscríobhaithe agus ábhar de chuid an traidisiúin á chur i láthair a ghlúine féin aige de réir thuiscintí a linne féin. Clasaic a bheas sa leabhar a gcuirfidh léitheoirí uilig na Gaeilge, idir ghnáthléitheoirí, mhic léinn, scoláirí agus scríbhneoirí spéis thar na bearta ann, agus ba cheart cóip a bheith i chuile theach sa tír.]<ref name=":15">{{Cite journal|last=Denvir|first=Gearóid|date=April 2018|title=Táin Bó Cuailgne|url=https://comhar.ie/iris/78/4/leirmheas/|journal=Comhar|via=JSTOR}}</ref> </blockquote>Cathal Poirtéir says, "The freshness and richness of Ó Scolaí’s version are a joy …. The author delights us with the linguistic and stylistic richness of the ancient epic in a modern-Irish version that reflects the original’s spirit and language."<ref>{{Cite journal|last=Poirtéir|first=Cathal|date=May/June 2018|title=Leabhair Idir Lámha|url=https://www.jstor.org/stable/26564180|journal=Books Ireland|pages=46–47|via=JSTOR}}</ref>{{rp|47}} Novelist and academic Alan Titley calls Ó Scolaí's "a wonderful gutsy telling" of ''Táin Bó Cuailnge''.<ref>{{Cite news|url=https://www.irishtimes.com/culture/2023/03/11/the-tain-retold-maeve-and-ailills-spat-could-be-out-of-a-soap-opera/|title=The Táin retold: ‘Maeve and Ailill’s spat could be out of a soap opera’|last=Titley|first=Alan|date=11 March 2023|work=The Irish Times|access-date=16 October 2025}}</ref> ==== ''Deirdre'' ==== Marie Whelton, in "Léann Teanga" ("Language Studies"), in the 2024 ''An Reiviú'' says,<blockquote>this version [of ''Deirdre''] by Darach Ó Scolaí succeeds in skillfully capturing and portraying the complexity of gender and power issues in the ‘Deirdre’ tradition [éiríonn leis an leagan seo le Darach Ó Scolaí castacht cheisteanna na hinscne agus na cumhachta i dtraidisiún scéal Dheirdre a ghabháil agus a léiriú go sciliúil]. … There is no doubt that this new version greatly contributes to the legacy of the story and that it revives that legacy thoughtfully and artistically [Níl amhras faoi ach go gcuireann an leagan úr seo go mór le hoidhreacht an scéil agus go ndéanann sé an oidhreacht sin a athbheochan go tuisceanach agus go healaíonta.].<ref name=":16">{{Cite web|url=https://www.tara.tcd.ie/tara8/server/api/core/bitstreams/3c20175a-7631-44b2-8b0f-f454edd712b4/content|title=An Artistic Retelling of Deirdre's Tale and the Defeat of Conor Review of Deirdre or the Ship of Mac Uisnigh by Darach Ó Scolaí [Athinsint Ealaíonta ar Oidhe Dheirdre agus ar Ansmacht Chonchúir Léirmheas ar Deirdre nó Loingeas Mhac Uisnigh le Darach Ó Scolaí]|last=Whelton|first=Marie|date=2024|website=The Review [An Reiviú], Language Studies [Léann Teanga]|access-date=25 September 2025}}</ref></blockquote> === Works for Young Readers === Meadhbh Ní Eadhra said of ''Bodach an Chóta Lachna'' that it was "Beautiful Irish, but easy to understand for young readers."<ref>Ní Eadhra, Meadhbh. In ''Gaelscéal'', qtd. in "Bodach an Chóta Lachna" https://leabharbreac.com/en/shop/oige-en/7-8/bodach-an-chota-lachna/.</ref> == Awards and Honors == Ó Scolaí's works are regularly nominated and make the short list for prizes, an honor in itself, but they are generally not listed here unless they are named as the first-place winner in their category. === Oireachtas Prize === The Oireachtas Prize is the literary prize awarded by [[wikipedia:Oireachtas_na_Gaeilge|Oireachtas na Gaeilge]], the annual arts festival dedicated to Irish language, arts and culture. Darach Ó Scolaí has won the Oireachtas Prize for Literary Fiction three times, once for ''An Cléireach'' (''The Clerk'') in 2007, for ''Súil an Daill'' (''The Eye of the Blind'') in 2021 and for ''Bódléar'' in 2024. * 2007, for ''An Cléireach'' (trans., ''The Clerk'') — “(a special prize commemorating the 400th anniversary of the foundation of Coláiste na nGael in Louvain, awarded under the auspices of the Franciscan Province of Ireland). The prize of €10,000 was the largest prize ever awarded to an Irish language novel [(duais speisialta chomórtha 400 bliain bhunú Choláiste na nGael i Lobháin a bronnadh faoi urraíocht Phroibhinse Phroinsiasach na hÉireann). Ba é an duais €10,000 sin an duais ba mhó a bronnadh riamh ar úrscéal Gaeilge].”<ref name=":18" /> * 2021, for ''Súil an Daill'' (''The Eye of the Blind'') * 2024, for ''Bódléar'' === Ó Shúilleabháin Award, Irish language “Book of the Year” === The first prize of this award includes €5,000 to the publisher and €2,500 to the author of the winning work.<ref name=":10">{{Cite journal|date=15 August 2023|title=20 saothar san iomaíocht do ‘Leabhair Ghaeilge na Bliana 2023’|url=https://tuairisc.ie/20-saothar-san-iomaiocht-do-leabhair-ghaeilge-na-bliana-2023/|journal=Tuairisc}}</ref> * ''An Cléireach'' (''The Clerk'').<ref>{{Cite web|url=http:/www.gaelport.com/uploads/documents/edition19.html|title=Eagrán / Edition 19 - 04 11 2008|date=4/11/2008|website=Internet Archive|archive-url=https://web.archive.org/web/20130525011340/http:/www.gaelport.com/uploads/documents/edition19.html|archive-date=25 May 2013|access-date=25 August 2025}}</ref> * ''Táin Bó Cuailnge'', 2018. * ''Bódléar'', 2025. ==== De Bhaldraithe Award ==== The Gradam de Bhaldraithe is awarded to the best work in translation.<ref name=":10" /> * ''Cuairt San Nioclás,'' a translation of Clement Clarke Moore's ''A Visit from St. Nicholas'', or "'Twas the Night Before Christmas."<ref name=":10" /> ==== Other ==== * Walter Macken Prize, for ''Coinneáil Orainn'' (trans., ''We'll Keep Going''), 2005 * Bháiteir Uí Mhaicín Memorial Award, for ''Coinneáil Orainn'' (trans., ''We'll Keep Going''), 2005<ref>{{Cite news|url=https://www.irishtimes.com/gaeilge/tuarascail/duais-oireachtais-1.501571|title=Oireachtas Prize: Over €50,000 was awarded to writers in the Oireachtas Literary Competitions at an event in Dublin last night. Winners… [Duais Oireachtais: Bronnadh breis agus €50,000 ar scríbhneoirí i gComórtais Liteartha an Oireachtais ar ócáid i mBaile Átha Cliath aréir. Bhuaigh…]|work=5 October 2005|access-date=15 October 2025}}</ref> * BBC Stewart Parker Award, for ''Coinneáil Orainn'' (trans., ''We'll Keep Going''), 2006 * The Aodán Mac Póilín Commemorative Prize, for ''Táin Bó Cuailnge'' (trans., ''The Cattle Raid of Cooley''), 2017 == External Links == * Leabhar Breac website: https://leabharbreac.com/en/ * Leabhar Breac Facebook pages: * Rosg website: [http://www.rosg.ie/en/ <nowiki>http://ww</nowiki>w.rosg.ie/en/] * Art on the Island (Ealaín ar Oileán) website, archived at the Wayback Machine: https://web.archive.org/web/20130601000520/http://ealainaroilean.ie/ 31 March 2012, 1 June 2013 and 8 January 2014 * Darach Ó Scolaí's website Archived 25 September 2015 at the Wayback Machine: https://web.archive.org/web/20150925103456/http://darachoscolai.ie/ * Youtube video of [https://www.youtube.com/watch?v=OlP2AmSBzXc Breandán Ó Cróinin introducing Deirdre at the book launch] in the pub Tigh Mholly (Molly’s House). == Primordial Ooze == * Known for his sensitivity to language and voices. * Finish scanning through JSTOR * Scan through Irish Times, 56 hits * Check Goodreads * Check YouTube (In the spring of 2013, the arts programme Imeall interviewed the author on TG4.) * Check both Wikipedias for pages on the origins of the retold tales (like Deirdre) and link to this article * Propose link from University of Galway page once Darach’s is up * Write Irish National Biography (<nowiki>https://www.dib.ie</nowiki>) to propose an article about Darach once the Wikip article is done? See what they say. * Link to Ó Scolaí from the Wikipedia * Make sure links '''to''' Wikipedia in the actual encyclopedia work right === Not Placed Yet === * "So here are the books that Irish people love the most! [Mar sin seo iad na leabhair is gile leis na Gaeil!]" — "32. An Cléireach – Darach Ó Scolaí (2)" [18 books got 2 votes, and then they're alphabetized by author's last name, so the 32 of 34 doesn't signify the specificity it seems to]<ref name=":14">{{Cite journal|last=Ó Murchú|first=Eoin P.|date=9 June 2017|title=Na 30 leabhar Gaeilge is fearr leis na Gaeil. [The 30 best Irish books for Irish people]|url=https://nos.ie/cultur/leabhair/an-30-leabhar-gaeilge-is-fearr-leis-na-gaeil/|journal=Nós}}</ref> * "Below is a list of those 111 works – a list that shows a great deal of diversity in the reading habits of Irish speakers.Here is a list of those 111 works – a list that shows a great deal of diversity in the reading habits of Irish speakers [Anseo thíos tá liosta den 111 saothar sin – liosta a léiríonn éagsúlacht an-mhór i nósanna léitheoireachta Gaeilgeoirí.Anseo thíos tá liosta den 111 saothar sin – liosta a léiríonn éagsúlacht an-mhór i nósanna léitheoireachta Gaeilgeoirí]." "Corto Maltese – Hugo Pratt (aistrithe ag Darach Ó Scolaí)"<ref name=":14" /> * "Ceann eile de bhuaicphointí na hÉigse a bheidh sa seisiún le Darach Ó Scolaí, duine d’úrscéalaithe móra na Gaeilge, agus duine de chomhbhunaitheoirí teach foilsitheoireachta Leabhar Breac. [Another highlight of the Éigse will be the session with Darach Ó Scolaí, one of the great Irish language novelists, and one of the co-founders of the publishing house Leabhar Breac.]"<ref name=":17">{{Cite journal|last=Nós|date=4 May 2023|title=Éigse na Bruiséile le filleadh i mí na Bealtaine. [Éigse na Bruséile to return in May]|url=https://nos.ie/cultur/eigse-na-bruiseile-le-filleadh-i-mi-na-bealtaine/|journal=Nós}}</ref> === Things Taken Out for Now === “’The play is a comedy about language, lies, bureaucracy and Gaeltacht grants, in the tradition of Myles na Gcopaleen,’ according to Norma-Jean Kenny in the ''Galway Advertizer'', ‘in which the author comments and criticizes the institutions of the Irish language in Ireland without ceasing.’" Supposedly a quotation by Gearóid Denvir reviewing ''Táin Bó Cuailnge'' for ''Comhar'' (but I don't find it in the article): This book has long been needed by Irish language readers and there is no doubt that it will become a classic in time and surpass Thomas Kinsella’s English version. This version remains faithful to the language of the original while at the same time finding an appropriate language in today’s Irish. Ó Scolaí masterfully overcomes the difficulties of the original’s rhetorical difficulties and the versions of the original poetic texts are extremely effective.[supposedly <ref name=":15" />] “The biggest prize ever awarded for a novel in Irish was presented at a special ceremony in the National Concert Hall in Dublin, today (Thursday, 4 October 2007). Darach Ó Scolaí, writer, artist & playwright from Casla, Co. Galway, was awarded €10,000 for his literary novel, ‘An Ardscoil’. This work, under the new title ‘An Cléireach’, will be launched at Oireachtas na Samhna in Westport in November. This is the first novel from his pen, a story set in the late seventeenth century. This competition was sponsored by the Franciscan Province of Ireland.” (archive, Oireachtas na Gaeilge site, 04 October, 2007) ''Súil an Daill'' (trans., ''The Eye of the Blind''), Leabhar Breac, 2021. number 2 in ''Comhar'' literary magazine’s list of best books of 2021. '''{6}.''' *William Shakespeare, ''Romeo agus Juliet'' (trans. of ''Romeo and Juliet''), Leabhar Breac, 2016. *Jonathan Swift, ''Camchuairt Ghuilivéir'' (trans. of ''Gulliver's Travels''), Leabhar Breac, 2016. *Hugo Pratt, ''Corto Maltese'' '''''Flag of Bones (Bratach na gCnámh) Series''''' Leabhar Breac published the Bratach na gCnámh series of books for young readers. Written in French by Alain Surget, illustrated by Annette Marnat and translated by Darach Ó Scolaí, this series uses the history of Caribbean Sea pirates<ref>{{Cite web|url=https://leabharbreac.com/en/product-category/alain-surget/|title=Alain Surget Archives|website=Leabhar Breac|language=en-US|access-date=2025-09-30}}</ref>: *Alain Surget, ''Éalú as Páras'' (''Escape from Paris''), Annette Marnat (Illustr.), Leabhar Breac, 2011. * Alain Surget, ''Oilean na Siorcanna'' (''Shark Island''), Annette Marnat (Illustr.), Leabhar Breac, 2011. * Alain Surget, ''Long na dTaibhsi'' (''Ship of the Ghosts''), Annette Marnat (Illustr.), Leabhar Breac, 2011. * Alain Surget, ''San Ochtapas Dubh'' (''In the Black Octopus''), Annette Marnat (Illustr.), Leabhar Breac, 2013. * Alain Surget, ''San Ionsai ar Veracruz'' (''The Attack on Veracruz''), Annette Marnat (Illustr.), Leabhar Breac, 2013. '''''For "First Readers" (children to 6 years old or so)''''' These books were written originally in Catalan by Spanish author Enric Lluch Girbés and translated into Irish by Ó ScolaÍ: *Enric Lluch, ''Ag Péinteáil an Tí'' (''Painting the House''), Anna Clariana (Illustr.), Leabhar Breac, 2017. *Enric Lluch, ''An Colúr Bacach'' (''The Lazy Dove''), Anna Clariana (Illustr.), Leabhar Breac, 2017. *Enric Lluch, ''An Phluais'' (''The Cave''), Anna Clariana (Illustr.), Leabhar Breac, 2017. *Enric Lluch, ''Madra Dhaideo'' (''Grandpa's Dog''), Anna Clariana (Illustr.), Leabhar Breac, 2017. *Enric Lluch, ''Fiacail Mháire'' (''Mary's Tooth''), Anna Clariana (Illustr.), Leabhar Breac, 2017. '''''Bruno Heitz''''' Leabhar Breac published a series of 3 Heitz books for small children. Published originally in French, this series of three comic books is about a blind mole named Cáitín Chaoch in Irish (and ''Louisette la taupe'' in French).<ref>{{Cite web|url=https://leabharbreac.com/en/product-category/bruno-heitz-en/|title=Bruno Heitz Archives|website=Leabhar Breac|language=en-US|access-date=2025-10-02}}</ref> Ó Scolaí translated these: *Bruno Heitz (author and illustr.), ''Práinneach'' (''Urgent''), Leabhar Breac, 2020 *Bruno Heitz (author and illustr.), ''Preab san Aer'' (''Bounce in the Air''), Leabhar Breac, 2020. '''''Books for Toddlers''''' Leabhar Breac has published 14 books written by French author Orianne Lallemand's and illustrated by Eleonore Thuillier, about Lallemmand's popular character Loup, Wolf. These are translated by Ó Scolaí: *Orianne Lallemand, ''An Mac Tire a Raibh Faitios an Domhain Air'' (trans. of ''The Son Who Saw the World in His Eyes''), Eleonore Thuillier  Illustr.), Leabhar Breac, 2018. *Orianne Lallemand, ''Macan agus an Goban'' (trans. of ''Macan and the Goblin''), Eleonore Thuillier (Illustr.), Leabhar Breac, 2018. * Orianne Lallemand, ''A Mac Tíre a Chuaigh go Tóin na Farraige'' (trans. of ''The Wolf Who Went to the Bottom of the Sea''), Éléanore Thuillier  (Illustr.), Leabhar Breac, 2019. '''''Board Books (for babies)''''' J. C. (Joan Carles) Girbés Aparisi is a Catalan author and editor. These books were written in Catalan and translated by Ó Scolai. *J. C. Girbés, ''An Phicnic'' (''The Picnic''), Silvia Ortega (Illustr.), Leabhar Breac, 2013. * J. C. Girbés, ''An Chóisir'' (''The Party''), Silvia Ortega (Illustr.), Leabhar Breac, 2013. *J. C. Girbés, ''Lá Mór Fada'' (''A Long Day''), Silvia Ortega (Illustr.), Leabhar Breac, 2014. *J. C. Girbés, ''Tabhair Leat do Leabhar'' (''Bring Your Book''), Silvia Ortega (Illustr.), Leabhar Breac, 2014. ==== Gradam Réics Carló ==== The Réics Carló prize is awarded for the best book in the Irish language for young readers. It is named for one of the characters of 20th-century writer [[wikipedia:Cathal_Ó_Sándair|Cathal Ó Sándair (Charles Saunders)]]. * ''An Bradán Feasa'' was “shortlisted for the Réics Carlo award 2010.”<ref name=":9" /> == References == {{reflist}} du1f71vc4ji42d9o8ot2xmoykvubj5z 2841549 2841548 2026-10-19T16:20:46Z Scogdill 1331941 /* Frock Coats */ 2841549 wikitext text/x-wiki {{Short description|Dress worn by Queen Victoria at her wedding to Prince Albert in 1840}} = Sandbox = Page to draft revisions for Wikipedia articles. For Gwladys Robinson, see Gwladys Lowther Robinson, [[Social Victorians/People/Ripon|Marchioness of Ripon]] and, earlier, [[Social Victorians/People/Lowther|Countess of Lonsdale]] ==References== {{reflist|2}} [[Category:1840 works]] [[Category:Royal wedding dresses|Victoria Queen]] [[Category:1840s fashion]] [[Category:British royal attire]] [[Category:Dresses in the Royal Collection of the United Kingdom|Victoria, Wedding]] [[Category:Diamond Jubilee of Queen Victoria]] = Victorian fashion = == Notes and Quotes == * Women followed Paris fashion in Europe and America, but London tailors led the way for men’s fashion. The Industrial Revolution actually impacted men’s fashion more than women’s. * Sewing machines in factories began mass producing cheap clothing for the largest group in the population, working class men. * Ready-made clothing affected the social structure, the economy, and gender differentiation. * Paper patterns, introduced in fashion magazines that targeted women, along with domestic sewing machines had more impact on women’s fashion than men’s. Haute couture was still bespoke (being individually constructed by tailors or dressmakers or fashion houses like Maison Worth). Sewing Machines and Clothes Before the industrial revolution wealthy people paid others to sew their clothes by hand and those who were of much lower economic status did all the manual labor necessary to feed and clothe the rich minority. The working class had to make all their own clothes. Sewing, however, came at the end of the process.  They began with raw wool cut from the backs of sheep or gathering flax.  Only the wealthy could afford to buy fabric.  They followed processes for cleaning and spinning the wool into thread and the processes of soaking and pulling out the fibrous strips to make into thread for linen fabric. After they had thread, it was tied to a loom so it could be woven into cloth.  Then it had to be cut or torn into pieces. For many families scissors were a luxury. And the last step is sewing the pieces together to create a garment. Machines could not only sew, they could process the raw materials into thread and weave it into fabric much  quicker. Regarding clothing, working class men and their families benefitted greatly from ready-made clothes. Manufacturers marketed to them because they were the largest class. For example,<blockquote>–Men’s shirts, made by machine, take 3 hours and 10 minutes each to do; by hand, 15 hours and 20 minutes; a lady’s dress, by machine, takes 12 hours 4 minutes; by hand 20 hours 35 minutes; . . . a common frock-coat, by the machine occupies 17 hours 20 minutes; by the hand, 27 hours and 40 minutes: a linen vest, by machine, 3 hours 44 minutes; by hand 7 hours 18 minutes; a fine overcoat, by machine, 28 hours 13 minutes; by hand 31 hours 20 minutes; . . . <ref>Mitchell, Rebecca, ed. "22. 'Progress of the Sewing Machine,' ''Bow Bells'' (19 April 1865), p. 283." Part 6: Production and Industry. ''Fashioning the Victorians: A Critical Sourcebook''. Bloomsbury Visual Arts, 2018.</ref></blockquote> === Industrial Revolution and Technological Advancements === * the railroad * mass production of fabrics for working-class men's clothing ** Jacquard looms * sewing machines * aniline dyes, including black === Expanding Middle Class === * gender roles getting more clearly defined and rigid (referring back to page overview) === French Revolution === Sarah Gharmallah Alzahrani and Safia Abdelaziz Saroukh (https://www.researchgate.net/profile/Safia-Saroukh/publication/385099194_The_Semiotic_Dimension_of_Men's_Fashion_in_Modern_Eras/links/671686fbd796f96b8ec4f90e/The-Semiotic-Dimension-of-Mens-Fashion-in-Modern-Eras.pdf):<blockquote>The 19th century started with a fashion landscape that was changing dramatically and rapidly from the styles of a generation earlier. The French Revolution brought fashions that had been emerging since the 1780s to the forefront. Neoclassicism now defined fashion as both men and women taking inspiration from classical antiquity. For women, the high-waisted silhouette in lightweight muslin was the dominant style, while fashionable men looked to the tailors of Britain for a new, refined look [17]. [17]  Franklin, H. (Aug 18, 2020). Published on Jun 25, 2020, Retrieved: <nowiki>https://fashionhistory.fitnyc.edu/1800-1809/</nowiki> 11/11/2023. Edited. ...</blockquote>Brent Shannon:<blockquote>"Costume," wrote Max Beerbohm in 1896, "enables us to classify any 'professional man' at a glance, be he lawyer, leech or who not" (24–25). A man's profession and class were read by his jacket, his hat, what he rode in, and how he carried himself. "Perhaps there is a tendency among Englishmen to judge a man too much by the shape of his hat or the kind of collar he wears," conduct author John Wanamaker confessed; "But one must remember that in England if you ''wear'' the wrong thing, you will probably ''do'' the wrong thing, and generally ''be'' the wrong thing" (1).¹¹ Such assertions were predicated on the powerful Victorian conviction that outward appearance reflected inner qualities.<ref>{{Cite book|title=The Cut of His Coat: Men, Dress, and Consumer Culture in Britain, 1860–1914|last=Shannon|first=Brent Alan|publisher=Ohio University Press|year=2006|location=Athens, Ohio}}</ref> (148)</blockquote> ==Women's fashion== == Men's fashion == (Two intros: one to Victorian Fashion, giving background for both women's and men's fashions; two to the decades for men's fashion) Among the influences on men's styles: * differentiation of genders (domestic ideology, ideology of the spheres) * the "Great Male Renunciation," the French Revolution and English tailoring * industrial revolution: mass production of fabrics and articles of clothing, especially for working-class men * sports and country clothing * Albert Edward, Prince of Wales, later King Edward VII, influence went beyond England; tailors led by him led fashion for the upper classes * then later, cult of youth * military uniforms * comfort and convenience * evolving definitions of gender, both femininity and masculinity evolved as concepts. The changing definitions of masculinity affected men's clothing. For the growing and rising middle classes, gender roles became more and more rigid around the concept of the separate spheres, the public for men and the private sphere for women. Cultural sources for men's clothing and men's fashion: industrial revolution; expanding middle class; technological advancements; an association in the culture between outward appearance and inward nature; French Revolution; Albert Edward, Prince of Wales Citation for Victorian Hell: <ref name=":29">{{Cite web|url=https://victorianhell.substack.com/p/victorian-mens-fashion-history-and|title=Victorian Men’s Fashion History and Clothing Guide|last="It's Monty, Actually"|date=31 October 2025|website=Victorian Hell|access-date=7 September 2026}}</ref> === Frock coats === * Apostol Mănescu, politician, wearing a frock coat, butterfly tie, black waistcoat with button chain and light coloured pants, drainpipe type. Circa 1866. Photo by Franz Duschek.jpg (1866)[[File:Apostol Mănescu, politician, wearing a frock coat, butterfly tie, black waistcoat with button chain and light coloured pants, drainpipe type. Circa 1866. Photo by Franz Duschek.jpg|thumb|Romanian (?) Politician, c. 1866, ill-fitting but probably handmade suit|center]] Full-length portrait of two young men wearing frock coats with sashes and pistols at their waists LCCN2006689564.tif (right)[[File:Full-length portrait of two young men wearing frock coats with sashes and pistols at their waists LCCN2006689564.jpg|thumb|1860, American, young men with frock coats, performers??|center]] * George Augustus Henry Sala.jpg (Mathew Brady, 1855–1865) * [[File:George Augustus Henry Sala.jpg|center|thumb|George Augustus Sala, 1855–1865, LoC]] ==== Dress and Conduct Manuals, Histories, Victorian Theory, Catalogs ==== # [Baker, William Henry.]  ''Clothes Dictionary''. Chicago, Ill.: Cahn, Wampold, 1901. https://commons.wikimedia.org/wiki/File:Clothes_dictionary;_(IA_clothesdictionar00bake).pdf. # [[c:File:Hint's_about_men's_dress,_right_principles_economically_applied_(IA_hintsaboutmensdr00barr).pdf|Hint's about men's dress, right principles economically applied (IA hintsaboutmensdr00barr).pdf]] (book, conduct manual, American, 1888) #[https://upload.wikimedia.org/wikipedia/commons/6/69/Fashion-_the_power_that_influences_the_world_%28IA_fashionpowerthat00foxg%29.pdf?utm_source=commons.wikimedia.org&utm_campaign=index&utm_content=original Fashion- the power that influences the world (IA fashionpowerthat00foxg).pdf] (1871) (American, incl court dress, Victorian fashion theory, livery, "White, as it is the color of day, is expressive to us of the cheerfulness or gaiety which the return of day brings." [145], "Gentlemen's Furnishing and Goods," "Head and Foot Covering," Index) # [https://upload.wikimedia.org/wikipedia/commons/a/ae/How_to_behave_and_how_to_amuse._A_handy_manual_of_etiquette_and_parlor_games_%28IA_howtobehavehowto00sand%29.pdf?utm_source=commons.wikimedia.org&utm_campaign=index&utm_content=original How to behave and how to amuse. A handy manual of etiquette and parlor games (IA howtobehavehowto00sand).pdf] (1895; American; Men's Dress, p. 23; besides conduct and dress, it has parlor games) # [https://upload.wikimedia.org/wikipedia/commons/8/8e/The_etiquette_of_men%27s_dress_%28IA_etiquetteofmensd00cluc%29.pdf?utm_source=commons.wikimedia.org&utm_campaign=index&utm_content=original The etiquette of men's dress (IA etiquetteofmensd00cluc).pdf] (1888; American; some ads; anthology of individually written articles; lots of sports, outdoor events; search for "frock" — cutaway vs Prince Albert) #[https://upload.wikimedia.org/wikipedia/commons/e/e9/S.W._Silver_%26_Co.%27s_handbook_for_transatlantic_travellers_.._%28IA_swsilvercoshandb00silv%29.pdf?utm_source=commons.wikimedia.org&utm_campaign=index&utm_content=original S.W. Silver & Co.'s handbook for transatlantic travellers .. (IA swsilvercoshandb00silv).pdf] (1883; American; lots of ads from SW Silver, with prices; has blank pages where ppl can write "Introductions" and "Engagements," but this is not a conduct book, it's travel guide / catalog to London) #[https://upload.wikimedia.org/wikipedia/commons/f/f6/How_we_go_to_those_who_cannot_come_to_us.._%28IA_howwegotothosewh00roge%29.pdf?utm_source=commons.wikimedia.org&utm_campaign=index&utm_content=original How we go to those who cannot come to us.. (IA howwegotothosewh00roge).pdf] (Roger, Peet & Co.; American; catalog, spring 1891; pp. 11, clerical frock; 7 "Prince Alberts" double-breasted frocks; p. 23 shirts as underwear; has a thing on fitting and mail order; bathing suits, collars and cuffs; tennis shoes) == Victorian Men's Fashion (Intro to the Men's Fashion Section) == Museums and other historical sites have plenty of women’s clothes from the nineteenth century. There is great variety in both outer wear and underwear. “Men’s garments of the Victorian period have survived in far less quantity than women’s.” Buck p. 185 More waistcoats have survived than any other garment. The hardest garment to find are trousers. Very few survived the nineteenth century. Buck p. 185 By 1850 trousers dominated the fashion for men; the trouser straps under the shoe had disappeared; and a fly front had replaced the fall-front. Buck 185 It took most of the nineteenth century for men’s fashion to evolve into the coat, trousers and vest (waistcoat) that dominated the twentieth century and appears to be unchanging in the twenty-first century. “Men’s clothing, like women’s, was specific to each occasion and type of activity during the late nineteenth century.” Payne2, p. 518 For example, formal wear for social events was different from the casual, everyday wear for upper middle class and aristocratic men. Victorians also dressed in ensembles for hunting and riding (included knickerbockers–breeches that had a fuller cut). Casual and looser clothing was worn when participating in sports. Many different cuts of coats were available, like the Norfolk jacket, the morning coat, or the sack coat. “Tailored wool garments , originally inspired by the clothing of English country gentry, formed the backbone of men’s wardrobes in the early nineteenth century.” Men’s clothing began to change from styles that were colorful and flamboyant in the eighteenth century to styles that emphasized cut over color. By the end of the century men’s clothing had settled into a kind of uniform with coats and trousers usually made of the same fabric, often with a vest or waistcoat of the same fabric. The uniform included a shirt with a stiff collar, a necktie and very little jewelry. It took the entire nineteenth century to change to a rather static style that is still worn today. Ready-made clothing affected the social structure, the economy, and the gender differentiation. David Kutcha traces the origin of the 3-piece men's suit to King Charles II of England, who may be said to be wearing a coat, pants and a waistcoat, but otherwise is not wearing a "suit" we — or the Victorians — would recognize as such: <blockquote>... since 1666, male gentility has been associated with modesty and plainness in dress. Eschewing fashion as an increasingly feminized realm Charles II's vest inaugurated a new and essentially modern era of masculine aesthetics, one that reversed a long-held association between elaborate display and high social status. Manly thrift now displayed elite status.<ref>{{Cite book|title=The Three-Piece Suit and Modern Masculinity, England 1550–1850|last=Kutcha|first=David|publisher=University of California Press|year=2002|location=Berkeley and Los Angeles}}</ref> (2)</blockquote>So it's really Cromwell who should get credit?? The French Revolution caused both men and women to change stylistic direction radically. For one generation, stylish women wore simple white muslin dresses without foundation garments underneath. The changes in men's fashion was more lasting: men turned away from the ornamentation and ruffles of the ''ancien régime'', choosing instead understated and subtle tailoring to indicate good taste and wealth. Poole "comfort and convenience" — trousers, sack coats, collars and cuffs without a shirt, wool rather than silks and satins; knee breeches constantly riding up men as leaders of fashion, in spite of our sense that men didn't do fashion in the way that women did, were more serious than that === Dandy Stuff === Beau Brummell: "Men began to aspire to fine cutting, tailoring, and perfect fit in their clothes, flawless grooming and manners in themselves. The Englishman George Bryan (Beau) Brummell deserves much credit for the ideal of meticulous masculine appearance."<ref name=":25">{{Cite book|title=The History of Costume: From Ancient Mesopotamia Through the Twentieth Century|last=Payne|first=Blanche|last2=Winakor|first2=Geitel|last3=Farrell-Beck|first3=Jane|publisher=Addison-Wesley Longman|year=1992|isbn=0-06-047141-7|edition=2nd|location=New York, New York}}</ref> (458) "From 1796 to 1816, the Beau set the pattern for cleanliness and liberal use of starch." (459) === Gender Ideologies === '''Victorian gender ideologies''' relegated men to the "public sphere" and women to the "domestic sphere." (??) More than that “the cult of youth . . . the secularization of sport and the influence of modern warfare in generating men’s fashions, the tendency to prefer modern ideas of comfort and convenience, and the transformation of fashion knowledge and fashion urbanism from print to hyperreality”<ref name=":26">McNeil, Peter. "Men's Fashion: 1800–2022." Chapter 22. ''The Routledge History of Fashion and Dress, 1800 to the Present''. Routledge, 2024. https://opus.lib.uts.edu.au/bitstream/10453/182707/2/Men%27s%20Fashion%20200822_24_12_20_09_29_44.pdf DOI: 10.4324/9780429295607-27.</ref> (McNeil 1 or 411) changed the perceptions of masculinity and femininity. === Class === The growing middle class involved among other things more and more jobs and careers for young men as clerks, office workers, they were junior, subordinate, and they were commuting on the railroads from suburbs. Carolyn Kirby:<blockquote>In western Europe the fashion for plain dark suits coincided with the rise of the affluent middle-classes in a world where the pace of industrialisation and the globalisation of trade was accelerating as never before. The sharp, dark business suit became the last word in male power-dressing. And so it remains to this day.<ref name=":27">{{Cite web|url=https://historiamag.com/invent-masculine-fashion/|title=The invention of masculine fashion|last=Kirby|first=Carolyn|date=3 December 2025|website=Historia: Magazine of the Historical Writers' Association|access-date=25 August 2026}}</ref></blockquote> === Bertie === Albert Edward, Prince of Wales was very concerned with fashion and authoritative about it, with a very specific eye to small details. He was increasingly influential in men's fashion from the last third of the 19th and into the 20th century, and many noticed what he did and copied him.<blockquote>When that great lover of pleasure, Edward VII, visited Marienbad incognito as the Duke of Lancaster, he was followed by tailors from Paris, Budapest, Vienna, and Berlin who photographed him and took notes about his clothes. Edward VII introduced many [423–424] novelties into men’s fashion. ... He is also credited with making fashionable the creased trouser in 1909 (his groom dried them with a board weight after heavy rain, resulting in the line), turned-up cuff trouser (after hitching his trouser bottoms at a dirty racing track) and, as his girth grew, undoing the bottom button of his waistcoat."<ref name=":26" /> (424)</blockquote>Cowles<blockquote>The Prince was not just ‘a swell’. In the jargon of the day he was ‘a heavy swell’, and apparently there was a world of difference between the two terms. A swell was a rich young aristocrat who lived in extreme comfort; but a heavy swell added showmanship to the comfort and lived in a stylish luxury that even the French were obliged to envy. And of course the heavy swell was the acme of sartorial elegance. The Prince did not mind changing his dress half a dozen times a day. He loved clothes, and since whatever he chose to wear became the prevailing fashion overnight, he soon was regarded as an expert on the subject. His tailor-in-chief made a fortune. For many years he patronised a Mr. Poole. He discovered this gentleman by accident. He went to the theatre one night to see a well-known actor by the name of Fecher playing ‘Robert Macaire’. As an impecunious adventurer [129–130] Fechter was obliged to wear a coat that was torn and dirty, but Bertie’s expert eye noticed the elegant cut. At the end of the performance he asked Fechter for the name of his tailor, and Mr. Poole’s future was assured. The Prince had so many clothes he could never travel with less than two valets; and two more valets were left at home cleaning, brushing and pressing his vast wardrobe. There were suits and coats for every variation of every climate the world over. There were over a hundred pieces of headgear; and since Bertie was an honorary admiral and an honorary general of most of the countries of Europe, there was an entire room devoted to uniforms, sashes, epaulettes, belts, buckles, swords, feathers and other regalia. ... Men’s clothes became of such importance that new [130–131] shops sprang up like mushrooms in Savile Row, Clifford Street and Bond Street. Most of the Prince’s innovations were inspired by comfort and convenience. He altered the cut of the evening dress waistcoat, he shortened the tails on the tail coat, he left his frock coat open (due to an increasing girth), he introduced the black homburg, and he attended race meetings, not in the frock coat hitherto ''de regueur'' but in tweeds. He tried having his trousers creased down the sides rather than the front and back, in order to hide his bandy legs, but this idea did not catch on, and he soon discarded it himself. But the prince was not the only arbiter of men’s fashions. The band of  "heavy swells" who followed his lead gave him plenty of competition. Lord Raglan and Lord Petersham invented coats which are still named after them. Lord Dupplin the dinner jacket and Lord Cardigan the button-up sweater. But Lord Hardwicke made the most spectacular contribution. Men’s silk hats were made of beaver which was left in its original rough, shaggy state. Lord Hardwicke polished his hat until he could see his face in it, and consequently was known as "Glossy Top". He is responsible for the top hat as we know it today.<ref name=":28">{{Cite book|title=Gay monarch, the life and pleasures of Edward VII|last=Cowles|first=Virginia|publisher=Harper|year=1956|location=New York, New York|archive-url=https://archive.org/details/gaymonarchlifepl0000cowl/}}</ref> (129–131)</blockquote> === Men’s Clothing 1830–1900 (Intro to the Decades) === “Tailored wool garments , originally inspired by the clothing of English country gentry, formed the backbone of men’s wardrobes in the early nineteenth century.”<ref name=":25" /> (458) Men’s clothing began to change from styles that were colorful and flamboyant in the eighteenth century to styles that emphasized cut over color. By the end of the century men’s clothing had settled into a kind of uniform with coats and trousers usually made of the same fabric, often with a vest or waistcoat of the same fabric. The uniform included a shirt with a stiff collar, a necktie and very little jewelry. It took the entire nineteenth century to change to a rather static style that is still worn today. (this is middle-class men for day wear?) The silhouette for men sometimes followed the same line as women’s clothing on the top half of their bodies. For example, as women’s sleeves grew into the huge leg-of-mutton fullness, the shoulders of men’s coats also had added fabric to make a pouf at the shoulder, thus emphasizing a broad shouldered look across the front. Men’s silhouettes changed subtly without the exaggerated fullness of women’s skirts or the raising and lowering of the neckline. Once men began to wear trousers, they did not go back to formal knee breeches (except in European courts or for court wear for Victoria). The line of men’s garments changed in smaller increments than women’s. Coats and trousers might fit tighter in some decades and looser in others. They were slim, then boxy, flared, then straight and evolved into the contemporary line we see on men today. Men's fashions in the 19th century have been less researched than women's fashions, in part because of fewer artifacts of what men wore were saved in museums for study. Photography, the first century that we have actual images (rather than artists' interpretations) of what people wore. ==== Court and Formal Dress ==== Livery, working class Formal dress was separate attire, used for specified occasions, varies by decade ==== Shirts ==== Shirts and collars separated: "by 1827 detachable collars became available."<ref name=":25" /> (477) Shirts were considered more like underwear early in the century but by the end of the 1800s, they were becoming the outside garments popular in the twentieth and twenty-first centuries. Neck treatments (and shirt cuffs) Shirts were treated as underwear early in the century but by the end of the 1800s, they were becoming the outside garments popular in the twentieth and twenty-first centuries. ==== Coats and Jackets ==== The 1901 ''Clothes Dictionary'' says coats were "The principal garment of men's attire."<ref name=":30" />{{rp|10}} Several styles of coats were available to fashion-conscious aristocratic and upper-middle-class men. Men’s suits in this period were tailor made, fitted to one specific man. The factories, however, knew that the vast majority of men were working class and began to manufacture and sell ready-made shirts, coats and trousers. More clothes were available for working men and they cost less. The cheaper work clothes enabled upper-working-class men to own more than one set of clothes and to have more formal clothes for church or other events. Ready-made shirts were also available in generic sizes, small, medium and large. Generic sizing speeded up the mass production process and, since little of the shirts could be seen, they did not need custom fitting. Almost all of the coats Victorian men wore could be single or double breasted, with a couple of exceptions like morning coats and Norfolk jackets. On more formal occasions upper-class men wore a '''cutaway morning coat''' with light trousers during the daytime, and a dark '''tail coat''' and trousers in the evening. (define these terms) According to Payne, "During the early 1820s tailcoats were the most popular type of coat."<ref name=":25" />{{rp|474}} ==== Frock Coats ==== [[File:Frock coat MET CI38.23.39 F.jpeg|alt=Old-fashioned coat hanging on a mannequin|thumb|Frock coat, 1840, American]] Frock coats were introduced in the 1820s and worn throughout the nineteenth century with only minor changes to the line or fit. Sleeves were full at the top and waists were tight, creating an hourglass form. Initially frock coats were tightly fitted and closed with buttons. The more tailored frock coats had a waist seam and a flared skirt almost to the knees. The rate of fashion change notable in women's fashion was true for men's clothing as well. The frock coat persisted for a century, but it was in a state of constant (but subtle) evolution, with collars and lapels, coat length, the waist seam, the fullness of the coat itself as well as the sleeve, color, patterns like stripes or plaids. A Prince Albert is a double-breasted, very well-tailored, form-fitting frock coat.<ref name=":30">[Baker, William Henry.] ''Clothes Dictionary''. Chicago, Ill.: Cahn, Wampold, 1901. https://commons.wikimedia.org/wiki/File:Clothes_dictionary;_(IA_clothesdictionar00bake).pdf.</ref>{{rp|33}} Gentlemen, clergy, military Men around the world and especially in the British Empire wore frock coats: images and descriptions exist of men wearing frock coats in India<ref>Woodyatt, Nigel Gresley. ''Under Ten Viceroys; The Reminiscences of a Gurkha''. London: H. Jenkins Limited, 1922. Pp. 31, 107, 1774.</ref>, Iran (Persia at that time)<ref>Sparroy, Wilfrid. ''Persian children of the royal family; the narrative of an English tutor at the court of H. I. H. Zillus-Sultán, G.C.S.I''. London and New York, J. Lane, 1902. Pp. 11, 29, 30.[https://upload.wikimedia.org/wikipedia/commons/d/d1/Persian_children_of_the_royal_family%3B_the_narrative_of_an_English_tutor_at_the_court_of_H._I._H._Zillus-Sult%C3%A1n%2C_G._C._S._I_%28IA_persianchildreno00sparrich%29.pdf?utm_source=commons.wikimedia.org&utm_campaign=index&utm_content=original https://upload.wikimedia.org/wikipedia/commons/d/d1/Persian_children_of_the_royal_family%3B_the_narrative_of_an_English_tutor_at_the_court_of_H._I._H._Zillus-Sult%C3%A1n%2C_G._C._S._I_%28IA_persianchildreno00sparrich%29.pdf].</ref>, Japan<ref>Watson, W. Petrie. ''Japan, Aspects and Destinies''. New York, Dutton: 1904. P. 7, 19, 31.</ref>, Egypt and Turkey<ref>Butler, Alfred Joshua. ''Court Life in Egypt''. London: Chapman and Hall, 1887. P. 7.</ref>, .... ==== Trousers ==== Breeches: Men’s bifurcated garment that ended just below the knee Trousers: men’s bifurcated garment that went down to the ankles or foot The most sweeping change in men’s fashion before 1820 was in the length of their pants. Trousers that went from waist to foot were so much more comfortable and popular than knee breeches that they replaced what had dominated men’s wear since the sixteenth century. And trousers have been worn for over two centuries now. They were originally tailored but began to be mass produced. Although the aristocracy were required to wear knee breeches at court, they wore trousers more than they wore breeches, and they could afford to have their suits and shirts hand sewn and individually. Working class men had to contend with small, medium, and large from mass production. This bifurcated garment was modified in specific places, like the length, the fullness over the hips or the width of the leg. In summer trousers were lighter in color — "grayish blue, aqua and pearl gray." (Payne 2, 505) In winter trousers mixed darker colors like "steel gray and brown, black and brown, and black and green." (Payne 505) More on summer colors, winter colors? [Find quote about QV's men's court dress and the men being so cold] ==== Waistcoats ==== Victorian men put their creativity, color and specialty fabrics into their waistcoats. At the beginning of the century men's waistcoats were made from specialty fabrics, like velvet or brocade or a patterned silk, sometimes two at the same time: "During the 1820s and 1830s, men sometimes wore two waistcoats, in combinations like white velvet over rose-and-gold brocade."<ref name=":25" /> (474) Long after coats and trousers were made from the same dark wool, waistcoats continued to be colorful, making them the focus of the ensemble. By the end of the 19th century waistcoats made from the same fabric as the trousers and coat dominated men’s fashion. 1880s: "The term vest now applied to all but low-necked formal styles, which were still called waistcoats." (Payne 2 528) [[File:Homosexualitywilde.jpg|thumb|Oscar Wilde and Bosie Douglas, straw boater and derby, 1894]] ==== Overcoats ==== Overcoats became a significant fashion element and many styles were seen throughout the century. <ref name=":24" />Kay, Fiona and Neil R. Storey, ''Victorian Fashions for Women'', Pen & Sword History, Yorkshire - Philadelphia, 2022 Surtout: "An overcoat cut in the style of a frock coat."<ref name=":30" /> (39) ==== Hats ==== The upper-class continued to wear top hats, and [[bowler hats]] (known in America as a derby) were worn by the working class. 1830s This class of men also wore round cloth caps, often seen on male children. The straw boater was the most popular hat by the end of the century and was worn by all of the classes. Men wore [[top hats]], with wide brims in sunny weather. 1830s - 1900 Top hats briefly became the very tall "stovepipe" shape, but a variety of other hat shapes were popular. Homburgs, deerstalkers and “Trilbies” were also popular. Buck, p. 198-199 (George de Maurier novel ''Trilby'') Hats were ''de rigueur'' for all Victorians, all classes, all ages, all genders. ==== Shoes ==== [[File:Men's fashion silhouette of 1837.jpg|thumb|Men's coats, 1837]] [[File:Lev Wittgenstein by F. Kruger.JPG|thumb|Lev Wittgenstein by F. Kruger, 1836]] === 1830s and 1840s === For men's fashion, the 1830s and 1840s were dominated by a defined waist, lean limbs and tall hats. Working-class men had been wearing trousers for some time, but by the 1830s and '40s, middle- and upper-class men generally wore frock coats and trousers for casual or less formal attire in the city. In the country, what they wore depended on what they were doing — hunting, riding, shooting and so on.[[File:Man's Frock Coat LACMA M.2007.211.61 (1 of 4).jpg|alt=Male mannequin wearing a light-colored thigh-length coat similar to a suit jacket and a top hat|thumb|Men's frock coat, c. 1845]] [[File:Stockholms mode-journal- Tidskrift för den eleganta werlden 1847, illustration nr 2.jpg|thumb|Stockholm's fashion magazine, 1847]]Some men wore corsets during this time, so the waist was nipped in and the skirt of the frock coat flared out. The sleeves of their coats and jackets were slightly puffed at the shoulders. The trouser legs were straight with a strap under the instep. The figure on the left in the fashion plate from ''Modes de Paris Journal des Tailleurs'' (right) illustrates this silhouette very clearly as well as the frock coat, the strap under the instep, and the puffed shoulders. ==== Coats and Jackets ==== Frock coats had become fashionable for day wear in the 1820s<ref name=":25" />{{rp|474}} and were worn throughout the century. In the 1830s frock coats were tightly fitted and closed with buttons. The more tailored frock coats had a waist seam and a flared skirt almost to the knees. The main changes in frock coats in these two decades were in the colors and the neck treatments (collar and lapels). Initially frock coats were not necessarily black. They could be colorful — like "plum, mulberry, brown, bright blue, and bottle green" — with "contrasting velvet collars."<ref name=":25" />{{rp|474}} The truly bright, saturated colors made possible by synthetic dyes, however, were a couple of decades away still and were never used for frock coats. Middle- and upper-class men limited their use of tailcoats to evening wear and more formal occasions. A cutaway morning coat was worn with light trousers during the daytime, and a dark tail coat and trousers was worn in the evening. ==== Shirts ==== Shirts were made of linen or cotton with low collars, occasionally turned down, and were worn with wide [[cravats]] or neck ties. Before shirts were mass produced, they were tailored for upper and wealthy middle-class men. ==== Trousers ==== Trousers or long pants had been introduced and were eagerly accepted by men because they were more comfortable and looser than the tight-fitting knee breeches and coats from earlier in the century. They were originally tailored but began to be mass produced. Although the aristocracy were required to wear knee breeches at court, they wore trousers more than they wore breeches. Aristocrats and upper middle class could afford the well-tailored cut and fit of individually hand sewn trousers and coats. "Trousers of the 1830s fit quite snugly ..., but in the 1840s they became looser."<ref name=":25" /> (477) Knee breeches still existed, but only for court wear, riding and country wear (in the form of knickerbockers). ==== Waistcoats ==== waistcoat; vest “Waistcoats [or vests] remained colorful, decorative items in men’s wardrobes after the rest of their costumes had become plain.” (Payne 2 460-462) They could be single- or double-breasted, with shawl or notched collars, and might be finished in double points at the lowered waist. Collars gradually lowered over the course of the two decades. Often the colorful vests were decorated with fur or velvet collars. ==== Overcoats ==== Men wore a variety of topcoats or overcoats. Overcoats were built like frock coats, but longer. The redingote was most popular in the 1830s and 1840s. Redingotes had a rolled collar, sleeves with fullness at the shoulders and upper arm and narrow at the elbows to the wrist. It was fitted at the waist and reached mid-calf. ==== Original Text ==== During the [[1840s in fashion|1840s]], men wore tight-fitting, calf length [[frock coat]]s and a [[waistcoat]] or vest. Sleeves were full at the top and waists were tight, creating an hourglass form. For more formal occasions, a cutaway morning coat was worn with light trousers during the daytime, and a dark tail coat and trousers was worn in the evening. Shirts were made of linen or cotton with low collars, occasionally turned down, and were worn with wide [[Cravat (early)|cravat]]s or neck ties. Men wore [[top hat]]s, with wide brims in sunny weather. === 1850s === The 1850s revealed several industrial inventions that significantly impacted clothing. First, the Industrial Revolution began (and still does today) with machines to weave fabric and machines to sew fabrics. Manufacturers quickly learned that the majority of the population was working class. Theirs were the simplest, least trimmed garments made in the nineteenth century. Second, mass production of shirts, trousers and coats changed how most people shopped for clothes. The aristocracy and upper middle class folks could still have their clothes made to specifically fit their bodies. Manufacturers knew that they could not mass produce clothing for each individual’s body. They invented generic sizing in small, medium, and large. They could, therefore, produce many more items of clothing with generic sizing. Third, Isaac Singer patented and began to manufacture home or domestic sewing machines (treadle machines) enabling more form-fitted '''dresses''' to be constructed for an individual’s specific shape and size. The fourth item to impact fashion and clothing was the invention of the paper pattern. These were introduced in fashion magazines targeting women. Almost all women were taught to sew by hand, whether they were aristocrats or working class. Sewing machines enormously speeded up the '''process of constructing from hours to minutes'''. Finally, aniline dyes made colors brighter and longer lasting. Prints and stripes, checks and plaids, fabrics had much more vibrant color with aniline dyes. The Industrial Revolution impacted the working class and changed their lives the most. children's clothes? Women made men's clothing too According to Judith Flanders, working-class men's clothes could be colorful. For example drivers of hansom cabs () dressed more up-scale, and drivers of hackneys () did not.<blockquote>While hackney drivers were also considered to be stereotypically shabby, hansom-cab drivers were generally represented as smartly dressed. A print in 1850 showed a driver in a snappy brown coat instead of the coachman’s heavy multiple-caped outfit, pale green striped trousers, short boots and top hat, the [167–168] reins held daintily in his gloved hands. Both cab and coach drivers wore top hats, but cabbies of a sporting bent later switched to bowlers, and in summer donned bright checked outfits.<ref name=":23">{{Cite book|title=The Victorian City: Everyday Life in Dickens' London|last=Flanders|first=Judith|publisher=Thomas Dunne Books|year=2012|location=New York, New York}}</ref> (167–168 [of 972])</blockquote> A variety of silhouettes was seen in the 1850s. Trousers were long and slim with a strap under the instep of the shoe. ==== Coats and Jackets ==== "Although the frock coat was worn throughout the century, it lost its dominant position in the 1850s, when the morning coat began to replace it."<ref name=":29" /> A jacket shorter than the frock coat or morning coat that had visible pockets began to be worn in about 1850. Cutaway tail coats were still reserved for formal occasions. All of these coats could be single or double breasted. They were called “ditto suits” by those who wore them because the coat, trousers, and waistcoat were all made from the same fabric. There were morning coats and cutaway morning coats; there were Norfolk jackets and ditto suits. The most formal were the cutaway tail coats for evening wear and balls; and the least formal were the boxy shaped sack coats. By the 1860s, it had become the most popular casual coat. ==== Shirts ==== During the [[1850s in fashion|1850s]], men started wearing shirts with high upstanding or turnover [[collar (clothing)|collars]] and [[necktie#Four-in-hand|four-in-hand necktie]]s tied in a bow, or tied in a knot with the pointed ends sticking out like "wings." ==== Trousers ==== Trousers had fly fronts and breeches were used for formal functions and knickers (short pants fuller cut than breeches) for horseback riding. Men's choice to wear trousers is an instance of the importance of comfort and convenience outweighing style and presentation, a value that increased in importance through the 20th century. ==== Waistcoats ==== Waistcoats remained the one garment that could be brightly colored and copiously trimmed on exotic fabrics. Waistcoats show that men were concerned with decorative elements in their ensemble. ==== Notes & Quotes ==== * transition from frock coats to ditto suits, 1850s (Payne, 463) ==== Hats ==== The upper-class continued to wear top hats, and [[bowler hat]]s were worn by the working class. Caps ==== Overcoats ==== Overcoats were cut fuller with wider sleeves and no extra fullness at the shoulder. Unlike the redingote, the overcoats had straight seams to the knee length. Many had wide lapels that reached below the waist. Working class men and their families benefitted more from the industrial revolution in regards to clothing.  Manufacturers marketed to them because because they were the largest class. [[File:Gazette of Fashion, February 1865, RP-P-2009-2675.jpg|thumb|1865, Frock coats, etc. (Paris)]] [[File:Gazette of Fashion, October 1864, RP-P-2009-2673.jpg|thumb|1864, Frock coats, etc., Paris]] [[File:Broadway fashions, New York LCCN2003677917.jpg|thumb|Butterick, Spring-Summer 1866, Broadway Fashions]] [[File:Four young men wearing frock coats - DPLA - 4706a21c9267c45034d51c8fc5309251 (page 1).jpg|thumb|1860s, working class?, ill fitting, frock coats, trousers, shirts, vest, derby hats]] === 1860s === [[File:Corporal frock coat 1862 med.jpg|thumb|Corporal frock coat 1862, 9-botton military]]The 1860s saw fewer inventions that influenced or changed the way people were acquiring clothes. But the changes begun by mass production continued with the working class. Little changed for the higher classes, except maybe paper patterns and sewing machines. The different shape and size in clothing continued to provide slightly different silhouettes for men in the upper and middle classes. As women's clothes grew more complex in cut and style, men's clothes became simpler in cut and style. ==== Coats and Jackets ==== Individualized fittings continued for upper class and wealthy middle class clients. (Working class as well as middle and upper class.) Working class was well over 60% of the population. For the largest class, ready-made garments were ideal for men and women who were working class. For the two upper classes morning coats still led the way but frock coats were still in demand and worn in business and more casual situations. Leisure wear like knickers and ditto suits became more popular in the 1860s. Haute couture wanted every occasion or event to have special clothing. In some ways men dressed more alike (coat, trousers, waistcoat) and in some ways there was more variety in the cut of their coats and in the manufactured clothing they could buy. Many upper class men still had their shirts custom made. Frock coats were shortened to knee-length and were worn for business, while the mid-thigh length [[sack coat]] slowly displaced the frock coat for less-formal occasions, with the overall effect of a looser silhouette. The Prince of Wales: "For the countryside such as at Sandringham, he permitted an informal dress code. The Henry Poole ledger marked as 'HRH 1865' is for an evening coat without tails, the first 'dinner jacket.'"<ref name=":26" /> (424) ==== Shirts ==== Ready-made shirts rarely were seen since shirts were more underwear than outerwear. Factories began to make and sell detachable collars and cuffs. It was more convenient to replace collars and cuffs each day than the time it took a servant (working class) to wash and starch enough to look like the celluloid many of those collars were made of. ==== Trousers ==== Trousers were cut full and boxy during most of the 1850s and 1860s. The strap under the shoe disappeared and trouser legs reached the back of the heel in length. Knickers were still worn for hunting or riding and breeches were still ''de rigueur'' at court. ==== Waistcoats ==== Waistcoats remained decorative and worn with most of the coats that were popular. The young “dandies” wore the most colorful and decorated waistcoats. These “dandies” gave their highest priority to their appearance. They were the avant garde of haute couture for men. ==== Necks Treatments ==== In the [[1860s in fashion|1860s]], men started wearing wider neckties that were tied in a bow or looped into a loose knot and fastened with a stickpin. ==== Hats ==== Top hats briefly became the very tall "stovepipe" shape, but a variety of other hat shapes were popular. ==== Overcoats ==== The single-breasted redingote continued in popularity among the aristocracy and upper middle-class.  These coats were often “in colors such as plum, mulberry, brown, bright blue, and bottle green . . . [with] contrasting velvet collars.” Payne2 p. 474 [[File:Mens Coats 1872 Fashion Plate.jpg|thumb|upright|Drawing of Victorian men 1870s]] [[File:Ashurst frock coat.jpg|thumb|Ashurst Frock coat]] [[File:Grand Duke Alexis Alexandrovich of Russia Wearing a Frock Coat; Standing (fbc266c2feca43f6ad5b44e031635a8d).tif|alt=Old photograph of a man wearing a dark thigh-length coat similar to a suit coat with light-colored trousers|thumb|Grand Duke Alexis Alexandrovich of Russia Wearing a Frock Coat, c. 1872]] [[File:Caillebotte Hugot.jpg|thumb|Portrait of Paul Hugot, 1878]] [[File:Oscar Wilde (1854-1900), by Hills & Saunders, Rugby & Oxford 3 april 1876.jpg|thumb|Oscar Wilde, 1876, ditto suit]] [[File:FrockCoat.jpg|thumb|English frock coat, 1870s]] === 1870s === To correct and prevent errors being made in court dress, in 1875 the Lord Chamberlain published ''Dress Worn by Gentleman at Her Majesty's Court'', "a summary of regulations for court uniform and dress."<ref>{{Cite book|url=https://www.google.com/books/edition/Dress_worn_by_Gentlemen_at_Her_Majesty_s/pvrbQCXq0MEC?hl=en|title=Dress worn by Gentlemen at Her Majesty's Court|last=Britain)|first=Victoria (Queen of Great|date=1875|language=en}}</ref> This is the kind of thing Bertie really cared about. Define court dress. A portly, boxy silhouette was sought for most of the 1870s. Older men whose stomachs had spread outward and thus looked prosperous to the Victorians were the ideal for men’s high fashion. Sack coats and trousers were cut a little wider in the legs. Corduroy for trousers and muslin for shirts was often used in working class clothing. ==== Coats and Jackets ==== There were minor changes to some of the coats Victorian men wore. Frock coats were shortened to the knee. Sack coats (or ditto coats — the forerunner of the suits worn by men in the western cultures of the twentieth and twenty-first centuries) were found to be so comfortable that most men of the upper and middle classes had a ditto suit. Men still wore morning coats and the aristocracy still wore cutaway coats with trousers to parties and balls but cutaway coats with knee breeches at court. ==== Shirts ==== Although ready-made shirts were available, the upper and middle classes still wore bespoke clothing hand-made, with better fabric and an excellent fit but stitched on machines. The suits and shirts made for the working class were of cheaper fabrics. ==== Trousers ==== Most men were wearing trousers  all of the time (except at court) and have worn them ever since. Trousers had button flies by the 1870s which most men found to be much more convenient than laces. Trousers did not “ride up” the leg in the way that knee breeches did when dancing or sitting. If a man did not have fashionable legs, they could be obscured behind trousers. ==== Waistcoats ==== White waistcoats began to be worn by men. Black were also worn when mourning. Changes in the waistcoat could be seen but were very subtle. For example, collars were lowered as the neckline grew deeper and deeper in front, revealing more of the fancy vest. ==== Overcoats ==== A longer version of the standard overcoat, “sometimes with fur collar, cuffs, and lining” was often worn for warmth. Payne2 p. 519 Added to overcoats, “Chesterfield coats were single-breasted, with fly fronts and velvet collars.”  Payne2 p. 519 ==== Original Text ==== During the [[1870s in fashion|1870s]], three-piece suits grew in popularity along with patterned fabrics for shirts. Neckties were the four-in-hand and, later, the [[Ascot tie]]s. A narrow ribbon tie was an alternative for tropical climates, especially in the Americas. Both frock coats and sack coats became shorter and more form fitting. Flat straw boaters were worn when boating. [[File:Elliott & Fry10a.jpg|thumb|William Gladstone, 1887, morning coat]] [[File:British politicians gambling at Ascot Wellcome V0050378.jpg|thumb|British Politicians Gambling at Ascot, 1884]] [[File:Scribner's magazine (1887) (14595087238).jpg|thumb|1887, types of American servants]] === 1880s === The silhouette narrowed and straightened. That is, the line went straight down without the flare of skirts on the coats. This smooth line had few decorations. Men wore hardly any jewelry. They might have a boutonniere or a ring.  Suits were not  decorated. All coats were straighter and shorter. Depending on the time of day, the Prince of Wales might change his clothes (thus, his silhouette) up to six times per day,<ref name=":28" /> (129) and some aristocrats and upper-class men would follow his lead. ==== Coats and Jackets ==== Although the frock coat was worn throughout the nineteenth century, the single fabric sack suit was worn for casual wear and was beginning to be seen as a businessman’s suit.  Morning coats were still in use for some events as well as casual occasions. The modern tuxedo or Cowes jacket appeared and was worn for formal occasions. The tuxedo is still worn as formal dress today. ==== Shirts ==== Shirts were still custom made for the rich and the working class bought ready-made shirts. The shirt remained basically the same but it could handle the different neck treatments.  Even mass produced shirts could have buttons or button holes for detachable collars and cuffs. ==== Trousers ==== Trouser legs began to decrease in width as the coat became narrower and emphasized strong vertical lines. ==== Waistcoats ==== During the 1880s waistcoats were called vests [is it regional?] and much of their bold trim and colorful fabric disappeared and vests were constructed from the same fabric as the coat and trousers. The business suit for men developed in the 1880s and was firmly established in the 1890s. ==== Overcoats ==== Versions of topcoats increased, adding an ulster overcoat for travel and an Inverness coat with up to five cape collars and a high curved collar. Double breasted topcoats were popular and some were knee-length and some calf-length. ==== Original Text ==== During the [[1880s in fashion|1880s]], formal evening dress remained a dark tail coat and trousers with a dark waistcoat, a white bow tie, and a shirt with a winged collar. In mid-decade, the dinner jacket or [[tuxedo]], was used in more relaxed formal occasions. The [[Norfolk jacket]] and tweed or woolen breeches were used for rugged outdoor pursuits such as shooting. Knee-length topcoats, often with contrasting velvet or fur collars, and calf-length overcoats were worn in winter. Men's shoes had higher heels and a narrow toe. [[File:American fashions - The Jno. J. Mitchell Co. Litho., New York. LCCN2006676665.jpg|thumb|Fashion plate from the Jno. J. Mitchell Co., New York, 1899]] [[File:Alfred Milner Vanity Fair 1897-04-15.jpg|thumb|Alfred Milner, 1897, Leslie Ward ("Spy"), for Vanity Fair]] [[File:Nobl-08.jpg|thumb|Sherlock Holmes, 1892, Sidney Paget]] [[File:PUK1894page380rector poor.jpg|thumb|Rector and Drinker, 1894]] === 1890s === The dominant silhouette for men became the sack suit in the 1890s and while changes in the sack have been subtle, it remains the dominant silhouette today. ==== Coats and Jackets ==== “Sacks became ''the'' favored style of suit coat,”(Payne2, p. 532) especially among the younger men. Frock coats were associated with older men along with the cutaway coat. There were many more choices for sports wear and leisure wear than ever before. Norfolk jackets were often worn while hunting. Most informal styles could be purchased ready made. The rich still had their clothing custom made by tailors but even working class men could purchase most ready-made versions of the coats, trousers, and vests. ==== Shirts ==== Shirts could be made of patterned fabric as well as solid colors and white.  Shirts were beginning to be acceptable as outer wear especially when worn as sporting clothing. ==== Trousers ==== Early in the 1890s, “slim, straight trousers were news.” (Payne 2, p. 532) Trousers could be plaid or checked as well as the same fabric as the coat and vest. ==== Waistcoats ==== Fancy fabrics and bold trim were not seen much as the more subdued vest dominated the fashion scene. ==== Neck Treatments ==== In the 1860s, men started wearing wider neckties that were tied in a bow or looped into a loose knot and fastened with a stickpin. ==== Overcoats ==== “Topcoats included fingertip-length styles made of twill covert cloth. Single-breasted, fly-front overcoats were fashionable too. Roomy overcoats with fur linings and collars warmed the wealthy. Inverness overcoats remained in vogue.” Payne2, p.532 ==== Original Text ==== Starting from the [[1890s in fashion|1890s]], the [[blazer]] was introduced, and was worn for sports, sailing, and other casual activities.<ref>{{cite web|last=Landow|first=George|url=http://www.victorianweb.org/art/costume/90s/2.html|title=Men's informal sporting dress, late 1880s and '90s}}</ref> Throughout much of the Victorian era most men wore fairly short hair. This was often accompanied by various forms of facial hair including moustaches, side-burns, and full beards. A clean-shaven face did not come back into fashion until the end of the 1880s and early 1890s.<ref>{{cite web|url=http://www.victorianweb.org/art/costume/nunn21.html|title=Victorian Men's Fashions, 1850–1900: Hair}}</ref> Distinguishing what men really wore from what was marketed to them in periodicals and advertisements is difficult, as reliable records do not exist.<ref name="shannon597">{{cite journal|last=Shannon|first=Brent|title=Refashioning Men: Fashion, Masculinity, and the Cultivation of the Male Consumer in Britain, 1860–1914|journal=Victorian Studies|year=2004|volume=46|issue=4|pages=597–630|doi=10.1353/vic.2005.0022}}</ref> === Notes === *Men's suits buttoned higher up than today (Payne, 467) * Norfolk jackets and sack suits (Payne, 471) * formal attire, tuxedos with tails, cutaways (Payne, 469) * Keith Middlemas (https://archive.org/details/storyoffiesta00huxf/page/200/mode/2up?q=fashion) *Brent Shannon. "Refashioning Men: Fashion, Masculinity, and the Cultivation of the Male Consumer in Britain, 1860–1914." Victorian Studies 46, no. 4 (Summer 2004): 597–630. == Hats and headwear == [[File:Ford.madox.brown.last.emma.study.jpg|thumb|''Emma Hill'' by [[Ford Madox Brown]] (1853), a woman wearing a later version of the [[poke bonnet]]]] [[File:Hoed,_objectnr_KA_1237.tif|left|thumb|Perched bonnet style of the early 1870s.]] Hats were crucial to a respectable appearance for both men and women. === Men's Hats === The top hat, for example, was standard formal wear for upper- and middle-class men.[Payne] According to Blanche Payne, "The high top hat, usually black or dark gray, had reached its characteristic shape by 1798 and dominated the entire nineteenth century." (457–58) Although top hats were the dominant hat in the 19th century, other hats became popular for working classes and lower income middle class. “The style of an individual’s hat varied, depending on fashion and their social position, as well as their profession or chosen activity..” ''Goodman 53 of 460'' Other hats that became necessary and popular include the Derby, the straw Boater, and a flat cap with a short brim. In many cases the class, work activity and income could be determined by what kind of hat was on the head of the wearer. For some men, a hat supporting a particular sport or team was important. The Derby or Bowler hat was designed by William and Thomas Bowler, brother shopkeepers in 1849. ''(Goodman 55 of 460)'' It cost less than a top hat but  lasted longer and was soon worn by middle class bankers and clerks. Straw boaters were worn by the aristocracy for casual events and working class factory workers and agricultural laborers. By 1901 working class men had changed their preference to the flat caps which became the most popular hat for the workers. Headdress for men was an essential part of dress for the entire period of the Victorian age, from the 1830s through the end of the century. Judith Flanders describes the hats worn by men in London, <blockquote>It is difficult to bear in mind the importance of hats as not only markers of class and income, but also as indicators of respectability. [509–519] [George Augustus] Sala commented that "every" man throughout the history of the world "must, necessarily and habitually, wear some kind of covering to his head". Postmen wore hats, small children wore hats, field labourers and market gardeners wore hats, cricketers, skaters — all sportsmen — wore hats. It was, self-evidently, impossible to go outdoors without one. ... Those in professional occupations wore pot hats, as did clerks and all those with pretensions to middle-class status. Even doctors' delivery boys wore battered hand-me-down pot hats: "the nap rusty, the band a mournful strip of tarnished lace; but still a Hat", which "stamps him as being associated, in however slender a manner, with a learned profession". Cloth caps were for labourers, for costers and for boys. ... Artisans wore caps made out of paper, which they folded [510–511] themselves and so could easily replace as they became dirty.<ref name=":23" /> (509–511 [of 972]) </blockquote>A pot-hat is a kind of derby or bowler in men's hats. (Lewandowski, 237) ==== Original Text ==== Hats were crucial to a respectable appearance for both men and women. The top hat, for example, was standard formal wear for upper- and middle-class men.<ref name=":4">{{Cite book |last=Steele |first=Valerie |url=https://archive.org/details/fashioneroticism0000stee |title=Victorian Fashion. Fashion and Eroticism: Ideals of Feminine Beauty from the Victorian Era to the Jazz Age |publisher=Oxford University Press |year=1985 |isbn=978-0-19-503530-8 |pages=[https://archive.org/details/fashioneroticism0000stee/page/51 51]–84 |url-access=registration}}</ref> For women, the styles of hats changed over time and were designed to match their outfits. === Women's Hats === For a discussion of the history of plumes and feathers, see [[Social Victorians/Victorian Things#Ostrich Plumes and Prince of Wales's Feathers|Ostrich Plumes and Prince of Wales's Feathers in ''Victorian Things'']]. ==== Original Wikipedia Text ==== During the early Victorian decades, hats were modest in size and design, straw and fabric bonnets being the popular choice. [[Poke bonnet]]s, which had been worn during the late [[Regency period]], had high, small crowns and brims that grew larger until the 1830s, when the face of a woman wearing a poke bonnet could only be seen directly from the front. They had rounded brims, echoing the rounded form of the bell-shaped hoop skirts. Bonnets shrunk at the end of the 1860s and moved to a perched position in the early 1870s as hairstyles grew in scale and intricacy. This led to the popularization of hats, which became the headwear of choice for the remainder of the Victorian era.<ref name="g4223">{{cite book |last=Cunnington |first=Cecil Willett |title=English Women's Clothing in the Nineteenth Century |date=1990-05-01 |publisher=Courier Corporation |isbn=0-486-26323-1 |publication-place=New York |page=}}</ref> [[File:The_London_and_Paris_ladies'_magazine_(Apr_1885)_03.png|thumb|Flower pot style hat of 1885.]] The 1880s saw a hat inspired by the top hat for women known as the flowerpot hat, and the 1890s saw the popularity of the boater. The hats of the late Victorian era were covered with elaborate creations of silk flowers, ribbons, and above all, exotic plumes; hats sometimes included entire exotic birds that had been stuffed. Many of these plumes came from birds in the Florida everglades, which were nearly made entirely extinct by overhunting. By 1899, early environmentalists like [[Adeline Knapp]] were engaged in efforts to curtail the hunting for plumes. By 1900, more than five million birds a year were being slaughtered, and nearly 95 per cent of Florida's shore birds had been killed by [[Plume hunting|plume hunter]]s.<ref>{{cite web|title=Everglades National Park|url=https://www.pbs.org/nationalparks/parks/everglades/|archive-url=https://web.archive.org/web/20090927085907/http://www.pbs.org/nationalparks/parks/everglades/|url-status=dead|archive-date=27 September 2009|publisher=PBS|access-date=7 November 2011}}</ref> == Shoes == The women's shoes of the early Victorian period were narrow and heelless, in black or white satin. By 1850s and 1860s, they were slightly broader with a low heel and made of leather or cloth. Ankle-length laced or buttoned boots were also popular. From the 1870s to the twentieth century, heels grew higher and toes more pointed. Low-cut pumps were worn for the evening.<ref name=":4" /> == Cosmetics == [[Victorian-era cosmetics]] were typically less obvious than ours. However, small amounts of pale face powder or powdered blush were widely used.<ref>{{Cite book |last=Goodman |first=Ruth |title=How to be a Victorian |date=2014 |publisher=Penguin Books |isbn=978-0-670-92136-2 |location=London}}</ref> Tints were sometimes added to face creams. Some cosmetics contained toxic or caustic ingredients like lead, mercury, ammonia, and arsenic {{Citation needed|date=October 2025}}. Hair color ==Mourning black== {{See also |Mourning stationery}} [[File:The royal children in mourning Mar 1862.jpg|thumb|Victoria's five daughters (Alice, Helena, Beatrice, Victoria and Louise), photographed wearing mourning black beneath a bust of their late father, Prince Albert (1862)]] [[File:Mourning dress MET 50.40.3a-b front CP4.jpg|alt=Black Victorian mourning dress|thumb|Mourning Dress, 1894–95]] In Britain, black is the colour traditionally associated with mourning for the dead. The customs and etiquette expected of men, and especially women, were rigid but evolving during much of the Victorian era. The expectations depended on a complex hierarchy of close or distant relationship with the deceased. (Davidoff) The closer the relationship, the longer the mourning period and the wearing of black. The wearing of full black was known as First Mourning, which had its own expected attire, including fabrics, and an expected duration of 4 to 18 months. Following the initial period of First Mourning, the mourner would progress to Second Mourning, a transition period of wearing less black, which was followed by Ordinary Mourning, and then Half-mourning. Some of these stages of mourning were shortened or skipped completely if the mourner's relationship to the deceased was more distant. Half-mourning was a transition period when black was replaced by acceptable colours such as lavender and mauve, possibly considered acceptable transition colours because of the tradition of [[Church of England]] (and [[Catholic Church|Catholic]]) clergy wearing lavender or mauve [[Stole (vestment)|stoles]] for funeral services, to represent the [[Passion (Christianity)|Passion of Christ]].<ref>{{cite web|title=The Colors of the Church Year|url=http://fullhomelydivinity.org/articles/colors.htm|publisher=Consortium of Country Churches|access-date=6 November 2011|archive-date=13 November 2011|archive-url=https://web.archive.org/web/20111113075214/http://fullhomelydivinity.org/articles/colors.htm|url-status=dead}}</ref> The mourning dress worn by Queen Victoria (below, right) "shows the traditional touches of mourning attire, which she wore from the death of her husband, Prince Albert (1819–1861), until her own death."<ref>{{Cite web|url=https://www.metmuseum.org/art/collection/search/155839?&searchField=All&sortBy=Relevance&deptids=8&ft=queen+victoria&offset=0&rpp=20&amp;pos=2|title=Mourning Dress, 1894–95|last=The Metropolitan Museum of Art|date=7 September 2019|website=The Metropolitan Museum of Art|access-date=7 September 2019}}</ref> Dating from 1894–95, Queen Victoria wore this dress as a result of the death of the eldest son of the Prince and Princess of Wales, Eddy, in line to the throne. === Norms for mourning=== ''Manners and Rules of Good Society, or, Solecisms to be Avoided'' (London, Frederick Warne & Co., 1887) gives clear instructions, such as the following:<ref>{{cite book|last=Flanders|first=Judith|title=The Victorian House|year=2003|publisher=Harper Perennial|location=London|isbn=0-00-713189-5|pages=378–83}}</ref> {| class="wikitable" |- ! Relationship to deceased !! First mourning !! Second mourning !! Ordinary mourning !! Half-mourning |- | Wife for husband || 1-year, 1-month; [[bombazine]] fabric covered with [[Crape|crepe]]; [[widow's cap]], [[lawn cuff]]s, collars || 6 months: less crepe || 6 months: no crepe, silk or wool replaces bombazine; in last 3 months jet jewellery and ribbons can be added || 6 months: colours permitted are grey, lavender, mauve, and black-and-grey |- | Daughter for parent || 6 months: black with black or white crepe (for young girls); no linen cuffs and collars; no jewellery for first 2 months || 4 months: less crepe || – || 2 months as above |- | Wife for husband's parents || 18 months in black bombazine with crepe || – || 3 months in black || 3 months as above |- | Parent for son- or daughter-in-law's parent || – Black armband in representation of someone lost || – || 1-month black || – |- | Second wife for parent of a first wife || – || – || 3 months black || – |} The complexity of these etiquette rules extends to specific mourning periods and attire for siblings, step-parents, aunts and uncles distinguished by blood and by marriage, nieces, nephews, first and second cousins, children, infants, and "connections" (who were entitled to ordinary mourning for a period of "1–3 weeks, depending on level of intimacy"). Men were expected to wear mourning black to a lesser extent than women, and for a shorter mourning period. After the mid-19th century, men would wear a black hatband and black suit, but for only half the prescribed period of mourning expected of women. Widowers were expected to mourn for a mere three months, whereas the proper mourning period expected for widows was up to four years.<ref>{{cite book|last=Flanders|first=Judith|title=The Victorian House|year=2003|publisher=Harper Perennial|location=London|isbn=0-00-713189-5|pages=378–9}}</ref> Women who mourned in black for longer periods were accorded great respect in public for their devotion to the departed, the most prominent example being Queen Victoria herself. It was not uncommon for a widow who did not remarry to wear half-mourning for the rest of her life, except when another death necessitated full mourning. For example, Alexandra, Princess of Wales wore half-mourning for the rest of her life after her eldest son Eddy died in 1894. Empress Elisabeth of Austria did the same, as did Empress Eugénie of France. They reverted to full mourning when appropriate, but they never wore less than half-mourning after their sons' deaths. Women with lesser financial means tried to keep up with the example being set by the middle and upper classes by dyeing their daily dress. Dyers made most of their income during the Victorian period by dyeing clothes black for mourning.<ref>{{cite book|last=Flanders|first=Judith|title=The Victorian House|year=2003|publisher=Harper Perennial|location=London|isbn=0-00-713189-5|page=341}}</ref> == Technological advancement == The technological changes that affected the manufacture and consumption of clothing in the Victorian age included the following: * the mass production of fabrics — for example, "by the early 1850s there were thousands of steam-powered looms churning out millions of miles of fabric every year"  [62] * the invention of aniline dyes, which were much more vibrantly colored and resistant to fading than the natural dyes that had been used. — . Invented by chemist [[William Henry Perkin]] in 1856, the first aniline dye mauveine (or mauve) "wash[ed] the fashionable landscape in a haze of purple."<ref name=":22">{{Cite book|title=The Dress Diary: Secrets from a Victorian Woman's Wardrobe|last=Strasdin|first=Kate|publisher=Pegasus Books|year=2023|location=New York, New York}}</ref> (247) Other intense and, to the Victorians, intensely exciting colors followed, but the new synthetic additions to fabric sometimes included chemicals harmful to their wearers. For example, a "bright-magenta hue was achieved by adding arsenical-based chemicals to existing aniline dyes, brightening the already luminous shades – but these left residues themselves, along with a toxic labour trail in their wake."<ref name=":22" /> (255) Perhaps the most famous of these is arsenic green, used on fabrics, wallpapers, and trim: "The craze for artificial foliage to adorn the heads and dresses of women of fashion in the mid-nineteenth century had seen the proliferation of flower workshops, where young women in their hundreds laboured to produce the lifelike green leaves and blooms that would make a fetching headdress or would trail becomingly across the bodice of a gown. The lushness of the green was achieved by the application of a powder, a pigment that was created by mixing copper and the highly toxic chemical, arsenic trioxide. The physical effects of working with this poisonous compound were horrific. Contemporary medical drawings depict the green hue of the skin and dreadful open lesions on the hands of the maker, whilst the daily gradual ingestion of the powder by the flower girls was eventually fatal."<ref name=":22" /> (255) * the invention of a sewing machine that could be used in the home. Although sewing machines were already in use in the clothing industry, in 1858 Isaac Merritt Singer began to sell "lightweight domestic machines" for home sewing, radically increasing women's control over their own dress.<ref name=":24">{{Cite book|title=Victorian Fashions for Women|last=Kay|first=Fiona|last2=Storey|first2=Neil R.|publisher=Pen & Sword History|year=2022|isbn=978 1 39900 416 9|location=Yorkshire and Philadelphia|pages=}}</ref> (91 [of 298]) * the spread of journalism for women and fashion journalism * the Jacquard loom: "French inventor Joseph-Marie Jacquard’s loom attachment mechanized the weaving of figured fabrics by 1804."<ref name=":25" /> (454) Perhaps not at the same scale as these but as important in 1850s designs was a technology that turned iron into steel, which could then be drawn into fine wires.<ref name=":3">{{Cite book|title=The Culture of Fashion|last=Breward|first=Christopher|publisher=Manchester University Press|year=1995|pages=145–180}}</ref> Steel was refined to a malleable state so that thin blades could be curved into concentric circles (called hoops) and connected with wires to form the cage. Technological advancements not only influenced the economy but brought a major change in the fashion styles worn by men and women. As the Victorian era was based on the principles of gender, race and class.<ref>{{cite journal|last1=Graham|first1=P|title=The Victorian Era|url=https://archive.org/details/in.ernet.dli.2015.261548|journal=Digital Library of India}}</ref> Much advancement was in favor of the upper class as they were the ones who could afford the latest technology and change their fashion styles accordingly. In 1830s there was introduction of horse hair crinoline that became a symbol of status and wealth as only the upper-class women could wear it. In 1850s there were more fashion technological advancements hence 1850s could rightly be called a revolution in the Victorian fashion industry such as the innovation of artificial cage crinoline that gave women an artificial hourglass silhouette without layers of petticoats, which was lighter and more hygienic.<ref>{{cite book|last1=Shrimpton|first1=J|title=Victorian Fashion|publisher=Bloomsbury Shire Publications}}</ref> Synthetic dyes, such as [[mauveine]] (aniline purple), were introduced in 1856, adding bright colours to garments. In 1855's ''[[Haute couture]]'' was introduced as tailoring became more mainstream in years to follow.<ref>{{cite book|last1=Aspelund|first1=Karl|title=Fashioning Society|publisher=Fairchild Books}}</ref> Charles Frederick Worth, a prominent English designer, became popular amongst the upper class though its city of destiny always is Paris. Haute couture became popular at the same time that sewing machines were invented.<ref name="Haute Couture">{{cite book|last1=Martin|first1=Richard|last2=Koda|first2=Harold|title=Haute Couture|publisher=The Metropolitan Museum of Art}}</ref> Princess [[Eugénie de Montijo|Eugenie]] of France wore the Englishman dressmaker, Charles Frederick Worth's couture and he instantly became famous in France though he had just arrived in Paris a few years ago. In 1855, Queen Victoria and Prince Albert of Britain welcomed [[Napoleon III]] and Eugenie of France to a full state visit to England. Eugenie was considered a fashion icon in France. Queen Victoria, who had been the fashion icon for European high fashion, was inspired by Eugenie's style and the fashions she wore.{{Citation needed|date=October 2025}} Later, Queen Victoria also appointed Charles Frederick Worth as her dress maker and he became a prominent designer amongst the European upper class. Charles Frederick Worth is known as the father of the haute couture as later the concept of labels were also invented in the late 19th century as custom, made to fit tailoring became mainstream.<ref>{{cite book|last1=Saillard|first1=Olivier|last2=Zazzo|first2=Anne|title=Paris Haute Couture|publisher=Skira Flammarion}}</ref> By the 1860s, when made-to-fit tailoring was popular in Europe, crinolines were considered impractical. In the 1870s, women preferred more slimmer silhouettes, hence bodices grew longer and the polonaise, a skirt and bodice made together, was introduced. In 1870s the Cuirass Bodice, a piece of armour that covers the torso and functions like a corset, was invented. Towards the end of Victoria's reign, dresses were flared naturally as crinolines were rejected by middle-class women. Designers such as Charles Frederick Worth were also against them. All these inventions and changes in fashion led to women's liberation as tailored looks improved posture and were more practical.<ref name="Haute Couture"/> dressmakers, couturiers, modistes == Home decor == {{main|Victorian decorative arts}} Home decor started spare, veered into the elaborately draped and decorated style we today regard as Victorian, then embraced the retro-chic of [[William Morris]] as well as pseudo-[[Japonaiserie]]. == Myths and Oversimplifications == === Modesty === {{main|Victorian morality}} {{Original research|section|date=May 2008}} [[File:1868-skirt-lengths-girl-ages-Harpers-Bazar.gif|thumb|upright|"The proper length for little girls' skirts at various ages", from ''[[Harper's Bazaar]]'', showing a 1900 idea of how the hemline should descend towards the ankle as a girl got older]]Many myths and exaggerations about the period persist to the modern day. Examples include the idea of men's clothing is seen as formal and stiff, women's as elaborate and over-done; clothing covered the entire body, and even the glimpse of an ankle was scandalous. Critics contend that [[corset]]s constricted women's bodies and lives. Homes are described as gloomy, dark, cluttered with massive and over-ornate furniture and proliferating [[bric-a-brac]]. Myth has it that even piano legs were scandalous, and covered with tiny [[pantalette]]s. === Tight Lacing === Tight-lacing, which was not possible until the development of the grommet in 1828, was famously controversial in the Victorian age, generating many column inches of profitable newspaper copy, in part because it was (and still is) fetishistic and subversive in that adolescent girls used it as a means of rebellion and upper-working- or lower-middle-class shop girls saw it as a means of upward mobility.<ref name=":21">{{Cite book|title=Fashion and Fetishism: Corsets, Tight-Lacing and Other Forms of Body-sculpture|last=Kunzle|first=David|publisher=History Press|year=2013|isbn=978 0 7524 9545 3|location=Stroud, Gloucestershire|pages=}}</ref> (71 [of 1182]) No evidence exists that tight lacing was widespread or particularly dangerous.<ref name=":21" /> () In truth, men's formal clothing may have been less colourful than it was in the previous century, but brilliant [[waistcoat]]s and [[cummerbund]]s provided a touch of colour, and [[smoking jacket]]s and [[robe|dressing gown]]s were often of rich Oriental [[brocade]]s. This phenomenon was the result of the growing textile manufacturing sector, developing mass production processes, and increasing attempts to market fashion to men.<ref name="shannon597"/> Corsets stressed a woman's sexuality, exaggerating hips and bust by contrast with a tiny waist. Women's [[evening gown]]s bared the shoulders and the tops of the breasts. The [[jersey dress]]es of the 1880s may have covered the body, but the stretchy novel fabric fit the body like a glove.<ref>{{cite book |last=Gernsheim |first=Alison |title=Victorian & Edwardian Fashion: A Photographic Survey |year=1981 |publisher=Dover Publications |location=New York |page=65|edition=New |isbn=0-486-24205-6}}</ref> Home furnishing was not necessarily ornate or overstuffed. However, those who could afford lavish draperies and expensive ornaments, and wanted to display their wealth, would often do so. Since the Victorian era was one of increased social mobility, there were ever more ''[[nouveaux riches]]'' making a rich show. The items used in decoration may also have been darker and heavier than those used today, simply as a matter of practicality. London was noisy and its air was full of [[soot]] from countless coal fires. Hence those who could afford it draped their windows in heavy, sound-muffling curtains, and chose colours that didn't show soot quickly. When all washing was done by hand, curtains were not washed as frequently as they might be today. There is no actual evidence that piano legs were considered scandalous. Pianos and tables were often draped with [[shawl]]s or cloths—but if the shawls hid anything, it was the cheapness of the furniture. There are references to lower-middle-class families covering up their [[pine]] tables rather than show that they couldn't afford [[mahogany]]. The piano leg story seems to have originated in the 1839 book, ''A Diary in America'' written by Captain [[Frederick Marryat]], as a satirical comment on American prissiness.<ref>{{cite book |last1=Marryat |first1=C.B. |title=A Diary in America: With Remarks on Its Institutions |date=1839 |publisher=Longman, Orme, Brown, Green, and Longmans |location=London, England |volume=2 |pages=246–247 |url=https://books.google.com/books?id=2-VEAAAAIAAJ&pg=PA246}} From pp. 246-247: "I was requested by a lady to escort her to a seminary for young ladies, and on being ushered into the reception-room, conceive my astonishment at beholding a square piano-forte with four ''limbs''. However, that the ladies who visited their daughters, might feel in its full force the extreme delicacy of the mistress of the establishment, and her care to preserve in their utmost purity the ideas of the young ladies under her charge, she had dressed all these four limbs in modest little trousers, with frills at the bottom of them!"</ref> Victorian manners may have been as strict as imagined—on the surface. One simply did not speak publicly about sex, childbirth, and such matters, at least in the respectable middle and upper classes. However, as is well known, discretion covered a multitude of sins. Prostitution flourished. Upper-class men and women indulged in [[adultery|adulterous]] liaisons. == Gallery == {{gallery |2=A mid-Victorian interior: ''Hide and Seek'' by [[James Tissot]], c. 1877 Image:Winterhalter Elisabeth.jpg|3=Dress designed by [[Charles Frederick Worth]] for [[Elisabeth of Bavaria|Elisabeth of Austria]] painted by [[Franz Xaver Winterhalter]].|4=File:Frith A Private View detail.jpg|5=[[William Powell Frith]]'s painting of 1883 contrasts women's [[Aesthetic dress]] (left and right) with fashionable attire (center).|6=File:Tissot lilacs 1875.jpg|7=Day dress, c. 1875 [[James Tissot]] painting.|8=File:James Abbot McNeill Whistler 011.jpg|9=[[James McNeill Whistler|Whistler]]'s [[Portrait of Lady Meux]], 1882 Image:Jeanna_Samary-Renoir.png|10=[[Pierre-Auguste Renoir|Renoir]]'s portrait of [[Jeanne Samary]] in an [[evening gown]], 1878|11=File:Melville_-_Queen_Victoria.jpg|12=Portrait by [[Alexander Melville (artist)|Alexander Melville]] of [[Victoria of the United Kingdom|Queen Victoria]], 1845|13=File:Henry Treffry Dunn Rossetti and Dunton at 16 Cheyne Walk.jpg|14=An artistic interior: [[Dante Gabriel Rossetti]] reading to [[Theodore Watts-Dunton]] in the drawing room at No. 16 [[Cheyne Walk]], 1882|15=File:Punch - Masculine beauty retouched1.png|16=Men's swimwear: Cartoon from ''[[Punch (magazine)|Punch]]'' by [[George du Maurier]]}} == See also == * [[Emily Clapham]] * [[Victorian decorative arts]] * [[Victorian dress reform]] * [[Victorian morality]] * [[Victoriana]] * [[Women in the Victorian Era]] * [[Charles Frederick Worth]] === Time periods === * [[1830s in fashion]] * [[1840s in fashion]] * [[1850s in fashion]] * [[1860s in fashion]] * [[1870s in fashion]] * [[1880s in fashion]] * [[1890s in fashion]] === Women's clothing === * [[Corset]] * [[Corset controversy]] * [[Tightlacing]] * [[Bloomers (clothing)|Bloomers]] * [[Bodice]] === Contemporary interpretations === * [[Steampunk]] * [[Neo-Victorian]] * [[Lolita Fashion|Lolita]] == References == {{Reflist}} == Further reading == *{{cite book |author=Phipps, Elena| title= ''From Queen to Empress: Victorian dress 1837-1877'' | location=New York | publisher=The Metropolitan Museum of Art | year=1988 | isbn=0870995340| url= http://libmma.contentdm.oclc.org/cdm/compoundobject/collection/p15324coll10/id/69547/rec/235 | display-authors=etal}} * Sweet, Matthew – ''Inventing the Victorians'', St. Martin's Press, 2001 {{ISBN|0-312-28326-1}} == External links == * [http://www.victorians.co.uk/victorian-fashion Victorian Fashion] {{Webarchive|url=https://web.archive.org/web/20180407223711/http://www.victorians.co.uk/victorian-fashion |date=7 April 2018 }} * [https://www.victorianvoices.net/topics/fashion/index.shtml VictorianVoices.net] – Fashion articles and illustrations from Victorian periodicals; extensive fashion image gallery * [http://www.cracked.com/article_19575_5-ridiculous-sex-myths-from-history-you-probably-believe.html Victorian myths] * [http://www.victorianstation.com/lifestylemenu.htm Victorian fashion, etiquette, and sports] {{Webarchive|url=https://web.archive.org/web/20180103162620/http://www.victorianstation.com/lifestylemenu.htm |date=3 January 2018 }} * [http://www.thesmartset.com/article/article12180701.aspx Background on "A Diary in America"] * [http://www.mccord-museum.qc.ca/en/keys/webtours/VQ_P2_17_EN.html Form and Fashion] — the evolution of women's dress during the 19th century (many photographs) * [http://www.mccord-museum.qc.ca/en/keys/games/jeu2/ Educational Game: Mix and Match] — build a 19th-century dress using a virtual mannequin * {{cite web |publisher= [[Victoria and Albert Museum]] |url= http://www.vam.ac.uk/content/articles/v/victorian-dress-at-v-and-a/ |title= Victorian Dress |work= Fashion, Jewellery & Accessories |date= 14 January 2011 |access-date= 2011-04-03}} *[http://cv.vic.gov.au/stories/creative-life/fashion-detective-fashion-fiction-and-forensics/ Fashion detective: Fashion, Fiction and Forensics in nineteenth century Australian fashion] on Culture Victoria {{Timeline of clothing and fashion|state=collapsed}}{{Victorian era|state=collapsed}} [[Category:Victorian fashion| ]] [[Category:19th-century fashion|*]] [[Category:1900s fashion]] [[Category:History of Western fashion]] [[Category:19th century in the arts]] =From ''Women in the Victorian era''= ===Victorian women's fashion=== {{Multiple issues|{{tone|date=March 2023}} {{more footnotes needed|date=March 2023}}|section=y}}{{Further|Victorian fashion}} The ideal Victorian woman was pure, chaste, refined, and modest. This ideal was supported by etiquette and manners. The etiquette extended to the pretension of never acknowledging the use of undergarments (sometimes generically referred to as "unmentionables"). The discussion of such a topic, it was feared, would gravitate towards unhealthy attention on anatomical details. As one Victorian lady expressed it: "[those] are not things, my dear, that we speak of; indeed, we try not even to think of them", in contrast to current norms.<ref>{{cite book |last=Cunnington |first=C. Willett |title=English Women's Clothing in the Nineteenth Century: A Comprehensive Guide with 1,117 Illustrations |publisher=Dover Publications |year=1990 |isbn=978-0-486-26323-6 |pages=20}}</ref> The pretence of avoiding acknowledgement of anatomical realities met with embarrassing failure on occasion. In 1859, the Hon. Eleanor Stanley wrote about an incident where the [[Louisa Cavendish, Duchess of Devonshire|Duchess of Manchester]] moved too quickly while manoeuvring over a [[stile]], tripping over her large [[hoop skirt]]: {{blockquote|[the Duchess] caught a hoop of her cage in it and went regularly head over heels lighting on her feet with her cage and whole petticoats above, above her head. They say there was never such a thing seen – and the other ladies hardly knew whether to be thankful or not that a part of her undergarments consisted in a pair of scarlet tartan [[knickerbockers (clothing)|knickerbockers]] (the things Charlie shoots in) which were revealed to the view of all the world in general and the [[Aimable Pélissier|Duc de Malakoff]] in particular".<ref>{{cite book|last=Cunnington|first=C. Willett|title=English Women's Clothing in the Nineteenth Century: A Comprehensive Guide with 1,117 Illustrations|year=1990|publisher=Dover Publications|isbn=978-0-486-26323-6|pages=20–1}}</ref>}} However, despite the fact that Victorians considered the mention of women's undergarments in mixed company unacceptable, men's entertainment made great comedic material out of the topic of ladies' [[bloomers (clothing)|bloomers]], including men's magazines and music hall skits.<ref>{{cite book |last=Cunnington |first=C. Willett |title=English Women's Clothing in the Nineteenth Century: A Comprehensive Guide with 1,117 Illustrations |publisher=Dover Publications |year=1990 |isbn=978-0-486-26323-6 |pages=22}}</ref> Victorian women's clothing followed trends that emphasised elaborate dresses, skirts with wide volume created by the use of layered material such as [[crinoline]]s, hoop skirt frames, and heavy fabrics. Because of the impracticality and health impact of the era's fashions, a [[Victorian dress reform|dress reform movement]] began among women. The ideal silhouette of the time demanded a narrow waist, which was accomplished by constricting the abdomen with a laced [[corset]]. While the silhouette was striking, and the dresses themselves were often exquisitely detailed creations, the fashions were cumbersome. At best, they restricted women's movements and at worst, they had a harmful effect on women's health. Physicians turned their attention to the use of corsets and determined that they caused several medical problems: compression of the thorax, restricted breathing, organ displacement, poor circulation, and prolapsed uterus.<ref name="O'Connor"/> Articles advocating the reform of women's clothing by the British National Health Society, the Ladies' Dress Association, and the [[Rational Dress Society]] were reprinted in ''The Canada Lancet'', Canada's medical journal. In 1884, Dr J. Algernon Temple of Toronto even voiced concern that the fashions were having a negative impact on the health of young women from the working classes. He pointed out that a young working-class woman was likely to spend a large part of her earnings on fine hats and shawls, while "her feet are improperly protected, and she wears no flannel petticoat or woollen stockings".<ref name="O'Connor"/> [[File:Bloomers.jpg|thumb|1850s illustration of a woman wearing [[bloomers]]]] [[Florence Pomeroy]], Lady Haberton, was president of the Rational Dress movement in Britain. At a National Health Society exhibition held in 1882, Viscountess Haliburton presented her invention of a "[[divided skirt]]", which was a long skirt that cleared the ground, with separate halves at the bottom made with material attached to the bottom of the skirt. She hoped that her invention would become popular by supporting women's freedom of physical movement, but the British public was not impressed by the invention, perhaps because of the negative "unwomanly" association of the style with the American [[Bloomers]] movement.<ref>{{cite book|last=Murray|first=Janet Horowitz|title=Strong-Minded Women and Other Lost Voices from 19th Century England|year=1982|publisher=Pantheon Books|location=New York|isbn=0-394-71044-4|pages=[https://archive.org/details/strongmindedwome00jane/page/68 68–70]|url=https://archive.org/details/strongmindedwome00jane/page/68}}</ref> [[Amelia Jenks Bloomer]] had encouraged the wearing of visible bloomers by feminists to assert their right to wear comfortable and practical clothing, but it was no more than a passing fashion itself among radical feminists. The movement to reform women's dress would persist and have long-term success, however; by the 1920s, [[Coco Chanel]] was successful at selling a progressive, far less restrictive silhouette that abandoned the corset and raised hemlines. The new silhouette symbolised modernism for trendy young women and became the 20th century standard. Other Paris designers continued reintroducing pants for women and the trend was gradually adopted over the next century. Fashion trends, in one sense, travelled "full circle" over the course of the Victorian era. The popular women's styles during the [[Georgian era]], and at the very beginning of Victoria's reign, emphasized a simple style influenced by flowing gowns worn by women in [[Ancient Greek clothing|Ancient Greece]] and [[Clothing in ancient Rome|Rome]]. The [[Empire waist]] silhouette was replaced by a trend towards ornate styles and an artificial silhouette, with the restrictiveness of women's clothing reaching its low point during the mid-century passion for narrow corseted waists and hoop skirts. The iconic wide-brimmed women's hats of the later Victorian era also followed the trend towards ostentatious display. Hats began the Victorian era as simple [[Bonnet (headgear)|bonnets]]. By the 1880s, milliners were tested by the competition among women to top their outfits with the most creative (and extravagant) hats, designed with expensive materials such as silk flowers and exotic plumes such as ostrich and peacock. As the Victorian era drew to a close, however, fashions were showing indications of a popular backlash against excessive styles. Model, actress and socialite [[Lillie Langtry]] took London by storm in the 1870s, attracting notice for wearing simple black dresses to social events. Combined with her natural beauty, the style appeared dramatic. Fashions followed her example (as well as Queen Victoria's wearing of mourning black later in her reign). According to [[Harold Koda]], the former Curator-in-chief of the [[Costume Institute at The Met|Metropolitan Museum of Art's Costume Institute]],<ref>{{cite web|url=http://www.metmuseum.org/about-the-museum/press-room/exhibitions/2014/death-becomes-her|title=Death Becomes Her: A Century of Mourning Attire : October 21, 2014-February 1, 2015|website=Metmuseuim.org|access-date=7 November 2021}}</ref> "The predominantly black palette of [[mourning]] dramatizes the evolution of period silhouettes and the increasing absorption of fashion ideals into this most codified of etiquettes," said Koda, "The veiled widow could elicit sympathy as well as predatory male advances. As a woman of sexual experience without marital constraints, she was often imagined as a potential threat to the social order." ====Evolution of Victorian women's fashion==== <gallery> File:Fashion plate December 1844.jpg|Ladies' December Fashions (1844). Hand-coloured steel engraving from a women's magazine. File:Thegalleryofhmscalcutta james tissot 1876.jpg|''[[The Gallery of HMS Calcutta]]'' by [[James Tissot]] (1876). [[Bustle]]s were fashionable in the 1870s and 1880s. File:Mrs lillie langtry george frederic watts 1880.jpg|''Mrs. Lillie Langtry'' by [[George Frederic Watts]] (1880). File:Five-women-on-queenslander-steps-r.jpg|Fashionable women in [[Queensland]], Australia around 1900. </gallery> {{Short description|Irish writer (born 1963)}} {{Use Irish English|date=August 2025}} {{Use dmy dates|date=August 2025}} {{Infobox writer | name = Darach Ó Scolaí | image = Darach Ó Scolaí.JPG | alt = Man holding prize-winning book | caption = Ó Scolaí in 2019 | birth_name = Darach Ó Scolaí | birth_date = {{Birth date and age|1963|df=y}} | birth_place = [[County Galway]], The Republic of Ireland | death_date = | death_place = | occupation = Writer, artist, publisher | alma_mater = [[University of Galway]] | years_active = 1998–present | genre = Novel, retelling, translation, play, screenplay, illustrated book for children and adults | other_names = | spouse = | children = 3 | awards = [[Awards and Honors received by Darach Ó Scolaí|Awards and Honors]] | signature = | website = }}[[File:Darach Ó Scolaí.JPG|thumb|Darach Ó Scolaí, holding ''Oileán an Órchiste'' (his translation of Robert Louis Stevenson's ''Treasure Island'')]] == Darach Ó Scolaí == Darach Ó Scolaí (<small>Irish:</small> [/ˈda.rax/ /oː/ /sˠkˠoː/l̪ˠəi/]; born 1963<ref>{{Cite web|url=https://portraidi.ie/en/darach-o-scolai/|title=Darach Ó Scolaí|date=20 October 2017|website=Portráidí (Portraits of Irish-Language Writers)|access-date=1 August 2025}}</ref>) is an Irish author who works in a number of genres, from novels, plays and screenplays to illustrated books for children and adults. He began his literary career in 1998 writing screenplays, stage plays, retellings and translations; he began to publish novels in 2008. Ó Scolaí is widely recognized as a leading figure in contemporary Irish literature, known as “one of the most important Irish language writers of his generation”<ref>{{Cite journal|last=Poirtéir|first=Cathal|date=2022|title=? Suil an Daill: Constant Tensions and Shifting Allegiances|url=https://booksirelandmagazine.com/suil-an-daill-constant-tensions-and-shifting-allegiances/|journal=Books Ireland}}</ref> and "one of the great Irish language novelists [duine d’úrscéalaithe móra na Gaeilge]."<ref name=":17" /> His writing has been called “the high literature of the Irish language.”<ref>Ó Coimín, Maitiú. ''Nós'' 2 February 2018). Qtd. in "Táin Bó Cuailnge." ''Leabhar Breac''. Retrieved 25 August 2025.</ref> Much of his fiction is based on a knowledge of traditional Irish tales and narrative practices as well as Irish history. He specializes in literary and [[wikipedia:Historical_fiction|historical fiction]], or as novelist Alan Titley says, Ó Scolaí’s “peak (for now), or at least his greatest imaginative interest, is the historical novel [tá an chuma air gurb é a bhuaic (go fóill), nó ar a laghad, a mhórspéis samhlaíochta, an t-úrscéal staire].”<ref name=":11">{{Cite journal|last=Titley|first=Alan|date=Fall 2020|title=An Stíl Go Deo!: Soather Dharach Uí Scolaí (The style would be forever!: Worker Darach Ó Scolaí)|url=https://www.jstor.org/stable/27046090|journal=Comhar|volume=80, No. 10|pages=27|via=JSTOR}}</ref> His retellings of old stories and tales from their original Middle and Early-Modern Irish into Modern Irish ([[wikipedia:Irish_language|Gaeilge]]) are respected for their accessibility to students and language learners as well as for their artistry. Ó Scolaí also regularly reviews books and lectures and writes on literature and culture. Beyond his writing, Ó Scolaí is a publisher and has co-produced a number of film, television shows and stage plays. == Life == Ó Scolaí was born in Dublin and raised in the Galway [[wikipedia:Gaeltacht#Galway Gaeltacht|Gaeltacht]] (Irish-speaking) regions of Cois Fharraige on the north shore of Galway Bay, in the Republic of Ireland, where he lives now with his wife and children in Lochán Beag (Indreabhán).<ref name=":7">{{Cite journal|date=30 October 2024|title=Duais don úrscéal liteartha is fearr buaite ag Darach Ó Scolaí ag Oireachtas na Samhna|url=https://tuairisc.ie/duais-don-ursceal-liteartha-is-fearr-buaite-ag-darach-o-scolai-ag-oireachtas-na-samhna/|journal=Tuairisc}}</ref><ref>{{Cite journal|last=Ní Scolaí|first=Aifric|date=2024|title=Darach Ó Scolaí|url=https://www.taiscecf.ie/ealaiontoiri?category=Scr%C3%ADbhneoir|journal=Taisce Chois Fharraige}}</ref> He graduated the [[wikipedia:University_of_Galway|University of Galway]] (then University College Galway) with a B.A. in 1983.<ref>{{Cite web|url=https://www.linkedin.com/in/darach-ó-scolaí-20026920/|title=Darach Ó Scolaí|last=Ó Scolaí|first=Darach|date=August 2025|website=LinkedIn}}</ref> === Writing and Publishing === Ó Scolaí writes in Irish ([[wikipedia:Irish_language|Gaeilge]]), his native language, and lives in an area defined for the predominant presence of Irish as the vernacular language, the language spoken at home. Irish was the language of his parents' home and is the language of children as well. He is fluent in Irish and English and conversant in French. None of his works has been translated into English. ==== Leabhar Breac ==== In 1995 Darach Ó Scolaí and his brother Caomhán Ó Scolaí — a [[wikipedia:Typography|typographer]] and designer — founded the publishing house Leabhar Breac at Indreabhán (Inverin), County Galway. Their father “Séamas Ó Scolaí was an editor at An Gúm and worked on the Irish-English dictionary team [bhí a n-athair Séamas Ó Scolaí ina eagarthóir sa Ghúm agus d’oibrigh sé ar fhoireann an fhoclóra Gaeilge-Béarla].”<ref name=":0">{{Cite web|url=https://leabharbreac.com/en/about-us/|title=About Us|date=2024|website=Leabhar Breac|access-date=1 July 2025}}</ref> Darach Ó Scolaí has been publisher and literary editor at Leabhar Breac since its founding. Named for [[wikipedia:An_Leabhar_Breac|An Leabhar Breac (The Speckled Book)]], Leabhar Breac publishing house has more than 140 books in print.<ref name=":0" /> Leabhar Breac aims to publish Irish-language books that meet “a high literary and artistic standard.”<ref name=":0" /> Besides the content, Leabhar Breac is known for the typically "superb [thar cionn]" quality of the design and production of the "physical book [leabhar fisiciúil]."<ref name=":8">{{Cite journal|last=Ní Mhuilneoir|first=Gráinne|date=30 July 2024|title=‘Bláthnaid’ – leabhar álainn i sraithín álainn faoi mhná|url=https://tuairisc.ie/blathnaid-leabhar-alainn-i-sraithin-alainn-faoi-mhna/|journal=Tuairisc}}</ref> Its books regularly win awards for literary and artistic quality. Leabhar Breac also publishes translations for children and adults from various early versions of Irish as well as from French and English (and has published translations of books for young readers from Spanish, Catalan, and Italian as well). Leabhar Breac prints its books in Ireland. === Stage and Screen === ==== Rosg ==== In 1998 along with Ciarán Ó Cofaigh,<ref name=":1">{{Cite web|url=http://www.rosg.ie/en/about/History_6/|title=About Us: History|date=July 2025|website=Rosg|access-date=1 August 2025}}</ref> Ó Scolaí co-founded the film and television production company [http://www.rosg.ie/en/ Rosg] and was co-director until 2006. Rosg produced Ó ScolaÍ’s films ''Cosa Nite'' (1999), ''An Leabhar'' (2001) and ''Na Cloigne'' (2010). He left Rosg in 2006 to devote his time to other artistic activities. ==== Ealaín ar Oileán ==== In 2004, along with Val Balance, Ó Scolaí co-founded the annual artists' symposium Ealaín ar Oileán (trans., Art on an Island). The Irish-language symposium was held annually in the Áras Éanna arts and cultural center on Inis Oírr ([[wikipedia:Inisheer|Inisheer]], the smallest of the [[wikipedia:Aran_Islands|Aran Islands]]) from 2004 to 2013. Ó Scolaí was its co-director from its founding<ref>{{Cite web|url=https://ga.wikipedia.org/wiki/Darach_Ó_Scolaí.|title=Darach Ó Scolaí|date=3 February 2024|website=Vicipéid|access-date=1 July 2025}}</ref> until 2013. Besides being its co-director, Ó Scolaí has taken part in this conference as an artist<ref>{{Cite journal|date=16 January 2005|title=Darach Ó Scolaí|url=https://web.archive.org/web/20050116163252/http://bliainiris.com/authors/darach_oscolai.html|journal=Bliainiris}}</ref> and writer<ref name=":2">{{Cite web|url=http://ealainaroilean.ie/ealainaroilean.html|title=The Conference|date=7 September 2013|website=Ealaín ar Oileán|archive-url=https://web.archive.org/web/20130907083744/http://ealainaroilean.ie/ealainaroilean.html|archive-date=7 September 2013|access-date=1 August 2025}}</ref>. ==== Salamandar ==== In 2006 Ó Scolaí founded the stage production company Salamandar and directed his own play ''An Braon Aníos''. His plays ''An tSeanbhróg'' (2009) and ''Craos'' (2008) were also produced by Salamandar.<ref name=":19">{{Cite web|url=https://leabharbreac.com/en/product-category/darach-o-scolai/|title=Darach Ó Scolaí|date=2024|website=Leabhar Breac|access-date=1 July 2025}}</ref> == Works == === Novels === * [[wikipedia:An_Cléireach|''An Cléireach'' (trans., ''The Clerk'')]], Leabhar Breac, 2007. The Oireachtas Prize for Literary Fiction, 2007; The Ó Súilleabháin Award (Book of the Year) in 2008, and "named as ‘the best novel since the turn of the Century’ by Comhar."<ref>{{Cite web|url=https://leabharbreac.com/en/shop/fiction/an-cleireach/|title=An Cléireach - Leabhar Breac - Irish language novel|website=Leabhar Breac|language=en-US|access-date=2025-10-24}}</ref> * ''Na Comharthaí'' (trans., ''The Signs''), Leabhar Breac, 2014. * ''Súil an Daill'' (trans., ''The Eye of the Blind''), Leabhar Breac, 2021. The Oireachtas Prize for Literary Fiction, 2019.<ref name=":4">{{Cite web|url=https://leabharbreac.com/en/shop/fiction/suil-an-daill/|title=Súil an Daill|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''Bódléar'', Leabhar Breac, 2024. The Oireachtas Prize for Literary Fiction, 2024<ref name=":7" />; The Ó Súilleabháin Award (Book of the Year) in 2025; featured in the 2025 Listen-Up Irish Summer Challenge for students of the Irish language.<ref>{{Cite news|url=https://connachttribune.ie/novel-approach-helps-people-learn-irish-in-a-creative-way/|title=Novel approach helps people learn Irish in a creative way|last=Murphy|first=Judy|date=3 October 2025|work=Connaught Tribune|access-date=24 October 2025}}</ref> === Retellings, Translations and Editions === The retellings and translations are into modern Irish. * ''Feis Tigh Chonáin'' (trans., ''The Feast of Conán's House''), Leabhar Breac, 2000; a retelling of a 15^th-century tale from the [[wikipedia:Fenian_Cycle|Fenian Cycle]].<ref>{{Cite web|url=https://leabharbreac.com/en/shop/fiction/feis-tigh-chonain/|title=Feis Tigh Chonáin|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''An Ceithearnach Caolriabhach'' (trans., ''The Narrow-Striped Kern''), Leabhar Breac, 2002; a retelling from c. 1500, also illustrated by Darach Ó ScolaÍ.<ref>{{Cite web|url=https://leabharbreac.com/en/shop/fiction/an-ceithearnach-caolriabhach/|title=An Ceithearnach Caolriabhach|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''Táin Bó Cuailnge'' (trans., ''The Cattle Raid of Cooley''), Leabhar Breac, 2017, both a modern edition of an 11th-century epic and an annotated edition.<ref name=":3">{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/tain-bo-cuailnge-2-2/|title=Táin Bó Cuailnge|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> "''Táin Bó Cuailnge'' won the Aodán Mac Poilín Memorial Prize 2017."<ref name=":19" /> * ''Deirdre'', Leabhar Breac, 2023, a “picture book for adults” with artist Anastasia Melnykova.<ref>{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/deirdre/|title=Deirdre|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> Part of the [[wikipedia:Ulster_Cycle|Ulster Cycle]], ''Deirdre'' is a retelling of the story of possibly the most widely known Irish figure from the early tales and sagas.<ref>{{Cite book|title=A Dictionary of Celtic Mythology|last=MacKillop|first=James|publisher=Oxford University Press|year=2004|isbn=9780198609674|pages=181}}</ref> * ''Bláthnaid'', Leabhar Breac, 2024, a “picture book for adults” with artist Anastasia Melnykova; “one of the great stories of the [[wikipedia:Ulster_Cycle|Ulster Cycle]].”<ref name=":4" /> * ''Sadhbh,'' Leabhar Breac, 2025, a picture book for adult readers, illustrated by Alé Mercado; a retelling of the medieval tale ''Ceasacht Inghine Ghuile (''trans., ''The Complaint of Guile's Daughter'').<ref name=":5">{{Cite web|url=https://leabharbreac.com/en/tales-of-wonder/|title=Tales of Wonder|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''Eoghan Béal'', Leabhar Breac, 2025, a picture book for adult readers illustrated by Alé Mercado<ref name=":5" />; a retelling of the medieval tale ''[https://ga.wikipedia.org/wiki/Caithr%C3%A9im_Cellaig Cathréim Ceallaigh]'' from ''The Yellow Book of Leacan.''<ref name=":5" /> === For Young Readers === Ó Scolaí has written illustrated books for young readers (8–10 years old) in two series, the Fionn Series and the Scéalta Staire series, and translated a large number of classics and popular books for children of all ages. The number of these written and translated works suggests a commitment to children and their literacy in Irish. The Fionn Series “is a retelling ... of the great legends of the Fianna for the young Irish readers of today.”<ref name=":6">{{Cite web|url=https://leabharbreac.com/en/shop/oige-en/8-9/doiteoir-na-samhna/|title=Dóiteoir na Samhna|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> [[wikipedia:The_Boyhood_Deeds_of_Fionn|Macgnímartha Finn (The Boyhood Deeds of Fionn)]] is a medieval story in the [[wikipedia:Fenian_Cycle|Fenian Cycle]]. * ''An Bradán Feasa'' (trans., ''The Salmon of Knowledge''), Leabhar Breac, 2010, “shortlisted for the Réics Carlo award 2010.”<ref name=":9">{{Cite web|url=https://leabharbreac.com/en/shop/oige-en/8-9/an-bradan-feasa/|title=An Bradán Feasa|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''Dóiteoir na Samhna'' (trans., ''The Halloween Burner''), 2010.<ref name=":6" /> * ''Bodach an Chóta Lachna'' (trans., ''The Churl in the Dun Coat''), 2011.<ref>{{Cite web|url=https://leabharbreac.com/en/shop/oige-en/7-8/bodach-an-chota-lachna/|title=Bodach an Chóta Lachna|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> The Scéalta Staire (Historical Stories) series<ref name=":9" /> * ''Mánas Ó Dónaill'', 2000. * ''Seán Ó Néill'', Leabhar Breac, 2000. * ''Gráinne Mhaol Ní Mháille'', Leabhar Breac, 2003. * ''Tadhg Dall Ó hUiginn'', Leabhar Breac, 2003. ==== Translations ==== * Robert Louis Stevenson, ''Oileán an Órchiste'' (trans. of ''Treasure Island''), Leabhar Breac, 2014.<ref>{{Cite journal|date=2025-06-19|title=Oireachtas na Gaeilge|url=https://en.wikipedia.org/w/index.php?title=Oireachtas_na_Gaeilge&oldid=1296394643|journal=Wikipedia|language=en}}</ref> * Robert Louis Stevenson, ''An Fuadach'' (trans. of ''Kidnapped''), Leabhar Breac, 2016. * Clement Clarke Moore, ''Cuairt San Nioclás'' (trans. of ''A Visit from St. Nicholas'', or "'Twas the Night Before Christmas"), Leabhar Breac, 2022. '''''The Corto Maltese Graphic Novels''''' Written in Italian by Hugo Pratt and translated by Ó Scolaí, both adults and teenagers read this series of Italian adventure graphic novels.<ref>{{Cite journal|date=2025-07-01|title=Corto Maltese|url=https://en.wikipedia.org/w/index.php?title=Corto_Maltese&oldid=1298285365|journal=Wikipedia|language=en}}</ref> Ó Scolaí's '''translation of ''Corto Maltese''''' was listed in 2017 among "The 30 Irish books that Irish people love."<ref>{{Cite journal|last=Ó Murchú|first=Eoin P.|date=09/06/2017|title=Na 30 leabhar Gaeilge is fearr leis na Gaeil [The 30 Irish books that Irish people love]|url=https://nos.ie/cultur/leabhair/an-30-leabhar-gaeilge-is-fearr-leis-na-gaeil/|journal=Nós}}</ref> * Hugo Pratt, ''Corto: Port na Farraige Goirt'', Leabhar Breac, 2013. * Hugo Pratt, ''Corto: The Golden House in Samarkand'', 2014. * Hugo Pratt, ''Corto: Na Liopard-Fhir ó Rufiji'' (trans. of ''Corto: The Leopard Men of Rufiji''), Leabhar Breac, 2014. * Hugo Pratt, ''Corto: In Ainm Dé Uilthrócairigh'' (trans. of ''Corto: In the Name of God All-Merciful''), Leabhar Breac, 2014. * Hugo Pratt, ''Corto: Tóraíocht Eile'' (trans. of ''Corto: Another Quest''), Leabhar Breac, 2014. * Hugo Pratt, ''Corto: Sa tSibéir'' (trans. of ''Corto: In Siberia''), Leabhar Breac, 2016. '''''Other Translations for Children''''' Ó Scolaí has translated into Irish six books from the ''Le Pavillon Noir'' (trans., ''Jolly Roger'') series by Alain Surget; four books from the ''Catalan First Steps'' series by Enric Lluch Girbés and the ''Caitlín & Cormac'' series by Joan Carles; three books from the ''Louisette le Taupe'' series by Bruno Heitz, and three books from the ''Loup'' series by Orianne Lallemand. === Plays and Screenplays === ==== Stage Plays ==== Ó Scolaí was writer and director of the original productions of two plays in the ''Trí Bhraon'' (trans., ''Three Drops'') trilogy; ''Coinneáil Orainn'' was directed by Darach Mac Con Iomaire and staged by An Taibhdhearc. All three plays have been published in book form by Leabhar Breac. * ''Coinneáil Orainn'' (trans., ''We'll Keep Going''), 2005.<ref>{{Cite web|url=https://irishplayography.com/play?playid=32553|title=Coinneáil Orainn|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904.|access-date=25 August 2025}}</ref> The first play in the ''Trí Bhraon'' (''Three Drops'') trilogy. [[wikipedia:Taibhdhearc_na_Gaillimhe|An Taibhdhearc]], the national Irish-language theatre of Ireland, toured the country in 2005 with ''Coinneáil Orainn''.<ref>{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/coinneail-orainn/|title=Coinneáil Orainn|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> Walter Macken Prize, 2005; BBC Stewart Parker Award, 2006.<ref>{{Cite web|url=https://irishplayography.com/person/darach-scola|title=Darach Ó Scolaí|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904.|access-date=25 August 2025}}</ref> * ''Branwen'', 2006, by Darach Ó Scolaí and Ifor ap Glyn, in Irish, Welsh and English, co-produced by Project Arts Centre and Llwyfan Gogledd Cymru, toured the Republic of Ireland and Wales.<ref>{{Cite web|url=https://irishplayography.com/play?playid=32418|title=Branwen|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}</ref> * ''An Braon'' Aníos (trans., ''Rising Damp''), 2006, directed by Ó Scolaí.<ref>{{Cite web|url=https://irishplayography.com/play?playid=32461|title=An Braon Aníos|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}</ref> The second play in the ''Trí Bhraon'' (''Three Drops'') trilogy. “The Salamandar company toured the country in 2006-07 with this play, and Salamandar also produced a radio version of the play for RTÉ Raidió na Gaeltachta in 2009.”<ref>{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/an-braon-anios/|title=An Braon Aníos|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''Craos'' (trans., ''Gluttony''), 2008, directed by Ó Scolaí.<ref name=":13">{{Cite web|url=https://irishplayography.com/play?playid=32867|title=Craos|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}</ref> The third play in the ''Trí Bhraon'' (''Three Drops'') trilogy, it toured to Cork and Belfast.<ref name=":13" /> A review of the 2008 Salamander performance in the ''Irish Times'' says, “a humorous play which offers plenty to think about, fine acting, and sparklingly witty dialogue.”<ref>{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/craos-2/|title=Craos|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''A+E'', 2008, by Ríonach Ní Néill and Darach Ó Scolaí, "dance and music drama," co-produced by Ciotóg and Salamandar.<ref>{{Cite web|url=https://irishplayography.com/play?playid=32962|title=A+E|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}</ref> * ''An tSeanbhróg'' (trans., ''The Old Shoe''), 2009, produced by Salamander<ref>{{Cite web|url=https://irishplayography.com/play?playid=33042|title=An tSeanbhróg|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}</ref> and staged in the Axis Arts Centre, Dublin, and the Letterkenny Arts Centre. * '''In ''Mhuir Fhíondorcha/The Wine-Dark Sea: The Homer Project'', Ó Scolaí's translation of Homer's Cyclops story, performed at the 2019 IMRAM festival'''.<ref>{{Cite news|url=https://www.irishtimes.com/culture/books/imram-a-festival-celebrating-the-irish-language-1.4047610|title=Imram: a festival celebrating the Irish language. Liam Carson reveals the myths and legends appearing in this year’s programme|last=Carson|first=Liam|date=11 October 2019|work=The Irish Times|access-date=15 October 2025}}</ref> ==== Screenplays ==== * ''Cosa Nite'' (trans., ''Washed Feet''), short film, 1998 (dir. Dearbhla Walsh, prod. Ciarán Ó Cofaigh, Rosg); "a prose version of ''Cosa Nite'' was published (Rosg 2000)."<ref name=":9" /> Nominated for an Irish Film and Television Award.<ref>{{Citation|title=Cosa Nite (Short 1998) - Awards - IMDb|url=https://www.imdb.com/title/tt0191917/awards/|accessdate=2025-08-25|language=en-US}}</ref> * ''Na Glúnta'' (trans., ''The Generations''), 2001<ref>{{Cite web|url=https://www.iftn.ie/production/production_companies/production_sub/feature/?act1=record&aid=70&rid=3917&tpl=filmography_dets&only=1&force=1|title=Na Glúnta {{!}} The Irish Film & Television Network|website=www.iftn.ie|access-date=2025-08-25}}</ref>, co-directors Ciarán Ó Cofaigh & Darach Ó Scolaí, prod. Ciarán Ó Cofaigh, Rosg. * ''An Leabhar'' (trans., ''The Book''), short film, 2000, (dir. Robert Quinn, prod. Ciarán Ó Cofaigh, Rosg) Rosg, 2000.<ref>{{Citation|title=An Leabhar|url=https://www.imdb.com/title/tt0963767/|publisher=Bord Scannán na hÉireann / The Irish Film Board, ROSG|accessdate=2025-08-25|first=Robert|last=Quinn|others=Colm O&apos;Maonlai, Peadar O&apos;Treasaigh, Diarmuid Mac an Adhastair}}</ref> * ''Na Cloigne'' [trans., The Heads], 3-episide series, 2010 (dir. Robert Quinn, prod. Ciarán Ó Cofaigh, Rosg), TG4.<ref>{{Cite web|url=https://www.imdb.com/title/tt1607924/|title=Na cloigne|date=2010|website=IMDb|access-date=25 August 2025}}</ref> === Nonfiction === Ó Scolaí's essays and lectures are published and his interviews are broadcast regularly, making for a large body of nonfiction critical and analytical work. Here are a few, almost all published in [https://comhar.ie/iris/scribhneoiri/darach-o-scolai/ Comhar]: * “Ceol Ciúin na nÉagmaise” (trans., “The Silent Music of Absence ['''the Fall?''']”), an essay on the 2014 Nobel Prize winner for literature, [[wikipedia:Patrick_Modiano|Patrick Modiano]], ''Comhar'', December 2014. * The Ó Cadhain Lecture: [https://leachtaiuichadhain.clo.ie/leachtai/2014 “Cuimhne agus Díchuimhne (trans., “Memory & Forgetfulness"]), 2014. * “Rithim agus Réim” ("Rhythm and Register"), a public lecture in the University College Dublin lecture series “Ó Thrácht go Twitter” (trans., "From Talk to Twitter"), 2014. * Review of Pádraig Ó Cíobháin’s ''Dréachta Chrích Fodla'', '''Comhar?, ??'''. * “Na Geilt i mBun an Tí” (trans., "The Madmen in Charge"), a talk at the Merriman Winter School, Comhar April 2012.<ref name=":18">{{Cite web|url=http://darachoscolai.ie/beathaisneis.html|title=Darach Ó Scolaí: Beathaisnéis|website=darachoscolai.ie|access-date=2025-09-26}}</ref> * The EFACIS podcast: Síle Ní Choincheannain talks to Darach Ó Scolaí about the historical novel. == Critical Reception == Ó Scolaí’s style has been called “crisp and elegant, and rich in language while being highly readable,”<ref>{{Cite journal|last=Heussaf|first=Anna|date=Summer 2025|title=Bláthnaid—A tale of love, violence and sorcery retold for readers today|url=https://booksirelandmagazine.com/blathnaid-a-tale-of-love-violence-and-sorcery/|journal=Books Ireland}}</ref> with “an unsurpassed richness and precision of language.”<ref name=":12">{{Cite journal|last=Ó Cróinín|first=Breandán|date=Summer 2025|title=unknown|journal=The Limerick Leader}}</ref> “Whimsical, hilarious, and subtly learned” is how Éilis Ní Dhuibhne described his writing.<ref name=":20" /> === Original Works === Ó Scolaí’s first novel, the 2007 ''An Cléireach'' (''The Clerk'') won two prizes and was described as “one of the great historical novels in the Irish language and among the best books written in the language since the beginning of this century.”<ref name=":12" /> Novelist Alan Titley says, “In ''An Cléireach'' Ó Scolaí creates the Ireland of war in the 17th century more fully than any other Irish writer on the subject of war since ''L’Attaque'' Eoghain Ó Thuairisc around 1798 [In ''An Cléireach'' cruthaíonn Ó Scolaí Éire an chogaidh san 17ú haois níos iomláine ná mar a dhein aon scríbhneoir Gaeilge eile ar ábhar cogaidh ó ''L’Attaque'' Eoghain Uí Thuairisc timpeall ar 1798].”<ref name=":11" />{{rp|25, Col. 1a}} Not all the reviews of this first novel were so positive, however; Proinsias O' Drisceoil says for the Irish Times says,<blockquote>This then is a novel in search of a plot, a story that attempts to attain a significance that eludes it.<ref>{{Cite news|url=https://www.irishtimes.com/news/a-disaffected-clerk-in-the-confederates-1.943070|title=A disaffected clerk in the confederates|last=O' Drisceoil|first=Proinsias|date=5 July 2008|work=The Irish Times|access-date=16 October 2025}}</ref></blockquote> In the ''Oxford Handbook of Modern Irish Fiction'' Pádraig Ó Siadhail analyzes rather than reviews ''An Cléireach'': <blockquote>In ''An Cléireach'', Ó Scolaí revisits the trauma of Cromwellian Ireland. The primary narrative device is once again the first-hand account, in this case by Tadhg Ó Dúbháin, a clerk and quartermaster in the Confederate Army in 1650. We sample the hardships, the friendships, the tensions, the rivalries, and the petty jealousies amongst comrades in arms, including remnants of the Gaelic literary class, as the Confederate soldiers, increasingly a rabble more than a cohesive unit, retreat in advance of Cromwell’s forces. ''An Cléireach'' concludes with the narrator and his family in exile in continental Europe. But along the retreat route, and central to the novel, members of the Confederate army camp, rest up, and tell versions of a story about the keeper of the treasured manuscript "Saltair an Easpaig" (The Bishop’s Psalter). Their versions raise issues about memory construction, the limitations of individual perspectives, personal agendas, and how minor changes in the telling of a story can alter our understanding of history, Thus, ''An Cléireach'' complements ''Fontenoy'' in moving beyond more realistic recreation of a historical event or period to interrogate the notion of history as construct.<ref>{{Cite book|title=The Oxford Handbook of Modern Irish Fiction|last=Ó Siadhail|first=Pádraig|publisher=Oxford University Press|year=2020|isbn=9780198754893|editor-last=Harte|editor-first=Liam|pages=598–99|chapter=Contemporary Irish Fiction}}</ref> </blockquote> Of ''Súil an Daill,'' in ''Nós'', Cathal Seoighe says, "The book deserves a significant place among the collection of high-quality books published in recent years that would make you feel sorry for someone who does not speak Irish [Tá áit shuntasach ag dul don leabhar i measc an chnuasaigh leabhair ar ardchaighdeán a foilsíodh le roinnt blianta anuas a d’fhágfadh trua agat don té atá gan Ghaeilge]."<ref>{{Cite journal|last=Seoighe|first=Cathal|date=09/26/2022|title=‘Dar leathmhagairle an diabhail, is leabhar den scoth é seo!’ ['According to the devil’s half-wit, this is a great book!’]|url=https://nos.ie/cultur/leabhair/dar-leathmhagairle-an-diabhail-is-leabhar-den-scoth-e-seo/|journal=Nós}}</ref> ''Bódléar'', Ó Scolaí's most recent book, is a “beautiful novel. There is magic and craftsmanship in it. A small miracle of a book and it is highly recommended.”<ref>{{Cite web|url=https://leabharbreac.com/bodlear-mioruilt-bheag-de-leabhar/|title=Bódléar: Míorúilt bheag de leabhar (Bódléar: A Small Miracle of a Book)|last=Ní Ghairbhí|first=Róisín|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> Éilis Ní Dhuibhne in the ''Irish Times'' says,<blockquote>what a gem! An affectionately gentle satire of the Irish poetic scene during one creatively fluid 19th-century year, the story focuses on a Maigue poet and schoolteacher who goes on a trip to France and returns with camembert, a cafetiere, ‘Fleurs du Mal’, and a mission to convert the local traditionalists to la modernité. Whimsical, hilarious, and subtly learned, it’s absolutely delightful!<ref name=":20">{{Cite journal|last=Ní Dhuibhne|first=Éilis|date=30 June 2025|title=Éilís Ní Dhuibhne on the best Irish language books of 2025 so far: Including a history of the Gaeltacht Civil Rights Movements, a gem of a novel by Darach Ó Scolaí and Joe McHugh’s entertaining account of learning Irish|url=https://www.irishtimes.com/culture/books/review/2025/06/30/eilis-ni-dhuibhne-on-the-best-irish-language-books-of-2025-so-far/|journal=The Irish Times|pages=22}}</ref></blockquote> === Retellings and Translations === ==== ''Táin Bó Cuailnge'' ==== ''Táin Bó Cuailnge'' [''The Cattle Raid of Cooley''] is a modern edition of an 11th-century epic into modern Irish.<ref name=":3" /> Gearóid Denvir reviewed ''Táin Bó Cuailnge'' for ''Comhar'':<blockquote>Darach Ó Scolaí has ​​achieved a feat in this challenging reworking. He has found a high level of the Irish language to tell his story – as he has done before in his groundbreaking novel An Cléireach (2007, Leabhar Breac) and in his other prose works. This book is a decoration of the language, literature and culture of the Irish language, following the path of the old storytellers and writers and presenting material from the tradition to his own generation according to the understandings of his own time. The book will be a classic that will be of great interest to all readers of the Irish language, both ordinary readers, students, scholars and writers, and there should be a copy in every home in the country. [Tá éacht déanta ag Darach Ó Scolaí san athleagan dúshlánach seo. Tá réim ard den teanga Ghaeilge aimsithe aige lena scéal a inseacht – mar a rinne sé cheana ina úrscéal ceannródaíoch An Cléireach (2007, Leabhar Breac) agus i saothair eile phróis dá chuid. Is maisiú ar an teanga agus ar litríocht agus cultúr na Gaeilge an leabhar seo a leanas conair na seanscéalaithe agus na seanscríobhaithe agus ábhar de chuid an traidisiúin á chur i láthair a ghlúine féin aige de réir thuiscintí a linne féin. Clasaic a bheas sa leabhar a gcuirfidh léitheoirí uilig na Gaeilge, idir ghnáthléitheoirí, mhic léinn, scoláirí agus scríbhneoirí spéis thar na bearta ann, agus ba cheart cóip a bheith i chuile theach sa tír.]<ref name=":15">{{Cite journal|last=Denvir|first=Gearóid|date=April 2018|title=Táin Bó Cuailgne|url=https://comhar.ie/iris/78/4/leirmheas/|journal=Comhar|via=JSTOR}}</ref> </blockquote>Cathal Poirtéir says, "The freshness and richness of Ó Scolaí’s version are a joy …. The author delights us with the linguistic and stylistic richness of the ancient epic in a modern-Irish version that reflects the original’s spirit and language."<ref>{{Cite journal|last=Poirtéir|first=Cathal|date=May/June 2018|title=Leabhair Idir Lámha|url=https://www.jstor.org/stable/26564180|journal=Books Ireland|pages=46–47|via=JSTOR}}</ref>{{rp|47}} Novelist and academic Alan Titley calls Ó Scolaí's "a wonderful gutsy telling" of ''Táin Bó Cuailnge''.<ref>{{Cite news|url=https://www.irishtimes.com/culture/2023/03/11/the-tain-retold-maeve-and-ailills-spat-could-be-out-of-a-soap-opera/|title=The Táin retold: ‘Maeve and Ailill’s spat could be out of a soap opera’|last=Titley|first=Alan|date=11 March 2023|work=The Irish Times|access-date=16 October 2025}}</ref> ==== ''Deirdre'' ==== Marie Whelton, in "Léann Teanga" ("Language Studies"), in the 2024 ''An Reiviú'' says,<blockquote>this version [of ''Deirdre''] by Darach Ó Scolaí succeeds in skillfully capturing and portraying the complexity of gender and power issues in the ‘Deirdre’ tradition [éiríonn leis an leagan seo le Darach Ó Scolaí castacht cheisteanna na hinscne agus na cumhachta i dtraidisiún scéal Dheirdre a ghabháil agus a léiriú go sciliúil]. … There is no doubt that this new version greatly contributes to the legacy of the story and that it revives that legacy thoughtfully and artistically [Níl amhras faoi ach go gcuireann an leagan úr seo go mór le hoidhreacht an scéil agus go ndéanann sé an oidhreacht sin a athbheochan go tuisceanach agus go healaíonta.].<ref name=":16">{{Cite web|url=https://www.tara.tcd.ie/tara8/server/api/core/bitstreams/3c20175a-7631-44b2-8b0f-f454edd712b4/content|title=An Artistic Retelling of Deirdre's Tale and the Defeat of Conor Review of Deirdre or the Ship of Mac Uisnigh by Darach Ó Scolaí [Athinsint Ealaíonta ar Oidhe Dheirdre agus ar Ansmacht Chonchúir Léirmheas ar Deirdre nó Loingeas Mhac Uisnigh le Darach Ó Scolaí]|last=Whelton|first=Marie|date=2024|website=The Review [An Reiviú], Language Studies [Léann Teanga]|access-date=25 September 2025}}</ref></blockquote> === Works for Young Readers === Meadhbh Ní Eadhra said of ''Bodach an Chóta Lachna'' that it was "Beautiful Irish, but easy to understand for young readers."<ref>Ní Eadhra, Meadhbh. In ''Gaelscéal'', qtd. in "Bodach an Chóta Lachna" https://leabharbreac.com/en/shop/oige-en/7-8/bodach-an-chota-lachna/.</ref> == Awards and Honors == Ó Scolaí's works are regularly nominated and make the short list for prizes, an honor in itself, but they are generally not listed here unless they are named as the first-place winner in their category. === Oireachtas Prize === The Oireachtas Prize is the literary prize awarded by [[wikipedia:Oireachtas_na_Gaeilge|Oireachtas na Gaeilge]], the annual arts festival dedicated to Irish language, arts and culture. Darach Ó Scolaí has won the Oireachtas Prize for Literary Fiction three times, once for ''An Cléireach'' (''The Clerk'') in 2007, for ''Súil an Daill'' (''The Eye of the Blind'') in 2021 and for ''Bódléar'' in 2024. * 2007, for ''An Cléireach'' (trans., ''The Clerk'') — “(a special prize commemorating the 400th anniversary of the foundation of Coláiste na nGael in Louvain, awarded under the auspices of the Franciscan Province of Ireland). The prize of €10,000 was the largest prize ever awarded to an Irish language novel [(duais speisialta chomórtha 400 bliain bhunú Choláiste na nGael i Lobháin a bronnadh faoi urraíocht Phroibhinse Phroinsiasach na hÉireann). Ba é an duais €10,000 sin an duais ba mhó a bronnadh riamh ar úrscéal Gaeilge].”<ref name=":18" /> * 2021, for ''Súil an Daill'' (''The Eye of the Blind'') * 2024, for ''Bódléar'' === Ó Shúilleabháin Award, Irish language “Book of the Year” === The first prize of this award includes €5,000 to the publisher and €2,500 to the author of the winning work.<ref name=":10">{{Cite journal|date=15 August 2023|title=20 saothar san iomaíocht do ‘Leabhair Ghaeilge na Bliana 2023’|url=https://tuairisc.ie/20-saothar-san-iomaiocht-do-leabhair-ghaeilge-na-bliana-2023/|journal=Tuairisc}}</ref> * ''An Cléireach'' (''The Clerk'').<ref>{{Cite web|url=http:/www.gaelport.com/uploads/documents/edition19.html|title=Eagrán / Edition 19 - 04 11 2008|date=4/11/2008|website=Internet Archive|archive-url=https://web.archive.org/web/20130525011340/http:/www.gaelport.com/uploads/documents/edition19.html|archive-date=25 May 2013|access-date=25 August 2025}}</ref> * ''Táin Bó Cuailnge'', 2018. * ''Bódléar'', 2025. ==== De Bhaldraithe Award ==== The Gradam de Bhaldraithe is awarded to the best work in translation.<ref name=":10" /> * ''Cuairt San Nioclás,'' a translation of Clement Clarke Moore's ''A Visit from St. Nicholas'', or "'Twas the Night Before Christmas."<ref name=":10" /> ==== Other ==== * Walter Macken Prize, for ''Coinneáil Orainn'' (trans., ''We'll Keep Going''), 2005 * Bháiteir Uí Mhaicín Memorial Award, for ''Coinneáil Orainn'' (trans., ''We'll Keep Going''), 2005<ref>{{Cite news|url=https://www.irishtimes.com/gaeilge/tuarascail/duais-oireachtais-1.501571|title=Oireachtas Prize: Over €50,000 was awarded to writers in the Oireachtas Literary Competitions at an event in Dublin last night. Winners… [Duais Oireachtais: Bronnadh breis agus €50,000 ar scríbhneoirí i gComórtais Liteartha an Oireachtais ar ócáid i mBaile Átha Cliath aréir. Bhuaigh…]|work=5 October 2005|access-date=15 October 2025}}</ref> * BBC Stewart Parker Award, for ''Coinneáil Orainn'' (trans., ''We'll Keep Going''), 2006 * The Aodán Mac Póilín Commemorative Prize, for ''Táin Bó Cuailnge'' (trans., ''The Cattle Raid of Cooley''), 2017 == External Links == * Leabhar Breac website: https://leabharbreac.com/en/ * Leabhar Breac Facebook pages: * Rosg website: [http://www.rosg.ie/en/ <nowiki>http://ww</nowiki>w.rosg.ie/en/] * Art on the Island (Ealaín ar Oileán) website, archived at the Wayback Machine: https://web.archive.org/web/20130601000520/http://ealainaroilean.ie/ 31 March 2012, 1 June 2013 and 8 January 2014 * Darach Ó Scolaí's website Archived 25 September 2015 at the Wayback Machine: https://web.archive.org/web/20150925103456/http://darachoscolai.ie/ * Youtube video of [https://www.youtube.com/watch?v=OlP2AmSBzXc Breandán Ó Cróinin introducing Deirdre at the book launch] in the pub Tigh Mholly (Molly’s House). == Primordial Ooze == * Known for his sensitivity to language and voices. * Finish scanning through JSTOR * Scan through Irish Times, 56 hits * Check Goodreads * Check YouTube (In the spring of 2013, the arts programme Imeall interviewed the author on TG4.) * Check both Wikipedias for pages on the origins of the retold tales (like Deirdre) and link to this article * Propose link from University of Galway page once Darach’s is up * Write Irish National Biography (<nowiki>https://www.dib.ie</nowiki>) to propose an article about Darach once the Wikip article is done? See what they say. * Link to Ó Scolaí from the Wikipedia * Make sure links '''to''' Wikipedia in the actual encyclopedia work right === Not Placed Yet === * "So here are the books that Irish people love the most! [Mar sin seo iad na leabhair is gile leis na Gaeil!]" — "32. An Cléireach – Darach Ó Scolaí (2)" [18 books got 2 votes, and then they're alphabetized by author's last name, so the 32 of 34 doesn't signify the specificity it seems to]<ref name=":14">{{Cite journal|last=Ó Murchú|first=Eoin P.|date=9 June 2017|title=Na 30 leabhar Gaeilge is fearr leis na Gaeil. [The 30 best Irish books for Irish people]|url=https://nos.ie/cultur/leabhair/an-30-leabhar-gaeilge-is-fearr-leis-na-gaeil/|journal=Nós}}</ref> * "Below is a list of those 111 works – a list that shows a great deal of diversity in the reading habits of Irish speakers.Here is a list of those 111 works – a list that shows a great deal of diversity in the reading habits of Irish speakers [Anseo thíos tá liosta den 111 saothar sin – liosta a léiríonn éagsúlacht an-mhór i nósanna léitheoireachta Gaeilgeoirí.Anseo thíos tá liosta den 111 saothar sin – liosta a léiríonn éagsúlacht an-mhór i nósanna léitheoireachta Gaeilgeoirí]." "Corto Maltese – Hugo Pratt (aistrithe ag Darach Ó Scolaí)"<ref name=":14" /> * "Ceann eile de bhuaicphointí na hÉigse a bheidh sa seisiún le Darach Ó Scolaí, duine d’úrscéalaithe móra na Gaeilge, agus duine de chomhbhunaitheoirí teach foilsitheoireachta Leabhar Breac. [Another highlight of the Éigse will be the session with Darach Ó Scolaí, one of the great Irish language novelists, and one of the co-founders of the publishing house Leabhar Breac.]"<ref name=":17">{{Cite journal|last=Nós|date=4 May 2023|title=Éigse na Bruiséile le filleadh i mí na Bealtaine. [Éigse na Bruséile to return in May]|url=https://nos.ie/cultur/eigse-na-bruiseile-le-filleadh-i-mi-na-bealtaine/|journal=Nós}}</ref> === Things Taken Out for Now === “’The play is a comedy about language, lies, bureaucracy and Gaeltacht grants, in the tradition of Myles na Gcopaleen,’ according to Norma-Jean Kenny in the ''Galway Advertizer'', ‘in which the author comments and criticizes the institutions of the Irish language in Ireland without ceasing.’" Supposedly a quotation by Gearóid Denvir reviewing ''Táin Bó Cuailnge'' for ''Comhar'' (but I don't find it in the article): This book has long been needed by Irish language readers and there is no doubt that it will become a classic in time and surpass Thomas Kinsella’s English version. This version remains faithful to the language of the original while at the same time finding an appropriate language in today’s Irish. Ó Scolaí masterfully overcomes the difficulties of the original’s rhetorical difficulties and the versions of the original poetic texts are extremely effective.[supposedly <ref name=":15" />] “The biggest prize ever awarded for a novel in Irish was presented at a special ceremony in the National Concert Hall in Dublin, today (Thursday, 4 October 2007). Darach Ó Scolaí, writer, artist & playwright from Casla, Co. Galway, was awarded €10,000 for his literary novel, ‘An Ardscoil’. This work, under the new title ‘An Cléireach’, will be launched at Oireachtas na Samhna in Westport in November. This is the first novel from his pen, a story set in the late seventeenth century. This competition was sponsored by the Franciscan Province of Ireland.” (archive, Oireachtas na Gaeilge site, 04 October, 2007) ''Súil an Daill'' (trans., ''The Eye of the Blind''), Leabhar Breac, 2021. number 2 in ''Comhar'' literary magazine’s list of best books of 2021. '''{6}.''' *William Shakespeare, ''Romeo agus Juliet'' (trans. of ''Romeo and Juliet''), Leabhar Breac, 2016. *Jonathan Swift, ''Camchuairt Ghuilivéir'' (trans. of ''Gulliver's Travels''), Leabhar Breac, 2016. *Hugo Pratt, ''Corto Maltese'' '''''Flag of Bones (Bratach na gCnámh) Series''''' Leabhar Breac published the Bratach na gCnámh series of books for young readers. Written in French by Alain Surget, illustrated by Annette Marnat and translated by Darach Ó Scolaí, this series uses the history of Caribbean Sea pirates<ref>{{Cite web|url=https://leabharbreac.com/en/product-category/alain-surget/|title=Alain Surget Archives|website=Leabhar Breac|language=en-US|access-date=2025-09-30}}</ref>: *Alain Surget, ''Éalú as Páras'' (''Escape from Paris''), Annette Marnat (Illustr.), Leabhar Breac, 2011. * Alain Surget, ''Oilean na Siorcanna'' (''Shark Island''), Annette Marnat (Illustr.), Leabhar Breac, 2011. * Alain Surget, ''Long na dTaibhsi'' (''Ship of the Ghosts''), Annette Marnat (Illustr.), Leabhar Breac, 2011. * Alain Surget, ''San Ochtapas Dubh'' (''In the Black Octopus''), Annette Marnat (Illustr.), Leabhar Breac, 2013. * Alain Surget, ''San Ionsai ar Veracruz'' (''The Attack on Veracruz''), Annette Marnat (Illustr.), Leabhar Breac, 2013. '''''For "First Readers" (children to 6 years old or so)''''' These books were written originally in Catalan by Spanish author Enric Lluch Girbés and translated into Irish by Ó ScolaÍ: *Enric Lluch, ''Ag Péinteáil an Tí'' (''Painting the House''), Anna Clariana (Illustr.), Leabhar Breac, 2017. *Enric Lluch, ''An Colúr Bacach'' (''The Lazy Dove''), Anna Clariana (Illustr.), Leabhar Breac, 2017. *Enric Lluch, ''An Phluais'' (''The Cave''), Anna Clariana (Illustr.), Leabhar Breac, 2017. *Enric Lluch, ''Madra Dhaideo'' (''Grandpa's Dog''), Anna Clariana (Illustr.), Leabhar Breac, 2017. *Enric Lluch, ''Fiacail Mháire'' (''Mary's Tooth''), Anna Clariana (Illustr.), Leabhar Breac, 2017. '''''Bruno Heitz''''' Leabhar Breac published a series of 3 Heitz books for small children. Published originally in French, this series of three comic books is about a blind mole named Cáitín Chaoch in Irish (and ''Louisette la taupe'' in French).<ref>{{Cite web|url=https://leabharbreac.com/en/product-category/bruno-heitz-en/|title=Bruno Heitz Archives|website=Leabhar Breac|language=en-US|access-date=2025-10-02}}</ref> Ó Scolaí translated these: *Bruno Heitz (author and illustr.), ''Práinneach'' (''Urgent''), Leabhar Breac, 2020 *Bruno Heitz (author and illustr.), ''Preab san Aer'' (''Bounce in the Air''), Leabhar Breac, 2020. '''''Books for Toddlers''''' Leabhar Breac has published 14 books written by French author Orianne Lallemand's and illustrated by Eleonore Thuillier, about Lallemmand's popular character Loup, Wolf. These are translated by Ó Scolaí: *Orianne Lallemand, ''An Mac Tire a Raibh Faitios an Domhain Air'' (trans. of ''The Son Who Saw the World in His Eyes''), Eleonore Thuillier  Illustr.), Leabhar Breac, 2018. *Orianne Lallemand, ''Macan agus an Goban'' (trans. of ''Macan and the Goblin''), Eleonore Thuillier (Illustr.), Leabhar Breac, 2018. * Orianne Lallemand, ''A Mac Tíre a Chuaigh go Tóin na Farraige'' (trans. of ''The Wolf Who Went to the Bottom of the Sea''), Éléanore Thuillier  (Illustr.), Leabhar Breac, 2019. '''''Board Books (for babies)''''' J. C. (Joan Carles) Girbés Aparisi is a Catalan author and editor. These books were written in Catalan and translated by Ó Scolai. *J. C. Girbés, ''An Phicnic'' (''The Picnic''), Silvia Ortega (Illustr.), Leabhar Breac, 2013. * J. C. Girbés, ''An Chóisir'' (''The Party''), Silvia Ortega (Illustr.), Leabhar Breac, 2013. *J. C. Girbés, ''Lá Mór Fada'' (''A Long Day''), Silvia Ortega (Illustr.), Leabhar Breac, 2014. *J. C. Girbés, ''Tabhair Leat do Leabhar'' (''Bring Your Book''), Silvia Ortega (Illustr.), Leabhar Breac, 2014. ==== Gradam Réics Carló ==== The Réics Carló prize is awarded for the best book in the Irish language for young readers. It is named for one of the characters of 20th-century writer [[wikipedia:Cathal_Ó_Sándair|Cathal Ó Sándair (Charles Saunders)]]. * ''An Bradán Feasa'' was “shortlisted for the Réics Carlo award 2010.”<ref name=":9" /> == References == {{reflist}} csg04unm9km5eccpgxytv309n9ep055 2841551 2841549 2026-10-19T16:50:58Z Scogdill 1331941 2841551 wikitext text/x-wiki {{Short description|Dress worn by Queen Victoria at her wedding to Prince Albert in 1840}} = Sandbox = Page to draft revisions for Wikipedia articles. For Gwladys Robinson, see Gwladys Lowther Robinson, [[Social Victorians/People/Ripon|Marchioness of Ripon]] and, earlier, [[Social Victorians/People/Lowther|Countess of Lonsdale]] ==References== {{reflist|2}} [[Category:1840 works]] [[Category:Royal wedding dresses|Victoria Queen]] [[Category:1840s fashion]] [[Category:British royal attire]] [[Category:Dresses in the Royal Collection of the United Kingdom|Victoria, Wedding]] [[Category:Diamond Jubilee of Queen Victoria]] = Victorian fashion = == Notes and Quotes == * Women followed Paris fashion in Europe and America, but London tailors led the way for men’s fashion. The Industrial Revolution actually impacted men’s fashion more than women’s. * Sewing machines in factories began mass producing cheap clothing for the largest group in the population, working class men. * Ready-made clothing affected the social structure, the economy, and gender differentiation. * Paper patterns, introduced in fashion magazines that targeted women, along with domestic sewing machines had more impact on women’s fashion than men’s. Haute couture was still bespoke (being individually constructed by tailors or dressmakers or fashion houses like Maison Worth). Sewing Machines and Clothes Before the industrial revolution wealthy people paid others to sew their clothes by hand and those who were of much lower economic status did all the manual labor necessary to feed and clothe the rich minority. The working class had to make all their own clothes. Sewing, however, came at the end of the process.  They began with raw wool cut from the backs of sheep or gathering flax.  Only the wealthy could afford to buy fabric.  They followed processes for cleaning and spinning the wool into thread and the processes of soaking and pulling out the fibrous strips to make into thread for linen fabric. After they had thread, it was tied to a loom so it could be woven into cloth.  Then it had to be cut or torn into pieces. For many families scissors were a luxury. And the last step is sewing the pieces together to create a garment. Machines could not only sew, they could process the raw materials into thread and weave it into fabric much  quicker. Regarding clothing, working class men and their families benefitted greatly from ready-made clothes. Manufacturers marketed to them because they were the largest class. For example,<blockquote>–Men’s shirts, made by machine, take 3 hours and 10 minutes each to do; by hand, 15 hours and 20 minutes; a lady’s dress, by machine, takes 12 hours 4 minutes; by hand 20 hours 35 minutes; . . . a common frock-coat, by the machine occupies 17 hours 20 minutes; by the hand, 27 hours and 40 minutes: a linen vest, by machine, 3 hours 44 minutes; by hand 7 hours 18 minutes; a fine overcoat, by machine, 28 hours 13 minutes; by hand 31 hours 20 minutes; . . . <ref>Mitchell, Rebecca, ed. "22. 'Progress of the Sewing Machine,' ''Bow Bells'' (19 April 1865), p. 283." Part 6: Production and Industry. ''Fashioning the Victorians: A Critical Sourcebook''. Bloomsbury Visual Arts, 2018.</ref></blockquote> === Industrial Revolution and Technological Advancements === * the railroad * mass production of fabrics for working-class men's clothing ** Jacquard looms * sewing machines * aniline dyes, including black === Expanding Middle Class === * gender roles getting more clearly defined and rigid (referring back to page overview) === French Revolution === Sarah Gharmallah Alzahrani and Safia Abdelaziz Saroukh (https://www.researchgate.net/profile/Safia-Saroukh/publication/385099194_The_Semiotic_Dimension_of_Men's_Fashion_in_Modern_Eras/links/671686fbd796f96b8ec4f90e/The-Semiotic-Dimension-of-Mens-Fashion-in-Modern-Eras.pdf):<blockquote>The 19th century started with a fashion landscape that was changing dramatically and rapidly from the styles of a generation earlier. The French Revolution brought fashions that had been emerging since the 1780s to the forefront. Neoclassicism now defined fashion as both men and women taking inspiration from classical antiquity. For women, the high-waisted silhouette in lightweight muslin was the dominant style, while fashionable men looked to the tailors of Britain for a new, refined look [17]. [17]  Franklin, H. (Aug 18, 2020). Published on Jun 25, 2020, Retrieved: <nowiki>https://fashionhistory.fitnyc.edu/1800-1809/</nowiki> 11/11/2023. Edited. ...</blockquote>Brent Shannon:<blockquote>"Costume," wrote Max Beerbohm in 1896, "enables us to classify any 'professional man' at a glance, be he lawyer, leech or who not" (24–25). A man's profession and class were read by his jacket, his hat, what he rode in, and how he carried himself. "Perhaps there is a tendency among Englishmen to judge a man too much by the shape of his hat or the kind of collar he wears," conduct author John Wanamaker confessed; "But one must remember that in England if you ''wear'' the wrong thing, you will probably ''do'' the wrong thing, and generally ''be'' the wrong thing" (1).¹¹ Such assertions were predicated on the powerful Victorian conviction that outward appearance reflected inner qualities.<ref>{{Cite book|title=The Cut of His Coat: Men, Dress, and Consumer Culture in Britain, 1860–1914|last=Shannon|first=Brent Alan|publisher=Ohio University Press|year=2006|location=Athens, Ohio}}</ref> (148)</blockquote> ==Women's fashion== == Men's fashion == (Two intros: one to Victorian Fashion, giving background for both women's and men's fashions; two to the decades for men's fashion) Among the influences on men's styles: * differentiation of genders (domestic ideology, ideology of the spheres) * the "Great Male Renunciation," the French Revolution and English tailoring * industrial revolution: mass production of fabrics and articles of clothing, especially for working-class men * sports and country clothing * Albert Edward, Prince of Wales, later King Edward VII, influence went beyond England; tailors led by him led fashion for the upper classes * then later, cult of youth * military uniforms * comfort and convenience * evolving definitions of gender, both femininity and masculinity evolved as concepts. The changing definitions of masculinity affected men's clothing. For the growing and rising middle classes, gender roles became more and more rigid around the concept of the separate spheres, the public for men and the private sphere for women. Cultural sources for men's clothing and men's fashion: industrial revolution; expanding middle class; technological advancements; an association in the culture between outward appearance and inward nature; French Revolution; Albert Edward, Prince of Wales Citation for Victorian Hell: <ref name=":29">{{Cite web|url=https://victorianhell.substack.com/p/victorian-mens-fashion-history-and|title=Victorian Men’s Fashion History and Clothing Guide|last="It's Monty, Actually"|date=31 October 2025|website=Victorian Hell|access-date=7 September 2026}}</ref> === Frock coats === * Apostol Mănescu, politician, wearing a frock coat, butterfly tie, black waistcoat with button chain and light coloured pants, drainpipe type. Circa 1866. Photo by Franz Duschek.jpg (1866)[[File:Apostol Mănescu, politician, wearing a frock coat, butterfly tie, black waistcoat with button chain and light coloured pants, drainpipe type. Circa 1866. Photo by Franz Duschek.jpg|thumb|Romanian (?) Politician, c. 1866, ill-fitting but probably handmade suit|center]] Full-length portrait of two young men wearing frock coats with sashes and pistols at their waists LCCN2006689564.tif (right)[[File:Full-length portrait of two young men wearing frock coats with sashes and pistols at their waists LCCN2006689564.jpg|thumb|1860, American, young men with frock coats, performers??|center]] * George Augustus Henry Sala.jpg (Mathew Brady, 1855–1865) * [[File:George Augustus Henry Sala.jpg|center|thumb|George Augustus Sala, 1855–1865, LoC]] ==== Dress and Conduct Manuals, Histories, Victorian Theory, Catalogs ==== # [Baker, William Henry.]  ''Clothes Dictionary''. Chicago, Ill.: Cahn, Wampold, 1901. https://commons.wikimedia.org/wiki/File:Clothes_dictionary;_(IA_clothesdictionar00bake).pdf. # [[c:File:Hint's_about_men's_dress,_right_principles_economically_applied_(IA_hintsaboutmensdr00barr).pdf|Hint's about men's dress, right principles economically applied (IA hintsaboutmensdr00barr).pdf]] (book, conduct manual, American, 1888) #[https://upload.wikimedia.org/wikipedia/commons/6/69/Fashion-_the_power_that_influences_the_world_%28IA_fashionpowerthat00foxg%29.pdf?utm_source=commons.wikimedia.org&utm_campaign=index&utm_content=original Fashion- the power that influences the world (IA fashionpowerthat00foxg).pdf] (1871) (American, incl court dress, Victorian fashion theory, livery, "White, as it is the color of day, is expressive to us of the cheerfulness or gaiety which the return of day brings." [145], "Gentlemen's Furnishing and Goods," "Head and Foot Covering," Index) # [https://upload.wikimedia.org/wikipedia/commons/a/ae/How_to_behave_and_how_to_amuse._A_handy_manual_of_etiquette_and_parlor_games_%28IA_howtobehavehowto00sand%29.pdf?utm_source=commons.wikimedia.org&utm_campaign=index&utm_content=original How to behave and how to amuse. A handy manual of etiquette and parlor games (IA howtobehavehowto00sand).pdf] (1895; American; Men's Dress, p. 23; besides conduct and dress, it has parlor games) # [https://upload.wikimedia.org/wikipedia/commons/8/8e/The_etiquette_of_men%27s_dress_%28IA_etiquetteofmensd00cluc%29.pdf?utm_source=commons.wikimedia.org&utm_campaign=index&utm_content=original The etiquette of men's dress (IA etiquetteofmensd00cluc).pdf] (1888; American; some ads; anthology of individually written articles; lots of sports, outdoor events; search for "frock" — cutaway vs Prince Albert) #[https://upload.wikimedia.org/wikipedia/commons/e/e9/S.W._Silver_%26_Co.%27s_handbook_for_transatlantic_travellers_.._%28IA_swsilvercoshandb00silv%29.pdf?utm_source=commons.wikimedia.org&utm_campaign=index&utm_content=original S.W. Silver & Co.'s handbook for transatlantic travellers .. (IA swsilvercoshandb00silv).pdf] (1883; American; lots of ads from SW Silver, with prices; has blank pages where ppl can write "Introductions" and "Engagements," but this is not a conduct book, it's travel guide / catalog to London) #[https://upload.wikimedia.org/wikipedia/commons/f/f6/How_we_go_to_those_who_cannot_come_to_us.._%28IA_howwegotothosewh00roge%29.pdf?utm_source=commons.wikimedia.org&utm_campaign=index&utm_content=original How we go to those who cannot come to us.. (IA howwegotothosewh00roge).pdf] (Roger, Peet & Co.; American; catalog, spring 1891; pp. 11, clerical frock; 7 "Prince Alberts" double-breasted frocks; p. 23 shirts as underwear; has a thing on fitting and mail order; bathing suits, collars and cuffs; tennis shoes) == Victorian Men's Fashion (Intro to the Men's Fashion Section) == Museums and other historical sites have plenty of women’s clothes from the nineteenth century. There is great variety in both outer wear and underwear. “Men’s garments of the Victorian period have survived in far less quantity than women’s.” Buck p. 185 More waistcoats have survived than any other garment. The hardest garment to find are trousers. Very few survived the nineteenth century. Buck p. 185 By 1850 trousers dominated the fashion for men; the trouser straps under the shoe had disappeared; and a fly front had replaced the fall-front. Buck 185 It took most of the nineteenth century for men’s fashion to evolve into the coat, trousers and vest (waistcoat) that dominated the twentieth century and appears to be unchanging in the twenty-first century. “Men’s clothing, like women’s, was specific to each occasion and type of activity during the late nineteenth century.” Payne2, p. 518 For example, formal wear for social events was different from the casual, everyday wear for upper middle class and aristocratic men. Victorians also dressed in ensembles for hunting and riding (included knickerbockers–breeches that had a fuller cut). Casual and looser clothing was worn when participating in sports. Many different cuts of coats were available, like the Norfolk jacket, the morning coat, or the sack coat. “Tailored wool garments , originally inspired by the clothing of English country gentry, formed the backbone of men’s wardrobes in the early nineteenth century.” Men’s clothing began to change from styles that were colorful and flamboyant in the eighteenth century to styles that emphasized cut over color. By the end of the century men’s clothing had settled into a kind of uniform with coats and trousers usually made of the same fabric, often with a vest or waistcoat of the same fabric. The uniform included a shirt with a stiff collar, a necktie and very little jewelry. It took the entire nineteenth century to change to a rather static style that is still worn today. Ready-made clothing affected the social structure, the economy, and the gender differentiation. David Kutcha traces the origin of the 3-piece men's suit to King Charles II of England, who may be said to be wearing a coat, pants and a waistcoat, but otherwise is not wearing a "suit" we — or the Victorians — would recognize as such: <blockquote>... since 1666, male gentility has been associated with modesty and plainness in dress. Eschewing fashion as an increasingly feminized realm Charles II's vest inaugurated a new and essentially modern era of masculine aesthetics, one that reversed a long-held association between elaborate display and high social status. Manly thrift now displayed elite status.<ref>{{Cite book|title=The Three-Piece Suit and Modern Masculinity, England 1550–1850|last=Kutcha|first=David|publisher=University of California Press|year=2002|location=Berkeley and Los Angeles}}</ref> (2)</blockquote>So it's really Cromwell who should get credit?? The French Revolution caused both men and women to change stylistic direction radically. For one generation, stylish women wore simple white muslin dresses without foundation garments underneath. The changes in men's fashion was more lasting: men turned away from the ornamentation and ruffles of the ''ancien régime'', choosing instead understated and subtle tailoring to indicate good taste and wealth. Poole "comfort and convenience" — trousers, sack coats, collars and cuffs without a shirt, wool rather than silks and satins; knee breeches constantly riding up men as leaders of fashion, in spite of our sense that men didn't do fashion in the way that women did, were more serious than that === Dandy Stuff === Beau Brummell: "Men began to aspire to fine cutting, tailoring, and perfect fit in their clothes, flawless grooming and manners in themselves. The Englishman George Bryan (Beau) Brummell deserves much credit for the ideal of meticulous masculine appearance."<ref name=":25">{{Cite book|title=The History of Costume: From Ancient Mesopotamia Through the Twentieth Century|last=Payne|first=Blanche|last2=Winakor|first2=Geitel|last3=Farrell-Beck|first3=Jane|publisher=Addison-Wesley Longman|year=1992|isbn=0-06-047141-7|edition=2nd|location=New York, New York}}</ref> (458) "From 1796 to 1816, the Beau set the pattern for cleanliness and liberal use of starch." (459) === Gender Ideologies === '''Victorian gender ideologies''' relegated men to the "public sphere" and women to the "domestic sphere." (??) More than that “the cult of youth . . . the secularization of sport and the influence of modern warfare in generating men’s fashions, the tendency to prefer modern ideas of comfort and convenience, and the transformation of fashion knowledge and fashion urbanism from print to hyperreality”<ref name=":26">McNeil, Peter. "Men's Fashion: 1800–2022." Chapter 22. ''The Routledge History of Fashion and Dress, 1800 to the Present''. Routledge, 2024. https://opus.lib.uts.edu.au/bitstream/10453/182707/2/Men%27s%20Fashion%20200822_24_12_20_09_29_44.pdf DOI: 10.4324/9780429295607-27.</ref> (McNeil 1 or 411) changed the perceptions of masculinity and femininity. === Class === The growing middle class involved among other things more and more jobs and careers for young men as clerks, office workers, they were junior, subordinate, and they were commuting on the railroads from suburbs. Carolyn Kirby:<blockquote>In western Europe the fashion for plain dark suits coincided with the rise of the affluent middle-classes in a world where the pace of industrialisation and the globalisation of trade was accelerating as never before. The sharp, dark business suit became the last word in male power-dressing. And so it remains to this day.<ref name=":27">{{Cite web|url=https://historiamag.com/invent-masculine-fashion/|title=The invention of masculine fashion|last=Kirby|first=Carolyn|date=3 December 2025|website=Historia: Magazine of the Historical Writers' Association|access-date=25 August 2026}}</ref></blockquote> === Bertie === Albert Edward, Prince of Wales was very concerned with fashion and authoritative about it, with a very specific eye to small details. He was increasingly influential in men's fashion from the last third of the 19th and into the 20th century, and many noticed what he did and copied him.<blockquote>When that great lover of pleasure, Edward VII, visited Marienbad incognito as the Duke of Lancaster, he was followed by tailors from Paris, Budapest, Vienna, and Berlin who photographed him and took notes about his clothes. Edward VII introduced many [423–424] novelties into men’s fashion. ... He is also credited with making fashionable the creased trouser in 1909 (his groom dried them with a board weight after heavy rain, resulting in the line), turned-up cuff trouser (after hitching his trouser bottoms at a dirty racing track) and, as his girth grew, undoing the bottom button of his waistcoat."<ref name=":26" /> (424)</blockquote>Cowles<blockquote>The Prince was not just ‘a swell’. In the jargon of the day he was ‘a heavy swell’, and apparently there was a world of difference between the two terms. A swell was a rich young aristocrat who lived in extreme comfort; but a heavy swell added showmanship to the comfort and lived in a stylish luxury that even the French were obliged to envy. And of course the heavy swell was the acme of sartorial elegance. The Prince did not mind changing his dress half a dozen times a day. He loved clothes, and since whatever he chose to wear became the prevailing fashion overnight, he soon was regarded as an expert on the subject. His tailor-in-chief made a fortune. For many years he patronised a Mr. Poole. He discovered this gentleman by accident. He went to the theatre one night to see a well-known actor by the name of Fecher playing ‘Robert Macaire’. As an impecunious adventurer [129–130] Fechter was obliged to wear a coat that was torn and dirty, but Bertie’s expert eye noticed the elegant cut. At the end of the performance he asked Fechter for the name of his tailor, and Mr. Poole’s future was assured. The Prince had so many clothes he could never travel with less than two valets; and two more valets were left at home cleaning, brushing and pressing his vast wardrobe. There were suits and coats for every variation of every climate the world over. There were over a hundred pieces of headgear; and since Bertie was an honorary admiral and an honorary general of most of the countries of Europe, there was an entire room devoted to uniforms, sashes, epaulettes, belts, buckles, swords, feathers and other regalia. ... Men’s clothes became of such importance that new [130–131] shops sprang up like mushrooms in Savile Row, Clifford Street and Bond Street. Most of the Prince’s innovations were inspired by comfort and convenience. He altered the cut of the evening dress waistcoat, he shortened the tails on the tail coat, he left his frock coat open (due to an increasing girth), he introduced the black homburg, and he attended race meetings, not in the frock coat hitherto ''de regueur'' but in tweeds. He tried having his trousers creased down the sides rather than the front and back, in order to hide his bandy legs, but this idea did not catch on, and he soon discarded it himself. But the prince was not the only arbiter of men’s fashions. The band of  "heavy swells" who followed his lead gave him plenty of competition. Lord Raglan and Lord Petersham invented coats which are still named after them. Lord Dupplin the dinner jacket and Lord Cardigan the button-up sweater. But Lord Hardwicke made the most spectacular contribution. Men’s silk hats were made of beaver which was left in its original rough, shaggy state. Lord Hardwicke polished his hat until he could see his face in it, and consequently was known as "Glossy Top". He is responsible for the top hat as we know it today.<ref name=":28">{{Cite book|title=Gay monarch, the life and pleasures of Edward VII|last=Cowles|first=Virginia|publisher=Harper|year=1956|location=New York, New York|archive-url=https://archive.org/details/gaymonarchlifepl0000cowl/}}</ref> (129–131)</blockquote> === Men’s Clothing 1830–1900 (Intro to the Decades) === “Tailored wool garments , originally inspired by the clothing of English country gentry, formed the backbone of men’s wardrobes in the early nineteenth century.”<ref name=":25" /> (458) Men’s clothing began to change from styles that were colorful and flamboyant in the eighteenth century to styles that emphasized cut over color. By the end of the century men’s clothing had settled into a kind of uniform with coats and trousers usually made of the same fabric, often with a vest or waistcoat of the same fabric. The uniform included a shirt with a stiff collar, a necktie and very little jewelry. It took the entire nineteenth century to change to a rather static style that is still worn today. (this is middle-class men for day wear?) The silhouette for men sometimes followed the same line as women’s clothing on the top half of their bodies. For example, as women’s sleeves grew into the huge leg-of-mutton fullness, the shoulders of men’s coats also had added fabric to make a pouf at the shoulder, thus emphasizing a broad shouldered look across the front. Men’s silhouettes changed subtly without the exaggerated fullness of women’s skirts or the raising and lowering of the neckline. Once men began to wear trousers, they did not go back to formal knee breeches (except in European courts or for court wear for Victoria). The line of men’s garments changed in smaller increments than women’s. Coats and trousers might fit tighter in some decades and looser in others. They were slim, then boxy, flared, then straight and evolved into the contemporary line we see on men today. Men's fashions in the 19th century have been less researched than women's fashions, in part because of fewer artifacts of what men wore were saved in museums for study. Photography, the first century that we have actual images (rather than artists' interpretations) of what people wore. ==== Court and Formal Dress ==== Livery, working class Formal dress was separate attire, used for specified occasions, varies by decade ==== Shirts ==== Shirts and collars separated: "by 1827 detachable collars became available."<ref name=":25" /> (477) Shirts were considered more like underwear early in the century but by the end of the 1800s, they were becoming the outside garments popular in the twentieth and twenty-first centuries. Neck treatments (and shirt cuffs) Shirts were treated as underwear early in the century but by the end of the 1800s, they were becoming the outside garments popular in the twentieth and twenty-first centuries. ==== Coats and Jackets ==== The 1901 ''Clothes Dictionary'' says coats were "The principal garment of men's attire."<ref name=":30" />{{rp|10}} Several styles of coats were available to fashion-conscious aristocratic and upper-middle-class men. Men’s suits in this period were tailor made, fitted to one specific man. The factories, however, knew that the vast majority of men were working class and began to manufacture and sell ready-made shirts, coats and trousers. More clothes were available for working men and they cost less. The cheaper work clothes enabled upper-working-class men to own more than one set of clothes and to have more formal clothes for church or other events. Ready-made shirts were also available in generic sizes, small, medium and large. Generic sizing speeded up the mass production process and, since little of the shirts could be seen, they did not need custom fitting. Almost all of the coats Victorian men wore could be single or double breasted, with a couple of exceptions like morning coats and Norfolk jackets. On more formal occasions upper-class men wore a '''cutaway morning coat''' with light trousers during the daytime, and a dark '''tail coat''' and trousers in the evening. (define these terms) According to Payne, "During the early 1820s tailcoats were the most popular type of coat."<ref name=":25" />{{rp|474}} ==== Frock Coats ==== [[File:Frock coat MET CI38.23.39 F.jpeg|alt=Old-fashioned coat hanging on a mannequin|thumb|Frock coat, 1840, American]] Frock coats were introduced in the 1820s and worn throughout the nineteenth century with only minor changes to the line or fit. Sleeves were full at the top and waists were tight, creating an hourglass form. Initially frock coats were tightly fitted and closed with buttons. The more tailored frock coats had a waist seam and a flared skirt almost to the knees. The rate of fashion change notable in women's fashion was true for men's clothing as well. The frock coat persisted for a century, but it was in a state of constant (but subtle) evolution, with collars and lapels, coat length, the waist seam, the fullness of the coat itself as well as the sleeve, color, patterns like stripes or plaids. A Prince Albert is a double-breasted, very well-tailored, form-fitting frock coat.<ref name=":30">[Baker, William Henry.] ''Clothes Dictionary''. Chicago, Ill.: Cahn, Wampold, 1901. https://commons.wikimedia.org/wiki/File:Clothes_dictionary;_(IA_clothesdictionar00bake).pdf.</ref>{{rp|33}} Gentlemen, clergy, military Men around the world and especially in the British Empire wore frock coats: images and descriptions exist of men wearing frock coats in India<ref>Woodyatt, Nigel Gresley. ''Under Ten Viceroys; The Reminiscences of a Gurkha''. London: H. Jenkins Limited, 1922. Pp. 31, 107, 1774.</ref>, Iran (Persia at that time)<ref>Sparroy, Wilfrid. ''Persian children of the royal family; the narrative of an English tutor at the court of H. I. H. Zillus-Sultán, G.C.S.I''. London and New York, J. Lane, 1902. Pp. 11, 29, 30.[https://upload.wikimedia.org/wikipedia/commons/d/d1/Persian_children_of_the_royal_family%3B_the_narrative_of_an_English_tutor_at_the_court_of_H._I._H._Zillus-Sult%C3%A1n%2C_G._C._S._I_%28IA_persianchildreno00sparrich%29.pdf?utm_source=commons.wikimedia.org&utm_campaign=index&utm_content=original https://upload.wikimedia.org/wikipedia/commons/d/d1/Persian_children_of_the_royal_family%3B_the_narrative_of_an_English_tutor_at_the_court_of_H._I._H._Zillus-Sult%C3%A1n%2C_G._C._S._I_%28IA_persianchildreno00sparrich%29.pdf].</ref>, Japan<ref>Watson, W. Petrie. ''Japan, Aspects and Destinies''. New York, Dutton: 1904. P. 7, 19, 31.</ref>, Egypt and Turkey<ref>Butler, Alfred Joshua. ''Court Life in Egypt''. London: Chapman and Hall, 1887. P. 7.</ref>, .... ==== Trousers ==== Breeches: Men’s bifurcated garment that ended just below the knee Trousers: men’s bifurcated garment that went down to the ankles or foot The most sweeping change in men’s fashion before 1820 was in the length of their pants. Trousers that went from waist to foot were so much more comfortable and popular than knee breeches that they replaced what had dominated men’s wear since the sixteenth century. And trousers have been worn for over two centuries now. They were originally tailored but began to be mass produced. Although the aristocracy were required to wear knee breeches at court, they wore trousers more than they wore breeches, and they could afford to have their suits and shirts hand sewn and individually. Working class men had to contend with small, medium, and large from mass production. This bifurcated garment was modified in specific places, like the length, the fullness over the hips or the width of the leg. In summer trousers were lighter in color — "grayish blue, aqua and pearl gray." (Payne 2, 505) In winter trousers mixed darker colors like "steel gray and brown, black and brown, and black and green." (Payne 505) More on summer colors, winter colors? [Find quote about QV's men's court dress and the men being so cold] ==== Waistcoats ==== Victorian men put their creativity, color and specialty fabrics into their waistcoats. At the beginning of the century men's waistcoats were made from specialty fabrics, like velvet or brocade or a patterned silk, sometimes two at the same time: "During the 1820s and 1830s, men sometimes wore two waistcoats, in combinations like white velvet over rose-and-gold brocade."<ref name=":25" /> (474) Long after coats and trousers were made from the same dark wool, waistcoats continued to be colorful, making them the focus of the ensemble. By the end of the 19th century waistcoats made from the same fabric as the trousers and coat dominated men’s fashion. 1880s: "The term vest now applied to all but low-necked formal styles, which were still called waistcoats." (Payne 2 528) [[File:Homosexualitywilde.jpg|thumb|Oscar Wilde and Bosie Douglas, straw boater and derby, 1894]] ==== Overcoats ==== Overcoats became a significant fashion element and many styles were seen throughout the century. <ref name=":24" />Kay, Fiona and Neil R. Storey, ''Victorian Fashions for Women'', Pen & Sword History, Yorkshire - Philadelphia, 2022 Surtout: "An overcoat cut in the style of a frock coat."<ref name=":30" /> (39) ==== Hats ==== The upper-class continued to wear top hats, and [[bowler hats]] (known in America as a derby) were worn by the working class. 1830s This class of men also wore round cloth caps, often seen on male children. The straw boater was the most popular hat by the end of the century and was worn by all of the classes. Men wore [[top hats]], with wide brims in sunny weather. 1830s - 1900 Top hats briefly became the very tall "stovepipe" shape, but a variety of other hat shapes were popular. Homburgs, deerstalkers and “Trilbies” were also popular. Buck, p. 198-199 (George de Maurier novel ''Trilby'') Hats were ''de rigueur'' for all Victorians, all classes, all ages, all genders. ==== Shoes ==== [[File:Men's fashion silhouette of 1837.jpg|thumb|Men's coats, 1837]] [[File:Lev Wittgenstein by F. Kruger.JPG|thumb|Lev Wittgenstein by F. Kruger, 1836]] === 1830s and 1840s === For men's fashion, the 1830s and 1840s were dominated by a defined waist, lean limbs and tall hats. Working-class men had been wearing trousers for some time, but by the 1830s and '40s, middle- and upper-class men generally wore frock coats and trousers for casual or less formal attire in the city. In the country, what they wore depended on what they were doing — hunting, riding, shooting and so on.[[File:Man's Frock Coat LACMA M.2007.211.61 (1 of 4).jpg|alt=Male mannequin wearing a light-colored thigh-length coat similar to a suit jacket and a top hat|thumb|Men's frock coat, c. 1845]] [[File:Stockholms mode-journal- Tidskrift för den eleganta werlden 1847, illustration nr 2.jpg|thumb|Stockholm's fashion magazine, 1847]]Some men wore corsets during this time, so the waist was nipped in and the skirt of the frock coat flared out. The sleeves of their coats and jackets were slightly puffed at the shoulders. The trouser legs were straight with a strap under the instep. The figure on the left in the fashion plate from ''Modes de Paris Journal des Tailleurs'' (right) illustrates this silhouette very clearly as well as the frock coat, the strap under the instep, and the puffed shoulders. ==== Coats and Jackets ==== Frock coats had become fashionable for day wear in the 1820s<ref name=":25" />{{rp|474}} and were worn throughout the century. In the 1830s frock coats were tightly fitted and closed with buttons. The more tailored frock coats had a waist seam and a flared skirt almost to the knees. The main changes in frock coats in these two decades were in the colors and the neck treatments (collar and lapels). Initially frock coats were not necessarily black. They could be colorful — like "plum, mulberry, brown, bright blue, and bottle green" — with "contrasting velvet collars."<ref name=":25" />{{rp|474}} The truly bright, saturated colors made possible by synthetic dyes, however, were a couple of decades away still and were never used for frock coats. Middle- and upper-class men limited their use of tailcoats to evening wear and more formal occasions. A cutaway morning coat was worn with light trousers during the daytime, and a dark tail coat and trousers was worn in the evening. ==== Shirts ==== Shirts were made of linen or cotton with low collars, occasionally turned down, and were worn with wide [[cravats]] or neck ties. Before shirts were mass produced, they were tailored for upper and wealthy middle-class men. ==== Trousers ==== Trousers or long pants had been introduced and were eagerly accepted by men because they were more comfortable and looser than the tight-fitting knee breeches and coats from earlier in the century. They were originally tailored but began to be mass produced. Although the aristocracy were required to wear knee breeches at court, they wore trousers more than they wore breeches. Aristocrats and upper middle class could afford the well-tailored cut and fit of individually hand sewn trousers and coats. "Trousers of the 1830s fit quite snugly ..., but in the 1840s they became looser."<ref name=":25" /> (477) Knee breeches still existed, but only for court wear, riding and country wear (in the form of knickerbockers). ==== Waistcoats ==== waistcoat; vest “Waistcoats [or vests] remained colorful, decorative items in men’s wardrobes after the rest of their costumes had become plain.” (Payne 2 460-462) They could be single- or double-breasted, with shawl or notched collars, and might be finished in double points at the lowered waist. Collars gradually lowered over the course of the two decades. Often the colorful vests were decorated with fur or velvet collars. ==== Overcoats ==== Men wore a variety of topcoats or overcoats. Surtouts were overcoats built like long frock coats, like the one worn by Lev Wittgenstein in the portrait (above right). The redingote was most popular in the 1830s and 1840s. Redingotes had a rolled collar, sleeves with fullness at the shoulders and upper arm and narrow at the elbows to the wrist. It was fitted at the waist and reached mid-calf. ==== Original Text ==== During the [[1840s in fashion|1840s]], men wore tight-fitting, calf length [[frock coat]]s and a [[waistcoat]] or vest. Sleeves were full at the top and waists were tight, creating an hourglass form. For more formal occasions, a cutaway morning coat was worn with light trousers during the daytime, and a dark tail coat and trousers was worn in the evening. Shirts were made of linen or cotton with low collars, occasionally turned down, and were worn with wide [[Cravat (early)|cravat]]s or neck ties. Men wore [[top hat]]s, with wide brims in sunny weather. === 1850s === The 1850s revealed several industrial inventions that significantly impacted clothing. First, the Industrial Revolution began (and still does today) with machines to weave fabric and machines to sew fabrics. Manufacturers quickly learned that the majority of the population was working class. Theirs were the simplest, least trimmed garments made in the nineteenth century. Second, mass production of shirts, trousers and coats changed how most people shopped for clothes. The aristocracy and upper middle class folks could still have their clothes made to specifically fit their bodies. Manufacturers knew that they could not mass produce clothing for each individual’s body. They invented generic sizing in small, medium, and large. They could, therefore, produce many more items of clothing with generic sizing. Third, Isaac Singer patented and began to manufacture home or domestic sewing machines (treadle machines) enabling more form-fitted '''dresses''' to be constructed for an individual’s specific shape and size. The fourth item to impact fashion and clothing was the invention of the paper pattern. These were introduced in fashion magazines targeting women. Almost all women were taught to sew by hand, whether they were aristocrats or working class. Sewing machines enormously speeded up the '''process of constructing from hours to minutes'''. Finally, aniline dyes made colors brighter and longer lasting. Prints and stripes, checks and plaids, fabrics had much more vibrant color with aniline dyes. The Industrial Revolution impacted the working class and changed their lives the most. children's clothes? Women made men's clothing too According to Judith Flanders, working-class men's clothes could be colorful. For example drivers of hansom cabs () dressed more up-scale, and drivers of hackneys () did not.<blockquote>While hackney drivers were also considered to be stereotypically shabby, hansom-cab drivers were generally represented as smartly dressed. A print in 1850 showed a driver in a snappy brown coat instead of the coachman’s heavy multiple-caped outfit, pale green striped trousers, short boots and top hat, the [167–168] reins held daintily in his gloved hands. Both cab and coach drivers wore top hats, but cabbies of a sporting bent later switched to bowlers, and in summer donned bright checked outfits.<ref name=":23">{{Cite book|title=The Victorian City: Everyday Life in Dickens' London|last=Flanders|first=Judith|publisher=Thomas Dunne Books|year=2012|location=New York, New York}}</ref> (167–168 [of 972])</blockquote> A variety of silhouettes was seen in the 1850s. Trousers were long and slim with a strap under the instep of the shoe. ==== Coats and Jackets ==== "Although the frock coat was worn throughout the century, it lost its dominant position in the 1850s, when the morning coat began to replace it."<ref name=":29" /> A jacket shorter than the frock coat or morning coat that had visible pockets began to be worn in about 1850. Cutaway tail coats were still reserved for formal occasions. All of these coats could be single or double breasted. They were called “ditto suits” by those who wore them because the coat, trousers, and waistcoat were all made from the same fabric. There were morning coats and cutaway morning coats; there were Norfolk jackets and ditto suits. The most formal were the cutaway tail coats for evening wear and balls; and the least formal were the boxy shaped sack coats. By the 1860s, it had become the most popular casual coat. ==== Shirts ==== During the [[1850s in fashion|1850s]], men started wearing shirts with high upstanding or turnover [[collar (clothing)|collars]] and [[necktie#Four-in-hand|four-in-hand necktie]]s tied in a bow, or tied in a knot with the pointed ends sticking out like "wings." ==== Trousers ==== Trousers had fly fronts and breeches were used for formal functions and knickers (short pants fuller cut than breeches) for horseback riding. Men's choice to wear trousers is an instance of the importance of comfort and convenience outweighing style and presentation, a value that increased in importance through the 20th century. ==== Waistcoats ==== Waistcoats remained the one garment that could be brightly colored and copiously trimmed on exotic fabrics. Waistcoats show that men were concerned with decorative elements in their ensemble. ==== Notes & Quotes ==== * transition from frock coats to ditto suits, 1850s (Payne, 463) ==== Hats ==== The upper-class continued to wear top hats, and [[bowler hat]]s were worn by the working class. Caps ==== Overcoats ==== Overcoats were cut fuller with wider sleeves and no extra fullness at the shoulder. Unlike the redingote, the overcoats had straight seams to the knee length. Many had wide lapels that reached below the waist. Working class men and their families benefitted more from the industrial revolution in regards to clothing.  Manufacturers marketed to them because because they were the largest class. [[File:Gazette of Fashion, February 1865, RP-P-2009-2675.jpg|thumb|1865, Frock coats, etc. (Paris)]] [[File:Gazette of Fashion, October 1864, RP-P-2009-2673.jpg|thumb|1864, Frock coats, etc., Paris]] [[File:Broadway fashions, New York LCCN2003677917.jpg|thumb|Butterick, Spring-Summer 1866, Broadway Fashions]] [[File:Four young men wearing frock coats - DPLA - 4706a21c9267c45034d51c8fc5309251 (page 1).jpg|thumb|1860s, working class?, ill fitting, frock coats, trousers, shirts, vest, derby hats]] === 1860s === [[File:Corporal frock coat 1862 med.jpg|thumb|Corporal frock coat 1862, 9-botton military]]The 1860s saw fewer inventions that influenced or changed the way people were acquiring clothes. But the changes begun by mass production continued with the working class. Little changed for the higher classes, except maybe paper patterns and sewing machines. The different shape and size in clothing continued to provide slightly different silhouettes for men in the upper and middle classes. As women's clothes grew more complex in cut and style, men's clothes became simpler in cut and style. ==== Coats and Jackets ==== Individualized fittings continued for upper class and wealthy middle class clients. (Working class as well as middle and upper class.) Working class was well over 60% of the population. For the largest class, ready-made garments were ideal for men and women who were working class. For the two upper classes morning coats still led the way but frock coats were still in demand and worn in business and more casual situations. Leisure wear like knickers and ditto suits became more popular in the 1860s. Haute couture wanted every occasion or event to have special clothing. In some ways men dressed more alike (coat, trousers, waistcoat) and in some ways there was more variety in the cut of their coats and in the manufactured clothing they could buy. Many upper class men still had their shirts custom made. Frock coats were shortened to knee-length and were worn for business, while the mid-thigh length [[sack coat]] slowly displaced the frock coat for less-formal occasions, with the overall effect of a looser silhouette. The Prince of Wales: "For the countryside such as at Sandringham, he permitted an informal dress code. The Henry Poole ledger marked as 'HRH 1865' is for an evening coat without tails, the first 'dinner jacket.'"<ref name=":26" /> (424) ==== Shirts ==== Ready-made shirts rarely were seen since shirts were more underwear than outerwear. Factories began to make and sell detachable collars and cuffs. It was more convenient to replace collars and cuffs each day than the time it took a servant (working class) to wash and starch enough to look like the celluloid many of those collars were made of. ==== Trousers ==== Trousers were cut full and boxy during most of the 1850s and 1860s. The strap under the shoe disappeared and trouser legs reached the back of the heel in length. Knickers were still worn for hunting or riding and breeches were still ''de rigueur'' at court. ==== Waistcoats ==== Waistcoats remained decorative and worn with most of the coats that were popular. The young “dandies” wore the most colorful and decorated waistcoats. These “dandies” gave their highest priority to their appearance. They were the avant garde of haute couture for men. ==== Necks Treatments ==== In the [[1860s in fashion|1860s]], men started wearing wider neckties that were tied in a bow or looped into a loose knot and fastened with a stickpin. ==== Hats ==== Top hats briefly became the very tall "stovepipe" shape, but a variety of other hat shapes were popular. ==== Overcoats ==== The single-breasted redingote continued in popularity among the aristocracy and upper middle-class.  These coats were often “in colors such as plum, mulberry, brown, bright blue, and bottle green . . . [with] contrasting velvet collars.” Payne2 p. 474 [[File:Mens Coats 1872 Fashion Plate.jpg|thumb|upright|Drawing of Victorian men 1870s]] [[File:Ashurst frock coat.jpg|thumb|Ashurst Frock coat]] [[File:Grand Duke Alexis Alexandrovich of Russia Wearing a Frock Coat; Standing (fbc266c2feca43f6ad5b44e031635a8d).tif|alt=Old photograph of a man wearing a dark thigh-length coat similar to a suit coat with light-colored trousers|thumb|Grand Duke Alexis Alexandrovich of Russia Wearing a Frock Coat, c. 1872]] [[File:Caillebotte Hugot.jpg|thumb|Portrait of Paul Hugot, 1878]] [[File:Oscar Wilde (1854-1900), by Hills & Saunders, Rugby & Oxford 3 april 1876.jpg|thumb|Oscar Wilde, 1876, ditto suit]] [[File:FrockCoat.jpg|thumb|English frock coat, 1870s]] === 1870s === To correct and prevent errors being made in court dress, in 1875 the Lord Chamberlain published ''Dress Worn by Gentleman at Her Majesty's Court'', "a summary of regulations for court uniform and dress."<ref>{{Cite book|url=https://www.google.com/books/edition/Dress_worn_by_Gentlemen_at_Her_Majesty_s/pvrbQCXq0MEC?hl=en|title=Dress worn by Gentlemen at Her Majesty's Court|last=Britain)|first=Victoria (Queen of Great|date=1875|language=en}}</ref> This is the kind of thing Bertie really cared about. Define court dress. A portly, boxy silhouette was sought for most of the 1870s. Older men whose stomachs had spread outward and thus looked prosperous to the Victorians were the ideal for men’s high fashion. Sack coats and trousers were cut a little wider in the legs. Corduroy for trousers and muslin for shirts was often used in working class clothing. ==== Coats and Jackets ==== There were minor changes to some of the coats Victorian men wore. Frock coats were shortened to the knee. Sack coats (or ditto coats — the forerunner of the suits worn by men in the western cultures of the twentieth and twenty-first centuries) were found to be so comfortable that most men of the upper and middle classes had a ditto suit. Men still wore morning coats and the aristocracy still wore cutaway coats with trousers to parties and balls but cutaway coats with knee breeches at court. ==== Shirts ==== Although ready-made shirts were available, the upper and middle classes still wore bespoke clothing hand-made, with better fabric and an excellent fit but stitched on machines. The suits and shirts made for the working class were of cheaper fabrics. ==== Trousers ==== Most men were wearing trousers  all of the time (except at court) and have worn them ever since. Trousers had button flies by the 1870s which most men found to be much more convenient than laces. Trousers did not “ride up” the leg in the way that knee breeches did when dancing or sitting. If a man did not have fashionable legs, they could be obscured behind trousers. ==== Waistcoats ==== White waistcoats began to be worn by men. Black were also worn when mourning. Changes in the waistcoat could be seen but were very subtle. For example, collars were lowered as the neckline grew deeper and deeper in front, revealing more of the fancy vest. ==== Overcoats ==== A longer version of the standard overcoat, “sometimes with fur collar, cuffs, and lining” was often worn for warmth. Payne2 p. 519 Added to overcoats, “Chesterfield coats were single-breasted, with fly fronts and velvet collars.”  Payne2 p. 519 ==== Original Text ==== During the [[1870s in fashion|1870s]], three-piece suits grew in popularity along with patterned fabrics for shirts. Neckties were the four-in-hand and, later, the [[Ascot tie]]s. A narrow ribbon tie was an alternative for tropical climates, especially in the Americas. Both frock coats and sack coats became shorter and more form fitting. Flat straw boaters were worn when boating. [[File:Elliott & Fry10a.jpg|thumb|William Gladstone, 1887, morning coat]] [[File:British politicians gambling at Ascot Wellcome V0050378.jpg|thumb|British Politicians Gambling at Ascot, 1884]] [[File:Scribner's magazine (1887) (14595087238).jpg|thumb|1887, types of American servants]] === 1880s === The silhouette narrowed and straightened. That is, the line went straight down without the flare of skirts on the coats. This smooth line had few decorations. Men wore hardly any jewelry. They might have a boutonniere or a ring.  Suits were not  decorated. All coats were straighter and shorter. Depending on the time of day, the Prince of Wales might change his clothes (thus, his silhouette) up to six times per day,<ref name=":28" /> (129) and some aristocrats and upper-class men would follow his lead. ==== Coats and Jackets ==== Although the frock coat was worn throughout the nineteenth century, the single fabric sack suit was worn for casual wear and was beginning to be seen as a businessman’s suit.  Morning coats were still in use for some events as well as casual occasions. The modern tuxedo or Cowes jacket appeared and was worn for formal occasions. The tuxedo is still worn as formal dress today. ==== Shirts ==== Shirts were still custom made for the rich and the working class bought ready-made shirts. The shirt remained basically the same but it could handle the different neck treatments.  Even mass produced shirts could have buttons or button holes for detachable collars and cuffs. ==== Trousers ==== Trouser legs began to decrease in width as the coat became narrower and emphasized strong vertical lines. ==== Waistcoats ==== During the 1880s waistcoats were called vests [is it regional?] and much of their bold trim and colorful fabric disappeared and vests were constructed from the same fabric as the coat and trousers. The business suit for men developed in the 1880s and was firmly established in the 1890s. ==== Overcoats ==== Versions of topcoats increased, adding an ulster overcoat for travel and an Inverness coat with up to five cape collars and a high curved collar. Double breasted topcoats were popular and some were knee-length and some calf-length. ==== Original Text ==== During the [[1880s in fashion|1880s]], formal evening dress remained a dark tail coat and trousers with a dark waistcoat, a white bow tie, and a shirt with a winged collar. In mid-decade, the dinner jacket or [[tuxedo]], was used in more relaxed formal occasions. The [[Norfolk jacket]] and tweed or woolen breeches were used for rugged outdoor pursuits such as shooting. Knee-length topcoats, often with contrasting velvet or fur collars, and calf-length overcoats were worn in winter. Men's shoes had higher heels and a narrow toe. [[File:American fashions - The Jno. J. Mitchell Co. Litho., New York. LCCN2006676665.jpg|thumb|Fashion plate from the Jno. J. Mitchell Co., New York, 1899]] [[File:Alfred Milner Vanity Fair 1897-04-15.jpg|thumb|Alfred Milner, 1897, Leslie Ward ("Spy"), for Vanity Fair]] [[File:Nobl-08.jpg|thumb|Sherlock Holmes, 1892, Sidney Paget]] [[File:PUK1894page380rector poor.jpg|thumb|Rector and Drinker, 1894]] === 1890s === The dominant silhouette for men became the sack suit in the 1890s and while changes in the sack have been subtle, it remains the dominant silhouette today. ==== Coats and Jackets ==== “Sacks became ''the'' favored style of suit coat,”(Payne2, p. 532) especially among the younger men. Frock coats were associated with older men along with the cutaway coat. There were many more choices for sports wear and leisure wear than ever before. Norfolk jackets were often worn while hunting. Most informal styles could be purchased ready made. The rich still had their clothing custom made by tailors but even working class men could purchase most ready-made versions of the coats, trousers, and vests. ==== Shirts ==== Shirts could be made of patterned fabric as well as solid colors and white.  Shirts were beginning to be acceptable as outer wear especially when worn as sporting clothing. ==== Trousers ==== Early in the 1890s, “slim, straight trousers were news.” (Payne 2, p. 532) Trousers could be plaid or checked as well as the same fabric as the coat and vest. ==== Waistcoats ==== Fancy fabrics and bold trim were not seen much as the more subdued vest dominated the fashion scene. ==== Neck Treatments ==== In the 1860s, men started wearing wider neckties that were tied in a bow or looped into a loose knot and fastened with a stickpin. ==== Overcoats ==== “Topcoats included fingertip-length styles made of twill covert cloth. Single-breasted, fly-front overcoats were fashionable too. Roomy overcoats with fur linings and collars warmed the wealthy. Inverness overcoats remained in vogue.” Payne2, p.532 ==== Original Text ==== Starting from the [[1890s in fashion|1890s]], the [[blazer]] was introduced, and was worn for sports, sailing, and other casual activities.<ref>{{cite web|last=Landow|first=George|url=http://www.victorianweb.org/art/costume/90s/2.html|title=Men's informal sporting dress, late 1880s and '90s}}</ref> Throughout much of the Victorian era most men wore fairly short hair. This was often accompanied by various forms of facial hair including moustaches, side-burns, and full beards. A clean-shaven face did not come back into fashion until the end of the 1880s and early 1890s.<ref>{{cite web|url=http://www.victorianweb.org/art/costume/nunn21.html|title=Victorian Men's Fashions, 1850–1900: Hair}}</ref> Distinguishing what men really wore from what was marketed to them in periodicals and advertisements is difficult, as reliable records do not exist.<ref name="shannon597">{{cite journal|last=Shannon|first=Brent|title=Refashioning Men: Fashion, Masculinity, and the Cultivation of the Male Consumer in Britain, 1860–1914|journal=Victorian Studies|year=2004|volume=46|issue=4|pages=597–630|doi=10.1353/vic.2005.0022}}</ref> === Notes === *Men's suits buttoned higher up than today (Payne, 467) * Norfolk jackets and sack suits (Payne, 471) * formal attire, tuxedos with tails, cutaways (Payne, 469) * Keith Middlemas (https://archive.org/details/storyoffiesta00huxf/page/200/mode/2up?q=fashion) *Brent Shannon. "Refashioning Men: Fashion, Masculinity, and the Cultivation of the Male Consumer in Britain, 1860–1914." Victorian Studies 46, no. 4 (Summer 2004): 597–630. == Hats and headwear == [[File:Ford.madox.brown.last.emma.study.jpg|thumb|''Emma Hill'' by [[Ford Madox Brown]] (1853), a woman wearing a later version of the [[poke bonnet]]]] [[File:Hoed,_objectnr_KA_1237.tif|left|thumb|Perched bonnet style of the early 1870s.]] Hats were crucial to a respectable appearance for both men and women. === Men's Hats === The top hat, for example, was standard formal wear for upper- and middle-class men.[Payne] According to Blanche Payne, "The high top hat, usually black or dark gray, had reached its characteristic shape by 1798 and dominated the entire nineteenth century." (457–58) Although top hats were the dominant hat in the 19th century, other hats became popular for working classes and lower income middle class. “The style of an individual’s hat varied, depending on fashion and their social position, as well as their profession or chosen activity..” ''Goodman 53 of 460'' Other hats that became necessary and popular include the Derby, the straw Boater, and a flat cap with a short brim. In many cases the class, work activity and income could be determined by what kind of hat was on the head of the wearer. For some men, a hat supporting a particular sport or team was important. The Derby or Bowler hat was designed by William and Thomas Bowler, brother shopkeepers in 1849. ''(Goodman 55 of 460)'' It cost less than a top hat but  lasted longer and was soon worn by middle class bankers and clerks. Straw boaters were worn by the aristocracy for casual events and working class factory workers and agricultural laborers. By 1901 working class men had changed their preference to the flat caps which became the most popular hat for the workers. Headdress for men was an essential part of dress for the entire period of the Victorian age, from the 1830s through the end of the century. Judith Flanders describes the hats worn by men in London, <blockquote>It is difficult to bear in mind the importance of hats as not only markers of class and income, but also as indicators of respectability. [509–519] [George Augustus] Sala commented that "every" man throughout the history of the world "must, necessarily and habitually, wear some kind of covering to his head". Postmen wore hats, small children wore hats, field labourers and market gardeners wore hats, cricketers, skaters — all sportsmen — wore hats. It was, self-evidently, impossible to go outdoors without one. ... Those in professional occupations wore pot hats, as did clerks and all those with pretensions to middle-class status. Even doctors' delivery boys wore battered hand-me-down pot hats: "the nap rusty, the band a mournful strip of tarnished lace; but still a Hat", which "stamps him as being associated, in however slender a manner, with a learned profession". Cloth caps were for labourers, for costers and for boys. ... Artisans wore caps made out of paper, which they folded [510–511] themselves and so could easily replace as they became dirty.<ref name=":23" /> (509–511 [of 972]) </blockquote>A pot-hat is a kind of derby or bowler in men's hats. (Lewandowski, 237) ==== Original Text ==== Hats were crucial to a respectable appearance for both men and women. The top hat, for example, was standard formal wear for upper- and middle-class men.<ref name=":4">{{Cite book |last=Steele |first=Valerie |url=https://archive.org/details/fashioneroticism0000stee |title=Victorian Fashion. Fashion and Eroticism: Ideals of Feminine Beauty from the Victorian Era to the Jazz Age |publisher=Oxford University Press |year=1985 |isbn=978-0-19-503530-8 |pages=[https://archive.org/details/fashioneroticism0000stee/page/51 51]–84 |url-access=registration}}</ref> For women, the styles of hats changed over time and were designed to match their outfits. === Women's Hats === For a discussion of the history of plumes and feathers, see [[Social Victorians/Victorian Things#Ostrich Plumes and Prince of Wales's Feathers|Ostrich Plumes and Prince of Wales's Feathers in ''Victorian Things'']]. ==== Original Wikipedia Text ==== During the early Victorian decades, hats were modest in size and design, straw and fabric bonnets being the popular choice. [[Poke bonnet]]s, which had been worn during the late [[Regency period]], had high, small crowns and brims that grew larger until the 1830s, when the face of a woman wearing a poke bonnet could only be seen directly from the front. They had rounded brims, echoing the rounded form of the bell-shaped hoop skirts. Bonnets shrunk at the end of the 1860s and moved to a perched position in the early 1870s as hairstyles grew in scale and intricacy. This led to the popularization of hats, which became the headwear of choice for the remainder of the Victorian era.<ref name="g4223">{{cite book |last=Cunnington |first=Cecil Willett |title=English Women's Clothing in the Nineteenth Century |date=1990-05-01 |publisher=Courier Corporation |isbn=0-486-26323-1 |publication-place=New York |page=}}</ref> [[File:The_London_and_Paris_ladies'_magazine_(Apr_1885)_03.png|thumb|Flower pot style hat of 1885.]] The 1880s saw a hat inspired by the top hat for women known as the flowerpot hat, and the 1890s saw the popularity of the boater. The hats of the late Victorian era were covered with elaborate creations of silk flowers, ribbons, and above all, exotic plumes; hats sometimes included entire exotic birds that had been stuffed. Many of these plumes came from birds in the Florida everglades, which were nearly made entirely extinct by overhunting. By 1899, early environmentalists like [[Adeline Knapp]] were engaged in efforts to curtail the hunting for plumes. By 1900, more than five million birds a year were being slaughtered, and nearly 95 per cent of Florida's shore birds had been killed by [[Plume hunting|plume hunter]]s.<ref>{{cite web|title=Everglades National Park|url=https://www.pbs.org/nationalparks/parks/everglades/|archive-url=https://web.archive.org/web/20090927085907/http://www.pbs.org/nationalparks/parks/everglades/|url-status=dead|archive-date=27 September 2009|publisher=PBS|access-date=7 November 2011}}</ref> == Shoes == The women's shoes of the early Victorian period were narrow and heelless, in black or white satin. By 1850s and 1860s, they were slightly broader with a low heel and made of leather or cloth. Ankle-length laced or buttoned boots were also popular. From the 1870s to the twentieth century, heels grew higher and toes more pointed. Low-cut pumps were worn for the evening.<ref name=":4" /> == Cosmetics == [[Victorian-era cosmetics]] were typically less obvious than ours. However, small amounts of pale face powder or powdered blush were widely used.<ref>{{Cite book |last=Goodman |first=Ruth |title=How to be a Victorian |date=2014 |publisher=Penguin Books |isbn=978-0-670-92136-2 |location=London}}</ref> Tints were sometimes added to face creams. Some cosmetics contained toxic or caustic ingredients like lead, mercury, ammonia, and arsenic {{Citation needed|date=October 2025}}. Hair color ==Mourning black== {{See also |Mourning stationery}} [[File:The royal children in mourning Mar 1862.jpg|thumb|Victoria's five daughters (Alice, Helena, Beatrice, Victoria and Louise), photographed wearing mourning black beneath a bust of their late father, Prince Albert (1862)]] [[File:Mourning dress MET 50.40.3a-b front CP4.jpg|alt=Black Victorian mourning dress|thumb|Mourning Dress, 1894–95]] In Britain, black is the colour traditionally associated with mourning for the dead. The customs and etiquette expected of men, and especially women, were rigid but evolving during much of the Victorian era. The expectations depended on a complex hierarchy of close or distant relationship with the deceased. (Davidoff) The closer the relationship, the longer the mourning period and the wearing of black. The wearing of full black was known as First Mourning, which had its own expected attire, including fabrics, and an expected duration of 4 to 18 months. Following the initial period of First Mourning, the mourner would progress to Second Mourning, a transition period of wearing less black, which was followed by Ordinary Mourning, and then Half-mourning. Some of these stages of mourning were shortened or skipped completely if the mourner's relationship to the deceased was more distant. Half-mourning was a transition period when black was replaced by acceptable colours such as lavender and mauve, possibly considered acceptable transition colours because of the tradition of [[Church of England]] (and [[Catholic Church|Catholic]]) clergy wearing lavender or mauve [[Stole (vestment)|stoles]] for funeral services, to represent the [[Passion (Christianity)|Passion of Christ]].<ref>{{cite web|title=The Colors of the Church Year|url=http://fullhomelydivinity.org/articles/colors.htm|publisher=Consortium of Country Churches|access-date=6 November 2011|archive-date=13 November 2011|archive-url=https://web.archive.org/web/20111113075214/http://fullhomelydivinity.org/articles/colors.htm|url-status=dead}}</ref> The mourning dress worn by Queen Victoria (below, right) "shows the traditional touches of mourning attire, which she wore from the death of her husband, Prince Albert (1819–1861), until her own death."<ref>{{Cite web|url=https://www.metmuseum.org/art/collection/search/155839?&searchField=All&sortBy=Relevance&deptids=8&ft=queen+victoria&offset=0&rpp=20&amp;pos=2|title=Mourning Dress, 1894–95|last=The Metropolitan Museum of Art|date=7 September 2019|website=The Metropolitan Museum of Art|access-date=7 September 2019}}</ref> Dating from 1894–95, Queen Victoria wore this dress as a result of the death of the eldest son of the Prince and Princess of Wales, Eddy, in line to the throne. === Norms for mourning=== ''Manners and Rules of Good Society, or, Solecisms to be Avoided'' (London, Frederick Warne & Co., 1887) gives clear instructions, such as the following:<ref>{{cite book|last=Flanders|first=Judith|title=The Victorian House|year=2003|publisher=Harper Perennial|location=London|isbn=0-00-713189-5|pages=378–83}}</ref> {| class="wikitable" |- ! Relationship to deceased !! First mourning !! Second mourning !! Ordinary mourning !! Half-mourning |- | Wife for husband || 1-year, 1-month; [[bombazine]] fabric covered with [[Crape|crepe]]; [[widow's cap]], [[lawn cuff]]s, collars || 6 months: less crepe || 6 months: no crepe, silk or wool replaces bombazine; in last 3 months jet jewellery and ribbons can be added || 6 months: colours permitted are grey, lavender, mauve, and black-and-grey |- | Daughter for parent || 6 months: black with black or white crepe (for young girls); no linen cuffs and collars; no jewellery for first 2 months || 4 months: less crepe || – || 2 months as above |- | Wife for husband's parents || 18 months in black bombazine with crepe || – || 3 months in black || 3 months as above |- | Parent for son- or daughter-in-law's parent || – Black armband in representation of someone lost || – || 1-month black || – |- | Second wife for parent of a first wife || – || – || 3 months black || – |} The complexity of these etiquette rules extends to specific mourning periods and attire for siblings, step-parents, aunts and uncles distinguished by blood and by marriage, nieces, nephews, first and second cousins, children, infants, and "connections" (who were entitled to ordinary mourning for a period of "1–3 weeks, depending on level of intimacy"). Men were expected to wear mourning black to a lesser extent than women, and for a shorter mourning period. After the mid-19th century, men would wear a black hatband and black suit, but for only half the prescribed period of mourning expected of women. Widowers were expected to mourn for a mere three months, whereas the proper mourning period expected for widows was up to four years.<ref>{{cite book|last=Flanders|first=Judith|title=The Victorian House|year=2003|publisher=Harper Perennial|location=London|isbn=0-00-713189-5|pages=378–9}}</ref> Women who mourned in black for longer periods were accorded great respect in public for their devotion to the departed, the most prominent example being Queen Victoria herself. It was not uncommon for a widow who did not remarry to wear half-mourning for the rest of her life, except when another death necessitated full mourning. For example, Alexandra, Princess of Wales wore half-mourning for the rest of her life after her eldest son Eddy died in 1894. Empress Elisabeth of Austria did the same, as did Empress Eugénie of France. They reverted to full mourning when appropriate, but they never wore less than half-mourning after their sons' deaths. Women with lesser financial means tried to keep up with the example being set by the middle and upper classes by dyeing their daily dress. Dyers made most of their income during the Victorian period by dyeing clothes black for mourning.<ref>{{cite book|last=Flanders|first=Judith|title=The Victorian House|year=2003|publisher=Harper Perennial|location=London|isbn=0-00-713189-5|page=341}}</ref> == Technological advancement == The technological changes that affected the manufacture and consumption of clothing in the Victorian age included the following: * the mass production of fabrics — for example, "by the early 1850s there were thousands of steam-powered looms churning out millions of miles of fabric every year"  [62] * the invention of aniline dyes, which were much more vibrantly colored and resistant to fading than the natural dyes that had been used. — . Invented by chemist [[William Henry Perkin]] in 1856, the first aniline dye mauveine (or mauve) "wash[ed] the fashionable landscape in a haze of purple."<ref name=":22">{{Cite book|title=The Dress Diary: Secrets from a Victorian Woman's Wardrobe|last=Strasdin|first=Kate|publisher=Pegasus Books|year=2023|location=New York, New York}}</ref> (247) Other intense and, to the Victorians, intensely exciting colors followed, but the new synthetic additions to fabric sometimes included chemicals harmful to their wearers. For example, a "bright-magenta hue was achieved by adding arsenical-based chemicals to existing aniline dyes, brightening the already luminous shades – but these left residues themselves, along with a toxic labour trail in their wake."<ref name=":22" /> (255) Perhaps the most famous of these is arsenic green, used on fabrics, wallpapers, and trim: "The craze for artificial foliage to adorn the heads and dresses of women of fashion in the mid-nineteenth century had seen the proliferation of flower workshops, where young women in their hundreds laboured to produce the lifelike green leaves and blooms that would make a fetching headdress or would trail becomingly across the bodice of a gown. The lushness of the green was achieved by the application of a powder, a pigment that was created by mixing copper and the highly toxic chemical, arsenic trioxide. The physical effects of working with this poisonous compound were horrific. Contemporary medical drawings depict the green hue of the skin and dreadful open lesions on the hands of the maker, whilst the daily gradual ingestion of the powder by the flower girls was eventually fatal."<ref name=":22" /> (255) * the invention of a sewing machine that could be used in the home. Although sewing machines were already in use in the clothing industry, in 1858 Isaac Merritt Singer began to sell "lightweight domestic machines" for home sewing, radically increasing women's control over their own dress.<ref name=":24">{{Cite book|title=Victorian Fashions for Women|last=Kay|first=Fiona|last2=Storey|first2=Neil R.|publisher=Pen & Sword History|year=2022|isbn=978 1 39900 416 9|location=Yorkshire and Philadelphia|pages=}}</ref> (91 [of 298]) * the spread of journalism for women and fashion journalism * the Jacquard loom: "French inventor Joseph-Marie Jacquard’s loom attachment mechanized the weaving of figured fabrics by 1804."<ref name=":25" /> (454) Perhaps not at the same scale as these but as important in 1850s designs was a technology that turned iron into steel, which could then be drawn into fine wires.<ref name=":3">{{Cite book|title=The Culture of Fashion|last=Breward|first=Christopher|publisher=Manchester University Press|year=1995|pages=145–180}}</ref> Steel was refined to a malleable state so that thin blades could be curved into concentric circles (called hoops) and connected with wires to form the cage. Technological advancements not only influenced the economy but brought a major change in the fashion styles worn by men and women. As the Victorian era was based on the principles of gender, race and class.<ref>{{cite journal|last1=Graham|first1=P|title=The Victorian Era|url=https://archive.org/details/in.ernet.dli.2015.261548|journal=Digital Library of India}}</ref> Much advancement was in favor of the upper class as they were the ones who could afford the latest technology and change their fashion styles accordingly. In 1830s there was introduction of horse hair crinoline that became a symbol of status and wealth as only the upper-class women could wear it. In 1850s there were more fashion technological advancements hence 1850s could rightly be called a revolution in the Victorian fashion industry such as the innovation of artificial cage crinoline that gave women an artificial hourglass silhouette without layers of petticoats, which was lighter and more hygienic.<ref>{{cite book|last1=Shrimpton|first1=J|title=Victorian Fashion|publisher=Bloomsbury Shire Publications}}</ref> Synthetic dyes, such as [[mauveine]] (aniline purple), were introduced in 1856, adding bright colours to garments. In 1855's ''[[Haute couture]]'' was introduced as tailoring became more mainstream in years to follow.<ref>{{cite book|last1=Aspelund|first1=Karl|title=Fashioning Society|publisher=Fairchild Books}}</ref> Charles Frederick Worth, a prominent English designer, became popular amongst the upper class though its city of destiny always is Paris. Haute couture became popular at the same time that sewing machines were invented.<ref name="Haute Couture">{{cite book|last1=Martin|first1=Richard|last2=Koda|first2=Harold|title=Haute Couture|publisher=The Metropolitan Museum of Art}}</ref> Princess [[Eugénie de Montijo|Eugenie]] of France wore the Englishman dressmaker, Charles Frederick Worth's couture and he instantly became famous in France though he had just arrived in Paris a few years ago. In 1855, Queen Victoria and Prince Albert of Britain welcomed [[Napoleon III]] and Eugenie of France to a full state visit to England. Eugenie was considered a fashion icon in France. Queen Victoria, who had been the fashion icon for European high fashion, was inspired by Eugenie's style and the fashions she wore.{{Citation needed|date=October 2025}} Later, Queen Victoria also appointed Charles Frederick Worth as her dress maker and he became a prominent designer amongst the European upper class. Charles Frederick Worth is known as the father of the haute couture as later the concept of labels were also invented in the late 19th century as custom, made to fit tailoring became mainstream.<ref>{{cite book|last1=Saillard|first1=Olivier|last2=Zazzo|first2=Anne|title=Paris Haute Couture|publisher=Skira Flammarion}}</ref> By the 1860s, when made-to-fit tailoring was popular in Europe, crinolines were considered impractical. In the 1870s, women preferred more slimmer silhouettes, hence bodices grew longer and the polonaise, a skirt and bodice made together, was introduced. In 1870s the Cuirass Bodice, a piece of armour that covers the torso and functions like a corset, was invented. Towards the end of Victoria's reign, dresses were flared naturally as crinolines were rejected by middle-class women. Designers such as Charles Frederick Worth were also against them. All these inventions and changes in fashion led to women's liberation as tailored looks improved posture and were more practical.<ref name="Haute Couture"/> dressmakers, couturiers, modistes == Home decor == {{main|Victorian decorative arts}} Home decor started spare, veered into the elaborately draped and decorated style we today regard as Victorian, then embraced the retro-chic of [[William Morris]] as well as pseudo-[[Japonaiserie]]. == Myths and Oversimplifications == === Modesty === {{main|Victorian morality}} {{Original research|section|date=May 2008}} [[File:1868-skirt-lengths-girl-ages-Harpers-Bazar.gif|thumb|upright|"The proper length for little girls' skirts at various ages", from ''[[Harper's Bazaar]]'', showing a 1900 idea of how the hemline should descend towards the ankle as a girl got older]]Many myths and exaggerations about the period persist to the modern day. Examples include the idea of men's clothing is seen as formal and stiff, women's as elaborate and over-done; clothing covered the entire body, and even the glimpse of an ankle was scandalous. Critics contend that [[corset]]s constricted women's bodies and lives. Homes are described as gloomy, dark, cluttered with massive and over-ornate furniture and proliferating [[bric-a-brac]]. Myth has it that even piano legs were scandalous, and covered with tiny [[pantalette]]s. === Tight Lacing === Tight-lacing, which was not possible until the development of the grommet in 1828, was famously controversial in the Victorian age, generating many column inches of profitable newspaper copy, in part because it was (and still is) fetishistic and subversive in that adolescent girls used it as a means of rebellion and upper-working- or lower-middle-class shop girls saw it as a means of upward mobility.<ref name=":21">{{Cite book|title=Fashion and Fetishism: Corsets, Tight-Lacing and Other Forms of Body-sculpture|last=Kunzle|first=David|publisher=History Press|year=2013|isbn=978 0 7524 9545 3|location=Stroud, Gloucestershire|pages=}}</ref> (71 [of 1182]) No evidence exists that tight lacing was widespread or particularly dangerous.<ref name=":21" /> () In truth, men's formal clothing may have been less colourful than it was in the previous century, but brilliant [[waistcoat]]s and [[cummerbund]]s provided a touch of colour, and [[smoking jacket]]s and [[robe|dressing gown]]s were often of rich Oriental [[brocade]]s. This phenomenon was the result of the growing textile manufacturing sector, developing mass production processes, and increasing attempts to market fashion to men.<ref name="shannon597"/> Corsets stressed a woman's sexuality, exaggerating hips and bust by contrast with a tiny waist. Women's [[evening gown]]s bared the shoulders and the tops of the breasts. The [[jersey dress]]es of the 1880s may have covered the body, but the stretchy novel fabric fit the body like a glove.<ref>{{cite book |last=Gernsheim |first=Alison |title=Victorian & Edwardian Fashion: A Photographic Survey |year=1981 |publisher=Dover Publications |location=New York |page=65|edition=New |isbn=0-486-24205-6}}</ref> Home furnishing was not necessarily ornate or overstuffed. However, those who could afford lavish draperies and expensive ornaments, and wanted to display their wealth, would often do so. Since the Victorian era was one of increased social mobility, there were ever more ''[[nouveaux riches]]'' making a rich show. The items used in decoration may also have been darker and heavier than those used today, simply as a matter of practicality. London was noisy and its air was full of [[soot]] from countless coal fires. Hence those who could afford it draped their windows in heavy, sound-muffling curtains, and chose colours that didn't show soot quickly. When all washing was done by hand, curtains were not washed as frequently as they might be today. There is no actual evidence that piano legs were considered scandalous. Pianos and tables were often draped with [[shawl]]s or cloths—but if the shawls hid anything, it was the cheapness of the furniture. There are references to lower-middle-class families covering up their [[pine]] tables rather than show that they couldn't afford [[mahogany]]. The piano leg story seems to have originated in the 1839 book, ''A Diary in America'' written by Captain [[Frederick Marryat]], as a satirical comment on American prissiness.<ref>{{cite book |last1=Marryat |first1=C.B. |title=A Diary in America: With Remarks on Its Institutions |date=1839 |publisher=Longman, Orme, Brown, Green, and Longmans |location=London, England |volume=2 |pages=246–247 |url=https://books.google.com/books?id=2-VEAAAAIAAJ&pg=PA246}} From pp. 246-247: "I was requested by a lady to escort her to a seminary for young ladies, and on being ushered into the reception-room, conceive my astonishment at beholding a square piano-forte with four ''limbs''. However, that the ladies who visited their daughters, might feel in its full force the extreme delicacy of the mistress of the establishment, and her care to preserve in their utmost purity the ideas of the young ladies under her charge, she had dressed all these four limbs in modest little trousers, with frills at the bottom of them!"</ref> Victorian manners may have been as strict as imagined—on the surface. One simply did not speak publicly about sex, childbirth, and such matters, at least in the respectable middle and upper classes. However, as is well known, discretion covered a multitude of sins. Prostitution flourished. Upper-class men and women indulged in [[adultery|adulterous]] liaisons. == Gallery == {{gallery |2=A mid-Victorian interior: ''Hide and Seek'' by [[James Tissot]], c. 1877 Image:Winterhalter Elisabeth.jpg|3=Dress designed by [[Charles Frederick Worth]] for [[Elisabeth of Bavaria|Elisabeth of Austria]] painted by [[Franz Xaver Winterhalter]].|4=File:Frith A Private View detail.jpg|5=[[William Powell Frith]]'s painting of 1883 contrasts women's [[Aesthetic dress]] (left and right) with fashionable attire (center).|6=File:Tissot lilacs 1875.jpg|7=Day dress, c. 1875 [[James Tissot]] painting.|8=File:James Abbot McNeill Whistler 011.jpg|9=[[James McNeill Whistler|Whistler]]'s [[Portrait of Lady Meux]], 1882 Image:Jeanna_Samary-Renoir.png|10=[[Pierre-Auguste Renoir|Renoir]]'s portrait of [[Jeanne Samary]] in an [[evening gown]], 1878|11=File:Melville_-_Queen_Victoria.jpg|12=Portrait by [[Alexander Melville (artist)|Alexander Melville]] of [[Victoria of the United Kingdom|Queen Victoria]], 1845|13=File:Henry Treffry Dunn Rossetti and Dunton at 16 Cheyne Walk.jpg|14=An artistic interior: [[Dante Gabriel Rossetti]] reading to [[Theodore Watts-Dunton]] in the drawing room at No. 16 [[Cheyne Walk]], 1882|15=File:Punch - Masculine beauty retouched1.png|16=Men's swimwear: Cartoon from ''[[Punch (magazine)|Punch]]'' by [[George du Maurier]]}} == See also == * [[Emily Clapham]] * [[Victorian decorative arts]] * [[Victorian dress reform]] * [[Victorian morality]] * [[Victoriana]] * [[Women in the Victorian Era]] * [[Charles Frederick Worth]] === Time periods === * [[1830s in fashion]] * [[1840s in fashion]] * [[1850s in fashion]] * [[1860s in fashion]] * [[1870s in fashion]] * [[1880s in fashion]] * [[1890s in fashion]] === Women's clothing === * [[Corset]] * [[Corset controversy]] * [[Tightlacing]] * [[Bloomers (clothing)|Bloomers]] * [[Bodice]] === Contemporary interpretations === * [[Steampunk]] * [[Neo-Victorian]] * [[Lolita Fashion|Lolita]] == References == {{Reflist}} == Further reading == *{{cite book |author=Phipps, Elena| title= ''From Queen to Empress: Victorian dress 1837-1877'' | location=New York | publisher=The Metropolitan Museum of Art | year=1988 | isbn=0870995340| url= http://libmma.contentdm.oclc.org/cdm/compoundobject/collection/p15324coll10/id/69547/rec/235 | display-authors=etal}} * Sweet, Matthew – ''Inventing the Victorians'', St. Martin's Press, 2001 {{ISBN|0-312-28326-1}} == External links == * [http://www.victorians.co.uk/victorian-fashion Victorian Fashion] {{Webarchive|url=https://web.archive.org/web/20180407223711/http://www.victorians.co.uk/victorian-fashion |date=7 April 2018 }} * [https://www.victorianvoices.net/topics/fashion/index.shtml VictorianVoices.net] – Fashion articles and illustrations from Victorian periodicals; extensive fashion image gallery * [http://www.cracked.com/article_19575_5-ridiculous-sex-myths-from-history-you-probably-believe.html Victorian myths] * [http://www.victorianstation.com/lifestylemenu.htm Victorian fashion, etiquette, and sports] {{Webarchive|url=https://web.archive.org/web/20180103162620/http://www.victorianstation.com/lifestylemenu.htm |date=3 January 2018 }} * [http://www.thesmartset.com/article/article12180701.aspx Background on "A Diary in America"] * [http://www.mccord-museum.qc.ca/en/keys/webtours/VQ_P2_17_EN.html Form and Fashion] — the evolution of women's dress during the 19th century (many photographs) * [http://www.mccord-museum.qc.ca/en/keys/games/jeu2/ Educational Game: Mix and Match] — build a 19th-century dress using a virtual mannequin * {{cite web |publisher= [[Victoria and Albert Museum]] |url= http://www.vam.ac.uk/content/articles/v/victorian-dress-at-v-and-a/ |title= Victorian Dress |work= Fashion, Jewellery & Accessories |date= 14 January 2011 |access-date= 2011-04-03}} *[http://cv.vic.gov.au/stories/creative-life/fashion-detective-fashion-fiction-and-forensics/ Fashion detective: Fashion, Fiction and Forensics in nineteenth century Australian fashion] on Culture Victoria {{Timeline of clothing and fashion|state=collapsed}}{{Victorian era|state=collapsed}} [[Category:Victorian fashion| ]] [[Category:19th-century fashion|*]] [[Category:1900s fashion]] [[Category:History of Western fashion]] [[Category:19th century in the arts]] =From ''Women in the Victorian era''= ===Victorian women's fashion=== {{Multiple issues|{{tone|date=March 2023}} {{more footnotes needed|date=March 2023}}|section=y}}{{Further|Victorian fashion}} The ideal Victorian woman was pure, chaste, refined, and modest. This ideal was supported by etiquette and manners. The etiquette extended to the pretension of never acknowledging the use of undergarments (sometimes generically referred to as "unmentionables"). The discussion of such a topic, it was feared, would gravitate towards unhealthy attention on anatomical details. As one Victorian lady expressed it: "[those] are not things, my dear, that we speak of; indeed, we try not even to think of them", in contrast to current norms.<ref>{{cite book |last=Cunnington |first=C. Willett |title=English Women's Clothing in the Nineteenth Century: A Comprehensive Guide with 1,117 Illustrations |publisher=Dover Publications |year=1990 |isbn=978-0-486-26323-6 |pages=20}}</ref> The pretence of avoiding acknowledgement of anatomical realities met with embarrassing failure on occasion. In 1859, the Hon. Eleanor Stanley wrote about an incident where the [[Louisa Cavendish, Duchess of Devonshire|Duchess of Manchester]] moved too quickly while manoeuvring over a [[stile]], tripping over her large [[hoop skirt]]: {{blockquote|[the Duchess] caught a hoop of her cage in it and went regularly head over heels lighting on her feet with her cage and whole petticoats above, above her head. They say there was never such a thing seen – and the other ladies hardly knew whether to be thankful or not that a part of her undergarments consisted in a pair of scarlet tartan [[knickerbockers (clothing)|knickerbockers]] (the things Charlie shoots in) which were revealed to the view of all the world in general and the [[Aimable Pélissier|Duc de Malakoff]] in particular".<ref>{{cite book|last=Cunnington|first=C. Willett|title=English Women's Clothing in the Nineteenth Century: A Comprehensive Guide with 1,117 Illustrations|year=1990|publisher=Dover Publications|isbn=978-0-486-26323-6|pages=20–1}}</ref>}} However, despite the fact that Victorians considered the mention of women's undergarments in mixed company unacceptable, men's entertainment made great comedic material out of the topic of ladies' [[bloomers (clothing)|bloomers]], including men's magazines and music hall skits.<ref>{{cite book |last=Cunnington |first=C. Willett |title=English Women's Clothing in the Nineteenth Century: A Comprehensive Guide with 1,117 Illustrations |publisher=Dover Publications |year=1990 |isbn=978-0-486-26323-6 |pages=22}}</ref> Victorian women's clothing followed trends that emphasised elaborate dresses, skirts with wide volume created by the use of layered material such as [[crinoline]]s, hoop skirt frames, and heavy fabrics. Because of the impracticality and health impact of the era's fashions, a [[Victorian dress reform|dress reform movement]] began among women. The ideal silhouette of the time demanded a narrow waist, which was accomplished by constricting the abdomen with a laced [[corset]]. While the silhouette was striking, and the dresses themselves were often exquisitely detailed creations, the fashions were cumbersome. At best, they restricted women's movements and at worst, they had a harmful effect on women's health. Physicians turned their attention to the use of corsets and determined that they caused several medical problems: compression of the thorax, restricted breathing, organ displacement, poor circulation, and prolapsed uterus.<ref name="O'Connor"/> Articles advocating the reform of women's clothing by the British National Health Society, the Ladies' Dress Association, and the [[Rational Dress Society]] were reprinted in ''The Canada Lancet'', Canada's medical journal. In 1884, Dr J. Algernon Temple of Toronto even voiced concern that the fashions were having a negative impact on the health of young women from the working classes. He pointed out that a young working-class woman was likely to spend a large part of her earnings on fine hats and shawls, while "her feet are improperly protected, and she wears no flannel petticoat or woollen stockings".<ref name="O'Connor"/> [[File:Bloomers.jpg|thumb|1850s illustration of a woman wearing [[bloomers]]]] [[Florence Pomeroy]], Lady Haberton, was president of the Rational Dress movement in Britain. At a National Health Society exhibition held in 1882, Viscountess Haliburton presented her invention of a "[[divided skirt]]", which was a long skirt that cleared the ground, with separate halves at the bottom made with material attached to the bottom of the skirt. She hoped that her invention would become popular by supporting women's freedom of physical movement, but the British public was not impressed by the invention, perhaps because of the negative "unwomanly" association of the style with the American [[Bloomers]] movement.<ref>{{cite book|last=Murray|first=Janet Horowitz|title=Strong-Minded Women and Other Lost Voices from 19th Century England|year=1982|publisher=Pantheon Books|location=New York|isbn=0-394-71044-4|pages=[https://archive.org/details/strongmindedwome00jane/page/68 68–70]|url=https://archive.org/details/strongmindedwome00jane/page/68}}</ref> [[Amelia Jenks Bloomer]] had encouraged the wearing of visible bloomers by feminists to assert their right to wear comfortable and practical clothing, but it was no more than a passing fashion itself among radical feminists. The movement to reform women's dress would persist and have long-term success, however; by the 1920s, [[Coco Chanel]] was successful at selling a progressive, far less restrictive silhouette that abandoned the corset and raised hemlines. The new silhouette symbolised modernism for trendy young women and became the 20th century standard. Other Paris designers continued reintroducing pants for women and the trend was gradually adopted over the next century. Fashion trends, in one sense, travelled "full circle" over the course of the Victorian era. The popular women's styles during the [[Georgian era]], and at the very beginning of Victoria's reign, emphasized a simple style influenced by flowing gowns worn by women in [[Ancient Greek clothing|Ancient Greece]] and [[Clothing in ancient Rome|Rome]]. The [[Empire waist]] silhouette was replaced by a trend towards ornate styles and an artificial silhouette, with the restrictiveness of women's clothing reaching its low point during the mid-century passion for narrow corseted waists and hoop skirts. The iconic wide-brimmed women's hats of the later Victorian era also followed the trend towards ostentatious display. Hats began the Victorian era as simple [[Bonnet (headgear)|bonnets]]. By the 1880s, milliners were tested by the competition among women to top their outfits with the most creative (and extravagant) hats, designed with expensive materials such as silk flowers and exotic plumes such as ostrich and peacock. As the Victorian era drew to a close, however, fashions were showing indications of a popular backlash against excessive styles. Model, actress and socialite [[Lillie Langtry]] took London by storm in the 1870s, attracting notice for wearing simple black dresses to social events. Combined with her natural beauty, the style appeared dramatic. Fashions followed her example (as well as Queen Victoria's wearing of mourning black later in her reign). According to [[Harold Koda]], the former Curator-in-chief of the [[Costume Institute at The Met|Metropolitan Museum of Art's Costume Institute]],<ref>{{cite web|url=http://www.metmuseum.org/about-the-museum/press-room/exhibitions/2014/death-becomes-her|title=Death Becomes Her: A Century of Mourning Attire : October 21, 2014-February 1, 2015|website=Metmuseuim.org|access-date=7 November 2021}}</ref> "The predominantly black palette of [[mourning]] dramatizes the evolution of period silhouettes and the increasing absorption of fashion ideals into this most codified of etiquettes," said Koda, "The veiled widow could elicit sympathy as well as predatory male advances. As a woman of sexual experience without marital constraints, she was often imagined as a potential threat to the social order." ====Evolution of Victorian women's fashion==== <gallery> File:Fashion plate December 1844.jpg|Ladies' December Fashions (1844). Hand-coloured steel engraving from a women's magazine. File:Thegalleryofhmscalcutta james tissot 1876.jpg|''[[The Gallery of HMS Calcutta]]'' by [[James Tissot]] (1876). [[Bustle]]s were fashionable in the 1870s and 1880s. File:Mrs lillie langtry george frederic watts 1880.jpg|''Mrs. Lillie Langtry'' by [[George Frederic Watts]] (1880). File:Five-women-on-queenslander-steps-r.jpg|Fashionable women in [[Queensland]], Australia around 1900. </gallery> {{Short description|Irish writer (born 1963)}} {{Use Irish English|date=August 2025}} {{Use dmy dates|date=August 2025}} {{Infobox writer | name = Darach Ó Scolaí | image = Darach Ó Scolaí.JPG | alt = Man holding prize-winning book | caption = Ó Scolaí in 2019 | birth_name = Darach Ó Scolaí | birth_date = {{Birth date and age|1963|df=y}} | birth_place = [[County Galway]], The Republic of Ireland | death_date = | death_place = | occupation = Writer, artist, publisher | alma_mater = [[University of Galway]] | years_active = 1998–present | genre = Novel, retelling, translation, play, screenplay, illustrated book for children and adults | other_names = | spouse = | children = 3 | awards = [[Awards and Honors received by Darach Ó Scolaí|Awards and Honors]] | signature = | website = }}[[File:Darach Ó Scolaí.JPG|thumb|Darach Ó Scolaí, holding ''Oileán an Órchiste'' (his translation of Robert Louis Stevenson's ''Treasure Island'')]] == Darach Ó Scolaí == Darach Ó Scolaí (<small>Irish:</small> [/ˈda.rax/ /oː/ /sˠkˠoː/l̪ˠəi/]; born 1963<ref>{{Cite web|url=https://portraidi.ie/en/darach-o-scolai/|title=Darach Ó Scolaí|date=20 October 2017|website=Portráidí (Portraits of Irish-Language Writers)|access-date=1 August 2025}}</ref>) is an Irish author who works in a number of genres, from novels, plays and screenplays to illustrated books for children and adults. He began his literary career in 1998 writing screenplays, stage plays, retellings and translations; he began to publish novels in 2008. Ó Scolaí is widely recognized as a leading figure in contemporary Irish literature, known as “one of the most important Irish language writers of his generation”<ref>{{Cite journal|last=Poirtéir|first=Cathal|date=2022|title=? Suil an Daill: Constant Tensions and Shifting Allegiances|url=https://booksirelandmagazine.com/suil-an-daill-constant-tensions-and-shifting-allegiances/|journal=Books Ireland}}</ref> and "one of the great Irish language novelists [duine d’úrscéalaithe móra na Gaeilge]."<ref name=":17" /> His writing has been called “the high literature of the Irish language.”<ref>Ó Coimín, Maitiú. ''Nós'' 2 February 2018). Qtd. in "Táin Bó Cuailnge." ''Leabhar Breac''. Retrieved 25 August 2025.</ref> Much of his fiction is based on a knowledge of traditional Irish tales and narrative practices as well as Irish history. He specializes in literary and [[wikipedia:Historical_fiction|historical fiction]], or as novelist Alan Titley says, Ó Scolaí’s “peak (for now), or at least his greatest imaginative interest, is the historical novel [tá an chuma air gurb é a bhuaic (go fóill), nó ar a laghad, a mhórspéis samhlaíochta, an t-úrscéal staire].”<ref name=":11">{{Cite journal|last=Titley|first=Alan|date=Fall 2020|title=An Stíl Go Deo!: Soather Dharach Uí Scolaí (The style would be forever!: Worker Darach Ó Scolaí)|url=https://www.jstor.org/stable/27046090|journal=Comhar|volume=80, No. 10|pages=27|via=JSTOR}}</ref> His retellings of old stories and tales from their original Middle and Early-Modern Irish into Modern Irish ([[wikipedia:Irish_language|Gaeilge]]) are respected for their accessibility to students and language learners as well as for their artistry. Ó Scolaí also regularly reviews books and lectures and writes on literature and culture. Beyond his writing, Ó Scolaí is a publisher and has co-produced a number of film, television shows and stage plays. == Life == Ó Scolaí was born in Dublin and raised in the Galway [[wikipedia:Gaeltacht#Galway Gaeltacht|Gaeltacht]] (Irish-speaking) regions of Cois Fharraige on the north shore of Galway Bay, in the Republic of Ireland, where he lives now with his wife and children in Lochán Beag (Indreabhán).<ref name=":7">{{Cite journal|date=30 October 2024|title=Duais don úrscéal liteartha is fearr buaite ag Darach Ó Scolaí ag Oireachtas na Samhna|url=https://tuairisc.ie/duais-don-ursceal-liteartha-is-fearr-buaite-ag-darach-o-scolai-ag-oireachtas-na-samhna/|journal=Tuairisc}}</ref><ref>{{Cite journal|last=Ní Scolaí|first=Aifric|date=2024|title=Darach Ó Scolaí|url=https://www.taiscecf.ie/ealaiontoiri?category=Scr%C3%ADbhneoir|journal=Taisce Chois Fharraige}}</ref> He graduated the [[wikipedia:University_of_Galway|University of Galway]] (then University College Galway) with a B.A. in 1983.<ref>{{Cite web|url=https://www.linkedin.com/in/darach-ó-scolaí-20026920/|title=Darach Ó Scolaí|last=Ó Scolaí|first=Darach|date=August 2025|website=LinkedIn}}</ref> === Writing and Publishing === Ó Scolaí writes in Irish ([[wikipedia:Irish_language|Gaeilge]]), his native language, and lives in an area defined for the predominant presence of Irish as the vernacular language, the language spoken at home. Irish was the language of his parents' home and is the language of children as well. He is fluent in Irish and English and conversant in French. None of his works has been translated into English. ==== Leabhar Breac ==== In 1995 Darach Ó Scolaí and his brother Caomhán Ó Scolaí — a [[wikipedia:Typography|typographer]] and designer — founded the publishing house Leabhar Breac at Indreabhán (Inverin), County Galway. Their father “Séamas Ó Scolaí was an editor at An Gúm and worked on the Irish-English dictionary team [bhí a n-athair Séamas Ó Scolaí ina eagarthóir sa Ghúm agus d’oibrigh sé ar fhoireann an fhoclóra Gaeilge-Béarla].”<ref name=":0">{{Cite web|url=https://leabharbreac.com/en/about-us/|title=About Us|date=2024|website=Leabhar Breac|access-date=1 July 2025}}</ref> Darach Ó Scolaí has been publisher and literary editor at Leabhar Breac since its founding. Named for [[wikipedia:An_Leabhar_Breac|An Leabhar Breac (The Speckled Book)]], Leabhar Breac publishing house has more than 140 books in print.<ref name=":0" /> Leabhar Breac aims to publish Irish-language books that meet “a high literary and artistic standard.”<ref name=":0" /> Besides the content, Leabhar Breac is known for the typically "superb [thar cionn]" quality of the design and production of the "physical book [leabhar fisiciúil]."<ref name=":8">{{Cite journal|last=Ní Mhuilneoir|first=Gráinne|date=30 July 2024|title=‘Bláthnaid’ – leabhar álainn i sraithín álainn faoi mhná|url=https://tuairisc.ie/blathnaid-leabhar-alainn-i-sraithin-alainn-faoi-mhna/|journal=Tuairisc}}</ref> Its books regularly win awards for literary and artistic quality. Leabhar Breac also publishes translations for children and adults from various early versions of Irish as well as from French and English (and has published translations of books for young readers from Spanish, Catalan, and Italian as well). Leabhar Breac prints its books in Ireland. === Stage and Screen === ==== Rosg ==== In 1998 along with Ciarán Ó Cofaigh,<ref name=":1">{{Cite web|url=http://www.rosg.ie/en/about/History_6/|title=About Us: History|date=July 2025|website=Rosg|access-date=1 August 2025}}</ref> Ó Scolaí co-founded the film and television production company [http://www.rosg.ie/en/ Rosg] and was co-director until 2006. Rosg produced Ó ScolaÍ’s films ''Cosa Nite'' (1999), ''An Leabhar'' (2001) and ''Na Cloigne'' (2010). He left Rosg in 2006 to devote his time to other artistic activities. ==== Ealaín ar Oileán ==== In 2004, along with Val Balance, Ó Scolaí co-founded the annual artists' symposium Ealaín ar Oileán (trans., Art on an Island). The Irish-language symposium was held annually in the Áras Éanna arts and cultural center on Inis Oírr ([[wikipedia:Inisheer|Inisheer]], the smallest of the [[wikipedia:Aran_Islands|Aran Islands]]) from 2004 to 2013. Ó Scolaí was its co-director from its founding<ref>{{Cite web|url=https://ga.wikipedia.org/wiki/Darach_Ó_Scolaí.|title=Darach Ó Scolaí|date=3 February 2024|website=Vicipéid|access-date=1 July 2025}}</ref> until 2013. Besides being its co-director, Ó Scolaí has taken part in this conference as an artist<ref>{{Cite journal|date=16 January 2005|title=Darach Ó Scolaí|url=https://web.archive.org/web/20050116163252/http://bliainiris.com/authors/darach_oscolai.html|journal=Bliainiris}}</ref> and writer<ref name=":2">{{Cite web|url=http://ealainaroilean.ie/ealainaroilean.html|title=The Conference|date=7 September 2013|website=Ealaín ar Oileán|archive-url=https://web.archive.org/web/20130907083744/http://ealainaroilean.ie/ealainaroilean.html|archive-date=7 September 2013|access-date=1 August 2025}}</ref>. ==== Salamandar ==== In 2006 Ó Scolaí founded the stage production company Salamandar and directed his own play ''An Braon Aníos''. His plays ''An tSeanbhróg'' (2009) and ''Craos'' (2008) were also produced by Salamandar.<ref name=":19">{{Cite web|url=https://leabharbreac.com/en/product-category/darach-o-scolai/|title=Darach Ó Scolaí|date=2024|website=Leabhar Breac|access-date=1 July 2025}}</ref> == Works == === Novels === * [[wikipedia:An_Cléireach|''An Cléireach'' (trans., ''The Clerk'')]], Leabhar Breac, 2007. The Oireachtas Prize for Literary Fiction, 2007; The Ó Súilleabháin Award (Book of the Year) in 2008, and "named as ‘the best novel since the turn of the Century’ by Comhar."<ref>{{Cite web|url=https://leabharbreac.com/en/shop/fiction/an-cleireach/|title=An Cléireach - Leabhar Breac - Irish language novel|website=Leabhar Breac|language=en-US|access-date=2025-10-24}}</ref> * ''Na Comharthaí'' (trans., ''The Signs''), Leabhar Breac, 2014. * ''Súil an Daill'' (trans., ''The Eye of the Blind''), Leabhar Breac, 2021. The Oireachtas Prize for Literary Fiction, 2019.<ref name=":4">{{Cite web|url=https://leabharbreac.com/en/shop/fiction/suil-an-daill/|title=Súil an Daill|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''Bódléar'', Leabhar Breac, 2024. The Oireachtas Prize for Literary Fiction, 2024<ref name=":7" />; The Ó Súilleabháin Award (Book of the Year) in 2025; featured in the 2025 Listen-Up Irish Summer Challenge for students of the Irish language.<ref>{{Cite news|url=https://connachttribune.ie/novel-approach-helps-people-learn-irish-in-a-creative-way/|title=Novel approach helps people learn Irish in a creative way|last=Murphy|first=Judy|date=3 October 2025|work=Connaught Tribune|access-date=24 October 2025}}</ref> === Retellings, Translations and Editions === The retellings and translations are into modern Irish. * ''Feis Tigh Chonáin'' (trans., ''The Feast of Conán's House''), Leabhar Breac, 2000; a retelling of a 15^th-century tale from the [[wikipedia:Fenian_Cycle|Fenian Cycle]].<ref>{{Cite web|url=https://leabharbreac.com/en/shop/fiction/feis-tigh-chonain/|title=Feis Tigh Chonáin|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''An Ceithearnach Caolriabhach'' (trans., ''The Narrow-Striped Kern''), Leabhar Breac, 2002; a retelling from c. 1500, also illustrated by Darach Ó ScolaÍ.<ref>{{Cite web|url=https://leabharbreac.com/en/shop/fiction/an-ceithearnach-caolriabhach/|title=An Ceithearnach Caolriabhach|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''Táin Bó Cuailnge'' (trans., ''The Cattle Raid of Cooley''), Leabhar Breac, 2017, both a modern edition of an 11th-century epic and an annotated edition.<ref name=":3">{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/tain-bo-cuailnge-2-2/|title=Táin Bó Cuailnge|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> "''Táin Bó Cuailnge'' won the Aodán Mac Poilín Memorial Prize 2017."<ref name=":19" /> * ''Deirdre'', Leabhar Breac, 2023, a “picture book for adults” with artist Anastasia Melnykova.<ref>{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/deirdre/|title=Deirdre|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> Part of the [[wikipedia:Ulster_Cycle|Ulster Cycle]], ''Deirdre'' is a retelling of the story of possibly the most widely known Irish figure from the early tales and sagas.<ref>{{Cite book|title=A Dictionary of Celtic Mythology|last=MacKillop|first=James|publisher=Oxford University Press|year=2004|isbn=9780198609674|pages=181}}</ref> * ''Bláthnaid'', Leabhar Breac, 2024, a “picture book for adults” with artist Anastasia Melnykova; “one of the great stories of the [[wikipedia:Ulster_Cycle|Ulster Cycle]].”<ref name=":4" /> * ''Sadhbh,'' Leabhar Breac, 2025, a picture book for adult readers, illustrated by Alé Mercado; a retelling of the medieval tale ''Ceasacht Inghine Ghuile (''trans., ''The Complaint of Guile's Daughter'').<ref name=":5">{{Cite web|url=https://leabharbreac.com/en/tales-of-wonder/|title=Tales of Wonder|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''Eoghan Béal'', Leabhar Breac, 2025, a picture book for adult readers illustrated by Alé Mercado<ref name=":5" />; a retelling of the medieval tale ''[https://ga.wikipedia.org/wiki/Caithr%C3%A9im_Cellaig Cathréim Ceallaigh]'' from ''The Yellow Book of Leacan.''<ref name=":5" /> === For Young Readers === Ó Scolaí has written illustrated books for young readers (8–10 years old) in two series, the Fionn Series and the Scéalta Staire series, and translated a large number of classics and popular books for children of all ages. The number of these written and translated works suggests a commitment to children and their literacy in Irish. The Fionn Series “is a retelling ... of the great legends of the Fianna for the young Irish readers of today.”<ref name=":6">{{Cite web|url=https://leabharbreac.com/en/shop/oige-en/8-9/doiteoir-na-samhna/|title=Dóiteoir na Samhna|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> [[wikipedia:The_Boyhood_Deeds_of_Fionn|Macgnímartha Finn (The Boyhood Deeds of Fionn)]] is a medieval story in the [[wikipedia:Fenian_Cycle|Fenian Cycle]]. * ''An Bradán Feasa'' (trans., ''The Salmon of Knowledge''), Leabhar Breac, 2010, “shortlisted for the Réics Carlo award 2010.”<ref name=":9">{{Cite web|url=https://leabharbreac.com/en/shop/oige-en/8-9/an-bradan-feasa/|title=An Bradán Feasa|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''Dóiteoir na Samhna'' (trans., ''The Halloween Burner''), 2010.<ref name=":6" /> * ''Bodach an Chóta Lachna'' (trans., ''The Churl in the Dun Coat''), 2011.<ref>{{Cite web|url=https://leabharbreac.com/en/shop/oige-en/7-8/bodach-an-chota-lachna/|title=Bodach an Chóta Lachna|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> The Scéalta Staire (Historical Stories) series<ref name=":9" /> * ''Mánas Ó Dónaill'', 2000. * ''Seán Ó Néill'', Leabhar Breac, 2000. * ''Gráinne Mhaol Ní Mháille'', Leabhar Breac, 2003. * ''Tadhg Dall Ó hUiginn'', Leabhar Breac, 2003. ==== Translations ==== * Robert Louis Stevenson, ''Oileán an Órchiste'' (trans. of ''Treasure Island''), Leabhar Breac, 2014.<ref>{{Cite journal|date=2025-06-19|title=Oireachtas na Gaeilge|url=https://en.wikipedia.org/w/index.php?title=Oireachtas_na_Gaeilge&oldid=1296394643|journal=Wikipedia|language=en}}</ref> * Robert Louis Stevenson, ''An Fuadach'' (trans. of ''Kidnapped''), Leabhar Breac, 2016. * Clement Clarke Moore, ''Cuairt San Nioclás'' (trans. of ''A Visit from St. Nicholas'', or "'Twas the Night Before Christmas"), Leabhar Breac, 2022. '''''The Corto Maltese Graphic Novels''''' Written in Italian by Hugo Pratt and translated by Ó Scolaí, both adults and teenagers read this series of Italian adventure graphic novels.<ref>{{Cite journal|date=2025-07-01|title=Corto Maltese|url=https://en.wikipedia.org/w/index.php?title=Corto_Maltese&oldid=1298285365|journal=Wikipedia|language=en}}</ref> Ó Scolaí's '''translation of ''Corto Maltese''''' was listed in 2017 among "The 30 Irish books that Irish people love."<ref>{{Cite journal|last=Ó Murchú|first=Eoin P.|date=09/06/2017|title=Na 30 leabhar Gaeilge is fearr leis na Gaeil [The 30 Irish books that Irish people love]|url=https://nos.ie/cultur/leabhair/an-30-leabhar-gaeilge-is-fearr-leis-na-gaeil/|journal=Nós}}</ref> * Hugo Pratt, ''Corto: Port na Farraige Goirt'', Leabhar Breac, 2013. * Hugo Pratt, ''Corto: The Golden House in Samarkand'', 2014. * Hugo Pratt, ''Corto: Na Liopard-Fhir ó Rufiji'' (trans. of ''Corto: The Leopard Men of Rufiji''), Leabhar Breac, 2014. * Hugo Pratt, ''Corto: In Ainm Dé Uilthrócairigh'' (trans. of ''Corto: In the Name of God All-Merciful''), Leabhar Breac, 2014. * Hugo Pratt, ''Corto: Tóraíocht Eile'' (trans. of ''Corto: Another Quest''), Leabhar Breac, 2014. * Hugo Pratt, ''Corto: Sa tSibéir'' (trans. of ''Corto: In Siberia''), Leabhar Breac, 2016. '''''Other Translations for Children''''' Ó Scolaí has translated into Irish six books from the ''Le Pavillon Noir'' (trans., ''Jolly Roger'') series by Alain Surget; four books from the ''Catalan First Steps'' series by Enric Lluch Girbés and the ''Caitlín & Cormac'' series by Joan Carles; three books from the ''Louisette le Taupe'' series by Bruno Heitz, and three books from the ''Loup'' series by Orianne Lallemand. === Plays and Screenplays === ==== Stage Plays ==== Ó Scolaí was writer and director of the original productions of two plays in the ''Trí Bhraon'' (trans., ''Three Drops'') trilogy; ''Coinneáil Orainn'' was directed by Darach Mac Con Iomaire and staged by An Taibhdhearc. All three plays have been published in book form by Leabhar Breac. * ''Coinneáil Orainn'' (trans., ''We'll Keep Going''), 2005.<ref>{{Cite web|url=https://irishplayography.com/play?playid=32553|title=Coinneáil Orainn|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904.|access-date=25 August 2025}}</ref> The first play in the ''Trí Bhraon'' (''Three Drops'') trilogy. [[wikipedia:Taibhdhearc_na_Gaillimhe|An Taibhdhearc]], the national Irish-language theatre of Ireland, toured the country in 2005 with ''Coinneáil Orainn''.<ref>{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/coinneail-orainn/|title=Coinneáil Orainn|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> Walter Macken Prize, 2005; BBC Stewart Parker Award, 2006.<ref>{{Cite web|url=https://irishplayography.com/person/darach-scola|title=Darach Ó Scolaí|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904.|access-date=25 August 2025}}</ref> * ''Branwen'', 2006, by Darach Ó Scolaí and Ifor ap Glyn, in Irish, Welsh and English, co-produced by Project Arts Centre and Llwyfan Gogledd Cymru, toured the Republic of Ireland and Wales.<ref>{{Cite web|url=https://irishplayography.com/play?playid=32418|title=Branwen|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}</ref> * ''An Braon'' Aníos (trans., ''Rising Damp''), 2006, directed by Ó Scolaí.<ref>{{Cite web|url=https://irishplayography.com/play?playid=32461|title=An Braon Aníos|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}</ref> The second play in the ''Trí Bhraon'' (''Three Drops'') trilogy. “The Salamandar company toured the country in 2006-07 with this play, and Salamandar also produced a radio version of the play for RTÉ Raidió na Gaeltachta in 2009.”<ref>{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/an-braon-anios/|title=An Braon Aníos|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''Craos'' (trans., ''Gluttony''), 2008, directed by Ó Scolaí.<ref name=":13">{{Cite web|url=https://irishplayography.com/play?playid=32867|title=Craos|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}</ref> The third play in the ''Trí Bhraon'' (''Three Drops'') trilogy, it toured to Cork and Belfast.<ref name=":13" /> A review of the 2008 Salamander performance in the ''Irish Times'' says, “a humorous play which offers plenty to think about, fine acting, and sparklingly witty dialogue.”<ref>{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/craos-2/|title=Craos|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''A+E'', 2008, by Ríonach Ní Néill and Darach Ó Scolaí, "dance and music drama," co-produced by Ciotóg and Salamandar.<ref>{{Cite web|url=https://irishplayography.com/play?playid=32962|title=A+E|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}</ref> * ''An tSeanbhróg'' (trans., ''The Old Shoe''), 2009, produced by Salamander<ref>{{Cite web|url=https://irishplayography.com/play?playid=33042|title=An tSeanbhróg|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}</ref> and staged in the Axis Arts Centre, Dublin, and the Letterkenny Arts Centre. * '''In ''Mhuir Fhíondorcha/The Wine-Dark Sea: The Homer Project'', Ó Scolaí's translation of Homer's Cyclops story, performed at the 2019 IMRAM festival'''.<ref>{{Cite news|url=https://www.irishtimes.com/culture/books/imram-a-festival-celebrating-the-irish-language-1.4047610|title=Imram: a festival celebrating the Irish language. Liam Carson reveals the myths and legends appearing in this year’s programme|last=Carson|first=Liam|date=11 October 2019|work=The Irish Times|access-date=15 October 2025}}</ref> ==== Screenplays ==== * ''Cosa Nite'' (trans., ''Washed Feet''), short film, 1998 (dir. Dearbhla Walsh, prod. Ciarán Ó Cofaigh, Rosg); "a prose version of ''Cosa Nite'' was published (Rosg 2000)."<ref name=":9" /> Nominated for an Irish Film and Television Award.<ref>{{Citation|title=Cosa Nite (Short 1998) - Awards - IMDb|url=https://www.imdb.com/title/tt0191917/awards/|accessdate=2025-08-25|language=en-US}}</ref> * ''Na Glúnta'' (trans., ''The Generations''), 2001<ref>{{Cite web|url=https://www.iftn.ie/production/production_companies/production_sub/feature/?act1=record&aid=70&rid=3917&tpl=filmography_dets&only=1&force=1|title=Na Glúnta {{!}} The Irish Film & Television Network|website=www.iftn.ie|access-date=2025-08-25}}</ref>, co-directors Ciarán Ó Cofaigh & Darach Ó Scolaí, prod. Ciarán Ó Cofaigh, Rosg. * ''An Leabhar'' (trans., ''The Book''), short film, 2000, (dir. Robert Quinn, prod. Ciarán Ó Cofaigh, Rosg) Rosg, 2000.<ref>{{Citation|title=An Leabhar|url=https://www.imdb.com/title/tt0963767/|publisher=Bord Scannán na hÉireann / The Irish Film Board, ROSG|accessdate=2025-08-25|first=Robert|last=Quinn|others=Colm O&apos;Maonlai, Peadar O&apos;Treasaigh, Diarmuid Mac an Adhastair}}</ref> * ''Na Cloigne'' [trans., The Heads], 3-episide series, 2010 (dir. Robert Quinn, prod. Ciarán Ó Cofaigh, Rosg), TG4.<ref>{{Cite web|url=https://www.imdb.com/title/tt1607924/|title=Na cloigne|date=2010|website=IMDb|access-date=25 August 2025}}</ref> === Nonfiction === Ó Scolaí's essays and lectures are published and his interviews are broadcast regularly, making for a large body of nonfiction critical and analytical work. Here are a few, almost all published in [https://comhar.ie/iris/scribhneoiri/darach-o-scolai/ Comhar]: * “Ceol Ciúin na nÉagmaise” (trans., “The Silent Music of Absence ['''the Fall?''']”), an essay on the 2014 Nobel Prize winner for literature, [[wikipedia:Patrick_Modiano|Patrick Modiano]], ''Comhar'', December 2014. * The Ó Cadhain Lecture: [https://leachtaiuichadhain.clo.ie/leachtai/2014 “Cuimhne agus Díchuimhne (trans., “Memory & Forgetfulness"]), 2014. * “Rithim agus Réim” ("Rhythm and Register"), a public lecture in the University College Dublin lecture series “Ó Thrácht go Twitter” (trans., "From Talk to Twitter"), 2014. * Review of Pádraig Ó Cíobháin’s ''Dréachta Chrích Fodla'', '''Comhar?, ??'''. * “Na Geilt i mBun an Tí” (trans., "The Madmen in Charge"), a talk at the Merriman Winter School, Comhar April 2012.<ref name=":18">{{Cite web|url=http://darachoscolai.ie/beathaisneis.html|title=Darach Ó Scolaí: Beathaisnéis|website=darachoscolai.ie|access-date=2025-09-26}}</ref> * The EFACIS podcast: Síle Ní Choincheannain talks to Darach Ó Scolaí about the historical novel. == Critical Reception == Ó Scolaí’s style has been called “crisp and elegant, and rich in language while being highly readable,”<ref>{{Cite journal|last=Heussaf|first=Anna|date=Summer 2025|title=Bláthnaid—A tale of love, violence and sorcery retold for readers today|url=https://booksirelandmagazine.com/blathnaid-a-tale-of-love-violence-and-sorcery/|journal=Books Ireland}}</ref> with “an unsurpassed richness and precision of language.”<ref name=":12">{{Cite journal|last=Ó Cróinín|first=Breandán|date=Summer 2025|title=unknown|journal=The Limerick Leader}}</ref> “Whimsical, hilarious, and subtly learned” is how Éilis Ní Dhuibhne described his writing.<ref name=":20" /> === Original Works === Ó Scolaí’s first novel, the 2007 ''An Cléireach'' (''The Clerk'') won two prizes and was described as “one of the great historical novels in the Irish language and among the best books written in the language since the beginning of this century.”<ref name=":12" /> Novelist Alan Titley says, “In ''An Cléireach'' Ó Scolaí creates the Ireland of war in the 17th century more fully than any other Irish writer on the subject of war since ''L’Attaque'' Eoghain Ó Thuairisc around 1798 [In ''An Cléireach'' cruthaíonn Ó Scolaí Éire an chogaidh san 17ú haois níos iomláine ná mar a dhein aon scríbhneoir Gaeilge eile ar ábhar cogaidh ó ''L’Attaque'' Eoghain Uí Thuairisc timpeall ar 1798].”<ref name=":11" />{{rp|25, Col. 1a}} Not all the reviews of this first novel were so positive, however; Proinsias O' Drisceoil says for the Irish Times says,<blockquote>This then is a novel in search of a plot, a story that attempts to attain a significance that eludes it.<ref>{{Cite news|url=https://www.irishtimes.com/news/a-disaffected-clerk-in-the-confederates-1.943070|title=A disaffected clerk in the confederates|last=O' Drisceoil|first=Proinsias|date=5 July 2008|work=The Irish Times|access-date=16 October 2025}}</ref></blockquote> In the ''Oxford Handbook of Modern Irish Fiction'' Pádraig Ó Siadhail analyzes rather than reviews ''An Cléireach'': <blockquote>In ''An Cléireach'', Ó Scolaí revisits the trauma of Cromwellian Ireland. The primary narrative device is once again the first-hand account, in this case by Tadhg Ó Dúbháin, a clerk and quartermaster in the Confederate Army in 1650. We sample the hardships, the friendships, the tensions, the rivalries, and the petty jealousies amongst comrades in arms, including remnants of the Gaelic literary class, as the Confederate soldiers, increasingly a rabble more than a cohesive unit, retreat in advance of Cromwell’s forces. ''An Cléireach'' concludes with the narrator and his family in exile in continental Europe. But along the retreat route, and central to the novel, members of the Confederate army camp, rest up, and tell versions of a story about the keeper of the treasured manuscript "Saltair an Easpaig" (The Bishop’s Psalter). Their versions raise issues about memory construction, the limitations of individual perspectives, personal agendas, and how minor changes in the telling of a story can alter our understanding of history, Thus, ''An Cléireach'' complements ''Fontenoy'' in moving beyond more realistic recreation of a historical event or period to interrogate the notion of history as construct.<ref>{{Cite book|title=The Oxford Handbook of Modern Irish Fiction|last=Ó Siadhail|first=Pádraig|publisher=Oxford University Press|year=2020|isbn=9780198754893|editor-last=Harte|editor-first=Liam|pages=598–99|chapter=Contemporary Irish Fiction}}</ref> </blockquote> Of ''Súil an Daill,'' in ''Nós'', Cathal Seoighe says, "The book deserves a significant place among the collection of high-quality books published in recent years that would make you feel sorry for someone who does not speak Irish [Tá áit shuntasach ag dul don leabhar i measc an chnuasaigh leabhair ar ardchaighdeán a foilsíodh le roinnt blianta anuas a d’fhágfadh trua agat don té atá gan Ghaeilge]."<ref>{{Cite journal|last=Seoighe|first=Cathal|date=09/26/2022|title=‘Dar leathmhagairle an diabhail, is leabhar den scoth é seo!’ ['According to the devil’s half-wit, this is a great book!’]|url=https://nos.ie/cultur/leabhair/dar-leathmhagairle-an-diabhail-is-leabhar-den-scoth-e-seo/|journal=Nós}}</ref> ''Bódléar'', Ó Scolaí's most recent book, is a “beautiful novel. There is magic and craftsmanship in it. A small miracle of a book and it is highly recommended.”<ref>{{Cite web|url=https://leabharbreac.com/bodlear-mioruilt-bheag-de-leabhar/|title=Bódléar: Míorúilt bheag de leabhar (Bódléar: A Small Miracle of a Book)|last=Ní Ghairbhí|first=Róisín|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> Éilis Ní Dhuibhne in the ''Irish Times'' says,<blockquote>what a gem! An affectionately gentle satire of the Irish poetic scene during one creatively fluid 19th-century year, the story focuses on a Maigue poet and schoolteacher who goes on a trip to France and returns with camembert, a cafetiere, ‘Fleurs du Mal’, and a mission to convert the local traditionalists to la modernité. Whimsical, hilarious, and subtly learned, it’s absolutely delightful!<ref name=":20">{{Cite journal|last=Ní Dhuibhne|first=Éilis|date=30 June 2025|title=Éilís Ní Dhuibhne on the best Irish language books of 2025 so far: Including a history of the Gaeltacht Civil Rights Movements, a gem of a novel by Darach Ó Scolaí and Joe McHugh’s entertaining account of learning Irish|url=https://www.irishtimes.com/culture/books/review/2025/06/30/eilis-ni-dhuibhne-on-the-best-irish-language-books-of-2025-so-far/|journal=The Irish Times|pages=22}}</ref></blockquote> === Retellings and Translations === ==== ''Táin Bó Cuailnge'' ==== ''Táin Bó Cuailnge'' [''The Cattle Raid of Cooley''] is a modern edition of an 11th-century epic into modern Irish.<ref name=":3" /> Gearóid Denvir reviewed ''Táin Bó Cuailnge'' for ''Comhar'':<blockquote>Darach Ó Scolaí has ​​achieved a feat in this challenging reworking. He has found a high level of the Irish language to tell his story – as he has done before in his groundbreaking novel An Cléireach (2007, Leabhar Breac) and in his other prose works. This book is a decoration of the language, literature and culture of the Irish language, following the path of the old storytellers and writers and presenting material from the tradition to his own generation according to the understandings of his own time. The book will be a classic that will be of great interest to all readers of the Irish language, both ordinary readers, students, scholars and writers, and there should be a copy in every home in the country. [Tá éacht déanta ag Darach Ó Scolaí san athleagan dúshlánach seo. Tá réim ard den teanga Ghaeilge aimsithe aige lena scéal a inseacht – mar a rinne sé cheana ina úrscéal ceannródaíoch An Cléireach (2007, Leabhar Breac) agus i saothair eile phróis dá chuid. Is maisiú ar an teanga agus ar litríocht agus cultúr na Gaeilge an leabhar seo a leanas conair na seanscéalaithe agus na seanscríobhaithe agus ábhar de chuid an traidisiúin á chur i láthair a ghlúine féin aige de réir thuiscintí a linne féin. Clasaic a bheas sa leabhar a gcuirfidh léitheoirí uilig na Gaeilge, idir ghnáthléitheoirí, mhic léinn, scoláirí agus scríbhneoirí spéis thar na bearta ann, agus ba cheart cóip a bheith i chuile theach sa tír.]<ref name=":15">{{Cite journal|last=Denvir|first=Gearóid|date=April 2018|title=Táin Bó Cuailgne|url=https://comhar.ie/iris/78/4/leirmheas/|journal=Comhar|via=JSTOR}}</ref> </blockquote>Cathal Poirtéir says, "The freshness and richness of Ó Scolaí’s version are a joy …. The author delights us with the linguistic and stylistic richness of the ancient epic in a modern-Irish version that reflects the original’s spirit and language."<ref>{{Cite journal|last=Poirtéir|first=Cathal|date=May/June 2018|title=Leabhair Idir Lámha|url=https://www.jstor.org/stable/26564180|journal=Books Ireland|pages=46–47|via=JSTOR}}</ref>{{rp|47}} Novelist and academic Alan Titley calls Ó Scolaí's "a wonderful gutsy telling" of ''Táin Bó Cuailnge''.<ref>{{Cite news|url=https://www.irishtimes.com/culture/2023/03/11/the-tain-retold-maeve-and-ailills-spat-could-be-out-of-a-soap-opera/|title=The Táin retold: ‘Maeve and Ailill’s spat could be out of a soap opera’|last=Titley|first=Alan|date=11 March 2023|work=The Irish Times|access-date=16 October 2025}}</ref> ==== ''Deirdre'' ==== Marie Whelton, in "Léann Teanga" ("Language Studies"), in the 2024 ''An Reiviú'' says,<blockquote>this version [of ''Deirdre''] by Darach Ó Scolaí succeeds in skillfully capturing and portraying the complexity of gender and power issues in the ‘Deirdre’ tradition [éiríonn leis an leagan seo le Darach Ó Scolaí castacht cheisteanna na hinscne agus na cumhachta i dtraidisiún scéal Dheirdre a ghabháil agus a léiriú go sciliúil]. … There is no doubt that this new version greatly contributes to the legacy of the story and that it revives that legacy thoughtfully and artistically [Níl amhras faoi ach go gcuireann an leagan úr seo go mór le hoidhreacht an scéil agus go ndéanann sé an oidhreacht sin a athbheochan go tuisceanach agus go healaíonta.].<ref name=":16">{{Cite web|url=https://www.tara.tcd.ie/tara8/server/api/core/bitstreams/3c20175a-7631-44b2-8b0f-f454edd712b4/content|title=An Artistic Retelling of Deirdre's Tale and the Defeat of Conor Review of Deirdre or the Ship of Mac Uisnigh by Darach Ó Scolaí [Athinsint Ealaíonta ar Oidhe Dheirdre agus ar Ansmacht Chonchúir Léirmheas ar Deirdre nó Loingeas Mhac Uisnigh le Darach Ó Scolaí]|last=Whelton|first=Marie|date=2024|website=The Review [An Reiviú], Language Studies [Léann Teanga]|access-date=25 September 2025}}</ref></blockquote> === Works for Young Readers === Meadhbh Ní Eadhra said of ''Bodach an Chóta Lachna'' that it was "Beautiful Irish, but easy to understand for young readers."<ref>Ní Eadhra, Meadhbh. In ''Gaelscéal'', qtd. in "Bodach an Chóta Lachna" https://leabharbreac.com/en/shop/oige-en/7-8/bodach-an-chota-lachna/.</ref> == Awards and Honors == Ó Scolaí's works are regularly nominated and make the short list for prizes, an honor in itself, but they are generally not listed here unless they are named as the first-place winner in their category. === Oireachtas Prize === The Oireachtas Prize is the literary prize awarded by [[wikipedia:Oireachtas_na_Gaeilge|Oireachtas na Gaeilge]], the annual arts festival dedicated to Irish language, arts and culture. Darach Ó Scolaí has won the Oireachtas Prize for Literary Fiction three times, once for ''An Cléireach'' (''The Clerk'') in 2007, for ''Súil an Daill'' (''The Eye of the Blind'') in 2021 and for ''Bódléar'' in 2024. * 2007, for ''An Cléireach'' (trans., ''The Clerk'') — “(a special prize commemorating the 400th anniversary of the foundation of Coláiste na nGael in Louvain, awarded under the auspices of the Franciscan Province of Ireland). The prize of €10,000 was the largest prize ever awarded to an Irish language novel [(duais speisialta chomórtha 400 bliain bhunú Choláiste na nGael i Lobháin a bronnadh faoi urraíocht Phroibhinse Phroinsiasach na hÉireann). Ba é an duais €10,000 sin an duais ba mhó a bronnadh riamh ar úrscéal Gaeilge].”<ref name=":18" /> * 2021, for ''Súil an Daill'' (''The Eye of the Blind'') * 2024, for ''Bódléar'' === Ó Shúilleabháin Award, Irish language “Book of the Year” === The first prize of this award includes €5,000 to the publisher and €2,500 to the author of the winning work.<ref name=":10">{{Cite journal|date=15 August 2023|title=20 saothar san iomaíocht do ‘Leabhair Ghaeilge na Bliana 2023’|url=https://tuairisc.ie/20-saothar-san-iomaiocht-do-leabhair-ghaeilge-na-bliana-2023/|journal=Tuairisc}}</ref> * ''An Cléireach'' (''The Clerk'').<ref>{{Cite web|url=http:/www.gaelport.com/uploads/documents/edition19.html|title=Eagrán / Edition 19 - 04 11 2008|date=4/11/2008|website=Internet Archive|archive-url=https://web.archive.org/web/20130525011340/http:/www.gaelport.com/uploads/documents/edition19.html|archive-date=25 May 2013|access-date=25 August 2025}}</ref> * ''Táin Bó Cuailnge'', 2018. * ''Bódléar'', 2025. ==== De Bhaldraithe Award ==== The Gradam de Bhaldraithe is awarded to the best work in translation.<ref name=":10" /> * ''Cuairt San Nioclás,'' a translation of Clement Clarke Moore's ''A Visit from St. Nicholas'', or "'Twas the Night Before Christmas."<ref name=":10" /> ==== Other ==== * Walter Macken Prize, for ''Coinneáil Orainn'' (trans., ''We'll Keep Going''), 2005 * Bháiteir Uí Mhaicín Memorial Award, for ''Coinneáil Orainn'' (trans., ''We'll Keep Going''), 2005<ref>{{Cite news|url=https://www.irishtimes.com/gaeilge/tuarascail/duais-oireachtais-1.501571|title=Oireachtas Prize: Over €50,000 was awarded to writers in the Oireachtas Literary Competitions at an event in Dublin last night. Winners… [Duais Oireachtais: Bronnadh breis agus €50,000 ar scríbhneoirí i gComórtais Liteartha an Oireachtais ar ócáid i mBaile Átha Cliath aréir. Bhuaigh…]|work=5 October 2005|access-date=15 October 2025}}</ref> * BBC Stewart Parker Award, for ''Coinneáil Orainn'' (trans., ''We'll Keep Going''), 2006 * The Aodán Mac Póilín Commemorative Prize, for ''Táin Bó Cuailnge'' (trans., ''The Cattle Raid of Cooley''), 2017 == External Links == * Leabhar Breac website: https://leabharbreac.com/en/ * Leabhar Breac Facebook pages: * Rosg website: [http://www.rosg.ie/en/ <nowiki>http://ww</nowiki>w.rosg.ie/en/] * Art on the Island (Ealaín ar Oileán) website, archived at the Wayback Machine: https://web.archive.org/web/20130601000520/http://ealainaroilean.ie/ 31 March 2012, 1 June 2013 and 8 January 2014 * Darach Ó Scolaí's website Archived 25 September 2015 at the Wayback Machine: https://web.archive.org/web/20150925103456/http://darachoscolai.ie/ * Youtube video of [https://www.youtube.com/watch?v=OlP2AmSBzXc Breandán Ó Cróinin introducing Deirdre at the book launch] in the pub Tigh Mholly (Molly’s House). == Primordial Ooze == * Known for his sensitivity to language and voices. * Finish scanning through JSTOR * Scan through Irish Times, 56 hits * Check Goodreads * Check YouTube (In the spring of 2013, the arts programme Imeall interviewed the author on TG4.) * Check both Wikipedias for pages on the origins of the retold tales (like Deirdre) and link to this article * Propose link from University of Galway page once Darach’s is up * Write Irish National Biography (<nowiki>https://www.dib.ie</nowiki>) to propose an article about Darach once the Wikip article is done? See what they say. * Link to Ó Scolaí from the Wikipedia * Make sure links '''to''' Wikipedia in the actual encyclopedia work right === Not Placed Yet === * "So here are the books that Irish people love the most! [Mar sin seo iad na leabhair is gile leis na Gaeil!]" — "32. An Cléireach – Darach Ó Scolaí (2)" [18 books got 2 votes, and then they're alphabetized by author's last name, so the 32 of 34 doesn't signify the specificity it seems to]<ref name=":14">{{Cite journal|last=Ó Murchú|first=Eoin P.|date=9 June 2017|title=Na 30 leabhar Gaeilge is fearr leis na Gaeil. [The 30 best Irish books for Irish people]|url=https://nos.ie/cultur/leabhair/an-30-leabhar-gaeilge-is-fearr-leis-na-gaeil/|journal=Nós}}</ref> * "Below is a list of those 111 works – a list that shows a great deal of diversity in the reading habits of Irish speakers.Here is a list of those 111 works – a list that shows a great deal of diversity in the reading habits of Irish speakers [Anseo thíos tá liosta den 111 saothar sin – liosta a léiríonn éagsúlacht an-mhór i nósanna léitheoireachta Gaeilgeoirí.Anseo thíos tá liosta den 111 saothar sin – liosta a léiríonn éagsúlacht an-mhór i nósanna léitheoireachta Gaeilgeoirí]." "Corto Maltese – Hugo Pratt (aistrithe ag Darach Ó Scolaí)"<ref name=":14" /> * "Ceann eile de bhuaicphointí na hÉigse a bheidh sa seisiún le Darach Ó Scolaí, duine d’úrscéalaithe móra na Gaeilge, agus duine de chomhbhunaitheoirí teach foilsitheoireachta Leabhar Breac. [Another highlight of the Éigse will be the session with Darach Ó Scolaí, one of the great Irish language novelists, and one of the co-founders of the publishing house Leabhar Breac.]"<ref name=":17">{{Cite journal|last=Nós|date=4 May 2023|title=Éigse na Bruiséile le filleadh i mí na Bealtaine. [Éigse na Bruséile to return in May]|url=https://nos.ie/cultur/eigse-na-bruiseile-le-filleadh-i-mi-na-bealtaine/|journal=Nós}}</ref> === Things Taken Out for Now === “’The play is a comedy about language, lies, bureaucracy and Gaeltacht grants, in the tradition of Myles na Gcopaleen,’ according to Norma-Jean Kenny in the ''Galway Advertizer'', ‘in which the author comments and criticizes the institutions of the Irish language in Ireland without ceasing.’" Supposedly a quotation by Gearóid Denvir reviewing ''Táin Bó Cuailnge'' for ''Comhar'' (but I don't find it in the article): This book has long been needed by Irish language readers and there is no doubt that it will become a classic in time and surpass Thomas Kinsella’s English version. This version remains faithful to the language of the original while at the same time finding an appropriate language in today’s Irish. Ó Scolaí masterfully overcomes the difficulties of the original’s rhetorical difficulties and the versions of the original poetic texts are extremely effective.[supposedly <ref name=":15" />] “The biggest prize ever awarded for a novel in Irish was presented at a special ceremony in the National Concert Hall in Dublin, today (Thursday, 4 October 2007). Darach Ó Scolaí, writer, artist & playwright from Casla, Co. Galway, was awarded €10,000 for his literary novel, ‘An Ardscoil’. This work, under the new title ‘An Cléireach’, will be launched at Oireachtas na Samhna in Westport in November. This is the first novel from his pen, a story set in the late seventeenth century. This competition was sponsored by the Franciscan Province of Ireland.” (archive, Oireachtas na Gaeilge site, 04 October, 2007) ''Súil an Daill'' (trans., ''The Eye of the Blind''), Leabhar Breac, 2021. number 2 in ''Comhar'' literary magazine’s list of best books of 2021. '''{6}.''' *William Shakespeare, ''Romeo agus Juliet'' (trans. of ''Romeo and Juliet''), Leabhar Breac, 2016. *Jonathan Swift, ''Camchuairt Ghuilivéir'' (trans. of ''Gulliver's Travels''), Leabhar Breac, 2016. *Hugo Pratt, ''Corto Maltese'' '''''Flag of Bones (Bratach na gCnámh) Series''''' Leabhar Breac published the Bratach na gCnámh series of books for young readers. Written in French by Alain Surget, illustrated by Annette Marnat and translated by Darach Ó Scolaí, this series uses the history of Caribbean Sea pirates<ref>{{Cite web|url=https://leabharbreac.com/en/product-category/alain-surget/|title=Alain Surget Archives|website=Leabhar Breac|language=en-US|access-date=2025-09-30}}</ref>: *Alain Surget, ''Éalú as Páras'' (''Escape from Paris''), Annette Marnat (Illustr.), Leabhar Breac, 2011. * Alain Surget, ''Oilean na Siorcanna'' (''Shark Island''), Annette Marnat (Illustr.), Leabhar Breac, 2011. * Alain Surget, ''Long na dTaibhsi'' (''Ship of the Ghosts''), Annette Marnat (Illustr.), Leabhar Breac, 2011. * Alain Surget, ''San Ochtapas Dubh'' (''In the Black Octopus''), Annette Marnat (Illustr.), Leabhar Breac, 2013. * Alain Surget, ''San Ionsai ar Veracruz'' (''The Attack on Veracruz''), Annette Marnat (Illustr.), Leabhar Breac, 2013. '''''For "First Readers" (children to 6 years old or so)''''' These books were written originally in Catalan by Spanish author Enric Lluch Girbés and translated into Irish by Ó ScolaÍ: *Enric Lluch, ''Ag Péinteáil an Tí'' (''Painting the House''), Anna Clariana (Illustr.), Leabhar Breac, 2017. *Enric Lluch, ''An Colúr Bacach'' (''The Lazy Dove''), Anna Clariana (Illustr.), Leabhar Breac, 2017. *Enric Lluch, ''An Phluais'' (''The Cave''), Anna Clariana (Illustr.), Leabhar Breac, 2017. *Enric Lluch, ''Madra Dhaideo'' (''Grandpa's Dog''), Anna Clariana (Illustr.), Leabhar Breac, 2017. *Enric Lluch, ''Fiacail Mháire'' (''Mary's Tooth''), Anna Clariana (Illustr.), Leabhar Breac, 2017. '''''Bruno Heitz''''' Leabhar Breac published a series of 3 Heitz books for small children. Published originally in French, this series of three comic books is about a blind mole named Cáitín Chaoch in Irish (and ''Louisette la taupe'' in French).<ref>{{Cite web|url=https://leabharbreac.com/en/product-category/bruno-heitz-en/|title=Bruno Heitz Archives|website=Leabhar Breac|language=en-US|access-date=2025-10-02}}</ref> Ó Scolaí translated these: *Bruno Heitz (author and illustr.), ''Práinneach'' (''Urgent''), Leabhar Breac, 2020 *Bruno Heitz (author and illustr.), ''Preab san Aer'' (''Bounce in the Air''), Leabhar Breac, 2020. '''''Books for Toddlers''''' Leabhar Breac has published 14 books written by French author Orianne Lallemand's and illustrated by Eleonore Thuillier, about Lallemmand's popular character Loup, Wolf. These are translated by Ó Scolaí: *Orianne Lallemand, ''An Mac Tire a Raibh Faitios an Domhain Air'' (trans. of ''The Son Who Saw the World in His Eyes''), Eleonore Thuillier  Illustr.), Leabhar Breac, 2018. *Orianne Lallemand, ''Macan agus an Goban'' (trans. of ''Macan and the Goblin''), Eleonore Thuillier (Illustr.), Leabhar Breac, 2018. * Orianne Lallemand, ''A Mac Tíre a Chuaigh go Tóin na Farraige'' (trans. of ''The Wolf Who Went to the Bottom of the Sea''), Éléanore Thuillier  (Illustr.), Leabhar Breac, 2019. '''''Board Books (for babies)''''' J. C. (Joan Carles) Girbés Aparisi is a Catalan author and editor. These books were written in Catalan and translated by Ó Scolai. *J. C. Girbés, ''An Phicnic'' (''The Picnic''), Silvia Ortega (Illustr.), Leabhar Breac, 2013. * J. C. Girbés, ''An Chóisir'' (''The Party''), Silvia Ortega (Illustr.), Leabhar Breac, 2013. *J. C. Girbés, ''Lá Mór Fada'' (''A Long Day''), Silvia Ortega (Illustr.), Leabhar Breac, 2014. *J. C. Girbés, ''Tabhair Leat do Leabhar'' (''Bring Your Book''), Silvia Ortega (Illustr.), Leabhar Breac, 2014. ==== Gradam Réics Carló ==== The Réics Carló prize is awarded for the best book in the Irish language for young readers. It is named for one of the characters of 20th-century writer [[wikipedia:Cathal_Ó_Sándair|Cathal Ó Sándair (Charles Saunders)]]. * ''An Bradán Feasa'' was “shortlisted for the Réics Carlo award 2010.”<ref name=":9" /> == References == {{reflist}} cukco9618ewxrszlxrsuaqu0dsx66bd 0 269602 2841725 2582591 2026-10-20T11:32:16Z JSINST 3110286 /* Alternative to Zotero Mendeley */ 2841725 wikitext text/x-wiki ==[https://harrell.library.psu.edu/c.php?g=344606&p=2321303 "Endnote" your personal research assistent] == ==[https://www.zotero.org/ Alternative to Endnote ''Zotero'' ] == ==[https://www.dropbox.com/s/z6v3ksvomabkgps/Third-edition-How%20to%20search%20valid%20OH%20literature%20English.pdf?dl=0 How to search reliable literature in occupational health] == ==[https://libros.metabiblioteca.org/handle/001/338?locale=es Similar version in Spanish] == ==[https://www.covidence.org/ Covidense Better systematic review management]== ==[https://youtu.be/CZp4-_JrtJA How to use Dropbox Youtube]== ==[https://www.thoughtco.com/how-to-use-excel-excel-beginners-3123477 Excel how to use ]== ==[https://www.google.dk/intl/da/forms/about/ Google forms for electronic submission of questionnaires] == == [https://support.office.com/en-US/Article/Create-your-first-PowerPoint-2013-presentation-42229250-6c66-44cd-adf8-2f5802c63f74 PowerPoint Presentation]== ==https://www.slideshare.net/== ==[http://www.openepi.com/Menu/OE_Menu.htm Statistics calculations in OpenEpi]== == Use the technology at hand== iPhone and Android dictation, read articles and texts in the sofa on your tablet, take care not to get or sit too long at the writing desk, Google translate when needed, transfer PDF to word when you need to make copies of the text etc. {{CourseCat}} jycgo8h8em57xjl4ts997xoqpr42t0z 0 271189 2841506 2841494 2026-10-19T12:33:00Z NguoiDungKhongDinhDanh 2922842 Reverted edit by [[Special:Contributions/Trangngo1801|Trangngo1801]] ([[User_talk:Trangngo1801|talk]]) to last version by [[User:NDG|NDG]] using [[Wikiversity:Rollback|rollback]] 2812644 wikitext text/x-wiki {{unknown subject}} {{uncategorized}} There are various ways for software to name files automatically. This lesson describes the file naming strategies in detail, among respective benefits and shortcomings. Multiple strategies may be applied to the same file names, as described in {{section link||Combination}}. == Time stamps == File names are automatically generated from the current date and time, usually with descending order until second (→[[:w:ISO_8601|ISO 8601]]). ;Examples: * <code>{{#time: YmdHis}}</code> (no separators) * <code>{{#time: Ymd_His}}</code> (underscore separator) * <code>{{#time: Ymd-His}}</code> (dash separator) * <code>{{#time: Y-m-d H:i:s}}</code> (note: colons in file names are unsupported by many file systems, →{{section link||Characters}}) * <code>{{#time: Y-m-d_H-i-s}}</code> * <code>{{#time: Y-m-d-H-i-s}}</code> * <code>{{#time: Y-m-d-H_i-s}}</code> * <code>{{#time: Ymd_H\hi\ms\s}}</code> * <code>{{#time: Ymd-H\hi\ms\s}}</code> * <code>{{#time: Y-m-d_H\hi\ms\s}}</code> * <code>{{#time: Y-m-d-H\hi\ms\s}}</code> * <code>{{#time: Y-m-d_H\h-i\m-s\s}}</code> * <code>{{#time: Y-m-d-H\h-i\m-s\s}}</code> * <code>{{#time: Ymd\THis}}</code> * <code>{{#time: Y-m-d-\THis}}</code> * <code>{{#time: Y-m-d-\TH-i-s}}</code> * <code>{{#time: Y-m-d-\TH-i-s-T}}</code> File names may include prefixes such as <code>IMG_{{#time: Ymd_His}}.jpg</code> and <code>Screenshot_{{#time:Ymd-His}}.png</code>. If more than one file is created within one second, such as in burst [[photography]], a suffix number may be added before the file extension, such as <code>IMG_{{#time: Ymd_His}}_1.jpg</code> or <code>IMG_{{#time: Ymd_His}}(1).jpg</code>, or milleseconds, such as <code>IMG_{{#time: Ymd_His}}_228.jpg</code> or <code>IMG_{{#time:Ymd_His}}-437.jpg</code>. Mobile phone camera software commonly uses this method. ;Benefits This method safely prevents duplicate file names which may cause confusion and clobbering (overwriting) if handled improperly, such as when using the <code>mv</code> command without the <code>-n</code> flag. Naming conflicts when merging files from multiple devices into one place are also avoided. In addition, during [[:w:file transfer|file transfer]]s between systems, the file attributes containing the date and time information may be dismissed and reset. If the file's internal meta data does not contain date and time information, the file name is the only location where the otherwise lost date and time information is stored. To avoid losing such information, a list of files with dates and times should recommendedly be created before initiating a file transfer. Searches for files by time are facilitated, because all file searching software is able to search for files by name, while not all software is able to search by file time attributes or internal metadata time stamp usually found in photo and video files. Time-based selection of files is facilitated using [[:w:Wildcard character|wildcards]], as usually supported by [[Command Prompt|command prompt and terminal]] software, for time-based file operations such as copying all photos and videos from a specific day or month. As an example, the asterisk wildcard <code>DCIM/Camera/{{#time:Ym}}*.mp4</code> would match all videos captured in {{CURRENTMONTHNAME}} of {{CURRENTYEAR}}, if the camera software uses a <code>{{#time: Ymd_His}}.mp4</code> file name format. There is no realistic limit of possible file names at a fixed name length, while on numbered files with a too short fixed length (e.g. four digits) not split between directories, the possible number of file names might foreseeably be exhausted, where a variable digit length (e.g. <code>9999</code> followed by <code>10000</code>) might be presented in an incorrect order in alphanumerical file sorting, if number detection is not implemented into the file management software. === Pasting === Time stamps can be set to be pasted with a keyboard shortcut, implemented through ''AutoHotKey'' for Windows and ''xdotool'' for Linux. ;AutoHotKey (Windows) For example, this AutoHotKey script pastes the time stamp when pressing <kbd>Alt</kbd>+<kbd>2</kbd>. <pre> Alt & 2:: Send, %A_Now% Return </pre> <code>%A_Now</code> does the same as <code> Send,%A_YYYY%%A_MM%%A_DD%%A_HH24%%A_MI%%A_SS%</code>, which is pasting a <code>YYYYMMDDHHMMSS</code> time stamp, such as <code>{{#time:YmdHis}}</code>. ;xdotool (Linux) On Linux, a keyboard shortcut can be assigned to call this example script, which can be modified to suit one's needs. It requires <code>xdotool</code> to be installed. <syntaxhighlight lang=sh> sleep .2 xdotool type "$(date +%Y%m%d%H%M%S)" # Format can be changed </syntaxhighlight> <code>sleep .2</code> (synonymous with <code>sleep 0.2</code>) adds a fifth-second delay before pasting the time stamp to prevent pasting prior to the key being released, possibly causing a part of the output to be omitted. == Numbering == This method is commonly used among digital cameras and camcorders due to lack of internet connectivity or GPS reception which would be necessary for the clock to set automatically, and some users not bothering with setting the date and time before starting to operate the device. When storing on a new (or cleared) memory card, some digital cameras and other software starts over counting (based on the last used file number), while others keep a memory of the last used number, stored in a local variable, the latter of which prevents duplicate file names when moving to a common place. ;Examples * <code>DSCI0001.JPG</code> * <code>IMG_0002.JPG</code> * <code>00003.MTS</code> * <code>Screenshot (4).png</code> Digital cameras may split the files between directories per day or per 999 or 1000 files: * <code>DCIM/100_PANA/P1000999.JPG</code> * <code>DCIM/101_PANA/P1010001.JPG</code> This naming scheme is used by at least several Panasonic ''Lumix'' digital cameras. ;Benefits Numbered file names facilitate counting files and noticing files that possibly went missing during a transfer. If the device's clock setting is incorrect as described above, the file names will not carry wrong date and time information. Some devices such as standalone flat bed (paper) scanners which allow direct saving to flash drives and/or memory cards may lack a clock setting entirely, which may make the date and time information appear as ''1970-01-01'', the ''Unix epoch''. Numbered file names are usually shorter than timestamped ones. With modern file systems however which are not limited to eight-point-three file names, this benefit is only marginial. == Combination == A combination of both naming strategies may be used, combining the benefits. In practice, this has not been commonly implemented so far. ;Examples *<code>Screenshot_000001_{{#time:YmdHis}}.png</code> *<code>IMG00002_{{#time:YmdHis}}.jpg</code> *<code>VID_0003_{{#time:YmdHis}}.mp4</code> *<code>{{#time:Y-m-d-H_i_s}}.4.ogg</code> (The leading zeroes for file numbers are not necessary here for correct sorting, due to the time stamp preceeding it, but they may be necessary for a constant file name length, to prevent irritatingly protruding file names in a list.) *<code>{{#time:Y-m-d-H_i_s}}.00005.ogg</code> (With leading zeroes.) == Contextual == Contextual file names, often used in addition to a time stamp, may contain information such as location<ref>[https://www.gsmarena.com/samsung_galaxy_s4_active-review-935p6.php ''Samsung Galaxy S4 Active preview: First look'' (page 6)] &ndash; GSMArena (05 June 2013)</ref> or opened software<ref name=Samsung-Oreo>[https://pocketnow.com/on-android-oreo-samsung-names-screenshot-files-based-on-app ''On Android Oreo, Samsung names screenshot files based on app''] &ndash; PocketNow.com (December 19, 2017)</ref>. The contextual information may be applied prior to or after the file name: * <code>{{#time:Ymd_His}}_Avenue_Kléber.jpg</code> &ndash; Location name option in the camera software of some Samsung mobile phones since 2013. * <code>Screenshot_YouTube_{{#time:Ymd-His}}.png</code> &ndash; Application title name, before time stamp, as used by Samsung Mobile since Android 8.0 Oreo.<ref name=Samsung-Oreo /> * <code>Screnshot_{{#time:Y-m-d-H-i-s}}_com.mi.android.globalFileexplorer.png</code> &ndash; Application package name, after time stamp, as used by Xiaomi Mobile. == Manual == Consider adding short notes to names of multimedia files such as screen shots, photos, videos, voice notes, etc., as they are not searchable like text. Screenshots' text may be searchable using character recognition software, but scanning each picture for text would be far slower (presumably over 100 times) than directly machine-readable text, and as of 2021, no open-source software for this purpose appears to exist. File names for downloaded media like videos should include a title and may include the source ID and date stamp and author name to facilitate finding. A format example is "<code>Will YouTube Ever Run Out Of Video IDs - Tom Scott (2016-03-21).gocwRvLhDf8.mp4</code>". Disk images' file names may include the data storage type (e. g. SSD, HDD, BD-R), the vendor name, vendor-specified size, and the approximate date of purchase. If the image is intended for long-term archival rather than a short-term backup, the current date stamp (e. g. "<code>{{#time:Y-m-d}}</code>") should be written as well. An example is <code>SD-SanDisk-64GB-2016.{{#time:Y-m-d}}.img</code>"). Characters like a colon (<code>:</code>) and a question mark (<code>?</code>), as well as duplicate file and directory names with only letter case differences (e. g. "<code>New folder</code>" and "<code>New Folder</code>"), should be avoided from to ensure support across file systems and operating systems. Since file managers typically allow jumping to files in a directory listing by typing in the file name from the beginning, choose the start of the file name by which information you would like to type in. For example, if you wish to jump to a file in the directory listing by typing in a date, start the file name with that. If you wish to jump to a file by a name or location, put that at the beginning of the file name. As of 2022, file managers are not known to have a search feature that only searches the current directory listing without sub directories, but this can be done in the terminal (command prompt) using [[:w:Wildcard_character|wildcard character]]s. == Characters == Use of the following characters should be avoided wherever possible, due to limited support or automatic substitution among file systems and resource locator types: * <code> </code> (space character) — Inconvenient in Unix/Linux terminal auto completion (needs backslash escaping if not within quotation marks); substituted with <code>%20</code> in URL and <code>_</code> (underscore) in [[MediaWiki]]. * <code>:</code> (colon) — Possible compatibility issues; reserved for drive letters in Microsoft Windows (e.g. <code>C:\</code>). * <code>=</code> (equal sign) — Might be parsed as variable modifier in [[Bash]] and MediaWiki. == Mistakes == The following mistakes should be avoided: ;[[:w:Clobbering|Clobbering]] (overwriting) existing files: This is more likely to happen on applications which use static file names (e.g. for data exports), where an existing file ''always'' causes a naming collision, but might happen on deficient implementations where numbered files are written from a local number variable without verifying that the file name is not reserved. == Temporary names == Software may give files a temporary name while it is being processed. For example, the Firefox web browser appends "<code>.part</code>" to the file name, and Chrome "<code>.crdownload</code>". The benefits are that it distinguishes the file, and signifies to the user that the file is incomplete if the download was interrupted. However, a disadvantage is that it interferes with streaming a multimedia file in a locally installed media player software during download. When saving a file, a [[:wikipedia:Bak_file|<code>.bak</code> file]] may be created to prevent corruption in case of a failed write. This may be caused by a power outage, operating system crash, or disk space exhaustion. == Additional tips == * Manual file naming does not have always to be completely consistent where the benefit of sparing efforts needed for maintaining such outweighs, for example for names of text files containing drafted text snippets, where content can be <code>grep</code>ped through rapidly when necessary. == References == {{reflist}} 0hotua8ql8sgqqy3pqchm8cy7mk1wme 2 289273 2841535 2841450 2026-10-19T15:22:56Z Dc.samizdat 2856930 /* Boundaries */ 2841535 wikitext text/x-wiki {{align|center|David Brooks Christie}} {{align|center|dc@samizdat.org}} {{align|center|Draft in progress}} {{align|center|June 2023 - October 2026}} <blockquote>'''Abstract:''' The physical universe is properly visualized as real Euclidean space <math>\mathbb{R}^4</math> of four orthogonal spatial dimensions. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are 4-polytopes, small round 4-dimensional objects, and stars are 4-balls of atomic plasma, large round 4-dimensional objects. We ourselves and our planet are only 3-dimensional objects, but nonetheless we can see in four dimensions of space. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity <math>c</math>. Light from them reaches us directly, on straight lines through 4-space. This view of the observed universe is compatible with special and general relativity, and with quantum mechanics. It furnishes those theories with an explanatory geometric model.</blockquote> == Summary == We observe that: * Physical space has four perpendicular dimensions, not just three. * Atoms are [[W:4-polytope|4-polytopes]]. * The sun is a [[W:4-ball|4-ball]] that is round in four dimensions. * Everything of intermediate size between an atom and a star, including us and our planet, lies in a 3-dimensional manifold of ordinary space. * Our entire 3-space manifold is moving through Euclidean 4-space at the speed of light, in a direction perpendicular to its three interior dimensions. * Special relativity describes the linear motion of objects and light signals in four-dimensional Euclidean space. * General relativity describes the rotational motion of objects with mass in four-dimensional Euclidean space. == A theory of the Euclidean cosmos == The physical universe is properly visualized as [[w:Four-dimensional_space|real Euclidean space <math>\mathbb{R}^4</math>]] of four orthogonal spatial dimensions. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are [[w:4-polytope|4-polytopes]], small round 4-dimensional objects, and stars are [[W:4-ball|4-balls]] of atomic plasma, large round 4-dimensional objects. Objects intermediate in size between atoms and stars, including molecules, people, and planets, are so flat as to be essentially 3-dimensional, having only the thickness of an atom in the orthogonal fourth dimension. All objects with mass move inertially through Euclidean 4-space at constant velocity <math>c</math> as long as they exist, and acceleration only varies their direction. Objects moving in the same direction are in the same inertial reference frame. Their direction of motion through 4-space at velocity <math>c</math> is their proper time dimension, simply because their direction and velocity of motion through time is the same as their direction and velocity of motion through space. A typical galaxy such as ours occupies a 4-ball of mostly empty space, with stars and other objects distributed non-uniformly within it. The galaxy's orbital center may be nothing: a smaller 4-ball of empty space they surround. The stars in our spiral galaxy appear from our accustomed point of view to occupy a disk-like region of 3-dimensional space, with a denser ball-like center, but they are not so confined: they are distributed within a region of 4-dimensional space. The disk and ball have thickness not only in the third dimension, but in the fourth spatial dimension as well. Light from stars and galaxies reaches us on straight lines through Euclidean 4-space, so from our viewpoint, in what we have always imagined to be a 3-space universe, we look into the surrounding 4-space. Although we are physically confined within a 3-dimensional hyperplane by the inertia of our motion through 4-space at constant velocity <math>c</math>, light signals are not so confined, so we observe all the cosmological objects surrounding us, both in and above or below our hyperplane, without perceiving their separation in our fourth orthogonal dimension, the direction of our motion. We may perceive a galaxy as elliptical when it is actually spherical, because that is how its image projects from its 4-ball shape into a 3-ball region in our hyperplane, where we measure it with our 3-dimensional bodies. More generally, orbits are circular in 4-space, but elliptical in the 3-space of their elliptic hyperplane. The galaxy as a whole, or more properly its orbital barycenter, is translating through 4-space at velocity <math>c</math>, in a distinct direction orthogonal to all three dimensions of our ordinary proper 3-space. Stars within the galaxy are translating with it at the same velocity <math>c</math> in the same direction, but on spiral trajectories as they pursue their various orbits within the galaxy. The galaxy as a whole occupies a 4-ball within its proper inertial reference frame (that is, in the moving frame of reference in which the galaxy considers itself to be a stationary rotating 4-ball). Over time, the galaxy 4-ball occupies a 4-dimensional cylinder and progresses along the cylinder's axis at velocity <math>c</math>. In this more universal inertial reference frame, the stars in the galaxy follow helical geodesic paths through the 4-cylinder; their trajectories are screw-translations through 4-space, the compound of a simple rotation and a completely orthogonal linear translation. The gravitational force and the inertial tendency to follow a geodesic are the same phenomenon, by the equivalence principle. That said, they can be distinguished, and the galaxy is held together primarily by gravity as inertia, not by gravity as attraction to a central mass toward which objects fall in orbit. There is not enough mass in the galaxy to hold it together by attraction, there is just enough to bend the stars' trajectories toward each other, in helical orbits around a barycentric axis of motion. It is the tremendous inertial force of stars in translational motion at velocity <math>c</math> that holds the cylinder of motion together, not some invisible dark matter. The observed universe as a whole appears to be a [[W:3-sphere|3-sphere]] expanding radially from a central origin point at velocity <math>c</math>, the invariant velocity of mass-carrying objects through 4-space, also the propagation speed of light relative to any moving 3-space manifold, as measured by all observers. A 3-sphere is a hypersphere in Euclidean 4-space, but the enclosing surface of a 3-sphere is a curved, finite 3-space, dimensionally analogous to the surface of the earth which is a curved, finite 2-space. This 3-sphere could be the domain of our visible cosmos, but of course we do not know for certain that all the cosmological objects we observe lie near the surface of our expanding 3-sphere, since it is only our assumption that they must all have originated in the same big bang long ago. Possibly some of the more distant objects we observe did not, and lie elsewhere, outside our big-bang's 3-sphere of outflying matter or even inside its 3-sphere, below its surface. We cannot assume that all objects in the 4-space universe lie near the surface of the same expanding 3-sphere. For all observers, the conjectured big-bang of their origin corresponds not only to a now-distant point in their proper time past, it also corresponds to a distinct now-distant point in 4-dimensional space: the same point in the same Euclidean 4-space for all observers with the same origin. Our big bang had a distinct origin point in real space as well as in real time. More generally, time and Euclidean 4-space can be measured independently, just as time and Euclidean 3-space were measured classically, without the necessity to combine them as spacetime. The same inertial force which holds the galactic cylinder of motion together also confines us physically to an exceedingly thin three-dimensional surface manifold moving through 4-space at velocity <math>c</math>. All objects in our solar system except the sun itself lie within this thinest three-dimensional manifold, and have only the thickness of an atom in their direction-of-motion fourth dimension. That is why we are 3-dimensional objects ourselves, and why we cannot construct more than three perpendiculars through a single point in our local 3-dimensional space. A spherical region of 4-space is called a [[W:4-ball|4-ball]]. The enclosing surface of a 4-ball of any size is a finite, curved (non-Euclidean) 3-dimensional space called a [[w:3-sphere|3-sphere]]. Our entire big-bang-origin universe appears to be the largest 3-sphere we observe, but each of the cosmological objects within it (including our galaxy and our sun) is contained in a smaller 3-sphere shell of its own, lying (we assume) on the largest 3-sphere embedded in its surface, like a soap bubble on the surface of a larger soap bubble. All the 3-dimensional surfaces are expanding, as the largest 3-sphere inflates at radial velocity <math>c</math>. We ourselves live within such an expanding 3-dimensional surface, in an infinitesimally curved 3-manifold surface embedded in Euclidean 4-space. That surface is the ordinary 3-dimensional space we experience, and it contains the earth, all the planets and the 3-dimensional space between them. Our solar system is only a small patch on the surface of a dimensionally rounder space, although that surface is not infinite. It is curved, and finite, analogous to the way the 2-dimensional surface of the earth -- once thought to be flat -- is curved and finite. Our solar system occupies a small patch on a filmy 4-dimensional soap-bubble of galactic size rounded by gravity, that is thicker-skinned than the diameter of an atom only in the interior of stars and supermassive objects. Our 3-manifold of ordinary space, as a surface within our moving 4-ball galaxy, is translating through 4-space at velocity <math>c</math> with the galaxy, in a distinct direction orthogonal to the manifold's three orthogonal dimensions of interior space. At every material point in the manifold (at every atom), the translation through 4-space is following a geometric law of motion discovered by Coxeter, that governs the propagation of individual objects through Euclidean space by the actions of their symmetry groups. The solar system's atoms of mass are 4-polytopes that are simultaneously rotating and translating, and as they advance together they define a moving 3-dimensional manifold by their own collective inertia, also called gravity, the property of matter's ceaseless propagation through 4-space at the constant velocity <math>c</math>, the universal rate of causality at which quantum events occur, all objects move, and the universe evolves. Any moving 3-dimensional manifold such as ours is an evolving surface boundary that is empty in most places, occupied by single atoms in comparatively fewer places, and occupied by bound complexes of multiple atoms (molecules) in still fewer places. In all these places it is no thicker than one atom in the dimension corresponding to its direction of translation, because molecules are 3-dimensional complexes of atoms that add no thickness to the manifold. Every object which we find occurring naturally in the solar system other than the sun itself, even the largest of 3-dimensional objects a planet, is a 3-dimensional smear of atoms no thicker than one atom in its fourth dimension, the direction of its linear translation through 4-space at velocity <math>c</math>. The moving surface manifold cannot be thicker than one atom at any point unless and until there is enough mass near that point for the force of gravity as attraction to overcome the force of gravity as inertia, allowing atoms to be "heaped up" into larger 4-dimensional objects that form a lump in its moving surface. We have little understanding of such 4-dimensional lumps thicker than one atom, since they occur naturally in our vicinity only in the interior of the sun. In fact the sun is the only such lump occurring naturally in our solar system. We refer to such 4-dimensional lumps of matter as atomic plasma, and have little experimental knowledge of their internal geometry or processes. We know that such a lump as the sun burns at its surface 3-sphere and emits radiation, and we know a good deal about those surface processes which are nuclear atomic processes, but we know almost nothing about its interior 4-ball, a dimensionally rounder enclosed space whose existence we did not suspect. Every moving surface boundary of matter in the observed universe is evolving in four dimensions at velocity <math>c</math>. The current location in 4-space of any of its material objects corresponds to the present moment in the proper time of that object's inertial reference frame. The object's direction of movement at velocity <math>c</math> corresponds to its proper time dimension, which is a spiral over time, not a Euclidean (straight-line) dimension, since its direction is changing in its orbit. Objects with mass of all sizes, from subatomic particles to the largest objects observed in the cosmos, are perpetually in inertial rotational motion in some orbit, and simultaneously in inertial translational motion propagating themselves through 4-space, in two completely orthogonal inertial motions each at the constant universal rate of transformation <math>c</math>. Every object with mass moves relative to universal 4-coordinate Euclidean space on its own distinct geodesic spiral, a screw displacement trajectory that is the compound of its two completely orthogonal inertial motions, a rotation and a translation. Objects without mass such as photons lie off such moving surface boundaries of matter from which they were emitted, and their motion is of a different nature. They are in translational motion at velocity <math>c</math> through all four dimensions concurrently, without any rotational component of motion, so they move through 4-space on straight lines at a compound velocity. The propagation speed of light measured on a straight line through Euclidean 4-space is <math>c\prime = 2c</math>, so we can see in four dimensions, even though we are physically confined to a 3-dimensional manifold that is moving at velocity <math>c</math>. For example, we can look across the center of the mostly-empty 4-ball containing our galaxy and see stars in the opposite sides of its concentric 3-sphere orbital surfaces. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity <math>c</math>. They move in the 4-space direction corresponding to their proper time, perpendicular to all three dimensions of their proper 3-space, and generally the farther they are from us the greater the divergence of their direction of motion from our direction of motion: the greater the relative motion between us and their Hubble redshift. Light from them reaches us directly, propagating on straight lines through 4-space at twice the velocity at which they, and we ourselves, are propagating through 4-space. This physical model of the observed universe is compatible with the theories of special and general relativity, and with the atomic theory of quantum mechanics. It explains those theories geometrically, as expressions of intrinsic symmetries in Euclidean space. == Symmetries == It is common to speak of nature as a web, and so it is, the great web of our physical experiences. Every web must have its root systems somewhere, and nature in this sense must be rooted in the symmetries which underlie physics and geometry, the [[W:Group (mathematics)|mathematics of groups]].{{Sfn|Conway, Burgiel & Goodman-Strauss|2008}} As I understand [[W:Noether's theorem|Noether's theorem]] (which is not mathematically), hers is the deepest meta-theory of nature yet, deeper than [[W:Theory of relativity|Einstein's relativity]] or [[W:Evolution|Darwin's evolution]] or [[W:Euclidean geometry|Euclid's geometry]]. It finds that all fundamental findings in physics are based on conservation laws which can be laid at the doors of distinct [[W:symmetry group |symmetry group]]s. Thus all fundamental systems in physics, as examples [[W:quantum chromodynamics|quantum chromodynamics]] (QCD) the theory of the strong force binding the atomic nucleus and [[W:quantum electrodynamics|quantum electrodynamics]] (QED) the theory of the electromagnetic force, each have a corresponding symmetry [[W:group theory|group theory]] of which they are an expression. [[W:Coxeter group|Coxeter's theory of symmetry groups]] generated by reflections did for geometry what Noether's theorem and Einstein's relativity did for physics. [[W:Coxeter|Coxeter]] showed that Euclidean geometry is based on conservation laws that correspond to distinct symmetry groups, and that their group actions express the principle of relativity. Here is Coxeter's formulation of the motions of objects (their congruent transformations) in an ''n''-dimensional Euclidean space, excerpted:{{Sfn|Coxeter|1973|pp=217-218|loc=§12.2 Congruent transformations}} <blockquote>Let <math>\mathrm{Q}</math> denote a rotation, <math>\mathrm{R}</math> a reflection, <math>\mathrm{T}</math> a translation, and let <math>\mathrm{Q}^q \mathrm{R}^r\mathrm{T}</math> denote a product of several such transformations, all commutative with one another. Then <math>\mathrm{RT}</math> is a glide-reflection (in two or three dimensions), <math>\mathrm{QR}</math> is a rotary-reflection, <math>\mathrm{QT}</math> is a screw-displacement, and <math>\mathrm{Q^2}</math> is a double rotation (in four dimensions).<br> Every orthogonal transformation is expressible as:<br> :<math>\mathrm{Q}^q \mathrm{R}^r</math><br> where <math>(2^q + r \le n)</math>, the number of dimensions.<br> Transformations involving a translation are also expressible as:<br> :<math>\mathrm{Q}^q \mathrm{R}^r \mathrm{T}</math><br> where <math>(2^q + r + 1 \le n)</math>.<br> For <math>(n = 4)</math> in particular, every displacement is either a double rotation <math>\mathrm{Q}^2</math>, or a screw-displacement <math>\mathrm{QT}</math> [where the rotation component <math>\mathrm{Q}</math> is a simple rotation, but the <math>\mathrm{QT}</math> is chiral like a <math>\mathrm{Q^2}</math>]. Every enantiomorphous transformation in 4-space (reversing chirality) is a <math>\mathrm{QRT}</math>.</blockquote> If we begin with this most elemental [[w:Kinematics|kinematics]] of Coxeter's, and also assume the [[W:Galilean relativity|Galilean principle of relativity]], every displacement in 4-space can be viewed as either a <math>\mathrm{Q^2}</math> or a <math>\mathrm{QT}</math>, because we can view any <math>\mathrm{QT}</math> as a <math>\mathrm{Q^2}</math> in a linearly moving (translating) reference frame. Therefore any transformation from one inertial reference frame to another is expressable as a <math>\mathrm{Q^2}</math>. By the same principle, we can view any <math>\mathrm{QT}</math> or <math>\mathrm{Q^2}</math> as an isoclinic (equi-angled) <math>\mathrm{Q^2}</math> by proper choice of reference frame.{{Efn|[[W:Arthur Cayley|Cayley]] showed that any rotation in 4-space can be decomposed into two isoclinic rotations, which intuitively we might see follows from the fact that any transformation from one inertial reference frame to another is expressable as a [[W:SO(4)|rotation in 4-dimensional Euclidean space]].|name=Cayley's rotation factorization into two isoclinic reference frame transformations}} Coxeter's relation is thus a mathematical statement of the principle of relativity, on group-theoretic grounds. It correctly captures the limits to [[W:General relativity|general relativity]], in that we can only exchange the translation (<math>\mathrm{T}</math>) for ''one'' of the two rotations (<math>\mathrm{Q}</math>). An observer in any inertial reference frame can always measure the presence, direction and velocity of ''one'' rotation (<math>\mathrm{Q}</math>) up to uncertainty, and can always distinguish the direction of their own proper time translation (<math>\mathrm{T}</math>). As I understand Coxeter theory (which is not mathematically), the symmetry groups underlying physics seem to have an expression in a [[W:Euclidean space|Euclidean space]] of four [[W:dimension|dimension]]s, that is, they are [[W:Euclidean geometry#Higher dimensions|four-dimensional Euclidean geometry]]. Therefore as I understand that geometry (which is entirely by synthetic methods rather than by Clifford's algebraic methods), the [[W:Atom|atom]] seems to have a distinct Euclidean geometry, such that atoms and their constituent particles are four-dimensional geometric objects (4-polytopes), and nature can be understood in terms of their [[W:group action|group actions]], including centrally their group <math>SO(4)</math> [[W:rotations in 4-dimensional Euclidean space|rotations in 4-dimensional Euclidean space]]. The distinct Coxeter symmetry groups have characteristic <math>SO(4)</math> rotational expressions as the [[W:Regular_4-polytope|regular 4-polytopes]]. Their discrete isoclinic rotations are distinguishing properties of fundamental objects in geometry, relativity and quantum mechanics. For example, atoms exhibit <math>SO(4)</math> symmetries of the discrete isoclinic (equi-angled) double rotations (<math>\mathrm{Q^2}</math>) of a set of regular 4-polytopes that is characteristic of their [[w:Atomic_number|atomic number]]. == Special relativity describes Euclidean 4-space == <blockquote>Our entire model of the universe is built on symmetries. Some, like isotropy (the laws are the same in all directions), homogeneity (same in all places), and time invariance (same at all times) seem natural enough. Even relativity, the Lorentz Invariance that allows everyone to observe a constant speed of light, has an elegance to it that makes it seem natural.<ref>{{Cite book|first=Dave|last=Goldberg|title=The Universe in the Rearview Mirror: How Hidden Symmetries Shape Reality|chapter=§10. Hidden Symmetries: Why some symmetries but not others?|year=2013|publisher=Dutton Penguin Group|isbn=978-0-525-95366-1|ref={{SfnRef|Goldberg|2013}}}}</ref></blockquote> Although the Minkowski spacetime of relativity is a non-Euclidean 4-dimensional space,{{Efn|Spacetime is a non-Euclidean (curved) 4-dimensional space because it consists of three orthogonal space dimensions and a time dimension. The time dimension is not orthogonal to the three spatial dimensions; the time coordinate has the opposite sign as the three space coordinates so spacetime is hyperbolic, not a Euclidean (flat) 4-space at all.}} it has been noticed that its 3-dimensional space component could be modeled as a [[W:3-sphere|3-sphere]] embedded in 4-dimensional Euclidean (flat) space. That is, we could imagine that the ordinary 3-dimensional space we perceive is the curved 3-dimensional surface of a 4-dimensional ball (since the surface of a 4-ball is a curved 3-dimensional space called a 3-sphere, just as the surface of a 3-ball like the earth is a curved 2-dimensional space called a 2-sphere). This was [[#Origins of the theory|imagined by Einstein]] himself in 1921, as a thought experiment in which he carefully described his fourth orthogonal spatial dimension as merely a mathematical abstraction. Subsequently it was noticed by others (not mainstream physicists) that if physical space were really embedded in Euclidean 4-dimensional space (with our 3-dimensional space embedded in 4-space as some non-Euclidean 3-manifold, not necessarily a 3-sphere), then the Lorentz transformation effects of special relativity (spatial forshortenings and time dilations and so forth) could all be explained by ordinary perspective geometry in 4-dimensional Euclidean space. Special relativity reduces to classical vector space geometry (based on the 4-dimensional version of the Pythagorean theorem), but if and only if every observer is moving through 4-space at a universal constant velocity <math>c</math>, in some 4-space direction.{{Sfn|Yamashita|2023}} This counter-intuitive alternative geometric model of relativity, which has usually been called [[W:Formulations of special relativity#Euclidean relativity|Euclidean relativity]], is motivated by the fact that in every kind of relativity, but originally in Einstein's special relativity, each observer moves on a vector through a Euclidean four-dimensional space consisting of their three proper spatial dimensions and their proper time dimension, and the Pythagorean vector-sum of their motion through this kind of proper 4-space is always <math>c</math>, as measured by all observers from any inertial reference frame.{{Efn|Each observer is stationary in space in their own proper reference frame, while they move at maximum velocity {{Math|c}} through their own proper time. Observed from another reference frame in relative motion, they appear foreshortened in space in their direction of motion, and their clocks appear to be slowed to less than the maximum velocity {{Math|c}}.}} This is the Lorentz invariant, that allows everyone to observe a constant speed of light, regardless of their motion relative to the light source.{{Efn| ...cite Lewis Epstein's elegant explanation of the Lorentz Invariance as observers moving at constant velocity {{Math|c}} through space and proper time.}} But no physicists have taken the leap of claiming that therefore, our universe is physically [[W:Euclidean geometry#Higher dimensions|this kind of Euclidean 4-space]], and that observers are actually moving through it at velocity <math>c</math>. In physics as it has been universally understood, observers are not supposed to be able to move at velocity <math>c</math>. Their motion takes place in 3-space and in universal coordinate time (in Minkowski spacetime), and the cosmos is considered to be a non-Euclidean 3-space, generally a closed (finite) expanding 3-space, but with only three spatial dimensions, not four. In the Euclidean relativity alternative view, however, every observer is always moving at velocity <math>c</math> through the universe, which is real Euclidean 4-dimensional space <math>\mathbb{R}^4</math>. The direction in which they are moving is called their proper time axis.{{Efn|Time in spacetime is universal coordinate time, but there is another kind of time in relativity, the proper time in each inertial reference frame. Your proper time is the time you experience, and every observer has his own proper time; proper time runs at different rates in different inertial reference frames. It runs slower (compared to universal coordinate time) in a gravitational field (according to general relativity), and observers in motion with respect to each other view each other's clocks as running slower than their own clocks (according to special relativity).}} Their movement in time is not just modelled as movement in an abstract fourth dimension (as it is in Minkowski spacetime), their movement in time is isomorphic to their movement through physical space in a distinct direction at velocity <math>c</math>. Two observers' directions of movement through space may be different (or not, if they happen to be going in the same direction). Your proper time dimension is whichever direction you are moving. The other three directions perpendicular to your proper time axis are the three dimensions of your ordinary proper space, which again, will be different directions for you than for other observers moving in a different direction. There are four orthogonal spatial dimensions which we all share, but we share the same orthogonal proper time axis and ordinary proper 3-space axes only if we are at rest with respect to each other, actually moving in the same direction at velocity <math>c</math>, in the same inertial reference frame. Your proper 4-space coordinate system is rotated with respect to another observer's proper 4-space coordinate system, precisely as your vectors (directions of motion) are rotated in Euclidean 4-space with respect to each other, but there are no metric distortions (no Lorentz transformations) between your proper Euclidean 4-space coordinate systems; you are both embedded in the same Euclidean 4-dimensional space <math>\mathbb{R}^4</math>. Lorentz transformations are required only to convert between your respective proper Minkowski spacetime coordinate systems. So in this novel alternate view of relativity, every mass in the universe must be perpetually in motion at velocity <math>c</math> through Euclidean 4-space, along with all the masses in its vicinity that are going in (nearly) the same direction. The entire solar system, for example, must be translating in the fourth dimension at the "speed of light" <math>c</math>, although we do not notice it, since we are all moving in that same direction together. Acceleration of an object varies its direction of motion through 4-space, but never its velocity, which is invariant for all objects with mass. Two objects which are in motion relative to each other are both actually in motion at the same velocity <math>c</math>, but in at least slightly different directions.{{Efn|The angular divergence between two observer's motion vectors is proportional to their relative velocity: the more they diverge, the greater their relative velocity, up to the maximum divergence possible in the space. In Euclidean relativity all observers are in motion at velocity {{Math|c}} relative to universal Cartesian 4-coordinate space, so the maximum relative velocity between two observers is {{Math|2c}} when they are moving in exactly opposite directions in 4-space. This is not a contradiction of special relativity, which limits the maximum relative velocity between two observers to {{Math|c}}, it is the same measurement in different units. Special relativity measures all velocities in Minkowski spacetime (in a non-Euclidean 3-space). Euclidean relativity measures all velocities in Euclidean 4-space.}} In Einstein's relativity, the invariant <math>c</math> is the speed of light through 3-space. In Euclidean relativity, the invariant <math>c</math> is the speed of matter through 4-space! The speed of light through 3-space is also perceived as <math>c</math> by all observers, because they are each living in a moving 3-manifold that is translating through 4-space at velocity <math>c</math>. Despite their extreme differences in viewpoint, Einstein's relativity and Euclidean relativity are equivalent theories in complete agreement with each other, by definition. The two theories make exactly the same special relativity predictions of how observers in different inertial reference frames will perceive each other's motions in time and space. It is beyond the scope of this present paper to show how they also agree on the predictions of general relativity, but it is important to understand that our formulation of Euclidean relativity requires our acceptance of the experimentally verified findings of special relativity, general relativity and quantum mechanics. Our model and the standard model both describe the same geometric relations of space and time based on the same evidence, but as embedded in two very different universal host spaces: Euclidean 4-space versus Minkowski spacetime. In some instances our model provides a geometric explanation for physical phenomena where the standard model has none, as yet. An example is the two models' differing explanations for the gravitational coherence of galaxies: either their inertial motion at velocity <math>c</math>, or their possession of experimentally undetected dark matter. A more central example is our use of Coxeter's kinematics to explain the laws of relativistic motion geometrically. {{Efn|More generally, our model is concerned with group-theoretic properties of number elucidated by Coxeter and other geometers. ...cite Kappraff & Adamson's 2003 paper on The Relationship of the Cotangent Function to Special Relativity Theory, geometry and properties of number,{{Sfn|Kappraff & Adamson|2003|loc=Special Relativity Theory, Geometry and properties of number}} which shows how the Lorentz coefficient is a function of a deep geometric property of number{{Sfn|Kappraff & Adamson|2000|loc=A Fresh Look at Number}} discovered by Steinbach,{{Sfn|Steinbach|1997|loc=Golden Fields: A Case for the Heptagon}} by means of which the root formula of geometry in any Euclidean dimension, the Pythagorean theorem, may be derived solely in terms of the addition of polygon side lengths, without recourse to their products or squares. More generally, Steinbach found that in the relations among regular polytope chords, to add is to multiply; every chord is both the product (quotient) of a pair of chords and the sum (difference) of another pair of chords.}} Euclidean relativity is not even a fringe theory; no physicists or astronomers have adopted it. There are many good reasons why the revolutionary leap to a four orthogonal spatial dimensions viewpoint has not been taken, beginning with the universally observed fact that we can only construct three perpendiculars through a point in our immediate space, which appears to be resolutely 3-dimensional, not 4-dimensional. Euclidean relativity offers a nice geometric explanation of the reasons for the Lorentz transformations, but only at the cost of raising other mysteries, which have been difficult for its aficionados to explain. Another mystery is how light signals between observers in relative motion could "catch up" with the receiver moving on a diverging path through 4-space from the emitter. If both observers are already moving at <math>c</math> (on diverging paths), the propagation speed of light through 4-space between them would have to be greater than <math>c</math>. Euclidean relativity is a revolutionary theory indeed, in which <math>c</math> cannot possibly be the speed of light! We conclude that, for a theory of Euclidean 4-space to be physically viable (that is, for <math>\mathbb{R}^4</math> to be our real space and not merely an abstract mathematical space), the speed of light through Euclidean 4-space must be <math>c\prime = 2c</math>, with massless photons translating through 4-space at twice the speed of mass-carrying objects. Photons must translate the diagonal distance through 4-space along the long diameter of a unit 4-hypercube, in the same time that massive particles translate inertially along the edge (or the radius) of a unit 4-hypercube. This is conceivable in Euclidean 4-space (and in no other Euclidean space of any dimensionality) because the long diagonal of the unit 4-hypercube is the natural number <math>\sqrt{4}</math>. == An object's motion in space is the product of its discrete self-reflections == Coxeter theory describes all the possible motions of an object in space as local functions of the object's discrete geometry (its shape). Coxeter observed that in a Euclidean space of any number of dimensions, any displacement of a geometric object from one place to another, and any rotation of the object from one orientation to another, can be broken down into the product of a number of discrete self-reflections. Any action of a polytope that transforms its position and orientation in space may be measured as a distinct sequence of self-reflections of the object in its own surfaces. Therefore any motion of the object whatsoever may be precisely described as the object propagating itself through space by a discrete sequence of local self-reflections. This is a purely kinematic description of motion which does not give any account of forces acting on the object that cause it to move. Coxeter found that both changes in position (translations) and changes in orientation (rotations) can be broken down into the simplest of all displacements (self-reflections). A translation occurs when an object self-reflects twice, in two distinct surfaces which are parallel to each other. A rotation also occurs when an object self-reflects twice, but in two distinct surfaces which intersect each other. When a object self-reflects once, it turns itself inside out (it reverses its chirality), but in translations and rotations it self-reflects twice, preserving its chirality. Coxeter's laws of kinematics are a geometric counterpart to Newton's algebraic laws of motion in three dimensional Euclidean space. They are helpful because they can be understood as geometric pictures, which may help us to visualize the relationships between translation and rotation in classic Newtonian physics problems, such as the [[W:Kepler problem|Kepler problem]] of the motion of the planets.<ref>{{Cite book|last=Feynman|first=Richard|title=Feynman's Lost Lecture: The Motion of Planets Around the Sun|date=1996|publisher=W. W. Norton & Company|isbn=978-0393039184}}</ref> But they are also a revolutionary advance beyond Newton's laws, because Coxeter formulated them in Euclidean spaces of any number of dimensions. In particular, they give us geometric pictures of all the possible motions of objects in 4-dimensional Euclidean space: <blockquote>Every orthogonal transformation in 4-space is expressible as:<br> :<math>\mathrm{Q}^q \mathrm{R}^r \mathrm{T}^t</math><br> where <math>(2^q + r + t \le 4)</math>. Every displacement is either a double rotation <math>\mathrm{Q}^2</math>, or a screw-displacement <math>\mathrm{QT}</math> [where the rotation component <math>\mathrm{Q}</math> is a simple rotation, but the <math>\mathrm{QT}</math> is chiral like a <math>\mathrm{Q^2}</math>]. Every enantiomorphous transformation in 4-space (reversing chirality) is a <math>\mathrm{QRT}</math>.</blockquote> While this description should be understood as geometric pictures, some of the pictures may not be easy for us to visualize, since we have no physical experience in 4-dimensional space. Rotation (<math>\mathrm{Q}</math>), reflection (<math>\mathrm{R}</math>) and translation (<math>\mathrm{T}</math>) are obvious analogues of what they are in three-dimensional space, but double rotation (<math>\mathrm{Q}^2</math>) is something new and unprecedented in our physical experience, because double rotations cannot occur until there are four or more dimensions of space in which to rotate. A point in 4-space may be in motion on two circles in two completely orthogonal rotation planes simultaneously. Nothing constrains the two circles to be of the same radius, or constrains either circle from being of infinite radius such that the point moves in a straight line within its rotation plane: a translation <math>\mathrm{T}</math> rather than a rotation <math>\mathrm{Q}</math>. The motion of a rigid object defined by multiple points is constrained by its rigidity, such that the radii of both circles may approach infinity, but only one of the two radii may actually reach infinity. For a rigid object, only one of the two rotations may actually be a translation. Four dimensional Euclidean space can accomodate no such thing as a <math>\mathrm{Q}^2\mathrm{T}</math>. A translating double rotation <math>\mathrm{Q}^2</math>, like a translating simple rotation <math>\mathrm{Q}</math>, is simply a screw translation <math>\mathrm{QT}</math>. That is the essence of the way the principle of relativity operates in Euclidean 4-space. An object which is double-rotating in its own proper inertial reference frame may be seen to be performing nothing more mysterious than a screw translation, when observed from an inertial reference frame from which the object is in relative translational motion. Of course, it is a screw translation in 4-space, which is more mysterious than a screw translation in our ordinary 3-space. In 3-space the orbit of a screw translation (or any <math>\mathrm{Q}</math>) lies on a great circle of an ordinary sphere (a 2-sphere). In 4-space the orbit of a screw translation <math>\mathrm{QT}</math> or double rotation <math>\mathrm{Q}^2</math> lies on a great circle of a hypersphere (a 3-sphere). Such 4-dimensional great circles are inherently more complex than the ordinary circles we experience in 3-space. They do not lie in a single plane, but bend through all four dimensions, in either a left or right hand direction of curvature. Unlike ordinary circles they are inherently chiral, and their circumference is not <math>2\pi r</math>, but like ordinary circles they are truly circular, geodesic circles. In 4-space they might even be said to be more circular than ordinary circles, which bend in only two dimensions. We refer to such 4-dimensional great circles as ''isoclines'', to distinguish them from ordinary 2-dimensional great circles in the plane. Their name comes from the fact that a point on a rigid 4-dimensional object undergoing [[W:SO(4)#Isoclinic rotations|isoclinic rotation]] traverses an isocline circle. In a universe which is real Euclidean four-dimensional space <math>\mathbb{R}^4</math>, wherein these motions occur only at the constant velocity <math>c</math>, there is a universal Cartesian 4-coordinate reference frame in which every rigid object is translating on a <math>\mathrm{QT}</math> at velocity <math>c</math>. That universal inertial reference frame is not the proper reference frame of any object or observer, wherein the object or observer is stationary, but it is the common reference frame of all observers. == Light propagates through 4-space at twice its apparent velocity <math>c</math>== Coxeter's laws of kinematics in 4-dimensional Euclidean space apply to all objects with mass, but we find there is an additional kind of displacement which applies only to massless particles such as photons, considered as single point objects. Light quanta (photons) translate through 4-space by 4-dimensional reflection <math>\mathrm{R}^4</math>, which may be termed a double translation <math>\mathrm{T}^2</math>, a pure translation via two pairs of parallel reflections without any rotation component <math>\mathrm{Q}</math>. Matter (atoms and all particles with mass) are perpetually rotating and translating through 4-space by <math>\mathrm{QT}</math>, a screw translation of a rotating object, which is relativistically equivalent to a stationary isoclinic <math>\mathrm{Q^2}</math>, an isoclinically rotating object such as an atom. A simple rotation <math>\mathrm{Q}</math> or simple translation <math>\mathrm{T}</math> is a double reflection <math>\mathrm{R^2}</math>, so a <math>\mathrm{QT}</math> or <math>\mathrm{Q^2}</math> is an <math>\mathrm{R^4}</math>, but not with the same group of reflection angles as a light signal <math>\mathrm{R^4}</math>. A translation <math>\mathrm{T = R^2}</math> is a double reflection in two parallel planes, and a rotation <math>\mathrm{Q = R^2}</math> is a double reflection in two intersecting planes, as in a <math>\mathrm{QT = R^4}</math> which is both at once. A double translation <math>\mathrm{T^2 = R^4}</math> is two double reflections in pairs of parallel planes at once, a reflection in four non-intersecting parallel planes; it is all translation and no rotation. In a <math>\mathrm{T^2}</math> all the motion goes to translation, so the translation goes twice as far as the simple translation <math>\mathrm{T}</math> in a <math>\mathrm{QT}</math>. A double translation <math>\mathrm{T^2 = R^4}</math> is the opposite of a double rotation <math>\mathrm{Q^2 = R^4}</math>, which is stationary but rotates twice as far as the simple rotation <math>\mathrm{Q}</math> in a <math>\mathrm{QT}</math>. The product of the two translations in a <math>\mathrm{T^2}</math> is a diagonal 4-space translation over the long diameter of the unit 4-hypercube, exactly twice the distance of a simple <math>\mathrm{T}</math> over the edge length (or radius) of the unit 4-hypercube. The [[w:Tesseract|4-hypercube (also known as the 8-cell or tesseract)]] is ''radially equilateral'', which means its edge length is equal to its radius, like the hexagon, so its long diameter (twice its radius) is exactly twice its edge length. The photon moves an equal distance in four orthogonal directions. By the four-dimensional Pythagorean theorem, each of those four distances is half the total distance the photon moves: one edge length (one radius) is half the total diagonal distance moved (the long diameter). That total movement is a double the unit-distance translation, but without any rotation component, so it cannot carry any mass with it. A <math>\mathrm{T^2}</math> cannot reposition a 4-polytope the way a <math>\mathrm{QT}</math> does, it can only reposition a quantum of energy that has no distinguishing rotational symmetry, such as a photon. That is the price light pays to move exactly twice as fast as matter.{{Efn| ...lensing of double translations <math>\mathrm{T^2 = R^4}</math> in more than two pairs of parallel planes at once...relationship to the frequency of light emitted and the coherence length of the wave packet...}} == Special relativity is Galilean relativity in a Euclidean space of four orthogonal dimensions == {{Efn|...TAC suggests this section is needed sooner, i.e. in the preceding Special Relativity section, as it explains how Euclidean relativity reduces special relativity to 4D perspective geometry...it's misplaced (too late) here...}} Perspective effects known as the Lorentz transformations occur because each observer's proper 3-dimensional space is a moving curved manifold embedded in flat 4-dimensional Euclidean space. The curvature of their 3-space complicates sightline calculations for observers; they sometimes require Lorentz transformations to produce the actual 4-space Cartesian coordinates of objects in the scene being observed. But if all four spatial dimensions are considered, no Lorentz transformations are required (or permitted) in correct scene construction, except when an observer wants to calculate a projection, that is, the shadow of how things will appear to them from a three-dimensional viewpoint (not how they really are in 4-space).{{Sfn|Yamashita|2023}} Space really has four orthogonal dimensions, and space and time behave there just as they do in a classical vector space, only bigger by one dimension. It is not necessary to combine 4-space with time in a unified spacetime to explain 4-dimensional perspective effects at high relative velocities, because Euclidean 4-space is already 4-dimensional, and those effects fall out naturally from the 4-dimensional Pythagorean theorem, exactly as ordinary visual perspective does in three dimensions from the 3-dimensional Pythagorean theorem. Because one of the four spatial dimensions corresponds to an observer's direction of motion (in both space and proper time), and all observers and all scenes being observed are in motion (at constant velocity) in their respective proper time directions, we observe perspective foreshortenings in time as well as in a spatial dimension. In special relativity these perspective effects are reciprocal, precisely because they are only apparent, not actual, changes in size and duration. (However in general relativity, discussed below, the actual rate of physical processes varies from place to place, and reference frame differences predicted by the theory are neither reciprocal nor illusory.) None of these Lorentz effects are beyond geometric explanation or paradoxical. The universe is unexpectedly strange to us in precisely the ways the Euclidean fourth dimension is strange to us; but that does hold many surprises. Euclidean 4-space is much more interesting than Euclidean 3-space, analogous to the way 3-space is much more interesting and deeply explanatory to us than it would be if we experienced it only as a 2-space with many folds and curves, as perhaps an ant does. The emergent properties of 4-space are hard for us to visualize because they lie so wholly beyond our physical experience, just as it was hard for our ancestors to imagine the earth as round like a ball. However, Euclidean spaces of successive dimensions are analogous, and so higher dimensional spaces can be anticipated and explored: that is Schläfli's great discovery. Moreover dimensional analogy itself, like everything else in nature including all of physics, is an exact expression of intrinsic group-theoretic symmetries: that is Nother's great discovery. == General relativity is special relativity in a Euclidean space of four orthogonal dimensions == The statement that the laws of special relativity hold to good approximation in freely falling (and non-rotating) reference frames is known as the [[W:Equivalence principle|Einstein equivalence principle]]. The weight experienced by an observer standing on the floor in a building on the surface of the earth is the same as the weight experienced by an observer standing on the floor in a spaceship in interstellar space accelerating at a rate of 32'/second/second. Both observers are experiencing an upwards acceleration at the same rate, which in their respective proper reference frames is measured as the weight of gravity, rather than as an accelerating motion (they are stationary in their proper reference frames). Einstein used this equivalence principle as the basis for his general theory of relativity, in much the same way he had used the constant velocity of light as the basis for his special theory of relativity. In general relativity the two accelerating observers occupy scenes which are relativistically equivalent, which means that although they can be distinguished (they have different measurements) in any reference frame from which they may both be observed, they have the same invariant geometry in all reference frames (they are the same phenomena), implying that there exists, for either scene, another reference frame from which it measures exactly like the other scene. Relativistically equivalent does not imply that there exists a single reference frame in which the two scenes are congruent (have the same measurements). It only means that they can be transformed into each other by a shift in point of view, because their invariant geometries (their measurements which are independent of point of view) are the same. Einstein's general theory of relativity describes that invariant geometry, for scenes in general, in spacetime. Our formulation of Euclidean relativity describes that invariant geometry, for scenes in general, in real Euclidean 4-dimensional space <math>\mathbb{R}^4</math>. An observer standing on the surface of the earth is accelerated at the rate of 32'/second/second. If we neglect for the moment the rotation of the earth, the observer and the earth are both stationary in their common inertial reference frame, so this accelerating motion cannot be perceived as motion in that reference frame; it is perceptible there as the force of gravity. It is only perceptible as motion in some other reference frame in which the earth and the observer are both in motion, such as the universal common reference frame of Euclidean 4-coordinate space in which they are both in motion at velocity <math>c</math> on their respective screw translations <math>QT</math>. In that universal common reference frame the observer's acceleration of 32'/second/second is the rate of change in the direction of his vector of translation through 4-space. The velocity of his vector of translation <math>T</math> through 4-space remains the constant <math>c</math> throughout; only his direction is changing. A change in the direction of a vector is a rotation <math>Q</math> of a translation <math>T</math>: a screw translation <math>QT</math>. A change in the direction of a vector is a rotation which is an acceleration. We can be precise about the units of measurement of this acceleration at atomic scale. In Coxeter's kinematics rotations of geometric objects occur in discrete increments called rotational displacements, with each distinct kind of rotation performing a characteristic number of its characteristic rotational displacement during a full revolution that returns the object to its starting orientation. There are many distinct kinds of rotation, each with its characteristic rotational displacement and number of displacements per revolution. The general rotation in 4-space is a double rotation <math>Q^2</math> distinguished by two distinct completely orthogonal angles through which the object turns in each rotational displacement. The angles determine not only the distance through which the object turns, but the characteristic trajectory of each point on the surface of the rotating object, including the length of that trajectory before it closes into a circle when the object returns to its starting orientation. For any distinct kind of rotation, the circular trajectory is always an integer multiple of the characteristic rotational displacement, but the full circle may be greater than 360°. In 4-space rotational circles are not ordinary 2-dimensional circles that lie in the plane and have a 360° circumference. Many distinct 4-space rotations of interest have a circumference of 720°, and many are larger. In 4-space every object with mass moves on its distinct <math>QT</math> trajectory. Each rotational displacement <math>Q</math> is equivalent to a pair of reflection displacements in two surfaces which intersect each other, at angles related to a distinct star polygon. Each translational displacement <math>T</math> is equivalent to a pair of reflection displacements in two surfaces which lie parallel to each other. In both kinds of motion (rotation and translation) it is the rate at which these double-reflection displacements occur which is constant and which we measure as the velocity <math>c</math>. Every atom translates at velocity <math>c</math>, performing a large number of atomic scale translational displacements per second. Concurrently, the atom rotates at velocity <math>c</math>, performing the same large number of atomic scale rotational displacements per second. Although the number of displacements at atomic scale per unit time is the same universal constant <math>c</math> for all rotations and translations, distinct kinds of rotation revolve at distinct rates, because the number of rotational displacements per complete revolution and the circumference of the complete revolution are distinct characteristics of each kind of rotation. The velocity at which each point on the surface of a rotating object moves, and the frequency of its rotational circling, are functions of the distinct rotation it is performing. However, they are not simple functions of <math>c</math> and the two defining angle parameters of the rotation. Distinct rotations arise from distinct symmetry groups and each is its own mystery with a unique conservation law. The relationships between those distinct conservation laws are even more mysterious, and have been shown to be chaotic. Steinbach{{Sfn|Steinbach|1997}} discovered the Golden Fields family of ratios which govern distinct rotational displacements related to the regular star polygons at least up to the hendecagon {11}. Kappraff and Adamson{{Sfn|Kappraff|Adamson|2004}} further characterized the families of rotation functions and showed that they form an infinite number of periodic trajectories when operated on by the Mandelbrot operator. The inertial tendency of mass is to follow a geodesic. The inertial conservation law of gravity applies to all motions of objects with mass, rotations as well as translations. A translation <math>T</math> is the distinct simple rotation <math>Q</math> in which the characteristic angle of rotational displacement is zero. Inertia is the tendency of objects with mass to conserve their angles of rotational displacement. In 4-space each object has two completely orthogonal angles of rotational displacement which are characteristic of the distinct rotation the object is performing. Inertia is the conservation of this distinct double rotation. In 4-coordinate Euclidean space the acceleration of an object with mass is a rotation of the object, a change to its direction, not a change to its constant velocity. Because the rate of atomic scale displacements is the universal constant <math>c</math>, the rate of change of direction (the acceleration of the object) is a function of <math>c</math> and the distinct rotation's conservation law. A observer standing on the surface of the earth is performing a distinct double rotation characterized by two completely orthogonal angles of rotational displacement. The observer's acceleration of 32'/second/second is a function of <math>c</math> and the distinct rotation's conservation law, and a measurement of the rate of change of the observer's direction of motion through 4-space at velocity <math>c</math>. ... == Dimensional relativity == The formulation of Euclidean relativity based on Coxeter's kinetic law of <math>n</math>-dimensional congruent transformations in Euclidean space may be called ''dimensional relativity'', since it captures the theories of special and general relativity, and has its roots in dimensional analogy. Dimensional analogy is the exploration of [[w:Hermann_Grassmann#Mathematician|Hermann Grassmann's vector space principle]], in which space cannot be limited to any finite number of dimensions. The geometry of higher-dimensional space is accessible by reason of direct analogy, as [[w:Ludwig Schläfli|Ludwig Schläfli]] subsequently demonstrated, and by algebraic methods after [[W:William Kingdon Clifford|Clifford]]. By analogy to the surface of the earth, the bounding surface of a spherical region of <math>n</math>-dimensional Euclidean space is an <math>(n-1)</math>-sphere, a spherical space of one fewer dimensions than the <math>n</math>-ball of Euclidean space it surrounds. In dimensional relativity the sky is not a ceiling, but an infinite regress of alternating spherical and Euclidean <math>n</math>-spaces of increasing <math>n</math>, accessible from each observer's point of view. By dimensional analogy, each observer looks up into their own reference frame's regress of concentric alternating <math>n</math>-spaces. By the capacity for dimensional analogy which they possess, some observers see deeper into <math>n</math>-dimensional space than others. == Polycentric spherical relativity == An intelligent observer equipped with the principle of dimensional relativity may perceive the universe from any inertial reference frame, not only from their own proper stationary reference frame in the Euclidean <math>n</math>-space universe in which they physically locate themself. We see that every observer may also properly view themself as stationary and the universe as an <math>n</math>-sphere with themself at the center observing it, perceptually equidistant from all points on its <math>n</math>-space surface, including their own physical location which is one of those surface points, distinguished to them but moving on the surface, and not the center of anything. This ''polycentric model'' of the universe is a further restatement of the principle of relativity, and of the [[W:Copernican principle|Copernican principle]] that observation is democratic: observers occupy representative viewpoints, not privileged monocentric positions. The polycentric model is compatible with Galileo's relativity of uniformly moving objects in ordinary space, Einstein's special relativity of inertial reference frames in 4-dimensional spacetime, Einstein's general relativity of all reference frames in non-Euclidean spacetime, and Coxeter's dimensional relativity of orthogonal group actions in Euclidean and spherical spaces of any number of dimensions. The polycentric model should be known as Thoreau's principle of ''spherical relativity'', since the first precise written statement of it appears in 1849, contemporaneous with and independent of Schlafli's work: <blockquote>The universe is a sphere whose center is wherever there is intelligence.{{Sfn|Thoreau|1849|p=349|ps=; "The universe is a sphere whose center is wherever there is intelligence." [Contemporaneous and independent of [[W:Ludwig Schlafli|Ludwig Schlafli]]'s pioneering work enumerating the complete set of regular polyschemes in any number of dimensions.]}}</blockquote> == Revolutions == The original Copernican revolution in 1543 displaced the center of the universe from the center of the earth to a point farther away, the center of the sun, with the earth performing a ''revolution'' around the sun, and the stars remaining on a fixed 2-sphere around the sun instead of around the earth. But this led inevitably to the recognition that the sun must be a star itself, not equidistant from all the stars, and the center of but one of many spheres, no monotheistic center at all. In 1600 [[W:Giordano Bruno|Giordano Bruno]] who first openly advocated these views was burned at the stake in Rome's [[W:Campo de' Fiori|Campo de' Fiori]] by the Catholic inquisition. In such fashion the Euclidean four-dimensional revolution, emerging three to five centuries later, initially lends itself to the big bang theory of a single origin of the whole universe, but leads inevitably to the recognition that all the galaxies need not be equidistant from a single origin in time, any more than all the stars lie in the same galaxy, equidistant from a single center in space. The expanding sphere of matter on the surface of which we find ourselves living is likely to be one of many 3-spheres expanding at velocity <math>c</math>, with their big bang origins occurring at distinct times and places in the ''n''-dimensional universe. The most distant objects we see when we look up at night may not all have the same origin in space and time. As recently as Copernicus we believed all the stars lay on a single 2-sphere embedded in Euclidean 3-space, with our sun at its center. During the enlightenment observers beginning with Bruno dispersed those stars into an infinite Euclidean 3-space, and relinquished our privileged position at the center. Then Einstein showed that our 3-space could not be Euclidean, that it must be a 3-manifold curved in every place in obedience to Newton's inverse-square law of gravity; and in a geometry related to time, at least, it must be 4-dimensional. In the present work we suggest a theory of ''n''-dimensional real space and how light travels in it, a theory which says we can see into four orthogonal dimensions of Euclidean space, and so when we look up at night we see cosmological objects distributed in at least four dimensions of space around us, rather than all located in our own local 3-space. Looking still deeper and farther out, the universe viewed as a 4-sphere might, or might not, be expanding, and the most distant objects we see when we look up at night may, or may not, lie in our 4-dimensional hyperplane. Real space has ''n'' dimensions as [[w:Hermann_Grassmann|Grassmann]] and [[w:Schläfli|Schläfli]] showed, and we do not know how many dimensions the most distant objects we see may be distributed in. They need not all lie within the four spatial dimensions in which we have now learned to observe them, any more than they all lie in our local 3-space. When we look up at the objects that surround us, we have no way of discerning how many dimensions beyond three the space we are looking into has. We know their distance from us primarily by virtue of how long it takes their light to reach us. We can measure their distribution around us in 3-space or 4-space, but that is simply how we choose to measure their positions, not an actual finding of how they are distributed. Even if it is now evident that they do not all lie in the same 3-space, how many more dimensions than three are needed to contain them? We observe that our 4-ball galaxy is embedded in Euclidean <math>n</math>-space as one of many 4-ball galaxies, each translating in a distinct direction through 4-space at velocity <math>c</math>, on more or less divergent paths from each other. But only closer observation will reveal evidence of whether everything we see lies in the same Euclidean 4-space, or if it is distributed in five or more dimensions, and how it is moving there. To remain in agreement with the theory of relativity, the Euclidean four-dimensional viewpoint requires that all mass-carrying objects be in motion in some distinct direction through 4-space at the constant velocity <math>c</math>, although the relative velocity between nearby objects is much smaller since they move on similar vectors, aimed away from a common origin point in the past. It is natural to expect that objects moving at constant velocity away from a common origin will be distributed roughly on the surface of an expanding 3-sphere. Although their paths away from their origin are not straight lines but various helical isoclines (screw translations), nearby objects must be translating radially at the same velocity, since the objects in a system (such as our solar system or galaxy) do not separate rapidly over time but remain in orbital formation. Each system's screw translation has two [[w:Completely_orthogonal|completely orthogonal]] components of motion in 4-space, an orbital rotation (such as the earth's around our sun) and a linear translation of the entire system at velocity <math>c</math> in the direction of the original 3-sphere's radial expansion (along the system's proper time vector). Of course the view from our solar system does not suggest that the 3-sphere enclosing each galaxy is expanding at this great rate from its galactic center. The standard theory has been that the entire observable universe is expanding from a single big bang origin in time, with galaxies forming later. While the Euclidean four-dimensional viewpoint lends itself to that standard theory, it also supports theories which require no single origin point in space and time. These are the voyages of starship Earth, to boldly go where no one has gone before. We made the jump to light speed long ago, in whatever big bang our atoms emerged from, and have never slowed down since. == Origins of the theory == Einstein himself may have been the first to imagine the universe as the three-dimensional surface of a four-dimensional Euclidean 3-sphere, in what was narrowly the first written articulation of a Euclidean 4-space universe, contemporaneous with the teen-aged Coxeter's (quoted below).{{Efn|[[W:William Rowan Hamilton|Hamilton]]'s algebra '''H''' of [[W:Quaternions|quaternions]] introduces (in 1843) the notion of a [[W:Three-dimensional sphere|three-dimensional sphere]] embedded in a four-dimensional space, but Hamilton did not quite conceive of the quaternions as the Cartesian 4-coordinates of a Euclidean 4-space, and he did not describe our ordinary 3-space as embedded in Euclidean 4-space.}} Einstein did this as a [[W:Gedankenexperiment|gedankenexperiment]] in the context of investigating whether his equations of general relativity predicted an infinite or a finite universe, in his 1921 Princeton lecture.<ref>{{Cite book|url=http://www.gutenberg.org/ebooks/36276|title=The Meaning of Relativity|last=Einstein|first=Albert|publisher=Princeton University Press|year=1923|isbn=|location=|pages=110-111}}</ref> He invited us to imagine "A spherical manifold of three dimensions, embedded in a Euclidean continuum of four dimensions", but he was careful to disclaim parenthetically that "The aid of a fourth space dimension has naturally no significance except that of a mathematical artifice." Informally, the Euclidean 4-dimensional theory of relativity may be given as a sort of reciprocal to that disclaimer of Einstein's: ''The Minkowski spacetime has naturally no significance except that of a mathematical artifice, as an aid to understanding how things will appear to an observer from their perspective; the foreshortenings, clock desynchronizations and other Lorentz transformations it predicts are proper calculations of actual perspective effects; but real space is a flat, Euclidean continuum of four orthogonal spatial dimensions, and in it the ordinary laws of a flat vector space hold (such as the Pythagorean theorem), and all sightline calculations work classically, so long as you consider all four spatial dimensions.'' The Euclidean theory of relativity differs from the special theory of relativity in ascribing to the physical universe a geometry of four or more orthogonal spatial dimensions, rather than the special theory's [[w:Minkowski spacetime|Minkowski spacetime]] geometry, in which three spatial dimensions and a time dimension comprise a unified non-Euclidean spacetime of four dimensions. Anco and Maghadam found that <math>SO(4)</math> breaks to <math>\mathbb{S}^3</math> (the 3-sphere) if the energy in a Kepler orbit is negative (an elliptical orbit), and to <math>H^3</math> (Minkowski spacetime) if the energy is positive (a hyperbolic orbit). Therefore the fact that the planets orbit on ellipses in our 3-space suggests that they orbit on a 3-sphere embedded in Euclidean 4-space. Thus we can conclude that <math>\mathbb{R}^4</math> is the actual geometry of our physical universe, and Minkowski spacetime is an abstraction; the reciprocal of Einstein's disclaimer is the more direct physical model. Of course spacetime remains a true and useful abstraction, although it must relinquish its privileged position as our exclusive conception of our place in space.{{Efn| ...origins of the Euclidean 4-space insight in the observations of Fock, Atkinson, Moser and others.}} The invention of Euclidean geometry of more than three spatial dimensions preceded Einstein's theories by more than fifty years, when it was worked out originally by the Swiss mathematician [[w:Ludwig Schläfli|Ludwig Schläfli]] before 1853.{{Sfn|Coxeter|1973|loc=§7. Ordinary Polytopes in Higher Space; §7.x. Historical remarks|pp=141-144|ps=; "Practically all the ideas in this chapter ... are due to Schläfli, who discovered them before 1853 — a time when Cayley, Grassmann and Möbius were the only other people who had ever conceived the possibility of geometry in more than three dimensions."}} Schläfli extended Euclid's geometry of one, two, and three dimensions in a direct way to four or more dimensions, generalizing the rules and terms of [[w:Euclidean geometry|Euclidean geometry]] to spaces of any number of dimensions. He coined the general term ''[[polyscheme]]'' to mean geometric forms of any number of dimensions, including two-dimensional [[w:polygon|polygons]], three-dimensional [[w:polyhedron|polyhedra]], four dimensional [[w:polychoron|polychora]], and so on, and in the process he found all of the [[w:Regular polytope|regular polyschemes]] that are possible in every dimension, including in particular the [[User:Dc.samizdat/Rotations#Sequence of regular 4-polytopes|six convex regular polychora]] which can be constructed in a Euclidean space of four dimensions (the set analogous to the five [[w:Platonic solid|Platonic solids]] the ancients found in three dimensional space). Thus Schläfli was the first to explore the fourth dimension, reveal its emergent geometric properties, and discover its astonishing regular objects. Because his work was only published posthumously in 1901, and remained almost completely unknown until Coxeter published [[w:Regular_Polytopes_(book)|Regular Polytopes]] in 1947, other researchers had more than fifty years to rediscover the regular polychora, and competing terms were coined; today [[w:Reinhold_Hoppe|Reinhold Hoppe]]'s word ''[[w:Polytope|polytope]]'' is the commonly used term for ''polyscheme.''{{Efn|[[w:Reinhold_Hoppe|Reinhold Hoppe]]'s German word ''polytop'' was introduced into English by [[W:Alicia Boole Stott|Alicia Boole Stott]], who like Hoppe and [[W:Thorold Gosset|Thorold Gosset]] rediscovered Schlafli's six regular convex 4-polytopes, with no knowledge of their prior discovery. Today Schläfli's original ''polyschem'', with its echo of ''schema'' as in the configurations of information structures, seems even more fitting in its generality than ''polytope'' -- perhaps analogously as information software (programming) is even more general than information hardware (computers).}} Because of this century-long lag in the dissemination of a scientific discovery, the regular 4-polytopes appear to have played no role at all, by any name, in the twentieth century discovery and evolution of the theories of relativity and quantum mechanics.{{Efn|One could argue that the higher-dimensional polytopes have barely influenced science or culture at all thus far. The physicist John Edward Huth's comprehensive deep dive through the history of cultural and scientific concepts of physical space, from ancient flatland models of the world through general relativity and quantum mechancs, shows exactly how we got to our present standard model of the universe, although it includes no mention of higher-dimensional Euclidean space.<ref>{{Cite book|last=Huth|first=John Edward|title=A Sense of Space: A local's guide to a flat earth, the edge of the cosmos, and other curious places|year=2025|publisher=University of Chicago Press}}</ref>}} == Boundaries == <blockquote>Ever since we discovered that Earth is round and turns like a mad-spinning top, we have understood that reality is not as it appears to us: every time we glimpse a new aspect of it, it is a deeply emotional experience. Another veil has fallen.<ref>{{Cite book|author=Carlo Rovelli|author-link=W:Carlo Rovelli|title=Seven Brief Lessons on Physics|publisher=Riverhead|year=2016|isbn=978-0399184413}}</ref></blockquote> Of course it is strange to consciously contemplate this world we inhabit, our planet, our solar system, our 3-sphere surface in our vast galaxy, as the merest film, a boundary no thicker in the places we inhabit than the diameter of an electron (though much thicker in some places we cannot inhabit, such as the core of our planet and the interior of stars). But is not our unconscious traditional concept of the boundary of our world even stranger? Since the enlightenment we are accustomed to thinking that there is nothing beyond three dimensional space: no boundary, because there is nothing else to separate us from. But anyone who knows the [[polyscheme]]s Schläfli discovered knows that space can have any number of dimensions, and that there are fundamental objects and motions to be discovered in four dimensions that are even more various and interesting than those we can discover in three. The strange thing, when we think about it that way, is that there ''is'' a boundary between three and four dimensional space. ''Why'' can't we move (or apparently, see) in more than three dimensions? Why is our physical world apparently only three dimensional? Why would it have just ''three'' dimensions, and not four, or five, or the ''n'' dimensions that Schläfli mapped? What is the nature of the boundary which confines us to just three dimensions? We know that in Euclidean geometry the boundary between three and four dimensions is itself a spherical three dimensional space, so we should suspect that we are materially confined within such a curved boundary surface. Light need not be confined with us within our three dimensional boundary space. We would look directly through four dimensional space in our natural way, by receiving light signals that travelled through it to us on straight lines. In that case the reason we do not observe a fourth spatial dimension in our vicinity is that there are no nearby objects in it, just off our hyperplane in the wild. The nearest four-dimensional object we can see with our eyes is our sun, which lies equatorially in our own hyperplane, though it bulges out of it above and below. But when we look up at the heavens, every pinprick of light we observe is itself a four-dimensional object off our hyperplane, and they are distributed all around us in four-dimensional space through which we gaze. We are four-dimensionally sighted creatures, even though our bodies are three-dimensional objects, thin as an atom in the fourth dimension. But that should not perplex us: we can see into three dimensional space even though our retinas are two dimensional objects, thin as a photoreceptor cell. Our unconscious provincial concept is that there is nothing else outside our three dimensional world: no boundary, because there is nothing else to separate us from. But Schläfli discovered something else: all the astonishing regular objects that exist in higher dimensions, which vastly extend our notions of the beauty and mystery of space itself, and the intrinsic spatial symmetries of our universe which geometry reveals. Space is more commodious than we thought it was, and permits previously unimagined objects and motions. So our provincial conception of our place in it now has the same kind of status as our idea that the sun rises in the east and passes overhead: it is mere appearance, not a true model and no longer a proper explanation. An inertial boundary is a proper explanation, be it ever so thin. And would a boundary of ''no'' thickness, a mere abstraction with no physical power to separate, be a more suitable explanation? We must look for a physically powerful explanation in the geometry of space itself, which general relativity properly associates with the gravitational or inertial force. <blockquote>The number of dimensions possessed by a figure is the number of straight lines each perpendicular to all the others which can be drawn on it. Thus a point has no dimensions, a straight line one, a plane surface two, and a solid three .... In space as we now know it only three lines can be imagined perpendicular to each other. A fourth line, perpendicular to all the other three would be quite invisible and unimaginable to us. We ourselves and all the material things around us probably possess a fourth dimension, of which we are quite unaware. If not, from a four-dimensional point of view we are mere geometrical abstractions, like geometrical surfaces, lines, and points are to us. But this thickness in the fourth dimension must be exceedingly minute, if it exists at all. That is, we could only draw an exceedingly small line perpendicular to our three perpendicular lines, length, breadth and thickness, so small that no microscope could ever perceive it. We can find out something about the conditions of the fourth and higher dimensions if they exist, without being certain that they do exist, by a process which I have termed "Dimensional Analogy."<ref>{{Citation|title=Dimensional Analogy|last=Coxeter|first=Donald|date=February 1923|publisher=Coxeter Fonds, University of Toronto Archives|authorlink=W:Harold Scott MacDonald Coxeter|series=|postscript=|work=}}</ref></blockquote> I believe, but I cannot prove, that we live in real space, which is Schläfli's Euclidean space of ''n'' analogous dimensions. As Grassmann showed first, space cannot be limited to any finite number of dimensions. There will always be higher dimensions to discover, first in imagination and then to explore physically, each an astonishing new enlightenment.<ref>{{Cite book|first=T.S.|last=Eliot|title=Little Gidding|volume=Four Quartets|year=1943}}<blockquote> :We shall not cease from exploration :And the end of all our exploring :Will be to arrive where we started :And know the place for the first time. :Through the unknown, remembered gate :When the last of earth left to discover :Is that which was the beginning; :At the source of the longest river :The voice of the hidden waterfall :And the children in the apple-tree :Not known, because not looked for :But heard, half-heard, in the stillness :Between two waves of the sea. </blockquote></ref> Schläfli discovered every regular convex polytope that exists in any dimension, but that was only the beginning of the story of dimensional analogy, not its end or even the end of its beginning. That project is forever beginning anew. Coxeter discovered that Schläfli's Euclidean space is an expression of intrinsic symmetries, as Noether discovered all of physics is. Kappraff and Adamson discovered that even the sequences of humble regular polygons have fractal complexity. Symmetry itself is chaotic, always reachable but forever beyond our complete grasp. We are on a Wilderness Project, and just at its beginning, but already we observe a Euclidean space of four or more orthogonal spatial dimensions in which all objects with mass move ceaselessly at the constant velocity <math>c</math>, the universal rate at which everything moves, quantum events occur, and each of our proper times evolves. I believe these facts explain the experimentally verified theories of relativity and quantum mechanics, by revealing their unified polycentric geometry, the same way the facts about Copernicus's heliocentric solar system explained the observed motions of the planets, by revealing the geometry of gravity to Kepler. But others will have to do the math, work out the physics, and perform experiments to prove or disprove all of this, because I don't have the mathematics; entirely unlike Coxeter and Einstein, I am illiterate in those languages. <blockquote> ::::::BEECH :Where my imaginary line :Bends square in woods, an iron spine :And pile of real rocks have been founded. :And off this corner in the wild, :Where these are driven in and piled, :One tree, by being deeply wounded, :Has been impressed as Witness Tree :And made commit to memory :My proof of being not unbounded. :Thus truth's established and borne out, :Though circumstanced with dark and doubt— :Though by a world of doubt surrounded. :::::::—''The Moodie Forester''<ref>{{Cite book|title=A Witness Tree|last=Frost|first=Robert|year=1942|series=The Poetry of Robert Frost|publisher=Holt, Rinehart and Winston|edition=1969|}}</ref> </blockquote> == Appendix: Sequence of regular 4-polytopes == {{Regular convex 4-polytopes|wiki=W:|columns=7}} == ... == {{Efn|In a ''[[W:William Kingdon Clifford|Clifford]] displacement'', also known as an [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinic rotation]], all the Clifford parallel{{Efn|name=Clifford parallels}} invariant planes are displaced in four orthogonal directions (two completely orthogonal planes) at once: they are rotated by the same angle, and at the same time they are tilted ''sideways'' by that same angle. A [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|Clifford displacement]] is [[W:8-cell#Radial equilateral symmetry|4-dimensionally diagonal]].{{Efn|name=isoclinic 4-dimensional diagonal}} Every plane that is Clifford parallel to one of the completely orthogonal planes (including in this case an entire Clifford parallel bundle of 4 hexagons, but not all 16 hexagons) is invariant under the isoclinic rotation: all the points in the plane rotate in circles but remain in the plane, even as the whole plane tilts sideways. All 16 hexagons rotate by the same angle (though only 4 of them do so invariantly). All 16 hexagons are rotated by 60 degrees, and also displaced sideways by 60 degrees to a Clifford parallel hexagon. All of the other central polygons (e.g. squares) are also displaced to a Clifford parallel polygon 60 degrees away.|name=Clifford displacement}} {{Efn|It is not difficult to visualize four hexagonal planes intersecting at 60 degrees to each other, even in three dimensions. Four hexagonal central planes intersect at 60 degrees in the [[W:cuboctahedron|cuboctahedron]]. Four of the 24-cell's 16 hexagonal central planes (lying in the same 3-dimensional hyperplane) intersect at each of the 24-cell's vertices exactly the way they do at the center of a cuboctahedron. But the ''edges'' around the vertex do not meet as the radii do at the center of a cuboctahedron; the 24-cell has 8 edges around each vertex, not 12, so its vertex figure is the cube, not the cuboctahedron. The 8 edges meet exactly the way 8 edges do at the apex of a canonical [[W:cubic pyramid]|cubic pyramid]].{{Efn|name=24-cell vertex figure}}|name=cuboctahedral hexagons}} {{Efn|name=radially equilateral}} {{Efn|Eight {{sqrt|1}} edges converge in curved 3-dimensional space from the corners of the 24-cell's cubical vertex figure{{Efn|The [[W:vertex figure|vertex figure]] is the facet which is made by truncating a vertex; canonically, at the mid-edges incident to the vertex. But one can make similar vertex figures of different radii by truncating at any point along those edges, up to and including truncating at the adjacent vertices to make a ''full size'' vertex figure. Stillwell defines the vertex figure as "the convex hull of the neighbouring vertices of a given vertex".{{Sfn|Stillwell|2001|p=17}} That is what serves the illustrative purpose here.|name=full size vertex figure}} and meet at its center (the vertex), where they form 4 straight lines which cross there. The 8 vertices of the cube are the eight nearest other vertices of the 24-cell. The straight lines are geodesics: two {{sqrt|1}}-length segments of an apparently straight line (in the 3-space of the 24-cell's curved surface) that is bent in the 4th dimension into a great circle hexagon (in 4-space). Imagined from inside this curved 3-space, the bends in the hexagons are invisible. From outside (if we could view the 24-cell in 4-space), the straight lines would be seen to bend in the 4th dimension at the cube centers, because the center is displaced outward in the 4th dimension, out of the hyperplane defined by the cube's vertices. Thus the vertex cube is actually a [[W:cubic pyramid|cubic pyramid]]. Unlike a cube, it seems to be radially equilateral (like the tesseract and the 24-cell itself): its "radius" equals its edge length.{{Efn|The vertex cubic pyramid is not actually radially equilateral,{{Efn|name=radially equilateral}} because the edges radiating from its apex are not actually its radii: the apex of the [[W:cubic pyramid|cubic pyramid]] is not actually its center, just one of its vertices.}}|name=24-cell vertex figure}} {{Efn|The hexagons are inclined (tilted) at 60 degrees with respect to the unit radius coordinate system's orthogonal planes. Each hexagonal plane contains only ''one'' of the 4 coordinate system axes.{{Efn|Each great hexagon of the 24-cell contains one axis (one pair of antipodal vertices) belonging to each of the three inscribed 16-cells. The 24-cell contains three disjoint inscribed 16-cells, rotated 60° isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other (so their corresponding vertices are 120° {{=}} {{radic|3}} apart). A [[16-cell#Coordinates|16-cell is an orthonormal ''basis'']] for a 4-dimensional coordinate system, because its 8 vertices define the four orthogonal axes. In any choice of a vertex-up coordinate system (such as the unit radius coordinates used in this article), one of the three inscribed 16-cells is the basis for the coordinate system, and each hexagon has only ''one'' axis which is a coordinate system axis.|name=three basis 16-cells}} The hexagon consists of 3 pairs of opposite vertices (three 24-cell diameters): one opposite pair of ''integer'' coordinate vertices (one of the four coordinate axes), and two opposite pairs of ''half-integer'' coordinate vertices (not coordinate axes). For example: {{indent|17}}({{spaces|2}}0,{{spaces|2}}0,{{spaces|2}}1,{{spaces|2}}0) {{indent|5}}({{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}({{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}}) {{indent|5}}(–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}(–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}}) {{indent|17}}({{spaces|2}}0,{{spaces|2}}0,–1,{{spaces|2}}0)<br> is a hexagon on the ''y'' axis. Unlike the {{sqrt|2}} squares, the hexagons are actually made of 24-cell edges, so they are visible features of the 24-cell.|name=non-orthogonal hexagons|group=}} {{Efn|Visualize the three [[16-cell]]s inscribed in the 24-cell (left, right, and middle), and the rotation which takes them to each other. [[24-cell#Reciprocal constructions from 8-cell and 16-cell|The vertices of the middle 16-cell lie on the (w, x, y, z) coordinate axes]];{{Efn|name=six orthogonal planes of the Cartesian basis}} the other two are rotated 60° [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinically]] to its left and its right. The 24-vertex 24-cell is a compound of three 16-cells, whose three sets of 8 vertices are distributed around the 24-cell symmetrically; each vertex is surrounded by 8 others (in the 3-dimensional space of the 4-dimensional 24-cell's ''surface''), the way the vertices of a cube surround its center.{{Efn|name=24-cell vertex figure}} The 8 surrounding vertices (the cube corners) lie in other 16-cells: 4 in the other 16-cell to the left, and 4 in the other 16-cell to the right. They are the vertices of two tetrahedra inscribed in the cube, one belonging (as a cell) to each 16-cell. If the 16-cell edges are {{radic|2}}, each vertex of the compound of three 16-cells is {{radic|1}} away from its 8 surrounding vertices in other 16-cells. Now visualize those {{radic|1}} distances as the edges of the 24-cell (while continuing to visualize the disjoint 16-cells). The {{radic|1}} edges form great hexagons of 6 vertices which run around the 24-cell in a central plane. ''Four'' hexagons cross at each vertex (and its antipodal vertex), inclined at 60° to each other.{{Efn|name=cuboctahedral hexagons}} The [[24-cell#Hexagons|hexagons]] are not perpendicular to each other, or to the 16-cells' perpendicular [[24-cell#Squares|square central planes]].{{Efn|name=non-orthogonal hexagons}} The left and right 16-cells form a tesseract.{{Efn|Each pair of the three 16-cells inscribed in the 24-cell forms a 4-dimensional [[W:tesseract|hypercube (a tesseract or 8-cell)]], in [[24-cell#Relationships among interior polytopes|dimensional analogy]] to the way two tetrahedra form a cube: the two 8-vertex 16-cells are inscribed in the 16-vertex tesseract, occupying its alternate vertices. The third 16-cell does not lie within the tesseract; its 8 vertices protrude from the sides of the tesseract, forming a cubic pyramid on each of the tesseract's cubic cells. The three pairs of 16-cells form three tesseracts.{{Efn|name=three 8-cells}} The tesseracts share vertices, but the 16-cells are completely disjoint.{{Efn|name=completely disjoint}}|name=three 16-cells form three tesseracts}} Two 16-cells have vertex-pairs which are one {{radic|1}} edge (one hexagon edge) apart. But a [[24-cell#Simple rotations|''simple'' rotation]] of 60° will not take one whole 16-cell to another 16-cell, because their vertices are 60° apart in different directions, and a simple rotation has only one hexagonal plane of rotation. One 16-cell ''can'' be taken to another 16-cell by a 60° [[24-cell#Isoclinic rotations|''isoclinic'' rotation]], because an isoclinic rotation is [[3-sphere]] symmetric: four [[24-cell#Clifford parallel polytopes|Clifford parallel hexagonal planes]] rotate together, but in four different rotational directions,{{Efn|name=Clifford displacement}} taking each 16-cell to another 16-cell. But since an isoclinic 60° rotation is a ''diagonal'' rotation by 60° in ''two'' completely orthogonal directions at once,{{Efn|name=isoclinic geodesic}} the corresponding vertices of the 16-cell and the 16-cell it is taken to are 120° apart: ''two'' {{radic|1}} hexagon edges (or one {{radic|3}} hexagon chord) apart, not one {{radic|1}} edge (60°) apart as in a simple rotation.{{Efn|name=isoclinic 4-dimensional diagonal}} By the [[W:chiral|chiral]] diagonal nature of isoclinic rotations, the 16-cell ''cannot'' reach the adjacent 16-cell by rotating toward it; it can only reach the 16-cell ''beyond'' it. But of course, the 16-cell beyond the 16-cell to its right is the 16-cell to its left. So a 60° isoclinic rotation ''will'' take every 16-cell to another 16-cell: a 60° ''right'' isoclinic rotation will take the middle 16-cell to the 16-cell we may have originally visualized as the ''left'' 16-cell, and a 60° ''left'' isoclinic rotation will take the middle 16-cell to the 16-cell we visualized as the ''right'' 16-cell. (If so, that was our error in visualization; the 16-cell to the "left" is in fact the one reached by the left isoclinic rotation, as that is the only sense in which the two 16-cells are left or right of each other.)|name=three isoclinic 16-cells}} {{Efn|In a double rotation each vertex can be said to move along two completely orthogonal great circles at the same time, but it does not stay within the central plane of either of those original great circles; rather, it moves along a helical geodesic that traverses diagonally between great circles. The two completely orthogonal planes of rotation are said to be ''invariant'' because the points in each stay in the plane ''as the plane moves'', tilting sideways by the same angle that the other plane rotates.|name=helical geodesic}} {{Efn|A point under isoclinic rotation traverses the diagonal{{Efn|name=isoclinic 4-dimensional diagonal}} straight line of a single '''isoclinic geodesic''', reaching its destination directly, instead of the bent line of two successive '''simple geodesics'''. A '''[[W:geodesic|geodesic]]''' is the ''shortest path'' through a space (intuitively, a string pulled taught between two points). Simple geodesics are great circles lying in a central plane (the only kind of geodesics that occur in 3-space on the 2-sphere). Isoclinic geodesics are different: they do ''not'' lie in a single plane; they are 4-dimensional [[W:helix|spirals]] rather than simple 2-dimensional circles.{{Efn|name=helical geodesic}} But they are not like 3-dimensional [[W:screw threads|screw threads]] either, because they form a closed loop like any circle (after ''two'' revolutions). Isoclinic geodesics are ''4-dimensional great circles'', and they are just as circular as 2-dimensional circles: in fact, twice as circular, because they curve in a circle in two completely orthogonal directions at once.{{Efn|Isoclinic geodesics are ''4-dimensional great circles'' in the sense that they are 1-dimensional geodesic ''lines'' that curve in 4-space in two completely orthogonal planes at once. They should not be confused with ''great 2-spheres'',{{Sfn|Stillwell|2001|p=24}} which are the 4-dimensional analogues of 2-dimensional great circles (great 1-spheres).}} These '''isoclines''' are geodesic 1-dimensional lines embedded in a 4-dimensional space. On the 3-sphere{{Efn|All isoclines are geodesics, and isoclines on the 3-sphere are circles (curving equally in each dimension), but not all isoclines on 3-manifolds in 4-space are circles.}} they always occur in [[W:chiral|chiral]] pairs and form a pair of [[W:Villarceau circle|Villarceau circle]]s on the [[W:Clifford torus|Clifford torus]],{{Efn|Isoclines on the 3-sphere occur in non-intersecting chiral pairs. A left and a right isocline form a [[W:Hopf link|Hopf link]] called the {1,1} torus knot{{Sfn|Dorst|2019|loc=§1. Villarceau Circles|p=44|ps=; "In mathematics, the path that the (1, 1) knot on the torus traces is also known as a [[W:Villarceau circle|Villarceau circle]]. Villarceau circles are usually introduced as two intersecting circles that are the cross-section of a torus by a well-chosen plane cutting it. Picking one such circle and rotating it around the torus axis, the resulting family of circles can be used to rule the torus. By nesting tori smartly, the collection of all such circles then form a [[W:Hopf fibration|Hopf fibration]].... we prefer to consider the Villarceau circle as the (1, 1) torus knot [a [[W:Hopf link|Hopf link]]] rather than as a planar cut [two intersecting circles]."}} in which ''each'' of the two linked circles traverses all four dimensions.}} the paths of the left and the right [[W:Rotations in 4-dimensional Euclidean space#Double rotations|isoclinic rotation]]. They are [[W:Helix|helices]] bent into a [[W:Möbius strip|Möbius loop]] in the fourth dimension, taking a diagonal [[W:Winding number|winding route]] twice around the 3-sphere through the non-adjacent vertices of a 4-polytope's [[W:Skew polygon#Regular skew polygons in four dimensions|skew polygon]].|name=isoclinic geodesic}} {{Efn|[[File:Hopf band wikipedia.png|thumb|150px|Two [[W:Clifford parallel|Clifford parallel]] great circles spanned by a twisted [[W:Annulus (mathematics)|annulus]].]][[W:Clifford parallel|Clifford parallel]]s are non-intersecting curved lines that are parallel in the sense that the perpendicular (shortest) distance between them is the same at each point. A double helix is an example of Clifford parallelism in ordinary 3-dimensional Euclidean space. In 4-space Clifford parallels occur as geodesic great circles on the [[W:3-sphere|3-sphere]].{{Sfn|Kim|Rote|2016|pp=8-10|loc=Relations to Clifford Parallelism}} Whereas in 3-dimensional space, any two geodesic great circles on the [[W:2-sphere|2-sphere]] will always intersect at two antipodal points, in 4-dimensional space not all great circles intersect. In 4-polytopes various discrete sets of Clifford parallel non-intersecting geodesic great circles can be found on the 3-sphere. They spiral around each other in [[W:Hopf fibration|Hopf fiber bundles]] which visit all the vertices just once. The simplest example is that six mutually orthogonal great circles can be drawn on the 3-sphere, as three pairs of completely orthogonal great circles, intersecting at 8 points defining a [[16-cell]]. Each completely orthogonal pair of circles is Clifford parallel. They cannot intersect at all, because they lie in planes which intersect at only one point: the center of the 16-cell. Because they are perpendicular and share a common center, the two circles are obviously not parallel and separate in the usual way of parallel circles in 3 dimensions; rather they are connected like adjacent links in a chain, each passing through the other without intersecting at any points, forming a [[W:Hopf link|Hopf link]]|name=Clifford parallels}} {{Efn|In the 24-cell each great square plane is completely orthogonal{{Efn|name=completely orthogonal planes}} to another great square plane, and each great hexagon plane is completely orthogonal to a plane which intersects only two vertices: a great [[W:digon|digon]] plane.|name=pairs of completely orthogonal planes}} {{Efn|In an [[24-cell#Isoclinic rotations|isoclinic rotation]], each point anywhere in the 4-polytope moves an equal distance in four orthogonal directions at once, on a [[W:8-cell#Radial equilateral symmetry|4-dimensional diagonal]]. The point is displaced a total [[W:Pythagorean distance]] equal to the square root of four times the square of that distance. For example, when the unit-radius 24-cell rotates isoclinically 60° in a hexagon invariant plane and 60° in its completely orthogonal invariant plane,{{Efn|name=pairs of completely orthogonal planes}} all vertices are displaced to a vertex two edge lengths away. Each vertex is displaced to another vertex {{radic|3}} (120°) away, moving {{radic|3/4}} in four orthogonal coordinate directions.|name=isoclinic 4-dimensional diagonal}} {{Efn|Each square plane is isoclinic (Clifford parallel) to five other square planes but completely orthogonal{{Efn|name=completely orthogonal planes}} to only one of them.{{Efn|name=Clifford parallel squares in the 16-cell and 24-cell}} Every pair of completely orthogonal planes has Clifford parallel great circles, but not all Clifford parallel great circles are orthogonal (e.g., none of the hexagonal geodesics in the 24-cell are mutually orthogonal).|name=only some Clifford parallels are orthogonal}} {{Efn|In the [[16-cell#Rotations|16-cell]] the 6 orthogonal great squares form 3 pairs of completely orthogonal great circles; each pair is Clifford parallel. In the 24-cell, the 3 inscribed 16-cells lie rotated 60 degrees isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other; consequently their corresponding vertices are 120 degrees apart on a hexagonal great circle. Pairing their vertices which are 90 degrees apart reveals corresponding square great circles which are Clifford parallel. Each of the 18 square great circles is Clifford parallel not only to one other square great circle in the same 16-cell (the completely orthogonal one), but also to two square great circles (which are completely orthogonal to each other) in each of the other two 16-cells. (Completely orthogonal great circles are Clifford parallel, but not all Clifford parallels are orthogonal.{{Efn|name=only some Clifford parallels are orthogonal}}) A 60 degree isoclinic rotation of the 24-cell in hexagonal invariant planes takes each square great circle to a Clifford parallel (but non-orthogonal) square great circle in a different 16-cell.|name=Clifford parallel squares in the 16-cell and 24-cell}} {{Efn|In 4 dimensional space we can construct 4 perpendicular axes and 6 perpendicular planes through a point. Without loss of generality, we may take these to be the axes and orthogonal central planes of a (w, x, y, z) Cartesian coordinate system. In 4 dimensions we have the same 3 orthogonal planes (xy, xz, yz) that we have in 3 dimensions, and also 3 others (wx, wy, wz). Each of the 6 orthogonal planes shares an axis with 4 of the others, and is ''completely orthogonal'' to just one of the others: the only one with which it does not share an axis. Thus there are 3 pairs of completely orthogonal planes: xy and wz intersect only at the origin; xz and wy intersect only at the origin; yz and wx intersect only at the origin.|name=six orthogonal planes of the Cartesian basis}} {{Efn|Two planes in 4-dimensional space can have four possible reciprocal positions: (1) they can coincide (be exactly the same plane); (2) they can be parallel (the only way they can fail to intersect at all); (3) they can intersect in a single line, as two non-parallel planes do in 3-dimensional space; or (4) '''they can intersect in a single point'''{{Efn|To visualize how two planes can intersect in a single point in a four dimensional space, consider the Euclidean space (w, x, y, z) and imagine that the w dimension represents time rather than a spatial dimension. The xy central plane (where w{{=}}0, z{{=}}0) shares no axis with the wz central plane (where x{{=}}0, y{{=}}0). The xy plane exists at only a single instant in time (w{{=}}0); the wz plane (and in particular the w axis) exists all the time. Thus their only moment and place of intersection is at the origin point (0,0,0,0).|name=how planes intersect at a single point}} (and they ''must'', if they are completely orthogonal).{{Efn|Two flat planes A and B of a Euclidean space of four dimensions are called ''completely orthogonal'' if and only if every line in A is orthogonal to every line in B. In that case the planes A and B intersect at a single point O, so that if a line in A intersects with a line in B, they intersect at O.{{Efn|name=six orthogonal planes of the Cartesian basis}}|name=completely orthogonal planes}}|name=how planes intersect}} {{Efn|Polytopes are '''completely disjoint''' if all their ''element sets'' are disjoint: they do not share any vertices, edges, faces or cells. They may still overlap in space, sharing 4-content, volume, area, or lineage.|name=completely disjoint}} {{Efn|If the [[W:Euclidean distance|Pythagorean distance]] between any two vertices is {{sqrt|1}}, their geodesic distance is 1; they may be two adjacent vertices (in the curved 3-space of the surface), or a vertex and the center (in 4-space). If their Pythagorean distance is {{sqrt|2}}, their geodesic distance is 2 (whether via 3-space or 4-space, because the path along the edges is the same straight line with one 90^o bend in it as the path through the center). If their Pythagorean distance is {{sqrt|3}}, their geodesic distance is still 2 (whether on a hexagonal great circle past one 60^o bend, or as a straight line with one 60^o bend in it through the center). Finally, if their Pythagorean distance is {{sqrt|4}}, their geodesic distance is still 2 in 4-space (straight through the center), but it reaches 3 in 3-space (by going halfway around a hexagonal great circle).|name=Geodesic distance}} {{Efn|Two angles are required to fix the relative positions of two planes in 4-space.{{Sfn|Kim|Rote|2016|p=7|loc=§6 Angles between two Planes in 4-Space|ps=; "In four (and higher) dimensions, we need two angles to fix the relative position between two planes. (More generally, ''k'' angles are defined between ''k''-dimensional subspaces.)"}} Since all planes in the same [[W:hyperplane|hyperplane]] are 0 degrees apart in one of the two angles, only one angle is required in 3-space. Great hexagons in different hyperplanes are 60 degrees apart in ''both'' angles. Great squares in different hyperplanes are 90 degrees apart in ''both'' angles (completely orthogonal){{Efn|name=completely orthogonal planes}} or 60 degrees apart in ''both'' angles.{{Efn||name=Clifford parallel squares in the 16-cell and 24-cell}} Planes which are separated by two equal angles are called ''isoclinic''. Planes which are isoclinic have [[W:Clifford parallel|Clifford parallel]] great circles.{{Efn|name=Clifford parallels}} A great square and a great hexagon in different hyperplanes are neither isoclinic nor Clifford parallel; they are separated by a 90 degree angle ''and'' a 60 degree angle.|name=two angles between central planes}} {{Efn|The 24-cell contains 3 distinct 8-cells (tesseracts), rotated 60° isoclinically with respect to each other. The corresponding vertices of two 8-cells are {{radic|3}} (120°) apart. Each 8-cell contains 8 cubical cells, and each cube contains four {{radic|3}} chords (its long diagonals). The 8-cells are not completely disjoint{{Efn|name=completely disjoint}} (they share vertices), but each cube and each {{radic|3}} chord belongs to just one 8-cell. The {{radic|3}} chords joining the corresponding vertices of two 8-cells belong to the third 8-cell.|name=three 8-cells}} {{Efn|Departing from any vertex V₀ in the original great hexagon plane of isoclinic rotation P₀, the first vertex reached V₁ is 120 degrees away along a {{radic|3}} chord lying in a different hexagonal plane P₁. P₁ is inclined to P₀ at a 60° angle.{{Efn|P₀ and P₁ lie in the same hyperplane (the same central cuboctahedron) so their other angle of separation is 0.{{Efn|name=two angles between central planes}}}} The second vertex reached V₂ is 120 degrees beyond V₁ along a second {{radic|3}} chord lying in another hexagonal plane P₂ that is Clifford parallel to P₀.{{Efn|P₀ and P₂ are 60° apart in ''both'' angles of separation.{{Efn|name=two angles between central planes}} Clifford parallel planes are isoclinic (which means they are separated by two equal angles), and their corresponding vertices are all the same distance apart. Although V₀ and V₂ are ''two'' {{radic|3}} chords apart{{Efn|V₀ and V₂ are two {{radic|3}} chords apart on the geodesic path of this rotational isocline, but that is not the shortest geodesic path between them. In the 24-cell, it is impossible for two vertices to be more distant than ''one'' {{radic|3}} chord, unless they are antipodal vertices {{radic|4}} apart.{{Efn|name=Geodesic distance}} V₀ and V₂ are ''one'' {{radic|3}} chord apart on some other isocline. More generally, isoclines are geodesics because the distance between their ''adjacent'' vertices is the shortest distance between those two vertices, but a path between two vertices along a geodesic is not always the shortest distance between them (even on ordinary great circle geodesics).}}, P₀ and P₂ are just one {{radic|1}} edge apart (at every pair of ''nearest'' vertices).}} (Notice that V₁ lies in both intersecting planes P₁ and P₂, as V₀ lies in both P₀ and P₁. But P₀ and P₂ have ''no'' vertices in common; they do not intersect.) The third vertex reached V₃ is 120 degrees beyond V₂ along a third {{radic|3}} chord lying in another hexagonal plane P₃ that is Clifford parallel to P₁. The three {{radic|3}} chords lie in different 8-cells.{{Efn|name=three 8-cells}} V₀ to V₃ is a 360° isoclinic rotation.|name=360 degree geodesic path visiting 3 hexagonal planes}} {{Sfn|Mamone, Pileio & Levitt|2010|loc=§4.5 Regular Convex 4-Polytopes|pp=1438-1439|ps=; the 24-cell has 1152 symmetry operations (rotations and reflections) as enumerated in Table 2, symmetry group 𝐹₄.}} ==Notes== {{Regular convex 4-polytopes Notelist|wiki=W:}} ==Citations== {{Regular convex 4-polytopes Reflist|wiki=W:}} ==References== {{Refbegin}} * {{Cite book|title=A Week on the Concord and Merrimack Rivers|last=Thoreau|first=Henry David|author-link=W:Thoreau|publisher=James Munroe and Company|year=1849|isbn=|location=Boston|ref={{SfnRef|Thoreau|1849}}}} * {{Cite journal|title=Theoretical Evidence for Principles of Special Relativity Based on Isotropic and Uniform Four-Dimensional Space|first=Takuya|last=Yamashita|date=25 May 2023|doi= 10.20944/preprints202305.1785.v1|journal=Preprints|volume=2023|issue=2023051785|url=https://doi.org/10.20944/preprints202305.1785.v1|ref={{SfnRef|Yamashita|2023}}}} * {{Cite_arXiv | arxiv=2512.02903v2 | date=2 January 2026 | title=Symmetry transformation group arising from the Laplace–Runge–Lenz vector | first1=Stephen C. | last1=Anco | first2=Mahdieh Gol Bashmani | last2=Moghadam | class=math-ph}} === [[Polyscheme|Polyschemes]] === {{Regular convex 4-polytopes Refs|wiki=W:}} {{Refend}} kwm208jdd3q50k43lxuijajni2f1fhr 2841542 2841535 2026-10-19T15:59:02Z Dc.samizdat 2856930 2841542 wikitext text/x-wiki {{align|center|David Brooks Christie}} {{align|center|dc@samizdat.org}} {{align|center|Draft in progress}} {{align|center|June 2023 - October 2026}} <blockquote>'''Abstract:''' The physical universe is properly visualized as real Euclidean space <math>\mathbb{R}^4</math> of four orthogonal spatial dimensions. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are 4-polytopes, small round 4-dimensional objects, and stars are 4-balls of atomic plasma, large round 4-dimensional objects. We ourselves and the objects we observe near us are only 3-dimensional, but nonetheless we can see into four dimensions of space. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity <math>c</math>. Light from them reaches us directly, on straight lines through 4-space. This view of the observed universe is compatible with special and general relativity, and with quantum mechanics. It furnishes those theories with an explanatory geometric model.</blockquote> == Summary == We observe that: * Physical space has four perpendicular dimensions, not just three. * Atoms are [[W:4-polytope|4-polytopes]]. * The sun is a [[W:4-ball|4-ball]] that is round in four dimensions. * Everything of intermediate size between an atom and a star, including us and our planet, lies in a 3-dimensional manifold of ordinary space. * Our entire 3-space manifold is moving through Euclidean 4-space at the speed of light, in a direction perpendicular to its three interior dimensions. * Special relativity describes the linear motion of objects and light signals in four-dimensional Euclidean space. * General relativity describes the rotational motion of objects with mass in four-dimensional Euclidean space. == A theory of the Euclidean cosmos == The physical universe is properly visualized as [[w:Four-dimensional_space|real Euclidean space <math>\mathbb{R}^4</math>]] of four orthogonal spatial dimensions. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are [[w:4-polytope|4-polytopes]], small round 4-dimensional objects, and stars are [[W:4-ball|4-balls]] of atomic plasma, large round 4-dimensional objects. Objects intermediate in size between atoms and stars, including molecules, people, and planets at their surface, are so flat as to be essentially 3-dimensional, having only the thickness of an atom in the orthogonal fourth dimension. All objects with mass move inertially through Euclidean 4-space at constant velocity <math>c</math> as long as they exist, and acceleration only varies their direction. Objects moving in the same direction are in the same inertial reference frame. Their direction of motion through 4-space at velocity <math>c</math> is their proper time dimension, simply because their direction and velocity of motion through time is the same as their direction and velocity of motion through space. A typical galaxy such as ours occupies a 4-ball of mostly empty space, with stars and other objects distributed non-uniformly within it. The galaxy's orbital center may be nothing: a smaller 4-ball of empty space they surround. The stars in our spiral galaxy appear from our accustomed point of view to occupy a disk-like region of 3-dimensional space, with a denser ball-like center, but they are not so confined: they are distributed within a region of 4-dimensional space. The disk and ball have thickness not only in the third dimension, but in the fourth spatial dimension as well. Light from stars and galaxies reaches us on straight lines through Euclidean 4-space, so from our viewpoint, in what we have always imagined to be a 3-space universe, we look into the surrounding 4-space. Although we are physically confined within a 3-dimensional hyperplane by the inertia of our motion through 4-space at constant velocity <math>c</math>, light signals are not so confined, so we observe all the cosmological objects surrounding us, both in and above or below our hyperplane, without perceiving their separation in our fourth orthogonal dimension, the direction of our motion. We may perceive a galaxy as elliptical when it is actually spherical, because that is how its image projects from its 4-ball shape into a 3-ball region in our hyperplane, where we measure it with our 3-dimensional bodies. More generally, orbits are circular in 4-space, but elliptical in the 3-space of their elliptic hyperplane. The galaxy as a whole, or more properly its orbital barycenter, is translating through 4-space at velocity <math>c</math>, in a distinct direction orthogonal to all three dimensions of our ordinary proper 3-space. Stars within the galaxy are translating with it at the same velocity <math>c</math> in the same direction, but on spiral trajectories as they pursue their various orbits within the galaxy. The galaxy as a whole occupies a 4-ball within its proper inertial reference frame (that is, in the moving frame of reference in which the galaxy considers itself to be a stationary rotating 4-ball). Over time, the galaxy 4-ball occupies a 4-dimensional cylinder and progresses along the cylinder's axis at velocity <math>c</math>. In this more universal inertial reference frame, the stars in the galaxy follow helical geodesic paths through the 4-cylinder; their trajectories are screw-translations through 4-space, the compound of a simple rotation and a completely orthogonal linear translation. The gravitational force and the inertial tendency to follow a geodesic are the same phenomenon, by the equivalence principle. That said, they can be distinguished, and the galaxy is held together primarily by gravity as inertia, not by gravity as attraction to a central mass toward which objects fall in orbit. There is not enough mass in the galaxy to hold it together by attraction, there is just enough to bend the stars' trajectories toward each other, in helical orbits around a barycentric axis of motion. It is the tremendous inertial force of stars in translational motion at velocity <math>c</math> that holds the cylinder of motion together, not some invisible dark matter. The observed universe as a whole appears to be a [[W:3-sphere|3-sphere]] expanding radially from a central origin point at velocity <math>c</math>, the invariant velocity of mass-carrying objects through 4-space, also the propagation speed of light relative to any moving 3-space manifold, as measured by all observers. A 3-sphere is a hypersphere in Euclidean 4-space, but the enclosing surface of a 3-sphere is a curved, finite 3-space, dimensionally analogous to the surface of the earth which is a curved, finite 2-space. This 3-sphere could be the domain of our visible cosmos, but of course we do not know for certain that all the cosmological objects we observe lie near the surface of our expanding 3-sphere, since it is only our assumption that they must all have originated in the same big bang long ago. Possibly some of the more distant objects we observe did not, and lie elsewhere, outside our big-bang's 3-sphere of outflying matter or even inside its 3-sphere, below its surface. We cannot assume that all objects in the 4-space universe lie near the surface of the same expanding 3-sphere. For all observers, the conjectured big-bang of their origin corresponds not only to a now-distant point in their proper time past, it also corresponds to a distinct now-distant point in 4-dimensional space: the same point in the same Euclidean 4-space for all observers with the same origin. Our big bang had a distinct origin point in real space as well as in real time. More generally, time and Euclidean 4-space can be measured independently, just as time and Euclidean 3-space were measured classically, without the necessity to combine them as spacetime. The same inertial force which holds the galactic cylinder of motion together also confines us physically to an exceedingly thin three-dimensional surface manifold moving through 4-space at velocity <math>c</math>. All objects in our solar system too small to have gravity lie entirely within this thinest three-dimensional manifold, and have only the thickness of an atom in their direction-of-motion fourth dimension. That is why we are 3-dimensional objects ourselves, and why we cannot construct more than three perpendiculars through a single point in our local 3-dimensional space. A spherical region of 4-space is called a [[W:4-ball|4-ball]]. The enclosing surface of a 4-ball of any size is a finite, curved (non-Euclidean) 3-dimensional space called a [[w:3-sphere|3-sphere]]. Our entire big-bang-origin universe appears to be the largest 3-sphere we observe, but each of the cosmological objects within it (including our galaxy and our sun) is contained in a smaller 3-sphere shell of its own, lying (we assume) on the largest 3-sphere embedded in its surface, like a soap bubble on the surface of a larger soap bubble. All the 3-dimensional surfaces are expanding, as the largest 3-sphere inflates at radial velocity <math>c</math>. We ourselves live within such an expanding 3-dimensional surface, in an infinitesimally curved 3-manifold surface embedded in Euclidean 4-space. That surface is the ordinary 3-dimensional space we experience, and it contains the earth, all the planets and the 3-dimensional space between them. Our solar system is only a small patch on the surface of a dimensionally rounder space, although that surface is not infinite. It is curved, and finite, analogous to the way the 2-dimensional surface of the earth -- once thought to be flat -- is curved and finite. Our solar system occupies a small patch on a filmy 4-dimensional soap-bubble of galactic size rounded by gravity, that is thicker-skinned than the diameter of an atom only in the interior of stars and supermassive objects. Our 3-manifold of ordinary space, as a surface within our moving 4-ball galaxy, is translating through 4-space at velocity <math>c</math> with the galaxy, in a distinct direction orthogonal to the manifold's three orthogonal dimensions of interior space. At every material point in the manifold (at every atom), the translation through 4-space is following a geometric law of motion discovered by Coxeter, that governs the propagation of individual objects through Euclidean space by the actions of their symmetry groups. The solar system's atoms of mass are 4-polytopes that are simultaneously rotating and translating, and as they advance together they define a moving 3-dimensional manifold by their own collective inertia, also called gravity, the property of matter's ceaseless propagation through 4-space at the constant velocity <math>c</math>, the universal rate of causality at which quantum events occur, all objects move, and the universe evolves. Any moving 3-dimensional manifold such as ours is an evolving surface boundary that is empty in most places, occupied by single atoms in comparatively fewer places, and occupied by bound complexes of multiple atoms (molecules) in still fewer places. In all these places it is no thicker than one atom in the dimension corresponding to its direction of translation, because molecules are 3-dimensional complexes of atoms that add no thickness to the manifold. In still fewer places it is occupied by lumps of superdense matter which exert a gravitational attraction on objects around them. Every object which we find occurring naturally in the solar system that is too small to have perceptible gravity is a 3-dimensional smear of atoms no thicker than one atom in its fourth dimension, the direction of its linear translation through 4-space at velocity <math>c</math>. The moving surface manifold cannot be thicker than one atom at any point unless and until there is enough mass near that point for the force of gravity as attraction to overcome the force of gravity as inertia, allowing atoms to be "heaped up" into larger 4-dimensional objects that form a lump in its moving surface. We have little understanding of such 4-dimensional lumps thicker than one atom, since they occur naturally in our vicinity only in superdense regions such as the core of the earth or the interior of the sun. The sun is the only spherical superdense lump occurring naturally in our solar system. We refer to such 4-ball lumps of matter as atomic plasma, and have little experimental knowledge of their internal geometry or processes. We know that such a lump as the sun burns at its surface 3-sphere and emits radiation, and we know a good deal about those surface processes which are nuclear atomic processes, but we know almost nothing about its interior 4-ball, a dimensionally rounder enclosed space whose existence we did not suspect. Every moving surface boundary of matter in the observed universe is evolving in four dimensions at velocity <math>c</math>. The current location in 4-space of any of its material objects corresponds to the present moment in the proper time of that object's inertial reference frame. The object's direction of movement at velocity <math>c</math> corresponds to its proper time dimension, which is a spiral over time, not a Euclidean (straight-line) dimension, since its direction is changing in its orbit. Objects with mass of all sizes, from subatomic particles to the largest objects observed in the cosmos, are perpetually in inertial rotational motion in some orbit, and simultaneously in inertial translational motion propagating themselves through 4-space, in two completely orthogonal inertial motions each at the constant universal rate of transformation <math>c</math>. Every object with mass moves relative to universal 4-coordinate Euclidean space on its own distinct geodesic spiral, a screw displacement trajectory that is the compound of its two completely orthogonal inertial motions, a rotation and a translation. Objects without mass such as photons lie off such moving surface boundaries of matter from which they were emitted, and their motion is of a different nature. They are in translational motion at velocity <math>c</math> through all four dimensions concurrently, without any rotational component of motion, so they move through 4-space on straight lines at a compound velocity. The propagation speed of light measured on a straight line through Euclidean 4-space is <math>c\prime = 2c</math>, so we can see in four dimensions, even though we are physically confined to a 3-dimensional manifold that is moving at velocity <math>c</math>. For example, we can look across the center of the mostly-empty 4-ball containing our galaxy and see stars in the opposite sides of its concentric 3-sphere orbital surfaces. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity <math>c</math>. They move in the 4-space direction corresponding to their proper time, perpendicular to all three dimensions of their proper 3-space, and generally the farther they are from us the greater the divergence of their direction of motion from our direction of motion: the greater the relative motion between us and their Hubble redshift. Light from them reaches us directly, propagating on straight lines through 4-space at twice the velocity at which they, and we ourselves, are propagating through 4-space. This physical model of the observed universe is compatible with the theories of special and general relativity, and with the atomic theory of quantum mechanics. It explains those theories geometrically, as expressions of intrinsic symmetries in Euclidean space. == Symmetries == It is common to speak of nature as a web, and so it is, the great web of our physical experiences. Every web must have its root systems somewhere, and nature in this sense must be rooted in the symmetries which underlie physics and geometry, the [[W:Group (mathematics)|mathematics of groups]].{{Sfn|Conway, Burgiel & Goodman-Strauss|2008}} As I understand [[W:Noether's theorem|Noether's theorem]] (which is not mathematically), hers is the deepest meta-theory of nature yet, deeper than [[W:Theory of relativity|Einstein's relativity]] or [[W:Evolution|Darwin's evolution]] or [[W:Euclidean geometry|Euclid's geometry]]. It finds that all fundamental findings in physics are based on conservation laws which can be laid at the doors of distinct [[W:symmetry group |symmetry group]]s. Thus all fundamental systems in physics, as examples [[W:quantum chromodynamics|quantum chromodynamics]] (QCD) the theory of the strong force binding the atomic nucleus and [[W:quantum electrodynamics|quantum electrodynamics]] (QED) the theory of the electromagnetic force, each have a corresponding symmetry [[W:group theory|group theory]] of which they are an expression. [[W:Coxeter group|Coxeter's theory of symmetry groups]] generated by reflections did for geometry what Noether's theorem and Einstein's relativity did for physics. [[W:Coxeter|Coxeter]] showed that Euclidean geometry is based on conservation laws that correspond to distinct symmetry groups, and that their group actions express the principle of relativity. Here is Coxeter's formulation of the motions of objects (their congruent transformations) in an ''n''-dimensional Euclidean space, excerpted:{{Sfn|Coxeter|1973|pp=217-218|loc=§12.2 Congruent transformations}} <blockquote>Let <math>\mathrm{Q}</math> denote a rotation, <math>\mathrm{R}</math> a reflection, <math>\mathrm{T}</math> a translation, and let <math>\mathrm{Q}^q \mathrm{R}^r\mathrm{T}</math> denote a product of several such transformations, all commutative with one another. Then <math>\mathrm{RT}</math> is a glide-reflection (in two or three dimensions), <math>\mathrm{QR}</math> is a rotary-reflection, <math>\mathrm{QT}</math> is a screw-displacement, and <math>\mathrm{Q^2}</math> is a double rotation (in four dimensions).<br> Every orthogonal transformation is expressible as:<br> :<math>\mathrm{Q}^q \mathrm{R}^r</math><br> where <math>(2^q + r \le n)</math>, the number of dimensions.<br> Transformations involving a translation are also expressible as:<br> :<math>\mathrm{Q}^q \mathrm{R}^r \mathrm{T}</math><br> where <math>(2^q + r + 1 \le n)</math>.<br> For <math>(n = 4)</math> in particular, every displacement is either a double rotation <math>\mathrm{Q}^2</math>, or a screw-displacement <math>\mathrm{QT}</math> [where the rotation component <math>\mathrm{Q}</math> is a simple rotation, but the <math>\mathrm{QT}</math> is chiral like a <math>\mathrm{Q^2}</math>]. Every enantiomorphous transformation in 4-space (reversing chirality) is a <math>\mathrm{QRT}</math>.</blockquote> If we begin with this most elemental [[w:Kinematics|kinematics]] of Coxeter's, and also assume the [[W:Galilean relativity|Galilean principle of relativity]], every displacement in 4-space can be viewed as either a <math>\mathrm{Q^2}</math> or a <math>\mathrm{QT}</math>, because we can view any <math>\mathrm{QT}</math> as a <math>\mathrm{Q^2}</math> in a linearly moving (translating) reference frame. Therefore any transformation from one inertial reference frame to another is expressable as a <math>\mathrm{Q^2}</math>. By the same principle, we can view any <math>\mathrm{QT}</math> or <math>\mathrm{Q^2}</math> as an isoclinic (equi-angled) <math>\mathrm{Q^2}</math> by proper choice of reference frame.{{Efn|[[W:Arthur Cayley|Cayley]] showed that any rotation in 4-space can be decomposed into two isoclinic rotations, which intuitively we might see follows from the fact that any transformation from one inertial reference frame to another is expressable as a [[W:SO(4)|rotation in 4-dimensional Euclidean space]].|name=Cayley's rotation factorization into two isoclinic reference frame transformations}} Coxeter's relation is thus a mathematical statement of the principle of relativity, on group-theoretic grounds. It correctly captures the limits to [[W:General relativity|general relativity]], in that we can only exchange the translation (<math>\mathrm{T}</math>) for ''one'' of the two rotations (<math>\mathrm{Q}</math>). An observer in any inertial reference frame can always measure the presence, direction and velocity of ''one'' rotation (<math>\mathrm{Q}</math>) up to uncertainty, and can always distinguish the direction of their own proper time translation (<math>\mathrm{T}</math>). As I understand Coxeter theory (which is not mathematically), the symmetry groups underlying physics seem to have an expression in a [[W:Euclidean space|Euclidean space]] of four [[W:dimension|dimension]]s, that is, they are [[W:Euclidean geometry#Higher dimensions|four-dimensional Euclidean geometry]]. Therefore as I understand that geometry (which is entirely by synthetic methods rather than by Clifford's algebraic methods), the [[W:Atom|atom]] seems to have a distinct Euclidean geometry, such that atoms and their constituent particles are four-dimensional geometric objects (4-polytopes), and nature can be understood in terms of their [[W:group action|group actions]], including centrally their group <math>SO(4)</math> [[W:rotations in 4-dimensional Euclidean space|rotations in 4-dimensional Euclidean space]]. The distinct Coxeter symmetry groups have characteristic <math>SO(4)</math> rotational expressions as the [[W:Regular_4-polytope|regular 4-polytopes]]. Their discrete isoclinic rotations are distinguishing properties of fundamental objects in geometry, relativity and quantum mechanics. For example, atoms exhibit <math>SO(4)</math> symmetries of the discrete isoclinic (equi-angled) double rotations (<math>\mathrm{Q^2}</math>) of a set of regular 4-polytopes that is characteristic of their [[w:Atomic_number|atomic number]]. == Special relativity describes Euclidean 4-space == <blockquote>Our entire model of the universe is built on symmetries. Some, like isotropy (the laws are the same in all directions), homogeneity (same in all places), and time invariance (same at all times) seem natural enough. Even relativity, the Lorentz Invariance that allows everyone to observe a constant speed of light, has an elegance to it that makes it seem natural.<ref>{{Cite book|first=Dave|last=Goldberg|title=The Universe in the Rearview Mirror: How Hidden Symmetries Shape Reality|chapter=§10. Hidden Symmetries: Why some symmetries but not others?|year=2013|publisher=Dutton Penguin Group|isbn=978-0-525-95366-1|ref={{SfnRef|Goldberg|2013}}}}</ref></blockquote> Although the Minkowski spacetime of relativity is a non-Euclidean 4-dimensional space,{{Efn|Spacetime is a non-Euclidean (curved) 4-dimensional space because it consists of three orthogonal space dimensions and a time dimension. The time dimension is not orthogonal to the three spatial dimensions; the time coordinate has the opposite sign as the three space coordinates so spacetime is hyperbolic, not a Euclidean (flat) 4-space at all.}} it has been noticed that its 3-dimensional space component could be modeled as a [[W:3-sphere|3-sphere]] embedded in 4-dimensional Euclidean (flat) space. That is, we could imagine that the ordinary 3-dimensional space we perceive is the curved 3-dimensional surface of a 4-dimensional ball (since the surface of a 4-ball is a curved 3-dimensional space called a 3-sphere, just as the surface of a 3-ball like the earth is a curved 2-dimensional space called a 2-sphere). This was [[#Origins of the theory|imagined by Einstein]] himself in 1921, as a thought experiment in which he carefully described his fourth orthogonal spatial dimension as merely a mathematical abstraction. Subsequently it was noticed by others (not mainstream physicists) that if physical space were really embedded in Euclidean 4-dimensional space (with our 3-dimensional space embedded in 4-space as some non-Euclidean 3-manifold, not necessarily a 3-sphere), then the Lorentz transformation effects of special relativity (spatial forshortenings and time dilations and so forth) could all be explained by ordinary perspective geometry in 4-dimensional Euclidean space. Special relativity reduces to classical vector space geometry (based on the 4-dimensional version of the Pythagorean theorem), but if and only if every observer is moving through 4-space at a universal constant velocity <math>c</math>, in some 4-space direction.{{Sfn|Yamashita|2023}} This counter-intuitive alternative geometric model of relativity, which has usually been called [[W:Formulations of special relativity#Euclidean relativity|Euclidean relativity]], is motivated by the fact that in every kind of relativity, but originally in Einstein's special relativity, each observer moves on a vector through a Euclidean four-dimensional space consisting of their three proper spatial dimensions and their proper time dimension, and the Pythagorean vector-sum of their motion through this kind of proper 4-space is always <math>c</math>, as measured by all observers from any inertial reference frame.{{Efn|Each observer is stationary in space in their own proper reference frame, while they move at maximum velocity {{Math|c}} through their own proper time. Observed from another reference frame in relative motion, they appear foreshortened in space in their direction of motion, and their clocks appear to be slowed to less than the maximum velocity {{Math|c}}.}} This is the Lorentz invariant, that allows everyone to observe a constant speed of light, regardless of their motion relative to the light source.{{Efn| ...cite Lewis Epstein's elegant explanation of the Lorentz Invariance as observers moving at constant velocity {{Math|c}} through space and proper time.}} But no physicists have taken the leap of claiming that therefore, our universe is physically [[W:Euclidean geometry#Higher dimensions|this kind of Euclidean 4-space]], and that observers are actually moving through it at velocity <math>c</math>. In physics as it has been universally understood, observers are not supposed to be able to move at velocity <math>c</math>. Their motion takes place in 3-space and in universal coordinate time (in Minkowski spacetime), and the cosmos is considered to be a non-Euclidean 3-space, generally a closed (finite) expanding 3-space, but with only three spatial dimensions, not four. In the Euclidean relativity alternative view, however, every observer is always moving at velocity <math>c</math> through the universe, which is real Euclidean 4-dimensional space <math>\mathbb{R}^4</math>. The direction in which they are moving is called their proper time axis.{{Efn|Time in spacetime is universal coordinate time, but there is another kind of time in relativity, the proper time in each inertial reference frame. Your proper time is the time you experience, and every observer has his own proper time; proper time runs at different rates in different inertial reference frames. It runs slower (compared to universal coordinate time) in a gravitational field (according to general relativity), and observers in motion with respect to each other view each other's clocks as running slower than their own clocks (according to special relativity).}} Their movement in time is not just modelled as movement in an abstract fourth dimension (as it is in Minkowski spacetime), their movement in time is isomorphic to their movement through physical space in a distinct direction at velocity <math>c</math>. Two observers' directions of movement through space may be different (or not, if they happen to be going in the same direction). Your proper time dimension is whichever direction you are moving. The other three directions perpendicular to your proper time axis are the three dimensions of your ordinary proper space, which again, will be different directions for you than for other observers moving in a different direction. There are four orthogonal spatial dimensions which we all share, but we share the same orthogonal proper time axis and ordinary proper 3-space axes only if we are at rest with respect to each other, actually moving in the same direction at velocity <math>c</math>, in the same inertial reference frame. Your proper 4-space coordinate system is rotated with respect to another observer's proper 4-space coordinate system, precisely as your vectors (directions of motion) are rotated in Euclidean 4-space with respect to each other, but there are no metric distortions (no Lorentz transformations) between your proper Euclidean 4-space coordinate systems; you are both embedded in the same Euclidean 4-dimensional space <math>\mathbb{R}^4</math>. Lorentz transformations are required only to convert between your respective proper Minkowski spacetime coordinate systems. So in this novel alternate view of relativity, every mass in the universe must be perpetually in motion at velocity <math>c</math> through Euclidean 4-space, along with all the masses in its vicinity that are going in (nearly) the same direction. The entire solar system, for example, must be translating in the fourth dimension at the "speed of light" <math>c</math>, although we do not notice it, since we are all moving in that same direction together. Acceleration of an object varies its direction of motion through 4-space, but never its velocity, which is invariant for all objects with mass. Two objects which are in motion relative to each other are both actually in motion at the same velocity <math>c</math>, but in at least slightly different directions.{{Efn|The angular divergence between two observer's motion vectors is proportional to their relative velocity: the more they diverge, the greater their relative velocity, up to the maximum divergence possible in the space. In Euclidean relativity all observers are in motion at velocity {{Math|c}} relative to universal Cartesian 4-coordinate space, so the maximum relative velocity between two observers is {{Math|2c}} when they are moving in exactly opposite directions in 4-space. This is not a contradiction of special relativity, which limits the maximum relative velocity between two observers to {{Math|c}}, it is the same measurement in different units. Special relativity measures all velocities in Minkowski spacetime (in a non-Euclidean 3-space). Euclidean relativity measures all velocities in Euclidean 4-space.}} In Einstein's relativity, the invariant <math>c</math> is the speed of light through 3-space. In Euclidean relativity, the invariant <math>c</math> is the speed of matter through 4-space! The speed of light through 3-space is also perceived as <math>c</math> by all observers, because they are each living in a moving 3-manifold that is translating through 4-space at velocity <math>c</math>. Despite their extreme differences in viewpoint, Einstein's relativity and Euclidean relativity are equivalent theories in complete agreement with each other, by definition. The two theories make exactly the same special relativity predictions of how observers in different inertial reference frames will perceive each other's motions in time and space. It is beyond the scope of this present paper to show how they also agree on the predictions of general relativity, but it is important to understand that our formulation of Euclidean relativity requires our acceptance of the experimentally verified findings of special relativity, general relativity and quantum mechanics. Our model and the standard model both describe the same geometric relations of space and time based on the same evidence, but as embedded in two very different universal host spaces: Euclidean 4-space versus Minkowski spacetime. In some instances our model provides a geometric explanation for physical phenomena where the standard model has none, as yet. An example is the two models' differing explanations for the gravitational coherence of galaxies: either their inertial motion at velocity <math>c</math>, or their possession of experimentally undetected dark matter. A more central example is our use of Coxeter's kinematics to explain the laws of relativistic motion geometrically. {{Efn|More generally, our model is concerned with group-theoretic properties of number elucidated by Coxeter and other geometers. ...cite Kappraff & Adamson's 2003 paper on The Relationship of the Cotangent Function to Special Relativity Theory, geometry and properties of number,{{Sfn|Kappraff & Adamson|2003|loc=Special Relativity Theory, Geometry and properties of number}} which shows how the Lorentz coefficient is a function of a deep geometric property of number{{Sfn|Kappraff & Adamson|2000|loc=A Fresh Look at Number}} discovered by Steinbach,{{Sfn|Steinbach|1997|loc=Golden Fields: A Case for the Heptagon}} by means of which the root formula of geometry in any Euclidean dimension, the Pythagorean theorem, may be derived solely in terms of the addition of polygon side lengths, without recourse to their products or squares. More generally, Steinbach found that in the relations among regular polytope chords, to add is to multiply; every chord is both the product (quotient) of a pair of chords and the sum (difference) of another pair of chords.}} Euclidean relativity is not even a fringe theory; no physicists or astronomers have adopted it. There are many good reasons why the revolutionary leap to a four orthogonal spatial dimensions viewpoint has not been taken, beginning with the universally observed fact that we can only construct three perpendiculars through a point in our immediate space, which appears to be resolutely 3-dimensional, not 4-dimensional. Euclidean relativity offers a nice geometric explanation of the reasons for the Lorentz transformations, but only at the cost of raising other mysteries, which have been difficult for its aficionados to explain. Another mystery is how light signals between observers in relative motion could "catch up" with the receiver moving on a diverging path through 4-space from the emitter. If both observers are already moving at <math>c</math> (on diverging paths), the propagation speed of light through 4-space between them would have to be greater than <math>c</math>. Euclidean relativity is a revolutionary theory indeed, in which <math>c</math> cannot possibly be the speed of light! We conclude that, for a theory of Euclidean 4-space to be physically viable (that is, for <math>\mathbb{R}^4</math> to be our real space and not merely an abstract mathematical space), the speed of light through Euclidean 4-space must be <math>c\prime = 2c</math>, with massless photons translating through 4-space at twice the speed of mass-carrying objects. Photons must translate the diagonal distance through 4-space along the long diameter of a unit 4-hypercube, in the same time that massive particles translate inertially along the edge (or the radius) of a unit 4-hypercube. This is conceivable in Euclidean 4-space (and in no other Euclidean space of any dimensionality) because the long diagonal of the unit 4-hypercube is the natural number <math>\sqrt{4}</math>. == An object's motion in space is the product of its discrete self-reflections == Coxeter theory describes all the possible motions of an object in space as local functions of the object's discrete geometry (its shape). Coxeter observed that in a Euclidean space of any number of dimensions, any displacement of a geometric object from one place to another, and any rotation of the object from one orientation to another, can be broken down into the product of a number of discrete self-reflections. Any action of a polytope that transforms its position and orientation in space may be measured as a distinct sequence of self-reflections of the object in its own surfaces. Therefore any motion of the object whatsoever may be precisely described as the object propagating itself through space by a discrete sequence of local self-reflections. This is a purely kinematic description of motion which does not give any account of forces acting on the object that cause it to move. Coxeter found that both changes in position (translations) and changes in orientation (rotations) can be broken down into the simplest of all displacements (self-reflections). A translation occurs when an object self-reflects twice, in two distinct surfaces which are parallel to each other. A rotation also occurs when an object self-reflects twice, but in two distinct surfaces which intersect each other. When a object self-reflects once, it turns itself inside out (it reverses its chirality), but in translations and rotations it self-reflects twice, preserving its chirality. Coxeter's laws of kinematics are a geometric counterpart to Newton's algebraic laws of motion in three dimensional Euclidean space. They are helpful because they can be understood as geometric pictures, which may help us to visualize the relationships between translation and rotation in classic Newtonian physics problems, such as the [[W:Kepler problem|Kepler problem]] of the motion of the planets.<ref>{{Cite book|last=Feynman|first=Richard|title=Feynman's Lost Lecture: The Motion of Planets Around the Sun|date=1996|publisher=W. W. Norton & Company|isbn=978-0393039184}}</ref> But they are also a revolutionary advance beyond Newton's laws, because Coxeter formulated them in Euclidean spaces of any number of dimensions. In particular, they give us geometric pictures of all the possible motions of objects in 4-dimensional Euclidean space: <blockquote>Every orthogonal transformation in 4-space is expressible as:<br> :<math>\mathrm{Q}^q \mathrm{R}^r \mathrm{T}^t</math><br> where <math>(2^q + r + t \le 4)</math>. Every displacement is either a double rotation <math>\mathrm{Q}^2</math>, or a screw-displacement <math>\mathrm{QT}</math> [where the rotation component <math>\mathrm{Q}</math> is a simple rotation, but the <math>\mathrm{QT}</math> is chiral like a <math>\mathrm{Q^2}</math>]. Every enantiomorphous transformation in 4-space (reversing chirality) is a <math>\mathrm{QRT}</math>.</blockquote> While this description should be understood as geometric pictures, some of the pictures may not be easy for us to visualize, since we have no physical experience in 4-dimensional space. Rotation (<math>\mathrm{Q}</math>), reflection (<math>\mathrm{R}</math>) and translation (<math>\mathrm{T}</math>) are obvious analogues of what they are in three-dimensional space, but double rotation (<math>\mathrm{Q}^2</math>) is something new and unprecedented in our physical experience, because double rotations cannot occur until there are four or more dimensions of space in which to rotate. A point in 4-space may be in motion on two circles in two completely orthogonal rotation planes simultaneously. Nothing constrains the two circles to be of the same radius, or constrains either circle from being of infinite radius such that the point moves in a straight line within its rotation plane: a translation <math>\mathrm{T}</math> rather than a rotation <math>\mathrm{Q}</math>. The motion of a rigid object defined by multiple points is constrained by its rigidity, such that the radii of both circles may approach infinity, but only one of the two radii may actually reach infinity. For a rigid object, only one of the two rotations may actually be a translation. Four dimensional Euclidean space can accomodate no such thing as a <math>\mathrm{Q}^2\mathrm{T}</math>. A translating double rotation <math>\mathrm{Q}^2</math>, like a translating simple rotation <math>\mathrm{Q}</math>, is simply a screw translation <math>\mathrm{QT}</math>. That is the essence of the way the principle of relativity operates in Euclidean 4-space. An object which is double-rotating in its own proper inertial reference frame may be seen to be performing nothing more mysterious than a screw translation, when observed from an inertial reference frame from which the object is in relative translational motion. Of course, it is a screw translation in 4-space, which is more mysterious than a screw translation in our ordinary 3-space. In 3-space the orbit of a screw translation (or any <math>\mathrm{Q}</math>) lies on a great circle of an ordinary sphere (a 2-sphere). In 4-space the orbit of a screw translation <math>\mathrm{QT}</math> or double rotation <math>\mathrm{Q}^2</math> lies on a great circle of a hypersphere (a 3-sphere). Such 4-dimensional great circles are inherently more complex than the ordinary circles we experience in 3-space. They do not lie in a single plane, but bend through all four dimensions, in either a left or right hand direction of curvature. Unlike ordinary circles they are inherently chiral, and their circumference is not <math>2\pi r</math>, but like ordinary circles they are truly circular, geodesic circles. In 4-space they might even be said to be more circular than ordinary circles, which bend in only two dimensions. We refer to such 4-dimensional great circles as ''isoclines'', to distinguish them from ordinary 2-dimensional great circles in the plane. Their name comes from the fact that a point on a rigid 4-dimensional object undergoing [[W:SO(4)#Isoclinic rotations|isoclinic rotation]] traverses an isocline circle. In a universe which is real Euclidean four-dimensional space <math>\mathbb{R}^4</math>, wherein these motions occur only at the constant velocity <math>c</math>, there is a universal Cartesian 4-coordinate reference frame in which every rigid object is translating on a <math>\mathrm{QT}</math> at velocity <math>c</math>. That universal inertial reference frame is not the proper reference frame of any object or observer, wherein the object or observer is stationary, but it is the common reference frame of all observers. == Light propagates through 4-space at twice its apparent velocity <math>c</math>== Coxeter's laws of kinematics in 4-dimensional Euclidean space apply to all objects with mass, but we find there is an additional kind of displacement which applies only to massless particles such as photons, considered as single point objects. Light quanta (photons) translate through 4-space by 4-dimensional reflection <math>\mathrm{R}^4</math>, which may be termed a double translation <math>\mathrm{T}^2</math>, a pure translation via two pairs of parallel reflections without any rotation component <math>\mathrm{Q}</math>. Matter (atoms and all particles with mass) are perpetually rotating and translating through 4-space by <math>\mathrm{QT}</math>, a screw translation of a rotating object, which is relativistically equivalent to a stationary isoclinic <math>\mathrm{Q^2}</math>, an isoclinically rotating object such as an atom. A simple rotation <math>\mathrm{Q}</math> or simple translation <math>\mathrm{T}</math> is a double reflection <math>\mathrm{R^2}</math>, so a <math>\mathrm{QT}</math> or <math>\mathrm{Q^2}</math> is an <math>\mathrm{R^4}</math>, but not with the same group of reflection angles as a light signal <math>\mathrm{R^4}</math>. A translation <math>\mathrm{T = R^2}</math> is a double reflection in two parallel planes, and a rotation <math>\mathrm{Q = R^2}</math> is a double reflection in two intersecting planes, as in a <math>\mathrm{QT = R^4}</math> which is both at once. A double translation <math>\mathrm{T^2 = R^4}</math> is two double reflections in pairs of parallel planes at once, a reflection in four non-intersecting parallel planes; it is all translation and no rotation. In a <math>\mathrm{T^2}</math> all the motion goes to translation, so the translation goes twice as far as the simple translation <math>\mathrm{T}</math> in a <math>\mathrm{QT}</math>. A double translation <math>\mathrm{T^2 = R^4}</math> is the opposite of a double rotation <math>\mathrm{Q^2 = R^4}</math>, which is stationary but rotates twice as far as the simple rotation <math>\mathrm{Q}</math> in a <math>\mathrm{QT}</math>. The product of the two translations in a <math>\mathrm{T^2}</math> is a diagonal 4-space translation over the long diameter of the unit 4-hypercube, exactly twice the distance of a simple <math>\mathrm{T}</math> over the edge length (or radius) of the unit 4-hypercube. The [[w:Tesseract|4-hypercube (also known as the 8-cell or tesseract)]] is ''radially equilateral'', which means its edge length is equal to its radius, like the hexagon, so its long diameter (twice its radius) is exactly twice its edge length. The photon moves an equal distance in four orthogonal directions. By the four-dimensional Pythagorean theorem, each of those four distances is half the total distance the photon moves: one edge length (one radius) is half the total diagonal distance moved (the long diameter). That total movement is a double the unit-distance translation, but without any rotation component, so it cannot carry any mass with it. A <math>\mathrm{T^2}</math> cannot reposition a 4-polytope the way a <math>\mathrm{QT}</math> does, it can only reposition a quantum of energy that has no distinguishing rotational symmetry, such as a photon. That is the price light pays to move exactly twice as fast as matter.{{Efn| ...lensing of double translations <math>\mathrm{T^2 = R^4}</math> in more than two pairs of parallel planes at once...relationship to the frequency of light emitted and the coherence length of the wave packet...}} == Special relativity is Galilean relativity in a Euclidean space of four orthogonal dimensions == {{Efn|...TAC suggests this section is needed sooner, i.e. in the preceding Special Relativity section, as it explains how Euclidean relativity reduces special relativity to 4D perspective geometry...it's misplaced (too late) here...}} Perspective effects known as the Lorentz transformations occur because each observer's proper 3-dimensional space is a moving curved manifold embedded in flat 4-dimensional Euclidean space. The curvature of their 3-space complicates sightline calculations for observers; they sometimes require Lorentz transformations to produce the actual 4-space Cartesian coordinates of objects in the scene being observed. But if all four spatial dimensions are considered, no Lorentz transformations are required (or permitted) in correct scene construction, except when an observer wants to calculate a projection, that is, the shadow of how things will appear to them from a three-dimensional viewpoint (not how they really are in 4-space).{{Sfn|Yamashita|2023}} Space really has four orthogonal dimensions, and space and time behave there just as they do in a classical vector space, only bigger by one dimension. It is not necessary to combine 4-space with time in a unified spacetime to explain 4-dimensional perspective effects at high relative velocities, because Euclidean 4-space is already 4-dimensional, and those effects fall out naturally from the 4-dimensional Pythagorean theorem, exactly as ordinary visual perspective does in three dimensions from the 3-dimensional Pythagorean theorem. Because one of the four spatial dimensions corresponds to an observer's direction of motion (in both space and proper time), and all observers and all scenes being observed are in motion (at constant velocity) in their respective proper time directions, we observe perspective foreshortenings in time as well as in a spatial dimension. In special relativity these perspective effects are reciprocal, precisely because they are only apparent, not actual, changes in size and duration. (However in general relativity, discussed below, the actual rate of physical processes varies from place to place, and reference frame differences predicted by the theory are neither reciprocal nor illusory.) None of these Lorentz effects are beyond geometric explanation or paradoxical. The universe is unexpectedly strange to us in precisely the ways the Euclidean fourth dimension is strange to us; but that does hold many surprises. Euclidean 4-space is much more interesting than Euclidean 3-space, analogous to the way 3-space is much more interesting and deeply explanatory to us than it would be if we experienced it only as a 2-space with many folds and curves, as perhaps an ant does. The emergent properties of 4-space are hard for us to visualize because they lie so wholly beyond our physical experience, just as it was hard for our ancestors to imagine the earth as round like a ball. However, Euclidean spaces of successive dimensions are analogous, and so higher dimensional spaces can be anticipated and explored: that is Schläfli's great discovery. Moreover dimensional analogy itself, like everything else in nature including all of physics, is an exact expression of intrinsic group-theoretic symmetries: that is Nother's great discovery. == General relativity is special relativity in a Euclidean space of four orthogonal dimensions == The statement that the laws of special relativity hold to good approximation in freely falling (and non-rotating) reference frames is known as the [[W:Equivalence principle|Einstein equivalence principle]]. The weight experienced by an observer standing on the floor in a building on the surface of the earth is the same as the weight experienced by an observer standing on the floor in a spaceship in interstellar space accelerating at a rate of 32'/second/second. Both observers are experiencing an upwards acceleration at the same rate, which in their respective proper reference frames is measured as the weight of gravity, rather than as an accelerating motion (they are stationary in their proper reference frames). Einstein used this equivalence principle as the basis for his general theory of relativity, in much the same way he had used the constant velocity of light as the basis for his special theory of relativity. In general relativity the two accelerating observers occupy scenes which are relativistically equivalent, which means that although they can be distinguished (they have different measurements) in any reference frame from which they may both be observed, they have the same invariant geometry in all reference frames (they are the same phenomena), implying that there exists, for either scene, another reference frame from which it measures exactly like the other scene. Relativistically equivalent does not imply that there exists a single reference frame in which the two scenes are congruent (have the same measurements). It only means that they can be transformed into each other by a shift in point of view, because their invariant geometries (their measurements which are independent of point of view) are the same. Einstein's general theory of relativity describes that invariant geometry, for scenes in general, in spacetime. Our formulation of Euclidean relativity describes that invariant geometry, for scenes in general, in real Euclidean 4-dimensional space <math>\mathbb{R}^4</math>. An observer standing on the surface of the earth is accelerated at the rate of 32'/second/second. If we neglect for the moment the rotation of the earth, the observer and the earth are both stationary in their common inertial reference frame, so this accelerating motion cannot be perceived as motion in that reference frame; it is perceptible there as the force of gravity. It is only perceptible as motion in some other reference frame in which the earth and the observer are both in motion, such as the universal common reference frame of Euclidean 4-coordinate space in which they are both in motion at velocity <math>c</math> on their respective screw translations <math>QT</math>. In that universal common reference frame the observer's acceleration of 32'/second/second is the rate of change in the direction of his vector of translation through 4-space. The velocity of his vector of translation <math>T</math> through 4-space remains the constant <math>c</math> throughout; only his direction is changing. A change in the direction of a vector is a rotation <math>Q</math> of a translation <math>T</math>: a screw translation <math>QT</math>. A change in the direction of a vector is a rotation which is an acceleration. We can be precise about the units of measurement of this acceleration at atomic scale. In Coxeter's kinematics rotations of geometric objects occur in discrete increments called rotational displacements, with each distinct kind of rotation performing a characteristic number of its characteristic rotational displacement during a full revolution that returns the object to its starting orientation. There are many distinct kinds of rotation, each with its characteristic rotational displacement and number of displacements per revolution. The general rotation in 4-space is a double rotation <math>Q^2</math> distinguished by two distinct completely orthogonal angles through which the object turns in each rotational displacement. The angles determine not only the distance through which the object turns, but the characteristic trajectory of each point on the surface of the rotating object, including the length of that trajectory before it closes into a circle when the object returns to its starting orientation. For any distinct kind of rotation, the circular trajectory is always an integer multiple of the characteristic rotational displacement, but the full circle may be greater than 360°. In 4-space rotational circles are not ordinary 2-dimensional circles that lie in the plane and have a 360° circumference. Many distinct 4-space rotations of interest have a circumference of 720°, and many are larger. In 4-space every object with mass moves on its distinct <math>QT</math> trajectory. Each rotational displacement <math>Q</math> is equivalent to a pair of reflection displacements in two surfaces which intersect each other, at angles related to a distinct star polygon. Each translational displacement <math>T</math> is equivalent to a pair of reflection displacements in two surfaces which lie parallel to each other. In both kinds of motion (rotation and translation) it is the rate at which these double-reflection displacements occur which is constant and which we measure as the velocity <math>c</math>. Every atom translates at velocity <math>c</math>, performing a large number of atomic scale translational displacements per second. Concurrently, the atom rotates at velocity <math>c</math>, performing the same large number of atomic scale rotational displacements per second. Although the number of displacements at atomic scale per unit time is the same universal constant <math>c</math> for all rotations and translations, distinct kinds of rotation revolve at distinct rates, because the number of rotational displacements per complete revolution and the circumference of the complete revolution are distinct characteristics of each kind of rotation. The velocity at which each point on the surface of a rotating object moves, and the frequency of its rotational circling, are functions of the distinct rotation it is performing. However, they are not simple functions of <math>c</math> and the two defining angle parameters of the rotation. Distinct rotations arise from distinct symmetry groups and each is its own mystery with a unique conservation law. The relationships between those distinct conservation laws are even more mysterious, and have been shown to be chaotic. Steinbach{{Sfn|Steinbach|1997}} discovered the Golden Fields family of ratios which govern distinct rotational displacements related to the regular star polygons at least up to the hendecagon {11}. Kappraff and Adamson{{Sfn|Kappraff|Adamson|2004}} further characterized the families of rotation functions and showed that they form an infinite number of periodic trajectories when operated on by the Mandelbrot operator. The inertial tendency of mass is to follow a geodesic. The inertial conservation law of gravity applies to all motions of objects with mass, rotations as well as translations. A translation <math>T</math> is the distinct simple rotation <math>Q</math> in which the characteristic angle of rotational displacement is zero. Inertia is the tendency of objects with mass to conserve their angles of rotational displacement. In 4-space each object has two completely orthogonal angles of rotational displacement which are characteristic of the distinct rotation the object is performing. Inertia is the conservation of this distinct double rotation. In 4-coordinate Euclidean space the acceleration of an object with mass is a rotation of the object, a change to its direction, not a change to its constant velocity. Because the rate of atomic scale displacements is the universal constant <math>c</math>, the rate of change of direction (the acceleration of the object) is a function of <math>c</math> and the distinct rotation's conservation law. A observer standing on the surface of the earth is performing a distinct double rotation characterized by two completely orthogonal angles of rotational displacement. The observer's acceleration of 32'/second/second is a function of <math>c</math> and the distinct rotation's conservation law, and a measurement of the rate of change of the observer's direction of motion through 4-space at velocity <math>c</math>. ... == Dimensional relativity == The formulation of Euclidean relativity based on Coxeter's kinetic law of <math>n</math>-dimensional congruent transformations in Euclidean space may be called ''dimensional relativity'', since it captures the theories of special and general relativity, and has its roots in dimensional analogy. Dimensional analogy is the exploration of [[w:Hermann_Grassmann#Mathematician|Hermann Grassmann's vector space principle]], in which space cannot be limited to any finite number of dimensions. The geometry of higher-dimensional space is accessible by reason of direct analogy, as [[w:Ludwig Schläfli|Ludwig Schläfli]] subsequently demonstrated, and by algebraic methods after [[W:William Kingdon Clifford|Clifford]]. By analogy to the surface of the earth, the bounding surface of a spherical region of <math>n</math>-dimensional Euclidean space is an <math>(n-1)</math>-sphere, a spherical space of one fewer dimensions than the <math>n</math>-ball of Euclidean space it surrounds. In dimensional relativity the sky is not a ceiling, but an infinite regress of alternating spherical and Euclidean <math>n</math>-spaces of increasing <math>n</math>, accessible from each observer's point of view. By dimensional analogy, each observer looks up into their own reference frame's regress of concentric alternating <math>n</math>-spaces. By the capacity for dimensional analogy which they possess, some observers see deeper into <math>n</math>-dimensional space than others. == Polycentric spherical relativity == An intelligent observer equipped with the principle of dimensional relativity may perceive the universe from any inertial reference frame, not only from their own proper stationary reference frame in the Euclidean <math>n</math>-space universe in which they physically locate themself. We see that every observer may also properly view themself as stationary and the universe as an <math>n</math>-sphere with themself at the center observing it, perceptually equidistant from all points on its <math>n</math>-space surface, including their own physical location which is one of those surface points, distinguished to them but moving on the surface, and not the center of anything. This ''polycentric model'' of the universe is a further restatement of the principle of relativity, and of the [[W:Copernican principle|Copernican principle]] that observation is democratic: observers occupy representative viewpoints, not privileged monocentric positions. The polycentric model is compatible with Galileo's relativity of uniformly moving objects in ordinary space, Einstein's special relativity of inertial reference frames in 4-dimensional spacetime, Einstein's general relativity of all reference frames in non-Euclidean spacetime, and Coxeter's dimensional relativity of orthogonal group actions in Euclidean and spherical spaces of any number of dimensions. The polycentric model should be known as Thoreau's principle of ''spherical relativity'', since the first precise written statement of it appears in 1849, contemporaneous with and independent of Schlafli's work: <blockquote>The universe is a sphere whose center is wherever there is intelligence.{{Sfn|Thoreau|1849|p=349|ps=; "The universe is a sphere whose center is wherever there is intelligence." [Contemporaneous and independent of [[W:Ludwig Schlafli|Ludwig Schlafli]]'s pioneering work enumerating the complete set of regular polyschemes in any number of dimensions.]}}</blockquote> == Revolutions == The original Copernican revolution in 1543 displaced the center of the universe from the center of the earth to a point farther away, the center of the sun, with the earth performing a ''revolution'' around the sun, and the stars remaining on a fixed 2-sphere around the sun instead of around the earth. But this led inevitably to the recognition that the sun must be a star itself, not equidistant from all the stars, and the center of but one of many spheres, no monotheistic center at all. In 1600 [[W:Giordano Bruno|Giordano Bruno]] who first openly advocated these views was burned at the stake in Rome's [[W:Campo de' Fiori|Campo de' Fiori]] by the Catholic inquisition. In such fashion the Euclidean four-dimensional revolution, emerging three to five centuries later, initially lends itself to the big bang theory of a single origin of the whole universe, but leads inevitably to the recognition that all the galaxies need not be equidistant from a single origin in time, any more than all the stars lie in the same galaxy, equidistant from a single center in space. The expanding sphere of matter on the surface of which we find ourselves living is likely to be one of many 3-spheres expanding at velocity <math>c</math>, with their big bang origins occurring at distinct times and places in the ''n''-dimensional universe. The most distant objects we see when we look up at night may not all have the same origin in space and time. As recently as Copernicus we believed all the stars lay on a single 2-sphere embedded in Euclidean 3-space, with our sun at its center. During the enlightenment observers beginning with Bruno dispersed those stars into an infinite Euclidean 3-space, and relinquished our privileged position at the center. Then Einstein showed that our 3-space could not be Euclidean, that it must be a 3-manifold curved in every place in obedience to Newton's inverse-square law of gravity; and in a geometry related to time, at least, it must be 4-dimensional. In the present work we suggest a theory of ''n''-dimensional real space and how light travels in it, a theory which says we can see into four orthogonal dimensions of Euclidean space, and so when we look up at night we see cosmological objects distributed in at least four dimensions of space around us, rather than all located in our own local 3-space. Looking still deeper and farther out, the universe viewed as a 4-sphere might, or might not, be expanding, and the most distant objects we see when we look up at night may, or may not, lie in our 4-dimensional hyperplane. Real space has ''n'' dimensions as [[w:Hermann_Grassmann|Grassmann]] and [[w:Schläfli|Schläfli]] showed, and we do not know how many dimensions the most distant objects we see may be distributed in. They need not all lie within the four spatial dimensions in which we have now learned to observe them, any more than they all lie in our local 3-space. When we look up at the objects that surround us, we have no way of discerning how many dimensions beyond three the space we are looking into has. We know their distance from us primarily by virtue of how long it takes their light to reach us. We can measure their distribution around us in 3-space or 4-space, but that is simply how we choose to measure their positions, not an actual finding of how they are distributed. Even if it is now evident that they do not all lie in the same 3-space, how many more dimensions than three are needed to contain them? We observe that our 4-ball galaxy is embedded in Euclidean <math>n</math>-space as one of many 4-ball galaxies, each translating in a distinct direction through 4-space at velocity <math>c</math>, on more or less divergent paths from each other. But only closer observation will reveal evidence of whether everything we see lies in the same Euclidean 4-space, or if it is distributed in five or more dimensions, and how it is moving there. To remain in agreement with the theory of relativity, the Euclidean four-dimensional viewpoint requires that all mass-carrying objects be in motion in some distinct direction through 4-space at the constant velocity <math>c</math>, although the relative velocity between nearby objects is much smaller since they move on similar vectors, aimed away from a common origin point in the past. It is natural to expect that objects moving at constant velocity away from a common origin will be distributed roughly on the surface of an expanding 3-sphere. Although their paths away from their origin are not straight lines but various helical isoclines (screw translations), nearby objects must be translating radially at the same velocity, since the objects in a system (such as our solar system or galaxy) do not separate rapidly over time but remain in orbital formation. Each system's screw translation has two [[w:Completely_orthogonal|completely orthogonal]] components of motion in 4-space, an orbital rotation (such as the earth's around our sun) and a linear translation of the entire system at velocity <math>c</math> in the direction of the original 3-sphere's radial expansion (along the system's proper time vector). Of course the view from our solar system does not suggest that the 3-sphere enclosing each galaxy is expanding at this great rate from its galactic center. The standard theory has been that the entire observable universe is expanding from a single big bang origin in time, with galaxies forming later. While the Euclidean four-dimensional viewpoint lends itself to that standard theory, it also supports theories which require no single origin point in space and time. These are the voyages of starship Earth, to boldly go where no one has gone before. We made the jump to light speed long ago, in whatever big bang our atoms emerged from, and have never slowed down since. == Origins of the theory == Einstein himself may have been the first to imagine the universe as the three-dimensional surface of a four-dimensional Euclidean 3-sphere, in what was narrowly the first written articulation of a Euclidean 4-space universe, contemporaneous with the teen-aged Coxeter's (quoted below).{{Efn|[[W:William Rowan Hamilton|Hamilton]]'s algebra '''H''' of [[W:Quaternions|quaternions]] introduces (in 1843) the notion of a [[W:Three-dimensional sphere|three-dimensional sphere]] embedded in a four-dimensional space, but Hamilton did not quite conceive of the quaternions as the Cartesian 4-coordinates of a Euclidean 4-space, and he did not describe our ordinary 3-space as embedded in Euclidean 4-space.}} Einstein did this as a [[W:Gedankenexperiment|gedankenexperiment]] in the context of investigating whether his equations of general relativity predicted an infinite or a finite universe, in his 1921 Princeton lecture.<ref>{{Cite book|url=http://www.gutenberg.org/ebooks/36276|title=The Meaning of Relativity|last=Einstein|first=Albert|publisher=Princeton University Press|year=1923|isbn=|location=|pages=110-111}}</ref> He invited us to imagine "A spherical manifold of three dimensions, embedded in a Euclidean continuum of four dimensions", but he was careful to disclaim parenthetically that "The aid of a fourth space dimension has naturally no significance except that of a mathematical artifice." Informally, the Euclidean 4-dimensional theory of relativity may be given as a sort of reciprocal to that disclaimer of Einstein's: ''The Minkowski spacetime has naturally no significance except that of a mathematical artifice, as an aid to understanding how things will appear to an observer from their perspective; the foreshortenings, clock desynchronizations and other Lorentz transformations it predicts are proper calculations of actual perspective effects; but real space is a flat, Euclidean continuum of four orthogonal spatial dimensions, and in it the ordinary laws of a flat vector space hold (such as the Pythagorean theorem), and all sightline calculations work classically, so long as you consider all four spatial dimensions.'' The Euclidean theory of relativity differs from the special theory of relativity in ascribing to the physical universe a geometry of four or more orthogonal spatial dimensions, rather than the special theory's [[w:Minkowski spacetime|Minkowski spacetime]] geometry, in which three spatial dimensions and a time dimension comprise a unified non-Euclidean spacetime of four dimensions. Anco and Maghadam found that <math>SO(4)</math> breaks to <math>\mathbb{S}^3</math> (the 3-sphere) if the energy in a Kepler orbit is negative (an elliptical orbit), and to <math>H^3</math> (Minkowski spacetime) if the energy is positive (a hyperbolic orbit). Therefore the fact that the planets orbit on ellipses in our 3-space suggests that they orbit on a 3-sphere embedded in Euclidean 4-space. Thus we can conclude that <math>\mathbb{R}^4</math> is the actual geometry of our physical universe, and Minkowski spacetime is an abstraction; the reciprocal of Einstein's disclaimer is the more direct physical model. Of course spacetime remains a true and useful abstraction, although it must relinquish its privileged position as our exclusive conception of our place in space.{{Efn| ...origins of the Euclidean 4-space insight in the observations of Fock, Atkinson, Moser and others.}} The invention of Euclidean geometry of more than three spatial dimensions preceded Einstein's theories by more than fifty years, when it was worked out originally by the Swiss mathematician [[w:Ludwig Schläfli|Ludwig Schläfli]] before 1853.{{Sfn|Coxeter|1973|loc=§7. Ordinary Polytopes in Higher Space; §7.x. Historical remarks|pp=141-144|ps=; "Practically all the ideas in this chapter ... are due to Schläfli, who discovered them before 1853 — a time when Cayley, Grassmann and Möbius were the only other people who had ever conceived the possibility of geometry in more than three dimensions."}} Schläfli extended Euclid's geometry of one, two, and three dimensions in a direct way to four or more dimensions, generalizing the rules and terms of [[w:Euclidean geometry|Euclidean geometry]] to spaces of any number of dimensions. He coined the general term ''[[polyscheme]]'' to mean geometric forms of any number of dimensions, including two-dimensional [[w:polygon|polygons]], three-dimensional [[w:polyhedron|polyhedra]], four dimensional [[w:polychoron|polychora]], and so on, and in the process he found all of the [[w:Regular polytope|regular polyschemes]] that are possible in every dimension, including in particular the [[User:Dc.samizdat/Rotations#Sequence of regular 4-polytopes|six convex regular polychora]] which can be constructed in a Euclidean space of four dimensions (the set analogous to the five [[w:Platonic solid|Platonic solids]] the ancients found in three dimensional space). Thus Schläfli was the first to explore the fourth dimension, reveal its emergent geometric properties, and discover its astonishing regular objects. Because his work was only published posthumously in 1901, and remained almost completely unknown until Coxeter published [[w:Regular_Polytopes_(book)|Regular Polytopes]] in 1947, other researchers had more than fifty years to rediscover the regular polychora, and competing terms were coined; today [[w:Reinhold_Hoppe|Reinhold Hoppe]]'s word ''[[w:Polytope|polytope]]'' is the commonly used term for ''polyscheme.''{{Efn|[[w:Reinhold_Hoppe|Reinhold Hoppe]]'s German word ''polytop'' was introduced into English by [[W:Alicia Boole Stott|Alicia Boole Stott]], who like Hoppe and [[W:Thorold Gosset|Thorold Gosset]] rediscovered Schlafli's six regular convex 4-polytopes, with no knowledge of their prior discovery. Today Schläfli's original ''polyschem'', with its echo of ''schema'' as in the configurations of information structures, seems even more fitting in its generality than ''polytope'' -- perhaps analogously as information software (programming) is even more general than information hardware (computers).}} Because of this century-long lag in the dissemination of a scientific discovery, the regular 4-polytopes appear to have played no role at all, by any name, in the twentieth century discovery and evolution of the theories of relativity and quantum mechanics.{{Efn|One could argue that the higher-dimensional polytopes have barely influenced science or culture at all thus far. The physicist John Edward Huth's comprehensive deep dive through the history of cultural and scientific concepts of physical space, from ancient flatland models of the world through general relativity and quantum mechancs, shows exactly how we got to our present standard model of the universe, although it includes no mention of higher-dimensional Euclidean space.<ref>{{Cite book|last=Huth|first=John Edward|title=A Sense of Space: A local's guide to a flat earth, the edge of the cosmos, and other curious places|year=2025|publisher=University of Chicago Press}}</ref>}} == Boundaries == <blockquote>Ever since we discovered that Earth is round and turns like a mad-spinning top, we have understood that reality is not as it appears to us: every time we glimpse a new aspect of it, it is a deeply emotional experience. Another veil has fallen.<ref>{{Cite book|author=Carlo Rovelli|author-link=W:Carlo Rovelli|title=Seven Brief Lessons on Physics|publisher=Riverhead|year=2016|isbn=978-0399184413}}</ref></blockquote> Of course it is strange to consciously contemplate this world we inhabit, our planet, our solar system, our 3-sphere surface in our vast galaxy, as the merest film, a boundary no thicker in the places we inhabit than the diameter of an electron (though much thicker in some places we cannot inhabit, such as the core of our planet and the interior of stars). But is not our unconscious traditional concept of the boundary of our world even stranger? Since the enlightenment we are accustomed to thinking that there is nothing beyond three dimensional space: no boundary, because there is nothing else to separate us from. But anyone who knows the [[polyscheme]]s Schläfli discovered knows that space can have any number of dimensions, and that there are fundamental objects and motions to be discovered in four dimensions that are even more various and interesting than those we can discover in three. The strange thing, when we think about it that way, is that there ''is'' a boundary between three and four dimensional space. ''Why'' can't we move (or apparently, see) in more than three dimensions? Why is our physical world apparently only three dimensional? Why would it have just ''three'' dimensions, and not four, or five, or the ''n'' dimensions that Schläfli mapped? What is the nature of the boundary which confines us to just three dimensions? We know that in Euclidean geometry the boundary between three and four dimensions is itself a spherical three dimensional space, so we should suspect that we are materially confined within such a curved boundary surface. Light need not be confined with us within our three dimensional boundary space. We would look directly through four dimensional space in our natural way, by receiving light signals that travelled through it to us on straight lines. In that case the reason we do not observe a fourth spatial dimension in our vicinity is that there are no nearby objects in it, just off our hyperplane in the wild. The nearest four-dimensional object we can see with our eyes is our sun, which lies equatorially in our own hyperplane, though it bulges out of it above and below. But when we look up at the heavens, every pinprick of light we observe is itself a four-dimensional object off our hyperplane, and they are distributed all around us in four-dimensional space through which we gaze. We are four-dimensionally sighted creatures, even though our bodies are three-dimensional objects, thin as an atom in the fourth dimension. But that should not perplex us: we can see into three dimensional space even though our retinas are two dimensional objects, thin as a photoreceptor cell. Our unconscious provincial concept is that there is nothing else outside our three dimensional world: no boundary, because there is nothing else to separate us from. But Schläfli discovered something else: all the astonishing regular objects that exist in higher dimensions, which vastly extend our notions of the beauty and mystery of space itself, and the intrinsic spatial symmetries of our universe which geometry reveals. Space is more commodious than we thought it was, and permits previously unimagined objects and motions. So our provincial conception of our place in it now has the same kind of status as our idea that the sun rises in the east and passes overhead: it is mere appearance, not a true model and no longer a proper explanation. An inertial boundary is a proper explanation, be it ever so thin. And would a boundary of ''no'' thickness, a mere abstraction with no physical power to separate, be a more suitable explanation? We must look for a physically powerful explanation in the geometry of space itself, which general relativity properly associates with the gravitational or inertial force. <blockquote>The number of dimensions possessed by a figure is the number of straight lines each perpendicular to all the others which can be drawn on it. Thus a point has no dimensions, a straight line one, a plane surface two, and a solid three .... In space as we now know it only three lines can be imagined perpendicular to each other. A fourth line, perpendicular to all the other three would be quite invisible and unimaginable to us. We ourselves and all the material things around us probably possess a fourth dimension, of which we are quite unaware. If not, from a four-dimensional point of view we are mere geometrical abstractions, like geometrical surfaces, lines, and points are to us. But this thickness in the fourth dimension must be exceedingly minute, if it exists at all. That is, we could only draw an exceedingly small line perpendicular to our three perpendicular lines, length, breadth and thickness, so small that no microscope could ever perceive it. We can find out something about the conditions of the fourth and higher dimensions if they exist, without being certain that they do exist, by a process which I have termed "Dimensional Analogy."<ref>{{Citation|title=Dimensional Analogy|last=Coxeter|first=Donald|date=February 1923|publisher=Coxeter Fonds, University of Toronto Archives|authorlink=W:Harold Scott MacDonald Coxeter|series=|postscript=|work=}}</ref></blockquote> I believe, but I cannot prove, that we live in real space, which is Schläfli's Euclidean space of ''n'' analogous dimensions. As Grassmann showed first, space cannot be limited to any finite number of dimensions. There will always be higher dimensions to discover, first in imagination and then to explore physically, each an astonishing new enlightenment.<ref>{{Cite book|first=T.S.|last=Eliot|title=Little Gidding|volume=Four Quartets|year=1943}}<blockquote> :We shall not cease from exploration :And the end of all our exploring :Will be to arrive where we started :And know the place for the first time. :Through the unknown, remembered gate :When the last of earth left to discover :Is that which was the beginning; :At the source of the longest river :The voice of the hidden waterfall :And the children in the apple-tree :Not known, because not looked for :But heard, half-heard, in the stillness :Between two waves of the sea. </blockquote></ref> Schläfli discovered every regular convex polytope that exists in any dimension, but that was only the beginning of the story of dimensional analogy, not its end or even the end of its beginning. That project is forever beginning anew. Coxeter discovered that Schläfli's Euclidean space is an expression of intrinsic symmetries, as Noether discovered all of physics is. Kappraff and Adamson discovered that even the sequences of humble regular polygons have fractal complexity. Symmetry itself is chaotic, always reachable but forever beyond our complete grasp. We are on a Wilderness Project, and just at its beginning, but already we observe a Euclidean space of four or more orthogonal spatial dimensions in which all objects with mass move ceaselessly at the constant velocity <math>c</math>, the universal rate at which everything moves, quantum events occur, and each of our proper times evolves. I believe these facts explain the experimentally verified theories of relativity and quantum mechanics, by revealing their unified polycentric geometry, the same way the facts about Copernicus's heliocentric solar system explained the observed motions of the planets, by revealing the geometry of gravity to Kepler. But others will have to do the math, work out the physics, and perform experiments to prove or disprove all of this, because I don't have the mathematics; entirely unlike Coxeter and Einstein, I am illiterate in those languages. <blockquote> ::::::BEECH :Where my imaginary line :Bends square in woods, an iron spine :And pile of real rocks have been founded. :And off this corner in the wild, :Where these are driven in and piled, :One tree, by being deeply wounded, :Has been impressed as Witness Tree :And made commit to memory :My proof of being not unbounded. :Thus truth's established and borne out, :Though circumstanced with dark and doubt— :Though by a world of doubt surrounded. :::::::—''The Moodie Forester''<ref>{{Cite book|title=A Witness Tree|last=Frost|first=Robert|year=1942|series=The Poetry of Robert Frost|publisher=Holt, Rinehart and Winston|edition=1969|}}</ref> </blockquote> == Appendix: Sequence of regular 4-polytopes == {{Regular convex 4-polytopes|wiki=W:|columns=7}} == ... == {{Efn|In a ''[[W:William Kingdon Clifford|Clifford]] displacement'', also known as an [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinic rotation]], all the Clifford parallel{{Efn|name=Clifford parallels}} invariant planes are displaced in four orthogonal directions (two completely orthogonal planes) at once: they are rotated by the same angle, and at the same time they are tilted ''sideways'' by that same angle. A [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|Clifford displacement]] is [[W:8-cell#Radial equilateral symmetry|4-dimensionally diagonal]].{{Efn|name=isoclinic 4-dimensional diagonal}} Every plane that is Clifford parallel to one of the completely orthogonal planes (including in this case an entire Clifford parallel bundle of 4 hexagons, but not all 16 hexagons) is invariant under the isoclinic rotation: all the points in the plane rotate in circles but remain in the plane, even as the whole plane tilts sideways. All 16 hexagons rotate by the same angle (though only 4 of them do so invariantly). All 16 hexagons are rotated by 60 degrees, and also displaced sideways by 60 degrees to a Clifford parallel hexagon. All of the other central polygons (e.g. squares) are also displaced to a Clifford parallel polygon 60 degrees away.|name=Clifford displacement}} {{Efn|It is not difficult to visualize four hexagonal planes intersecting at 60 degrees to each other, even in three dimensions. Four hexagonal central planes intersect at 60 degrees in the [[W:cuboctahedron|cuboctahedron]]. Four of the 24-cell's 16 hexagonal central planes (lying in the same 3-dimensional hyperplane) intersect at each of the 24-cell's vertices exactly the way they do at the center of a cuboctahedron. But the ''edges'' around the vertex do not meet as the radii do at the center of a cuboctahedron; the 24-cell has 8 edges around each vertex, not 12, so its vertex figure is the cube, not the cuboctahedron. The 8 edges meet exactly the way 8 edges do at the apex of a canonical [[W:cubic pyramid]|cubic pyramid]].{{Efn|name=24-cell vertex figure}}|name=cuboctahedral hexagons}} {{Efn|name=radially equilateral}} {{Efn|Eight {{sqrt|1}} edges converge in curved 3-dimensional space from the corners of the 24-cell's cubical vertex figure{{Efn|The [[W:vertex figure|vertex figure]] is the facet which is made by truncating a vertex; canonically, at the mid-edges incident to the vertex. But one can make similar vertex figures of different radii by truncating at any point along those edges, up to and including truncating at the adjacent vertices to make a ''full size'' vertex figure. Stillwell defines the vertex figure as "the convex hull of the neighbouring vertices of a given vertex".{{Sfn|Stillwell|2001|p=17}} That is what serves the illustrative purpose here.|name=full size vertex figure}} and meet at its center (the vertex), where they form 4 straight lines which cross there. The 8 vertices of the cube are the eight nearest other vertices of the 24-cell. The straight lines are geodesics: two {{sqrt|1}}-length segments of an apparently straight line (in the 3-space of the 24-cell's curved surface) that is bent in the 4th dimension into a great circle hexagon (in 4-space). Imagined from inside this curved 3-space, the bends in the hexagons are invisible. From outside (if we could view the 24-cell in 4-space), the straight lines would be seen to bend in the 4th dimension at the cube centers, because the center is displaced outward in the 4th dimension, out of the hyperplane defined by the cube's vertices. Thus the vertex cube is actually a [[W:cubic pyramid|cubic pyramid]]. Unlike a cube, it seems to be radially equilateral (like the tesseract and the 24-cell itself): its "radius" equals its edge length.{{Efn|The vertex cubic pyramid is not actually radially equilateral,{{Efn|name=radially equilateral}} because the edges radiating from its apex are not actually its radii: the apex of the [[W:cubic pyramid|cubic pyramid]] is not actually its center, just one of its vertices.}}|name=24-cell vertex figure}} {{Efn|The hexagons are inclined (tilted) at 60 degrees with respect to the unit radius coordinate system's orthogonal planes. Each hexagonal plane contains only ''one'' of the 4 coordinate system axes.{{Efn|Each great hexagon of the 24-cell contains one axis (one pair of antipodal vertices) belonging to each of the three inscribed 16-cells. The 24-cell contains three disjoint inscribed 16-cells, rotated 60° isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other (so their corresponding vertices are 120° {{=}} {{radic|3}} apart). A [[16-cell#Coordinates|16-cell is an orthonormal ''basis'']] for a 4-dimensional coordinate system, because its 8 vertices define the four orthogonal axes. In any choice of a vertex-up coordinate system (such as the unit radius coordinates used in this article), one of the three inscribed 16-cells is the basis for the coordinate system, and each hexagon has only ''one'' axis which is a coordinate system axis.|name=three basis 16-cells}} The hexagon consists of 3 pairs of opposite vertices (three 24-cell diameters): one opposite pair of ''integer'' coordinate vertices (one of the four coordinate axes), and two opposite pairs of ''half-integer'' coordinate vertices (not coordinate axes). For example: {{indent|17}}({{spaces|2}}0,{{spaces|2}}0,{{spaces|2}}1,{{spaces|2}}0) {{indent|5}}({{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}({{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}}) {{indent|5}}(–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}(–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}}) {{indent|17}}({{spaces|2}}0,{{spaces|2}}0,–1,{{spaces|2}}0)<br> is a hexagon on the ''y'' axis. Unlike the {{sqrt|2}} squares, the hexagons are actually made of 24-cell edges, so they are visible features of the 24-cell.|name=non-orthogonal hexagons|group=}} {{Efn|Visualize the three [[16-cell]]s inscribed in the 24-cell (left, right, and middle), and the rotation which takes them to each other. [[24-cell#Reciprocal constructions from 8-cell and 16-cell|The vertices of the middle 16-cell lie on the (w, x, y, z) coordinate axes]];{{Efn|name=six orthogonal planes of the Cartesian basis}} the other two are rotated 60° [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinically]] to its left and its right. The 24-vertex 24-cell is a compound of three 16-cells, whose three sets of 8 vertices are distributed around the 24-cell symmetrically; each vertex is surrounded by 8 others (in the 3-dimensional space of the 4-dimensional 24-cell's ''surface''), the way the vertices of a cube surround its center.{{Efn|name=24-cell vertex figure}} The 8 surrounding vertices (the cube corners) lie in other 16-cells: 4 in the other 16-cell to the left, and 4 in the other 16-cell to the right. They are the vertices of two tetrahedra inscribed in the cube, one belonging (as a cell) to each 16-cell. If the 16-cell edges are {{radic|2}}, each vertex of the compound of three 16-cells is {{radic|1}} away from its 8 surrounding vertices in other 16-cells. Now visualize those {{radic|1}} distances as the edges of the 24-cell (while continuing to visualize the disjoint 16-cells). The {{radic|1}} edges form great hexagons of 6 vertices which run around the 24-cell in a central plane. ''Four'' hexagons cross at each vertex (and its antipodal vertex), inclined at 60° to each other.{{Efn|name=cuboctahedral hexagons}} The [[24-cell#Hexagons|hexagons]] are not perpendicular to each other, or to the 16-cells' perpendicular [[24-cell#Squares|square central planes]].{{Efn|name=non-orthogonal hexagons}} The left and right 16-cells form a tesseract.{{Efn|Each pair of the three 16-cells inscribed in the 24-cell forms a 4-dimensional [[W:tesseract|hypercube (a tesseract or 8-cell)]], in [[24-cell#Relationships among interior polytopes|dimensional analogy]] to the way two tetrahedra form a cube: the two 8-vertex 16-cells are inscribed in the 16-vertex tesseract, occupying its alternate vertices. The third 16-cell does not lie within the tesseract; its 8 vertices protrude from the sides of the tesseract, forming a cubic pyramid on each of the tesseract's cubic cells. The three pairs of 16-cells form three tesseracts.{{Efn|name=three 8-cells}} The tesseracts share vertices, but the 16-cells are completely disjoint.{{Efn|name=completely disjoint}}|name=three 16-cells form three tesseracts}} Two 16-cells have vertex-pairs which are one {{radic|1}} edge (one hexagon edge) apart. But a [[24-cell#Simple rotations|''simple'' rotation]] of 60° will not take one whole 16-cell to another 16-cell, because their vertices are 60° apart in different directions, and a simple rotation has only one hexagonal plane of rotation. One 16-cell ''can'' be taken to another 16-cell by a 60° [[24-cell#Isoclinic rotations|''isoclinic'' rotation]], because an isoclinic rotation is [[3-sphere]] symmetric: four [[24-cell#Clifford parallel polytopes|Clifford parallel hexagonal planes]] rotate together, but in four different rotational directions,{{Efn|name=Clifford displacement}} taking each 16-cell to another 16-cell. But since an isoclinic 60° rotation is a ''diagonal'' rotation by 60° in ''two'' completely orthogonal directions at once,{{Efn|name=isoclinic geodesic}} the corresponding vertices of the 16-cell and the 16-cell it is taken to are 120° apart: ''two'' {{radic|1}} hexagon edges (or one {{radic|3}} hexagon chord) apart, not one {{radic|1}} edge (60°) apart as in a simple rotation.{{Efn|name=isoclinic 4-dimensional diagonal}} By the [[W:chiral|chiral]] diagonal nature of isoclinic rotations, the 16-cell ''cannot'' reach the adjacent 16-cell by rotating toward it; it can only reach the 16-cell ''beyond'' it. But of course, the 16-cell beyond the 16-cell to its right is the 16-cell to its left. So a 60° isoclinic rotation ''will'' take every 16-cell to another 16-cell: a 60° ''right'' isoclinic rotation will take the middle 16-cell to the 16-cell we may have originally visualized as the ''left'' 16-cell, and a 60° ''left'' isoclinic rotation will take the middle 16-cell to the 16-cell we visualized as the ''right'' 16-cell. (If so, that was our error in visualization; the 16-cell to the "left" is in fact the one reached by the left isoclinic rotation, as that is the only sense in which the two 16-cells are left or right of each other.)|name=three isoclinic 16-cells}} {{Efn|In a double rotation each vertex can be said to move along two completely orthogonal great circles at the same time, but it does not stay within the central plane of either of those original great circles; rather, it moves along a helical geodesic that traverses diagonally between great circles. The two completely orthogonal planes of rotation are said to be ''invariant'' because the points in each stay in the plane ''as the plane moves'', tilting sideways by the same angle that the other plane rotates.|name=helical geodesic}} {{Efn|A point under isoclinic rotation traverses the diagonal{{Efn|name=isoclinic 4-dimensional diagonal}} straight line of a single '''isoclinic geodesic''', reaching its destination directly, instead of the bent line of two successive '''simple geodesics'''. A '''[[W:geodesic|geodesic]]''' is the ''shortest path'' through a space (intuitively, a string pulled taught between two points). Simple geodesics are great circles lying in a central plane (the only kind of geodesics that occur in 3-space on the 2-sphere). Isoclinic geodesics are different: they do ''not'' lie in a single plane; they are 4-dimensional [[W:helix|spirals]] rather than simple 2-dimensional circles.{{Efn|name=helical geodesic}} But they are not like 3-dimensional [[W:screw threads|screw threads]] either, because they form a closed loop like any circle (after ''two'' revolutions). Isoclinic geodesics are ''4-dimensional great circles'', and they are just as circular as 2-dimensional circles: in fact, twice as circular, because they curve in a circle in two completely orthogonal directions at once.{{Efn|Isoclinic geodesics are ''4-dimensional great circles'' in the sense that they are 1-dimensional geodesic ''lines'' that curve in 4-space in two completely orthogonal planes at once. They should not be confused with ''great 2-spheres'',{{Sfn|Stillwell|2001|p=24}} which are the 4-dimensional analogues of 2-dimensional great circles (great 1-spheres).}} These '''isoclines''' are geodesic 1-dimensional lines embedded in a 4-dimensional space. On the 3-sphere{{Efn|All isoclines are geodesics, and isoclines on the 3-sphere are circles (curving equally in each dimension), but not all isoclines on 3-manifolds in 4-space are circles.}} they always occur in [[W:chiral|chiral]] pairs and form a pair of [[W:Villarceau circle|Villarceau circle]]s on the [[W:Clifford torus|Clifford torus]],{{Efn|Isoclines on the 3-sphere occur in non-intersecting chiral pairs. A left and a right isocline form a [[W:Hopf link|Hopf link]] called the {1,1} torus knot{{Sfn|Dorst|2019|loc=§1. Villarceau Circles|p=44|ps=; "In mathematics, the path that the (1, 1) knot on the torus traces is also known as a [[W:Villarceau circle|Villarceau circle]]. Villarceau circles are usually introduced as two intersecting circles that are the cross-section of a torus by a well-chosen plane cutting it. Picking one such circle and rotating it around the torus axis, the resulting family of circles can be used to rule the torus. By nesting tori smartly, the collection of all such circles then form a [[W:Hopf fibration|Hopf fibration]].... we prefer to consider the Villarceau circle as the (1, 1) torus knot [a [[W:Hopf link|Hopf link]]] rather than as a planar cut [two intersecting circles]."}} in which ''each'' of the two linked circles traverses all four dimensions.}} the paths of the left and the right [[W:Rotations in 4-dimensional Euclidean space#Double rotations|isoclinic rotation]]. They are [[W:Helix|helices]] bent into a [[W:Möbius strip|Möbius loop]] in the fourth dimension, taking a diagonal [[W:Winding number|winding route]] twice around the 3-sphere through the non-adjacent vertices of a 4-polytope's [[W:Skew polygon#Regular skew polygons in four dimensions|skew polygon]].|name=isoclinic geodesic}} {{Efn|[[File:Hopf band wikipedia.png|thumb|150px|Two [[W:Clifford parallel|Clifford parallel]] great circles spanned by a twisted [[W:Annulus (mathematics)|annulus]].]][[W:Clifford parallel|Clifford parallel]]s are non-intersecting curved lines that are parallel in the sense that the perpendicular (shortest) distance between them is the same at each point. A double helix is an example of Clifford parallelism in ordinary 3-dimensional Euclidean space. In 4-space Clifford parallels occur as geodesic great circles on the [[W:3-sphere|3-sphere]].{{Sfn|Kim|Rote|2016|pp=8-10|loc=Relations to Clifford Parallelism}} Whereas in 3-dimensional space, any two geodesic great circles on the [[W:2-sphere|2-sphere]] will always intersect at two antipodal points, in 4-dimensional space not all great circles intersect. In 4-polytopes various discrete sets of Clifford parallel non-intersecting geodesic great circles can be found on the 3-sphere. They spiral around each other in [[W:Hopf fibration|Hopf fiber bundles]] which visit all the vertices just once. The simplest example is that six mutually orthogonal great circles can be drawn on the 3-sphere, as three pairs of completely orthogonal great circles, intersecting at 8 points defining a [[16-cell]]. Each completely orthogonal pair of circles is Clifford parallel. They cannot intersect at all, because they lie in planes which intersect at only one point: the center of the 16-cell. Because they are perpendicular and share a common center, the two circles are obviously not parallel and separate in the usual way of parallel circles in 3 dimensions; rather they are connected like adjacent links in a chain, each passing through the other without intersecting at any points, forming a [[W:Hopf link|Hopf link]]|name=Clifford parallels}} {{Efn|In the 24-cell each great square plane is completely orthogonal{{Efn|name=completely orthogonal planes}} to another great square plane, and each great hexagon plane is completely orthogonal to a plane which intersects only two vertices: a great [[W:digon|digon]] plane.|name=pairs of completely orthogonal planes}} {{Efn|In an [[24-cell#Isoclinic rotations|isoclinic rotation]], each point anywhere in the 4-polytope moves an equal distance in four orthogonal directions at once, on a [[W:8-cell#Radial equilateral symmetry|4-dimensional diagonal]]. The point is displaced a total [[W:Pythagorean distance]] equal to the square root of four times the square of that distance. For example, when the unit-radius 24-cell rotates isoclinically 60° in a hexagon invariant plane and 60° in its completely orthogonal invariant plane,{{Efn|name=pairs of completely orthogonal planes}} all vertices are displaced to a vertex two edge lengths away. Each vertex is displaced to another vertex {{radic|3}} (120°) away, moving {{radic|3/4}} in four orthogonal coordinate directions.|name=isoclinic 4-dimensional diagonal}} {{Efn|Each square plane is isoclinic (Clifford parallel) to five other square planes but completely orthogonal{{Efn|name=completely orthogonal planes}} to only one of them.{{Efn|name=Clifford parallel squares in the 16-cell and 24-cell}} Every pair of completely orthogonal planes has Clifford parallel great circles, but not all Clifford parallel great circles are orthogonal (e.g., none of the hexagonal geodesics in the 24-cell are mutually orthogonal).|name=only some Clifford parallels are orthogonal}} {{Efn|In the [[16-cell#Rotations|16-cell]] the 6 orthogonal great squares form 3 pairs of completely orthogonal great circles; each pair is Clifford parallel. In the 24-cell, the 3 inscribed 16-cells lie rotated 60 degrees isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other; consequently their corresponding vertices are 120 degrees apart on a hexagonal great circle. Pairing their vertices which are 90 degrees apart reveals corresponding square great circles which are Clifford parallel. Each of the 18 square great circles is Clifford parallel not only to one other square great circle in the same 16-cell (the completely orthogonal one), but also to two square great circles (which are completely orthogonal to each other) in each of the other two 16-cells. (Completely orthogonal great circles are Clifford parallel, but not all Clifford parallels are orthogonal.{{Efn|name=only some Clifford parallels are orthogonal}}) A 60 degree isoclinic rotation of the 24-cell in hexagonal invariant planes takes each square great circle to a Clifford parallel (but non-orthogonal) square great circle in a different 16-cell.|name=Clifford parallel squares in the 16-cell and 24-cell}} {{Efn|In 4 dimensional space we can construct 4 perpendicular axes and 6 perpendicular planes through a point. Without loss of generality, we may take these to be the axes and orthogonal central planes of a (w, x, y, z) Cartesian coordinate system. In 4 dimensions we have the same 3 orthogonal planes (xy, xz, yz) that we have in 3 dimensions, and also 3 others (wx, wy, wz). Each of the 6 orthogonal planes shares an axis with 4 of the others, and is ''completely orthogonal'' to just one of the others: the only one with which it does not share an axis. Thus there are 3 pairs of completely orthogonal planes: xy and wz intersect only at the origin; xz and wy intersect only at the origin; yz and wx intersect only at the origin.|name=six orthogonal planes of the Cartesian basis}} {{Efn|Two planes in 4-dimensional space can have four possible reciprocal positions: (1) they can coincide (be exactly the same plane); (2) they can be parallel (the only way they can fail to intersect at all); (3) they can intersect in a single line, as two non-parallel planes do in 3-dimensional space; or (4) '''they can intersect in a single point'''{{Efn|To visualize how two planes can intersect in a single point in a four dimensional space, consider the Euclidean space (w, x, y, z) and imagine that the w dimension represents time rather than a spatial dimension. The xy central plane (where w{{=}}0, z{{=}}0) shares no axis with the wz central plane (where x{{=}}0, y{{=}}0). The xy plane exists at only a single instant in time (w{{=}}0); the wz plane (and in particular the w axis) exists all the time. Thus their only moment and place of intersection is at the origin point (0,0,0,0).|name=how planes intersect at a single point}} (and they ''must'', if they are completely orthogonal).{{Efn|Two flat planes A and B of a Euclidean space of four dimensions are called ''completely orthogonal'' if and only if every line in A is orthogonal to every line in B. In that case the planes A and B intersect at a single point O, so that if a line in A intersects with a line in B, they intersect at O.{{Efn|name=six orthogonal planes of the Cartesian basis}}|name=completely orthogonal planes}}|name=how planes intersect}} {{Efn|Polytopes are '''completely disjoint''' if all their ''element sets'' are disjoint: they do not share any vertices, edges, faces or cells. They may still overlap in space, sharing 4-content, volume, area, or lineage.|name=completely disjoint}} {{Efn|If the [[W:Euclidean distance|Pythagorean distance]] between any two vertices is {{sqrt|1}}, their geodesic distance is 1; they may be two adjacent vertices (in the curved 3-space of the surface), or a vertex and the center (in 4-space). If their Pythagorean distance is {{sqrt|2}}, their geodesic distance is 2 (whether via 3-space or 4-space, because the path along the edges is the same straight line with one 90^o bend in it as the path through the center). If their Pythagorean distance is {{sqrt|3}}, their geodesic distance is still 2 (whether on a hexagonal great circle past one 60^o bend, or as a straight line with one 60^o bend in it through the center). Finally, if their Pythagorean distance is {{sqrt|4}}, their geodesic distance is still 2 in 4-space (straight through the center), but it reaches 3 in 3-space (by going halfway around a hexagonal great circle).|name=Geodesic distance}} {{Efn|Two angles are required to fix the relative positions of two planes in 4-space.{{Sfn|Kim|Rote|2016|p=7|loc=§6 Angles between two Planes in 4-Space|ps=; "In four (and higher) dimensions, we need two angles to fix the relative position between two planes. (More generally, ''k'' angles are defined between ''k''-dimensional subspaces.)"}} Since all planes in the same [[W:hyperplane|hyperplane]] are 0 degrees apart in one of the two angles, only one angle is required in 3-space. Great hexagons in different hyperplanes are 60 degrees apart in ''both'' angles. Great squares in different hyperplanes are 90 degrees apart in ''both'' angles (completely orthogonal){{Efn|name=completely orthogonal planes}} or 60 degrees apart in ''both'' angles.{{Efn||name=Clifford parallel squares in the 16-cell and 24-cell}} Planes which are separated by two equal angles are called ''isoclinic''. Planes which are isoclinic have [[W:Clifford parallel|Clifford parallel]] great circles.{{Efn|name=Clifford parallels}} A great square and a great hexagon in different hyperplanes are neither isoclinic nor Clifford parallel; they are separated by a 90 degree angle ''and'' a 60 degree angle.|name=two angles between central planes}} {{Efn|The 24-cell contains 3 distinct 8-cells (tesseracts), rotated 60° isoclinically with respect to each other. The corresponding vertices of two 8-cells are {{radic|3}} (120°) apart. Each 8-cell contains 8 cubical cells, and each cube contains four {{radic|3}} chords (its long diagonals). The 8-cells are not completely disjoint{{Efn|name=completely disjoint}} (they share vertices), but each cube and each {{radic|3}} chord belongs to just one 8-cell. The {{radic|3}} chords joining the corresponding vertices of two 8-cells belong to the third 8-cell.|name=three 8-cells}} {{Efn|Departing from any vertex V₀ in the original great hexagon plane of isoclinic rotation P₀, the first vertex reached V₁ is 120 degrees away along a {{radic|3}} chord lying in a different hexagonal plane P₁. P₁ is inclined to P₀ at a 60° angle.{{Efn|P₀ and P₁ lie in the same hyperplane (the same central cuboctahedron) so their other angle of separation is 0.{{Efn|name=two angles between central planes}}}} The second vertex reached V₂ is 120 degrees beyond V₁ along a second {{radic|3}} chord lying in another hexagonal plane P₂ that is Clifford parallel to P₀.{{Efn|P₀ and P₂ are 60° apart in ''both'' angles of separation.{{Efn|name=two angles between central planes}} Clifford parallel planes are isoclinic (which means they are separated by two equal angles), and their corresponding vertices are all the same distance apart. Although V₀ and V₂ are ''two'' {{radic|3}} chords apart{{Efn|V₀ and V₂ are two {{radic|3}} chords apart on the geodesic path of this rotational isocline, but that is not the shortest geodesic path between them. In the 24-cell, it is impossible for two vertices to be more distant than ''one'' {{radic|3}} chord, unless they are antipodal vertices {{radic|4}} apart.{{Efn|name=Geodesic distance}} V₀ and V₂ are ''one'' {{radic|3}} chord apart on some other isocline. More generally, isoclines are geodesics because the distance between their ''adjacent'' vertices is the shortest distance between those two vertices, but a path between two vertices along a geodesic is not always the shortest distance between them (even on ordinary great circle geodesics).}}, P₀ and P₂ are just one {{radic|1}} edge apart (at every pair of ''nearest'' vertices).}} (Notice that V₁ lies in both intersecting planes P₁ and P₂, as V₀ lies in both P₀ and P₁. But P₀ and P₂ have ''no'' vertices in common; they do not intersect.) The third vertex reached V₃ is 120 degrees beyond V₂ along a third {{radic|3}} chord lying in another hexagonal plane P₃ that is Clifford parallel to P₁. The three {{radic|3}} chords lie in different 8-cells.{{Efn|name=three 8-cells}} V₀ to V₃ is a 360° isoclinic rotation.|name=360 degree geodesic path visiting 3 hexagonal planes}} {{Sfn|Mamone, Pileio & Levitt|2010|loc=§4.5 Regular Convex 4-Polytopes|pp=1438-1439|ps=; the 24-cell has 1152 symmetry operations (rotations and reflections) as enumerated in Table 2, symmetry group 𝐹₄.}} ==Notes== {{Regular convex 4-polytopes Notelist|wiki=W:}} ==Citations== {{Regular convex 4-polytopes Reflist|wiki=W:}} ==References== {{Refbegin}} * {{Cite book|title=A Week on the Concord and Merrimack Rivers|last=Thoreau|first=Henry David|author-link=W:Thoreau|publisher=James Munroe and Company|year=1849|isbn=|location=Boston|ref={{SfnRef|Thoreau|1849}}}} * {{Cite journal|title=Theoretical Evidence for Principles of Special Relativity Based on Isotropic and Uniform Four-Dimensional Space|first=Takuya|last=Yamashita|date=25 May 2023|doi= 10.20944/preprints202305.1785.v1|journal=Preprints|volume=2023|issue=2023051785|url=https://doi.org/10.20944/preprints202305.1785.v1|ref={{SfnRef|Yamashita|2023}}}} * {{Cite_arXiv | arxiv=2512.02903v2 | date=2 January 2026 | title=Symmetry transformation group arising from the Laplace–Runge–Lenz vector | first1=Stephen C. | last1=Anco | first2=Mahdieh Gol Bashmani | last2=Moghadam | class=math-ph}} === [[Polyscheme|Polyschemes]] === {{Regular convex 4-polytopes Refs|wiki=W:}} {{Refend}} o190c42sjg9vyglzhg1bcsf9np4pphb 2841545 2841542 2026-10-19T16:16:44Z Dc.samizdat 2856930 /* A theory of the Euclidean cosmos */ 2841545 wikitext text/x-wiki {{align|center|David Brooks Christie}} {{align|center|dc@samizdat.org}} {{align|center|Draft in progress}} {{align|center|June 2023 - October 2026}} <blockquote>'''Abstract:''' The physical universe is properly visualized as real Euclidean space <math>\mathbb{R}^4</math> of four orthogonal spatial dimensions. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are 4-polytopes, small round 4-dimensional objects, and stars are 4-balls of atomic plasma, large round 4-dimensional objects. We ourselves and the objects we observe near us are only 3-dimensional, but nonetheless we can see into four dimensions of space. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity <math>c</math>. Light from them reaches us directly, on straight lines through 4-space. This view of the observed universe is compatible with special and general relativity, and with quantum mechanics. It furnishes those theories with an explanatory geometric model.</blockquote> == Summary == We observe that: * Physical space has four perpendicular dimensions, not just three. * Atoms are [[W:4-polytope|4-polytopes]]. * The sun is a [[W:4-ball|4-ball]] that is round in four dimensions. * Everything of intermediate size between an atom and a star, including us and our planet, lies in a 3-dimensional manifold of ordinary space. * Our entire 3-space manifold is moving through Euclidean 4-space at the speed of light, in a direction perpendicular to its three interior dimensions. * Special relativity describes the linear motion of objects and light signals in four-dimensional Euclidean space. * General relativity describes the rotational motion of objects with mass in four-dimensional Euclidean space. == A theory of the Euclidean cosmos == The physical universe is properly visualized as [[w:Four-dimensional_space|real Euclidean space <math>\mathbb{R}^4</math>]] of four orthogonal spatial dimensions. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are [[w:4-polytope|4-polytopes]], small round 4-dimensional objects, and stars are [[W:4-ball|4-balls]] of atomic plasma, large round 4-dimensional objects. Objects intermediate in size between atoms and stars, including molecules, people, and planets at their surface, are so flat as to be essentially 3-dimensional, having only the thickness of an atom in the orthogonal fourth dimension. All objects with mass move inertially through Euclidean 4-space at constant velocity <math>c</math> as long as they exist, and acceleration only varies their direction. Objects moving in the same direction are in the same inertial reference frame. Their direction of motion through 4-space at velocity <math>c</math> is their proper time dimension, simply because their direction and velocity of motion through time is the same as their direction and velocity of motion through space. A typical galaxy such as ours occupies a 4-ball of mostly empty space, with stars and other objects distributed non-uniformly within it. The galaxy's orbital center may be nothing: a smaller 4-ball of empty space they surround. The stars in our spiral galaxy appear from our accustomed point of view to occupy a disk-like region of 3-dimensional space, with a denser ball-like center, but they are not so confined: they are distributed within a region of 4-dimensional space. The disk and ball have thickness not only in the third dimension, but in the fourth spatial dimension as well. Light from stars and galaxies reaches us on straight lines through Euclidean 4-space, so from our viewpoint, in what we have always imagined to be a 3-space universe, we look into the surrounding 4-space. Although we are physically confined within a 3-dimensional hyperplane by the inertia of our motion through 4-space at constant velocity <math>c</math>, light signals are not so confined, so we observe all the cosmological objects surrounding us, both in and above or below our hyperplane, without perceiving their separation in our fourth orthogonal dimension, the direction of our motion. We may perceive a galaxy as elliptical when it is actually spherical, because that is how its image projects from its 4-ball shape into a 3-ball region in our hyperplane, where we measure it with our 3-dimensional bodies. More generally, orbits are circular in 4-space, but elliptical in the 3-space of their elliptic hyperplane. The galaxy as a whole, or more properly its orbital barycenter, is translating through 4-space at velocity <math>c</math>, in a distinct direction orthogonal to all three dimensions of our ordinary proper 3-space. Stars within the galaxy are translating with it at the same velocity <math>c</math> in the same direction, but on spiral trajectories as they pursue their various orbits within the galaxy. The galaxy as a whole occupies a 4-ball within its proper inertial reference frame (that is, in the moving frame of reference in which the galaxy considers itself to be a stationary rotating 4-ball). Over time, the galaxy 4-ball occupies a 4-dimensional cylinder and progresses along the cylinder's axis at velocity <math>c</math>. In this more universal inertial reference frame, the stars in the galaxy follow helical geodesic paths through the 4-cylinder; their trajectories are screw-translations through 4-space, the compound of a simple rotation and a completely orthogonal linear translation. The gravitational force and the inertial tendency to follow a geodesic are the same phenomenon, by the equivalence principle. That said, they can be distinguished, and the galaxy is held together primarily by gravity as inertia, not by gravity as attraction to a central mass toward which objects fall in orbit. There is not enough mass in the galaxy to hold it together by attraction, there is just enough to bend the stars' trajectories toward each other, in helical orbits around a barycentric axis of motion. It is the tremendous inertial force of stars in translational motion at velocity <math>c</math> that holds the cylinder of motion together, not some invisible dark matter. The observed universe as a whole appears to be a [[W:3-sphere|3-sphere]] expanding radially from a central origin point at velocity <math>c</math>, the invariant velocity of mass-carrying objects through 4-space, also the propagation speed of light relative to any moving 3-space manifold, as measured by all observers. A 3-sphere is a hypersphere in Euclidean 4-space, but the enclosing surface of a 3-sphere is a curved, finite 3-space, dimensionally analogous to the surface of the earth which is a curved, finite 2-space. This 3-sphere could be the domain of our visible cosmos, but of course we do not know for certain that all the cosmological objects we observe lie near the surface of our expanding 3-sphere, since it is only our assumption that they must all have originated in the same big bang long ago. Possibly some of the more distant objects we observe did not, and lie elsewhere, outside our big-bang's 3-sphere of outflying matter or even inside its 3-sphere, below its surface. We cannot assume that all objects in the 4-space universe lie near the surface of the same expanding 3-sphere. For all observers, the conjectured big-bang of their origin corresponds not only to a now-distant point in their proper time past, it also corresponds to a distinct now-distant point in 4-dimensional space: the same point in the same Euclidean 4-space for all observers with the same origin. Our big bang had a distinct origin point in real space as well as in real time. More generally, time and Euclidean 4-space can be measured independently, just as time and Euclidean 3-space were measured classically, without the necessity to combine them as spacetime. The same inertial force which holds the galactic cylinder of motion together also confines us physically to an exceedingly thin three-dimensional surface manifold moving through 4-space at velocity <math>c</math>. All objects in our solar system too small to have gravity lie entirely within this thinest three-dimensional manifold, and have only the thickness of an atom in their direction-of-motion fourth dimension. That is why we are 3-dimensional objects ourselves, and why we cannot construct more than three perpendiculars through a single point in our local 3-dimensional space. A spherical region of 4-space is called a [[W:4-ball|4-ball]]. The enclosing surface of a 4-ball of any size is a finite, curved (non-Euclidean) 3-dimensional space called a [[w:3-sphere|3-sphere]]. Our entire big-bang-origin universe appears to be the largest 3-sphere we observe, but each of the cosmological objects within it (including our galaxy and our sun) is contained in a smaller 3-sphere shell of its own, lying (we assume) on the largest 3-sphere embedded in its surface, like a soap bubble on the surface of a larger soap bubble. All the 3-dimensional surfaces are expanding, as the largest 3-sphere inflates at radial velocity <math>c</math>. We ourselves live within such an expanding 3-dimensional surface, in an infinitesimally curved 3-manifold surface embedded in Euclidean 4-space. That surface is the ordinary 3-dimensional space we experience. The earth and all the planets lie on it. Our solar system is only a small patch on the surface of a dimensionally rounder space, although that surface is not infinite. It is curved, and finite, analogous to the way the 2-dimensional surface of the earth -- once thought to be flat -- is curved and finite. Our solar system occupies a small patch on a filmy 4-dimensional soap-bubble of galactic size rounded by gravity, that is thicker-skinned than the diameter of an atom only in the interior of objects with gravity of their own. Our 3-manifold of ordinary space, as a surface within our moving 4-ball galaxy, is translating through 4-space at velocity <math>c</math> with the galaxy, in a distinct direction orthogonal to the manifold's three orthogonal dimensions of interior space. At every material point in the manifold (at every atom), the translation through 4-space is following a geometric law of motion discovered by Coxeter, that governs the propagation of individual objects through Euclidean space by the actions of their symmetry groups. The solar system's atoms of mass are 4-polytopes that are simultaneously rotating and translating, and as they advance together they define a moving 3-dimensional manifold by their own collective inertia, also called gravity, the property of matter's ceaseless propagation through 4-space at the constant velocity <math>c</math>, the universal rate of causality at which quantum events occur, all objects move, and the universe evolves. Any moving 3-dimensional manifold such as ours is an evolving surface boundary that is empty in most places, occupied by single atoms in comparatively fewer places, and occupied by bound complexes of multiple atoms (molecules) in still fewer places. In all these places it is no thicker than one atom in the dimension corresponding to its direction of translation, because molecules are 3-dimensional complexes of atoms that add no thickness to the manifold. In fewer places still it is occupied by lumps of superdense matter which exert a gravitational attraction on objects around them, such as stars and planets. Every object which we find occurring naturally in the solar system that is too small to have perceptible gravity of its own is a 3-dimensional smear of atoms no thicker than one atom in its fourth dimension, the direction of its linear translation through 4-space at velocity <math>c</math>. The moving surface manifold cannot be thicker than one atom at any point unless and until there is enough mass near that point for the force of gravity as attraction to overcome the force of gravity as inertia, allowing atoms to be "heaped up" into larger 4-dimensional objects that form a lump in its moving surface. We have only indirect experience of such 4-dimensional lumps of matter thicker than one atom, since they occur naturally in our vicinity only in superdense regions, such as the core of the earth or the interior of the sun. .... The sun is the only spherical superdense lump occurring naturally in our solar system. We refer to such 4-ball lumps of matter as atomic plasma, and have little experimental knowledge of their internal geometry or processes. We know that such a lump as the sun burns at its surface 3-sphere and emits radiation, and we know a good deal about those surface processes which are nuclear atomic processes, but we know almost nothing about its interior 4-ball, a dimensionally rounder enclosed space whose existence we did not suspect. Every moving surface boundary of matter in the observed universe is evolving in four dimensions at velocity <math>c</math>. The current location in 4-space of any of its material objects corresponds to the present moment in the proper time of that object's inertial reference frame. The object's direction of movement at velocity <math>c</math> corresponds to its proper time dimension, which is a spiral over time, not a Euclidean (straight-line) dimension, since its direction is changing in its orbit. Objects with mass of all sizes, from subatomic particles to the largest objects observed in the cosmos, are perpetually in inertial rotational motion in some orbit, and simultaneously in inertial translational motion propagating themselves through 4-space, in two completely orthogonal inertial motions each at the constant universal rate of transformation <math>c</math>. Every object with mass moves relative to universal 4-coordinate Euclidean space on its own distinct geodesic spiral, a screw displacement trajectory that is the compound of its two completely orthogonal inertial motions, a rotation and a translation. Objects without mass such as photons lie off such moving surface boundaries of matter from which they were emitted, and their motion is of a different nature. They are in translational motion at velocity <math>c</math> through all four dimensions concurrently, without any rotational component of motion, so they move through 4-space on straight lines at a compound velocity. The propagation speed of light measured on a straight line through Euclidean 4-space is <math>c\prime = 2c</math>, so we can see in four dimensions, even though we are physically confined to a 3-dimensional manifold that is moving at velocity <math>c</math>. For example, we can look across the center of the mostly-empty 4-ball containing our galaxy and see stars in the opposite sides of its concentric 3-sphere orbital surfaces. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity <math>c</math>. They move in the 4-space direction corresponding to their proper time, perpendicular to all three dimensions of their proper 3-space, and generally the farther they are from us the greater the divergence of their direction of motion from our direction of motion: the greater the relative motion between us and their Hubble redshift. Light from them reaches us directly, propagating on straight lines through 4-space at twice the velocity at which they, and we ourselves, are propagating through 4-space. This physical model of the observed universe is compatible with the theories of special and general relativity, and with the atomic theory of quantum mechanics. It explains those theories geometrically, as expressions of intrinsic symmetries in Euclidean space. == Symmetries == It is common to speak of nature as a web, and so it is, the great web of our physical experiences. Every web must have its root systems somewhere, and nature in this sense must be rooted in the symmetries which underlie physics and geometry, the [[W:Group (mathematics)|mathematics of groups]].{{Sfn|Conway, Burgiel & Goodman-Strauss|2008}} As I understand [[W:Noether's theorem|Noether's theorem]] (which is not mathematically), hers is the deepest meta-theory of nature yet, deeper than [[W:Theory of relativity|Einstein's relativity]] or [[W:Evolution|Darwin's evolution]] or [[W:Euclidean geometry|Euclid's geometry]]. It finds that all fundamental findings in physics are based on conservation laws which can be laid at the doors of distinct [[W:symmetry group |symmetry group]]s. Thus all fundamental systems in physics, as examples [[W:quantum chromodynamics|quantum chromodynamics]] (QCD) the theory of the strong force binding the atomic nucleus and [[W:quantum electrodynamics|quantum electrodynamics]] (QED) the theory of the electromagnetic force, each have a corresponding symmetry [[W:group theory|group theory]] of which they are an expression. [[W:Coxeter group|Coxeter's theory of symmetry groups]] generated by reflections did for geometry what Noether's theorem and Einstein's relativity did for physics. [[W:Coxeter|Coxeter]] showed that Euclidean geometry is based on conservation laws that correspond to distinct symmetry groups, and that their group actions express the principle of relativity. Here is Coxeter's formulation of the motions of objects (their congruent transformations) in an ''n''-dimensional Euclidean space, excerpted:{{Sfn|Coxeter|1973|pp=217-218|loc=§12.2 Congruent transformations}} <blockquote>Let <math>\mathrm{Q}</math> denote a rotation, <math>\mathrm{R}</math> a reflection, <math>\mathrm{T}</math> a translation, and let <math>\mathrm{Q}^q \mathrm{R}^r\mathrm{T}</math> denote a product of several such transformations, all commutative with one another. Then <math>\mathrm{RT}</math> is a glide-reflection (in two or three dimensions), <math>\mathrm{QR}</math> is a rotary-reflection, <math>\mathrm{QT}</math> is a screw-displacement, and <math>\mathrm{Q^2}</math> is a double rotation (in four dimensions).<br> Every orthogonal transformation is expressible as:<br> :<math>\mathrm{Q}^q \mathrm{R}^r</math><br> where <math>(2^q + r \le n)</math>, the number of dimensions.<br> Transformations involving a translation are also expressible as:<br> :<math>\mathrm{Q}^q \mathrm{R}^r \mathrm{T}</math><br> where <math>(2^q + r + 1 \le n)</math>.<br> For <math>(n = 4)</math> in particular, every displacement is either a double rotation <math>\mathrm{Q}^2</math>, or a screw-displacement <math>\mathrm{QT}</math> [where the rotation component <math>\mathrm{Q}</math> is a simple rotation, but the <math>\mathrm{QT}</math> is chiral like a <math>\mathrm{Q^2}</math>]. Every enantiomorphous transformation in 4-space (reversing chirality) is a <math>\mathrm{QRT}</math>.</blockquote> If we begin with this most elemental [[w:Kinematics|kinematics]] of Coxeter's, and also assume the [[W:Galilean relativity|Galilean principle of relativity]], every displacement in 4-space can be viewed as either a <math>\mathrm{Q^2}</math> or a <math>\mathrm{QT}</math>, because we can view any <math>\mathrm{QT}</math> as a <math>\mathrm{Q^2}</math> in a linearly moving (translating) reference frame. Therefore any transformation from one inertial reference frame to another is expressable as a <math>\mathrm{Q^2}</math>. By the same principle, we can view any <math>\mathrm{QT}</math> or <math>\mathrm{Q^2}</math> as an isoclinic (equi-angled) <math>\mathrm{Q^2}</math> by proper choice of reference frame.{{Efn|[[W:Arthur Cayley|Cayley]] showed that any rotation in 4-space can be decomposed into two isoclinic rotations, which intuitively we might see follows from the fact that any transformation from one inertial reference frame to another is expressable as a [[W:SO(4)|rotation in 4-dimensional Euclidean space]].|name=Cayley's rotation factorization into two isoclinic reference frame transformations}} Coxeter's relation is thus a mathematical statement of the principle of relativity, on group-theoretic grounds. It correctly captures the limits to [[W:General relativity|general relativity]], in that we can only exchange the translation (<math>\mathrm{T}</math>) for ''one'' of the two rotations (<math>\mathrm{Q}</math>). An observer in any inertial reference frame can always measure the presence, direction and velocity of ''one'' rotation (<math>\mathrm{Q}</math>) up to uncertainty, and can always distinguish the direction of their own proper time translation (<math>\mathrm{T}</math>). As I understand Coxeter theory (which is not mathematically), the symmetry groups underlying physics seem to have an expression in a [[W:Euclidean space|Euclidean space]] of four [[W:dimension|dimension]]s, that is, they are [[W:Euclidean geometry#Higher dimensions|four-dimensional Euclidean geometry]]. Therefore as I understand that geometry (which is entirely by synthetic methods rather than by Clifford's algebraic methods), the [[W:Atom|atom]] seems to have a distinct Euclidean geometry, such that atoms and their constituent particles are four-dimensional geometric objects (4-polytopes), and nature can be understood in terms of their [[W:group action|group actions]], including centrally their group <math>SO(4)</math> [[W:rotations in 4-dimensional Euclidean space|rotations in 4-dimensional Euclidean space]]. The distinct Coxeter symmetry groups have characteristic <math>SO(4)</math> rotational expressions as the [[W:Regular_4-polytope|regular 4-polytopes]]. Their discrete isoclinic rotations are distinguishing properties of fundamental objects in geometry, relativity and quantum mechanics. For example, atoms exhibit <math>SO(4)</math> symmetries of the discrete isoclinic (equi-angled) double rotations (<math>\mathrm{Q^2}</math>) of a set of regular 4-polytopes that is characteristic of their [[w:Atomic_number|atomic number]]. == Special relativity describes Euclidean 4-space == <blockquote>Our entire model of the universe is built on symmetries. Some, like isotropy (the laws are the same in all directions), homogeneity (same in all places), and time invariance (same at all times) seem natural enough. Even relativity, the Lorentz Invariance that allows everyone to observe a constant speed of light, has an elegance to it that makes it seem natural.<ref>{{Cite book|first=Dave|last=Goldberg|title=The Universe in the Rearview Mirror: How Hidden Symmetries Shape Reality|chapter=§10. Hidden Symmetries: Why some symmetries but not others?|year=2013|publisher=Dutton Penguin Group|isbn=978-0-525-95366-1|ref={{SfnRef|Goldberg|2013}}}}</ref></blockquote> Although the Minkowski spacetime of relativity is a non-Euclidean 4-dimensional space,{{Efn|Spacetime is a non-Euclidean (curved) 4-dimensional space because it consists of three orthogonal space dimensions and a time dimension. The time dimension is not orthogonal to the three spatial dimensions; the time coordinate has the opposite sign as the three space coordinates so spacetime is hyperbolic, not a Euclidean (flat) 4-space at all.}} it has been noticed that its 3-dimensional space component could be modeled as a [[W:3-sphere|3-sphere]] embedded in 4-dimensional Euclidean (flat) space. That is, we could imagine that the ordinary 3-dimensional space we perceive is the curved 3-dimensional surface of a 4-dimensional ball (since the surface of a 4-ball is a curved 3-dimensional space called a 3-sphere, just as the surface of a 3-ball like the earth is a curved 2-dimensional space called a 2-sphere). This was [[#Origins of the theory|imagined by Einstein]] himself in 1921, as a thought experiment in which he carefully described his fourth orthogonal spatial dimension as merely a mathematical abstraction. Subsequently it was noticed by others (not mainstream physicists) that if physical space were really embedded in Euclidean 4-dimensional space (with our 3-dimensional space embedded in 4-space as some non-Euclidean 3-manifold, not necessarily a 3-sphere), then the Lorentz transformation effects of special relativity (spatial forshortenings and time dilations and so forth) could all be explained by ordinary perspective geometry in 4-dimensional Euclidean space. Special relativity reduces to classical vector space geometry (based on the 4-dimensional version of the Pythagorean theorem), but if and only if every observer is moving through 4-space at a universal constant velocity <math>c</math>, in some 4-space direction.{{Sfn|Yamashita|2023}} This counter-intuitive alternative geometric model of relativity, which has usually been called [[W:Formulations of special relativity#Euclidean relativity|Euclidean relativity]], is motivated by the fact that in every kind of relativity, but originally in Einstein's special relativity, each observer moves on a vector through a Euclidean four-dimensional space consisting of their three proper spatial dimensions and their proper time dimension, and the Pythagorean vector-sum of their motion through this kind of proper 4-space is always <math>c</math>, as measured by all observers from any inertial reference frame.{{Efn|Each observer is stationary in space in their own proper reference frame, while they move at maximum velocity {{Math|c}} through their own proper time. Observed from another reference frame in relative motion, they appear foreshortened in space in their direction of motion, and their clocks appear to be slowed to less than the maximum velocity {{Math|c}}.}} This is the Lorentz invariant, that allows everyone to observe a constant speed of light, regardless of their motion relative to the light source.{{Efn| ...cite Lewis Epstein's elegant explanation of the Lorentz Invariance as observers moving at constant velocity {{Math|c}} through space and proper time.}} But no physicists have taken the leap of claiming that therefore, our universe is physically [[W:Euclidean geometry#Higher dimensions|this kind of Euclidean 4-space]], and that observers are actually moving through it at velocity <math>c</math>. In physics as it has been universally understood, observers are not supposed to be able to move at velocity <math>c</math>. Their motion takes place in 3-space and in universal coordinate time (in Minkowski spacetime), and the cosmos is considered to be a non-Euclidean 3-space, generally a closed (finite) expanding 3-space, but with only three spatial dimensions, not four. In the Euclidean relativity alternative view, however, every observer is always moving at velocity <math>c</math> through the universe, which is real Euclidean 4-dimensional space <math>\mathbb{R}^4</math>. The direction in which they are moving is called their proper time axis.{{Efn|Time in spacetime is universal coordinate time, but there is another kind of time in relativity, the proper time in each inertial reference frame. Your proper time is the time you experience, and every observer has his own proper time; proper time runs at different rates in different inertial reference frames. It runs slower (compared to universal coordinate time) in a gravitational field (according to general relativity), and observers in motion with respect to each other view each other's clocks as running slower than their own clocks (according to special relativity).}} Their movement in time is not just modelled as movement in an abstract fourth dimension (as it is in Minkowski spacetime), their movement in time is isomorphic to their movement through physical space in a distinct direction at velocity <math>c</math>. Two observers' directions of movement through space may be different (or not, if they happen to be going in the same direction). Your proper time dimension is whichever direction you are moving. The other three directions perpendicular to your proper time axis are the three dimensions of your ordinary proper space, which again, will be different directions for you than for other observers moving in a different direction. There are four orthogonal spatial dimensions which we all share, but we share the same orthogonal proper time axis and ordinary proper 3-space axes only if we are at rest with respect to each other, actually moving in the same direction at velocity <math>c</math>, in the same inertial reference frame. Your proper 4-space coordinate system is rotated with respect to another observer's proper 4-space coordinate system, precisely as your vectors (directions of motion) are rotated in Euclidean 4-space with respect to each other, but there are no metric distortions (no Lorentz transformations) between your proper Euclidean 4-space coordinate systems; you are both embedded in the same Euclidean 4-dimensional space <math>\mathbb{R}^4</math>. Lorentz transformations are required only to convert between your respective proper Minkowski spacetime coordinate systems. So in this novel alternate view of relativity, every mass in the universe must be perpetually in motion at velocity <math>c</math> through Euclidean 4-space, along with all the masses in its vicinity that are going in (nearly) the same direction. The entire solar system, for example, must be translating in the fourth dimension at the "speed of light" <math>c</math>, although we do not notice it, since we are all moving in that same direction together. Acceleration of an object varies its direction of motion through 4-space, but never its velocity, which is invariant for all objects with mass. Two objects which are in motion relative to each other are both actually in motion at the same velocity <math>c</math>, but in at least slightly different directions.{{Efn|The angular divergence between two observer's motion vectors is proportional to their relative velocity: the more they diverge, the greater their relative velocity, up to the maximum divergence possible in the space. In Euclidean relativity all observers are in motion at velocity {{Math|c}} relative to universal Cartesian 4-coordinate space, so the maximum relative velocity between two observers is {{Math|2c}} when they are moving in exactly opposite directions in 4-space. This is not a contradiction of special relativity, which limits the maximum relative velocity between two observers to {{Math|c}}, it is the same measurement in different units. Special relativity measures all velocities in Minkowski spacetime (in a non-Euclidean 3-space). Euclidean relativity measures all velocities in Euclidean 4-space.}} In Einstein's relativity, the invariant <math>c</math> is the speed of light through 3-space. In Euclidean relativity, the invariant <math>c</math> is the speed of matter through 4-space! The speed of light through 3-space is also perceived as <math>c</math> by all observers, because they are each living in a moving 3-manifold that is translating through 4-space at velocity <math>c</math>. Despite their extreme differences in viewpoint, Einstein's relativity and Euclidean relativity are equivalent theories in complete agreement with each other, by definition. The two theories make exactly the same special relativity predictions of how observers in different inertial reference frames will perceive each other's motions in time and space. It is beyond the scope of this present paper to show how they also agree on the predictions of general relativity, but it is important to understand that our formulation of Euclidean relativity requires our acceptance of the experimentally verified findings of special relativity, general relativity and quantum mechanics. Our model and the standard model both describe the same geometric relations of space and time based on the same evidence, but as embedded in two very different universal host spaces: Euclidean 4-space versus Minkowski spacetime. In some instances our model provides a geometric explanation for physical phenomena where the standard model has none, as yet. An example is the two models' differing explanations for the gravitational coherence of galaxies: either their inertial motion at velocity <math>c</math>, or their possession of experimentally undetected dark matter. A more central example is our use of Coxeter's kinematics to explain the laws of relativistic motion geometrically. {{Efn|More generally, our model is concerned with group-theoretic properties of number elucidated by Coxeter and other geometers. ...cite Kappraff & Adamson's 2003 paper on The Relationship of the Cotangent Function to Special Relativity Theory, geometry and properties of number,{{Sfn|Kappraff & Adamson|2003|loc=Special Relativity Theory, Geometry and properties of number}} which shows how the Lorentz coefficient is a function of a deep geometric property of number{{Sfn|Kappraff & Adamson|2000|loc=A Fresh Look at Number}} discovered by Steinbach,{{Sfn|Steinbach|1997|loc=Golden Fields: A Case for the Heptagon}} by means of which the root formula of geometry in any Euclidean dimension, the Pythagorean theorem, may be derived solely in terms of the addition of polygon side lengths, without recourse to their products or squares. More generally, Steinbach found that in the relations among regular polytope chords, to add is to multiply; every chord is both the product (quotient) of a pair of chords and the sum (difference) of another pair of chords.}} Euclidean relativity is not even a fringe theory; no physicists or astronomers have adopted it. There are many good reasons why the revolutionary leap to a four orthogonal spatial dimensions viewpoint has not been taken, beginning with the universally observed fact that we can only construct three perpendiculars through a point in our immediate space, which appears to be resolutely 3-dimensional, not 4-dimensional. Euclidean relativity offers a nice geometric explanation of the reasons for the Lorentz transformations, but only at the cost of raising other mysteries, which have been difficult for its aficionados to explain. Another mystery is how light signals between observers in relative motion could "catch up" with the receiver moving on a diverging path through 4-space from the emitter. If both observers are already moving at <math>c</math> (on diverging paths), the propagation speed of light through 4-space between them would have to be greater than <math>c</math>. Euclidean relativity is a revolutionary theory indeed, in which <math>c</math> cannot possibly be the speed of light! We conclude that, for a theory of Euclidean 4-space to be physically viable (that is, for <math>\mathbb{R}^4</math> to be our real space and not merely an abstract mathematical space), the speed of light through Euclidean 4-space must be <math>c\prime = 2c</math>, with massless photons translating through 4-space at twice the speed of mass-carrying objects. Photons must translate the diagonal distance through 4-space along the long diameter of a unit 4-hypercube, in the same time that massive particles translate inertially along the edge (or the radius) of a unit 4-hypercube. This is conceivable in Euclidean 4-space (and in no other Euclidean space of any dimensionality) because the long diagonal of the unit 4-hypercube is the natural number <math>\sqrt{4}</math>. == An object's motion in space is the product of its discrete self-reflections == Coxeter theory describes all the possible motions of an object in space as local functions of the object's discrete geometry (its shape). Coxeter observed that in a Euclidean space of any number of dimensions, any displacement of a geometric object from one place to another, and any rotation of the object from one orientation to another, can be broken down into the product of a number of discrete self-reflections. Any action of a polytope that transforms its position and orientation in space may be measured as a distinct sequence of self-reflections of the object in its own surfaces. Therefore any motion of the object whatsoever may be precisely described as the object propagating itself through space by a discrete sequence of local self-reflections. This is a purely kinematic description of motion which does not give any account of forces acting on the object that cause it to move. Coxeter found that both changes in position (translations) and changes in orientation (rotations) can be broken down into the simplest of all displacements (self-reflections). A translation occurs when an object self-reflects twice, in two distinct surfaces which are parallel to each other. A rotation also occurs when an object self-reflects twice, but in two distinct surfaces which intersect each other. When a object self-reflects once, it turns itself inside out (it reverses its chirality), but in translations and rotations it self-reflects twice, preserving its chirality. Coxeter's laws of kinematics are a geometric counterpart to Newton's algebraic laws of motion in three dimensional Euclidean space. They are helpful because they can be understood as geometric pictures, which may help us to visualize the relationships between translation and rotation in classic Newtonian physics problems, such as the [[W:Kepler problem|Kepler problem]] of the motion of the planets.<ref>{{Cite book|last=Feynman|first=Richard|title=Feynman's Lost Lecture: The Motion of Planets Around the Sun|date=1996|publisher=W. W. Norton & Company|isbn=978-0393039184}}</ref> But they are also a revolutionary advance beyond Newton's laws, because Coxeter formulated them in Euclidean spaces of any number of dimensions. In particular, they give us geometric pictures of all the possible motions of objects in 4-dimensional Euclidean space: <blockquote>Every orthogonal transformation in 4-space is expressible as:<br> :<math>\mathrm{Q}^q \mathrm{R}^r \mathrm{T}^t</math><br> where <math>(2^q + r + t \le 4)</math>. Every displacement is either a double rotation <math>\mathrm{Q}^2</math>, or a screw-displacement <math>\mathrm{QT}</math> [where the rotation component <math>\mathrm{Q}</math> is a simple rotation, but the <math>\mathrm{QT}</math> is chiral like a <math>\mathrm{Q^2}</math>]. Every enantiomorphous transformation in 4-space (reversing chirality) is a <math>\mathrm{QRT}</math>.</blockquote> While this description should be understood as geometric pictures, some of the pictures may not be easy for us to visualize, since we have no physical experience in 4-dimensional space. Rotation (<math>\mathrm{Q}</math>), reflection (<math>\mathrm{R}</math>) and translation (<math>\mathrm{T}</math>) are obvious analogues of what they are in three-dimensional space, but double rotation (<math>\mathrm{Q}^2</math>) is something new and unprecedented in our physical experience, because double rotations cannot occur until there are four or more dimensions of space in which to rotate. A point in 4-space may be in motion on two circles in two completely orthogonal rotation planes simultaneously. Nothing constrains the two circles to be of the same radius, or constrains either circle from being of infinite radius such that the point moves in a straight line within its rotation plane: a translation <math>\mathrm{T}</math> rather than a rotation <math>\mathrm{Q}</math>. The motion of a rigid object defined by multiple points is constrained by its rigidity, such that the radii of both circles may approach infinity, but only one of the two radii may actually reach infinity. For a rigid object, only one of the two rotations may actually be a translation. Four dimensional Euclidean space can accomodate no such thing as a <math>\mathrm{Q}^2\mathrm{T}</math>. A translating double rotation <math>\mathrm{Q}^2</math>, like a translating simple rotation <math>\mathrm{Q}</math>, is simply a screw translation <math>\mathrm{QT}</math>. That is the essence of the way the principle of relativity operates in Euclidean 4-space. An object which is double-rotating in its own proper inertial reference frame may be seen to be performing nothing more mysterious than a screw translation, when observed from an inertial reference frame from which the object is in relative translational motion. Of course, it is a screw translation in 4-space, which is more mysterious than a screw translation in our ordinary 3-space. In 3-space the orbit of a screw translation (or any <math>\mathrm{Q}</math>) lies on a great circle of an ordinary sphere (a 2-sphere). In 4-space the orbit of a screw translation <math>\mathrm{QT}</math> or double rotation <math>\mathrm{Q}^2</math> lies on a great circle of a hypersphere (a 3-sphere). Such 4-dimensional great circles are inherently more complex than the ordinary circles we experience in 3-space. They do not lie in a single plane, but bend through all four dimensions, in either a left or right hand direction of curvature. Unlike ordinary circles they are inherently chiral, and their circumference is not <math>2\pi r</math>, but like ordinary circles they are truly circular, geodesic circles. In 4-space they might even be said to be more circular than ordinary circles, which bend in only two dimensions. We refer to such 4-dimensional great circles as ''isoclines'', to distinguish them from ordinary 2-dimensional great circles in the plane. Their name comes from the fact that a point on a rigid 4-dimensional object undergoing [[W:SO(4)#Isoclinic rotations|isoclinic rotation]] traverses an isocline circle. In a universe which is real Euclidean four-dimensional space <math>\mathbb{R}^4</math>, wherein these motions occur only at the constant velocity <math>c</math>, there is a universal Cartesian 4-coordinate reference frame in which every rigid object is translating on a <math>\mathrm{QT}</math> at velocity <math>c</math>. That universal inertial reference frame is not the proper reference frame of any object or observer, wherein the object or observer is stationary, but it is the common reference frame of all observers. == Light propagates through 4-space at twice its apparent velocity <math>c</math>== Coxeter's laws of kinematics in 4-dimensional Euclidean space apply to all objects with mass, but we find there is an additional kind of displacement which applies only to massless particles such as photons, considered as single point objects. Light quanta (photons) translate through 4-space by 4-dimensional reflection <math>\mathrm{R}^4</math>, which may be termed a double translation <math>\mathrm{T}^2</math>, a pure translation via two pairs of parallel reflections without any rotation component <math>\mathrm{Q}</math>. Matter (atoms and all particles with mass) are perpetually rotating and translating through 4-space by <math>\mathrm{QT}</math>, a screw translation of a rotating object, which is relativistically equivalent to a stationary isoclinic <math>\mathrm{Q^2}</math>, an isoclinically rotating object such as an atom. A simple rotation <math>\mathrm{Q}</math> or simple translation <math>\mathrm{T}</math> is a double reflection <math>\mathrm{R^2}</math>, so a <math>\mathrm{QT}</math> or <math>\mathrm{Q^2}</math> is an <math>\mathrm{R^4}</math>, but not with the same group of reflection angles as a light signal <math>\mathrm{R^4}</math>. A translation <math>\mathrm{T = R^2}</math> is a double reflection in two parallel planes, and a rotation <math>\mathrm{Q = R^2}</math> is a double reflection in two intersecting planes, as in a <math>\mathrm{QT = R^4}</math> which is both at once. A double translation <math>\mathrm{T^2 = R^4}</math> is two double reflections in pairs of parallel planes at once, a reflection in four non-intersecting parallel planes; it is all translation and no rotation. In a <math>\mathrm{T^2}</math> all the motion goes to translation, so the translation goes twice as far as the simple translation <math>\mathrm{T}</math> in a <math>\mathrm{QT}</math>. A double translation <math>\mathrm{T^2 = R^4}</math> is the opposite of a double rotation <math>\mathrm{Q^2 = R^4}</math>, which is stationary but rotates twice as far as the simple rotation <math>\mathrm{Q}</math> in a <math>\mathrm{QT}</math>. The product of the two translations in a <math>\mathrm{T^2}</math> is a diagonal 4-space translation over the long diameter of the unit 4-hypercube, exactly twice the distance of a simple <math>\mathrm{T}</math> over the edge length (or radius) of the unit 4-hypercube. The [[w:Tesseract|4-hypercube (also known as the 8-cell or tesseract)]] is ''radially equilateral'', which means its edge length is equal to its radius, like the hexagon, so its long diameter (twice its radius) is exactly twice its edge length. The photon moves an equal distance in four orthogonal directions. By the four-dimensional Pythagorean theorem, each of those four distances is half the total distance the photon moves: one edge length (one radius) is half the total diagonal distance moved (the long diameter). That total movement is a double the unit-distance translation, but without any rotation component, so it cannot carry any mass with it. A <math>\mathrm{T^2}</math> cannot reposition a 4-polytope the way a <math>\mathrm{QT}</math> does, it can only reposition a quantum of energy that has no distinguishing rotational symmetry, such as a photon. That is the price light pays to move exactly twice as fast as matter.{{Efn| ...lensing of double translations <math>\mathrm{T^2 = R^4}</math> in more than two pairs of parallel planes at once...relationship to the frequency of light emitted and the coherence length of the wave packet...}} == Special relativity is Galilean relativity in a Euclidean space of four orthogonal dimensions == {{Efn|...TAC suggests this section is needed sooner, i.e. in the preceding Special Relativity section, as it explains how Euclidean relativity reduces special relativity to 4D perspective geometry...it's misplaced (too late) here...}} Perspective effects known as the Lorentz transformations occur because each observer's proper 3-dimensional space is a moving curved manifold embedded in flat 4-dimensional Euclidean space. The curvature of their 3-space complicates sightline calculations for observers; they sometimes require Lorentz transformations to produce the actual 4-space Cartesian coordinates of objects in the scene being observed. But if all four spatial dimensions are considered, no Lorentz transformations are required (or permitted) in correct scene construction, except when an observer wants to calculate a projection, that is, the shadow of how things will appear to them from a three-dimensional viewpoint (not how they really are in 4-space).{{Sfn|Yamashita|2023}} Space really has four orthogonal dimensions, and space and time behave there just as they do in a classical vector space, only bigger by one dimension. It is not necessary to combine 4-space with time in a unified spacetime to explain 4-dimensional perspective effects at high relative velocities, because Euclidean 4-space is already 4-dimensional, and those effects fall out naturally from the 4-dimensional Pythagorean theorem, exactly as ordinary visual perspective does in three dimensions from the 3-dimensional Pythagorean theorem. Because one of the four spatial dimensions corresponds to an observer's direction of motion (in both space and proper time), and all observers and all scenes being observed are in motion (at constant velocity) in their respective proper time directions, we observe perspective foreshortenings in time as well as in a spatial dimension. In special relativity these perspective effects are reciprocal, precisely because they are only apparent, not actual, changes in size and duration. (However in general relativity, discussed below, the actual rate of physical processes varies from place to place, and reference frame differences predicted by the theory are neither reciprocal nor illusory.) None of these Lorentz effects are beyond geometric explanation or paradoxical. The universe is unexpectedly strange to us in precisely the ways the Euclidean fourth dimension is strange to us; but that does hold many surprises. Euclidean 4-space is much more interesting than Euclidean 3-space, analogous to the way 3-space is much more interesting and deeply explanatory to us than it would be if we experienced it only as a 2-space with many folds and curves, as perhaps an ant does. The emergent properties of 4-space are hard for us to visualize because they lie so wholly beyond our physical experience, just as it was hard for our ancestors to imagine the earth as round like a ball. However, Euclidean spaces of successive dimensions are analogous, and so higher dimensional spaces can be anticipated and explored: that is Schläfli's great discovery. Moreover dimensional analogy itself, like everything else in nature including all of physics, is an exact expression of intrinsic group-theoretic symmetries: that is Nother's great discovery. == General relativity is special relativity in a Euclidean space of four orthogonal dimensions == The statement that the laws of special relativity hold to good approximation in freely falling (and non-rotating) reference frames is known as the [[W:Equivalence principle|Einstein equivalence principle]]. The weight experienced by an observer standing on the floor in a building on the surface of the earth is the same as the weight experienced by an observer standing on the floor in a spaceship in interstellar space accelerating at a rate of 32'/second/second. Both observers are experiencing an upwards acceleration at the same rate, which in their respective proper reference frames is measured as the weight of gravity, rather than as an accelerating motion (they are stationary in their proper reference frames). Einstein used this equivalence principle as the basis for his general theory of relativity, in much the same way he had used the constant velocity of light as the basis for his special theory of relativity. In general relativity the two accelerating observers occupy scenes which are relativistically equivalent, which means that although they can be distinguished (they have different measurements) in any reference frame from which they may both be observed, they have the same invariant geometry in all reference frames (they are the same phenomena), implying that there exists, for either scene, another reference frame from which it measures exactly like the other scene. Relativistically equivalent does not imply that there exists a single reference frame in which the two scenes are congruent (have the same measurements). It only means that they can be transformed into each other by a shift in point of view, because their invariant geometries (their measurements which are independent of point of view) are the same. Einstein's general theory of relativity describes that invariant geometry, for scenes in general, in spacetime. Our formulation of Euclidean relativity describes that invariant geometry, for scenes in general, in real Euclidean 4-dimensional space <math>\mathbb{R}^4</math>. An observer standing on the surface of the earth is accelerated at the rate of 32'/second/second. If we neglect for the moment the rotation of the earth, the observer and the earth are both stationary in their common inertial reference frame, so this accelerating motion cannot be perceived as motion in that reference frame; it is perceptible there as the force of gravity. It is only perceptible as motion in some other reference frame in which the earth and the observer are both in motion, such as the universal common reference frame of Euclidean 4-coordinate space in which they are both in motion at velocity <math>c</math> on their respective screw translations <math>QT</math>. In that universal common reference frame the observer's acceleration of 32'/second/second is the rate of change in the direction of his vector of translation through 4-space. The velocity of his vector of translation <math>T</math> through 4-space remains the constant <math>c</math> throughout; only his direction is changing. A change in the direction of a vector is a rotation <math>Q</math> of a translation <math>T</math>: a screw translation <math>QT</math>. A change in the direction of a vector is a rotation which is an acceleration. We can be precise about the units of measurement of this acceleration at atomic scale. In Coxeter's kinematics rotations of geometric objects occur in discrete increments called rotational displacements, with each distinct kind of rotation performing a characteristic number of its characteristic rotational displacement during a full revolution that returns the object to its starting orientation. There are many distinct kinds of rotation, each with its characteristic rotational displacement and number of displacements per revolution. The general rotation in 4-space is a double rotation <math>Q^2</math> distinguished by two distinct completely orthogonal angles through which the object turns in each rotational displacement. The angles determine not only the distance through which the object turns, but the characteristic trajectory of each point on the surface of the rotating object, including the length of that trajectory before it closes into a circle when the object returns to its starting orientation. For any distinct kind of rotation, the circular trajectory is always an integer multiple of the characteristic rotational displacement, but the full circle may be greater than 360°. In 4-space rotational circles are not ordinary 2-dimensional circles that lie in the plane and have a 360° circumference. Many distinct 4-space rotations of interest have a circumference of 720°, and many are larger. In 4-space every object with mass moves on its distinct <math>QT</math> trajectory. Each rotational displacement <math>Q</math> is equivalent to a pair of reflection displacements in two surfaces which intersect each other, at angles related to a distinct star polygon. Each translational displacement <math>T</math> is equivalent to a pair of reflection displacements in two surfaces which lie parallel to each other. In both kinds of motion (rotation and translation) it is the rate at which these double-reflection displacements occur which is constant and which we measure as the velocity <math>c</math>. Every atom translates at velocity <math>c</math>, performing a large number of atomic scale translational displacements per second. Concurrently, the atom rotates at velocity <math>c</math>, performing the same large number of atomic scale rotational displacements per second. Although the number of displacements at atomic scale per unit time is the same universal constant <math>c</math> for all rotations and translations, distinct kinds of rotation revolve at distinct rates, because the number of rotational displacements per complete revolution and the circumference of the complete revolution are distinct characteristics of each kind of rotation. The velocity at which each point on the surface of a rotating object moves, and the frequency of its rotational circling, are functions of the distinct rotation it is performing. However, they are not simple functions of <math>c</math> and the two defining angle parameters of the rotation. Distinct rotations arise from distinct symmetry groups and each is its own mystery with a unique conservation law. The relationships between those distinct conservation laws are even more mysterious, and have been shown to be chaotic. Steinbach{{Sfn|Steinbach|1997}} discovered the Golden Fields family of ratios which govern distinct rotational displacements related to the regular star polygons at least up to the hendecagon {11}. Kappraff and Adamson{{Sfn|Kappraff|Adamson|2004}} further characterized the families of rotation functions and showed that they form an infinite number of periodic trajectories when operated on by the Mandelbrot operator. The inertial tendency of mass is to follow a geodesic. The inertial conservation law of gravity applies to all motions of objects with mass, rotations as well as translations. A translation <math>T</math> is the distinct simple rotation <math>Q</math> in which the characteristic angle of rotational displacement is zero. Inertia is the tendency of objects with mass to conserve their angles of rotational displacement. In 4-space each object has two completely orthogonal angles of rotational displacement which are characteristic of the distinct rotation the object is performing. Inertia is the conservation of this distinct double rotation. In 4-coordinate Euclidean space the acceleration of an object with mass is a rotation of the object, a change to its direction, not a change to its constant velocity. Because the rate of atomic scale displacements is the universal constant <math>c</math>, the rate of change of direction (the acceleration of the object) is a function of <math>c</math> and the distinct rotation's conservation law. A observer standing on the surface of the earth is performing a distinct double rotation characterized by two completely orthogonal angles of rotational displacement. The observer's acceleration of 32'/second/second is a function of <math>c</math> and the distinct rotation's conservation law, and a measurement of the rate of change of the observer's direction of motion through 4-space at velocity <math>c</math>. ... == Dimensional relativity == The formulation of Euclidean relativity based on Coxeter's kinetic law of <math>n</math>-dimensional congruent transformations in Euclidean space may be called ''dimensional relativity'', since it captures the theories of special and general relativity, and has its roots in dimensional analogy. Dimensional analogy is the exploration of [[w:Hermann_Grassmann#Mathematician|Hermann Grassmann's vector space principle]], in which space cannot be limited to any finite number of dimensions. The geometry of higher-dimensional space is accessible by reason of direct analogy, as [[w:Ludwig Schläfli|Ludwig Schläfli]] subsequently demonstrated, and by algebraic methods after [[W:William Kingdon Clifford|Clifford]]. By analogy to the surface of the earth, the bounding surface of a spherical region of <math>n</math>-dimensional Euclidean space is an <math>(n-1)</math>-sphere, a spherical space of one fewer dimensions than the <math>n</math>-ball of Euclidean space it surrounds. In dimensional relativity the sky is not a ceiling, but an infinite regress of alternating spherical and Euclidean <math>n</math>-spaces of increasing <math>n</math>, accessible from each observer's point of view. By dimensional analogy, each observer looks up into their own reference frame's regress of concentric alternating <math>n</math>-spaces. By the capacity for dimensional analogy which they possess, some observers see deeper into <math>n</math>-dimensional space than others. == Polycentric spherical relativity == An intelligent observer equipped with the principle of dimensional relativity may perceive the universe from any inertial reference frame, not only from their own proper stationary reference frame in the Euclidean <math>n</math>-space universe in which they physically locate themself. We see that every observer may also properly view themself as stationary and the universe as an <math>n</math>-sphere with themself at the center observing it, perceptually equidistant from all points on its <math>n</math>-space surface, including their own physical location which is one of those surface points, distinguished to them but moving on the surface, and not the center of anything. This ''polycentric model'' of the universe is a further restatement of the principle of relativity, and of the [[W:Copernican principle|Copernican principle]] that observation is democratic: observers occupy representative viewpoints, not privileged monocentric positions. The polycentric model is compatible with Galileo's relativity of uniformly moving objects in ordinary space, Einstein's special relativity of inertial reference frames in 4-dimensional spacetime, Einstein's general relativity of all reference frames in non-Euclidean spacetime, and Coxeter's dimensional relativity of orthogonal group actions in Euclidean and spherical spaces of any number of dimensions. The polycentric model should be known as Thoreau's principle of ''spherical relativity'', since the first precise written statement of it appears in 1849, contemporaneous with and independent of Schlafli's work: <blockquote>The universe is a sphere whose center is wherever there is intelligence.{{Sfn|Thoreau|1849|p=349|ps=; "The universe is a sphere whose center is wherever there is intelligence." [Contemporaneous and independent of [[W:Ludwig Schlafli|Ludwig Schlafli]]'s pioneering work enumerating the complete set of regular polyschemes in any number of dimensions.]}}</blockquote> == Revolutions == The original Copernican revolution in 1543 displaced the center of the universe from the center of the earth to a point farther away, the center of the sun, with the earth performing a ''revolution'' around the sun, and the stars remaining on a fixed 2-sphere around the sun instead of around the earth. But this led inevitably to the recognition that the sun must be a star itself, not equidistant from all the stars, and the center of but one of many spheres, no monotheistic center at all. In 1600 [[W:Giordano Bruno|Giordano Bruno]] who first openly advocated these views was burned at the stake in Rome's [[W:Campo de' Fiori|Campo de' Fiori]] by the Catholic inquisition. In such fashion the Euclidean four-dimensional revolution, emerging three to five centuries later, initially lends itself to the big bang theory of a single origin of the whole universe, but leads inevitably to the recognition that all the galaxies need not be equidistant from a single origin in time, any more than all the stars lie in the same galaxy, equidistant from a single center in space. The expanding sphere of matter on the surface of which we find ourselves living is likely to be one of many 3-spheres expanding at velocity <math>c</math>, with their big bang origins occurring at distinct times and places in the ''n''-dimensional universe. The most distant objects we see when we look up at night may not all have the same origin in space and time. As recently as Copernicus we believed all the stars lay on a single 2-sphere embedded in Euclidean 3-space, with our sun at its center. During the enlightenment observers beginning with Bruno dispersed those stars into an infinite Euclidean 3-space, and relinquished our privileged position at the center. Then Einstein showed that our 3-space could not be Euclidean, that it must be a 3-manifold curved in every place in obedience to Newton's inverse-square law of gravity; and in a geometry related to time, at least, it must be 4-dimensional. In the present work we suggest a theory of ''n''-dimensional real space and how light travels in it, a theory which says we can see into four orthogonal dimensions of Euclidean space, and so when we look up at night we see cosmological objects distributed in at least four dimensions of space around us, rather than all located in our own local 3-space. Looking still deeper and farther out, the universe viewed as a 4-sphere might, or might not, be expanding, and the most distant objects we see when we look up at night may, or may not, lie in our 4-dimensional hyperplane. Real space has ''n'' dimensions as [[w:Hermann_Grassmann|Grassmann]] and [[w:Schläfli|Schläfli]] showed, and we do not know how many dimensions the most distant objects we see may be distributed in. They need not all lie within the four spatial dimensions in which we have now learned to observe them, any more than they all lie in our local 3-space. When we look up at the objects that surround us, we have no way of discerning how many dimensions beyond three the space we are looking into has. We know their distance from us primarily by virtue of how long it takes their light to reach us. We can measure their distribution around us in 3-space or 4-space, but that is simply how we choose to measure their positions, not an actual finding of how they are distributed. Even if it is now evident that they do not all lie in the same 3-space, how many more dimensions than three are needed to contain them? We observe that our 4-ball galaxy is embedded in Euclidean <math>n</math>-space as one of many 4-ball galaxies, each translating in a distinct direction through 4-space at velocity <math>c</math>, on more or less divergent paths from each other. But only closer observation will reveal evidence of whether everything we see lies in the same Euclidean 4-space, or if it is distributed in five or more dimensions, and how it is moving there. To remain in agreement with the theory of relativity, the Euclidean four-dimensional viewpoint requires that all mass-carrying objects be in motion in some distinct direction through 4-space at the constant velocity <math>c</math>, although the relative velocity between nearby objects is much smaller since they move on similar vectors, aimed away from a common origin point in the past. It is natural to expect that objects moving at constant velocity away from a common origin will be distributed roughly on the surface of an expanding 3-sphere. Although their paths away from their origin are not straight lines but various helical isoclines (screw translations), nearby objects must be translating radially at the same velocity, since the objects in a system (such as our solar system or galaxy) do not separate rapidly over time but remain in orbital formation. Each system's screw translation has two [[w:Completely_orthogonal|completely orthogonal]] components of motion in 4-space, an orbital rotation (such as the earth's around our sun) and a linear translation of the entire system at velocity <math>c</math> in the direction of the original 3-sphere's radial expansion (along the system's proper time vector). Of course the view from our solar system does not suggest that the 3-sphere enclosing each galaxy is expanding at this great rate from its galactic center. The standard theory has been that the entire observable universe is expanding from a single big bang origin in time, with galaxies forming later. While the Euclidean four-dimensional viewpoint lends itself to that standard theory, it also supports theories which require no single origin point in space and time. These are the voyages of starship Earth, to boldly go where no one has gone before. We made the jump to light speed long ago, in whatever big bang our atoms emerged from, and have never slowed down since. == Origins of the theory == Einstein himself may have been the first to imagine the universe as the three-dimensional surface of a four-dimensional Euclidean 3-sphere, in what was narrowly the first written articulation of a Euclidean 4-space universe, contemporaneous with the teen-aged Coxeter's (quoted below).{{Efn|[[W:William Rowan Hamilton|Hamilton]]'s algebra '''H''' of [[W:Quaternions|quaternions]] introduces (in 1843) the notion of a [[W:Three-dimensional sphere|three-dimensional sphere]] embedded in a four-dimensional space, but Hamilton did not quite conceive of the quaternions as the Cartesian 4-coordinates of a Euclidean 4-space, and he did not describe our ordinary 3-space as embedded in Euclidean 4-space.}} Einstein did this as a [[W:Gedankenexperiment|gedankenexperiment]] in the context of investigating whether his equations of general relativity predicted an infinite or a finite universe, in his 1921 Princeton lecture.<ref>{{Cite book|url=http://www.gutenberg.org/ebooks/36276|title=The Meaning of Relativity|last=Einstein|first=Albert|publisher=Princeton University Press|year=1923|isbn=|location=|pages=110-111}}</ref> He invited us to imagine "A spherical manifold of three dimensions, embedded in a Euclidean continuum of four dimensions", but he was careful to disclaim parenthetically that "The aid of a fourth space dimension has naturally no significance except that of a mathematical artifice." Informally, the Euclidean 4-dimensional theory of relativity may be given as a sort of reciprocal to that disclaimer of Einstein's: ''The Minkowski spacetime has naturally no significance except that of a mathematical artifice, as an aid to understanding how things will appear to an observer from their perspective; the foreshortenings, clock desynchronizations and other Lorentz transformations it predicts are proper calculations of actual perspective effects; but real space is a flat, Euclidean continuum of four orthogonal spatial dimensions, and in it the ordinary laws of a flat vector space hold (such as the Pythagorean theorem), and all sightline calculations work classically, so long as you consider all four spatial dimensions.'' The Euclidean theory of relativity differs from the special theory of relativity in ascribing to the physical universe a geometry of four or more orthogonal spatial dimensions, rather than the special theory's [[w:Minkowski spacetime|Minkowski spacetime]] geometry, in which three spatial dimensions and a time dimension comprise a unified non-Euclidean spacetime of four dimensions. Anco and Maghadam found that <math>SO(4)</math> breaks to <math>\mathbb{S}^3</math> (the 3-sphere) if the energy in a Kepler orbit is negative (an elliptical orbit), and to <math>H^3</math> (Minkowski spacetime) if the energy is positive (a hyperbolic orbit). Therefore the fact that the planets orbit on ellipses in our 3-space suggests that they orbit on a 3-sphere embedded in Euclidean 4-space. Thus we can conclude that <math>\mathbb{R}^4</math> is the actual geometry of our physical universe, and Minkowski spacetime is an abstraction; the reciprocal of Einstein's disclaimer is the more direct physical model. Of course spacetime remains a true and useful abstraction, although it must relinquish its privileged position as our exclusive conception of our place in space.{{Efn| ...origins of the Euclidean 4-space insight in the observations of Fock, Atkinson, Moser and others.}} The invention of Euclidean geometry of more than three spatial dimensions preceded Einstein's theories by more than fifty years, when it was worked out originally by the Swiss mathematician [[w:Ludwig Schläfli|Ludwig Schläfli]] before 1853.{{Sfn|Coxeter|1973|loc=§7. Ordinary Polytopes in Higher Space; §7.x. Historical remarks|pp=141-144|ps=; "Practically all the ideas in this chapter ... are due to Schläfli, who discovered them before 1853 — a time when Cayley, Grassmann and Möbius were the only other people who had ever conceived the possibility of geometry in more than three dimensions."}} Schläfli extended Euclid's geometry of one, two, and three dimensions in a direct way to four or more dimensions, generalizing the rules and terms of [[w:Euclidean geometry|Euclidean geometry]] to spaces of any number of dimensions. He coined the general term ''[[polyscheme]]'' to mean geometric forms of any number of dimensions, including two-dimensional [[w:polygon|polygons]], three-dimensional [[w:polyhedron|polyhedra]], four dimensional [[w:polychoron|polychora]], and so on, and in the process he found all of the [[w:Regular polytope|regular polyschemes]] that are possible in every dimension, including in particular the [[User:Dc.samizdat/Rotations#Sequence of regular 4-polytopes|six convex regular polychora]] which can be constructed in a Euclidean space of four dimensions (the set analogous to the five [[w:Platonic solid|Platonic solids]] the ancients found in three dimensional space). Thus Schläfli was the first to explore the fourth dimension, reveal its emergent geometric properties, and discover its astonishing regular objects. Because his work was only published posthumously in 1901, and remained almost completely unknown until Coxeter published [[w:Regular_Polytopes_(book)|Regular Polytopes]] in 1947, other researchers had more than fifty years to rediscover the regular polychora, and competing terms were coined; today [[w:Reinhold_Hoppe|Reinhold Hoppe]]'s word ''[[w:Polytope|polytope]]'' is the commonly used term for ''polyscheme.''{{Efn|[[w:Reinhold_Hoppe|Reinhold Hoppe]]'s German word ''polytop'' was introduced into English by [[W:Alicia Boole Stott|Alicia Boole Stott]], who like Hoppe and [[W:Thorold Gosset|Thorold Gosset]] rediscovered Schlafli's six regular convex 4-polytopes, with no knowledge of their prior discovery. Today Schläfli's original ''polyschem'', with its echo of ''schema'' as in the configurations of information structures, seems even more fitting in its generality than ''polytope'' -- perhaps analogously as information software (programming) is even more general than information hardware (computers).}} Because of this century-long lag in the dissemination of a scientific discovery, the regular 4-polytopes appear to have played no role at all, by any name, in the twentieth century discovery and evolution of the theories of relativity and quantum mechanics.{{Efn|One could argue that the higher-dimensional polytopes have barely influenced science or culture at all thus far. The physicist John Edward Huth's comprehensive deep dive through the history of cultural and scientific concepts of physical space, from ancient flatland models of the world through general relativity and quantum mechancs, shows exactly how we got to our present standard model of the universe, although it includes no mention of higher-dimensional Euclidean space.<ref>{{Cite book|last=Huth|first=John Edward|title=A Sense of Space: A local's guide to a flat earth, the edge of the cosmos, and other curious places|year=2025|publisher=University of Chicago Press}}</ref>}} == Boundaries == <blockquote>Ever since we discovered that Earth is round and turns like a mad-spinning top, we have understood that reality is not as it appears to us: every time we glimpse a new aspect of it, it is a deeply emotional experience. Another veil has fallen.<ref>{{Cite book|author=Carlo Rovelli|author-link=W:Carlo Rovelli|title=Seven Brief Lessons on Physics|publisher=Riverhead|year=2016|isbn=978-0399184413}}</ref></blockquote> Of course it is strange to consciously contemplate this world we inhabit, our planet, our solar system, our 3-sphere surface in our vast galaxy, as the merest film, a boundary no thicker in the places we inhabit than the diameter of an electron (though much thicker in some places we cannot inhabit, such as the core of our planet and the interior of stars). But is not our unconscious traditional concept of the boundary of our world even stranger? Since the enlightenment we are accustomed to thinking that there is nothing beyond three dimensional space: no boundary, because there is nothing else to separate us from. But anyone who knows the [[polyscheme]]s Schläfli discovered knows that space can have any number of dimensions, and that there are fundamental objects and motions to be discovered in four dimensions that are even more various and interesting than those we can discover in three. The strange thing, when we think about it that way, is that there ''is'' a boundary between three and four dimensional space. ''Why'' can't we move (or apparently, see) in more than three dimensions? Why is our physical world apparently only three dimensional? Why would it have just ''three'' dimensions, and not four, or five, or the ''n'' dimensions that Schläfli mapped? What is the nature of the boundary which confines us to just three dimensions? We know that in Euclidean geometry the boundary between three and four dimensions is itself a spherical three dimensional space, so we should suspect that we are materially confined within such a curved boundary surface. Light need not be confined with us within our three dimensional boundary space. We would look directly through four dimensional space in our natural way, by receiving light signals that travelled through it to us on straight lines. In that case the reason we do not observe a fourth spatial dimension in our vicinity is that there are no nearby objects in it, just off our hyperplane in the wild. The nearest four-dimensional object we can see with our eyes is our sun, which lies equatorially in our own hyperplane, though it bulges out of it above and below. But when we look up at the heavens, every pinprick of light we observe is itself a four-dimensional object off our hyperplane, and they are distributed all around us in four-dimensional space through which we gaze. We are four-dimensionally sighted creatures, even though our bodies are three-dimensional objects, thin as an atom in the fourth dimension. But that should not perplex us: we can see into three dimensional space even though our retinas are two dimensional objects, thin as a photoreceptor cell. Our unconscious provincial concept is that there is nothing else outside our three dimensional world: no boundary, because there is nothing else to separate us from. But Schläfli discovered something else: all the astonishing regular objects that exist in higher dimensions, which vastly extend our notions of the beauty and mystery of space itself, and the intrinsic spatial symmetries of our universe which geometry reveals. Space is more commodious than we thought it was, and permits previously unimagined objects and motions. So our provincial conception of our place in it now has the same kind of status as our idea that the sun rises in the east and passes overhead: it is mere appearance, not a true model and no longer a proper explanation. An inertial boundary is a proper explanation, be it ever so thin. And would a boundary of ''no'' thickness, a mere abstraction with no physical power to separate, be a more suitable explanation? We must look for a physically powerful explanation in the geometry of space itself, which general relativity properly associates with the gravitational or inertial force. <blockquote>The number of dimensions possessed by a figure is the number of straight lines each perpendicular to all the others which can be drawn on it. Thus a point has no dimensions, a straight line one, a plane surface two, and a solid three .... In space as we now know it only three lines can be imagined perpendicular to each other. A fourth line, perpendicular to all the other three would be quite invisible and unimaginable to us. We ourselves and all the material things around us probably possess a fourth dimension, of which we are quite unaware. If not, from a four-dimensional point of view we are mere geometrical abstractions, like geometrical surfaces, lines, and points are to us. But this thickness in the fourth dimension must be exceedingly minute, if it exists at all. That is, we could only draw an exceedingly small line perpendicular to our three perpendicular lines, length, breadth and thickness, so small that no microscope could ever perceive it. We can find out something about the conditions of the fourth and higher dimensions if they exist, without being certain that they do exist, by a process which I have termed "Dimensional Analogy."<ref>{{Citation|title=Dimensional Analogy|last=Coxeter|first=Donald|date=February 1923|publisher=Coxeter Fonds, University of Toronto Archives|authorlink=W:Harold Scott MacDonald Coxeter|series=|postscript=|work=}}</ref></blockquote> I believe, but I cannot prove, that we live in real space, which is Schläfli's Euclidean space of ''n'' analogous dimensions. As Grassmann showed first, space cannot be limited to any finite number of dimensions. There will always be higher dimensions to discover, first in imagination and then to explore physically, each an astonishing new enlightenment.<ref>{{Cite book|first=T.S.|last=Eliot|title=Little Gidding|volume=Four Quartets|year=1943}}<blockquote> :We shall not cease from exploration :And the end of all our exploring :Will be to arrive where we started :And know the place for the first time. :Through the unknown, remembered gate :When the last of earth left to discover :Is that which was the beginning; :At the source of the longest river :The voice of the hidden waterfall :And the children in the apple-tree :Not known, because not looked for :But heard, half-heard, in the stillness :Between two waves of the sea. </blockquote></ref> Schläfli discovered every regular convex polytope that exists in any dimension, but that was only the beginning of the story of dimensional analogy, not its end or even the end of its beginning. That project is forever beginning anew. Coxeter discovered that Schläfli's Euclidean space is an expression of intrinsic symmetries, as Noether discovered all of physics is. Kappraff and Adamson discovered that even the sequences of humble regular polygons have fractal complexity. Symmetry itself is chaotic, always reachable but forever beyond our complete grasp. We are on a Wilderness Project, and just at its beginning, but already we observe a Euclidean space of four or more orthogonal spatial dimensions in which all objects with mass move ceaselessly at the constant velocity <math>c</math>, the universal rate at which everything moves, quantum events occur, and each of our proper times evolves. I believe these facts explain the experimentally verified theories of relativity and quantum mechanics, by revealing their unified polycentric geometry, the same way the facts about Copernicus's heliocentric solar system explained the observed motions of the planets, by revealing the geometry of gravity to Kepler. But others will have to do the math, work out the physics, and perform experiments to prove or disprove all of this, because I don't have the mathematics; entirely unlike Coxeter and Einstein, I am illiterate in those languages. <blockquote> ::::::BEECH :Where my imaginary line :Bends square in woods, an iron spine :And pile of real rocks have been founded. :And off this corner in the wild, :Where these are driven in and piled, :One tree, by being deeply wounded, :Has been impressed as Witness Tree :And made commit to memory :My proof of being not unbounded. :Thus truth's established and borne out, :Though circumstanced with dark and doubt— :Though by a world of doubt surrounded. :::::::—''The Moodie Forester''<ref>{{Cite book|title=A Witness Tree|last=Frost|first=Robert|year=1942|series=The Poetry of Robert Frost|publisher=Holt, Rinehart and Winston|edition=1969|}}</ref> </blockquote> == Appendix: Sequence of regular 4-polytopes == {{Regular convex 4-polytopes|wiki=W:|columns=7}} == ... == {{Efn|In a ''[[W:William Kingdon Clifford|Clifford]] displacement'', also known as an [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinic rotation]], all the Clifford parallel{{Efn|name=Clifford parallels}} invariant planes are displaced in four orthogonal directions (two completely orthogonal planes) at once: they are rotated by the same angle, and at the same time they are tilted ''sideways'' by that same angle. A [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|Clifford displacement]] is [[W:8-cell#Radial equilateral symmetry|4-dimensionally diagonal]].{{Efn|name=isoclinic 4-dimensional diagonal}} Every plane that is Clifford parallel to one of the completely orthogonal planes (including in this case an entire Clifford parallel bundle of 4 hexagons, but not all 16 hexagons) is invariant under the isoclinic rotation: all the points in the plane rotate in circles but remain in the plane, even as the whole plane tilts sideways. All 16 hexagons rotate by the same angle (though only 4 of them do so invariantly). All 16 hexagons are rotated by 60 degrees, and also displaced sideways by 60 degrees to a Clifford parallel hexagon. All of the other central polygons (e.g. squares) are also displaced to a Clifford parallel polygon 60 degrees away.|name=Clifford displacement}} {{Efn|It is not difficult to visualize four hexagonal planes intersecting at 60 degrees to each other, even in three dimensions. Four hexagonal central planes intersect at 60 degrees in the [[W:cuboctahedron|cuboctahedron]]. Four of the 24-cell's 16 hexagonal central planes (lying in the same 3-dimensional hyperplane) intersect at each of the 24-cell's vertices exactly the way they do at the center of a cuboctahedron. But the ''edges'' around the vertex do not meet as the radii do at the center of a cuboctahedron; the 24-cell has 8 edges around each vertex, not 12, so its vertex figure is the cube, not the cuboctahedron. The 8 edges meet exactly the way 8 edges do at the apex of a canonical [[W:cubic pyramid]|cubic pyramid]].{{Efn|name=24-cell vertex figure}}|name=cuboctahedral hexagons}} {{Efn|name=radially equilateral}} {{Efn|Eight {{sqrt|1}} edges converge in curved 3-dimensional space from the corners of the 24-cell's cubical vertex figure{{Efn|The [[W:vertex figure|vertex figure]] is the facet which is made by truncating a vertex; canonically, at the mid-edges incident to the vertex. But one can make similar vertex figures of different radii by truncating at any point along those edges, up to and including truncating at the adjacent vertices to make a ''full size'' vertex figure. Stillwell defines the vertex figure as "the convex hull of the neighbouring vertices of a given vertex".{{Sfn|Stillwell|2001|p=17}} That is what serves the illustrative purpose here.|name=full size vertex figure}} and meet at its center (the vertex), where they form 4 straight lines which cross there. The 8 vertices of the cube are the eight nearest other vertices of the 24-cell. The straight lines are geodesics: two {{sqrt|1}}-length segments of an apparently straight line (in the 3-space of the 24-cell's curved surface) that is bent in the 4th dimension into a great circle hexagon (in 4-space). Imagined from inside this curved 3-space, the bends in the hexagons are invisible. From outside (if we could view the 24-cell in 4-space), the straight lines would be seen to bend in the 4th dimension at the cube centers, because the center is displaced outward in the 4th dimension, out of the hyperplane defined by the cube's vertices. Thus the vertex cube is actually a [[W:cubic pyramid|cubic pyramid]]. Unlike a cube, it seems to be radially equilateral (like the tesseract and the 24-cell itself): its "radius" equals its edge length.{{Efn|The vertex cubic pyramid is not actually radially equilateral,{{Efn|name=radially equilateral}} because the edges radiating from its apex are not actually its radii: the apex of the [[W:cubic pyramid|cubic pyramid]] is not actually its center, just one of its vertices.}}|name=24-cell vertex figure}} {{Efn|The hexagons are inclined (tilted) at 60 degrees with respect to the unit radius coordinate system's orthogonal planes. Each hexagonal plane contains only ''one'' of the 4 coordinate system axes.{{Efn|Each great hexagon of the 24-cell contains one axis (one pair of antipodal vertices) belonging to each of the three inscribed 16-cells. The 24-cell contains three disjoint inscribed 16-cells, rotated 60° isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other (so their corresponding vertices are 120° {{=}} {{radic|3}} apart). A [[16-cell#Coordinates|16-cell is an orthonormal ''basis'']] for a 4-dimensional coordinate system, because its 8 vertices define the four orthogonal axes. In any choice of a vertex-up coordinate system (such as the unit radius coordinates used in this article), one of the three inscribed 16-cells is the basis for the coordinate system, and each hexagon has only ''one'' axis which is a coordinate system axis.|name=three basis 16-cells}} The hexagon consists of 3 pairs of opposite vertices (three 24-cell diameters): one opposite pair of ''integer'' coordinate vertices (one of the four coordinate axes), and two opposite pairs of ''half-integer'' coordinate vertices (not coordinate axes). For example: {{indent|17}}({{spaces|2}}0,{{spaces|2}}0,{{spaces|2}}1,{{spaces|2}}0) {{indent|5}}({{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}({{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}}) {{indent|5}}(–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}(–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}}) {{indent|17}}({{spaces|2}}0,{{spaces|2}}0,–1,{{spaces|2}}0)<br> is a hexagon on the ''y'' axis. Unlike the {{sqrt|2}} squares, the hexagons are actually made of 24-cell edges, so they are visible features of the 24-cell.|name=non-orthogonal hexagons|group=}} {{Efn|Visualize the three [[16-cell]]s inscribed in the 24-cell (left, right, and middle), and the rotation which takes them to each other. [[24-cell#Reciprocal constructions from 8-cell and 16-cell|The vertices of the middle 16-cell lie on the (w, x, y, z) coordinate axes]];{{Efn|name=six orthogonal planes of the Cartesian basis}} the other two are rotated 60° [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinically]] to its left and its right. The 24-vertex 24-cell is a compound of three 16-cells, whose three sets of 8 vertices are distributed around the 24-cell symmetrically; each vertex is surrounded by 8 others (in the 3-dimensional space of the 4-dimensional 24-cell's ''surface''), the way the vertices of a cube surround its center.{{Efn|name=24-cell vertex figure}} The 8 surrounding vertices (the cube corners) lie in other 16-cells: 4 in the other 16-cell to the left, and 4 in the other 16-cell to the right. They are the vertices of two tetrahedra inscribed in the cube, one belonging (as a cell) to each 16-cell. If the 16-cell edges are {{radic|2}}, each vertex of the compound of three 16-cells is {{radic|1}} away from its 8 surrounding vertices in other 16-cells. Now visualize those {{radic|1}} distances as the edges of the 24-cell (while continuing to visualize the disjoint 16-cells). The {{radic|1}} edges form great hexagons of 6 vertices which run around the 24-cell in a central plane. ''Four'' hexagons cross at each vertex (and its antipodal vertex), inclined at 60° to each other.{{Efn|name=cuboctahedral hexagons}} The [[24-cell#Hexagons|hexagons]] are not perpendicular to each other, or to the 16-cells' perpendicular [[24-cell#Squares|square central planes]].{{Efn|name=non-orthogonal hexagons}} The left and right 16-cells form a tesseract.{{Efn|Each pair of the three 16-cells inscribed in the 24-cell forms a 4-dimensional [[W:tesseract|hypercube (a tesseract or 8-cell)]], in [[24-cell#Relationships among interior polytopes|dimensional analogy]] to the way two tetrahedra form a cube: the two 8-vertex 16-cells are inscribed in the 16-vertex tesseract, occupying its alternate vertices. The third 16-cell does not lie within the tesseract; its 8 vertices protrude from the sides of the tesseract, forming a cubic pyramid on each of the tesseract's cubic cells. The three pairs of 16-cells form three tesseracts.{{Efn|name=three 8-cells}} The tesseracts share vertices, but the 16-cells are completely disjoint.{{Efn|name=completely disjoint}}|name=three 16-cells form three tesseracts}} Two 16-cells have vertex-pairs which are one {{radic|1}} edge (one hexagon edge) apart. But a [[24-cell#Simple rotations|''simple'' rotation]] of 60° will not take one whole 16-cell to another 16-cell, because their vertices are 60° apart in different directions, and a simple rotation has only one hexagonal plane of rotation. One 16-cell ''can'' be taken to another 16-cell by a 60° [[24-cell#Isoclinic rotations|''isoclinic'' rotation]], because an isoclinic rotation is [[3-sphere]] symmetric: four [[24-cell#Clifford parallel polytopes|Clifford parallel hexagonal planes]] rotate together, but in four different rotational directions,{{Efn|name=Clifford displacement}} taking each 16-cell to another 16-cell. But since an isoclinic 60° rotation is a ''diagonal'' rotation by 60° in ''two'' completely orthogonal directions at once,{{Efn|name=isoclinic geodesic}} the corresponding vertices of the 16-cell and the 16-cell it is taken to are 120° apart: ''two'' {{radic|1}} hexagon edges (or one {{radic|3}} hexagon chord) apart, not one {{radic|1}} edge (60°) apart as in a simple rotation.{{Efn|name=isoclinic 4-dimensional diagonal}} By the [[W:chiral|chiral]] diagonal nature of isoclinic rotations, the 16-cell ''cannot'' reach the adjacent 16-cell by rotating toward it; it can only reach the 16-cell ''beyond'' it. But of course, the 16-cell beyond the 16-cell to its right is the 16-cell to its left. So a 60° isoclinic rotation ''will'' take every 16-cell to another 16-cell: a 60° ''right'' isoclinic rotation will take the middle 16-cell to the 16-cell we may have originally visualized as the ''left'' 16-cell, and a 60° ''left'' isoclinic rotation will take the middle 16-cell to the 16-cell we visualized as the ''right'' 16-cell. (If so, that was our error in visualization; the 16-cell to the "left" is in fact the one reached by the left isoclinic rotation, as that is the only sense in which the two 16-cells are left or right of each other.)|name=three isoclinic 16-cells}} {{Efn|In a double rotation each vertex can be said to move along two completely orthogonal great circles at the same time, but it does not stay within the central plane of either of those original great circles; rather, it moves along a helical geodesic that traverses diagonally between great circles. The two completely orthogonal planes of rotation are said to be ''invariant'' because the points in each stay in the plane ''as the plane moves'', tilting sideways by the same angle that the other plane rotates.|name=helical geodesic}} {{Efn|A point under isoclinic rotation traverses the diagonal{{Efn|name=isoclinic 4-dimensional diagonal}} straight line of a single '''isoclinic geodesic''', reaching its destination directly, instead of the bent line of two successive '''simple geodesics'''. A '''[[W:geodesic|geodesic]]''' is the ''shortest path'' through a space (intuitively, a string pulled taught between two points). Simple geodesics are great circles lying in a central plane (the only kind of geodesics that occur in 3-space on the 2-sphere). Isoclinic geodesics are different: they do ''not'' lie in a single plane; they are 4-dimensional [[W:helix|spirals]] rather than simple 2-dimensional circles.{{Efn|name=helical geodesic}} But they are not like 3-dimensional [[W:screw threads|screw threads]] either, because they form a closed loop like any circle (after ''two'' revolutions). Isoclinic geodesics are ''4-dimensional great circles'', and they are just as circular as 2-dimensional circles: in fact, twice as circular, because they curve in a circle in two completely orthogonal directions at once.{{Efn|Isoclinic geodesics are ''4-dimensional great circles'' in the sense that they are 1-dimensional geodesic ''lines'' that curve in 4-space in two completely orthogonal planes at once. They should not be confused with ''great 2-spheres'',{{Sfn|Stillwell|2001|p=24}} which are the 4-dimensional analogues of 2-dimensional great circles (great 1-spheres).}} These '''isoclines''' are geodesic 1-dimensional lines embedded in a 4-dimensional space. On the 3-sphere{{Efn|All isoclines are geodesics, and isoclines on the 3-sphere are circles (curving equally in each dimension), but not all isoclines on 3-manifolds in 4-space are circles.}} they always occur in [[W:chiral|chiral]] pairs and form a pair of [[W:Villarceau circle|Villarceau circle]]s on the [[W:Clifford torus|Clifford torus]],{{Efn|Isoclines on the 3-sphere occur in non-intersecting chiral pairs. A left and a right isocline form a [[W:Hopf link|Hopf link]] called the {1,1} torus knot{{Sfn|Dorst|2019|loc=§1. Villarceau Circles|p=44|ps=; "In mathematics, the path that the (1, 1) knot on the torus traces is also known as a [[W:Villarceau circle|Villarceau circle]]. Villarceau circles are usually introduced as two intersecting circles that are the cross-section of a torus by a well-chosen plane cutting it. Picking one such circle and rotating it around the torus axis, the resulting family of circles can be used to rule the torus. By nesting tori smartly, the collection of all such circles then form a [[W:Hopf fibration|Hopf fibration]].... we prefer to consider the Villarceau circle as the (1, 1) torus knot [a [[W:Hopf link|Hopf link]]] rather than as a planar cut [two intersecting circles]."}} in which ''each'' of the two linked circles traverses all four dimensions.}} the paths of the left and the right [[W:Rotations in 4-dimensional Euclidean space#Double rotations|isoclinic rotation]]. They are [[W:Helix|helices]] bent into a [[W:Möbius strip|Möbius loop]] in the fourth dimension, taking a diagonal [[W:Winding number|winding route]] twice around the 3-sphere through the non-adjacent vertices of a 4-polytope's [[W:Skew polygon#Regular skew polygons in four dimensions|skew polygon]].|name=isoclinic geodesic}} {{Efn|[[File:Hopf band wikipedia.png|thumb|150px|Two [[W:Clifford parallel|Clifford parallel]] great circles spanned by a twisted [[W:Annulus (mathematics)|annulus]].]][[W:Clifford parallel|Clifford parallel]]s are non-intersecting curved lines that are parallel in the sense that the perpendicular (shortest) distance between them is the same at each point. A double helix is an example of Clifford parallelism in ordinary 3-dimensional Euclidean space. In 4-space Clifford parallels occur as geodesic great circles on the [[W:3-sphere|3-sphere]].{{Sfn|Kim|Rote|2016|pp=8-10|loc=Relations to Clifford Parallelism}} Whereas in 3-dimensional space, any two geodesic great circles on the [[W:2-sphere|2-sphere]] will always intersect at two antipodal points, in 4-dimensional space not all great circles intersect. In 4-polytopes various discrete sets of Clifford parallel non-intersecting geodesic great circles can be found on the 3-sphere. They spiral around each other in [[W:Hopf fibration|Hopf fiber bundles]] which visit all the vertices just once. The simplest example is that six mutually orthogonal great circles can be drawn on the 3-sphere, as three pairs of completely orthogonal great circles, intersecting at 8 points defining a [[16-cell]]. Each completely orthogonal pair of circles is Clifford parallel. They cannot intersect at all, because they lie in planes which intersect at only one point: the center of the 16-cell. Because they are perpendicular and share a common center, the two circles are obviously not parallel and separate in the usual way of parallel circles in 3 dimensions; rather they are connected like adjacent links in a chain, each passing through the other without intersecting at any points, forming a [[W:Hopf link|Hopf link]]|name=Clifford parallels}} {{Efn|In the 24-cell each great square plane is completely orthogonal{{Efn|name=completely orthogonal planes}} to another great square plane, and each great hexagon plane is completely orthogonal to a plane which intersects only two vertices: a great [[W:digon|digon]] plane.|name=pairs of completely orthogonal planes}} {{Efn|In an [[24-cell#Isoclinic rotations|isoclinic rotation]], each point anywhere in the 4-polytope moves an equal distance in four orthogonal directions at once, on a [[W:8-cell#Radial equilateral symmetry|4-dimensional diagonal]]. The point is displaced a total [[W:Pythagorean distance]] equal to the square root of four times the square of that distance. For example, when the unit-radius 24-cell rotates isoclinically 60° in a hexagon invariant plane and 60° in its completely orthogonal invariant plane,{{Efn|name=pairs of completely orthogonal planes}} all vertices are displaced to a vertex two edge lengths away. Each vertex is displaced to another vertex {{radic|3}} (120°) away, moving {{radic|3/4}} in four orthogonal coordinate directions.|name=isoclinic 4-dimensional diagonal}} {{Efn|Each square plane is isoclinic (Clifford parallel) to five other square planes but completely orthogonal{{Efn|name=completely orthogonal planes}} to only one of them.{{Efn|name=Clifford parallel squares in the 16-cell and 24-cell}} Every pair of completely orthogonal planes has Clifford parallel great circles, but not all Clifford parallel great circles are orthogonal (e.g., none of the hexagonal geodesics in the 24-cell are mutually orthogonal).|name=only some Clifford parallels are orthogonal}} {{Efn|In the [[16-cell#Rotations|16-cell]] the 6 orthogonal great squares form 3 pairs of completely orthogonal great circles; each pair is Clifford parallel. In the 24-cell, the 3 inscribed 16-cells lie rotated 60 degrees isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other; consequently their corresponding vertices are 120 degrees apart on a hexagonal great circle. Pairing their vertices which are 90 degrees apart reveals corresponding square great circles which are Clifford parallel. Each of the 18 square great circles is Clifford parallel not only to one other square great circle in the same 16-cell (the completely orthogonal one), but also to two square great circles (which are completely orthogonal to each other) in each of the other two 16-cells. (Completely orthogonal great circles are Clifford parallel, but not all Clifford parallels are orthogonal.{{Efn|name=only some Clifford parallels are orthogonal}}) A 60 degree isoclinic rotation of the 24-cell in hexagonal invariant planes takes each square great circle to a Clifford parallel (but non-orthogonal) square great circle in a different 16-cell.|name=Clifford parallel squares in the 16-cell and 24-cell}} {{Efn|In 4 dimensional space we can construct 4 perpendicular axes and 6 perpendicular planes through a point. Without loss of generality, we may take these to be the axes and orthogonal central planes of a (w, x, y, z) Cartesian coordinate system. In 4 dimensions we have the same 3 orthogonal planes (xy, xz, yz) that we have in 3 dimensions, and also 3 others (wx, wy, wz). Each of the 6 orthogonal planes shares an axis with 4 of the others, and is ''completely orthogonal'' to just one of the others: the only one with which it does not share an axis. Thus there are 3 pairs of completely orthogonal planes: xy and wz intersect only at the origin; xz and wy intersect only at the origin; yz and wx intersect only at the origin.|name=six orthogonal planes of the Cartesian basis}} {{Efn|Two planes in 4-dimensional space can have four possible reciprocal positions: (1) they can coincide (be exactly the same plane); (2) they can be parallel (the only way they can fail to intersect at all); (3) they can intersect in a single line, as two non-parallel planes do in 3-dimensional space; or (4) '''they can intersect in a single point'''{{Efn|To visualize how two planes can intersect in a single point in a four dimensional space, consider the Euclidean space (w, x, y, z) and imagine that the w dimension represents time rather than a spatial dimension. The xy central plane (where w{{=}}0, z{{=}}0) shares no axis with the wz central plane (where x{{=}}0, y{{=}}0). The xy plane exists at only a single instant in time (w{{=}}0); the wz plane (and in particular the w axis) exists all the time. Thus their only moment and place of intersection is at the origin point (0,0,0,0).|name=how planes intersect at a single point}} (and they ''must'', if they are completely orthogonal).{{Efn|Two flat planes A and B of a Euclidean space of four dimensions are called ''completely orthogonal'' if and only if every line in A is orthogonal to every line in B. In that case the planes A and B intersect at a single point O, so that if a line in A intersects with a line in B, they intersect at O.{{Efn|name=six orthogonal planes of the Cartesian basis}}|name=completely orthogonal planes}}|name=how planes intersect}} {{Efn|Polytopes are '''completely disjoint''' if all their ''element sets'' are disjoint: they do not share any vertices, edges, faces or cells. They may still overlap in space, sharing 4-content, volume, area, or lineage.|name=completely disjoint}} {{Efn|If the [[W:Euclidean distance|Pythagorean distance]] between any two vertices is {{sqrt|1}}, their geodesic distance is 1; they may be two adjacent vertices (in the curved 3-space of the surface), or a vertex and the center (in 4-space). If their Pythagorean distance is {{sqrt|2}}, their geodesic distance is 2 (whether via 3-space or 4-space, because the path along the edges is the same straight line with one 90^o bend in it as the path through the center). If their Pythagorean distance is {{sqrt|3}}, their geodesic distance is still 2 (whether on a hexagonal great circle past one 60^o bend, or as a straight line with one 60^o bend in it through the center). Finally, if their Pythagorean distance is {{sqrt|4}}, their geodesic distance is still 2 in 4-space (straight through the center), but it reaches 3 in 3-space (by going halfway around a hexagonal great circle).|name=Geodesic distance}} {{Efn|Two angles are required to fix the relative positions of two planes in 4-space.{{Sfn|Kim|Rote|2016|p=7|loc=§6 Angles between two Planes in 4-Space|ps=; "In four (and higher) dimensions, we need two angles to fix the relative position between two planes. (More generally, ''k'' angles are defined between ''k''-dimensional subspaces.)"}} Since all planes in the same [[W:hyperplane|hyperplane]] are 0 degrees apart in one of the two angles, only one angle is required in 3-space. Great hexagons in different hyperplanes are 60 degrees apart in ''both'' angles. Great squares in different hyperplanes are 90 degrees apart in ''both'' angles (completely orthogonal){{Efn|name=completely orthogonal planes}} or 60 degrees apart in ''both'' angles.{{Efn||name=Clifford parallel squares in the 16-cell and 24-cell}} Planes which are separated by two equal angles are called ''isoclinic''. Planes which are isoclinic have [[W:Clifford parallel|Clifford parallel]] great circles.{{Efn|name=Clifford parallels}} A great square and a great hexagon in different hyperplanes are neither isoclinic nor Clifford parallel; they are separated by a 90 degree angle ''and'' a 60 degree angle.|name=two angles between central planes}} {{Efn|The 24-cell contains 3 distinct 8-cells (tesseracts), rotated 60° isoclinically with respect to each other. The corresponding vertices of two 8-cells are {{radic|3}} (120°) apart. Each 8-cell contains 8 cubical cells, and each cube contains four {{radic|3}} chords (its long diagonals). The 8-cells are not completely disjoint{{Efn|name=completely disjoint}} (they share vertices), but each cube and each {{radic|3}} chord belongs to just one 8-cell. The {{radic|3}} chords joining the corresponding vertices of two 8-cells belong to the third 8-cell.|name=three 8-cells}} {{Efn|Departing from any vertex V₀ in the original great hexagon plane of isoclinic rotation P₀, the first vertex reached V₁ is 120 degrees away along a {{radic|3}} chord lying in a different hexagonal plane P₁. P₁ is inclined to P₀ at a 60° angle.{{Efn|P₀ and P₁ lie in the same hyperplane (the same central cuboctahedron) so their other angle of separation is 0.{{Efn|name=two angles between central planes}}}} The second vertex reached V₂ is 120 degrees beyond V₁ along a second {{radic|3}} chord lying in another hexagonal plane P₂ that is Clifford parallel to P₀.{{Efn|P₀ and P₂ are 60° apart in ''both'' angles of separation.{{Efn|name=two angles between central planes}} Clifford parallel planes are isoclinic (which means they are separated by two equal angles), and their corresponding vertices are all the same distance apart. Although V₀ and V₂ are ''two'' {{radic|3}} chords apart{{Efn|V₀ and V₂ are two {{radic|3}} chords apart on the geodesic path of this rotational isocline, but that is not the shortest geodesic path between them. In the 24-cell, it is impossible for two vertices to be more distant than ''one'' {{radic|3}} chord, unless they are antipodal vertices {{radic|4}} apart.{{Efn|name=Geodesic distance}} V₀ and V₂ are ''one'' {{radic|3}} chord apart on some other isocline. More generally, isoclines are geodesics because the distance between their ''adjacent'' vertices is the shortest distance between those two vertices, but a path between two vertices along a geodesic is not always the shortest distance between them (even on ordinary great circle geodesics).}}, P₀ and P₂ are just one {{radic|1}} edge apart (at every pair of ''nearest'' vertices).}} (Notice that V₁ lies in both intersecting planes P₁ and P₂, as V₀ lies in both P₀ and P₁. But P₀ and P₂ have ''no'' vertices in common; they do not intersect.) The third vertex reached V₃ is 120 degrees beyond V₂ along a third {{radic|3}} chord lying in another hexagonal plane P₃ that is Clifford parallel to P₁. The three {{radic|3}} chords lie in different 8-cells.{{Efn|name=three 8-cells}} V₀ to V₃ is a 360° isoclinic rotation.|name=360 degree geodesic path visiting 3 hexagonal planes}} {{Sfn|Mamone, Pileio & Levitt|2010|loc=§4.5 Regular Convex 4-Polytopes|pp=1438-1439|ps=; the 24-cell has 1152 symmetry operations (rotations and reflections) as enumerated in Table 2, symmetry group 𝐹₄.}} ==Notes== {{Regular convex 4-polytopes Notelist|wiki=W:}} ==Citations== {{Regular convex 4-polytopes Reflist|wiki=W:}} ==References== {{Refbegin}} * {{Cite book|title=A Week on the Concord and Merrimack Rivers|last=Thoreau|first=Henry David|author-link=W:Thoreau|publisher=James Munroe and Company|year=1849|isbn=|location=Boston|ref={{SfnRef|Thoreau|1849}}}} * {{Cite journal|title=Theoretical Evidence for Principles of Special Relativity Based on Isotropic and Uniform Four-Dimensional Space|first=Takuya|last=Yamashita|date=25 May 2023|doi= 10.20944/preprints202305.1785.v1|journal=Preprints|volume=2023|issue=2023051785|url=https://doi.org/10.20944/preprints202305.1785.v1|ref={{SfnRef|Yamashita|2023}}}} * {{Cite_arXiv | arxiv=2512.02903v2 | date=2 January 2026 | title=Symmetry transformation group arising from the Laplace–Runge–Lenz vector | first1=Stephen C. | last1=Anco | first2=Mahdieh Gol Bashmani | last2=Moghadam | class=math-ph}} === [[Polyscheme|Polyschemes]] === {{Regular convex 4-polytopes Refs|wiki=W:}} {{Refend}} rqdi4r5lfuf3ltb9yb59wcqn9w1vi8t 2841550 2841545 2026-10-19T16:26:42Z Dc.samizdat 2856930 /* A theory of the Euclidean cosmos */ 2841550 wikitext text/x-wiki {{align|center|David Brooks Christie}} {{align|center|dc@samizdat.org}} {{align|center|Draft in progress}} {{align|center|June 2023 - October 2026}} <blockquote>'''Abstract:''' The physical universe is properly visualized as real Euclidean space <math>\mathbb{R}^4</math> of four orthogonal spatial dimensions. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are 4-polytopes, small round 4-dimensional objects, and stars are 4-balls of atomic plasma, large round 4-dimensional objects. We ourselves and the objects we observe near us are only 3-dimensional, but nonetheless we can see into four dimensions of space. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity <math>c</math>. Light from them reaches us directly, on straight lines through 4-space. This view of the observed universe is compatible with special and general relativity, and with quantum mechanics. It furnishes those theories with an explanatory geometric model.</blockquote> == Summary == We observe that: * Physical space has four perpendicular dimensions, not just three. * Atoms are [[W:4-polytope|4-polytopes]]. * The sun is a [[W:4-ball|4-ball]] that is round in four dimensions. * Everything of intermediate size between an atom and a star, including us and our planet, lies in a 3-dimensional manifold of ordinary space. * Our entire 3-space manifold is moving through Euclidean 4-space at the speed of light, in a direction perpendicular to its three interior dimensions. * Special relativity describes the linear motion of objects and light signals in four-dimensional Euclidean space. * General relativity describes the rotational motion of objects with mass in four-dimensional Euclidean space. == A theory of the Euclidean cosmos == The physical universe is properly visualized as [[w:Four-dimensional_space|real Euclidean space <math>\mathbb{R}^4</math>]] of four orthogonal spatial dimensions. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are [[w:4-polytope|4-polytopes]], small round 4-dimensional objects, and stars are [[W:4-ball|4-balls]] of atomic plasma, large round 4-dimensional objects. Objects intermediate in size between atoms and stars, including molecules, people, and planets at their surface, are so flat as to be essentially 3-dimensional, having only the thickness of an atom in the orthogonal fourth dimension. All objects with mass move inertially through Euclidean 4-space at constant velocity <math>c</math> as long as they exist, and acceleration only varies their direction. Objects moving in the same direction are in the same inertial reference frame. Their direction of motion through 4-space at velocity <math>c</math> is their proper time dimension, simply because their direction and velocity of motion through time is the same as their direction and velocity of motion through space. A typical galaxy such as ours occupies a 4-ball of mostly empty space, with stars and other objects distributed non-uniformly within it. The galaxy's orbital center may be nothing: a smaller 4-ball of empty space they surround. The stars in our spiral galaxy appear from our accustomed point of view to occupy a disk-like region of 3-dimensional space, with a denser ball-like center, but they are not so confined: they are distributed within a region of 4-dimensional space. The disk and ball have thickness not only in the third dimension, but in the fourth spatial dimension as well. Light from stars and galaxies reaches us on straight lines through Euclidean 4-space, so from our viewpoint, in what we have always imagined to be a 3-space universe, we look into the surrounding 4-space. Although we are physically confined within a 3-dimensional hyperplane by the inertia of our motion through 4-space at constant velocity <math>c</math>, light signals are not so confined, so we observe all the cosmological objects surrounding us, both in and above or below our hyperplane, without perceiving their separation in our fourth orthogonal dimension, the direction of our motion. We may perceive a galaxy as elliptical when it is actually spherical, because that is how its image projects from its 4-ball shape into a 3-ball region in our hyperplane, where we measure it with our 3-dimensional bodies. More generally, orbits are circular in 4-space, but elliptical in the 3-space of their elliptic hyperplane. The galaxy as a whole, or more properly its orbital barycenter, is translating through 4-space at velocity <math>c</math>, in a distinct direction orthogonal to all three dimensions of our ordinary proper 3-space. Stars within the galaxy are translating with it at the same velocity <math>c</math> in the same direction, but on spiral trajectories as they pursue their various orbits within the galaxy. The galaxy as a whole occupies a 4-ball within its proper inertial reference frame (that is, in the moving frame of reference in which the galaxy considers itself to be a stationary rotating 4-ball). Over time, the galaxy 4-ball occupies a 4-dimensional cylinder and progresses along the cylinder's axis at velocity <math>c</math>. In this more universal inertial reference frame, the stars in the galaxy follow helical geodesic paths through the 4-cylinder; their trajectories are screw-translations through 4-space, the compound of a simple rotation and a completely orthogonal linear translation. The gravitational force and the inertial tendency to follow a geodesic are the same phenomenon, by the equivalence principle. That said, they can be distinguished, and the galaxy is held together primarily by gravity as inertia, not by gravity as attraction to a central mass toward which objects fall in orbit. There is not enough mass in the galaxy to hold it together by attraction, there is just enough to bend the stars' trajectories toward each other, in helical orbits around a barycentric axis of motion. It is the tremendous inertial force of stars in translational motion at velocity <math>c</math> that holds the cylinder of motion together, not some invisible dark matter. The observed universe as a whole appears to be a [[W:3-sphere|3-sphere]] expanding radially from a central origin point at velocity <math>c</math>, the invariant velocity of mass-carrying objects through 4-space, also the propagation speed of light relative to any moving 3-space manifold, as measured by all observers. A 3-sphere is a hypersphere in Euclidean 4-space, but the enclosing surface of a 3-sphere is a curved, finite 3-space, dimensionally analogous to the surface of the earth which is a curved, finite 2-space. This 3-sphere could be the domain of our visible cosmos, but of course we do not know for certain that all the cosmological objects we observe lie near the surface of our expanding 3-sphere, since it is only our assumption that they must all have originated in the same big bang long ago. Possibly some of the more distant objects we observe did not, and lie elsewhere, outside our big-bang's 3-sphere of outflying matter or even inside its 3-sphere, below its surface. We cannot assume that all objects in the 4-space universe lie near the surface of the same expanding 3-sphere. For all observers, the conjectured big-bang of their origin corresponds not only to a now-distant point in their proper time past, it also corresponds to a distinct now-distant point in 4-dimensional space: the same point in the same Euclidean 4-space for all observers with the same origin. Our big bang had a distinct origin point in real space as well as in real time. More generally, time and Euclidean 4-space can be measured independently, just as time and Euclidean 3-space were measured classically, without the necessity to combine them as spacetime. The same inertial force which holds the galactic cylinder of motion together also confines us physically to an exceedingly thin three-dimensional surface manifold moving through 4-space at velocity <math>c</math>. All objects in our solar system too small to have gravity lie entirely within this thinest three-dimensional manifold, and have only the thickness of an atom in their direction-of-motion fourth dimension. That is why we are 3-dimensional objects ourselves, and why we cannot construct more than three perpendiculars through a single point in our local 3-dimensional space. A spherical region of 4-space is called a [[W:4-ball|4-ball]]. The enclosing surface of a 4-ball of any size is a finite, curved (non-Euclidean) 3-dimensional space called a [[w:3-sphere|3-sphere]]. Our entire big-bang-origin universe appears to be the largest 3-sphere we observe, but each of the cosmological objects within it (including our galaxy and our sun) is contained in a smaller 3-sphere shell of its own, lying (we assume) on the largest 3-sphere embedded in its surface, like a soap bubble on the surface of a larger soap bubble. All the 3-dimensional surfaces are expanding, as the largest 3-sphere inflates at radial velocity <math>c</math>. We ourselves live within such an expanding 3-dimensional surface, in an infinitesimally curved 3-manifold surface embedded in Euclidean 4-space. That surface is the ordinary 3-dimensional space we experience. The earth and all the planets lie on it. Our solar system is only a small patch on the surface of a dimensionally rounder space, although that surface is not infinite. It is curved, and finite, analogous to the way the 2-dimensional surface of the earth -- once thought to be flat -- is curved and finite. Our solar system occupies a small patch on a filmy 4-dimensional soap-bubble of galactic size rounded by gravity, that is thicker-skinned than the diameter of an atom only in the interior of objects with gravity of their own. Our 3-manifold of ordinary space, as a surface within our moving 4-ball galaxy, is translating through 4-space at velocity <math>c</math> with the galaxy, in a distinct direction orthogonal to the manifold's three orthogonal dimensions of interior space. At every material point in the manifold (at every atom), the translation through 4-space is following a geometric law of motion discovered by Coxeter, that governs the propagation of individual objects through Euclidean space by the actions of their symmetry groups. The solar system's atoms of mass are 4-polytopes that are simultaneously rotating and translating, and as they advance together they define a moving 3-dimensional manifold by their own collective inertia, also called gravity, the property of matter's ceaseless propagation through 4-space at the constant velocity <math>c</math>, the universal rate of causality at which quantum events occur, all objects move, and the universe evolves. Any moving 3-dimensional manifold such as ours is an evolving surface boundary that is empty in most places, occupied by single atoms in comparatively fewer places, and occupied by bound complexes of multiple atoms (molecules) in still fewer places. In all these places it is no thicker than one atom in the dimension corresponding to its direction of translation, because molecules are 3-dimensional complexes of atoms that add no thickness to the manifold. In fewer places still it is occupied by lumps of superdense matter which exert a gravitational attraction on objects around them, such as stars and planets. Every object which we find occurring naturally in the solar system that is too small to have perceptible gravity of its own is a 3-dimensional smear of atoms no thicker than one atom in its fourth dimension, the direction of its linear translation through 4-space at velocity <math>c</math>. The moving surface manifold cannot be thicker than one atom at any point unless and until there is enough mass near that point for the force of gravity as attraction to overcome the force of gravity as inertia, allowing atoms to be "heaped up" into larger 4-dimensional objects that form a lump in its moving surface. We have only indirect experience of such 4-dimensional lumps of matter thicker than one atom, since they occur naturally in our vicinity only in superdense regions such as the core of the earth or the interior of the sun. .... The sun is the only spherical superdense lump occurring naturally in our solar system. We refer to such 4-ball lumps of matter as atomic plasma, and have little experimental knowledge of their internal geometry or processes. We know that such a lump as the sun burns at its surface 3-sphere and emits radiation, and we know a good deal about those surface processes which are nuclear atomic processes, but we know almost nothing about its interior 4-ball, a dimensionally rounder enclosed space whose existence we did not suspect. Every moving surface boundary of matter in the observed universe is evolving in four dimensions at velocity <math>c</math>. The current location in 4-space of any of its material objects corresponds to the present moment in the proper time of that object's inertial reference frame. The object's direction of movement at velocity <math>c</math> corresponds to its proper time dimension, which is a spiral over time, not a Euclidean (straight-line) dimension, since its direction is changing in its orbit. Objects with mass of all sizes, from subatomic particles to the largest objects observed in the cosmos, are perpetually in inertial rotational motion in some orbit, and simultaneously in inertial translational motion propagating themselves through 4-space, in two completely orthogonal inertial motions each at the constant universal rate of transformation <math>c</math>. Every object with mass moves relative to universal 4-coordinate Euclidean space on its own distinct geodesic spiral, a screw displacement trajectory that is the compound of its two completely orthogonal inertial motions, a rotation and a translation. Objects without mass such as photons lie off such moving surface boundaries of matter from which they were emitted, and their motion is of a different nature. They are in translational motion at velocity <math>c</math> through all four dimensions concurrently, without any rotational component of motion, so they move through 4-space on straight lines at a compound velocity. The propagation speed of light measured on a straight line through Euclidean 4-space is <math>c\prime = 2c</math>, so we can see in four dimensions, even though we are physically confined to a 3-dimensional manifold that is moving at velocity <math>c</math>. For example, we can look across the center of the mostly-empty 4-ball containing our galaxy and see stars in the opposite sides of its concentric 3-sphere orbital surfaces. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity <math>c</math>. They move in the 4-space direction corresponding to their proper time, perpendicular to all three dimensions of their proper 3-space, and generally the farther they are from us the greater the divergence of their direction of motion from our direction of motion: the greater the relative motion between us and their Hubble redshift. Light from them reaches us directly, propagating on straight lines through 4-space at twice the velocity at which they, and we ourselves, are propagating through 4-space. This physical model of the observed universe is compatible with the theories of special and general relativity, and with the atomic theory of quantum mechanics. It explains those theories geometrically, as expressions of intrinsic symmetries in Euclidean space. == Symmetries == It is common to speak of nature as a web, and so it is, the great web of our physical experiences. Every web must have its root systems somewhere, and nature in this sense must be rooted in the symmetries which underlie physics and geometry, the [[W:Group (mathematics)|mathematics of groups]].{{Sfn|Conway, Burgiel & Goodman-Strauss|2008}} As I understand [[W:Noether's theorem|Noether's theorem]] (which is not mathematically), hers is the deepest meta-theory of nature yet, deeper than [[W:Theory of relativity|Einstein's relativity]] or [[W:Evolution|Darwin's evolution]] or [[W:Euclidean geometry|Euclid's geometry]]. It finds that all fundamental findings in physics are based on conservation laws which can be laid at the doors of distinct [[W:symmetry group |symmetry group]]s. Thus all fundamental systems in physics, as examples [[W:quantum chromodynamics|quantum chromodynamics]] (QCD) the theory of the strong force binding the atomic nucleus and [[W:quantum electrodynamics|quantum electrodynamics]] (QED) the theory of the electromagnetic force, each have a corresponding symmetry [[W:group theory|group theory]] of which they are an expression. [[W:Coxeter group|Coxeter's theory of symmetry groups]] generated by reflections did for geometry what Noether's theorem and Einstein's relativity did for physics. [[W:Coxeter|Coxeter]] showed that Euclidean geometry is based on conservation laws that correspond to distinct symmetry groups, and that their group actions express the principle of relativity. Here is Coxeter's formulation of the motions of objects (their congruent transformations) in an ''n''-dimensional Euclidean space, excerpted:{{Sfn|Coxeter|1973|pp=217-218|loc=§12.2 Congruent transformations}} <blockquote>Let <math>\mathrm{Q}</math> denote a rotation, <math>\mathrm{R}</math> a reflection, <math>\mathrm{T}</math> a translation, and let <math>\mathrm{Q}^q \mathrm{R}^r\mathrm{T}</math> denote a product of several such transformations, all commutative with one another. Then <math>\mathrm{RT}</math> is a glide-reflection (in two or three dimensions), <math>\mathrm{QR}</math> is a rotary-reflection, <math>\mathrm{QT}</math> is a screw-displacement, and <math>\mathrm{Q^2}</math> is a double rotation (in four dimensions).<br> Every orthogonal transformation is expressible as:<br> :<math>\mathrm{Q}^q \mathrm{R}^r</math><br> where <math>(2^q + r \le n)</math>, the number of dimensions.<br> Transformations involving a translation are also expressible as:<br> :<math>\mathrm{Q}^q \mathrm{R}^r \mathrm{T}</math><br> where <math>(2^q + r + 1 \le n)</math>.<br> For <math>(n = 4)</math> in particular, every displacement is either a double rotation <math>\mathrm{Q}^2</math>, or a screw-displacement <math>\mathrm{QT}</math> [where the rotation component <math>\mathrm{Q}</math> is a simple rotation, but the <math>\mathrm{QT}</math> is chiral like a <math>\mathrm{Q^2}</math>]. Every enantiomorphous transformation in 4-space (reversing chirality) is a <math>\mathrm{QRT}</math>.</blockquote> If we begin with this most elemental [[w:Kinematics|kinematics]] of Coxeter's, and also assume the [[W:Galilean relativity|Galilean principle of relativity]], every displacement in 4-space can be viewed as either a <math>\mathrm{Q^2}</math> or a <math>\mathrm{QT}</math>, because we can view any <math>\mathrm{QT}</math> as a <math>\mathrm{Q^2}</math> in a linearly moving (translating) reference frame. Therefore any transformation from one inertial reference frame to another is expressable as a <math>\mathrm{Q^2}</math>. By the same principle, we can view any <math>\mathrm{QT}</math> or <math>\mathrm{Q^2}</math> as an isoclinic (equi-angled) <math>\mathrm{Q^2}</math> by proper choice of reference frame.{{Efn|[[W:Arthur Cayley|Cayley]] showed that any rotation in 4-space can be decomposed into two isoclinic rotations, which intuitively we might see follows from the fact that any transformation from one inertial reference frame to another is expressable as a [[W:SO(4)|rotation in 4-dimensional Euclidean space]].|name=Cayley's rotation factorization into two isoclinic reference frame transformations}} Coxeter's relation is thus a mathematical statement of the principle of relativity, on group-theoretic grounds. It correctly captures the limits to [[W:General relativity|general relativity]], in that we can only exchange the translation (<math>\mathrm{T}</math>) for ''one'' of the two rotations (<math>\mathrm{Q}</math>). An observer in any inertial reference frame can always measure the presence, direction and velocity of ''one'' rotation (<math>\mathrm{Q}</math>) up to uncertainty, and can always distinguish the direction of their own proper time translation (<math>\mathrm{T}</math>). As I understand Coxeter theory (which is not mathematically), the symmetry groups underlying physics seem to have an expression in a [[W:Euclidean space|Euclidean space]] of four [[W:dimension|dimension]]s, that is, they are [[W:Euclidean geometry#Higher dimensions|four-dimensional Euclidean geometry]]. Therefore as I understand that geometry (which is entirely by synthetic methods rather than by Clifford's algebraic methods), the [[W:Atom|atom]] seems to have a distinct Euclidean geometry, such that atoms and their constituent particles are four-dimensional geometric objects (4-polytopes), and nature can be understood in terms of their [[W:group action|group actions]], including centrally their group <math>SO(4)</math> [[W:rotations in 4-dimensional Euclidean space|rotations in 4-dimensional Euclidean space]]. The distinct Coxeter symmetry groups have characteristic <math>SO(4)</math> rotational expressions as the [[W:Regular_4-polytope|regular 4-polytopes]]. Their discrete isoclinic rotations are distinguishing properties of fundamental objects in geometry, relativity and quantum mechanics. For example, atoms exhibit <math>SO(4)</math> symmetries of the discrete isoclinic (equi-angled) double rotations (<math>\mathrm{Q^2}</math>) of a set of regular 4-polytopes that is characteristic of their [[w:Atomic_number|atomic number]]. == Special relativity describes Euclidean 4-space == <blockquote>Our entire model of the universe is built on symmetries. Some, like isotropy (the laws are the same in all directions), homogeneity (same in all places), and time invariance (same at all times) seem natural enough. Even relativity, the Lorentz Invariance that allows everyone to observe a constant speed of light, has an elegance to it that makes it seem natural.<ref>{{Cite book|first=Dave|last=Goldberg|title=The Universe in the Rearview Mirror: How Hidden Symmetries Shape Reality|chapter=§10. Hidden Symmetries: Why some symmetries but not others?|year=2013|publisher=Dutton Penguin Group|isbn=978-0-525-95366-1|ref={{SfnRef|Goldberg|2013}}}}</ref></blockquote> Although the Minkowski spacetime of relativity is a non-Euclidean 4-dimensional space,{{Efn|Spacetime is a non-Euclidean (curved) 4-dimensional space because it consists of three orthogonal space dimensions and a time dimension. The time dimension is not orthogonal to the three spatial dimensions; the time coordinate has the opposite sign as the three space coordinates so spacetime is hyperbolic, not a Euclidean (flat) 4-space at all.}} it has been noticed that its 3-dimensional space component could be modeled as a [[W:3-sphere|3-sphere]] embedded in 4-dimensional Euclidean (flat) space. That is, we could imagine that the ordinary 3-dimensional space we perceive is the curved 3-dimensional surface of a 4-dimensional ball (since the surface of a 4-ball is a curved 3-dimensional space called a 3-sphere, just as the surface of a 3-ball like the earth is a curved 2-dimensional space called a 2-sphere). This was [[#Origins of the theory|imagined by Einstein]] himself in 1921, as a thought experiment in which he carefully described his fourth orthogonal spatial dimension as merely a mathematical abstraction. Subsequently it was noticed by others (not mainstream physicists) that if physical space were really embedded in Euclidean 4-dimensional space (with our 3-dimensional space embedded in 4-space as some non-Euclidean 3-manifold, not necessarily a 3-sphere), then the Lorentz transformation effects of special relativity (spatial forshortenings and time dilations and so forth) could all be explained by ordinary perspective geometry in 4-dimensional Euclidean space. Special relativity reduces to classical vector space geometry (based on the 4-dimensional version of the Pythagorean theorem), but if and only if every observer is moving through 4-space at a universal constant velocity <math>c</math>, in some 4-space direction.{{Sfn|Yamashita|2023}} This counter-intuitive alternative geometric model of relativity, which has usually been called [[W:Formulations of special relativity#Euclidean relativity|Euclidean relativity]], is motivated by the fact that in every kind of relativity, but originally in Einstein's special relativity, each observer moves on a vector through a Euclidean four-dimensional space consisting of their three proper spatial dimensions and their proper time dimension, and the Pythagorean vector-sum of their motion through this kind of proper 4-space is always <math>c</math>, as measured by all observers from any inertial reference frame.{{Efn|Each observer is stationary in space in their own proper reference frame, while they move at maximum velocity {{Math|c}} through their own proper time. Observed from another reference frame in relative motion, they appear foreshortened in space in their direction of motion, and their clocks appear to be slowed to less than the maximum velocity {{Math|c}}.}} This is the Lorentz invariant, that allows everyone to observe a constant speed of light, regardless of their motion relative to the light source.{{Efn| ...cite Lewis Epstein's elegant explanation of the Lorentz Invariance as observers moving at constant velocity {{Math|c}} through space and proper time.}} But no physicists have taken the leap of claiming that therefore, our universe is physically [[W:Euclidean geometry#Higher dimensions|this kind of Euclidean 4-space]], and that observers are actually moving through it at velocity <math>c</math>. In physics as it has been universally understood, observers are not supposed to be able to move at velocity <math>c</math>. Their motion takes place in 3-space and in universal coordinate time (in Minkowski spacetime), and the cosmos is considered to be a non-Euclidean 3-space, generally a closed (finite) expanding 3-space, but with only three spatial dimensions, not four. In the Euclidean relativity alternative view, however, every observer is always moving at velocity <math>c</math> through the universe, which is real Euclidean 4-dimensional space <math>\mathbb{R}^4</math>. The direction in which they are moving is called their proper time axis.{{Efn|Time in spacetime is universal coordinate time, but there is another kind of time in relativity, the proper time in each inertial reference frame. Your proper time is the time you experience, and every observer has his own proper time; proper time runs at different rates in different inertial reference frames. It runs slower (compared to universal coordinate time) in a gravitational field (according to general relativity), and observers in motion with respect to each other view each other's clocks as running slower than their own clocks (according to special relativity).}} Their movement in time is not just modelled as movement in an abstract fourth dimension (as it is in Minkowski spacetime), their movement in time is isomorphic to their movement through physical space in a distinct direction at velocity <math>c</math>. Two observers' directions of movement through space may be different (or not, if they happen to be going in the same direction). Your proper time dimension is whichever direction you are moving. The other three directions perpendicular to your proper time axis are the three dimensions of your ordinary proper space, which again, will be different directions for you than for other observers moving in a different direction. There are four orthogonal spatial dimensions which we all share, but we share the same orthogonal proper time axis and ordinary proper 3-space axes only if we are at rest with respect to each other, actually moving in the same direction at velocity <math>c</math>, in the same inertial reference frame. Your proper 4-space coordinate system is rotated with respect to another observer's proper 4-space coordinate system, precisely as your vectors (directions of motion) are rotated in Euclidean 4-space with respect to each other, but there are no metric distortions (no Lorentz transformations) between your proper Euclidean 4-space coordinate systems; you are both embedded in the same Euclidean 4-dimensional space <math>\mathbb{R}^4</math>. Lorentz transformations are required only to convert between your respective proper Minkowski spacetime coordinate systems. So in this novel alternate view of relativity, every mass in the universe must be perpetually in motion at velocity <math>c</math> through Euclidean 4-space, along with all the masses in its vicinity that are going in (nearly) the same direction. The entire solar system, for example, must be translating in the fourth dimension at the "speed of light" <math>c</math>, although we do not notice it, since we are all moving in that same direction together. Acceleration of an object varies its direction of motion through 4-space, but never its velocity, which is invariant for all objects with mass. Two objects which are in motion relative to each other are both actually in motion at the same velocity <math>c</math>, but in at least slightly different directions.{{Efn|The angular divergence between two observer's motion vectors is proportional to their relative velocity: the more they diverge, the greater their relative velocity, up to the maximum divergence possible in the space. In Euclidean relativity all observers are in motion at velocity {{Math|c}} relative to universal Cartesian 4-coordinate space, so the maximum relative velocity between two observers is {{Math|2c}} when they are moving in exactly opposite directions in 4-space. This is not a contradiction of special relativity, which limits the maximum relative velocity between two observers to {{Math|c}}, it is the same measurement in different units. Special relativity measures all velocities in Minkowski spacetime (in a non-Euclidean 3-space). Euclidean relativity measures all velocities in Euclidean 4-space.}} In Einstein's relativity, the invariant <math>c</math> is the speed of light through 3-space. In Euclidean relativity, the invariant <math>c</math> is the speed of matter through 4-space! The speed of light through 3-space is also perceived as <math>c</math> by all observers, because they are each living in a moving 3-manifold that is translating through 4-space at velocity <math>c</math>. Despite their extreme differences in viewpoint, Einstein's relativity and Euclidean relativity are equivalent theories in complete agreement with each other, by definition. The two theories make exactly the same special relativity predictions of how observers in different inertial reference frames will perceive each other's motions in time and space. It is beyond the scope of this present paper to show how they also agree on the predictions of general relativity, but it is important to understand that our formulation of Euclidean relativity requires our acceptance of the experimentally verified findings of special relativity, general relativity and quantum mechanics. Our model and the standard model both describe the same geometric relations of space and time based on the same evidence, but as embedded in two very different universal host spaces: Euclidean 4-space versus Minkowski spacetime. In some instances our model provides a geometric explanation for physical phenomena where the standard model has none, as yet. An example is the two models' differing explanations for the gravitational coherence of galaxies: either their inertial motion at velocity <math>c</math>, or their possession of experimentally undetected dark matter. A more central example is our use of Coxeter's kinematics to explain the laws of relativistic motion geometrically. {{Efn|More generally, our model is concerned with group-theoretic properties of number elucidated by Coxeter and other geometers. ...cite Kappraff & Adamson's 2003 paper on The Relationship of the Cotangent Function to Special Relativity Theory, geometry and properties of number,{{Sfn|Kappraff & Adamson|2003|loc=Special Relativity Theory, Geometry and properties of number}} which shows how the Lorentz coefficient is a function of a deep geometric property of number{{Sfn|Kappraff & Adamson|2000|loc=A Fresh Look at Number}} discovered by Steinbach,{{Sfn|Steinbach|1997|loc=Golden Fields: A Case for the Heptagon}} by means of which the root formula of geometry in any Euclidean dimension, the Pythagorean theorem, may be derived solely in terms of the addition of polygon side lengths, without recourse to their products or squares. More generally, Steinbach found that in the relations among regular polytope chords, to add is to multiply; every chord is both the product (quotient) of a pair of chords and the sum (difference) of another pair of chords.}} Euclidean relativity is not even a fringe theory; no physicists or astronomers have adopted it. There are many good reasons why the revolutionary leap to a four orthogonal spatial dimensions viewpoint has not been taken, beginning with the universally observed fact that we can only construct three perpendiculars through a point in our immediate space, which appears to be resolutely 3-dimensional, not 4-dimensional. Euclidean relativity offers a nice geometric explanation of the reasons for the Lorentz transformations, but only at the cost of raising other mysteries, which have been difficult for its aficionados to explain. Another mystery is how light signals between observers in relative motion could "catch up" with the receiver moving on a diverging path through 4-space from the emitter. If both observers are already moving at <math>c</math> (on diverging paths), the propagation speed of light through 4-space between them would have to be greater than <math>c</math>. Euclidean relativity is a revolutionary theory indeed, in which <math>c</math> cannot possibly be the speed of light! We conclude that, for a theory of Euclidean 4-space to be physically viable (that is, for <math>\mathbb{R}^4</math> to be our real space and not merely an abstract mathematical space), the speed of light through Euclidean 4-space must be <math>c\prime = 2c</math>, with massless photons translating through 4-space at twice the speed of mass-carrying objects. Photons must translate the diagonal distance through 4-space along the long diameter of a unit 4-hypercube, in the same time that massive particles translate inertially along the edge (or the radius) of a unit 4-hypercube. This is conceivable in Euclidean 4-space (and in no other Euclidean space of any dimensionality) because the long diagonal of the unit 4-hypercube is the natural number <math>\sqrt{4}</math>. == An object's motion in space is the product of its discrete self-reflections == Coxeter theory describes all the possible motions of an object in space as local functions of the object's discrete geometry (its shape). Coxeter observed that in a Euclidean space of any number of dimensions, any displacement of a geometric object from one place to another, and any rotation of the object from one orientation to another, can be broken down into the product of a number of discrete self-reflections. Any action of a polytope that transforms its position and orientation in space may be measured as a distinct sequence of self-reflections of the object in its own surfaces. Therefore any motion of the object whatsoever may be precisely described as the object propagating itself through space by a discrete sequence of local self-reflections. This is a purely kinematic description of motion which does not give any account of forces acting on the object that cause it to move. Coxeter found that both changes in position (translations) and changes in orientation (rotations) can be broken down into the simplest of all displacements (self-reflections). A translation occurs when an object self-reflects twice, in two distinct surfaces which are parallel to each other. A rotation also occurs when an object self-reflects twice, but in two distinct surfaces which intersect each other. When a object self-reflects once, it turns itself inside out (it reverses its chirality), but in translations and rotations it self-reflects twice, preserving its chirality. Coxeter's laws of kinematics are a geometric counterpart to Newton's algebraic laws of motion in three dimensional Euclidean space. They are helpful because they can be understood as geometric pictures, which may help us to visualize the relationships between translation and rotation in classic Newtonian physics problems, such as the [[W:Kepler problem|Kepler problem]] of the motion of the planets.<ref>{{Cite book|last=Feynman|first=Richard|title=Feynman's Lost Lecture: The Motion of Planets Around the Sun|date=1996|publisher=W. W. Norton & Company|isbn=978-0393039184}}</ref> But they are also a revolutionary advance beyond Newton's laws, because Coxeter formulated them in Euclidean spaces of any number of dimensions. In particular, they give us geometric pictures of all the possible motions of objects in 4-dimensional Euclidean space: <blockquote>Every orthogonal transformation in 4-space is expressible as:<br> :<math>\mathrm{Q}^q \mathrm{R}^r \mathrm{T}^t</math><br> where <math>(2^q + r + t \le 4)</math>. Every displacement is either a double rotation <math>\mathrm{Q}^2</math>, or a screw-displacement <math>\mathrm{QT}</math> [where the rotation component <math>\mathrm{Q}</math> is a simple rotation, but the <math>\mathrm{QT}</math> is chiral like a <math>\mathrm{Q^2}</math>]. Every enantiomorphous transformation in 4-space (reversing chirality) is a <math>\mathrm{QRT}</math>.</blockquote> While this description should be understood as geometric pictures, some of the pictures may not be easy for us to visualize, since we have no physical experience in 4-dimensional space. Rotation (<math>\mathrm{Q}</math>), reflection (<math>\mathrm{R}</math>) and translation (<math>\mathrm{T}</math>) are obvious analogues of what they are in three-dimensional space, but double rotation (<math>\mathrm{Q}^2</math>) is something new and unprecedented in our physical experience, because double rotations cannot occur until there are four or more dimensions of space in which to rotate. A point in 4-space may be in motion on two circles in two completely orthogonal rotation planes simultaneously. Nothing constrains the two circles to be of the same radius, or constrains either circle from being of infinite radius such that the point moves in a straight line within its rotation plane: a translation <math>\mathrm{T}</math> rather than a rotation <math>\mathrm{Q}</math>. The motion of a rigid object defined by multiple points is constrained by its rigidity, such that the radii of both circles may approach infinity, but only one of the two radii may actually reach infinity. For a rigid object, only one of the two rotations may actually be a translation. Four dimensional Euclidean space can accomodate no such thing as a <math>\mathrm{Q}^2\mathrm{T}</math>. A translating double rotation <math>\mathrm{Q}^2</math>, like a translating simple rotation <math>\mathrm{Q}</math>, is simply a screw translation <math>\mathrm{QT}</math>. That is the essence of the way the principle of relativity operates in Euclidean 4-space. An object which is double-rotating in its own proper inertial reference frame may be seen to be performing nothing more mysterious than a screw translation, when observed from an inertial reference frame from which the object is in relative translational motion. Of course, it is a screw translation in 4-space, which is more mysterious than a screw translation in our ordinary 3-space. In 3-space the orbit of a screw translation (or any <math>\mathrm{Q}</math>) lies on a great circle of an ordinary sphere (a 2-sphere). In 4-space the orbit of a screw translation <math>\mathrm{QT}</math> or double rotation <math>\mathrm{Q}^2</math> lies on a great circle of a hypersphere (a 3-sphere). Such 4-dimensional great circles are inherently more complex than the ordinary circles we experience in 3-space. They do not lie in a single plane, but bend through all four dimensions, in either a left or right hand direction of curvature. Unlike ordinary circles they are inherently chiral, and their circumference is not <math>2\pi r</math>, but like ordinary circles they are truly circular, geodesic circles. In 4-space they might even be said to be more circular than ordinary circles, which bend in only two dimensions. We refer to such 4-dimensional great circles as ''isoclines'', to distinguish them from ordinary 2-dimensional great circles in the plane. Their name comes from the fact that a point on a rigid 4-dimensional object undergoing [[W:SO(4)#Isoclinic rotations|isoclinic rotation]] traverses an isocline circle. In a universe which is real Euclidean four-dimensional space <math>\mathbb{R}^4</math>, wherein these motions occur only at the constant velocity <math>c</math>, there is a universal Cartesian 4-coordinate reference frame in which every rigid object is translating on a <math>\mathrm{QT}</math> at velocity <math>c</math>. That universal inertial reference frame is not the proper reference frame of any object or observer, wherein the object or observer is stationary, but it is the common reference frame of all observers. == Light propagates through 4-space at twice its apparent velocity <math>c</math>== Coxeter's laws of kinematics in 4-dimensional Euclidean space apply to all objects with mass, but we find there is an additional kind of displacement which applies only to massless particles such as photons, considered as single point objects. Light quanta (photons) translate through 4-space by 4-dimensional reflection <math>\mathrm{R}^4</math>, which may be termed a double translation <math>\mathrm{T}^2</math>, a pure translation via two pairs of parallel reflections without any rotation component <math>\mathrm{Q}</math>. Matter (atoms and all particles with mass) are perpetually rotating and translating through 4-space by <math>\mathrm{QT}</math>, a screw translation of a rotating object, which is relativistically equivalent to a stationary isoclinic <math>\mathrm{Q^2}</math>, an isoclinically rotating object such as an atom. A simple rotation <math>\mathrm{Q}</math> or simple translation <math>\mathrm{T}</math> is a double reflection <math>\mathrm{R^2}</math>, so a <math>\mathrm{QT}</math> or <math>\mathrm{Q^2}</math> is an <math>\mathrm{R^4}</math>, but not with the same group of reflection angles as a light signal <math>\mathrm{R^4}</math>. A translation <math>\mathrm{T = R^2}</math> is a double reflection in two parallel planes, and a rotation <math>\mathrm{Q = R^2}</math> is a double reflection in two intersecting planes, as in a <math>\mathrm{QT = R^4}</math> which is both at once. A double translation <math>\mathrm{T^2 = R^4}</math> is two double reflections in pairs of parallel planes at once, a reflection in four non-intersecting parallel planes; it is all translation and no rotation. In a <math>\mathrm{T^2}</math> all the motion goes to translation, so the translation goes twice as far as the simple translation <math>\mathrm{T}</math> in a <math>\mathrm{QT}</math>. A double translation <math>\mathrm{T^2 = R^4}</math> is the opposite of a double rotation <math>\mathrm{Q^2 = R^4}</math>, which is stationary but rotates twice as far as the simple rotation <math>\mathrm{Q}</math> in a <math>\mathrm{QT}</math>. The product of the two translations in a <math>\mathrm{T^2}</math> is a diagonal 4-space translation over the long diameter of the unit 4-hypercube, exactly twice the distance of a simple <math>\mathrm{T}</math> over the edge length (or radius) of the unit 4-hypercube. The [[w:Tesseract|4-hypercube (also known as the 8-cell or tesseract)]] is ''radially equilateral'', which means its edge length is equal to its radius, like the hexagon, so its long diameter (twice its radius) is exactly twice its edge length. The photon moves an equal distance in four orthogonal directions. By the four-dimensional Pythagorean theorem, each of those four distances is half the total distance the photon moves: one edge length (one radius) is half the total diagonal distance moved (the long diameter). That total movement is a double the unit-distance translation, but without any rotation component, so it cannot carry any mass with it. A <math>\mathrm{T^2}</math> cannot reposition a 4-polytope the way a <math>\mathrm{QT}</math> does, it can only reposition a quantum of energy that has no distinguishing rotational symmetry, such as a photon. That is the price light pays to move exactly twice as fast as matter.{{Efn| ...lensing of double translations <math>\mathrm{T^2 = R^4}</math> in more than two pairs of parallel planes at once...relationship to the frequency of light emitted and the coherence length of the wave packet...}} == Special relativity is Galilean relativity in a Euclidean space of four orthogonal dimensions == {{Efn|...TAC suggests this section is needed sooner, i.e. in the preceding Special Relativity section, as it explains how Euclidean relativity reduces special relativity to 4D perspective geometry...it's misplaced (too late) here...}} Perspective effects known as the Lorentz transformations occur because each observer's proper 3-dimensional space is a moving curved manifold embedded in flat 4-dimensional Euclidean space. The curvature of their 3-space complicates sightline calculations for observers; they sometimes require Lorentz transformations to produce the actual 4-space Cartesian coordinates of objects in the scene being observed. But if all four spatial dimensions are considered, no Lorentz transformations are required (or permitted) in correct scene construction, except when an observer wants to calculate a projection, that is, the shadow of how things will appear to them from a three-dimensional viewpoint (not how they really are in 4-space).{{Sfn|Yamashita|2023}} Space really has four orthogonal dimensions, and space and time behave there just as they do in a classical vector space, only bigger by one dimension. It is not necessary to combine 4-space with time in a unified spacetime to explain 4-dimensional perspective effects at high relative velocities, because Euclidean 4-space is already 4-dimensional, and those effects fall out naturally from the 4-dimensional Pythagorean theorem, exactly as ordinary visual perspective does in three dimensions from the 3-dimensional Pythagorean theorem. Because one of the four spatial dimensions corresponds to an observer's direction of motion (in both space and proper time), and all observers and all scenes being observed are in motion (at constant velocity) in their respective proper time directions, we observe perspective foreshortenings in time as well as in a spatial dimension. In special relativity these perspective effects are reciprocal, precisely because they are only apparent, not actual, changes in size and duration. (However in general relativity, discussed below, the actual rate of physical processes varies from place to place, and reference frame differences predicted by the theory are neither reciprocal nor illusory.) None of these Lorentz effects are beyond geometric explanation or paradoxical. The universe is unexpectedly strange to us in precisely the ways the Euclidean fourth dimension is strange to us; but that does hold many surprises. Euclidean 4-space is much more interesting than Euclidean 3-space, analogous to the way 3-space is much more interesting and deeply explanatory to us than it would be if we experienced it only as a 2-space with many folds and curves, as perhaps an ant does. The emergent properties of 4-space are hard for us to visualize because they lie so wholly beyond our physical experience, just as it was hard for our ancestors to imagine the earth as round like a ball. However, Euclidean spaces of successive dimensions are analogous, and so higher dimensional spaces can be anticipated and explored: that is Schläfli's great discovery. Moreover dimensional analogy itself, like everything else in nature including all of physics, is an exact expression of intrinsic group-theoretic symmetries: that is Nother's great discovery. == General relativity is special relativity in a Euclidean space of four orthogonal dimensions == The statement that the laws of special relativity hold to good approximation in freely falling (and non-rotating) reference frames is known as the [[W:Equivalence principle|Einstein equivalence principle]]. The weight experienced by an observer standing on the floor in a building on the surface of the earth is the same as the weight experienced by an observer standing on the floor in a spaceship in interstellar space accelerating at a rate of 32'/second/second. Both observers are experiencing an upwards acceleration at the same rate, which in their respective proper reference frames is measured as the weight of gravity, rather than as an accelerating motion (they are stationary in their proper reference frames). Einstein used this equivalence principle as the basis for his general theory of relativity, in much the same way he had used the constant velocity of light as the basis for his special theory of relativity. In general relativity the two accelerating observers occupy scenes which are relativistically equivalent, which means that although they can be distinguished (they have different measurements) in any reference frame from which they may both be observed, they have the same invariant geometry in all reference frames (they are the same phenomena), implying that there exists, for either scene, another reference frame from which it measures exactly like the other scene. Relativistically equivalent does not imply that there exists a single reference frame in which the two scenes are congruent (have the same measurements). It only means that they can be transformed into each other by a shift in point of view, because their invariant geometries (their measurements which are independent of point of view) are the same. Einstein's general theory of relativity describes that invariant geometry, for scenes in general, in spacetime. Our formulation of Euclidean relativity describes that invariant geometry, for scenes in general, in real Euclidean 4-dimensional space <math>\mathbb{R}^4</math>. An observer standing on the surface of the earth is accelerated at the rate of 32'/second/second. If we neglect for the moment the rotation of the earth, the observer and the earth are both stationary in their common inertial reference frame, so this accelerating motion cannot be perceived as motion in that reference frame; it is perceptible there as the force of gravity. It is only perceptible as motion in some other reference frame in which the earth and the observer are both in motion, such as the universal common reference frame of Euclidean 4-coordinate space in which they are both in motion at velocity <math>c</math> on their respective screw translations <math>QT</math>. In that universal common reference frame the observer's acceleration of 32'/second/second is the rate of change in the direction of his vector of translation through 4-space. The velocity of his vector of translation <math>T</math> through 4-space remains the constant <math>c</math> throughout; only his direction is changing. A change in the direction of a vector is a rotation <math>Q</math> of a translation <math>T</math>: a screw translation <math>QT</math>. A change in the direction of a vector is a rotation which is an acceleration. We can be precise about the units of measurement of this acceleration at atomic scale. In Coxeter's kinematics rotations of geometric objects occur in discrete increments called rotational displacements, with each distinct kind of rotation performing a characteristic number of its characteristic rotational displacement during a full revolution that returns the object to its starting orientation. There are many distinct kinds of rotation, each with its characteristic rotational displacement and number of displacements per revolution. The general rotation in 4-space is a double rotation <math>Q^2</math> distinguished by two distinct completely orthogonal angles through which the object turns in each rotational displacement. The angles determine not only the distance through which the object turns, but the characteristic trajectory of each point on the surface of the rotating object, including the length of that trajectory before it closes into a circle when the object returns to its starting orientation. For any distinct kind of rotation, the circular trajectory is always an integer multiple of the characteristic rotational displacement, but the full circle may be greater than 360°. In 4-space rotational circles are not ordinary 2-dimensional circles that lie in the plane and have a 360° circumference. Many distinct 4-space rotations of interest have a circumference of 720°, and many are larger. In 4-space every object with mass moves on its distinct <math>QT</math> trajectory. Each rotational displacement <math>Q</math> is equivalent to a pair of reflection displacements in two surfaces which intersect each other, at angles related to a distinct star polygon. Each translational displacement <math>T</math> is equivalent to a pair of reflection displacements in two surfaces which lie parallel to each other. In both kinds of motion (rotation and translation) it is the rate at which these double-reflection displacements occur which is constant and which we measure as the velocity <math>c</math>. Every atom translates at velocity <math>c</math>, performing a large number of atomic scale translational displacements per second. Concurrently, the atom rotates at velocity <math>c</math>, performing the same large number of atomic scale rotational displacements per second. Although the number of displacements at atomic scale per unit time is the same universal constant <math>c</math> for all rotations and translations, distinct kinds of rotation revolve at distinct rates, because the number of rotational displacements per complete revolution and the circumference of the complete revolution are distinct characteristics of each kind of rotation. The velocity at which each point on the surface of a rotating object moves, and the frequency of its rotational circling, are functions of the distinct rotation it is performing. However, they are not simple functions of <math>c</math> and the two defining angle parameters of the rotation. Distinct rotations arise from distinct symmetry groups and each is its own mystery with a unique conservation law. The relationships between those distinct conservation laws are even more mysterious, and have been shown to be chaotic. Steinbach{{Sfn|Steinbach|1997}} discovered the Golden Fields family of ratios which govern distinct rotational displacements related to the regular star polygons at least up to the hendecagon {11}. Kappraff and Adamson{{Sfn|Kappraff|Adamson|2004}} further characterized the families of rotation functions and showed that they form an infinite number of periodic trajectories when operated on by the Mandelbrot operator. The inertial tendency of mass is to follow a geodesic. The inertial conservation law of gravity applies to all motions of objects with mass, rotations as well as translations. A translation <math>T</math> is the distinct simple rotation <math>Q</math> in which the characteristic angle of rotational displacement is zero. Inertia is the tendency of objects with mass to conserve their angles of rotational displacement. In 4-space each object has two completely orthogonal angles of rotational displacement which are characteristic of the distinct rotation the object is performing. Inertia is the conservation of this distinct double rotation. In 4-coordinate Euclidean space the acceleration of an object with mass is a rotation of the object, a change to its direction, not a change to its constant velocity. Because the rate of atomic scale displacements is the universal constant <math>c</math>, the rate of change of direction (the acceleration of the object) is a function of <math>c</math> and the distinct rotation's conservation law. A observer standing on the surface of the earth is performing a distinct double rotation characterized by two completely orthogonal angles of rotational displacement. The observer's acceleration of 32'/second/second is a function of <math>c</math> and the distinct rotation's conservation law, and a measurement of the rate of change of the observer's direction of motion through 4-space at velocity <math>c</math>. ... == Dimensional relativity == The formulation of Euclidean relativity based on Coxeter's kinetic law of <math>n</math>-dimensional congruent transformations in Euclidean space may be called ''dimensional relativity'', since it captures the theories of special and general relativity, and has its roots in dimensional analogy. Dimensional analogy is the exploration of [[w:Hermann_Grassmann#Mathematician|Hermann Grassmann's vector space principle]], in which space cannot be limited to any finite number of dimensions. The geometry of higher-dimensional space is accessible by reason of direct analogy, as [[w:Ludwig Schläfli|Ludwig Schläfli]] subsequently demonstrated, and by algebraic methods after [[W:William Kingdon Clifford|Clifford]]. By analogy to the surface of the earth, the bounding surface of a spherical region of <math>n</math>-dimensional Euclidean space is an <math>(n-1)</math>-sphere, a spherical space of one fewer dimensions than the <math>n</math>-ball of Euclidean space it surrounds. In dimensional relativity the sky is not a ceiling, but an infinite regress of alternating spherical and Euclidean <math>n</math>-spaces of increasing <math>n</math>, accessible from each observer's point of view. By dimensional analogy, each observer looks up into their own reference frame's regress of concentric alternating <math>n</math>-spaces. By the capacity for dimensional analogy which they possess, some observers see deeper into <math>n</math>-dimensional space than others. == Polycentric spherical relativity == An intelligent observer equipped with the principle of dimensional relativity may perceive the universe from any inertial reference frame, not only from their own proper stationary reference frame in the Euclidean <math>n</math>-space universe in which they physically locate themself. We see that every observer may also properly view themself as stationary and the universe as an <math>n</math>-sphere with themself at the center observing it, perceptually equidistant from all points on its <math>n</math>-space surface, including their own physical location which is one of those surface points, distinguished to them but moving on the surface, and not the center of anything. This ''polycentric model'' of the universe is a further restatement of the principle of relativity, and of the [[W:Copernican principle|Copernican principle]] that observation is democratic: observers occupy representative viewpoints, not privileged monocentric positions. The polycentric model is compatible with Galileo's relativity of uniformly moving objects in ordinary space, Einstein's special relativity of inertial reference frames in 4-dimensional spacetime, Einstein's general relativity of all reference frames in non-Euclidean spacetime, and Coxeter's dimensional relativity of orthogonal group actions in Euclidean and spherical spaces of any number of dimensions. The polycentric model should be known as Thoreau's principle of ''spherical relativity'', since the first precise written statement of it appears in 1849, contemporaneous with and independent of Schlafli's work: <blockquote>The universe is a sphere whose center is wherever there is intelligence.{{Sfn|Thoreau|1849|p=349|ps=; "The universe is a sphere whose center is wherever there is intelligence." [Contemporaneous and independent of [[W:Ludwig Schlafli|Ludwig Schlafli]]'s pioneering work enumerating the complete set of regular polyschemes in any number of dimensions.]}}</blockquote> == Revolutions == The original Copernican revolution in 1543 displaced the center of the universe from the center of the earth to a point farther away, the center of the sun, with the earth performing a ''revolution'' around the sun, and the stars remaining on a fixed 2-sphere around the sun instead of around the earth. But this led inevitably to the recognition that the sun must be a star itself, not equidistant from all the stars, and the center of but one of many spheres, no monotheistic center at all. In 1600 [[W:Giordano Bruno|Giordano Bruno]] who first openly advocated these views was burned at the stake in Rome's [[W:Campo de' Fiori|Campo de' Fiori]] by the Catholic inquisition. In such fashion the Euclidean four-dimensional revolution, emerging three to five centuries later, initially lends itself to the big bang theory of a single origin of the whole universe, but leads inevitably to the recognition that all the galaxies need not be equidistant from a single origin in time, any more than all the stars lie in the same galaxy, equidistant from a single center in space. The expanding sphere of matter on the surface of which we find ourselves living is likely to be one of many 3-spheres expanding at velocity <math>c</math>, with their big bang origins occurring at distinct times and places in the ''n''-dimensional universe. The most distant objects we see when we look up at night may not all have the same origin in space and time. As recently as Copernicus we believed all the stars lay on a single 2-sphere embedded in Euclidean 3-space, with our sun at its center. During the enlightenment observers beginning with Bruno dispersed those stars into an infinite Euclidean 3-space, and relinquished our privileged position at the center. Then Einstein showed that our 3-space could not be Euclidean, that it must be a 3-manifold curved in every place in obedience to Newton's inverse-square law of gravity; and in a geometry related to time, at least, it must be 4-dimensional. In the present work we suggest a theory of ''n''-dimensional real space and how light travels in it, a theory which says we can see into four orthogonal dimensions of Euclidean space, and so when we look up at night we see cosmological objects distributed in at least four dimensions of space around us, rather than all located in our own local 3-space. Looking still deeper and farther out, the universe viewed as a 4-sphere might, or might not, be expanding, and the most distant objects we see when we look up at night may, or may not, lie in our 4-dimensional hyperplane. Real space has ''n'' dimensions as [[w:Hermann_Grassmann|Grassmann]] and [[w:Schläfli|Schläfli]] showed, and we do not know how many dimensions the most distant objects we see may be distributed in. They need not all lie within the four spatial dimensions in which we have now learned to observe them, any more than they all lie in our local 3-space. When we look up at the objects that surround us, we have no way of discerning how many dimensions beyond three the space we are looking into has. We know their distance from us primarily by virtue of how long it takes their light to reach us. We can measure their distribution around us in 3-space or 4-space, but that is simply how we choose to measure their positions, not an actual finding of how they are distributed. Even if it is now evident that they do not all lie in the same 3-space, how many more dimensions than three are needed to contain them? We observe that our 4-ball galaxy is embedded in Euclidean <math>n</math>-space as one of many 4-ball galaxies, each translating in a distinct direction through 4-space at velocity <math>c</math>, on more or less divergent paths from each other. But only closer observation will reveal evidence of whether everything we see lies in the same Euclidean 4-space, or if it is distributed in five or more dimensions, and how it is moving there. To remain in agreement with the theory of relativity, the Euclidean four-dimensional viewpoint requires that all mass-carrying objects be in motion in some distinct direction through 4-space at the constant velocity <math>c</math>, although the relative velocity between nearby objects is much smaller since they move on similar vectors, aimed away from a common origin point in the past. It is natural to expect that objects moving at constant velocity away from a common origin will be distributed roughly on the surface of an expanding 3-sphere. Although their paths away from their origin are not straight lines but various helical isoclines (screw translations), nearby objects must be translating radially at the same velocity, since the objects in a system (such as our solar system or galaxy) do not separate rapidly over time but remain in orbital formation. Each system's screw translation has two [[w:Completely_orthogonal|completely orthogonal]] components of motion in 4-space, an orbital rotation (such as the earth's around our sun) and a linear translation of the entire system at velocity <math>c</math> in the direction of the original 3-sphere's radial expansion (along the system's proper time vector). Of course the view from our solar system does not suggest that the 3-sphere enclosing each galaxy is expanding at this great rate from its galactic center. The standard theory has been that the entire observable universe is expanding from a single big bang origin in time, with galaxies forming later. While the Euclidean four-dimensional viewpoint lends itself to that standard theory, it also supports theories which require no single origin point in space and time. These are the voyages of starship Earth, to boldly go where no one has gone before. We made the jump to light speed long ago, in whatever big bang our atoms emerged from, and have never slowed down since. == Origins of the theory == Einstein himself may have been the first to imagine the universe as the three-dimensional surface of a four-dimensional Euclidean 3-sphere, in what was narrowly the first written articulation of a Euclidean 4-space universe, contemporaneous with the teen-aged Coxeter's (quoted below).{{Efn|[[W:William Rowan Hamilton|Hamilton]]'s algebra '''H''' of [[W:Quaternions|quaternions]] introduces (in 1843) the notion of a [[W:Three-dimensional sphere|three-dimensional sphere]] embedded in a four-dimensional space, but Hamilton did not quite conceive of the quaternions as the Cartesian 4-coordinates of a Euclidean 4-space, and he did not describe our ordinary 3-space as embedded in Euclidean 4-space.}} Einstein did this as a [[W:Gedankenexperiment|gedankenexperiment]] in the context of investigating whether his equations of general relativity predicted an infinite or a finite universe, in his 1921 Princeton lecture.<ref>{{Cite book|url=http://www.gutenberg.org/ebooks/36276|title=The Meaning of Relativity|last=Einstein|first=Albert|publisher=Princeton University Press|year=1923|isbn=|location=|pages=110-111}}</ref> He invited us to imagine "A spherical manifold of three dimensions, embedded in a Euclidean continuum of four dimensions", but he was careful to disclaim parenthetically that "The aid of a fourth space dimension has naturally no significance except that of a mathematical artifice." Informally, the Euclidean 4-dimensional theory of relativity may be given as a sort of reciprocal to that disclaimer of Einstein's: ''The Minkowski spacetime has naturally no significance except that of a mathematical artifice, as an aid to understanding how things will appear to an observer from their perspective; the foreshortenings, clock desynchronizations and other Lorentz transformations it predicts are proper calculations of actual perspective effects; but real space is a flat, Euclidean continuum of four orthogonal spatial dimensions, and in it the ordinary laws of a flat vector space hold (such as the Pythagorean theorem), and all sightline calculations work classically, so long as you consider all four spatial dimensions.'' The Euclidean theory of relativity differs from the special theory of relativity in ascribing to the physical universe a geometry of four or more orthogonal spatial dimensions, rather than the special theory's [[w:Minkowski spacetime|Minkowski spacetime]] geometry, in which three spatial dimensions and a time dimension comprise a unified non-Euclidean spacetime of four dimensions. Anco and Maghadam found that <math>SO(4)</math> breaks to <math>\mathbb{S}^3</math> (the 3-sphere) if the energy in a Kepler orbit is negative (an elliptical orbit), and to <math>H^3</math> (Minkowski spacetime) if the energy is positive (a hyperbolic orbit). Therefore the fact that the planets orbit on ellipses in our 3-space suggests that they orbit on a 3-sphere embedded in Euclidean 4-space. Thus we can conclude that <math>\mathbb{R}^4</math> is the actual geometry of our physical universe, and Minkowski spacetime is an abstraction; the reciprocal of Einstein's disclaimer is the more direct physical model. Of course spacetime remains a true and useful abstraction, although it must relinquish its privileged position as our exclusive conception of our place in space.{{Efn| ...origins of the Euclidean 4-space insight in the observations of Fock, Atkinson, Moser and others.}} The invention of Euclidean geometry of more than three spatial dimensions preceded Einstein's theories by more than fifty years, when it was worked out originally by the Swiss mathematician [[w:Ludwig Schläfli|Ludwig Schläfli]] before 1853.{{Sfn|Coxeter|1973|loc=§7. Ordinary Polytopes in Higher Space; §7.x. Historical remarks|pp=141-144|ps=; "Practically all the ideas in this chapter ... are due to Schläfli, who discovered them before 1853 — a time when Cayley, Grassmann and Möbius were the only other people who had ever conceived the possibility of geometry in more than three dimensions."}} Schläfli extended Euclid's geometry of one, two, and three dimensions in a direct way to four or more dimensions, generalizing the rules and terms of [[w:Euclidean geometry|Euclidean geometry]] to spaces of any number of dimensions. He coined the general term ''[[polyscheme]]'' to mean geometric forms of any number of dimensions, including two-dimensional [[w:polygon|polygons]], three-dimensional [[w:polyhedron|polyhedra]], four dimensional [[w:polychoron|polychora]], and so on, and in the process he found all of the [[w:Regular polytope|regular polyschemes]] that are possible in every dimension, including in particular the [[User:Dc.samizdat/Rotations#Sequence of regular 4-polytopes|six convex regular polychora]] which can be constructed in a Euclidean space of four dimensions (the set analogous to the five [[w:Platonic solid|Platonic solids]] the ancients found in three dimensional space). Thus Schläfli was the first to explore the fourth dimension, reveal its emergent geometric properties, and discover its astonishing regular objects. Because his work was only published posthumously in 1901, and remained almost completely unknown until Coxeter published [[w:Regular_Polytopes_(book)|Regular Polytopes]] in 1947, other researchers had more than fifty years to rediscover the regular polychora, and competing terms were coined; today [[w:Reinhold_Hoppe|Reinhold Hoppe]]'s word ''[[w:Polytope|polytope]]'' is the commonly used term for ''polyscheme.''{{Efn|[[w:Reinhold_Hoppe|Reinhold Hoppe]]'s German word ''polytop'' was introduced into English by [[W:Alicia Boole Stott|Alicia Boole Stott]], who like Hoppe and [[W:Thorold Gosset|Thorold Gosset]] rediscovered Schlafli's six regular convex 4-polytopes, with no knowledge of their prior discovery. Today Schläfli's original ''polyschem'', with its echo of ''schema'' as in the configurations of information structures, seems even more fitting in its generality than ''polytope'' -- perhaps analogously as information software (programming) is even more general than information hardware (computers).}} Because of this century-long lag in the dissemination of a scientific discovery, the regular 4-polytopes appear to have played no role at all, by any name, in the twentieth century discovery and evolution of the theories of relativity and quantum mechanics.{{Efn|One could argue that the higher-dimensional polytopes have barely influenced science or culture at all thus far. The physicist John Edward Huth's comprehensive deep dive through the history of cultural and scientific concepts of physical space, from ancient flatland models of the world through general relativity and quantum mechancs, shows exactly how we got to our present standard model of the universe, although it includes no mention of higher-dimensional Euclidean space.<ref>{{Cite book|last=Huth|first=John Edward|title=A Sense of Space: A local's guide to a flat earth, the edge of the cosmos, and other curious places|year=2025|publisher=University of Chicago Press}}</ref>}} == Boundaries == <blockquote>Ever since we discovered that Earth is round and turns like a mad-spinning top, we have understood that reality is not as it appears to us: every time we glimpse a new aspect of it, it is a deeply emotional experience. Another veil has fallen.<ref>{{Cite book|author=Carlo Rovelli|author-link=W:Carlo Rovelli|title=Seven Brief Lessons on Physics|publisher=Riverhead|year=2016|isbn=978-0399184413}}</ref></blockquote> Of course it is strange to consciously contemplate this world we inhabit, our planet, our solar system, our 3-sphere surface in our vast galaxy, as the merest film, a boundary no thicker in the places we inhabit than the diameter of an electron (though much thicker in some places we cannot inhabit, such as the core of our planet and the interior of stars). But is not our unconscious traditional concept of the boundary of our world even stranger? Since the enlightenment we are accustomed to thinking that there is nothing beyond three dimensional space: no boundary, because there is nothing else to separate us from. But anyone who knows the [[polyscheme]]s Schläfli discovered knows that space can have any number of dimensions, and that there are fundamental objects and motions to be discovered in four dimensions that are even more various and interesting than those we can discover in three. The strange thing, when we think about it that way, is that there ''is'' a boundary between three and four dimensional space. ''Why'' can't we move (or apparently, see) in more than three dimensions? Why is our physical world apparently only three dimensional? Why would it have just ''three'' dimensions, and not four, or five, or the ''n'' dimensions that Schläfli mapped? What is the nature of the boundary which confines us to just three dimensions? We know that in Euclidean geometry the boundary between three and four dimensions is itself a spherical three dimensional space, so we should suspect that we are materially confined within such a curved boundary surface. Light need not be confined with us within our three dimensional boundary space. We would look directly through four dimensional space in our natural way, by receiving light signals that travelled through it to us on straight lines. In that case the reason we do not observe a fourth spatial dimension in our vicinity is that there are no nearby objects in it, just off our hyperplane in the wild. The nearest four-dimensional object we can see with our eyes is our sun, which lies equatorially in our own hyperplane, though it bulges out of it above and below. But when we look up at the heavens, every pinprick of light we observe is itself a four-dimensional object off our hyperplane, and they are distributed all around us in four-dimensional space through which we gaze. We are four-dimensionally sighted creatures, even though our bodies are three-dimensional objects, thin as an atom in the fourth dimension. But that should not perplex us: we can see into three dimensional space even though our retinas are two dimensional objects, thin as a photoreceptor cell. Our unconscious provincial concept is that there is nothing else outside our three dimensional world: no boundary, because there is nothing else to separate us from. But Schläfli discovered something else: all the astonishing regular objects that exist in higher dimensions, which vastly extend our notions of the beauty and mystery of space itself, and the intrinsic spatial symmetries of our universe which geometry reveals. Space is more commodious than we thought it was, and permits previously unimagined objects and motions. So our provincial conception of our place in it now has the same kind of status as our idea that the sun rises in the east and passes overhead: it is mere appearance, not a true model and no longer a proper explanation. An inertial boundary is a proper explanation, be it ever so thin. And would a boundary of ''no'' thickness, a mere abstraction with no physical power to separate, be a more suitable explanation? We must look for a physically powerful explanation in the geometry of space itself, which general relativity properly associates with the gravitational or inertial force. <blockquote>The number of dimensions possessed by a figure is the number of straight lines each perpendicular to all the others which can be drawn on it. Thus a point has no dimensions, a straight line one, a plane surface two, and a solid three .... In space as we now know it only three lines can be imagined perpendicular to each other. A fourth line, perpendicular to all the other three would be quite invisible and unimaginable to us. We ourselves and all the material things around us probably possess a fourth dimension, of which we are quite unaware. If not, from a four-dimensional point of view we are mere geometrical abstractions, like geometrical surfaces, lines, and points are to us. But this thickness in the fourth dimension must be exceedingly minute, if it exists at all. That is, we could only draw an exceedingly small line perpendicular to our three perpendicular lines, length, breadth and thickness, so small that no microscope could ever perceive it. We can find out something about the conditions of the fourth and higher dimensions if they exist, without being certain that they do exist, by a process which I have termed "Dimensional Analogy."<ref>{{Citation|title=Dimensional Analogy|last=Coxeter|first=Donald|date=February 1923|publisher=Coxeter Fonds, University of Toronto Archives|authorlink=W:Harold Scott MacDonald Coxeter|series=|postscript=|work=}}</ref></blockquote> I believe, but I cannot prove, that we live in real space, which is Schläfli's Euclidean space of ''n'' analogous dimensions. As Grassmann showed first, space cannot be limited to any finite number of dimensions. There will always be higher dimensions to discover, first in imagination and then to explore physically, each an astonishing new enlightenment.<ref>{{Cite book|first=T.S.|last=Eliot|title=Little Gidding|volume=Four Quartets|year=1943}}<blockquote> :We shall not cease from exploration :And the end of all our exploring :Will be to arrive where we started :And know the place for the first time. :Through the unknown, remembered gate :When the last of earth left to discover :Is that which was the beginning; :At the source of the longest river :The voice of the hidden waterfall :And the children in the apple-tree :Not known, because not looked for :But heard, half-heard, in the stillness :Between two waves of the sea. </blockquote></ref> Schläfli discovered every regular convex polytope that exists in any dimension, but that was only the beginning of the story of dimensional analogy, not its end or even the end of its beginning. That project is forever beginning anew. Coxeter discovered that Schläfli's Euclidean space is an expression of intrinsic symmetries, as Noether discovered all of physics is. Kappraff and Adamson discovered that even the sequences of humble regular polygons have fractal complexity. Symmetry itself is chaotic, always reachable but forever beyond our complete grasp. We are on a Wilderness Project, and just at its beginning, but already we observe a Euclidean space of four or more orthogonal spatial dimensions in which all objects with mass move ceaselessly at the constant velocity <math>c</math>, the universal rate at which everything moves, quantum events occur, and each of our proper times evolves. I believe these facts explain the experimentally verified theories of relativity and quantum mechanics, by revealing their unified polycentric geometry, the same way the facts about Copernicus's heliocentric solar system explained the observed motions of the planets, by revealing the geometry of gravity to Kepler. But others will have to do the math, work out the physics, and perform experiments to prove or disprove all of this, because I don't have the mathematics; entirely unlike Coxeter and Einstein, I am illiterate in those languages. <blockquote> ::::::BEECH :Where my imaginary line :Bends square in woods, an iron spine :And pile of real rocks have been founded. :And off this corner in the wild, :Where these are driven in and piled, :One tree, by being deeply wounded, :Has been impressed as Witness Tree :And made commit to memory :My proof of being not unbounded. :Thus truth's established and borne out, :Though circumstanced with dark and doubt— :Though by a world of doubt surrounded. :::::::—''The Moodie Forester''<ref>{{Cite book|title=A Witness Tree|last=Frost|first=Robert|year=1942|series=The Poetry of Robert Frost|publisher=Holt, Rinehart and Winston|edition=1969|}}</ref> </blockquote> == Appendix: Sequence of regular 4-polytopes == {{Regular convex 4-polytopes|wiki=W:|columns=7}} == ... == {{Efn|In a ''[[W:William Kingdon Clifford|Clifford]] displacement'', also known as an [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinic rotation]], all the Clifford parallel{{Efn|name=Clifford parallels}} invariant planes are displaced in four orthogonal directions (two completely orthogonal planes) at once: they are rotated by the same angle, and at the same time they are tilted ''sideways'' by that same angle. A [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|Clifford displacement]] is [[W:8-cell#Radial equilateral symmetry|4-dimensionally diagonal]].{{Efn|name=isoclinic 4-dimensional diagonal}} Every plane that is Clifford parallel to one of the completely orthogonal planes (including in this case an entire Clifford parallel bundle of 4 hexagons, but not all 16 hexagons) is invariant under the isoclinic rotation: all the points in the plane rotate in circles but remain in the plane, even as the whole plane tilts sideways. All 16 hexagons rotate by the same angle (though only 4 of them do so invariantly). All 16 hexagons are rotated by 60 degrees, and also displaced sideways by 60 degrees to a Clifford parallel hexagon. All of the other central polygons (e.g. squares) are also displaced to a Clifford parallel polygon 60 degrees away.|name=Clifford displacement}} {{Efn|It is not difficult to visualize four hexagonal planes intersecting at 60 degrees to each other, even in three dimensions. Four hexagonal central planes intersect at 60 degrees in the [[W:cuboctahedron|cuboctahedron]]. Four of the 24-cell's 16 hexagonal central planes (lying in the same 3-dimensional hyperplane) intersect at each of the 24-cell's vertices exactly the way they do at the center of a cuboctahedron. But the ''edges'' around the vertex do not meet as the radii do at the center of a cuboctahedron; the 24-cell has 8 edges around each vertex, not 12, so its vertex figure is the cube, not the cuboctahedron. The 8 edges meet exactly the way 8 edges do at the apex of a canonical [[W:cubic pyramid]|cubic pyramid]].{{Efn|name=24-cell vertex figure}}|name=cuboctahedral hexagons}} {{Efn|name=radially equilateral}} {{Efn|Eight {{sqrt|1}} edges converge in curved 3-dimensional space from the corners of the 24-cell's cubical vertex figure{{Efn|The [[W:vertex figure|vertex figure]] is the facet which is made by truncating a vertex; canonically, at the mid-edges incident to the vertex. But one can make similar vertex figures of different radii by truncating at any point along those edges, up to and including truncating at the adjacent vertices to make a ''full size'' vertex figure. Stillwell defines the vertex figure as "the convex hull of the neighbouring vertices of a given vertex".{{Sfn|Stillwell|2001|p=17}} That is what serves the illustrative purpose here.|name=full size vertex figure}} and meet at its center (the vertex), where they form 4 straight lines which cross there. The 8 vertices of the cube are the eight nearest other vertices of the 24-cell. The straight lines are geodesics: two {{sqrt|1}}-length segments of an apparently straight line (in the 3-space of the 24-cell's curved surface) that is bent in the 4th dimension into a great circle hexagon (in 4-space). Imagined from inside this curved 3-space, the bends in the hexagons are invisible. From outside (if we could view the 24-cell in 4-space), the straight lines would be seen to bend in the 4th dimension at the cube centers, because the center is displaced outward in the 4th dimension, out of the hyperplane defined by the cube's vertices. Thus the vertex cube is actually a [[W:cubic pyramid|cubic pyramid]]. Unlike a cube, it seems to be radially equilateral (like the tesseract and the 24-cell itself): its "radius" equals its edge length.{{Efn|The vertex cubic pyramid is not actually radially equilateral,{{Efn|name=radially equilateral}} because the edges radiating from its apex are not actually its radii: the apex of the [[W:cubic pyramid|cubic pyramid]] is not actually its center, just one of its vertices.}}|name=24-cell vertex figure}} {{Efn|The hexagons are inclined (tilted) at 60 degrees with respect to the unit radius coordinate system's orthogonal planes. Each hexagonal plane contains only ''one'' of the 4 coordinate system axes.{{Efn|Each great hexagon of the 24-cell contains one axis (one pair of antipodal vertices) belonging to each of the three inscribed 16-cells. The 24-cell contains three disjoint inscribed 16-cells, rotated 60° isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other (so their corresponding vertices are 120° {{=}} {{radic|3}} apart). A [[16-cell#Coordinates|16-cell is an orthonormal ''basis'']] for a 4-dimensional coordinate system, because its 8 vertices define the four orthogonal axes. In any choice of a vertex-up coordinate system (such as the unit radius coordinates used in this article), one of the three inscribed 16-cells is the basis for the coordinate system, and each hexagon has only ''one'' axis which is a coordinate system axis.|name=three basis 16-cells}} The hexagon consists of 3 pairs of opposite vertices (three 24-cell diameters): one opposite pair of ''integer'' coordinate vertices (one of the four coordinate axes), and two opposite pairs of ''half-integer'' coordinate vertices (not coordinate axes). For example: {{indent|17}}({{spaces|2}}0,{{spaces|2}}0,{{spaces|2}}1,{{spaces|2}}0) {{indent|5}}({{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}({{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}}) {{indent|5}}(–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}(–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}}) {{indent|17}}({{spaces|2}}0,{{spaces|2}}0,–1,{{spaces|2}}0)<br> is a hexagon on the ''y'' axis. Unlike the {{sqrt|2}} squares, the hexagons are actually made of 24-cell edges, so they are visible features of the 24-cell.|name=non-orthogonal hexagons|group=}} {{Efn|Visualize the three [[16-cell]]s inscribed in the 24-cell (left, right, and middle), and the rotation which takes them to each other. [[24-cell#Reciprocal constructions from 8-cell and 16-cell|The vertices of the middle 16-cell lie on the (w, x, y, z) coordinate axes]];{{Efn|name=six orthogonal planes of the Cartesian basis}} the other two are rotated 60° [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinically]] to its left and its right. The 24-vertex 24-cell is a compound of three 16-cells, whose three sets of 8 vertices are distributed around the 24-cell symmetrically; each vertex is surrounded by 8 others (in the 3-dimensional space of the 4-dimensional 24-cell's ''surface''), the way the vertices of a cube surround its center.{{Efn|name=24-cell vertex figure}} The 8 surrounding vertices (the cube corners) lie in other 16-cells: 4 in the other 16-cell to the left, and 4 in the other 16-cell to the right. They are the vertices of two tetrahedra inscribed in the cube, one belonging (as a cell) to each 16-cell. If the 16-cell edges are {{radic|2}}, each vertex of the compound of three 16-cells is {{radic|1}} away from its 8 surrounding vertices in other 16-cells. Now visualize those {{radic|1}} distances as the edges of the 24-cell (while continuing to visualize the disjoint 16-cells). The {{radic|1}} edges form great hexagons of 6 vertices which run around the 24-cell in a central plane. ''Four'' hexagons cross at each vertex (and its antipodal vertex), inclined at 60° to each other.{{Efn|name=cuboctahedral hexagons}} The [[24-cell#Hexagons|hexagons]] are not perpendicular to each other, or to the 16-cells' perpendicular [[24-cell#Squares|square central planes]].{{Efn|name=non-orthogonal hexagons}} The left and right 16-cells form a tesseract.{{Efn|Each pair of the three 16-cells inscribed in the 24-cell forms a 4-dimensional [[W:tesseract|hypercube (a tesseract or 8-cell)]], in [[24-cell#Relationships among interior polytopes|dimensional analogy]] to the way two tetrahedra form a cube: the two 8-vertex 16-cells are inscribed in the 16-vertex tesseract, occupying its alternate vertices. The third 16-cell does not lie within the tesseract; its 8 vertices protrude from the sides of the tesseract, forming a cubic pyramid on each of the tesseract's cubic cells. The three pairs of 16-cells form three tesseracts.{{Efn|name=three 8-cells}} The tesseracts share vertices, but the 16-cells are completely disjoint.{{Efn|name=completely disjoint}}|name=three 16-cells form three tesseracts}} Two 16-cells have vertex-pairs which are one {{radic|1}} edge (one hexagon edge) apart. But a [[24-cell#Simple rotations|''simple'' rotation]] of 60° will not take one whole 16-cell to another 16-cell, because their vertices are 60° apart in different directions, and a simple rotation has only one hexagonal plane of rotation. One 16-cell ''can'' be taken to another 16-cell by a 60° [[24-cell#Isoclinic rotations|''isoclinic'' rotation]], because an isoclinic rotation is [[3-sphere]] symmetric: four [[24-cell#Clifford parallel polytopes|Clifford parallel hexagonal planes]] rotate together, but in four different rotational directions,{{Efn|name=Clifford displacement}} taking each 16-cell to another 16-cell. But since an isoclinic 60° rotation is a ''diagonal'' rotation by 60° in ''two'' completely orthogonal directions at once,{{Efn|name=isoclinic geodesic}} the corresponding vertices of the 16-cell and the 16-cell it is taken to are 120° apart: ''two'' {{radic|1}} hexagon edges (or one {{radic|3}} hexagon chord) apart, not one {{radic|1}} edge (60°) apart as in a simple rotation.{{Efn|name=isoclinic 4-dimensional diagonal}} By the [[W:chiral|chiral]] diagonal nature of isoclinic rotations, the 16-cell ''cannot'' reach the adjacent 16-cell by rotating toward it; it can only reach the 16-cell ''beyond'' it. But of course, the 16-cell beyond the 16-cell to its right is the 16-cell to its left. So a 60° isoclinic rotation ''will'' take every 16-cell to another 16-cell: a 60° ''right'' isoclinic rotation will take the middle 16-cell to the 16-cell we may have originally visualized as the ''left'' 16-cell, and a 60° ''left'' isoclinic rotation will take the middle 16-cell to the 16-cell we visualized as the ''right'' 16-cell. (If so, that was our error in visualization; the 16-cell to the "left" is in fact the one reached by the left isoclinic rotation, as that is the only sense in which the two 16-cells are left or right of each other.)|name=three isoclinic 16-cells}} {{Efn|In a double rotation each vertex can be said to move along two completely orthogonal great circles at the same time, but it does not stay within the central plane of either of those original great circles; rather, it moves along a helical geodesic that traverses diagonally between great circles. The two completely orthogonal planes of rotation are said to be ''invariant'' because the points in each stay in the plane ''as the plane moves'', tilting sideways by the same angle that the other plane rotates.|name=helical geodesic}} {{Efn|A point under isoclinic rotation traverses the diagonal{{Efn|name=isoclinic 4-dimensional diagonal}} straight line of a single '''isoclinic geodesic''', reaching its destination directly, instead of the bent line of two successive '''simple geodesics'''. A '''[[W:geodesic|geodesic]]''' is the ''shortest path'' through a space (intuitively, a string pulled taught between two points). Simple geodesics are great circles lying in a central plane (the only kind of geodesics that occur in 3-space on the 2-sphere). Isoclinic geodesics are different: they do ''not'' lie in a single plane; they are 4-dimensional [[W:helix|spirals]] rather than simple 2-dimensional circles.{{Efn|name=helical geodesic}} But they are not like 3-dimensional [[W:screw threads|screw threads]] either, because they form a closed loop like any circle (after ''two'' revolutions). Isoclinic geodesics are ''4-dimensional great circles'', and they are just as circular as 2-dimensional circles: in fact, twice as circular, because they curve in a circle in two completely orthogonal directions at once.{{Efn|Isoclinic geodesics are ''4-dimensional great circles'' in the sense that they are 1-dimensional geodesic ''lines'' that curve in 4-space in two completely orthogonal planes at once. They should not be confused with ''great 2-spheres'',{{Sfn|Stillwell|2001|p=24}} which are the 4-dimensional analogues of 2-dimensional great circles (great 1-spheres).}} These '''isoclines''' are geodesic 1-dimensional lines embedded in a 4-dimensional space. On the 3-sphere{{Efn|All isoclines are geodesics, and isoclines on the 3-sphere are circles (curving equally in each dimension), but not all isoclines on 3-manifolds in 4-space are circles.}} they always occur in [[W:chiral|chiral]] pairs and form a pair of [[W:Villarceau circle|Villarceau circle]]s on the [[W:Clifford torus|Clifford torus]],{{Efn|Isoclines on the 3-sphere occur in non-intersecting chiral pairs. A left and a right isocline form a [[W:Hopf link|Hopf link]] called the {1,1} torus knot{{Sfn|Dorst|2019|loc=§1. Villarceau Circles|p=44|ps=; "In mathematics, the path that the (1, 1) knot on the torus traces is also known as a [[W:Villarceau circle|Villarceau circle]]. Villarceau circles are usually introduced as two intersecting circles that are the cross-section of a torus by a well-chosen plane cutting it. Picking one such circle and rotating it around the torus axis, the resulting family of circles can be used to rule the torus. By nesting tori smartly, the collection of all such circles then form a [[W:Hopf fibration|Hopf fibration]].... we prefer to consider the Villarceau circle as the (1, 1) torus knot [a [[W:Hopf link|Hopf link]]] rather than as a planar cut [two intersecting circles]."}} in which ''each'' of the two linked circles traverses all four dimensions.}} the paths of the left and the right [[W:Rotations in 4-dimensional Euclidean space#Double rotations|isoclinic rotation]]. They are [[W:Helix|helices]] bent into a [[W:Möbius strip|Möbius loop]] in the fourth dimension, taking a diagonal [[W:Winding number|winding route]] twice around the 3-sphere through the non-adjacent vertices of a 4-polytope's [[W:Skew polygon#Regular skew polygons in four dimensions|skew polygon]].|name=isoclinic geodesic}} {{Efn|[[File:Hopf band wikipedia.png|thumb|150px|Two [[W:Clifford parallel|Clifford parallel]] great circles spanned by a twisted [[W:Annulus (mathematics)|annulus]].]][[W:Clifford parallel|Clifford parallel]]s are non-intersecting curved lines that are parallel in the sense that the perpendicular (shortest) distance between them is the same at each point. A double helix is an example of Clifford parallelism in ordinary 3-dimensional Euclidean space. In 4-space Clifford parallels occur as geodesic great circles on the [[W:3-sphere|3-sphere]].{{Sfn|Kim|Rote|2016|pp=8-10|loc=Relations to Clifford Parallelism}} Whereas in 3-dimensional space, any two geodesic great circles on the [[W:2-sphere|2-sphere]] will always intersect at two antipodal points, in 4-dimensional space not all great circles intersect. In 4-polytopes various discrete sets of Clifford parallel non-intersecting geodesic great circles can be found on the 3-sphere. They spiral around each other in [[W:Hopf fibration|Hopf fiber bundles]] which visit all the vertices just once. The simplest example is that six mutually orthogonal great circles can be drawn on the 3-sphere, as three pairs of completely orthogonal great circles, intersecting at 8 points defining a [[16-cell]]. Each completely orthogonal pair of circles is Clifford parallel. They cannot intersect at all, because they lie in planes which intersect at only one point: the center of the 16-cell. Because they are perpendicular and share a common center, the two circles are obviously not parallel and separate in the usual way of parallel circles in 3 dimensions; rather they are connected like adjacent links in a chain, each passing through the other without intersecting at any points, forming a [[W:Hopf link|Hopf link]]|name=Clifford parallels}} {{Efn|In the 24-cell each great square plane is completely orthogonal{{Efn|name=completely orthogonal planes}} to another great square plane, and each great hexagon plane is completely orthogonal to a plane which intersects only two vertices: a great [[W:digon|digon]] plane.|name=pairs of completely orthogonal planes}} {{Efn|In an [[24-cell#Isoclinic rotations|isoclinic rotation]], each point anywhere in the 4-polytope moves an equal distance in four orthogonal directions at once, on a [[W:8-cell#Radial equilateral symmetry|4-dimensional diagonal]]. The point is displaced a total [[W:Pythagorean distance]] equal to the square root of four times the square of that distance. For example, when the unit-radius 24-cell rotates isoclinically 60° in a hexagon invariant plane and 60° in its completely orthogonal invariant plane,{{Efn|name=pairs of completely orthogonal planes}} all vertices are displaced to a vertex two edge lengths away. Each vertex is displaced to another vertex {{radic|3}} (120°) away, moving {{radic|3/4}} in four orthogonal coordinate directions.|name=isoclinic 4-dimensional diagonal}} {{Efn|Each square plane is isoclinic (Clifford parallel) to five other square planes but completely orthogonal{{Efn|name=completely orthogonal planes}} to only one of them.{{Efn|name=Clifford parallel squares in the 16-cell and 24-cell}} Every pair of completely orthogonal planes has Clifford parallel great circles, but not all Clifford parallel great circles are orthogonal (e.g., none of the hexagonal geodesics in the 24-cell are mutually orthogonal).|name=only some Clifford parallels are orthogonal}} {{Efn|In the [[16-cell#Rotations|16-cell]] the 6 orthogonal great squares form 3 pairs of completely orthogonal great circles; each pair is Clifford parallel. In the 24-cell, the 3 inscribed 16-cells lie rotated 60 degrees isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other; consequently their corresponding vertices are 120 degrees apart on a hexagonal great circle. Pairing their vertices which are 90 degrees apart reveals corresponding square great circles which are Clifford parallel. Each of the 18 square great circles is Clifford parallel not only to one other square great circle in the same 16-cell (the completely orthogonal one), but also to two square great circles (which are completely orthogonal to each other) in each of the other two 16-cells. (Completely orthogonal great circles are Clifford parallel, but not all Clifford parallels are orthogonal.{{Efn|name=only some Clifford parallels are orthogonal}}) A 60 degree isoclinic rotation of the 24-cell in hexagonal invariant planes takes each square great circle to a Clifford parallel (but non-orthogonal) square great circle in a different 16-cell.|name=Clifford parallel squares in the 16-cell and 24-cell}} {{Efn|In 4 dimensional space we can construct 4 perpendicular axes and 6 perpendicular planes through a point. Without loss of generality, we may take these to be the axes and orthogonal central planes of a (w, x, y, z) Cartesian coordinate system. In 4 dimensions we have the same 3 orthogonal planes (xy, xz, yz) that we have in 3 dimensions, and also 3 others (wx, wy, wz). Each of the 6 orthogonal planes shares an axis with 4 of the others, and is ''completely orthogonal'' to just one of the others: the only one with which it does not share an axis. Thus there are 3 pairs of completely orthogonal planes: xy and wz intersect only at the origin; xz and wy intersect only at the origin; yz and wx intersect only at the origin.|name=six orthogonal planes of the Cartesian basis}} {{Efn|Two planes in 4-dimensional space can have four possible reciprocal positions: (1) they can coincide (be exactly the same plane); (2) they can be parallel (the only way they can fail to intersect at all); (3) they can intersect in a single line, as two non-parallel planes do in 3-dimensional space; or (4) '''they can intersect in a single point'''{{Efn|To visualize how two planes can intersect in a single point in a four dimensional space, consider the Euclidean space (w, x, y, z) and imagine that the w dimension represents time rather than a spatial dimension. The xy central plane (where w{{=}}0, z{{=}}0) shares no axis with the wz central plane (where x{{=}}0, y{{=}}0). The xy plane exists at only a single instant in time (w{{=}}0); the wz plane (and in particular the w axis) exists all the time. Thus their only moment and place of intersection is at the origin point (0,0,0,0).|name=how planes intersect at a single point}} (and they ''must'', if they are completely orthogonal).{{Efn|Two flat planes A and B of a Euclidean space of four dimensions are called ''completely orthogonal'' if and only if every line in A is orthogonal to every line in B. In that case the planes A and B intersect at a single point O, so that if a line in A intersects with a line in B, they intersect at O.{{Efn|name=six orthogonal planes of the Cartesian basis}}|name=completely orthogonal planes}}|name=how planes intersect}} {{Efn|Polytopes are '''completely disjoint''' if all their ''element sets'' are disjoint: they do not share any vertices, edges, faces or cells. They may still overlap in space, sharing 4-content, volume, area, or lineage.|name=completely disjoint}} {{Efn|If the [[W:Euclidean distance|Pythagorean distance]] between any two vertices is {{sqrt|1}}, their geodesic distance is 1; they may be two adjacent vertices (in the curved 3-space of the surface), or a vertex and the center (in 4-space). If their Pythagorean distance is {{sqrt|2}}, their geodesic distance is 2 (whether via 3-space or 4-space, because the path along the edges is the same straight line with one 90^o bend in it as the path through the center). If their Pythagorean distance is {{sqrt|3}}, their geodesic distance is still 2 (whether on a hexagonal great circle past one 60^o bend, or as a straight line with one 60^o bend in it through the center). Finally, if their Pythagorean distance is {{sqrt|4}}, their geodesic distance is still 2 in 4-space (straight through the center), but it reaches 3 in 3-space (by going halfway around a hexagonal great circle).|name=Geodesic distance}} {{Efn|Two angles are required to fix the relative positions of two planes in 4-space.{{Sfn|Kim|Rote|2016|p=7|loc=§6 Angles between two Planes in 4-Space|ps=; "In four (and higher) dimensions, we need two angles to fix the relative position between two planes. (More generally, ''k'' angles are defined between ''k''-dimensional subspaces.)"}} Since all planes in the same [[W:hyperplane|hyperplane]] are 0 degrees apart in one of the two angles, only one angle is required in 3-space. Great hexagons in different hyperplanes are 60 degrees apart in ''both'' angles. Great squares in different hyperplanes are 90 degrees apart in ''both'' angles (completely orthogonal){{Efn|name=completely orthogonal planes}} or 60 degrees apart in ''both'' angles.{{Efn||name=Clifford parallel squares in the 16-cell and 24-cell}} Planes which are separated by two equal angles are called ''isoclinic''. Planes which are isoclinic have [[W:Clifford parallel|Clifford parallel]] great circles.{{Efn|name=Clifford parallels}} A great square and a great hexagon in different hyperplanes are neither isoclinic nor Clifford parallel; they are separated by a 90 degree angle ''and'' a 60 degree angle.|name=two angles between central planes}} {{Efn|The 24-cell contains 3 distinct 8-cells (tesseracts), rotated 60° isoclinically with respect to each other. The corresponding vertices of two 8-cells are {{radic|3}} (120°) apart. Each 8-cell contains 8 cubical cells, and each cube contains four {{radic|3}} chords (its long diagonals). The 8-cells are not completely disjoint{{Efn|name=completely disjoint}} (they share vertices), but each cube and each {{radic|3}} chord belongs to just one 8-cell. The {{radic|3}} chords joining the corresponding vertices of two 8-cells belong to the third 8-cell.|name=three 8-cells}} {{Efn|Departing from any vertex V₀ in the original great hexagon plane of isoclinic rotation P₀, the first vertex reached V₁ is 120 degrees away along a {{radic|3}} chord lying in a different hexagonal plane P₁. P₁ is inclined to P₀ at a 60° angle.{{Efn|P₀ and P₁ lie in the same hyperplane (the same central cuboctahedron) so their other angle of separation is 0.{{Efn|name=two angles between central planes}}}} The second vertex reached V₂ is 120 degrees beyond V₁ along a second {{radic|3}} chord lying in another hexagonal plane P₂ that is Clifford parallel to P₀.{{Efn|P₀ and P₂ are 60° apart in ''both'' angles of separation.{{Efn|name=two angles between central planes}} Clifford parallel planes are isoclinic (which means they are separated by two equal angles), and their corresponding vertices are all the same distance apart. Although V₀ and V₂ are ''two'' {{radic|3}} chords apart{{Efn|V₀ and V₂ are two {{radic|3}} chords apart on the geodesic path of this rotational isocline, but that is not the shortest geodesic path between them. In the 24-cell, it is impossible for two vertices to be more distant than ''one'' {{radic|3}} chord, unless they are antipodal vertices {{radic|4}} apart.{{Efn|name=Geodesic distance}} V₀ and V₂ are ''one'' {{radic|3}} chord apart on some other isocline. More generally, isoclines are geodesics because the distance between their ''adjacent'' vertices is the shortest distance between those two vertices, but a path between two vertices along a geodesic is not always the shortest distance between them (even on ordinary great circle geodesics).}}, P₀ and P₂ are just one {{radic|1}} edge apart (at every pair of ''nearest'' vertices).}} (Notice that V₁ lies in both intersecting planes P₁ and P₂, as V₀ lies in both P₀ and P₁. But P₀ and P₂ have ''no'' vertices in common; they do not intersect.) The third vertex reached V₃ is 120 degrees beyond V₂ along a third {{radic|3}} chord lying in another hexagonal plane P₃ that is Clifford parallel to P₁. The three {{radic|3}} chords lie in different 8-cells.{{Efn|name=three 8-cells}} V₀ to V₃ is a 360° isoclinic rotation.|name=360 degree geodesic path visiting 3 hexagonal planes}} {{Sfn|Mamone, Pileio & Levitt|2010|loc=§4.5 Regular Convex 4-Polytopes|pp=1438-1439|ps=; the 24-cell has 1152 symmetry operations (rotations and reflections) as enumerated in Table 2, symmetry group 𝐹₄.}} ==Notes== {{Regular convex 4-polytopes Notelist|wiki=W:}} ==Citations== {{Regular convex 4-polytopes Reflist|wiki=W:}} ==References== {{Refbegin}} * {{Cite book|title=A Week on the Concord and Merrimack Rivers|last=Thoreau|first=Henry David|author-link=W:Thoreau|publisher=James Munroe and Company|year=1849|isbn=|location=Boston|ref={{SfnRef|Thoreau|1849}}}} * {{Cite journal|title=Theoretical Evidence for Principles of Special Relativity Based on Isotropic and Uniform Four-Dimensional Space|first=Takuya|last=Yamashita|date=25 May 2023|doi= 10.20944/preprints202305.1785.v1|journal=Preprints|volume=2023|issue=2023051785|url=https://doi.org/10.20944/preprints202305.1785.v1|ref={{SfnRef|Yamashita|2023}}}} * {{Cite_arXiv | arxiv=2512.02903v2 | date=2 January 2026 | title=Symmetry transformation group arising from the Laplace–Runge–Lenz vector | first1=Stephen C. | last1=Anco | first2=Mahdieh Gol Bashmani | last2=Moghadam | class=math-ph}} === [[Polyscheme|Polyschemes]] === {{Regular convex 4-polytopes Refs|wiki=W:}} {{Refend}} twdm9dbefz3o6rgglugqx1mskh5ws4m 2841561 2841550 2026-10-19T17:36:57Z Dc.samizdat 2856930 /* A theory of the Euclidean cosmos */ 2841561 wikitext text/x-wiki {{align|center|David Brooks Christie}} {{align|center|dc@samizdat.org}} {{align|center|Draft in progress}} {{align|center|June 2023 - October 2026}} <blockquote>'''Abstract:''' The physical universe is properly visualized as real Euclidean space <math>\mathbb{R}^4</math> of four orthogonal spatial dimensions. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are 4-polytopes, small round 4-dimensional objects, and stars are 4-balls of atomic plasma, large round 4-dimensional objects. We ourselves and the objects we observe near us are only 3-dimensional, but nonetheless we can see into four dimensions of space. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity <math>c</math>. Light from them reaches us directly, on straight lines through 4-space. This view of the observed universe is compatible with special and general relativity, and with quantum mechanics. It furnishes those theories with an explanatory geometric model.</blockquote> == Summary == We observe that: * Physical space has four perpendicular dimensions, not just three. * Atoms are [[W:4-polytope|4-polytopes]]. * The sun is a [[W:4-ball|4-ball]] that is round in four dimensions. * Everything of intermediate size between an atom and a star, including us and our planet, lies in a 3-dimensional manifold of ordinary space. * Our entire 3-space manifold is moving through Euclidean 4-space at the speed of light, in a direction perpendicular to its three interior dimensions. * Special relativity describes the linear motion of objects and light signals in four-dimensional Euclidean space. * General relativity describes the rotational motion of objects with mass in four-dimensional Euclidean space. == A theory of the Euclidean cosmos == The physical universe is properly visualized as [[w:Four-dimensional_space|real Euclidean space <math>\mathbb{R}^4</math>]] of four orthogonal spatial dimensions. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are [[w:4-polytope|4-polytopes]], small round 4-dimensional objects, and stars are [[W:4-ball|4-balls]] of atomic plasma, large round 4-dimensional objects. Objects intermediate in size between atoms and stars, including molecules, people, and planets at their surface, are so flat as to be essentially 3-dimensional, having only the thickness of an atom in the orthogonal fourth dimension. All objects with mass move inertially through Euclidean 4-space at constant velocity <math>c</math> as long as they exist, and acceleration only varies their direction. Objects moving in the same direction are in the same inertial reference frame. Their direction of motion through 4-space at velocity <math>c</math> is their proper time dimension, simply because their direction and velocity of motion through time is the same as their direction and velocity of motion through space. A typical galaxy such as ours occupies a 4-ball of mostly empty space, with stars and other objects distributed non-uniformly within it. The galaxy's orbital center may be nothing: a smaller 4-ball of empty space they surround. The stars in our spiral galaxy appear from our accustomed point of view to occupy a disk-like region of 3-dimensional space, with a denser ball-like center, but they are not so confined: they are distributed within a region of 4-dimensional space. The disk and ball have thickness not only in the third dimension, but in the fourth spatial dimension as well. Light from stars and galaxies reaches us on straight lines through Euclidean 4-space, so from our viewpoint, in what we have always imagined to be a 3-space universe, we look into the surrounding 4-space. Although we are physically confined within a 3-dimensional hyperplane by the inertia of our motion through 4-space at constant velocity <math>c</math>, light signals are not so confined, so we observe all the cosmological objects surrounding us, both in and above or below our hyperplane, without perceiving their separation in our fourth orthogonal dimension, the direction of our motion. We may perceive a galaxy as elliptical when it is actually spherical, because that is how its image projects from its 4-ball shape into a 3-ball region in our hyperplane, where we measure it with our 3-dimensional bodies. More generally, orbits are circular in 4-space, but elliptical in the 3-space of their elliptic hyperplane. The galaxy as a whole, or more properly its orbital barycenter, is translating through 4-space at velocity <math>c</math>, in a distinct direction orthogonal to all three dimensions of our ordinary proper 3-space. Stars within the galaxy are translating with it at the same velocity <math>c</math> in the same direction, but on spiral trajectories as they pursue their various orbits within the galaxy. The galaxy as a whole occupies a 4-ball within its proper inertial reference frame (that is, in the moving frame of reference in which the galaxy considers itself to be a stationary rotating 4-ball). Over time, the galaxy 4-ball occupies a 4-dimensional cylinder and progresses along the cylinder's axis at velocity <math>c</math>. In this more universal inertial reference frame, the stars in the galaxy follow helical geodesic paths through the 4-cylinder; their trajectories are screw-translations through 4-space, the compound of a simple rotation and a completely orthogonal linear translation. The gravitational force and the inertial tendency to follow a geodesic are the same phenomenon, by the equivalence principle. That said, they can be distinguished, and the galaxy is held together primarily by gravity as inertia, not by gravity as attraction to a central mass toward which objects fall in orbit. There is not enough mass in the galaxy to hold it together by attraction, there is just enough to bend the stars' trajectories toward each other, in helical orbits around a barycentric axis of motion. It is the tremendous inertial force of stars in translational motion at velocity <math>c</math> that holds the cylinder of motion together, not some invisible dark matter. The observed universe as a whole appears to be a [[W:3-sphere|3-sphere]] expanding radially from a central origin point at velocity <math>c</math>, the invariant velocity of mass-carrying objects through 4-space, also the propagation speed of light relative to any moving 3-space manifold, as measured by all observers. A 3-sphere is a hypersphere in Euclidean 4-space, but the enclosing surface of a 3-sphere is a curved, finite 3-space, dimensionally analogous to the surface of the earth which is a curved, finite 2-space. This 3-sphere could be the domain of our visible cosmos, but of course we do not know for certain that all the cosmological objects we observe lie near the surface of our expanding 3-sphere, since it is only our assumption that they must all have originated in the same big bang long ago. Possibly some of the more distant objects we observe did not, and lie elsewhere, outside our big-bang's 3-sphere of outflying matter or even inside its 3-sphere, below its surface. We cannot assume that all objects in the 4-space universe lie near the surface of the same expanding 3-sphere. For all observers, the conjectured big-bang of their origin corresponds not only to a now-distant point in their proper time past, it also corresponds to a distinct now-distant point in 4-dimensional space: the same point in the same Euclidean 4-space for all observers with the same origin. Our big bang had a distinct origin point in real space as well as in real time. More generally, time and Euclidean 4-space can be measured independently, just as time and Euclidean 3-space were measured classically, without the necessity to combine them as spacetime. The same inertial force which holds the galactic cylinder of motion together also confines us physically to an exceedingly thin three-dimensional surface manifold moving through 4-space at velocity <math>c</math>. All objects in our solar system too small to have gravity lie entirely within this thinest three-dimensional manifold, and have only the thickness of an atom in their direction-of-motion fourth dimension. That is why we are 3-dimensional objects ourselves, and why we cannot construct more than three perpendiculars through a single point in our local 3-dimensional space. A spherical region of 4-space is called a [[W:4-ball|4-ball]]. The enclosing surface of a 4-ball of any size is a finite, curved (non-Euclidean) 3-dimensional space called a [[w:3-sphere|3-sphere]]. Our entire big-bang-origin universe appears to be the largest 3-sphere we observe, but each of the cosmological objects within it (including our galaxy and our sun) is contained in a smaller 3-sphere shell of its own, lying (we assume) on the largest 3-sphere embedded in its surface, like a soap bubble on the surface of a larger soap bubble. All the 3-dimensional surfaces are expanding, as the largest 3-sphere inflates at radial velocity <math>c</math>. We ourselves live within such an expanding 3-dimensional surface, in an infinitesimally curved 3-manifold surface embedded in Euclidean 4-space. That surface is the ordinary 3-dimensional space we experience. The earth and all the planets lie on it. Our solar system is only a small patch on the surface of a dimensionally rounder space, although that surface is not infinite. It is curved, and finite, analogous to the way the 2-dimensional surface of the earth -- once thought to be flat -- is curved and finite. Our solar system occupies a small patch on a filmy 4-dimensional soap-bubble of galactic size rounded by gravity, that is thicker-skinned than the diameter of an atom only in the interior of objects with gravity of their own. Our 3-manifold of ordinary space, as a surface within our moving 4-ball galaxy, is translating through 4-space at velocity <math>c</math> with the galaxy, in a distinct direction orthogonal to the manifold's three orthogonal dimensions of interior space. At every material point in the manifold (at every atom), the translation through 4-space is following a geometric law of motion discovered by Coxeter, that governs the propagation of individual objects through Euclidean space by the actions of their symmetry groups. The solar system's atoms of mass are 4-polytopes that are simultaneously rotating and translating, and as they advance together they define a moving 3-dimensional manifold by their own collective inertia, also called gravity, the property of matter's ceaseless propagation through 4-space at the constant velocity <math>c</math>, the universal rate of causality at which quantum events occur, all objects move, and the universe evolves. Any moving 3-dimensional manifold such as ours is an evolving surface boundary that is empty in most places, occupied by single atoms in comparatively fewer places, and occupied by bound complexes of multiple atoms (molecules) in still fewer places. In all these places it is no thicker than one atom in the dimension corresponding to its direction of translation, because molecules are 3-dimensional complexes of atoms that add no thickness to the manifold. In fewer places still it is occupied by lumps of superdense matter which exert a gravitational attraction on objects around them, such as stars and planets. Every object which we find occurring naturally in the solar system that is too small to have perceptible gravity of its own is a 3-dimensional smear of atoms no thicker than one atom in its fourth dimension, the direction of its linear translation through 4-space at velocity <math>c</math>. The moving surface manifold cannot be thicker than one atom at any point unless and until there is enough mass near that point for the force of gravity as attraction to overcome the force of gravity as inertia, allowing atoms to be "heaped up" into larger 4-dimensional objects that form a lump in its moving surface. We have only indirect experience of such 4-dimensional lumps of matter thicker than one atom, since they occur naturally in our vicinity only in superdense regions such as the core of the earth or the interior of the sun. Deep in the core of the earth under enormous gravitational pressure peculiar states of matter have been observed, defying our understanding of how 3-dimensional crystalline structures behave. That is because they are not 3-dimensional structures, they are 4-dimensional crystals. The earth is a disk-like 4-dimensional object that is thin at its edge but thicker at its sphere-like center, analogous to a 3-dimensional flying saucer with a sharp circular edge. The earth's surface that we walk on is an ordinary sphere (a 2-sphere), analogous to the circular edge of the flying saucer (a 1-sphere), and on that edge where we live every object is 3-dimensional with only the thickness of an atom in the fourth dimension. We cannot walk on the top or bottom surface of the 4-disk earth because those surfaces are 3-dimensional regions within the earth. The earth's deep core of superdense 4-dimensional matter occupies a spherical region of 4-dimensional space (a 4-ball). The sun is the only entirely spherical superdense lump occurring naturally in our solar system. We refer to such free-standing 4-balls of matter as atomic plasma, and have little experimental knowledge of their internal geometry or processes. We know that such a lump as the sun burns at its surface 3-sphere and emits radiation, and we know a good deal about those surface processes which are nuclear atomic processes, but we know almost nothing about its interior 4-ball, a dimensionally rounder enclosed space whose existence we did not suspect. Every moving surface boundary of matter in the observed universe is evolving in four dimensions at velocity <math>c</math>. The current location in 4-space of any of its material objects corresponds to the present moment in the proper time of that object's inertial reference frame. The object's direction of movement at velocity <math>c</math> corresponds to its proper time dimension, which is a spiral over time, not a Euclidean (straight-line) dimension, since its direction is changing in its orbit. Objects with mass of all sizes, from subatomic particles to the largest objects observed in the cosmos, are perpetually in inertial rotational motion in some orbit, and simultaneously in inertial translational motion propagating themselves through 4-space, in two completely orthogonal inertial motions each at the constant universal rate of transformation <math>c</math>. Every object with mass moves relative to universal 4-coordinate Euclidean space on its own distinct geodesic spiral, a screw displacement trajectory that is the compound of its two completely orthogonal inertial motions, a rotation and a translation. Objects without mass such as photons lie off such moving surface boundaries of matter from which they were emitted, and their motion is of a different nature. They are in translational motion at velocity <math>c</math> through all four dimensions concurrently, without any rotational component of motion, so they move through 4-space on straight lines at a compound velocity. The propagation speed of light measured on a straight line through Euclidean 4-space is <math>c\prime = 2c</math>, so we can see in four dimensions, even though we are physically confined to a 3-dimensional manifold that is moving at velocity <math>c</math>. For example, we can look across the center of the mostly-empty 4-ball containing our galaxy and see stars in the opposite sides of its concentric 3-sphere orbital surfaces. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity <math>c</math>. They move in the 4-space direction corresponding to their proper time, perpendicular to all three dimensions of their proper 3-space, and generally the farther they are from us the greater the divergence of their direction of motion from our direction of motion: the greater the relative motion between us and their Hubble redshift. Light from them reaches us directly, propagating on straight lines through 4-space at twice the velocity at which they, and we ourselves, are propagating through 4-space. This physical model of the observed universe is compatible with the theories of special and general relativity, and with the atomic theory of quantum mechanics. It explains those theories geometrically, as expressions of intrinsic symmetries in Euclidean space. == Symmetries == It is common to speak of nature as a web, and so it is, the great web of our physical experiences. Every web must have its root systems somewhere, and nature in this sense must be rooted in the symmetries which underlie physics and geometry, the [[W:Group (mathematics)|mathematics of groups]].{{Sfn|Conway, Burgiel & Goodman-Strauss|2008}} As I understand [[W:Noether's theorem|Noether's theorem]] (which is not mathematically), hers is the deepest meta-theory of nature yet, deeper than [[W:Theory of relativity|Einstein's relativity]] or [[W:Evolution|Darwin's evolution]] or [[W:Euclidean geometry|Euclid's geometry]]. It finds that all fundamental findings in physics are based on conservation laws which can be laid at the doors of distinct [[W:symmetry group |symmetry group]]s. Thus all fundamental systems in physics, as examples [[W:quantum chromodynamics|quantum chromodynamics]] (QCD) the theory of the strong force binding the atomic nucleus and [[W:quantum electrodynamics|quantum electrodynamics]] (QED) the theory of the electromagnetic force, each have a corresponding symmetry [[W:group theory|group theory]] of which they are an expression. [[W:Coxeter group|Coxeter's theory of symmetry groups]] generated by reflections did for geometry what Noether's theorem and Einstein's relativity did for physics. [[W:Coxeter|Coxeter]] showed that Euclidean geometry is based on conservation laws that correspond to distinct symmetry groups, and that their group actions express the principle of relativity. Here is Coxeter's formulation of the motions of objects (their congruent transformations) in an ''n''-dimensional Euclidean space, excerpted:{{Sfn|Coxeter|1973|pp=217-218|loc=§12.2 Congruent transformations}} <blockquote>Let <math>\mathrm{Q}</math> denote a rotation, <math>\mathrm{R}</math> a reflection, <math>\mathrm{T}</math> a translation, and let <math>\mathrm{Q}^q \mathrm{R}^r\mathrm{T}</math> denote a product of several such transformations, all commutative with one another. Then <math>\mathrm{RT}</math> is a glide-reflection (in two or three dimensions), <math>\mathrm{QR}</math> is a rotary-reflection, <math>\mathrm{QT}</math> is a screw-displacement, and <math>\mathrm{Q^2}</math> is a double rotation (in four dimensions).<br> Every orthogonal transformation is expressible as:<br> :<math>\mathrm{Q}^q \mathrm{R}^r</math><br> where <math>(2^q + r \le n)</math>, the number of dimensions.<br> Transformations involving a translation are also expressible as:<br> :<math>\mathrm{Q}^q \mathrm{R}^r \mathrm{T}</math><br> where <math>(2^q + r + 1 \le n)</math>.<br> For <math>(n = 4)</math> in particular, every displacement is either a double rotation <math>\mathrm{Q}^2</math>, or a screw-displacement <math>\mathrm{QT}</math> [where the rotation component <math>\mathrm{Q}</math> is a simple rotation, but the <math>\mathrm{QT}</math> is chiral like a <math>\mathrm{Q^2}</math>]. Every enantiomorphous transformation in 4-space (reversing chirality) is a <math>\mathrm{QRT}</math>.</blockquote> If we begin with this most elemental [[w:Kinematics|kinematics]] of Coxeter's, and also assume the [[W:Galilean relativity|Galilean principle of relativity]], every displacement in 4-space can be viewed as either a <math>\mathrm{Q^2}</math> or a <math>\mathrm{QT}</math>, because we can view any <math>\mathrm{QT}</math> as a <math>\mathrm{Q^2}</math> in a linearly moving (translating) reference frame. Therefore any transformation from one inertial reference frame to another is expressable as a <math>\mathrm{Q^2}</math>. By the same principle, we can view any <math>\mathrm{QT}</math> or <math>\mathrm{Q^2}</math> as an isoclinic (equi-angled) <math>\mathrm{Q^2}</math> by proper choice of reference frame.{{Efn|[[W:Arthur Cayley|Cayley]] showed that any rotation in 4-space can be decomposed into two isoclinic rotations, which intuitively we might see follows from the fact that any transformation from one inertial reference frame to another is expressable as a [[W:SO(4)|rotation in 4-dimensional Euclidean space]].|name=Cayley's rotation factorization into two isoclinic reference frame transformations}} Coxeter's relation is thus a mathematical statement of the principle of relativity, on group-theoretic grounds. It correctly captures the limits to [[W:General relativity|general relativity]], in that we can only exchange the translation (<math>\mathrm{T}</math>) for ''one'' of the two rotations (<math>\mathrm{Q}</math>). An observer in any inertial reference frame can always measure the presence, direction and velocity of ''one'' rotation (<math>\mathrm{Q}</math>) up to uncertainty, and can always distinguish the direction of their own proper time translation (<math>\mathrm{T}</math>). As I understand Coxeter theory (which is not mathematically), the symmetry groups underlying physics seem to have an expression in a [[W:Euclidean space|Euclidean space]] of four [[W:dimension|dimension]]s, that is, they are [[W:Euclidean geometry#Higher dimensions|four-dimensional Euclidean geometry]]. Therefore as I understand that geometry (which is entirely by synthetic methods rather than by Clifford's algebraic methods), the [[W:Atom|atom]] seems to have a distinct Euclidean geometry, such that atoms and their constituent particles are four-dimensional geometric objects (4-polytopes), and nature can be understood in terms of their [[W:group action|group actions]], including centrally their group <math>SO(4)</math> [[W:rotations in 4-dimensional Euclidean space|rotations in 4-dimensional Euclidean space]]. The distinct Coxeter symmetry groups have characteristic <math>SO(4)</math> rotational expressions as the [[W:Regular_4-polytope|regular 4-polytopes]]. Their discrete isoclinic rotations are distinguishing properties of fundamental objects in geometry, relativity and quantum mechanics. For example, atoms exhibit <math>SO(4)</math> symmetries of the discrete isoclinic (equi-angled) double rotations (<math>\mathrm{Q^2}</math>) of a set of regular 4-polytopes that is characteristic of their [[w:Atomic_number|atomic number]]. == Special relativity describes Euclidean 4-space == <blockquote>Our entire model of the universe is built on symmetries. Some, like isotropy (the laws are the same in all directions), homogeneity (same in all places), and time invariance (same at all times) seem natural enough. Even relativity, the Lorentz Invariance that allows everyone to observe a constant speed of light, has an elegance to it that makes it seem natural.<ref>{{Cite book|first=Dave|last=Goldberg|title=The Universe in the Rearview Mirror: How Hidden Symmetries Shape Reality|chapter=§10. Hidden Symmetries: Why some symmetries but not others?|year=2013|publisher=Dutton Penguin Group|isbn=978-0-525-95366-1|ref={{SfnRef|Goldberg|2013}}}}</ref></blockquote> Although the Minkowski spacetime of relativity is a non-Euclidean 4-dimensional space,{{Efn|Spacetime is a non-Euclidean (curved) 4-dimensional space because it consists of three orthogonal space dimensions and a time dimension. The time dimension is not orthogonal to the three spatial dimensions; the time coordinate has the opposite sign as the three space coordinates so spacetime is hyperbolic, not a Euclidean (flat) 4-space at all.}} it has been noticed that its 3-dimensional space component could be modeled as a [[W:3-sphere|3-sphere]] embedded in 4-dimensional Euclidean (flat) space. That is, we could imagine that the ordinary 3-dimensional space we perceive is the curved 3-dimensional surface of a 4-dimensional ball (since the surface of a 4-ball is a curved 3-dimensional space called a 3-sphere, just as the surface of a 3-ball like the earth is a curved 2-dimensional space called a 2-sphere). This was [[#Origins of the theory|imagined by Einstein]] himself in 1921, as a thought experiment in which he carefully described his fourth orthogonal spatial dimension as merely a mathematical abstraction. Subsequently it was noticed by others (not mainstream physicists) that if physical space were really embedded in Euclidean 4-dimensional space (with our 3-dimensional space embedded in 4-space as some non-Euclidean 3-manifold, not necessarily a 3-sphere), then the Lorentz transformation effects of special relativity (spatial forshortenings and time dilations and so forth) could all be explained by ordinary perspective geometry in 4-dimensional Euclidean space. Special relativity reduces to classical vector space geometry (based on the 4-dimensional version of the Pythagorean theorem), but if and only if every observer is moving through 4-space at a universal constant velocity <math>c</math>, in some 4-space direction.{{Sfn|Yamashita|2023}} This counter-intuitive alternative geometric model of relativity, which has usually been called [[W:Formulations of special relativity#Euclidean relativity|Euclidean relativity]], is motivated by the fact that in every kind of relativity, but originally in Einstein's special relativity, each observer moves on a vector through a Euclidean four-dimensional space consisting of their three proper spatial dimensions and their proper time dimension, and the Pythagorean vector-sum of their motion through this kind of proper 4-space is always <math>c</math>, as measured by all observers from any inertial reference frame.{{Efn|Each observer is stationary in space in their own proper reference frame, while they move at maximum velocity {{Math|c}} through their own proper time. Observed from another reference frame in relative motion, they appear foreshortened in space in their direction of motion, and their clocks appear to be slowed to less than the maximum velocity {{Math|c}}.}} This is the Lorentz invariant, that allows everyone to observe a constant speed of light, regardless of their motion relative to the light source.{{Efn| ...cite Lewis Epstein's elegant explanation of the Lorentz Invariance as observers moving at constant velocity {{Math|c}} through space and proper time.}} But no physicists have taken the leap of claiming that therefore, our universe is physically [[W:Euclidean geometry#Higher dimensions|this kind of Euclidean 4-space]], and that observers are actually moving through it at velocity <math>c</math>. In physics as it has been universally understood, observers are not supposed to be able to move at velocity <math>c</math>. Their motion takes place in 3-space and in universal coordinate time (in Minkowski spacetime), and the cosmos is considered to be a non-Euclidean 3-space, generally a closed (finite) expanding 3-space, but with only three spatial dimensions, not four. In the Euclidean relativity alternative view, however, every observer is always moving at velocity <math>c</math> through the universe, which is real Euclidean 4-dimensional space <math>\mathbb{R}^4</math>. The direction in which they are moving is called their proper time axis.{{Efn|Time in spacetime is universal coordinate time, but there is another kind of time in relativity, the proper time in each inertial reference frame. Your proper time is the time you experience, and every observer has his own proper time; proper time runs at different rates in different inertial reference frames. It runs slower (compared to universal coordinate time) in a gravitational field (according to general relativity), and observers in motion with respect to each other view each other's clocks as running slower than their own clocks (according to special relativity).}} Their movement in time is not just modelled as movement in an abstract fourth dimension (as it is in Minkowski spacetime), their movement in time is isomorphic to their movement through physical space in a distinct direction at velocity <math>c</math>. Two observers' directions of movement through space may be different (or not, if they happen to be going in the same direction). Your proper time dimension is whichever direction you are moving. The other three directions perpendicular to your proper time axis are the three dimensions of your ordinary proper space, which again, will be different directions for you than for other observers moving in a different direction. There are four orthogonal spatial dimensions which we all share, but we share the same orthogonal proper time axis and ordinary proper 3-space axes only if we are at rest with respect to each other, actually moving in the same direction at velocity <math>c</math>, in the same inertial reference frame. Your proper 4-space coordinate system is rotated with respect to another observer's proper 4-space coordinate system, precisely as your vectors (directions of motion) are rotated in Euclidean 4-space with respect to each other, but there are no metric distortions (no Lorentz transformations) between your proper Euclidean 4-space coordinate systems; you are both embedded in the same Euclidean 4-dimensional space <math>\mathbb{R}^4</math>. Lorentz transformations are required only to convert between your respective proper Minkowski spacetime coordinate systems. So in this novel alternate view of relativity, every mass in the universe must be perpetually in motion at velocity <math>c</math> through Euclidean 4-space, along with all the masses in its vicinity that are going in (nearly) the same direction. The entire solar system, for example, must be translating in the fourth dimension at the "speed of light" <math>c</math>, although we do not notice it, since we are all moving in that same direction together. Acceleration of an object varies its direction of motion through 4-space, but never its velocity, which is invariant for all objects with mass. Two objects which are in motion relative to each other are both actually in motion at the same velocity <math>c</math>, but in at least slightly different directions.{{Efn|The angular divergence between two observer's motion vectors is proportional to their relative velocity: the more they diverge, the greater their relative velocity, up to the maximum divergence possible in the space. In Euclidean relativity all observers are in motion at velocity {{Math|c}} relative to universal Cartesian 4-coordinate space, so the maximum relative velocity between two observers is {{Math|2c}} when they are moving in exactly opposite directions in 4-space. This is not a contradiction of special relativity, which limits the maximum relative velocity between two observers to {{Math|c}}, it is the same measurement in different units. Special relativity measures all velocities in Minkowski spacetime (in a non-Euclidean 3-space). Euclidean relativity measures all velocities in Euclidean 4-space.}} In Einstein's relativity, the invariant <math>c</math> is the speed of light through 3-space. In Euclidean relativity, the invariant <math>c</math> is the speed of matter through 4-space! The speed of light through 3-space is also perceived as <math>c</math> by all observers, because they are each living in a moving 3-manifold that is translating through 4-space at velocity <math>c</math>. Despite their extreme differences in viewpoint, Einstein's relativity and Euclidean relativity are equivalent theories in complete agreement with each other, by definition. The two theories make exactly the same special relativity predictions of how observers in different inertial reference frames will perceive each other's motions in time and space. It is beyond the scope of this present paper to show how they also agree on the predictions of general relativity, but it is important to understand that our formulation of Euclidean relativity requires our acceptance of the experimentally verified findings of special relativity, general relativity and quantum mechanics. Our model and the standard model both describe the same geometric relations of space and time based on the same evidence, but as embedded in two very different universal host spaces: Euclidean 4-space versus Minkowski spacetime. In some instances our model provides a geometric explanation for physical phenomena where the standard model has none, as yet. An example is the two models' differing explanations for the gravitational coherence of galaxies: either their inertial motion at velocity <math>c</math>, or their possession of experimentally undetected dark matter. A more central example is our use of Coxeter's kinematics to explain the laws of relativistic motion geometrically. {{Efn|More generally, our model is concerned with group-theoretic properties of number elucidated by Coxeter and other geometers. ...cite Kappraff & Adamson's 2003 paper on The Relationship of the Cotangent Function to Special Relativity Theory, geometry and properties of number,{{Sfn|Kappraff & Adamson|2003|loc=Special Relativity Theory, Geometry and properties of number}} which shows how the Lorentz coefficient is a function of a deep geometric property of number{{Sfn|Kappraff & Adamson|2000|loc=A Fresh Look at Number}} discovered by Steinbach,{{Sfn|Steinbach|1997|loc=Golden Fields: A Case for the Heptagon}} by means of which the root formula of geometry in any Euclidean dimension, the Pythagorean theorem, may be derived solely in terms of the addition of polygon side lengths, without recourse to their products or squares. More generally, Steinbach found that in the relations among regular polytope chords, to add is to multiply; every chord is both the product (quotient) of a pair of chords and the sum (difference) of another pair of chords.}} Euclidean relativity is not even a fringe theory; no physicists or astronomers have adopted it. There are many good reasons why the revolutionary leap to a four orthogonal spatial dimensions viewpoint has not been taken, beginning with the universally observed fact that we can only construct three perpendiculars through a point in our immediate space, which appears to be resolutely 3-dimensional, not 4-dimensional. Euclidean relativity offers a nice geometric explanation of the reasons for the Lorentz transformations, but only at the cost of raising other mysteries, which have been difficult for its aficionados to explain. Another mystery is how light signals between observers in relative motion could "catch up" with the receiver moving on a diverging path through 4-space from the emitter. If both observers are already moving at <math>c</math> (on diverging paths), the propagation speed of light through 4-space between them would have to be greater than <math>c</math>. Euclidean relativity is a revolutionary theory indeed, in which <math>c</math> cannot possibly be the speed of light! We conclude that, for a theory of Euclidean 4-space to be physically viable (that is, for <math>\mathbb{R}^4</math> to be our real space and not merely an abstract mathematical space), the speed of light through Euclidean 4-space must be <math>c\prime = 2c</math>, with massless photons translating through 4-space at twice the speed of mass-carrying objects. Photons must translate the diagonal distance through 4-space along the long diameter of a unit 4-hypercube, in the same time that massive particles translate inertially along the edge (or the radius) of a unit 4-hypercube. This is conceivable in Euclidean 4-space (and in no other Euclidean space of any dimensionality) because the long diagonal of the unit 4-hypercube is the natural number <math>\sqrt{4}</math>. == An object's motion in space is the product of its discrete self-reflections == Coxeter theory describes all the possible motions of an object in space as local functions of the object's discrete geometry (its shape). Coxeter observed that in a Euclidean space of any number of dimensions, any displacement of a geometric object from one place to another, and any rotation of the object from one orientation to another, can be broken down into the product of a number of discrete self-reflections. Any action of a polytope that transforms its position and orientation in space may be measured as a distinct sequence of self-reflections of the object in its own surfaces. Therefore any motion of the object whatsoever may be precisely described as the object propagating itself through space by a discrete sequence of local self-reflections. This is a purely kinematic description of motion which does not give any account of forces acting on the object that cause it to move. Coxeter found that both changes in position (translations) and changes in orientation (rotations) can be broken down into the simplest of all displacements (self-reflections). A translation occurs when an object self-reflects twice, in two distinct surfaces which are parallel to each other. A rotation also occurs when an object self-reflects twice, but in two distinct surfaces which intersect each other. When a object self-reflects once, it turns itself inside out (it reverses its chirality), but in translations and rotations it self-reflects twice, preserving its chirality. Coxeter's laws of kinematics are a geometric counterpart to Newton's algebraic laws of motion in three dimensional Euclidean space. They are helpful because they can be understood as geometric pictures, which may help us to visualize the relationships between translation and rotation in classic Newtonian physics problems, such as the [[W:Kepler problem|Kepler problem]] of the motion of the planets.<ref>{{Cite book|last=Feynman|first=Richard|title=Feynman's Lost Lecture: The Motion of Planets Around the Sun|date=1996|publisher=W. W. Norton & Company|isbn=978-0393039184}}</ref> But they are also a revolutionary advance beyond Newton's laws, because Coxeter formulated them in Euclidean spaces of any number of dimensions. In particular, they give us geometric pictures of all the possible motions of objects in 4-dimensional Euclidean space: <blockquote>Every orthogonal transformation in 4-space is expressible as:<br> :<math>\mathrm{Q}^q \mathrm{R}^r \mathrm{T}^t</math><br> where <math>(2^q + r + t \le 4)</math>. Every displacement is either a double rotation <math>\mathrm{Q}^2</math>, or a screw-displacement <math>\mathrm{QT}</math> [where the rotation component <math>\mathrm{Q}</math> is a simple rotation, but the <math>\mathrm{QT}</math> is chiral like a <math>\mathrm{Q^2}</math>]. Every enantiomorphous transformation in 4-space (reversing chirality) is a <math>\mathrm{QRT}</math>.</blockquote> While this description should be understood as geometric pictures, some of the pictures may not be easy for us to visualize, since we have no physical experience in 4-dimensional space. Rotation (<math>\mathrm{Q}</math>), reflection (<math>\mathrm{R}</math>) and translation (<math>\mathrm{T}</math>) are obvious analogues of what they are in three-dimensional space, but double rotation (<math>\mathrm{Q}^2</math>) is something new and unprecedented in our physical experience, because double rotations cannot occur until there are four or more dimensions of space in which to rotate. A point in 4-space may be in motion on two circles in two completely orthogonal rotation planes simultaneously. Nothing constrains the two circles to be of the same radius, or constrains either circle from being of infinite radius such that the point moves in a straight line within its rotation plane: a translation <math>\mathrm{T}</math> rather than a rotation <math>\mathrm{Q}</math>. The motion of a rigid object defined by multiple points is constrained by its rigidity, such that the radii of both circles may approach infinity, but only one of the two radii may actually reach infinity. For a rigid object, only one of the two rotations may actually be a translation. Four dimensional Euclidean space can accomodate no such thing as a <math>\mathrm{Q}^2\mathrm{T}</math>. A translating double rotation <math>\mathrm{Q}^2</math>, like a translating simple rotation <math>\mathrm{Q}</math>, is simply a screw translation <math>\mathrm{QT}</math>. That is the essence of the way the principle of relativity operates in Euclidean 4-space. An object which is double-rotating in its own proper inertial reference frame may be seen to be performing nothing more mysterious than a screw translation, when observed from an inertial reference frame from which the object is in relative translational motion. Of course, it is a screw translation in 4-space, which is more mysterious than a screw translation in our ordinary 3-space. In 3-space the orbit of a screw translation (or any <math>\mathrm{Q}</math>) lies on a great circle of an ordinary sphere (a 2-sphere). In 4-space the orbit of a screw translation <math>\mathrm{QT}</math> or double rotation <math>\mathrm{Q}^2</math> lies on a great circle of a hypersphere (a 3-sphere). Such 4-dimensional great circles are inherently more complex than the ordinary circles we experience in 3-space. They do not lie in a single plane, but bend through all four dimensions, in either a left or right hand direction of curvature. Unlike ordinary circles they are inherently chiral, and their circumference is not <math>2\pi r</math>, but like ordinary circles they are truly circular, geodesic circles. In 4-space they might even be said to be more circular than ordinary circles, which bend in only two dimensions. We refer to such 4-dimensional great circles as ''isoclines'', to distinguish them from ordinary 2-dimensional great circles in the plane. Their name comes from the fact that a point on a rigid 4-dimensional object undergoing [[W:SO(4)#Isoclinic rotations|isoclinic rotation]] traverses an isocline circle. In a universe which is real Euclidean four-dimensional space <math>\mathbb{R}^4</math>, wherein these motions occur only at the constant velocity <math>c</math>, there is a universal Cartesian 4-coordinate reference frame in which every rigid object is translating on a <math>\mathrm{QT}</math> at velocity <math>c</math>. That universal inertial reference frame is not the proper reference frame of any object or observer, wherein the object or observer is stationary, but it is the common reference frame of all observers. == Light propagates through 4-space at twice its apparent velocity <math>c</math>== Coxeter's laws of kinematics in 4-dimensional Euclidean space apply to all objects with mass, but we find there is an additional kind of displacement which applies only to massless particles such as photons, considered as single point objects. Light quanta (photons) translate through 4-space by 4-dimensional reflection <math>\mathrm{R}^4</math>, which may be termed a double translation <math>\mathrm{T}^2</math>, a pure translation via two pairs of parallel reflections without any rotation component <math>\mathrm{Q}</math>. Matter (atoms and all particles with mass) are perpetually rotating and translating through 4-space by <math>\mathrm{QT}</math>, a screw translation of a rotating object, which is relativistically equivalent to a stationary isoclinic <math>\mathrm{Q^2}</math>, an isoclinically rotating object such as an atom. A simple rotation <math>\mathrm{Q}</math> or simple translation <math>\mathrm{T}</math> is a double reflection <math>\mathrm{R^2}</math>, so a <math>\mathrm{QT}</math> or <math>\mathrm{Q^2}</math> is an <math>\mathrm{R^4}</math>, but not with the same group of reflection angles as a light signal <math>\mathrm{R^4}</math>. A translation <math>\mathrm{T = R^2}</math> is a double reflection in two parallel planes, and a rotation <math>\mathrm{Q = R^2}</math> is a double reflection in two intersecting planes, as in a <math>\mathrm{QT = R^4}</math> which is both at once. A double translation <math>\mathrm{T^2 = R^4}</math> is two double reflections in pairs of parallel planes at once, a reflection in four non-intersecting parallel planes; it is all translation and no rotation. In a <math>\mathrm{T^2}</math> all the motion goes to translation, so the translation goes twice as far as the simple translation <math>\mathrm{T}</math> in a <math>\mathrm{QT}</math>. A double translation <math>\mathrm{T^2 = R^4}</math> is the opposite of a double rotation <math>\mathrm{Q^2 = R^4}</math>, which is stationary but rotates twice as far as the simple rotation <math>\mathrm{Q}</math> in a <math>\mathrm{QT}</math>. The product of the two translations in a <math>\mathrm{T^2}</math> is a diagonal 4-space translation over the long diameter of the unit 4-hypercube, exactly twice the distance of a simple <math>\mathrm{T}</math> over the edge length (or radius) of the unit 4-hypercube. The [[w:Tesseract|4-hypercube (also known as the 8-cell or tesseract)]] is ''radially equilateral'', which means its edge length is equal to its radius, like the hexagon, so its long diameter (twice its radius) is exactly twice its edge length. The photon moves an equal distance in four orthogonal directions. By the four-dimensional Pythagorean theorem, each of those four distances is half the total distance the photon moves: one edge length (one radius) is half the total diagonal distance moved (the long diameter). That total movement is a double the unit-distance translation, but without any rotation component, so it cannot carry any mass with it. A <math>\mathrm{T^2}</math> cannot reposition a 4-polytope the way a <math>\mathrm{QT}</math> does, it can only reposition a quantum of energy that has no distinguishing rotational symmetry, such as a photon. That is the price light pays to move exactly twice as fast as matter.{{Efn| ...lensing of double translations <math>\mathrm{T^2 = R^4}</math> in more than two pairs of parallel planes at once...relationship to the frequency of light emitted and the coherence length of the wave packet...}} == Special relativity is Galilean relativity in a Euclidean space of four orthogonal dimensions == {{Efn|...TAC suggests this section is needed sooner, i.e. in the preceding Special Relativity section, as it explains how Euclidean relativity reduces special relativity to 4D perspective geometry...it's misplaced (too late) here...}} Perspective effects known as the Lorentz transformations occur because each observer's proper 3-dimensional space is a moving curved manifold embedded in flat 4-dimensional Euclidean space. The curvature of their 3-space complicates sightline calculations for observers; they sometimes require Lorentz transformations to produce the actual 4-space Cartesian coordinates of objects in the scene being observed. But if all four spatial dimensions are considered, no Lorentz transformations are required (or permitted) in correct scene construction, except when an observer wants to calculate a projection, that is, the shadow of how things will appear to them from a three-dimensional viewpoint (not how they really are in 4-space).{{Sfn|Yamashita|2023}} Space really has four orthogonal dimensions, and space and time behave there just as they do in a classical vector space, only bigger by one dimension. It is not necessary to combine 4-space with time in a unified spacetime to explain 4-dimensional perspective effects at high relative velocities, because Euclidean 4-space is already 4-dimensional, and those effects fall out naturally from the 4-dimensional Pythagorean theorem, exactly as ordinary visual perspective does in three dimensions from the 3-dimensional Pythagorean theorem. Because one of the four spatial dimensions corresponds to an observer's direction of motion (in both space and proper time), and all observers and all scenes being observed are in motion (at constant velocity) in their respective proper time directions, we observe perspective foreshortenings in time as well as in a spatial dimension. In special relativity these perspective effects are reciprocal, precisely because they are only apparent, not actual, changes in size and duration. (However in general relativity, discussed below, the actual rate of physical processes varies from place to place, and reference frame differences predicted by the theory are neither reciprocal nor illusory.) None of these Lorentz effects are beyond geometric explanation or paradoxical. The universe is unexpectedly strange to us in precisely the ways the Euclidean fourth dimension is strange to us; but that does hold many surprises. Euclidean 4-space is much more interesting than Euclidean 3-space, analogous to the way 3-space is much more interesting and deeply explanatory to us than it would be if we experienced it only as a 2-space with many folds and curves, as perhaps an ant does. The emergent properties of 4-space are hard for us to visualize because they lie so wholly beyond our physical experience, just as it was hard for our ancestors to imagine the earth as round like a ball. However, Euclidean spaces of successive dimensions are analogous, and so higher dimensional spaces can be anticipated and explored: that is Schläfli's great discovery. Moreover dimensional analogy itself, like everything else in nature including all of physics, is an exact expression of intrinsic group-theoretic symmetries: that is Nother's great discovery. == General relativity is special relativity in a Euclidean space of four orthogonal dimensions == The statement that the laws of special relativity hold to good approximation in freely falling (and non-rotating) reference frames is known as the [[W:Equivalence principle|Einstein equivalence principle]]. The weight experienced by an observer standing on the floor in a building on the surface of the earth is the same as the weight experienced by an observer standing on the floor in a spaceship in interstellar space accelerating at a rate of 32'/second/second. Both observers are experiencing an upwards acceleration at the same rate, which in their respective proper reference frames is measured as the weight of gravity, rather than as an accelerating motion (they are stationary in their proper reference frames). Einstein used this equivalence principle as the basis for his general theory of relativity, in much the same way he had used the constant velocity of light as the basis for his special theory of relativity. In general relativity the two accelerating observers occupy scenes which are relativistically equivalent, which means that although they can be distinguished (they have different measurements) in any reference frame from which they may both be observed, they have the same invariant geometry in all reference frames (they are the same phenomena), implying that there exists, for either scene, another reference frame from which it measures exactly like the other scene. Relativistically equivalent does not imply that there exists a single reference frame in which the two scenes are congruent (have the same measurements). It only means that they can be transformed into each other by a shift in point of view, because their invariant geometries (their measurements which are independent of point of view) are the same. Einstein's general theory of relativity describes that invariant geometry, for scenes in general, in spacetime. Our formulation of Euclidean relativity describes that invariant geometry, for scenes in general, in real Euclidean 4-dimensional space <math>\mathbb{R}^4</math>. An observer standing on the surface of the earth is accelerated at the rate of 32'/second/second. If we neglect for the moment the rotation of the earth, the observer and the earth are both stationary in their common inertial reference frame, so this accelerating motion cannot be perceived as motion in that reference frame; it is perceptible there as the force of gravity. It is only perceptible as motion in some other reference frame in which the earth and the observer are both in motion, such as the universal common reference frame of Euclidean 4-coordinate space in which they are both in motion at velocity <math>c</math> on their respective screw translations <math>QT</math>. In that universal common reference frame the observer's acceleration of 32'/second/second is the rate of change in the direction of his vector of translation through 4-space. The velocity of his vector of translation <math>T</math> through 4-space remains the constant <math>c</math> throughout; only his direction is changing. A change in the direction of a vector is a rotation <math>Q</math> of a translation <math>T</math>: a screw translation <math>QT</math>. A change in the direction of a vector is a rotation which is an acceleration. We can be precise about the units of measurement of this acceleration at atomic scale. In Coxeter's kinematics rotations of geometric objects occur in discrete increments called rotational displacements, with each distinct kind of rotation performing a characteristic number of its characteristic rotational displacement during a full revolution that returns the object to its starting orientation. There are many distinct kinds of rotation, each with its characteristic rotational displacement and number of displacements per revolution. The general rotation in 4-space is a double rotation <math>Q^2</math> distinguished by two distinct completely orthogonal angles through which the object turns in each rotational displacement. The angles determine not only the distance through which the object turns, but the characteristic trajectory of each point on the surface of the rotating object, including the length of that trajectory before it closes into a circle when the object returns to its starting orientation. For any distinct kind of rotation, the circular trajectory is always an integer multiple of the characteristic rotational displacement, but the full circle may be greater than 360°. In 4-space rotational circles are not ordinary 2-dimensional circles that lie in the plane and have a 360° circumference. Many distinct 4-space rotations of interest have a circumference of 720°, and many are larger. In 4-space every object with mass moves on its distinct <math>QT</math> trajectory. Each rotational displacement <math>Q</math> is equivalent to a pair of reflection displacements in two surfaces which intersect each other, at angles related to a distinct star polygon. Each translational displacement <math>T</math> is equivalent to a pair of reflection displacements in two surfaces which lie parallel to each other. In both kinds of motion (rotation and translation) it is the rate at which these double-reflection displacements occur which is constant and which we measure as the velocity <math>c</math>. Every atom translates at velocity <math>c</math>, performing a large number of atomic scale translational displacements per second. Concurrently, the atom rotates at velocity <math>c</math>, performing the same large number of atomic scale rotational displacements per second. Although the number of displacements at atomic scale per unit time is the same universal constant <math>c</math> for all rotations and translations, distinct kinds of rotation revolve at distinct rates, because the number of rotational displacements per complete revolution and the circumference of the complete revolution are distinct characteristics of each kind of rotation. The velocity at which each point on the surface of a rotating object moves, and the frequency of its rotational circling, are functions of the distinct rotation it is performing. However, they are not simple functions of <math>c</math> and the two defining angle parameters of the rotation. Distinct rotations arise from distinct symmetry groups and each is its own mystery with a unique conservation law. The relationships between those distinct conservation laws are even more mysterious, and have been shown to be chaotic. Steinbach{{Sfn|Steinbach|1997}} discovered the Golden Fields family of ratios which govern distinct rotational displacements related to the regular star polygons at least up to the hendecagon {11}. Kappraff and Adamson{{Sfn|Kappraff|Adamson|2004}} further characterized the families of rotation functions and showed that they form an infinite number of periodic trajectories when operated on by the Mandelbrot operator. The inertial tendency of mass is to follow a geodesic. The inertial conservation law of gravity applies to all motions of objects with mass, rotations as well as translations. A translation <math>T</math> is the distinct simple rotation <math>Q</math> in which the characteristic angle of rotational displacement is zero. Inertia is the tendency of objects with mass to conserve their angles of rotational displacement. In 4-space each object has two completely orthogonal angles of rotational displacement which are characteristic of the distinct rotation the object is performing. Inertia is the conservation of this distinct double rotation. In 4-coordinate Euclidean space the acceleration of an object with mass is a rotation of the object, a change to its direction, not a change to its constant velocity. Because the rate of atomic scale displacements is the universal constant <math>c</math>, the rate of change of direction (the acceleration of the object) is a function of <math>c</math> and the distinct rotation's conservation law. A observer standing on the surface of the earth is performing a distinct double rotation characterized by two completely orthogonal angles of rotational displacement. The observer's acceleration of 32'/second/second is a function of <math>c</math> and the distinct rotation's conservation law, and a measurement of the rate of change of the observer's direction of motion through 4-space at velocity <math>c</math>. ... == Dimensional relativity == The formulation of Euclidean relativity based on Coxeter's kinetic law of <math>n</math>-dimensional congruent transformations in Euclidean space may be called ''dimensional relativity'', since it captures the theories of special and general relativity, and has its roots in dimensional analogy. Dimensional analogy is the exploration of [[w:Hermann_Grassmann#Mathematician|Hermann Grassmann's vector space principle]], in which space cannot be limited to any finite number of dimensions. The geometry of higher-dimensional space is accessible by reason of direct analogy, as [[w:Ludwig Schläfli|Ludwig Schläfli]] subsequently demonstrated, and by algebraic methods after [[W:William Kingdon Clifford|Clifford]]. By analogy to the surface of the earth, the bounding surface of a spherical region of <math>n</math>-dimensional Euclidean space is an <math>(n-1)</math>-sphere, a spherical space of one fewer dimensions than the <math>n</math>-ball of Euclidean space it surrounds. In dimensional relativity the sky is not a ceiling, but an infinite regress of alternating spherical and Euclidean <math>n</math>-spaces of increasing <math>n</math>, accessible from each observer's point of view. By dimensional analogy, each observer looks up into their own reference frame's regress of concentric alternating <math>n</math>-spaces. By the capacity for dimensional analogy which they possess, some observers see deeper into <math>n</math>-dimensional space than others. == Polycentric spherical relativity == An intelligent observer equipped with the principle of dimensional relativity may perceive the universe from any inertial reference frame, not only from their own proper stationary reference frame in the Euclidean <math>n</math>-space universe in which they physically locate themself. We see that every observer may also properly view themself as stationary and the universe as an <math>n</math>-sphere with themself at the center observing it, perceptually equidistant from all points on its <math>n</math>-space surface, including their own physical location which is one of those surface points, distinguished to them but moving on the surface, and not the center of anything. This ''polycentric model'' of the universe is a further restatement of the principle of relativity, and of the [[W:Copernican principle|Copernican principle]] that observation is democratic: observers occupy representative viewpoints, not privileged monocentric positions. The polycentric model is compatible with Galileo's relativity of uniformly moving objects in ordinary space, Einstein's special relativity of inertial reference frames in 4-dimensional spacetime, Einstein's general relativity of all reference frames in non-Euclidean spacetime, and Coxeter's dimensional relativity of orthogonal group actions in Euclidean and spherical spaces of any number of dimensions. The polycentric model should be known as Thoreau's principle of ''spherical relativity'', since the first precise written statement of it appears in 1849, contemporaneous with and independent of Schlafli's work: <blockquote>The universe is a sphere whose center is wherever there is intelligence.{{Sfn|Thoreau|1849|p=349|ps=; "The universe is a sphere whose center is wherever there is intelligence." [Contemporaneous and independent of [[W:Ludwig Schlafli|Ludwig Schlafli]]'s pioneering work enumerating the complete set of regular polyschemes in any number of dimensions.]}}</blockquote> == Revolutions == The original Copernican revolution in 1543 displaced the center of the universe from the center of the earth to a point farther away, the center of the sun, with the earth performing a ''revolution'' around the sun, and the stars remaining on a fixed 2-sphere around the sun instead of around the earth. But this led inevitably to the recognition that the sun must be a star itself, not equidistant from all the stars, and the center of but one of many spheres, no monotheistic center at all. In 1600 [[W:Giordano Bruno|Giordano Bruno]] who first openly advocated these views was burned at the stake in Rome's [[W:Campo de' Fiori|Campo de' Fiori]] by the Catholic inquisition. In such fashion the Euclidean four-dimensional revolution, emerging three to five centuries later, initially lends itself to the big bang theory of a single origin of the whole universe, but leads inevitably to the recognition that all the galaxies need not be equidistant from a single origin in time, any more than all the stars lie in the same galaxy, equidistant from a single center in space. The expanding sphere of matter on the surface of which we find ourselves living is likely to be one of many 3-spheres expanding at velocity <math>c</math>, with their big bang origins occurring at distinct times and places in the ''n''-dimensional universe. The most distant objects we see when we look up at night may not all have the same origin in space and time. As recently as Copernicus we believed all the stars lay on a single 2-sphere embedded in Euclidean 3-space, with our sun at its center. During the enlightenment observers beginning with Bruno dispersed those stars into an infinite Euclidean 3-space, and relinquished our privileged position at the center. Then Einstein showed that our 3-space could not be Euclidean, that it must be a 3-manifold curved in every place in obedience to Newton's inverse-square law of gravity; and in a geometry related to time, at least, it must be 4-dimensional. In the present work we suggest a theory of ''n''-dimensional real space and how light travels in it, a theory which says we can see into four orthogonal dimensions of Euclidean space, and so when we look up at night we see cosmological objects distributed in at least four dimensions of space around us, rather than all located in our own local 3-space. Looking still deeper and farther out, the universe viewed as a 4-sphere might, or might not, be expanding, and the most distant objects we see when we look up at night may, or may not, lie in our 4-dimensional hyperplane. Real space has ''n'' dimensions as [[w:Hermann_Grassmann|Grassmann]] and [[w:Schläfli|Schläfli]] showed, and we do not know how many dimensions the most distant objects we see may be distributed in. They need not all lie within the four spatial dimensions in which we have now learned to observe them, any more than they all lie in our local 3-space. When we look up at the objects that surround us, we have no way of discerning how many dimensions beyond three the space we are looking into has. We know their distance from us primarily by virtue of how long it takes their light to reach us. We can measure their distribution around us in 3-space or 4-space, but that is simply how we choose to measure their positions, not an actual finding of how they are distributed. Even if it is now evident that they do not all lie in the same 3-space, how many more dimensions than three are needed to contain them? We observe that our 4-ball galaxy is embedded in Euclidean <math>n</math>-space as one of many 4-ball galaxies, each translating in a distinct direction through 4-space at velocity <math>c</math>, on more or less divergent paths from each other. But only closer observation will reveal evidence of whether everything we see lies in the same Euclidean 4-space, or if it is distributed in five or more dimensions, and how it is moving there. To remain in agreement with the theory of relativity, the Euclidean four-dimensional viewpoint requires that all mass-carrying objects be in motion in some distinct direction through 4-space at the constant velocity <math>c</math>, although the relative velocity between nearby objects is much smaller since they move on similar vectors, aimed away from a common origin point in the past. It is natural to expect that objects moving at constant velocity away from a common origin will be distributed roughly on the surface of an expanding 3-sphere. Although their paths away from their origin are not straight lines but various helical isoclines (screw translations), nearby objects must be translating radially at the same velocity, since the objects in a system (such as our solar system or galaxy) do not separate rapidly over time but remain in orbital formation. Each system's screw translation has two [[w:Completely_orthogonal|completely orthogonal]] components of motion in 4-space, an orbital rotation (such as the earth's around our sun) and a linear translation of the entire system at velocity <math>c</math> in the direction of the original 3-sphere's radial expansion (along the system's proper time vector). Of course the view from our solar system does not suggest that the 3-sphere enclosing each galaxy is expanding at this great rate from its galactic center. The standard theory has been that the entire observable universe is expanding from a single big bang origin in time, with galaxies forming later. While the Euclidean four-dimensional viewpoint lends itself to that standard theory, it also supports theories which require no single origin point in space and time. These are the voyages of starship Earth, to boldly go where no one has gone before. We made the jump to light speed long ago, in whatever big bang our atoms emerged from, and have never slowed down since. == Origins of the theory == Einstein himself may have been the first to imagine the universe as the three-dimensional surface of a four-dimensional Euclidean 3-sphere, in what was narrowly the first written articulation of a Euclidean 4-space universe, contemporaneous with the teen-aged Coxeter's (quoted below).{{Efn|[[W:William Rowan Hamilton|Hamilton]]'s algebra '''H''' of [[W:Quaternions|quaternions]] introduces (in 1843) the notion of a [[W:Three-dimensional sphere|three-dimensional sphere]] embedded in a four-dimensional space, but Hamilton did not quite conceive of the quaternions as the Cartesian 4-coordinates of a Euclidean 4-space, and he did not describe our ordinary 3-space as embedded in Euclidean 4-space.}} Einstein did this as a [[W:Gedankenexperiment|gedankenexperiment]] in the context of investigating whether his equations of general relativity predicted an infinite or a finite universe, in his 1921 Princeton lecture.<ref>{{Cite book|url=http://www.gutenberg.org/ebooks/36276|title=The Meaning of Relativity|last=Einstein|first=Albert|publisher=Princeton University Press|year=1923|isbn=|location=|pages=110-111}}</ref> He invited us to imagine "A spherical manifold of three dimensions, embedded in a Euclidean continuum of four dimensions", but he was careful to disclaim parenthetically that "The aid of a fourth space dimension has naturally no significance except that of a mathematical artifice." Informally, the Euclidean 4-dimensional theory of relativity may be given as a sort of reciprocal to that disclaimer of Einstein's: ''The Minkowski spacetime has naturally no significance except that of a mathematical artifice, as an aid to understanding how things will appear to an observer from their perspective; the foreshortenings, clock desynchronizations and other Lorentz transformations it predicts are proper calculations of actual perspective effects; but real space is a flat, Euclidean continuum of four orthogonal spatial dimensions, and in it the ordinary laws of a flat vector space hold (such as the Pythagorean theorem), and all sightline calculations work classically, so long as you consider all four spatial dimensions.'' The Euclidean theory of relativity differs from the special theory of relativity in ascribing to the physical universe a geometry of four or more orthogonal spatial dimensions, rather than the special theory's [[w:Minkowski spacetime|Minkowski spacetime]] geometry, in which three spatial dimensions and a time dimension comprise a unified non-Euclidean spacetime of four dimensions. Anco and Maghadam found that <math>SO(4)</math> breaks to <math>\mathbb{S}^3</math> (the 3-sphere) if the energy in a Kepler orbit is negative (an elliptical orbit), and to <math>H^3</math> (Minkowski spacetime) if the energy is positive (a hyperbolic orbit). Therefore the fact that the planets orbit on ellipses in our 3-space suggests that they orbit on a 3-sphere embedded in Euclidean 4-space. Thus we can conclude that <math>\mathbb{R}^4</math> is the actual geometry of our physical universe, and Minkowski spacetime is an abstraction; the reciprocal of Einstein's disclaimer is the more direct physical model. Of course spacetime remains a true and useful abstraction, although it must relinquish its privileged position as our exclusive conception of our place in space.{{Efn| ...origins of the Euclidean 4-space insight in the observations of Fock, Atkinson, Moser and others.}} The invention of Euclidean geometry of more than three spatial dimensions preceded Einstein's theories by more than fifty years, when it was worked out originally by the Swiss mathematician [[w:Ludwig Schläfli|Ludwig Schläfli]] before 1853.{{Sfn|Coxeter|1973|loc=§7. Ordinary Polytopes in Higher Space; §7.x. Historical remarks|pp=141-144|ps=; "Practically all the ideas in this chapter ... are due to Schläfli, who discovered them before 1853 — a time when Cayley, Grassmann and Möbius were the only other people who had ever conceived the possibility of geometry in more than three dimensions."}} Schläfli extended Euclid's geometry of one, two, and three dimensions in a direct way to four or more dimensions, generalizing the rules and terms of [[w:Euclidean geometry|Euclidean geometry]] to spaces of any number of dimensions. He coined the general term ''[[polyscheme]]'' to mean geometric forms of any number of dimensions, including two-dimensional [[w:polygon|polygons]], three-dimensional [[w:polyhedron|polyhedra]], four dimensional [[w:polychoron|polychora]], and so on, and in the process he found all of the [[w:Regular polytope|regular polyschemes]] that are possible in every dimension, including in particular the [[User:Dc.samizdat/Rotations#Sequence of regular 4-polytopes|six convex regular polychora]] which can be constructed in a Euclidean space of four dimensions (the set analogous to the five [[w:Platonic solid|Platonic solids]] the ancients found in three dimensional space). Thus Schläfli was the first to explore the fourth dimension, reveal its emergent geometric properties, and discover its astonishing regular objects. Because his work was only published posthumously in 1901, and remained almost completely unknown until Coxeter published [[w:Regular_Polytopes_(book)|Regular Polytopes]] in 1947, other researchers had more than fifty years to rediscover the regular polychora, and competing terms were coined; today [[w:Reinhold_Hoppe|Reinhold Hoppe]]'s word ''[[w:Polytope|polytope]]'' is the commonly used term for ''polyscheme.''{{Efn|[[w:Reinhold_Hoppe|Reinhold Hoppe]]'s German word ''polytop'' was introduced into English by [[W:Alicia Boole Stott|Alicia Boole Stott]], who like Hoppe and [[W:Thorold Gosset|Thorold Gosset]] rediscovered Schlafli's six regular convex 4-polytopes, with no knowledge of their prior discovery. Today Schläfli's original ''polyschem'', with its echo of ''schema'' as in the configurations of information structures, seems even more fitting in its generality than ''polytope'' -- perhaps analogously as information software (programming) is even more general than information hardware (computers).}} Because of this century-long lag in the dissemination of a scientific discovery, the regular 4-polytopes appear to have played no role at all, by any name, in the twentieth century discovery and evolution of the theories of relativity and quantum mechanics.{{Efn|One could argue that the higher-dimensional polytopes have barely influenced science or culture at all thus far. The physicist John Edward Huth's comprehensive deep dive through the history of cultural and scientific concepts of physical space, from ancient flatland models of the world through general relativity and quantum mechancs, shows exactly how we got to our present standard model of the universe, although it includes no mention of higher-dimensional Euclidean space.<ref>{{Cite book|last=Huth|first=John Edward|title=A Sense of Space: A local's guide to a flat earth, the edge of the cosmos, and other curious places|year=2025|publisher=University of Chicago Press}}</ref>}} == Boundaries == <blockquote>Ever since we discovered that Earth is round and turns like a mad-spinning top, we have understood that reality is not as it appears to us: every time we glimpse a new aspect of it, it is a deeply emotional experience. Another veil has fallen.<ref>{{Cite book|author=Carlo Rovelli|author-link=W:Carlo Rovelli|title=Seven Brief Lessons on Physics|publisher=Riverhead|year=2016|isbn=978-0399184413}}</ref></blockquote> Of course it is strange to consciously contemplate this world we inhabit, our planet, our solar system, our 3-sphere surface in our vast galaxy, as the merest film, a boundary no thicker in the places we inhabit than the diameter of an electron (though much thicker in some places we cannot inhabit, such as the core of our planet and the interior of stars). But is not our unconscious traditional concept of the boundary of our world even stranger? Since the enlightenment we are accustomed to thinking that there is nothing beyond three dimensional space: no boundary, because there is nothing else to separate us from. But anyone who knows the [[polyscheme]]s Schläfli discovered knows that space can have any number of dimensions, and that there are fundamental objects and motions to be discovered in four dimensions that are even more various and interesting than those we can discover in three. The strange thing, when we think about it that way, is that there ''is'' a boundary between three and four dimensional space. ''Why'' can't we move (or apparently, see) in more than three dimensions? Why is our physical world apparently only three dimensional? Why would it have just ''three'' dimensions, and not four, or five, or the ''n'' dimensions that Schläfli mapped? What is the nature of the boundary which confines us to just three dimensions? We know that in Euclidean geometry the boundary between three and four dimensions is itself a spherical three dimensional space, so we should suspect that we are materially confined within such a curved boundary surface. Light need not be confined with us within our three dimensional boundary space. We would look directly through four dimensional space in our natural way, by receiving light signals that travelled through it to us on straight lines. In that case the reason we do not observe a fourth spatial dimension in our vicinity is that there are no nearby objects in it, just off our hyperplane in the wild. The nearest four-dimensional object we can see with our eyes is our sun, which lies equatorially in our own hyperplane, though it bulges out of it above and below. But when we look up at the heavens, every pinprick of light we observe is itself a four-dimensional object off our hyperplane, and they are distributed all around us in four-dimensional space through which we gaze. We are four-dimensionally sighted creatures, even though our bodies are three-dimensional objects, thin as an atom in the fourth dimension. But that should not perplex us: we can see into three dimensional space even though our retinas are two dimensional objects, thin as a photoreceptor cell. Our unconscious provincial concept is that there is nothing else outside our three dimensional world: no boundary, because there is nothing else to separate us from. But Schläfli discovered something else: all the astonishing regular objects that exist in higher dimensions, which vastly extend our notions of the beauty and mystery of space itself, and the intrinsic spatial symmetries of our universe which geometry reveals. Space is more commodious than we thought it was, and permits previously unimagined objects and motions. So our provincial conception of our place in it now has the same kind of status as our idea that the sun rises in the east and passes overhead: it is mere appearance, not a true model and no longer a proper explanation. An inertial boundary is a proper explanation, be it ever so thin. And would a boundary of ''no'' thickness, a mere abstraction with no physical power to separate, be a more suitable explanation? We must look for a physically powerful explanation in the geometry of space itself, which general relativity properly associates with the gravitational or inertial force. <blockquote>The number of dimensions possessed by a figure is the number of straight lines each perpendicular to all the others which can be drawn on it. Thus a point has no dimensions, a straight line one, a plane surface two, and a solid three .... In space as we now know it only three lines can be imagined perpendicular to each other. A fourth line, perpendicular to all the other three would be quite invisible and unimaginable to us. We ourselves and all the material things around us probably possess a fourth dimension, of which we are quite unaware. If not, from a four-dimensional point of view we are mere geometrical abstractions, like geometrical surfaces, lines, and points are to us. But this thickness in the fourth dimension must be exceedingly minute, if it exists at all. That is, we could only draw an exceedingly small line perpendicular to our three perpendicular lines, length, breadth and thickness, so small that no microscope could ever perceive it. We can find out something about the conditions of the fourth and higher dimensions if they exist, without being certain that they do exist, by a process which I have termed "Dimensional Analogy."<ref>{{Citation|title=Dimensional Analogy|last=Coxeter|first=Donald|date=February 1923|publisher=Coxeter Fonds, University of Toronto Archives|authorlink=W:Harold Scott MacDonald Coxeter|series=|postscript=|work=}}</ref></blockquote> I believe, but I cannot prove, that we live in real space, which is Schläfli's Euclidean space of ''n'' analogous dimensions. As Grassmann showed first, space cannot be limited to any finite number of dimensions. There will always be higher dimensions to discover, first in imagination and then to explore physically, each an astonishing new enlightenment.<ref>{{Cite book|first=T.S.|last=Eliot|title=Little Gidding|volume=Four Quartets|year=1943}}<blockquote> :We shall not cease from exploration :And the end of all our exploring :Will be to arrive where we started :And know the place for the first time. :Through the unknown, remembered gate :When the last of earth left to discover :Is that which was the beginning; :At the source of the longest river :The voice of the hidden waterfall :And the children in the apple-tree :Not known, because not looked for :But heard, half-heard, in the stillness :Between two waves of the sea. </blockquote></ref> Schläfli discovered every regular convex polytope that exists in any dimension, but that was only the beginning of the story of dimensional analogy, not its end or even the end of its beginning. That project is forever beginning anew. Coxeter discovered that Schläfli's Euclidean space is an expression of intrinsic symmetries, as Noether discovered all of physics is. Kappraff and Adamson discovered that even the sequences of humble regular polygons have fractal complexity. Symmetry itself is chaotic, always reachable but forever beyond our complete grasp. We are on a Wilderness Project, and just at its beginning, but already we observe a Euclidean space of four or more orthogonal spatial dimensions in which all objects with mass move ceaselessly at the constant velocity <math>c</math>, the universal rate at which everything moves, quantum events occur, and each of our proper times evolves. I believe these facts explain the experimentally verified theories of relativity and quantum mechanics, by revealing their unified polycentric geometry, the same way the facts about Copernicus's heliocentric solar system explained the observed motions of the planets, by revealing the geometry of gravity to Kepler. But others will have to do the math, work out the physics, and perform experiments to prove or disprove all of this, because I don't have the mathematics; entirely unlike Coxeter and Einstein, I am illiterate in those languages. <blockquote> ::::::BEECH :Where my imaginary line :Bends square in woods, an iron spine :And pile of real rocks have been founded. :And off this corner in the wild, :Where these are driven in and piled, :One tree, by being deeply wounded, :Has been impressed as Witness Tree :And made commit to memory :My proof of being not unbounded. :Thus truth's established and borne out, :Though circumstanced with dark and doubt— :Though by a world of doubt surrounded. :::::::—''The Moodie Forester''<ref>{{Cite book|title=A Witness Tree|last=Frost|first=Robert|year=1942|series=The Poetry of Robert Frost|publisher=Holt, Rinehart and Winston|edition=1969|}}</ref> </blockquote> == Appendix: Sequence of regular 4-polytopes == {{Regular convex 4-polytopes|wiki=W:|columns=7}} == ... == {{Efn|In a ''[[W:William Kingdon Clifford|Clifford]] displacement'', also known as an [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinic rotation]], all the Clifford parallel{{Efn|name=Clifford parallels}} invariant planes are displaced in four orthogonal directions (two completely orthogonal planes) at once: they are rotated by the same angle, and at the same time they are tilted ''sideways'' by that same angle. A [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|Clifford displacement]] is [[W:8-cell#Radial equilateral symmetry|4-dimensionally diagonal]].{{Efn|name=isoclinic 4-dimensional diagonal}} Every plane that is Clifford parallel to one of the completely orthogonal planes (including in this case an entire Clifford parallel bundle of 4 hexagons, but not all 16 hexagons) is invariant under the isoclinic rotation: all the points in the plane rotate in circles but remain in the plane, even as the whole plane tilts sideways. All 16 hexagons rotate by the same angle (though only 4 of them do so invariantly). All 16 hexagons are rotated by 60 degrees, and also displaced sideways by 60 degrees to a Clifford parallel hexagon. All of the other central polygons (e.g. squares) are also displaced to a Clifford parallel polygon 60 degrees away.|name=Clifford displacement}} {{Efn|It is not difficult to visualize four hexagonal planes intersecting at 60 degrees to each other, even in three dimensions. Four hexagonal central planes intersect at 60 degrees in the [[W:cuboctahedron|cuboctahedron]]. Four of the 24-cell's 16 hexagonal central planes (lying in the same 3-dimensional hyperplane) intersect at each of the 24-cell's vertices exactly the way they do at the center of a cuboctahedron. But the ''edges'' around the vertex do not meet as the radii do at the center of a cuboctahedron; the 24-cell has 8 edges around each vertex, not 12, so its vertex figure is the cube, not the cuboctahedron. The 8 edges meet exactly the way 8 edges do at the apex of a canonical [[W:cubic pyramid]|cubic pyramid]].{{Efn|name=24-cell vertex figure}}|name=cuboctahedral hexagons}} {{Efn|name=radially equilateral}} {{Efn|Eight {{sqrt|1}} edges converge in curved 3-dimensional space from the corners of the 24-cell's cubical vertex figure{{Efn|The [[W:vertex figure|vertex figure]] is the facet which is made by truncating a vertex; canonically, at the mid-edges incident to the vertex. But one can make similar vertex figures of different radii by truncating at any point along those edges, up to and including truncating at the adjacent vertices to make a ''full size'' vertex figure. Stillwell defines the vertex figure as "the convex hull of the neighbouring vertices of a given vertex".{{Sfn|Stillwell|2001|p=17}} That is what serves the illustrative purpose here.|name=full size vertex figure}} and meet at its center (the vertex), where they form 4 straight lines which cross there. The 8 vertices of the cube are the eight nearest other vertices of the 24-cell. The straight lines are geodesics: two {{sqrt|1}}-length segments of an apparently straight line (in the 3-space of the 24-cell's curved surface) that is bent in the 4th dimension into a great circle hexagon (in 4-space). Imagined from inside this curved 3-space, the bends in the hexagons are invisible. From outside (if we could view the 24-cell in 4-space), the straight lines would be seen to bend in the 4th dimension at the cube centers, because the center is displaced outward in the 4th dimension, out of the hyperplane defined by the cube's vertices. Thus the vertex cube is actually a [[W:cubic pyramid|cubic pyramid]]. Unlike a cube, it seems to be radially equilateral (like the tesseract and the 24-cell itself): its "radius" equals its edge length.{{Efn|The vertex cubic pyramid is not actually radially equilateral,{{Efn|name=radially equilateral}} because the edges radiating from its apex are not actually its radii: the apex of the [[W:cubic pyramid|cubic pyramid]] is not actually its center, just one of its vertices.}}|name=24-cell vertex figure}} {{Efn|The hexagons are inclined (tilted) at 60 degrees with respect to the unit radius coordinate system's orthogonal planes. Each hexagonal plane contains only ''one'' of the 4 coordinate system axes.{{Efn|Each great hexagon of the 24-cell contains one axis (one pair of antipodal vertices) belonging to each of the three inscribed 16-cells. The 24-cell contains three disjoint inscribed 16-cells, rotated 60° isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other (so their corresponding vertices are 120° {{=}} {{radic|3}} apart). A [[16-cell#Coordinates|16-cell is an orthonormal ''basis'']] for a 4-dimensional coordinate system, because its 8 vertices define the four orthogonal axes. In any choice of a vertex-up coordinate system (such as the unit radius coordinates used in this article), one of the three inscribed 16-cells is the basis for the coordinate system, and each hexagon has only ''one'' axis which is a coordinate system axis.|name=three basis 16-cells}} The hexagon consists of 3 pairs of opposite vertices (three 24-cell diameters): one opposite pair of ''integer'' coordinate vertices (one of the four coordinate axes), and two opposite pairs of ''half-integer'' coordinate vertices (not coordinate axes). For example: {{indent|17}}({{spaces|2}}0,{{spaces|2}}0,{{spaces|2}}1,{{spaces|2}}0) {{indent|5}}({{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}({{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}}) {{indent|5}}(–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}(–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}}) {{indent|17}}({{spaces|2}}0,{{spaces|2}}0,–1,{{spaces|2}}0)<br> is a hexagon on the ''y'' axis. Unlike the {{sqrt|2}} squares, the hexagons are actually made of 24-cell edges, so they are visible features of the 24-cell.|name=non-orthogonal hexagons|group=}} {{Efn|Visualize the three [[16-cell]]s inscribed in the 24-cell (left, right, and middle), and the rotation which takes them to each other. [[24-cell#Reciprocal constructions from 8-cell and 16-cell|The vertices of the middle 16-cell lie on the (w, x, y, z) coordinate axes]];{{Efn|name=six orthogonal planes of the Cartesian basis}} the other two are rotated 60° [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinically]] to its left and its right. The 24-vertex 24-cell is a compound of three 16-cells, whose three sets of 8 vertices are distributed around the 24-cell symmetrically; each vertex is surrounded by 8 others (in the 3-dimensional space of the 4-dimensional 24-cell's ''surface''), the way the vertices of a cube surround its center.{{Efn|name=24-cell vertex figure}} The 8 surrounding vertices (the cube corners) lie in other 16-cells: 4 in the other 16-cell to the left, and 4 in the other 16-cell to the right. They are the vertices of two tetrahedra inscribed in the cube, one belonging (as a cell) to each 16-cell. If the 16-cell edges are {{radic|2}}, each vertex of the compound of three 16-cells is {{radic|1}} away from its 8 surrounding vertices in other 16-cells. Now visualize those {{radic|1}} distances as the edges of the 24-cell (while continuing to visualize the disjoint 16-cells). The {{radic|1}} edges form great hexagons of 6 vertices which run around the 24-cell in a central plane. ''Four'' hexagons cross at each vertex (and its antipodal vertex), inclined at 60° to each other.{{Efn|name=cuboctahedral hexagons}} The [[24-cell#Hexagons|hexagons]] are not perpendicular to each other, or to the 16-cells' perpendicular [[24-cell#Squares|square central planes]].{{Efn|name=non-orthogonal hexagons}} The left and right 16-cells form a tesseract.{{Efn|Each pair of the three 16-cells inscribed in the 24-cell forms a 4-dimensional [[W:tesseract|hypercube (a tesseract or 8-cell)]], in [[24-cell#Relationships among interior polytopes|dimensional analogy]] to the way two tetrahedra form a cube: the two 8-vertex 16-cells are inscribed in the 16-vertex tesseract, occupying its alternate vertices. The third 16-cell does not lie within the tesseract; its 8 vertices protrude from the sides of the tesseract, forming a cubic pyramid on each of the tesseract's cubic cells. The three pairs of 16-cells form three tesseracts.{{Efn|name=three 8-cells}} The tesseracts share vertices, but the 16-cells are completely disjoint.{{Efn|name=completely disjoint}}|name=three 16-cells form three tesseracts}} Two 16-cells have vertex-pairs which are one {{radic|1}} edge (one hexagon edge) apart. But a [[24-cell#Simple rotations|''simple'' rotation]] of 60° will not take one whole 16-cell to another 16-cell, because their vertices are 60° apart in different directions, and a simple rotation has only one hexagonal plane of rotation. One 16-cell ''can'' be taken to another 16-cell by a 60° [[24-cell#Isoclinic rotations|''isoclinic'' rotation]], because an isoclinic rotation is [[3-sphere]] symmetric: four [[24-cell#Clifford parallel polytopes|Clifford parallel hexagonal planes]] rotate together, but in four different rotational directions,{{Efn|name=Clifford displacement}} taking each 16-cell to another 16-cell. But since an isoclinic 60° rotation is a ''diagonal'' rotation by 60° in ''two'' completely orthogonal directions at once,{{Efn|name=isoclinic geodesic}} the corresponding vertices of the 16-cell and the 16-cell it is taken to are 120° apart: ''two'' {{radic|1}} hexagon edges (or one {{radic|3}} hexagon chord) apart, not one {{radic|1}} edge (60°) apart as in a simple rotation.{{Efn|name=isoclinic 4-dimensional diagonal}} By the [[W:chiral|chiral]] diagonal nature of isoclinic rotations, the 16-cell ''cannot'' reach the adjacent 16-cell by rotating toward it; it can only reach the 16-cell ''beyond'' it. But of course, the 16-cell beyond the 16-cell to its right is the 16-cell to its left. So a 60° isoclinic rotation ''will'' take every 16-cell to another 16-cell: a 60° ''right'' isoclinic rotation will take the middle 16-cell to the 16-cell we may have originally visualized as the ''left'' 16-cell, and a 60° ''left'' isoclinic rotation will take the middle 16-cell to the 16-cell we visualized as the ''right'' 16-cell. (If so, that was our error in visualization; the 16-cell to the "left" is in fact the one reached by the left isoclinic rotation, as that is the only sense in which the two 16-cells are left or right of each other.)|name=three isoclinic 16-cells}} {{Efn|In a double rotation each vertex can be said to move along two completely orthogonal great circles at the same time, but it does not stay within the central plane of either of those original great circles; rather, it moves along a helical geodesic that traverses diagonally between great circles. The two completely orthogonal planes of rotation are said to be ''invariant'' because the points in each stay in the plane ''as the plane moves'', tilting sideways by the same angle that the other plane rotates.|name=helical geodesic}} {{Efn|A point under isoclinic rotation traverses the diagonal{{Efn|name=isoclinic 4-dimensional diagonal}} straight line of a single '''isoclinic geodesic''', reaching its destination directly, instead of the bent line of two successive '''simple geodesics'''. A '''[[W:geodesic|geodesic]]''' is the ''shortest path'' through a space (intuitively, a string pulled taught between two points). Simple geodesics are great circles lying in a central plane (the only kind of geodesics that occur in 3-space on the 2-sphere). Isoclinic geodesics are different: they do ''not'' lie in a single plane; they are 4-dimensional [[W:helix|spirals]] rather than simple 2-dimensional circles.{{Efn|name=helical geodesic}} But they are not like 3-dimensional [[W:screw threads|screw threads]] either, because they form a closed loop like any circle (after ''two'' revolutions). Isoclinic geodesics are ''4-dimensional great circles'', and they are just as circular as 2-dimensional circles: in fact, twice as circular, because they curve in a circle in two completely orthogonal directions at once.{{Efn|Isoclinic geodesics are ''4-dimensional great circles'' in the sense that they are 1-dimensional geodesic ''lines'' that curve in 4-space in two completely orthogonal planes at once. They should not be confused with ''great 2-spheres'',{{Sfn|Stillwell|2001|p=24}} which are the 4-dimensional analogues of 2-dimensional great circles (great 1-spheres).}} These '''isoclines''' are geodesic 1-dimensional lines embedded in a 4-dimensional space. On the 3-sphere{{Efn|All isoclines are geodesics, and isoclines on the 3-sphere are circles (curving equally in each dimension), but not all isoclines on 3-manifolds in 4-space are circles.}} they always occur in [[W:chiral|chiral]] pairs and form a pair of [[W:Villarceau circle|Villarceau circle]]s on the [[W:Clifford torus|Clifford torus]],{{Efn|Isoclines on the 3-sphere occur in non-intersecting chiral pairs. A left and a right isocline form a [[W:Hopf link|Hopf link]] called the {1,1} torus knot{{Sfn|Dorst|2019|loc=§1. Villarceau Circles|p=44|ps=; "In mathematics, the path that the (1, 1) knot on the torus traces is also known as a [[W:Villarceau circle|Villarceau circle]]. Villarceau circles are usually introduced as two intersecting circles that are the cross-section of a torus by a well-chosen plane cutting it. Picking one such circle and rotating it around the torus axis, the resulting family of circles can be used to rule the torus. By nesting tori smartly, the collection of all such circles then form a [[W:Hopf fibration|Hopf fibration]].... we prefer to consider the Villarceau circle as the (1, 1) torus knot [a [[W:Hopf link|Hopf link]]] rather than as a planar cut [two intersecting circles]."}} in which ''each'' of the two linked circles traverses all four dimensions.}} the paths of the left and the right [[W:Rotations in 4-dimensional Euclidean space#Double rotations|isoclinic rotation]]. They are [[W:Helix|helices]] bent into a [[W:Möbius strip|Möbius loop]] in the fourth dimension, taking a diagonal [[W:Winding number|winding route]] twice around the 3-sphere through the non-adjacent vertices of a 4-polytope's [[W:Skew polygon#Regular skew polygons in four dimensions|skew polygon]].|name=isoclinic geodesic}} {{Efn|[[File:Hopf band wikipedia.png|thumb|150px|Two [[W:Clifford parallel|Clifford parallel]] great circles spanned by a twisted [[W:Annulus (mathematics)|annulus]].]][[W:Clifford parallel|Clifford parallel]]s are non-intersecting curved lines that are parallel in the sense that the perpendicular (shortest) distance between them is the same at each point. A double helix is an example of Clifford parallelism in ordinary 3-dimensional Euclidean space. In 4-space Clifford parallels occur as geodesic great circles on the [[W:3-sphere|3-sphere]].{{Sfn|Kim|Rote|2016|pp=8-10|loc=Relations to Clifford Parallelism}} Whereas in 3-dimensional space, any two geodesic great circles on the [[W:2-sphere|2-sphere]] will always intersect at two antipodal points, in 4-dimensional space not all great circles intersect. In 4-polytopes various discrete sets of Clifford parallel non-intersecting geodesic great circles can be found on the 3-sphere. They spiral around each other in [[W:Hopf fibration|Hopf fiber bundles]] which visit all the vertices just once. The simplest example is that six mutually orthogonal great circles can be drawn on the 3-sphere, as three pairs of completely orthogonal great circles, intersecting at 8 points defining a [[16-cell]]. Each completely orthogonal pair of circles is Clifford parallel. They cannot intersect at all, because they lie in planes which intersect at only one point: the center of the 16-cell. Because they are perpendicular and share a common center, the two circles are obviously not parallel and separate in the usual way of parallel circles in 3 dimensions; rather they are connected like adjacent links in a chain, each passing through the other without intersecting at any points, forming a [[W:Hopf link|Hopf link]]|name=Clifford parallels}} {{Efn|In the 24-cell each great square plane is completely orthogonal{{Efn|name=completely orthogonal planes}} to another great square plane, and each great hexagon plane is completely orthogonal to a plane which intersects only two vertices: a great [[W:digon|digon]] plane.|name=pairs of completely orthogonal planes}} {{Efn|In an [[24-cell#Isoclinic rotations|isoclinic rotation]], each point anywhere in the 4-polytope moves an equal distance in four orthogonal directions at once, on a [[W:8-cell#Radial equilateral symmetry|4-dimensional diagonal]]. The point is displaced a total [[W:Pythagorean distance]] equal to the square root of four times the square of that distance. For example, when the unit-radius 24-cell rotates isoclinically 60° in a hexagon invariant plane and 60° in its completely orthogonal invariant plane,{{Efn|name=pairs of completely orthogonal planes}} all vertices are displaced to a vertex two edge lengths away. Each vertex is displaced to another vertex {{radic|3}} (120°) away, moving {{radic|3/4}} in four orthogonal coordinate directions.|name=isoclinic 4-dimensional diagonal}} {{Efn|Each square plane is isoclinic (Clifford parallel) to five other square planes but completely orthogonal{{Efn|name=completely orthogonal planes}} to only one of them.{{Efn|name=Clifford parallel squares in the 16-cell and 24-cell}} Every pair of completely orthogonal planes has Clifford parallel great circles, but not all Clifford parallel great circles are orthogonal (e.g., none of the hexagonal geodesics in the 24-cell are mutually orthogonal).|name=only some Clifford parallels are orthogonal}} {{Efn|In the [[16-cell#Rotations|16-cell]] the 6 orthogonal great squares form 3 pairs of completely orthogonal great circles; each pair is Clifford parallel. In the 24-cell, the 3 inscribed 16-cells lie rotated 60 degrees isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other; consequently their corresponding vertices are 120 degrees apart on a hexagonal great circle. Pairing their vertices which are 90 degrees apart reveals corresponding square great circles which are Clifford parallel. Each of the 18 square great circles is Clifford parallel not only to one other square great circle in the same 16-cell (the completely orthogonal one), but also to two square great circles (which are completely orthogonal to each other) in each of the other two 16-cells. (Completely orthogonal great circles are Clifford parallel, but not all Clifford parallels are orthogonal.{{Efn|name=only some Clifford parallels are orthogonal}}) A 60 degree isoclinic rotation of the 24-cell in hexagonal invariant planes takes each square great circle to a Clifford parallel (but non-orthogonal) square great circle in a different 16-cell.|name=Clifford parallel squares in the 16-cell and 24-cell}} {{Efn|In 4 dimensional space we can construct 4 perpendicular axes and 6 perpendicular planes through a point. Without loss of generality, we may take these to be the axes and orthogonal central planes of a (w, x, y, z) Cartesian coordinate system. In 4 dimensions we have the same 3 orthogonal planes (xy, xz, yz) that we have in 3 dimensions, and also 3 others (wx, wy, wz). Each of the 6 orthogonal planes shares an axis with 4 of the others, and is ''completely orthogonal'' to just one of the others: the only one with which it does not share an axis. Thus there are 3 pairs of completely orthogonal planes: xy and wz intersect only at the origin; xz and wy intersect only at the origin; yz and wx intersect only at the origin.|name=six orthogonal planes of the Cartesian basis}} {{Efn|Two planes in 4-dimensional space can have four possible reciprocal positions: (1) they can coincide (be exactly the same plane); (2) they can be parallel (the only way they can fail to intersect at all); (3) they can intersect in a single line, as two non-parallel planes do in 3-dimensional space; or (4) '''they can intersect in a single point'''{{Efn|To visualize how two planes can intersect in a single point in a four dimensional space, consider the Euclidean space (w, x, y, z) and imagine that the w dimension represents time rather than a spatial dimension. The xy central plane (where w{{=}}0, z{{=}}0) shares no axis with the wz central plane (where x{{=}}0, y{{=}}0). The xy plane exists at only a single instant in time (w{{=}}0); the wz plane (and in particular the w axis) exists all the time. Thus their only moment and place of intersection is at the origin point (0,0,0,0).|name=how planes intersect at a single point}} (and they ''must'', if they are completely orthogonal).{{Efn|Two flat planes A and B of a Euclidean space of four dimensions are called ''completely orthogonal'' if and only if every line in A is orthogonal to every line in B. In that case the planes A and B intersect at a single point O, so that if a line in A intersects with a line in B, they intersect at O.{{Efn|name=six orthogonal planes of the Cartesian basis}}|name=completely orthogonal planes}}|name=how planes intersect}} {{Efn|Polytopes are '''completely disjoint''' if all their ''element sets'' are disjoint: they do not share any vertices, edges, faces or cells. They may still overlap in space, sharing 4-content, volume, area, or lineage.|name=completely disjoint}} {{Efn|If the [[W:Euclidean distance|Pythagorean distance]] between any two vertices is {{sqrt|1}}, their geodesic distance is 1; they may be two adjacent vertices (in the curved 3-space of the surface), or a vertex and the center (in 4-space). If their Pythagorean distance is {{sqrt|2}}, their geodesic distance is 2 (whether via 3-space or 4-space, because the path along the edges is the same straight line with one 90^o bend in it as the path through the center). If their Pythagorean distance is {{sqrt|3}}, their geodesic distance is still 2 (whether on a hexagonal great circle past one 60^o bend, or as a straight line with one 60^o bend in it through the center). Finally, if their Pythagorean distance is {{sqrt|4}}, their geodesic distance is still 2 in 4-space (straight through the center), but it reaches 3 in 3-space (by going halfway around a hexagonal great circle).|name=Geodesic distance}} {{Efn|Two angles are required to fix the relative positions of two planes in 4-space.{{Sfn|Kim|Rote|2016|p=7|loc=§6 Angles between two Planes in 4-Space|ps=; "In four (and higher) dimensions, we need two angles to fix the relative position between two planes. (More generally, ''k'' angles are defined between ''k''-dimensional subspaces.)"}} Since all planes in the same [[W:hyperplane|hyperplane]] are 0 degrees apart in one of the two angles, only one angle is required in 3-space. Great hexagons in different hyperplanes are 60 degrees apart in ''both'' angles. Great squares in different hyperplanes are 90 degrees apart in ''both'' angles (completely orthogonal){{Efn|name=completely orthogonal planes}} or 60 degrees apart in ''both'' angles.{{Efn||name=Clifford parallel squares in the 16-cell and 24-cell}} Planes which are separated by two equal angles are called ''isoclinic''. Planes which are isoclinic have [[W:Clifford parallel|Clifford parallel]] great circles.{{Efn|name=Clifford parallels}} A great square and a great hexagon in different hyperplanes are neither isoclinic nor Clifford parallel; they are separated by a 90 degree angle ''and'' a 60 degree angle.|name=two angles between central planes}} {{Efn|The 24-cell contains 3 distinct 8-cells (tesseracts), rotated 60° isoclinically with respect to each other. The corresponding vertices of two 8-cells are {{radic|3}} (120°) apart. Each 8-cell contains 8 cubical cells, and each cube contains four {{radic|3}} chords (its long diagonals). The 8-cells are not completely disjoint{{Efn|name=completely disjoint}} (they share vertices), but each cube and each {{radic|3}} chord belongs to just one 8-cell. The {{radic|3}} chords joining the corresponding vertices of two 8-cells belong to the third 8-cell.|name=three 8-cells}} {{Efn|Departing from any vertex V₀ in the original great hexagon plane of isoclinic rotation P₀, the first vertex reached V₁ is 120 degrees away along a {{radic|3}} chord lying in a different hexagonal plane P₁. P₁ is inclined to P₀ at a 60° angle.{{Efn|P₀ and P₁ lie in the same hyperplane (the same central cuboctahedron) so their other angle of separation is 0.{{Efn|name=two angles between central planes}}}} The second vertex reached V₂ is 120 degrees beyond V₁ along a second {{radic|3}} chord lying in another hexagonal plane P₂ that is Clifford parallel to P₀.{{Efn|P₀ and P₂ are 60° apart in ''both'' angles of separation.{{Efn|name=two angles between central planes}} Clifford parallel planes are isoclinic (which means they are separated by two equal angles), and their corresponding vertices are all the same distance apart. Although V₀ and V₂ are ''two'' {{radic|3}} chords apart{{Efn|V₀ and V₂ are two {{radic|3}} chords apart on the geodesic path of this rotational isocline, but that is not the shortest geodesic path between them. In the 24-cell, it is impossible for two vertices to be more distant than ''one'' {{radic|3}} chord, unless they are antipodal vertices {{radic|4}} apart.{{Efn|name=Geodesic distance}} V₀ and V₂ are ''one'' {{radic|3}} chord apart on some other isocline. More generally, isoclines are geodesics because the distance between their ''adjacent'' vertices is the shortest distance between those two vertices, but a path between two vertices along a geodesic is not always the shortest distance between them (even on ordinary great circle geodesics).}}, P₀ and P₂ are just one {{radic|1}} edge apart (at every pair of ''nearest'' vertices).}} (Notice that V₁ lies in both intersecting planes P₁ and P₂, as V₀ lies in both P₀ and P₁. But P₀ and P₂ have ''no'' vertices in common; they do not intersect.) The third vertex reached V₃ is 120 degrees beyond V₂ along a third {{radic|3}} chord lying in another hexagonal plane P₃ that is Clifford parallel to P₁. The three {{radic|3}} chords lie in different 8-cells.{{Efn|name=three 8-cells}} V₀ to V₃ is a 360° isoclinic rotation.|name=360 degree geodesic path visiting 3 hexagonal planes}} {{Sfn|Mamone, Pileio & Levitt|2010|loc=§4.5 Regular Convex 4-Polytopes|pp=1438-1439|ps=; the 24-cell has 1152 symmetry operations (rotations and reflections) as enumerated in Table 2, symmetry group 𝐹₄.}} ==Notes== {{Regular convex 4-polytopes Notelist|wiki=W:}} ==Citations== {{Regular convex 4-polytopes Reflist|wiki=W:}} ==References== {{Refbegin}} * {{Cite book|title=A Week on the Concord and Merrimack Rivers|last=Thoreau|first=Henry David|author-link=W:Thoreau|publisher=James Munroe and Company|year=1849|isbn=|location=Boston|ref={{SfnRef|Thoreau|1849}}}} * {{Cite journal|title=Theoretical Evidence for Principles of Special Relativity Based on Isotropic and Uniform Four-Dimensional Space|first=Takuya|last=Yamashita|date=25 May 2023|doi= 10.20944/preprints202305.1785.v1|journal=Preprints|volume=2023|issue=2023051785|url=https://doi.org/10.20944/preprints202305.1785.v1|ref={{SfnRef|Yamashita|2023}}}} * {{Cite_arXiv | arxiv=2512.02903v2 | date=2 January 2026 | title=Symmetry transformation group arising from the Laplace–Runge–Lenz vector | first1=Stephen C. | last1=Anco | first2=Mahdieh Gol Bashmani | last2=Moghadam | class=math-ph}} === [[Polyscheme|Polyschemes]] === {{Regular convex 4-polytopes Refs|wiki=W:}} {{Refend}} 521laehia3klqygfkgcte33s4ebcsjb 2841562 2841561 2026-10-19T18:18:44Z Dc.samizdat 2856930 /* An object's motion in space is the product of its discrete self-reflections */ 2841562 wikitext text/x-wiki {{align|center|David Brooks Christie}} {{align|center|dc@samizdat.org}} {{align|center|Draft in progress}} {{align|center|June 2023 - October 2026}} <blockquote>'''Abstract:''' The physical universe is properly visualized as real Euclidean space <math>\mathbb{R}^4</math> of four orthogonal spatial dimensions. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are 4-polytopes, small round 4-dimensional objects, and stars are 4-balls of atomic plasma, large round 4-dimensional objects. We ourselves and the objects we observe near us are only 3-dimensional, but nonetheless we can see into four dimensions of space. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity <math>c</math>. Light from them reaches us directly, on straight lines through 4-space. This view of the observed universe is compatible with special and general relativity, and with quantum mechanics. It furnishes those theories with an explanatory geometric model.</blockquote> == Summary == We observe that: * Physical space has four perpendicular dimensions, not just three. * Atoms are [[W:4-polytope|4-polytopes]]. * The sun is a [[W:4-ball|4-ball]] that is round in four dimensions. * Everything of intermediate size between an atom and a star, including us and our planet, lies in a 3-dimensional manifold of ordinary space. * Our entire 3-space manifold is moving through Euclidean 4-space at the speed of light, in a direction perpendicular to its three interior dimensions. * Special relativity describes the linear motion of objects and light signals in four-dimensional Euclidean space. * General relativity describes the rotational motion of objects with mass in four-dimensional Euclidean space. == A theory of the Euclidean cosmos == The physical universe is properly visualized as [[w:Four-dimensional_space|real Euclidean space <math>\mathbb{R}^4</math>]] of four orthogonal spatial dimensions. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are [[w:4-polytope|4-polytopes]], small round 4-dimensional objects, and stars are [[W:4-ball|4-balls]] of atomic plasma, large round 4-dimensional objects. Objects intermediate in size between atoms and stars, including molecules, people, and planets at their surface, are so flat as to be essentially 3-dimensional, having only the thickness of an atom in the orthogonal fourth dimension. All objects with mass move inertially through Euclidean 4-space at constant velocity <math>c</math> as long as they exist, and acceleration only varies their direction. Objects moving in the same direction are in the same inertial reference frame. Their direction of motion through 4-space at velocity <math>c</math> is their proper time dimension, simply because their direction and velocity of motion through time is the same as their direction and velocity of motion through space. A typical galaxy such as ours occupies a 4-ball of mostly empty space, with stars and other objects distributed non-uniformly within it. The galaxy's orbital center may be nothing: a smaller 4-ball of empty space they surround. The stars in our spiral galaxy appear from our accustomed point of view to occupy a disk-like region of 3-dimensional space, with a denser ball-like center, but they are not so confined: they are distributed within a region of 4-dimensional space. The disk and ball have thickness not only in the third dimension, but in the fourth spatial dimension as well. Light from stars and galaxies reaches us on straight lines through Euclidean 4-space, so from our viewpoint, in what we have always imagined to be a 3-space universe, we look into the surrounding 4-space. Although we are physically confined within a 3-dimensional hyperplane by the inertia of our motion through 4-space at constant velocity <math>c</math>, light signals are not so confined, so we observe all the cosmological objects surrounding us, both in and above or below our hyperplane, without perceiving their separation in our fourth orthogonal dimension, the direction of our motion. We may perceive a galaxy as elliptical when it is actually spherical, because that is how its image projects from its 4-ball shape into a 3-ball region in our hyperplane, where we measure it with our 3-dimensional bodies. More generally, orbits are circular in 4-space, but elliptical in the 3-space of their elliptic hyperplane. The galaxy as a whole, or more properly its orbital barycenter, is translating through 4-space at velocity <math>c</math>, in a distinct direction orthogonal to all three dimensions of our ordinary proper 3-space. Stars within the galaxy are translating with it at the same velocity <math>c</math> in the same direction, but on spiral trajectories as they pursue their various orbits within the galaxy. The galaxy as a whole occupies a 4-ball within its proper inertial reference frame (that is, in the moving frame of reference in which the galaxy considers itself to be a stationary rotating 4-ball). Over time, the galaxy 4-ball occupies a 4-dimensional cylinder and progresses along the cylinder's axis at velocity <math>c</math>. In this more universal inertial reference frame, the stars in the galaxy follow helical geodesic paths through the 4-cylinder; their trajectories are screw-translations through 4-space, the compound of a simple rotation and a completely orthogonal linear translation. The gravitational force and the inertial tendency to follow a geodesic are the same phenomenon, by the equivalence principle. That said, they can be distinguished, and the galaxy is held together primarily by gravity as inertia, not by gravity as attraction to a central mass toward which objects fall in orbit. There is not enough mass in the galaxy to hold it together by attraction, there is just enough to bend the stars' trajectories toward each other, in helical orbits around a barycentric axis of motion. It is the tremendous inertial force of stars in translational motion at velocity <math>c</math> that holds the cylinder of motion together, not some invisible dark matter. The observed universe as a whole appears to be a [[W:3-sphere|3-sphere]] expanding radially from a central origin point at velocity <math>c</math>, the invariant velocity of mass-carrying objects through 4-space, also the propagation speed of light relative to any moving 3-space manifold, as measured by all observers. A 3-sphere is a hypersphere in Euclidean 4-space, but the enclosing surface of a 3-sphere is a curved, finite 3-space, dimensionally analogous to the surface of the earth which is a curved, finite 2-space. This 3-sphere could be the domain of our visible cosmos, but of course we do not know for certain that all the cosmological objects we observe lie near the surface of our expanding 3-sphere, since it is only our assumption that they must all have originated in the same big bang long ago. Possibly some of the more distant objects we observe did not, and lie elsewhere, outside our big-bang's 3-sphere of outflying matter or even inside its 3-sphere, below its surface. We cannot assume that all objects in the 4-space universe lie near the surface of the same expanding 3-sphere. For all observers, the conjectured big-bang of their origin corresponds not only to a now-distant point in their proper time past, it also corresponds to a distinct now-distant point in 4-dimensional space: the same point in the same Euclidean 4-space for all observers with the same origin. Our big bang had a distinct origin point in real space as well as in real time. More generally, time and Euclidean 4-space can be measured independently, just as time and Euclidean 3-space were measured classically, without the necessity to combine them as spacetime. The same inertial force which holds the galactic cylinder of motion together also confines us physically to an exceedingly thin three-dimensional surface manifold moving through 4-space at velocity <math>c</math>. All objects in our solar system too small to have gravity lie entirely within this thinest three-dimensional manifold, and have only the thickness of an atom in their direction-of-motion fourth dimension. That is why we are 3-dimensional objects ourselves, and why we cannot construct more than three perpendiculars through a single point in our local 3-dimensional space. A spherical region of 4-space is called a [[W:4-ball|4-ball]]. The enclosing surface of a 4-ball of any size is a finite, curved (non-Euclidean) 3-dimensional space called a [[w:3-sphere|3-sphere]]. Our entire big-bang-origin universe appears to be the largest 3-sphere we observe, but each of the cosmological objects within it (including our galaxy and our sun) is contained in a smaller 3-sphere shell of its own, lying (we assume) on the largest 3-sphere embedded in its surface, like a soap bubble on the surface of a larger soap bubble. All the 3-dimensional surfaces are expanding, as the largest 3-sphere inflates at radial velocity <math>c</math>. We ourselves live within such an expanding 3-dimensional surface, in an infinitesimally curved 3-manifold surface embedded in Euclidean 4-space. That surface is the ordinary 3-dimensional space we experience. The earth and all the planets lie on it. Our solar system is only a small patch on the surface of a dimensionally rounder space, although that surface is not infinite. It is curved, and finite, analogous to the way the 2-dimensional surface of the earth -- once thought to be flat -- is curved and finite. Our solar system occupies a small patch on a filmy 4-dimensional soap-bubble of galactic size rounded by gravity, that is thicker-skinned than the diameter of an atom only in the interior of objects with gravity of their own. Our 3-manifold of ordinary space, as a surface within our moving 4-ball galaxy, is translating through 4-space at velocity <math>c</math> with the galaxy, in a distinct direction orthogonal to the manifold's three orthogonal dimensions of interior space. At every material point in the manifold (at every atom), the translation through 4-space is following a geometric law of motion discovered by Coxeter, that governs the propagation of individual objects through Euclidean space by the actions of their symmetry groups. The solar system's atoms of mass are 4-polytopes that are simultaneously rotating and translating, and as they advance together they define a moving 3-dimensional manifold by their own collective inertia, also called gravity, the property of matter's ceaseless propagation through 4-space at the constant velocity <math>c</math>, the universal rate of causality at which quantum events occur, all objects move, and the universe evolves. Any moving 3-dimensional manifold such as ours is an evolving surface boundary that is empty in most places, occupied by single atoms in comparatively fewer places, and occupied by bound complexes of multiple atoms (molecules) in still fewer places. In all these places it is no thicker than one atom in the dimension corresponding to its direction of translation, because molecules are 3-dimensional complexes of atoms that add no thickness to the manifold. In fewer places still it is occupied by lumps of superdense matter which exert a gravitational attraction on objects around them, such as stars and planets. Every object which we find occurring naturally in the solar system that is too small to have perceptible gravity of its own is a 3-dimensional smear of atoms no thicker than one atom in its fourth dimension, the direction of its linear translation through 4-space at velocity <math>c</math>. The moving surface manifold cannot be thicker than one atom at any point unless and until there is enough mass near that point for the force of gravity as attraction to overcome the force of gravity as inertia, allowing atoms to be "heaped up" into larger 4-dimensional objects that form a lump in its moving surface. We have only indirect experience of such 4-dimensional lumps of matter thicker than one atom, since they occur naturally in our vicinity only in superdense regions such as the core of the earth or the interior of the sun. Deep in the core of the earth under enormous gravitational pressure peculiar states of matter have been observed, defying our understanding of how 3-dimensional crystalline structures behave. That is because they are not 3-dimensional structures, they are 4-dimensional crystals. The earth is a disk-like 4-dimensional object that is thin at its edge but thicker at its sphere-like center, analogous to a 3-dimensional flying saucer with a sharp circular edge. The earth's surface that we walk on is an ordinary sphere (a 2-sphere), analogous to the circular edge of the flying saucer (a 1-sphere), and on that edge where we live every object is 3-dimensional with only the thickness of an atom in the fourth dimension. We cannot walk on the top or bottom surface of the 4-disk earth because those surfaces are 3-dimensional regions within the earth. The earth's deep core of superdense 4-dimensional matter occupies a spherical region of 4-dimensional space (a 4-ball). The sun is the only entirely spherical superdense lump occurring naturally in our solar system. We refer to such free-standing 4-balls of matter as atomic plasma, and have little experimental knowledge of their internal geometry or processes. We know that such a lump as the sun burns at its surface 3-sphere and emits radiation, and we know a good deal about those surface processes which are nuclear atomic processes, but we know almost nothing about its interior 4-ball, a dimensionally rounder enclosed space whose existence we did not suspect. Every moving surface boundary of matter in the observed universe is evolving in four dimensions at velocity <math>c</math>. The current location in 4-space of any of its material objects corresponds to the present moment in the proper time of that object's inertial reference frame. The object's direction of movement at velocity <math>c</math> corresponds to its proper time dimension, which is a spiral over time, not a Euclidean (straight-line) dimension, since its direction is changing in its orbit. Objects with mass of all sizes, from subatomic particles to the largest objects observed in the cosmos, are perpetually in inertial rotational motion in some orbit, and simultaneously in inertial translational motion propagating themselves through 4-space, in two completely orthogonal inertial motions each at the constant universal rate of transformation <math>c</math>. Every object with mass moves relative to universal 4-coordinate Euclidean space on its own distinct geodesic spiral, a screw displacement trajectory that is the compound of its two completely orthogonal inertial motions, a rotation and a translation. Objects without mass such as photons lie off such moving surface boundaries of matter from which they were emitted, and their motion is of a different nature. They are in translational motion at velocity <math>c</math> through all four dimensions concurrently, without any rotational component of motion, so they move through 4-space on straight lines at a compound velocity. The propagation speed of light measured on a straight line through Euclidean 4-space is <math>c\prime = 2c</math>, so we can see in four dimensions, even though we are physically confined to a 3-dimensional manifold that is moving at velocity <math>c</math>. For example, we can look across the center of the mostly-empty 4-ball containing our galaxy and see stars in the opposite sides of its concentric 3-sphere orbital surfaces. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity <math>c</math>. They move in the 4-space direction corresponding to their proper time, perpendicular to all three dimensions of their proper 3-space, and generally the farther they are from us the greater the divergence of their direction of motion from our direction of motion: the greater the relative motion between us and their Hubble redshift. Light from them reaches us directly, propagating on straight lines through 4-space at twice the velocity at which they, and we ourselves, are propagating through 4-space. This physical model of the observed universe is compatible with the theories of special and general relativity, and with the atomic theory of quantum mechanics. It explains those theories geometrically, as expressions of intrinsic symmetries in Euclidean space. == Symmetries == It is common to speak of nature as a web, and so it is, the great web of our physical experiences. Every web must have its root systems somewhere, and nature in this sense must be rooted in the symmetries which underlie physics and geometry, the [[W:Group (mathematics)|mathematics of groups]].{{Sfn|Conway, Burgiel & Goodman-Strauss|2008}} As I understand [[W:Noether's theorem|Noether's theorem]] (which is not mathematically), hers is the deepest meta-theory of nature yet, deeper than [[W:Theory of relativity|Einstein's relativity]] or [[W:Evolution|Darwin's evolution]] or [[W:Euclidean geometry|Euclid's geometry]]. It finds that all fundamental findings in physics are based on conservation laws which can be laid at the doors of distinct [[W:symmetry group |symmetry group]]s. Thus all fundamental systems in physics, as examples [[W:quantum chromodynamics|quantum chromodynamics]] (QCD) the theory of the strong force binding the atomic nucleus and [[W:quantum electrodynamics|quantum electrodynamics]] (QED) the theory of the electromagnetic force, each have a corresponding symmetry [[W:group theory|group theory]] of which they are an expression. [[W:Coxeter group|Coxeter's theory of symmetry groups]] generated by reflections did for geometry what Noether's theorem and Einstein's relativity did for physics. [[W:Coxeter|Coxeter]] showed that Euclidean geometry is based on conservation laws that correspond to distinct symmetry groups, and that their group actions express the principle of relativity. Here is Coxeter's formulation of the motions of objects (their congruent transformations) in an ''n''-dimensional Euclidean space, excerpted:{{Sfn|Coxeter|1973|pp=217-218|loc=§12.2 Congruent transformations}} <blockquote>Let <math>\mathrm{Q}</math> denote a rotation, <math>\mathrm{R}</math> a reflection, <math>\mathrm{T}</math> a translation, and let <math>\mathrm{Q}^q \mathrm{R}^r\mathrm{T}</math> denote a product of several such transformations, all commutative with one another. Then <math>\mathrm{RT}</math> is a glide-reflection (in two or three dimensions), <math>\mathrm{QR}</math> is a rotary-reflection, <math>\mathrm{QT}</math> is a screw-displacement, and <math>\mathrm{Q^2}</math> is a double rotation (in four dimensions).<br> Every orthogonal transformation is expressible as:<br> :<math>\mathrm{Q}^q \mathrm{R}^r</math><br> where <math>(2^q + r \le n)</math>, the number of dimensions.<br> Transformations involving a translation are also expressible as:<br> :<math>\mathrm{Q}^q \mathrm{R}^r \mathrm{T}</math><br> where <math>(2^q + r + 1 \le n)</math>.<br> For <math>(n = 4)</math> in particular, every displacement is either a double rotation <math>\mathrm{Q}^2</math>, or a screw-displacement <math>\mathrm{QT}</math> [where the rotation component <math>\mathrm{Q}</math> is a simple rotation, but the <math>\mathrm{QT}</math> is chiral like a <math>\mathrm{Q^2}</math>]. Every enantiomorphous transformation in 4-space (reversing chirality) is a <math>\mathrm{QRT}</math>.</blockquote> If we begin with this most elemental [[w:Kinematics|kinematics]] of Coxeter's, and also assume the [[W:Galilean relativity|Galilean principle of relativity]], every displacement in 4-space can be viewed as either a <math>\mathrm{Q^2}</math> or a <math>\mathrm{QT}</math>, because we can view any <math>\mathrm{QT}</math> as a <math>\mathrm{Q^2}</math> in a linearly moving (translating) reference frame. Therefore any transformation from one inertial reference frame to another is expressable as a <math>\mathrm{Q^2}</math>. By the same principle, we can view any <math>\mathrm{QT}</math> or <math>\mathrm{Q^2}</math> as an isoclinic (equi-angled) <math>\mathrm{Q^2}</math> by proper choice of reference frame.{{Efn|[[W:Arthur Cayley|Cayley]] showed that any rotation in 4-space can be decomposed into two isoclinic rotations, which intuitively we might see follows from the fact that any transformation from one inertial reference frame to another is expressable as a [[W:SO(4)|rotation in 4-dimensional Euclidean space]].|name=Cayley's rotation factorization into two isoclinic reference frame transformations}} Coxeter's relation is thus a mathematical statement of the principle of relativity, on group-theoretic grounds. It correctly captures the limits to [[W:General relativity|general relativity]], in that we can only exchange the translation (<math>\mathrm{T}</math>) for ''one'' of the two rotations (<math>\mathrm{Q}</math>). An observer in any inertial reference frame can always measure the presence, direction and velocity of ''one'' rotation (<math>\mathrm{Q}</math>) up to uncertainty, and can always distinguish the direction of their own proper time translation (<math>\mathrm{T}</math>). As I understand Coxeter theory (which is not mathematically), the symmetry groups underlying physics seem to have an expression in a [[W:Euclidean space|Euclidean space]] of four [[W:dimension|dimension]]s, that is, they are [[W:Euclidean geometry#Higher dimensions|four-dimensional Euclidean geometry]]. Therefore as I understand that geometry (which is entirely by synthetic methods rather than by Clifford's algebraic methods), the [[W:Atom|atom]] seems to have a distinct Euclidean geometry, such that atoms and their constituent particles are four-dimensional geometric objects (4-polytopes), and nature can be understood in terms of their [[W:group action|group actions]], including centrally their group <math>SO(4)</math> [[W:rotations in 4-dimensional Euclidean space|rotations in 4-dimensional Euclidean space]]. The distinct Coxeter symmetry groups have characteristic <math>SO(4)</math> rotational expressions as the [[W:Regular_4-polytope|regular 4-polytopes]]. Their discrete isoclinic rotations are distinguishing properties of fundamental objects in geometry, relativity and quantum mechanics. For example, atoms exhibit <math>SO(4)</math> symmetries of the discrete isoclinic (equi-angled) double rotations (<math>\mathrm{Q^2}</math>) of a set of regular 4-polytopes that is characteristic of their [[w:Atomic_number|atomic number]]. == Special relativity describes Euclidean 4-space == <blockquote>Our entire model of the universe is built on symmetries. Some, like isotropy (the laws are the same in all directions), homogeneity (same in all places), and time invariance (same at all times) seem natural enough. Even relativity, the Lorentz Invariance that allows everyone to observe a constant speed of light, has an elegance to it that makes it seem natural.<ref>{{Cite book|first=Dave|last=Goldberg|title=The Universe in the Rearview Mirror: How Hidden Symmetries Shape Reality|chapter=§10. Hidden Symmetries: Why some symmetries but not others?|year=2013|publisher=Dutton Penguin Group|isbn=978-0-525-95366-1|ref={{SfnRef|Goldberg|2013}}}}</ref></blockquote> Although the Minkowski spacetime of relativity is a non-Euclidean 4-dimensional space,{{Efn|Spacetime is a non-Euclidean (curved) 4-dimensional space because it consists of three orthogonal space dimensions and a time dimension. The time dimension is not orthogonal to the three spatial dimensions; the time coordinate has the opposite sign as the three space coordinates so spacetime is hyperbolic, not a Euclidean (flat) 4-space at all.}} it has been noticed that its 3-dimensional space component could be modeled as a [[W:3-sphere|3-sphere]] embedded in 4-dimensional Euclidean (flat) space. That is, we could imagine that the ordinary 3-dimensional space we perceive is the curved 3-dimensional surface of a 4-dimensional ball (since the surface of a 4-ball is a curved 3-dimensional space called a 3-sphere, just as the surface of a 3-ball like the earth is a curved 2-dimensional space called a 2-sphere). This was [[#Origins of the theory|imagined by Einstein]] himself in 1921, as a thought experiment in which he carefully described his fourth orthogonal spatial dimension as merely a mathematical abstraction. Subsequently it was noticed by others (not mainstream physicists) that if physical space were really embedded in Euclidean 4-dimensional space (with our 3-dimensional space embedded in 4-space as some non-Euclidean 3-manifold, not necessarily a 3-sphere), then the Lorentz transformation effects of special relativity (spatial forshortenings and time dilations and so forth) could all be explained by ordinary perspective geometry in 4-dimensional Euclidean space. Special relativity reduces to classical vector space geometry (based on the 4-dimensional version of the Pythagorean theorem), but if and only if every observer is moving through 4-space at a universal constant velocity <math>c</math>, in some 4-space direction.{{Sfn|Yamashita|2023}} This counter-intuitive alternative geometric model of relativity, which has usually been called [[W:Formulations of special relativity#Euclidean relativity|Euclidean relativity]], is motivated by the fact that in every kind of relativity, but originally in Einstein's special relativity, each observer moves on a vector through a Euclidean four-dimensional space consisting of their three proper spatial dimensions and their proper time dimension, and the Pythagorean vector-sum of their motion through this kind of proper 4-space is always <math>c</math>, as measured by all observers from any inertial reference frame.{{Efn|Each observer is stationary in space in their own proper reference frame, while they move at maximum velocity {{Math|c}} through their own proper time. Observed from another reference frame in relative motion, they appear foreshortened in space in their direction of motion, and their clocks appear to be slowed to less than the maximum velocity {{Math|c}}.}} This is the Lorentz invariant, that allows everyone to observe a constant speed of light, regardless of their motion relative to the light source.{{Efn| ...cite Lewis Epstein's elegant explanation of the Lorentz Invariance as observers moving at constant velocity {{Math|c}} through space and proper time.}} But no physicists have taken the leap of claiming that therefore, our universe is physically [[W:Euclidean geometry#Higher dimensions|this kind of Euclidean 4-space]], and that observers are actually moving through it at velocity <math>c</math>. In physics as it has been universally understood, observers are not supposed to be able to move at velocity <math>c</math>. Their motion takes place in 3-space and in universal coordinate time (in Minkowski spacetime), and the cosmos is considered to be a non-Euclidean 3-space, generally a closed (finite) expanding 3-space, but with only three spatial dimensions, not four. In the Euclidean relativity alternative view, however, every observer is always moving at velocity <math>c</math> through the universe, which is real Euclidean 4-dimensional space <math>\mathbb{R}^4</math>. The direction in which they are moving is called their proper time axis.{{Efn|Time in spacetime is universal coordinate time, but there is another kind of time in relativity, the proper time in each inertial reference frame. Your proper time is the time you experience, and every observer has his own proper time; proper time runs at different rates in different inertial reference frames. It runs slower (compared to universal coordinate time) in a gravitational field (according to general relativity), and observers in motion with respect to each other view each other's clocks as running slower than their own clocks (according to special relativity).}} Their movement in time is not just modelled as movement in an abstract fourth dimension (as it is in Minkowski spacetime), their movement in time is isomorphic to their movement through physical space in a distinct direction at velocity <math>c</math>. Two observers' directions of movement through space may be different (or not, if they happen to be going in the same direction). Your proper time dimension is whichever direction you are moving. The other three directions perpendicular to your proper time axis are the three dimensions of your ordinary proper space, which again, will be different directions for you than for other observers moving in a different direction. There are four orthogonal spatial dimensions which we all share, but we share the same orthogonal proper time axis and ordinary proper 3-space axes only if we are at rest with respect to each other, actually moving in the same direction at velocity <math>c</math>, in the same inertial reference frame. Your proper 4-space coordinate system is rotated with respect to another observer's proper 4-space coordinate system, precisely as your vectors (directions of motion) are rotated in Euclidean 4-space with respect to each other, but there are no metric distortions (no Lorentz transformations) between your proper Euclidean 4-space coordinate systems; you are both embedded in the same Euclidean 4-dimensional space <math>\mathbb{R}^4</math>. Lorentz transformations are required only to convert between your respective proper Minkowski spacetime coordinate systems. So in this novel alternate view of relativity, every mass in the universe must be perpetually in motion at velocity <math>c</math> through Euclidean 4-space, along with all the masses in its vicinity that are going in (nearly) the same direction. The entire solar system, for example, must be translating in the fourth dimension at the "speed of light" <math>c</math>, although we do not notice it, since we are all moving in that same direction together. Acceleration of an object varies its direction of motion through 4-space, but never its velocity, which is invariant for all objects with mass. Two objects which are in motion relative to each other are both actually in motion at the same velocity <math>c</math>, but in at least slightly different directions.{{Efn|The angular divergence between two observer's motion vectors is proportional to their relative velocity: the more they diverge, the greater their relative velocity, up to the maximum divergence possible in the space. In Euclidean relativity all observers are in motion at velocity {{Math|c}} relative to universal Cartesian 4-coordinate space, so the maximum relative velocity between two observers is {{Math|2c}} when they are moving in exactly opposite directions in 4-space. This is not a contradiction of special relativity, which limits the maximum relative velocity between two observers to {{Math|c}}, it is the same measurement in different units. Special relativity measures all velocities in Minkowski spacetime (in a non-Euclidean 3-space). Euclidean relativity measures all velocities in Euclidean 4-space.}} In Einstein's relativity, the invariant <math>c</math> is the speed of light through 3-space. In Euclidean relativity, the invariant <math>c</math> is the speed of matter through 4-space! The speed of light through 3-space is also perceived as <math>c</math> by all observers, because they are each living in a moving 3-manifold that is translating through 4-space at velocity <math>c</math>. Despite their extreme differences in viewpoint, Einstein's relativity and Euclidean relativity are equivalent theories in complete agreement with each other, by definition. The two theories make exactly the same special relativity predictions of how observers in different inertial reference frames will perceive each other's motions in time and space. It is beyond the scope of this present paper to show how they also agree on the predictions of general relativity, but it is important to understand that our formulation of Euclidean relativity requires our acceptance of the experimentally verified findings of special relativity, general relativity and quantum mechanics. Our model and the standard model both describe the same geometric relations of space and time based on the same evidence, but as embedded in two very different universal host spaces: Euclidean 4-space versus Minkowski spacetime. In some instances our model provides a geometric explanation for physical phenomena where the standard model has none, as yet. An example is the two models' differing explanations for the gravitational coherence of galaxies: either their inertial motion at velocity <math>c</math>, or their possession of experimentally undetected dark matter. A more central example is our use of Coxeter's kinematics to explain the laws of relativistic motion geometrically. {{Efn|More generally, our model is concerned with group-theoretic properties of number elucidated by Coxeter and other geometers. ...cite Kappraff & Adamson's 2003 paper on The Relationship of the Cotangent Function to Special Relativity Theory, geometry and properties of number,{{Sfn|Kappraff & Adamson|2003|loc=Special Relativity Theory, Geometry and properties of number}} which shows how the Lorentz coefficient is a function of a deep geometric property of number{{Sfn|Kappraff & Adamson|2000|loc=A Fresh Look at Number}} discovered by Steinbach,{{Sfn|Steinbach|1997|loc=Golden Fields: A Case for the Heptagon}} by means of which the root formula of geometry in any Euclidean dimension, the Pythagorean theorem, may be derived solely in terms of the addition of polygon side lengths, without recourse to their products or squares. More generally, Steinbach found that in the relations among regular polytope chords, to add is to multiply; every chord is both the product (quotient) of a pair of chords and the sum (difference) of another pair of chords.}} Euclidean relativity is not even a fringe theory; no physicists or astronomers have adopted it. There are many good reasons why the revolutionary leap to a four orthogonal spatial dimensions viewpoint has not been taken, beginning with the universally observed fact that we can only construct three perpendiculars through a point in our immediate space, which appears to be resolutely 3-dimensional, not 4-dimensional. Euclidean relativity offers a nice geometric explanation of the reasons for the Lorentz transformations, but only at the cost of raising other mysteries, which have been difficult for its aficionados to explain. Another mystery is how light signals between observers in relative motion could "catch up" with the receiver moving on a diverging path through 4-space from the emitter. If both observers are already moving at <math>c</math> (on diverging paths), the propagation speed of light through 4-space between them would have to be greater than <math>c</math>. Euclidean relativity is a revolutionary theory indeed, in which <math>c</math> cannot possibly be the speed of light! We conclude that, for a theory of Euclidean 4-space to be physically viable (that is, for <math>\mathbb{R}^4</math> to be our real space and not merely an abstract mathematical space), the speed of light through Euclidean 4-space must be <math>c\prime = 2c</math>, with massless photons translating through 4-space at twice the speed of mass-carrying objects. Photons must translate the diagonal distance through 4-space along the long diameter of a unit 4-hypercube, in the same time that massive particles translate inertially along the edge (or the radius) of a unit 4-hypercube. This is conceivable in Euclidean 4-space (and in no other Euclidean space of any dimensionality) because the long diagonal of the unit 4-hypercube is the natural number <math>\sqrt{4}</math>. == An object's motion in space is the product of its discrete self-reflections == Coxeter theory describes all the possible motions of an object in space as local functions of the object's discrete geometry (its shape). Coxeter observed that in a Euclidean space of any number of dimensions, any displacement of a geometric object from one place to another, and any rotation of the object from one orientation to another, can be broken down into the product of a number of discrete self-reflections. Any action of a polytope that transforms its position and orientation in space may be measured as a distinct sequence of self-reflections of the object in its own surfaces. Therefore any motion of the object whatsoever may be precisely described as the object propagating itself through space by a discrete sequence of local self-reflections. This is a purely kinematic description of motion which does not give any account of forces acting on the object that cause it to move. Coxeter found that both changes in position (translations) and changes in orientation (rotations) can be broken down into the simplest of all displacements (self-reflections). A translation occurs when an object self-reflects twice, in two distinct surfaces which are parallel to each other. A rotation also occurs when an object self-reflects twice, but in two distinct surfaces which intersect each other. When a object self-reflects once, it turns itself inside out (it reverses its chirality), but in translations and rotations it self-reflects twice, preserving its chirality. Coxeter's laws of kinematics are a geometric counterpart to Newton's algebraic laws of motion in three dimensional Euclidean space. They are helpful because they can be understood as geometric pictures, which may help us to visualize the relationships between translation and rotation in classic Newtonian physics problems, such as the [[W:Kepler problem|Kepler problem]] of the motion of the planets.<ref>{{Cite book|last=Feynman|first=Richard|title=Feynman's Lost Lecture: The Motion of Planets Around the Sun|date=1996|publisher=W. W. Norton & Company|isbn=978-0393039184}}</ref> But they are also a revolutionary advance beyond Newton's laws, because Coxeter formulated them in Euclidean spaces of any number of dimensions. In particular, they give us geometric pictures of all the possible motions of objects in 4-dimensional Euclidean space: <blockquote>Every orthogonal transformation in 4-space is expressible as:<br> :<math>\mathrm{Q}^q \mathrm{R}^r \mathrm{T}^t</math><br> where <math>(2^q + r + t \le 4)</math>. Every displacement is either a double rotation <math>\mathrm{Q}^2</math>, or a screw-displacement <math>\mathrm{QT}</math> [where the rotation component <math>\mathrm{Q}</math> is a simple rotation, but the <math>\mathrm{QT}</math> is chiral like a <math>\mathrm{Q^2}</math>]. Every enantiomorphous transformation in 4-space (reversing chirality) is a <math>\mathrm{QRT}</math>.</blockquote> While this description should be understood as geometric pictures, some of the pictures may not be easy for us to visualize, since we have no physical experience in 4-dimensional space. Rotation (<math>\mathrm{Q}</math>), reflection (<math>\mathrm{R}</math>) and translation (<math>\mathrm{T}</math>) are obvious analogues of what they are in three-dimensional space, but double rotation (<math>\mathrm{Q}^2</math>) is something new and unprecedented in our physical experience, because double rotations cannot occur until there are four or more dimensions of space in which to rotate. A point in 4-space may be in motion on two circles in two completely orthogonal rotation planes simultaneously. Nothing constrains the two circles to be of the same radius, or constrains either circle from being of infinite radius such that the point moves in a straight line within its rotation plane: a translation <math>\mathrm{T}</math> rather than a rotation <math>\mathrm{Q}</math>. The motion of a rigid object defined by multiple points is constrained by its rigidity, such that the radii of both circles may approach infinity, but only one of the two radii may actually reach infinity. For a rigid object, only one of the two rotations may actually be a translation. Four dimensional Euclidean space can accomodate no such thing as a <math>\mathrm{Q}^2\mathrm{T}</math>. A translating double rotation <math>\mathrm{Q}^2</math>, like a translating simple rotation <math>\mathrm{Q}</math>, is simply a screw translation <math>\mathrm{QT}</math>. That is the essence of the way the principle of relativity operates in Euclidean 4-space. An object which is double-rotating in its own proper inertial reference frame may be seen to be performing nothing more mysterious than a screw translation, when observed from an inertial reference frame from which the object is in relative translational motion. Of course, it is a screw translation in 4-space, which is more mysterious than a screw translation in our ordinary 3-space. In 3-space the orbit of a screw translation (or any <math>\mathrm{Q}</math>) lies on a great circle of an ordinary sphere (a 2-sphere). In 4-space the orbit of a screw translation <math>\mathrm{QT}</math> or double rotation <math>\mathrm{Q}^2</math> lies on a great circle of a hypersphere (a 3-sphere). Such 4-dimensional great circles are inherently more complex than the ordinary circles we experience in 3-space. They do not lie in a single plane, but bend through all four dimensions, in either a left or right hand direction of curvature. Unlike ordinary circles they are inherently chiral, and their circumference is not <math>2\pi r</math>, but like ordinary circles they are truly circular, geodesic circles. In 4-space they might even be said to be more circular than ordinary circles, which bend in only two dimensions. We refer to such 4-dimensional great circles as ''isoclines'', to distinguish them from ordinary 2-dimensional great circles in the plane. Their name comes from the fact that a point on a rigid 4-dimensional object undergoing [[W:SO(4)#Isoclinic rotations|isoclinic rotation]] traverses an isocline circle. In a universe which is real Euclidean four-dimensional space <math>\mathbb{R}^4</math>, wherein these motions occur only at the constant velocity <math>c</math>, there is a universal Cartesian 4-coordinate reference frame in which every rigid object in free fall is translating on a <math>\mathrm{QT}</math> at velocity <math>c</math>. That universal inertial reference frame is not the proper reference frame of any object or observer, wherein the object or observer is stationary and double-rotating at the universal rate of quantum events <math>c</math>, but it is the common reference frame of all observers. == Light propagates through 4-space at twice its apparent velocity <math>c</math>== Coxeter's laws of kinematics in 4-dimensional Euclidean space apply to all objects with mass, but we find there is an additional kind of displacement which applies only to massless particles such as photons, considered as single point objects. Light quanta (photons) translate through 4-space by 4-dimensional reflection <math>\mathrm{R}^4</math>, which may be termed a double translation <math>\mathrm{T}^2</math>, a pure translation via two pairs of parallel reflections without any rotation component <math>\mathrm{Q}</math>. Matter (atoms and all particles with mass) are perpetually rotating and translating through 4-space by <math>\mathrm{QT}</math>, a screw translation of a rotating object, which is relativistically equivalent to a stationary isoclinic <math>\mathrm{Q^2}</math>, an isoclinically rotating object such as an atom. A simple rotation <math>\mathrm{Q}</math> or simple translation <math>\mathrm{T}</math> is a double reflection <math>\mathrm{R^2}</math>, so a <math>\mathrm{QT}</math> or <math>\mathrm{Q^2}</math> is an <math>\mathrm{R^4}</math>, but not with the same group of reflection angles as a light signal <math>\mathrm{R^4}</math>. A translation <math>\mathrm{T = R^2}</math> is a double reflection in two parallel planes, and a rotation <math>\mathrm{Q = R^2}</math> is a double reflection in two intersecting planes, as in a <math>\mathrm{QT = R^4}</math> which is both at once. A double translation <math>\mathrm{T^2 = R^4}</math> is two double reflections in pairs of parallel planes at once, a reflection in four non-intersecting parallel planes; it is all translation and no rotation. In a <math>\mathrm{T^2}</math> all the motion goes to translation, so the translation goes twice as far as the simple translation <math>\mathrm{T}</math> in a <math>\mathrm{QT}</math>. A double translation <math>\mathrm{T^2 = R^4}</math> is the opposite of a double rotation <math>\mathrm{Q^2 = R^4}</math>, which is stationary but rotates twice as far as the simple rotation <math>\mathrm{Q}</math> in a <math>\mathrm{QT}</math>. The product of the two translations in a <math>\mathrm{T^2}</math> is a diagonal 4-space translation over the long diameter of the unit 4-hypercube, exactly twice the distance of a simple <math>\mathrm{T}</math> over the edge length (or radius) of the unit 4-hypercube. The [[w:Tesseract|4-hypercube (also known as the 8-cell or tesseract)]] is ''radially equilateral'', which means its edge length is equal to its radius, like the hexagon, so its long diameter (twice its radius) is exactly twice its edge length. The photon moves an equal distance in four orthogonal directions. By the four-dimensional Pythagorean theorem, each of those four distances is half the total distance the photon moves: one edge length (one radius) is half the total diagonal distance moved (the long diameter). That total movement is a double the unit-distance translation, but without any rotation component, so it cannot carry any mass with it. A <math>\mathrm{T^2}</math> cannot reposition a 4-polytope the way a <math>\mathrm{QT}</math> does, it can only reposition a quantum of energy that has no distinguishing rotational symmetry, such as a photon. That is the price light pays to move exactly twice as fast as matter.{{Efn| ...lensing of double translations <math>\mathrm{T^2 = R^4}</math> in more than two pairs of parallel planes at once...relationship to the frequency of light emitted and the coherence length of the wave packet...}} == Special relativity is Galilean relativity in a Euclidean space of four orthogonal dimensions == {{Efn|...TAC suggests this section is needed sooner, i.e. in the preceding Special Relativity section, as it explains how Euclidean relativity reduces special relativity to 4D perspective geometry...it's misplaced (too late) here...}} Perspective effects known as the Lorentz transformations occur because each observer's proper 3-dimensional space is a moving curved manifold embedded in flat 4-dimensional Euclidean space. The curvature of their 3-space complicates sightline calculations for observers; they sometimes require Lorentz transformations to produce the actual 4-space Cartesian coordinates of objects in the scene being observed. But if all four spatial dimensions are considered, no Lorentz transformations are required (or permitted) in correct scene construction, except when an observer wants to calculate a projection, that is, the shadow of how things will appear to them from a three-dimensional viewpoint (not how they really are in 4-space).{{Sfn|Yamashita|2023}} Space really has four orthogonal dimensions, and space and time behave there just as they do in a classical vector space, only bigger by one dimension. It is not necessary to combine 4-space with time in a unified spacetime to explain 4-dimensional perspective effects at high relative velocities, because Euclidean 4-space is already 4-dimensional, and those effects fall out naturally from the 4-dimensional Pythagorean theorem, exactly as ordinary visual perspective does in three dimensions from the 3-dimensional Pythagorean theorem. Because one of the four spatial dimensions corresponds to an observer's direction of motion (in both space and proper time), and all observers and all scenes being observed are in motion (at constant velocity) in their respective proper time directions, we observe perspective foreshortenings in time as well as in a spatial dimension. In special relativity these perspective effects are reciprocal, precisely because they are only apparent, not actual, changes in size and duration. (However in general relativity, discussed below, the actual rate of physical processes varies from place to place, and reference frame differences predicted by the theory are neither reciprocal nor illusory.) None of these Lorentz effects are beyond geometric explanation or paradoxical. The universe is unexpectedly strange to us in precisely the ways the Euclidean fourth dimension is strange to us; but that does hold many surprises. Euclidean 4-space is much more interesting than Euclidean 3-space, analogous to the way 3-space is much more interesting and deeply explanatory to us than it would be if we experienced it only as a 2-space with many folds and curves, as perhaps an ant does. The emergent properties of 4-space are hard for us to visualize because they lie so wholly beyond our physical experience, just as it was hard for our ancestors to imagine the earth as round like a ball. However, Euclidean spaces of successive dimensions are analogous, and so higher dimensional spaces can be anticipated and explored: that is Schläfli's great discovery. Moreover dimensional analogy itself, like everything else in nature including all of physics, is an exact expression of intrinsic group-theoretic symmetries: that is Nother's great discovery. == General relativity is special relativity in a Euclidean space of four orthogonal dimensions == The statement that the laws of special relativity hold to good approximation in freely falling (and non-rotating) reference frames is known as the [[W:Equivalence principle|Einstein equivalence principle]]. The weight experienced by an observer standing on the floor in a building on the surface of the earth is the same as the weight experienced by an observer standing on the floor in a spaceship in interstellar space accelerating at a rate of 32'/second/second. Both observers are experiencing an upwards acceleration at the same rate, which in their respective proper reference frames is measured as the weight of gravity, rather than as an accelerating motion (they are stationary in their proper reference frames). Einstein used this equivalence principle as the basis for his general theory of relativity, in much the same way he had used the constant velocity of light as the basis for his special theory of relativity. In general relativity the two accelerating observers occupy scenes which are relativistically equivalent, which means that although they can be distinguished (they have different measurements) in any reference frame from which they may both be observed, they have the same invariant geometry in all reference frames (they are the same phenomena), implying that there exists, for either scene, another reference frame from which it measures exactly like the other scene. Relativistically equivalent does not imply that there exists a single reference frame in which the two scenes are congruent (have the same measurements). It only means that they can be transformed into each other by a shift in point of view, because their invariant geometries (their measurements which are independent of point of view) are the same. Einstein's general theory of relativity describes that invariant geometry, for scenes in general, in spacetime. Our formulation of Euclidean relativity describes that invariant geometry, for scenes in general, in real Euclidean 4-dimensional space <math>\mathbb{R}^4</math>. An observer standing on the surface of the earth is accelerated at the rate of 32'/second/second. If we neglect for the moment the rotation of the earth, the observer and the earth are both stationary in their common inertial reference frame, so this accelerating motion cannot be perceived as motion in that reference frame; it is perceptible there as the force of gravity. It is only perceptible as motion in some other reference frame in which the earth and the observer are both in motion, such as the universal common reference frame of Euclidean 4-coordinate space in which they are both in motion at velocity <math>c</math> on their respective screw translations <math>QT</math>. In that universal common reference frame the observer's acceleration of 32'/second/second is the rate of change in the direction of his vector of translation through 4-space. The velocity of his vector of translation <math>T</math> through 4-space remains the constant <math>c</math> throughout; only his direction is changing. A change in the direction of a vector is a rotation <math>Q</math> of a translation <math>T</math>: a screw translation <math>QT</math>. A change in the direction of a vector is a rotation which is an acceleration. We can be precise about the units of measurement of this acceleration at atomic scale. In Coxeter's kinematics rotations of geometric objects occur in discrete increments called rotational displacements, with each distinct kind of rotation performing a characteristic number of its characteristic rotational displacement during a full revolution that returns the object to its starting orientation. There are many distinct kinds of rotation, each with its characteristic rotational displacement and number of displacements per revolution. The general rotation in 4-space is a double rotation <math>Q^2</math> distinguished by two distinct completely orthogonal angles through which the object turns in each rotational displacement. The angles determine not only the distance through which the object turns, but the characteristic trajectory of each point on the surface of the rotating object, including the length of that trajectory before it closes into a circle when the object returns to its starting orientation. For any distinct kind of rotation, the circular trajectory is always an integer multiple of the characteristic rotational displacement, but the full circle may be greater than 360°. In 4-space rotational circles are not ordinary 2-dimensional circles that lie in the plane and have a 360° circumference. Many distinct 4-space rotations of interest have a circumference of 720°, and many are larger. In 4-space every object with mass moves on its distinct <math>QT</math> trajectory. Each rotational displacement <math>Q</math> is equivalent to a pair of reflection displacements in two surfaces which intersect each other, at angles related to a distinct star polygon. Each translational displacement <math>T</math> is equivalent to a pair of reflection displacements in two surfaces which lie parallel to each other. In both kinds of motion (rotation and translation) it is the rate at which these double-reflection displacements occur which is constant and which we measure as the velocity <math>c</math>. Every atom translates at velocity <math>c</math>, performing a large number of atomic scale translational displacements per second. Concurrently, the atom rotates at velocity <math>c</math>, performing the same large number of atomic scale rotational displacements per second. Although the number of displacements at atomic scale per unit time is the same universal constant <math>c</math> for all rotations and translations, distinct kinds of rotation revolve at distinct rates, because the number of rotational displacements per complete revolution and the circumference of the complete revolution are distinct characteristics of each kind of rotation. The velocity at which each point on the surface of a rotating object moves, and the frequency of its rotational circling, are functions of the distinct rotation it is performing. However, they are not simple functions of <math>c</math> and the two defining angle parameters of the rotation. Distinct rotations arise from distinct symmetry groups and each is its own mystery with a unique conservation law. The relationships between those distinct conservation laws are even more mysterious, and have been shown to be chaotic. Steinbach{{Sfn|Steinbach|1997}} discovered the Golden Fields family of ratios which govern distinct rotational displacements related to the regular star polygons at least up to the hendecagon {11}. Kappraff and Adamson{{Sfn|Kappraff|Adamson|2004}} further characterized the families of rotation functions and showed that they form an infinite number of periodic trajectories when operated on by the Mandelbrot operator. The inertial tendency of mass is to follow a geodesic. The inertial conservation law of gravity applies to all motions of objects with mass, rotations as well as translations. A translation <math>T</math> is the distinct simple rotation <math>Q</math> in which the characteristic angle of rotational displacement is zero. Inertia is the tendency of objects with mass to conserve their angles of rotational displacement. In 4-space each object has two completely orthogonal angles of rotational displacement which are characteristic of the distinct rotation the object is performing. Inertia is the conservation of this distinct double rotation. In 4-coordinate Euclidean space the acceleration of an object with mass is a rotation of the object, a change to its direction, not a change to its constant velocity. Because the rate of atomic scale displacements is the universal constant <math>c</math>, the rate of change of direction (the acceleration of the object) is a function of <math>c</math> and the distinct rotation's conservation law. A observer standing on the surface of the earth is performing a distinct double rotation characterized by two completely orthogonal angles of rotational displacement. The observer's acceleration of 32'/second/second is a function of <math>c</math> and the distinct rotation's conservation law, and a measurement of the rate of change of the observer's direction of motion through 4-space at velocity <math>c</math>. ... == Dimensional relativity == The formulation of Euclidean relativity based on Coxeter's kinetic law of <math>n</math>-dimensional congruent transformations in Euclidean space may be called ''dimensional relativity'', since it captures the theories of special and general relativity, and has its roots in dimensional analogy. Dimensional analogy is the exploration of [[w:Hermann_Grassmann#Mathematician|Hermann Grassmann's vector space principle]], in which space cannot be limited to any finite number of dimensions. The geometry of higher-dimensional space is accessible by reason of direct analogy, as [[w:Ludwig Schläfli|Ludwig Schläfli]] subsequently demonstrated, and by algebraic methods after [[W:William Kingdon Clifford|Clifford]]. By analogy to the surface of the earth, the bounding surface of a spherical region of <math>n</math>-dimensional Euclidean space is an <math>(n-1)</math>-sphere, a spherical space of one fewer dimensions than the <math>n</math>-ball of Euclidean space it surrounds. In dimensional relativity the sky is not a ceiling, but an infinite regress of alternating spherical and Euclidean <math>n</math>-spaces of increasing <math>n</math>, accessible from each observer's point of view. By dimensional analogy, each observer looks up into their own reference frame's regress of concentric alternating <math>n</math>-spaces. By the capacity for dimensional analogy which they possess, some observers see deeper into <math>n</math>-dimensional space than others. == Polycentric spherical relativity == An intelligent observer equipped with the principle of dimensional relativity may perceive the universe from any inertial reference frame, not only from their own proper stationary reference frame in the Euclidean <math>n</math>-space universe in which they physically locate themself. We see that every observer may also properly view themself as stationary and the universe as an <math>n</math>-sphere with themself at the center observing it, perceptually equidistant from all points on its <math>n</math>-space surface, including their own physical location which is one of those surface points, distinguished to them but moving on the surface, and not the center of anything. This ''polycentric model'' of the universe is a further restatement of the principle of relativity, and of the [[W:Copernican principle|Copernican principle]] that observation is democratic: observers occupy representative viewpoints, not privileged monocentric positions. The polycentric model is compatible with Galileo's relativity of uniformly moving objects in ordinary space, Einstein's special relativity of inertial reference frames in 4-dimensional spacetime, Einstein's general relativity of all reference frames in non-Euclidean spacetime, and Coxeter's dimensional relativity of orthogonal group actions in Euclidean and spherical spaces of any number of dimensions. The polycentric model should be known as Thoreau's principle of ''spherical relativity'', since the first precise written statement of it appears in 1849, contemporaneous with and independent of Schlafli's work: <blockquote>The universe is a sphere whose center is wherever there is intelligence.{{Sfn|Thoreau|1849|p=349|ps=; "The universe is a sphere whose center is wherever there is intelligence." [Contemporaneous and independent of [[W:Ludwig Schlafli|Ludwig Schlafli]]'s pioneering work enumerating the complete set of regular polyschemes in any number of dimensions.]}}</blockquote> == Revolutions == The original Copernican revolution in 1543 displaced the center of the universe from the center of the earth to a point farther away, the center of the sun, with the earth performing a ''revolution'' around the sun, and the stars remaining on a fixed 2-sphere around the sun instead of around the earth. But this led inevitably to the recognition that the sun must be a star itself, not equidistant from all the stars, and the center of but one of many spheres, no monotheistic center at all. In 1600 [[W:Giordano Bruno|Giordano Bruno]] who first openly advocated these views was burned at the stake in Rome's [[W:Campo de' Fiori|Campo de' Fiori]] by the Catholic inquisition. In such fashion the Euclidean four-dimensional revolution, emerging three to five centuries later, initially lends itself to the big bang theory of a single origin of the whole universe, but leads inevitably to the recognition that all the galaxies need not be equidistant from a single origin in time, any more than all the stars lie in the same galaxy, equidistant from a single center in space. The expanding sphere of matter on the surface of which we find ourselves living is likely to be one of many 3-spheres expanding at velocity <math>c</math>, with their big bang origins occurring at distinct times and places in the ''n''-dimensional universe. The most distant objects we see when we look up at night may not all have the same origin in space and time. As recently as Copernicus we believed all the stars lay on a single 2-sphere embedded in Euclidean 3-space, with our sun at its center. During the enlightenment observers beginning with Bruno dispersed those stars into an infinite Euclidean 3-space, and relinquished our privileged position at the center. Then Einstein showed that our 3-space could not be Euclidean, that it must be a 3-manifold curved in every place in obedience to Newton's inverse-square law of gravity; and in a geometry related to time, at least, it must be 4-dimensional. In the present work we suggest a theory of ''n''-dimensional real space and how light travels in it, a theory which says we can see into four orthogonal dimensions of Euclidean space, and so when we look up at night we see cosmological objects distributed in at least four dimensions of space around us, rather than all located in our own local 3-space. Looking still deeper and farther out, the universe viewed as a 4-sphere might, or might not, be expanding, and the most distant objects we see when we look up at night may, or may not, lie in our 4-dimensional hyperplane. Real space has ''n'' dimensions as [[w:Hermann_Grassmann|Grassmann]] and [[w:Schläfli|Schläfli]] showed, and we do not know how many dimensions the most distant objects we see may be distributed in. They need not all lie within the four spatial dimensions in which we have now learned to observe them, any more than they all lie in our local 3-space. When we look up at the objects that surround us, we have no way of discerning how many dimensions beyond three the space we are looking into has. We know their distance from us primarily by virtue of how long it takes their light to reach us. We can measure their distribution around us in 3-space or 4-space, but that is simply how we choose to measure their positions, not an actual finding of how they are distributed. Even if it is now evident that they do not all lie in the same 3-space, how many more dimensions than three are needed to contain them? We observe that our 4-ball galaxy is embedded in Euclidean <math>n</math>-space as one of many 4-ball galaxies, each translating in a distinct direction through 4-space at velocity <math>c</math>, on more or less divergent paths from each other. But only closer observation will reveal evidence of whether everything we see lies in the same Euclidean 4-space, or if it is distributed in five or more dimensions, and how it is moving there. To remain in agreement with the theory of relativity, the Euclidean four-dimensional viewpoint requires that all mass-carrying objects be in motion in some distinct direction through 4-space at the constant velocity <math>c</math>, although the relative velocity between nearby objects is much smaller since they move on similar vectors, aimed away from a common origin point in the past. It is natural to expect that objects moving at constant velocity away from a common origin will be distributed roughly on the surface of an expanding 3-sphere. Although their paths away from their origin are not straight lines but various helical isoclines (screw translations), nearby objects must be translating radially at the same velocity, since the objects in a system (such as our solar system or galaxy) do not separate rapidly over time but remain in orbital formation. Each system's screw translation has two [[w:Completely_orthogonal|completely orthogonal]] components of motion in 4-space, an orbital rotation (such as the earth's around our sun) and a linear translation of the entire system at velocity <math>c</math> in the direction of the original 3-sphere's radial expansion (along the system's proper time vector). Of course the view from our solar system does not suggest that the 3-sphere enclosing each galaxy is expanding at this great rate from its galactic center. The standard theory has been that the entire observable universe is expanding from a single big bang origin in time, with galaxies forming later. While the Euclidean four-dimensional viewpoint lends itself to that standard theory, it also supports theories which require no single origin point in space and time. These are the voyages of starship Earth, to boldly go where no one has gone before. We made the jump to light speed long ago, in whatever big bang our atoms emerged from, and have never slowed down since. == Origins of the theory == Einstein himself may have been the first to imagine the universe as the three-dimensional surface of a four-dimensional Euclidean 3-sphere, in what was narrowly the first written articulation of a Euclidean 4-space universe, contemporaneous with the teen-aged Coxeter's (quoted below).{{Efn|[[W:William Rowan Hamilton|Hamilton]]'s algebra '''H''' of [[W:Quaternions|quaternions]] introduces (in 1843) the notion of a [[W:Three-dimensional sphere|three-dimensional sphere]] embedded in a four-dimensional space, but Hamilton did not quite conceive of the quaternions as the Cartesian 4-coordinates of a Euclidean 4-space, and he did not describe our ordinary 3-space as embedded in Euclidean 4-space.}} Einstein did this as a [[W:Gedankenexperiment|gedankenexperiment]] in the context of investigating whether his equations of general relativity predicted an infinite or a finite universe, in his 1921 Princeton lecture.<ref>{{Cite book|url=http://www.gutenberg.org/ebooks/36276|title=The Meaning of Relativity|last=Einstein|first=Albert|publisher=Princeton University Press|year=1923|isbn=|location=|pages=110-111}}</ref> He invited us to imagine "A spherical manifold of three dimensions, embedded in a Euclidean continuum of four dimensions", but he was careful to disclaim parenthetically that "The aid of a fourth space dimension has naturally no significance except that of a mathematical artifice." Informally, the Euclidean 4-dimensional theory of relativity may be given as a sort of reciprocal to that disclaimer of Einstein's: ''The Minkowski spacetime has naturally no significance except that of a mathematical artifice, as an aid to understanding how things will appear to an observer from their perspective; the foreshortenings, clock desynchronizations and other Lorentz transformations it predicts are proper calculations of actual perspective effects; but real space is a flat, Euclidean continuum of four orthogonal spatial dimensions, and in it the ordinary laws of a flat vector space hold (such as the Pythagorean theorem), and all sightline calculations work classically, so long as you consider all four spatial dimensions.'' The Euclidean theory of relativity differs from the special theory of relativity in ascribing to the physical universe a geometry of four or more orthogonal spatial dimensions, rather than the special theory's [[w:Minkowski spacetime|Minkowski spacetime]] geometry, in which three spatial dimensions and a time dimension comprise a unified non-Euclidean spacetime of four dimensions. Anco and Maghadam found that <math>SO(4)</math> breaks to <math>\mathbb{S}^3</math> (the 3-sphere) if the energy in a Kepler orbit is negative (an elliptical orbit), and to <math>H^3</math> (Minkowski spacetime) if the energy is positive (a hyperbolic orbit). Therefore the fact that the planets orbit on ellipses in our 3-space suggests that they orbit on a 3-sphere embedded in Euclidean 4-space. Thus we can conclude that <math>\mathbb{R}^4</math> is the actual geometry of our physical universe, and Minkowski spacetime is an abstraction; the reciprocal of Einstein's disclaimer is the more direct physical model. Of course spacetime remains a true and useful abstraction, although it must relinquish its privileged position as our exclusive conception of our place in space.{{Efn| ...origins of the Euclidean 4-space insight in the observations of Fock, Atkinson, Moser and others.}} The invention of Euclidean geometry of more than three spatial dimensions preceded Einstein's theories by more than fifty years, when it was worked out originally by the Swiss mathematician [[w:Ludwig Schläfli|Ludwig Schläfli]] before 1853.{{Sfn|Coxeter|1973|loc=§7. Ordinary Polytopes in Higher Space; §7.x. Historical remarks|pp=141-144|ps=; "Practically all the ideas in this chapter ... are due to Schläfli, who discovered them before 1853 — a time when Cayley, Grassmann and Möbius were the only other people who had ever conceived the possibility of geometry in more than three dimensions."}} Schläfli extended Euclid's geometry of one, two, and three dimensions in a direct way to four or more dimensions, generalizing the rules and terms of [[w:Euclidean geometry|Euclidean geometry]] to spaces of any number of dimensions. He coined the general term ''[[polyscheme]]'' to mean geometric forms of any number of dimensions, including two-dimensional [[w:polygon|polygons]], three-dimensional [[w:polyhedron|polyhedra]], four dimensional [[w:polychoron|polychora]], and so on, and in the process he found all of the [[w:Regular polytope|regular polyschemes]] that are possible in every dimension, including in particular the [[User:Dc.samizdat/Rotations#Sequence of regular 4-polytopes|six convex regular polychora]] which can be constructed in a Euclidean space of four dimensions (the set analogous to the five [[w:Platonic solid|Platonic solids]] the ancients found in three dimensional space). Thus Schläfli was the first to explore the fourth dimension, reveal its emergent geometric properties, and discover its astonishing regular objects. Because his work was only published posthumously in 1901, and remained almost completely unknown until Coxeter published [[w:Regular_Polytopes_(book)|Regular Polytopes]] in 1947, other researchers had more than fifty years to rediscover the regular polychora, and competing terms were coined; today [[w:Reinhold_Hoppe|Reinhold Hoppe]]'s word ''[[w:Polytope|polytope]]'' is the commonly used term for ''polyscheme.''{{Efn|[[w:Reinhold_Hoppe|Reinhold Hoppe]]'s German word ''polytop'' was introduced into English by [[W:Alicia Boole Stott|Alicia Boole Stott]], who like Hoppe and [[W:Thorold Gosset|Thorold Gosset]] rediscovered Schlafli's six regular convex 4-polytopes, with no knowledge of their prior discovery. Today Schläfli's original ''polyschem'', with its echo of ''schema'' as in the configurations of information structures, seems even more fitting in its generality than ''polytope'' -- perhaps analogously as information software (programming) is even more general than information hardware (computers).}} Because of this century-long lag in the dissemination of a scientific discovery, the regular 4-polytopes appear to have played no role at all, by any name, in the twentieth century discovery and evolution of the theories of relativity and quantum mechanics.{{Efn|One could argue that the higher-dimensional polytopes have barely influenced science or culture at all thus far. The physicist John Edward Huth's comprehensive deep dive through the history of cultural and scientific concepts of physical space, from ancient flatland models of the world through general relativity and quantum mechancs, shows exactly how we got to our present standard model of the universe, although it includes no mention of higher-dimensional Euclidean space.<ref>{{Cite book|last=Huth|first=John Edward|title=A Sense of Space: A local's guide to a flat earth, the edge of the cosmos, and other curious places|year=2025|publisher=University of Chicago Press}}</ref>}} == Boundaries == <blockquote>Ever since we discovered that Earth is round and turns like a mad-spinning top, we have understood that reality is not as it appears to us: every time we glimpse a new aspect of it, it is a deeply emotional experience. Another veil has fallen.<ref>{{Cite book|author=Carlo Rovelli|author-link=W:Carlo Rovelli|title=Seven Brief Lessons on Physics|publisher=Riverhead|year=2016|isbn=978-0399184413}}</ref></blockquote> Of course it is strange to consciously contemplate this world we inhabit, our planet, our solar system, our 3-sphere surface in our vast galaxy, as the merest film, a boundary no thicker in the places we inhabit than the diameter of an electron (though much thicker in some places we cannot inhabit, such as the core of our planet and the interior of stars). But is not our unconscious traditional concept of the boundary of our world even stranger? Since the enlightenment we are accustomed to thinking that there is nothing beyond three dimensional space: no boundary, because there is nothing else to separate us from. But anyone who knows the [[polyscheme]]s Schläfli discovered knows that space can have any number of dimensions, and that there are fundamental objects and motions to be discovered in four dimensions that are even more various and interesting than those we can discover in three. The strange thing, when we think about it that way, is that there ''is'' a boundary between three and four dimensional space. ''Why'' can't we move (or apparently, see) in more than three dimensions? Why is our physical world apparently only three dimensional? Why would it have just ''three'' dimensions, and not four, or five, or the ''n'' dimensions that Schläfli mapped? What is the nature of the boundary which confines us to just three dimensions? We know that in Euclidean geometry the boundary between three and four dimensions is itself a spherical three dimensional space, so we should suspect that we are materially confined within such a curved boundary surface. Light need not be confined with us within our three dimensional boundary space. We would look directly through four dimensional space in our natural way, by receiving light signals that travelled through it to us on straight lines. In that case the reason we do not observe a fourth spatial dimension in our vicinity is that there are no nearby objects in it, just off our hyperplane in the wild. The nearest four-dimensional object we can see with our eyes is our sun, which lies equatorially in our own hyperplane, though it bulges out of it above and below. But when we look up at the heavens, every pinprick of light we observe is itself a four-dimensional object off our hyperplane, and they are distributed all around us in four-dimensional space through which we gaze. We are four-dimensionally sighted creatures, even though our bodies are three-dimensional objects, thin as an atom in the fourth dimension. But that should not perplex us: we can see into three dimensional space even though our retinas are two dimensional objects, thin as a photoreceptor cell. Our unconscious provincial concept is that there is nothing else outside our three dimensional world: no boundary, because there is nothing else to separate us from. But Schläfli discovered something else: all the astonishing regular objects that exist in higher dimensions, which vastly extend our notions of the beauty and mystery of space itself, and the intrinsic spatial symmetries of our universe which geometry reveals. Space is more commodious than we thought it was, and permits previously unimagined objects and motions. So our provincial conception of our place in it now has the same kind of status as our idea that the sun rises in the east and passes overhead: it is mere appearance, not a true model and no longer a proper explanation. An inertial boundary is a proper explanation, be it ever so thin. And would a boundary of ''no'' thickness, a mere abstraction with no physical power to separate, be a more suitable explanation? We must look for a physically powerful explanation in the geometry of space itself, which general relativity properly associates with the gravitational or inertial force. <blockquote>The number of dimensions possessed by a figure is the number of straight lines each perpendicular to all the others which can be drawn on it. Thus a point has no dimensions, a straight line one, a plane surface two, and a solid three .... In space as we now know it only three lines can be imagined perpendicular to each other. A fourth line, perpendicular to all the other three would be quite invisible and unimaginable to us. We ourselves and all the material things around us probably possess a fourth dimension, of which we are quite unaware. If not, from a four-dimensional point of view we are mere geometrical abstractions, like geometrical surfaces, lines, and points are to us. But this thickness in the fourth dimension must be exceedingly minute, if it exists at all. That is, we could only draw an exceedingly small line perpendicular to our three perpendicular lines, length, breadth and thickness, so small that no microscope could ever perceive it. We can find out something about the conditions of the fourth and higher dimensions if they exist, without being certain that they do exist, by a process which I have termed "Dimensional Analogy."<ref>{{Citation|title=Dimensional Analogy|last=Coxeter|first=Donald|date=February 1923|publisher=Coxeter Fonds, University of Toronto Archives|authorlink=W:Harold Scott MacDonald Coxeter|series=|postscript=|work=}}</ref></blockquote> I believe, but I cannot prove, that we live in real space, which is Schläfli's Euclidean space of ''n'' analogous dimensions. As Grassmann showed first, space cannot be limited to any finite number of dimensions. There will always be higher dimensions to discover, first in imagination and then to explore physically, each an astonishing new enlightenment.<ref>{{Cite book|first=T.S.|last=Eliot|title=Little Gidding|volume=Four Quartets|year=1943}}<blockquote> :We shall not cease from exploration :And the end of all our exploring :Will be to arrive where we started :And know the place for the first time. :Through the unknown, remembered gate :When the last of earth left to discover :Is that which was the beginning; :At the source of the longest river :The voice of the hidden waterfall :And the children in the apple-tree :Not known, because not looked for :But heard, half-heard, in the stillness :Between two waves of the sea. </blockquote></ref> Schläfli discovered every regular convex polytope that exists in any dimension, but that was only the beginning of the story of dimensional analogy, not its end or even the end of its beginning. That project is forever beginning anew. Coxeter discovered that Schläfli's Euclidean space is an expression of intrinsic symmetries, as Noether discovered all of physics is. Kappraff and Adamson discovered that even the sequences of humble regular polygons have fractal complexity. Symmetry itself is chaotic, always reachable but forever beyond our complete grasp. We are on a Wilderness Project, and just at its beginning, but already we observe a Euclidean space of four or more orthogonal spatial dimensions in which all objects with mass move ceaselessly at the constant velocity <math>c</math>, the universal rate at which everything moves, quantum events occur, and each of our proper times evolves. I believe these facts explain the experimentally verified theories of relativity and quantum mechanics, by revealing their unified polycentric geometry, the same way the facts about Copernicus's heliocentric solar system explained the observed motions of the planets, by revealing the geometry of gravity to Kepler. But others will have to do the math, work out the physics, and perform experiments to prove or disprove all of this, because I don't have the mathematics; entirely unlike Coxeter and Einstein, I am illiterate in those languages. <blockquote> ::::::BEECH :Where my imaginary line :Bends square in woods, an iron spine :And pile of real rocks have been founded. :And off this corner in the wild, :Where these are driven in and piled, :One tree, by being deeply wounded, :Has been impressed as Witness Tree :And made commit to memory :My proof of being not unbounded. :Thus truth's established and borne out, :Though circumstanced with dark and doubt— :Though by a world of doubt surrounded. :::::::—''The Moodie Forester''<ref>{{Cite book|title=A Witness Tree|last=Frost|first=Robert|year=1942|series=The Poetry of Robert Frost|publisher=Holt, Rinehart and Winston|edition=1969|}}</ref> </blockquote> == Appendix: Sequence of regular 4-polytopes == {{Regular convex 4-polytopes|wiki=W:|columns=7}} == ... == {{Efn|In a ''[[W:William Kingdon Clifford|Clifford]] displacement'', also known as an [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinic rotation]], all the Clifford parallel{{Efn|name=Clifford parallels}} invariant planes are displaced in four orthogonal directions (two completely orthogonal planes) at once: they are rotated by the same angle, and at the same time they are tilted ''sideways'' by that same angle. A [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|Clifford displacement]] is [[W:8-cell#Radial equilateral symmetry|4-dimensionally diagonal]].{{Efn|name=isoclinic 4-dimensional diagonal}} Every plane that is Clifford parallel to one of the completely orthogonal planes (including in this case an entire Clifford parallel bundle of 4 hexagons, but not all 16 hexagons) is invariant under the isoclinic rotation: all the points in the plane rotate in circles but remain in the plane, even as the whole plane tilts sideways. All 16 hexagons rotate by the same angle (though only 4 of them do so invariantly). All 16 hexagons are rotated by 60 degrees, and also displaced sideways by 60 degrees to a Clifford parallel hexagon. All of the other central polygons (e.g. squares) are also displaced to a Clifford parallel polygon 60 degrees away.|name=Clifford displacement}} {{Efn|It is not difficult to visualize four hexagonal planes intersecting at 60 degrees to each other, even in three dimensions. Four hexagonal central planes intersect at 60 degrees in the [[W:cuboctahedron|cuboctahedron]]. Four of the 24-cell's 16 hexagonal central planes (lying in the same 3-dimensional hyperplane) intersect at each of the 24-cell's vertices exactly the way they do at the center of a cuboctahedron. But the ''edges'' around the vertex do not meet as the radii do at the center of a cuboctahedron; the 24-cell has 8 edges around each vertex, not 12, so its vertex figure is the cube, not the cuboctahedron. The 8 edges meet exactly the way 8 edges do at the apex of a canonical [[W:cubic pyramid]|cubic pyramid]].{{Efn|name=24-cell vertex figure}}|name=cuboctahedral hexagons}} {{Efn|name=radially equilateral}} {{Efn|Eight {{sqrt|1}} edges converge in curved 3-dimensional space from the corners of the 24-cell's cubical vertex figure{{Efn|The [[W:vertex figure|vertex figure]] is the facet which is made by truncating a vertex; canonically, at the mid-edges incident to the vertex. But one can make similar vertex figures of different radii by truncating at any point along those edges, up to and including truncating at the adjacent vertices to make a ''full size'' vertex figure. Stillwell defines the vertex figure as "the convex hull of the neighbouring vertices of a given vertex".{{Sfn|Stillwell|2001|p=17}} That is what serves the illustrative purpose here.|name=full size vertex figure}} and meet at its center (the vertex), where they form 4 straight lines which cross there. The 8 vertices of the cube are the eight nearest other vertices of the 24-cell. The straight lines are geodesics: two {{sqrt|1}}-length segments of an apparently straight line (in the 3-space of the 24-cell's curved surface) that is bent in the 4th dimension into a great circle hexagon (in 4-space). Imagined from inside this curved 3-space, the bends in the hexagons are invisible. From outside (if we could view the 24-cell in 4-space), the straight lines would be seen to bend in the 4th dimension at the cube centers, because the center is displaced outward in the 4th dimension, out of the hyperplane defined by the cube's vertices. Thus the vertex cube is actually a [[W:cubic pyramid|cubic pyramid]]. Unlike a cube, it seems to be radially equilateral (like the tesseract and the 24-cell itself): its "radius" equals its edge length.{{Efn|The vertex cubic pyramid is not actually radially equilateral,{{Efn|name=radially equilateral}} because the edges radiating from its apex are not actually its radii: the apex of the [[W:cubic pyramid|cubic pyramid]] is not actually its center, just one of its vertices.}}|name=24-cell vertex figure}} {{Efn|The hexagons are inclined (tilted) at 60 degrees with respect to the unit radius coordinate system's orthogonal planes. Each hexagonal plane contains only ''one'' of the 4 coordinate system axes.{{Efn|Each great hexagon of the 24-cell contains one axis (one pair of antipodal vertices) belonging to each of the three inscribed 16-cells. The 24-cell contains three disjoint inscribed 16-cells, rotated 60° isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other (so their corresponding vertices are 120° {{=}} {{radic|3}} apart). A [[16-cell#Coordinates|16-cell is an orthonormal ''basis'']] for a 4-dimensional coordinate system, because its 8 vertices define the four orthogonal axes. In any choice of a vertex-up coordinate system (such as the unit radius coordinates used in this article), one of the three inscribed 16-cells is the basis for the coordinate system, and each hexagon has only ''one'' axis which is a coordinate system axis.|name=three basis 16-cells}} The hexagon consists of 3 pairs of opposite vertices (three 24-cell diameters): one opposite pair of ''integer'' coordinate vertices (one of the four coordinate axes), and two opposite pairs of ''half-integer'' coordinate vertices (not coordinate axes). For example: {{indent|17}}({{spaces|2}}0,{{spaces|2}}0,{{spaces|2}}1,{{spaces|2}}0) {{indent|5}}({{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}({{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}}) {{indent|5}}(–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}(–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}}) {{indent|17}}({{spaces|2}}0,{{spaces|2}}0,–1,{{spaces|2}}0)<br> is a hexagon on the ''y'' axis. Unlike the {{sqrt|2}} squares, the hexagons are actually made of 24-cell edges, so they are visible features of the 24-cell.|name=non-orthogonal hexagons|group=}} {{Efn|Visualize the three [[16-cell]]s inscribed in the 24-cell (left, right, and middle), and the rotation which takes them to each other. [[24-cell#Reciprocal constructions from 8-cell and 16-cell|The vertices of the middle 16-cell lie on the (w, x, y, z) coordinate axes]];{{Efn|name=six orthogonal planes of the Cartesian basis}} the other two are rotated 60° [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinically]] to its left and its right. The 24-vertex 24-cell is a compound of three 16-cells, whose three sets of 8 vertices are distributed around the 24-cell symmetrically; each vertex is surrounded by 8 others (in the 3-dimensional space of the 4-dimensional 24-cell's ''surface''), the way the vertices of a cube surround its center.{{Efn|name=24-cell vertex figure}} The 8 surrounding vertices (the cube corners) lie in other 16-cells: 4 in the other 16-cell to the left, and 4 in the other 16-cell to the right. They are the vertices of two tetrahedra inscribed in the cube, one belonging (as a cell) to each 16-cell. If the 16-cell edges are {{radic|2}}, each vertex of the compound of three 16-cells is {{radic|1}} away from its 8 surrounding vertices in other 16-cells. Now visualize those {{radic|1}} distances as the edges of the 24-cell (while continuing to visualize the disjoint 16-cells). The {{radic|1}} edges form great hexagons of 6 vertices which run around the 24-cell in a central plane. ''Four'' hexagons cross at each vertex (and its antipodal vertex), inclined at 60° to each other.{{Efn|name=cuboctahedral hexagons}} The [[24-cell#Hexagons|hexagons]] are not perpendicular to each other, or to the 16-cells' perpendicular [[24-cell#Squares|square central planes]].{{Efn|name=non-orthogonal hexagons}} The left and right 16-cells form a tesseract.{{Efn|Each pair of the three 16-cells inscribed in the 24-cell forms a 4-dimensional [[W:tesseract|hypercube (a tesseract or 8-cell)]], in [[24-cell#Relationships among interior polytopes|dimensional analogy]] to the way two tetrahedra form a cube: the two 8-vertex 16-cells are inscribed in the 16-vertex tesseract, occupying its alternate vertices. The third 16-cell does not lie within the tesseract; its 8 vertices protrude from the sides of the tesseract, forming a cubic pyramid on each of the tesseract's cubic cells. The three pairs of 16-cells form three tesseracts.{{Efn|name=three 8-cells}} The tesseracts share vertices, but the 16-cells are completely disjoint.{{Efn|name=completely disjoint}}|name=three 16-cells form three tesseracts}} Two 16-cells have vertex-pairs which are one {{radic|1}} edge (one hexagon edge) apart. But a [[24-cell#Simple rotations|''simple'' rotation]] of 60° will not take one whole 16-cell to another 16-cell, because their vertices are 60° apart in different directions, and a simple rotation has only one hexagonal plane of rotation. One 16-cell ''can'' be taken to another 16-cell by a 60° [[24-cell#Isoclinic rotations|''isoclinic'' rotation]], because an isoclinic rotation is [[3-sphere]] symmetric: four [[24-cell#Clifford parallel polytopes|Clifford parallel hexagonal planes]] rotate together, but in four different rotational directions,{{Efn|name=Clifford displacement}} taking each 16-cell to another 16-cell. But since an isoclinic 60° rotation is a ''diagonal'' rotation by 60° in ''two'' completely orthogonal directions at once,{{Efn|name=isoclinic geodesic}} the corresponding vertices of the 16-cell and the 16-cell it is taken to are 120° apart: ''two'' {{radic|1}} hexagon edges (or one {{radic|3}} hexagon chord) apart, not one {{radic|1}} edge (60°) apart as in a simple rotation.{{Efn|name=isoclinic 4-dimensional diagonal}} By the [[W:chiral|chiral]] diagonal nature of isoclinic rotations, the 16-cell ''cannot'' reach the adjacent 16-cell by rotating toward it; it can only reach the 16-cell ''beyond'' it. But of course, the 16-cell beyond the 16-cell to its right is the 16-cell to its left. So a 60° isoclinic rotation ''will'' take every 16-cell to another 16-cell: a 60° ''right'' isoclinic rotation will take the middle 16-cell to the 16-cell we may have originally visualized as the ''left'' 16-cell, and a 60° ''left'' isoclinic rotation will take the middle 16-cell to the 16-cell we visualized as the ''right'' 16-cell. (If so, that was our error in visualization; the 16-cell to the "left" is in fact the one reached by the left isoclinic rotation, as that is the only sense in which the two 16-cells are left or right of each other.)|name=three isoclinic 16-cells}} {{Efn|In a double rotation each vertex can be said to move along two completely orthogonal great circles at the same time, but it does not stay within the central plane of either of those original great circles; rather, it moves along a helical geodesic that traverses diagonally between great circles. The two completely orthogonal planes of rotation are said to be ''invariant'' because the points in each stay in the plane ''as the plane moves'', tilting sideways by the same angle that the other plane rotates.|name=helical geodesic}} {{Efn|A point under isoclinic rotation traverses the diagonal{{Efn|name=isoclinic 4-dimensional diagonal}} straight line of a single '''isoclinic geodesic''', reaching its destination directly, instead of the bent line of two successive '''simple geodesics'''. A '''[[W:geodesic|geodesic]]''' is the ''shortest path'' through a space (intuitively, a string pulled taught between two points). Simple geodesics are great circles lying in a central plane (the only kind of geodesics that occur in 3-space on the 2-sphere). Isoclinic geodesics are different: they do ''not'' lie in a single plane; they are 4-dimensional [[W:helix|spirals]] rather than simple 2-dimensional circles.{{Efn|name=helical geodesic}} But they are not like 3-dimensional [[W:screw threads|screw threads]] either, because they form a closed loop like any circle (after ''two'' revolutions). Isoclinic geodesics are ''4-dimensional great circles'', and they are just as circular as 2-dimensional circles: in fact, twice as circular, because they curve in a circle in two completely orthogonal directions at once.{{Efn|Isoclinic geodesics are ''4-dimensional great circles'' in the sense that they are 1-dimensional geodesic ''lines'' that curve in 4-space in two completely orthogonal planes at once. They should not be confused with ''great 2-spheres'',{{Sfn|Stillwell|2001|p=24}} which are the 4-dimensional analogues of 2-dimensional great circles (great 1-spheres).}} These '''isoclines''' are geodesic 1-dimensional lines embedded in a 4-dimensional space. On the 3-sphere{{Efn|All isoclines are geodesics, and isoclines on the 3-sphere are circles (curving equally in each dimension), but not all isoclines on 3-manifolds in 4-space are circles.}} they always occur in [[W:chiral|chiral]] pairs and form a pair of [[W:Villarceau circle|Villarceau circle]]s on the [[W:Clifford torus|Clifford torus]],{{Efn|Isoclines on the 3-sphere occur in non-intersecting chiral pairs. A left and a right isocline form a [[W:Hopf link|Hopf link]] called the {1,1} torus knot{{Sfn|Dorst|2019|loc=§1. Villarceau Circles|p=44|ps=; "In mathematics, the path that the (1, 1) knot on the torus traces is also known as a [[W:Villarceau circle|Villarceau circle]]. Villarceau circles are usually introduced as two intersecting circles that are the cross-section of a torus by a well-chosen plane cutting it. Picking one such circle and rotating it around the torus axis, the resulting family of circles can be used to rule the torus. By nesting tori smartly, the collection of all such circles then form a [[W:Hopf fibration|Hopf fibration]].... we prefer to consider the Villarceau circle as the (1, 1) torus knot [a [[W:Hopf link|Hopf link]]] rather than as a planar cut [two intersecting circles]."}} in which ''each'' of the two linked circles traverses all four dimensions.}} the paths of the left and the right [[W:Rotations in 4-dimensional Euclidean space#Double rotations|isoclinic rotation]]. They are [[W:Helix|helices]] bent into a [[W:Möbius strip|Möbius loop]] in the fourth dimension, taking a diagonal [[W:Winding number|winding route]] twice around the 3-sphere through the non-adjacent vertices of a 4-polytope's [[W:Skew polygon#Regular skew polygons in four dimensions|skew polygon]].|name=isoclinic geodesic}} {{Efn|[[File:Hopf band wikipedia.png|thumb|150px|Two [[W:Clifford parallel|Clifford parallel]] great circles spanned by a twisted [[W:Annulus (mathematics)|annulus]].]][[W:Clifford parallel|Clifford parallel]]s are non-intersecting curved lines that are parallel in the sense that the perpendicular (shortest) distance between them is the same at each point. A double helix is an example of Clifford parallelism in ordinary 3-dimensional Euclidean space. In 4-space Clifford parallels occur as geodesic great circles on the [[W:3-sphere|3-sphere]].{{Sfn|Kim|Rote|2016|pp=8-10|loc=Relations to Clifford Parallelism}} Whereas in 3-dimensional space, any two geodesic great circles on the [[W:2-sphere|2-sphere]] will always intersect at two antipodal points, in 4-dimensional space not all great circles intersect. In 4-polytopes various discrete sets of Clifford parallel non-intersecting geodesic great circles can be found on the 3-sphere. They spiral around each other in [[W:Hopf fibration|Hopf fiber bundles]] which visit all the vertices just once. The simplest example is that six mutually orthogonal great circles can be drawn on the 3-sphere, as three pairs of completely orthogonal great circles, intersecting at 8 points defining a [[16-cell]]. Each completely orthogonal pair of circles is Clifford parallel. They cannot intersect at all, because they lie in planes which intersect at only one point: the center of the 16-cell. Because they are perpendicular and share a common center, the two circles are obviously not parallel and separate in the usual way of parallel circles in 3 dimensions; rather they are connected like adjacent links in a chain, each passing through the other without intersecting at any points, forming a [[W:Hopf link|Hopf link]]|name=Clifford parallels}} {{Efn|In the 24-cell each great square plane is completely orthogonal{{Efn|name=completely orthogonal planes}} to another great square plane, and each great hexagon plane is completely orthogonal to a plane which intersects only two vertices: a great [[W:digon|digon]] plane.|name=pairs of completely orthogonal planes}} {{Efn|In an [[24-cell#Isoclinic rotations|isoclinic rotation]], each point anywhere in the 4-polytope moves an equal distance in four orthogonal directions at once, on a [[W:8-cell#Radial equilateral symmetry|4-dimensional diagonal]]. The point is displaced a total [[W:Pythagorean distance]] equal to the square root of four times the square of that distance. For example, when the unit-radius 24-cell rotates isoclinically 60° in a hexagon invariant plane and 60° in its completely orthogonal invariant plane,{{Efn|name=pairs of completely orthogonal planes}} all vertices are displaced to a vertex two edge lengths away. Each vertex is displaced to another vertex {{radic|3}} (120°) away, moving {{radic|3/4}} in four orthogonal coordinate directions.|name=isoclinic 4-dimensional diagonal}} {{Efn|Each square plane is isoclinic (Clifford parallel) to five other square planes but completely orthogonal{{Efn|name=completely orthogonal planes}} to only one of them.{{Efn|name=Clifford parallel squares in the 16-cell and 24-cell}} Every pair of completely orthogonal planes has Clifford parallel great circles, but not all Clifford parallel great circles are orthogonal (e.g., none of the hexagonal geodesics in the 24-cell are mutually orthogonal).|name=only some Clifford parallels are orthogonal}} {{Efn|In the [[16-cell#Rotations|16-cell]] the 6 orthogonal great squares form 3 pairs of completely orthogonal great circles; each pair is Clifford parallel. In the 24-cell, the 3 inscribed 16-cells lie rotated 60 degrees isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other; consequently their corresponding vertices are 120 degrees apart on a hexagonal great circle. Pairing their vertices which are 90 degrees apart reveals corresponding square great circles which are Clifford parallel. Each of the 18 square great circles is Clifford parallel not only to one other square great circle in the same 16-cell (the completely orthogonal one), but also to two square great circles (which are completely orthogonal to each other) in each of the other two 16-cells. (Completely orthogonal great circles are Clifford parallel, but not all Clifford parallels are orthogonal.{{Efn|name=only some Clifford parallels are orthogonal}}) A 60 degree isoclinic rotation of the 24-cell in hexagonal invariant planes takes each square great circle to a Clifford parallel (but non-orthogonal) square great circle in a different 16-cell.|name=Clifford parallel squares in the 16-cell and 24-cell}} {{Efn|In 4 dimensional space we can construct 4 perpendicular axes and 6 perpendicular planes through a point. Without loss of generality, we may take these to be the axes and orthogonal central planes of a (w, x, y, z) Cartesian coordinate system. In 4 dimensions we have the same 3 orthogonal planes (xy, xz, yz) that we have in 3 dimensions, and also 3 others (wx, wy, wz). Each of the 6 orthogonal planes shares an axis with 4 of the others, and is ''completely orthogonal'' to just one of the others: the only one with which it does not share an axis. Thus there are 3 pairs of completely orthogonal planes: xy and wz intersect only at the origin; xz and wy intersect only at the origin; yz and wx intersect only at the origin.|name=six orthogonal planes of the Cartesian basis}} {{Efn|Two planes in 4-dimensional space can have four possible reciprocal positions: (1) they can coincide (be exactly the same plane); (2) they can be parallel (the only way they can fail to intersect at all); (3) they can intersect in a single line, as two non-parallel planes do in 3-dimensional space; or (4) '''they can intersect in a single point'''{{Efn|To visualize how two planes can intersect in a single point in a four dimensional space, consider the Euclidean space (w, x, y, z) and imagine that the w dimension represents time rather than a spatial dimension. The xy central plane (where w{{=}}0, z{{=}}0) shares no axis with the wz central plane (where x{{=}}0, y{{=}}0). The xy plane exists at only a single instant in time (w{{=}}0); the wz plane (and in particular the w axis) exists all the time. Thus their only moment and place of intersection is at the origin point (0,0,0,0).|name=how planes intersect at a single point}} (and they ''must'', if they are completely orthogonal).{{Efn|Two flat planes A and B of a Euclidean space of four dimensions are called ''completely orthogonal'' if and only if every line in A is orthogonal to every line in B. In that case the planes A and B intersect at a single point O, so that if a line in A intersects with a line in B, they intersect at O.{{Efn|name=six orthogonal planes of the Cartesian basis}}|name=completely orthogonal planes}}|name=how planes intersect}} {{Efn|Polytopes are '''completely disjoint''' if all their ''element sets'' are disjoint: they do not share any vertices, edges, faces or cells. They may still overlap in space, sharing 4-content, volume, area, or lineage.|name=completely disjoint}} {{Efn|If the [[W:Euclidean distance|Pythagorean distance]] between any two vertices is {{sqrt|1}}, their geodesic distance is 1; they may be two adjacent vertices (in the curved 3-space of the surface), or a vertex and the center (in 4-space). If their Pythagorean distance is {{sqrt|2}}, their geodesic distance is 2 (whether via 3-space or 4-space, because the path along the edges is the same straight line with one 90^o bend in it as the path through the center). If their Pythagorean distance is {{sqrt|3}}, their geodesic distance is still 2 (whether on a hexagonal great circle past one 60^o bend, or as a straight line with one 60^o bend in it through the center). Finally, if their Pythagorean distance is {{sqrt|4}}, their geodesic distance is still 2 in 4-space (straight through the center), but it reaches 3 in 3-space (by going halfway around a hexagonal great circle).|name=Geodesic distance}} {{Efn|Two angles are required to fix the relative positions of two planes in 4-space.{{Sfn|Kim|Rote|2016|p=7|loc=§6 Angles between two Planes in 4-Space|ps=; "In four (and higher) dimensions, we need two angles to fix the relative position between two planes. (More generally, ''k'' angles are defined between ''k''-dimensional subspaces.)"}} Since all planes in the same [[W:hyperplane|hyperplane]] are 0 degrees apart in one of the two angles, only one angle is required in 3-space. Great hexagons in different hyperplanes are 60 degrees apart in ''both'' angles. Great squares in different hyperplanes are 90 degrees apart in ''both'' angles (completely orthogonal){{Efn|name=completely orthogonal planes}} or 60 degrees apart in ''both'' angles.{{Efn||name=Clifford parallel squares in the 16-cell and 24-cell}} Planes which are separated by two equal angles are called ''isoclinic''. Planes which are isoclinic have [[W:Clifford parallel|Clifford parallel]] great circles.{{Efn|name=Clifford parallels}} A great square and a great hexagon in different hyperplanes are neither isoclinic nor Clifford parallel; they are separated by a 90 degree angle ''and'' a 60 degree angle.|name=two angles between central planes}} {{Efn|The 24-cell contains 3 distinct 8-cells (tesseracts), rotated 60° isoclinically with respect to each other. The corresponding vertices of two 8-cells are {{radic|3}} (120°) apart. Each 8-cell contains 8 cubical cells, and each cube contains four {{radic|3}} chords (its long diagonals). The 8-cells are not completely disjoint{{Efn|name=completely disjoint}} (they share vertices), but each cube and each {{radic|3}} chord belongs to just one 8-cell. The {{radic|3}} chords joining the corresponding vertices of two 8-cells belong to the third 8-cell.|name=three 8-cells}} {{Efn|Departing from any vertex V₀ in the original great hexagon plane of isoclinic rotation P₀, the first vertex reached V₁ is 120 degrees away along a {{radic|3}} chord lying in a different hexagonal plane P₁. P₁ is inclined to P₀ at a 60° angle.{{Efn|P₀ and P₁ lie in the same hyperplane (the same central cuboctahedron) so their other angle of separation is 0.{{Efn|name=two angles between central planes}}}} The second vertex reached V₂ is 120 degrees beyond V₁ along a second {{radic|3}} chord lying in another hexagonal plane P₂ that is Clifford parallel to P₀.{{Efn|P₀ and P₂ are 60° apart in ''both'' angles of separation.{{Efn|name=two angles between central planes}} Clifford parallel planes are isoclinic (which means they are separated by two equal angles), and their corresponding vertices are all the same distance apart. Although V₀ and V₂ are ''two'' {{radic|3}} chords apart{{Efn|V₀ and V₂ are two {{radic|3}} chords apart on the geodesic path of this rotational isocline, but that is not the shortest geodesic path between them. In the 24-cell, it is impossible for two vertices to be more distant than ''one'' {{radic|3}} chord, unless they are antipodal vertices {{radic|4}} apart.{{Efn|name=Geodesic distance}} V₀ and V₂ are ''one'' {{radic|3}} chord apart on some other isocline. More generally, isoclines are geodesics because the distance between their ''adjacent'' vertices is the shortest distance between those two vertices, but a path between two vertices along a geodesic is not always the shortest distance between them (even on ordinary great circle geodesics).}}, P₀ and P₂ are just one {{radic|1}} edge apart (at every pair of ''nearest'' vertices).}} (Notice that V₁ lies in both intersecting planes P₁ and P₂, as V₀ lies in both P₀ and P₁. But P₀ and P₂ have ''no'' vertices in common; they do not intersect.) The third vertex reached V₃ is 120 degrees beyond V₂ along a third {{radic|3}} chord lying in another hexagonal plane P₃ that is Clifford parallel to P₁. The three {{radic|3}} chords lie in different 8-cells.{{Efn|name=three 8-cells}} V₀ to V₃ is a 360° isoclinic rotation.|name=360 degree geodesic path visiting 3 hexagonal planes}} {{Sfn|Mamone, Pileio & Levitt|2010|loc=§4.5 Regular Convex 4-Polytopes|pp=1438-1439|ps=; the 24-cell has 1152 symmetry operations (rotations and reflections) as enumerated in Table 2, symmetry group 𝐹₄.}} ==Notes== {{Regular convex 4-polytopes Notelist|wiki=W:}} ==Citations== {{Regular convex 4-polytopes Reflist|wiki=W:}} ==References== {{Refbegin}} * {{Cite book|title=A Week on the Concord and Merrimack Rivers|last=Thoreau|first=Henry David|author-link=W:Thoreau|publisher=James Munroe and Company|year=1849|isbn=|location=Boston|ref={{SfnRef|Thoreau|1849}}}} * {{Cite journal|title=Theoretical Evidence for Principles of Special Relativity Based on Isotropic and Uniform Four-Dimensional Space|first=Takuya|last=Yamashita|date=25 May 2023|doi= 10.20944/preprints202305.1785.v1|journal=Preprints|volume=2023|issue=2023051785|url=https://doi.org/10.20944/preprints202305.1785.v1|ref={{SfnRef|Yamashita|2023}}}} * {{Cite_arXiv | arxiv=2512.02903v2 | date=2 January 2026 | title=Symmetry transformation group arising from the Laplace–Runge–Lenz vector | first1=Stephen C. | last1=Anco | first2=Mahdieh Gol Bashmani | last2=Moghadam | class=math-ph}} === [[Polyscheme|Polyschemes]] === {{Regular convex 4-polytopes Refs|wiki=W:}} {{Refend}} 9p1nof9ljbtpk9e09f7809h8lwx8kzk 2841575 2841562 2026-10-19T20:43:58Z Dc.samizdat 2856930 /* A theory of the Euclidean cosmos */ 2841575 wikitext text/x-wiki {{align|center|David Brooks Christie}} {{align|center|dc@samizdat.org}} {{align|center|Draft in progress}} {{align|center|June 2023 - October 2026}} <blockquote>'''Abstract:''' The physical universe is properly visualized as real Euclidean space <math>\mathbb{R}^4</math> of four orthogonal spatial dimensions. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are 4-polytopes, small round 4-dimensional objects, and stars are 4-balls of atomic plasma, large round 4-dimensional objects. We ourselves and the objects we observe near us are only 3-dimensional, but nonetheless we can see into four dimensions of space. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity <math>c</math>. Light from them reaches us directly, on straight lines through 4-space. This view of the observed universe is compatible with special and general relativity, and with quantum mechanics. It furnishes those theories with an explanatory geometric model.</blockquote> == Summary == We observe that: * Physical space has four perpendicular dimensions, not just three. * Atoms are [[W:4-polytope|4-polytopes]]. * The sun is a [[W:4-ball|4-ball]] that is round in four dimensions. * Everything of intermediate size between an atom and a star, including us and our planet, lies in a 3-dimensional manifold of ordinary space. * Our entire 3-space manifold is moving through Euclidean 4-space at the speed of light, in a direction perpendicular to its three interior dimensions. * Special relativity describes the linear motion of objects and light signals in four-dimensional Euclidean space. * General relativity describes the rotational motion of objects with mass in four-dimensional Euclidean space. == A theory of the Euclidean cosmos == The physical universe is properly visualized as [[w:Four-dimensional_space|real Euclidean space <math>\mathbb{R}^4</math>]] of four orthogonal spatial dimensions. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are [[w:4-polytope|4-polytopes]], small round 4-dimensional objects, and stars are [[W:4-ball|4-balls]] of atomic plasma, large round 4-dimensional objects. Objects intermediate in size between atoms and stars, including molecules, people, and planets at their surface, are so flat as to be essentially 3-dimensional, having only the thickness of an atom in the orthogonal fourth dimension. All objects with mass move inertially through Euclidean 4-space at constant velocity <math>c</math> as long as they exist, and acceleration only varies their direction. Objects moving in the same direction are in the same inertial reference frame. Their direction of motion through 4-space at velocity <math>c</math> is their proper time dimension, simply because their direction and velocity of motion through time is the same as their direction and velocity of motion through space. A typical galaxy such as ours occupies a 4-ball of mostly empty space, with stars and other objects distributed non-uniformly within it. The galaxy's orbital center may be nothing: a smaller 4-ball of empty space they surround. The stars in our spiral galaxy appear from our accustomed point of view to occupy a disk-like region of 3-dimensional space, with a denser ball-like center, but they are not so confined: they are distributed within a region of 4-dimensional space. The disk and ball have thickness not only in the third dimension, but in the fourth spatial dimension as well. Light from stars and galaxies reaches us on straight lines through Euclidean 4-space, so from our viewpoint, in what we have always imagined to be a 3-space universe, we look into the surrounding 4-space. Although we are physically confined within a 3-dimensional hyperplane by the inertia of our motion through 4-space at constant velocity <math>c</math>, light signals are not so confined, so we observe all the cosmological objects surrounding us, both in and above or below our hyperplane, without perceiving their separation in our fourth orthogonal dimension, the direction of our motion. We may perceive a galaxy as elliptical when it is actually spherical, because that is how its image projects from its 4-ball shape into a 3-ball region in our hyperplane, where we measure it with our 3-dimensional bodies. More generally, orbits are circular in 4-space, but elliptical in the 3-space of their elliptic hyperplane. The galaxy as a whole, or more properly its orbital barycenter, is translating through 4-space at velocity <math>c</math>, in a distinct direction orthogonal to all three dimensions of our ordinary proper 3-space. Stars within the galaxy are translating with it at the same velocity <math>c</math> in the same direction, but on spiral trajectories as they pursue their various orbits within the galaxy. The galaxy as a whole occupies a 4-ball within its proper inertial reference frame (that is, in the moving frame of reference in which the galaxy considers itself to be a stationary rotating 4-ball). Over time, the galaxy 4-ball occupies a 4-dimensional cylinder and progresses along the cylinder's axis at velocity <math>c</math>. In this more universal inertial reference frame, the stars in the galaxy follow helical geodesic paths through the 4-cylinder; their trajectories are screw-translations through 4-space, the compound of a simple rotation and a completely orthogonal linear translation. The gravitational force and the inertial tendency to follow a geodesic are the same phenomenon, by the equivalence principle. That said, they can be distinguished, and the galaxy is held together primarily by gravity as inertia, not by gravity as attraction to a central mass toward which objects fall in orbit. There is not enough mass in the galaxy to hold it together by attraction, there is just enough to bend the stars' trajectories toward each other, in helical orbits around a barycentric axis of motion. It is the tremendous inertial force of stars in translational motion at velocity <math>c</math> that holds the cylinder of motion together, not some invisible dark matter. The observed universe as a whole appears to be a [[W:3-sphere|3-sphere]] expanding radially from a central origin point at velocity <math>c</math>, the invariant velocity of mass-carrying objects through 4-space, also the propagation speed of light relative to any moving 3-space manifold, as measured by all observers. A 3-sphere is a hypersphere in Euclidean 4-space, but the enclosing surface of a 3-sphere is a curved, finite 3-space, dimensionally analogous to the surface of the earth which is a curved, finite 2-space. This 3-sphere could be the domain of our visible cosmos, but of course we do not know for certain that all the cosmological objects we observe lie near the surface of our expanding 3-sphere, since it is only our assumption that they must all have originated in the same big bang long ago. Possibly some of the more distant objects we observe did not, and lie elsewhere, outside our big-bang's 3-sphere of outflying matter or even inside its 3-sphere, below its surface. We cannot assume that all objects in the 4-space universe lie near the surface of the same expanding 3-sphere. For all observers, the conjectured big-bang of their origin corresponds not only to a now-distant point in their proper time past, it also corresponds to a distinct now-distant point in 4-dimensional space: the same point in the same Euclidean 4-space for all observers with the same origin. Our big bang had a distinct origin point in real space as well as in real time. More generally, time and Euclidean 4-space can be measured independently, just as time and Euclidean 3-space were measured classically, without the necessity to combine them as spacetime. The same inertial force which holds the galactic cylinder of motion together also confines us physically to an exceedingly thin three-dimensional surface manifold moving through 4-space at velocity <math>c</math>. All objects in our solar system too small to have gravity lie entirely within this thinest three-dimensional manifold, and have only the thickness of an atom in their direction-of-motion fourth dimension. That is why we are 3-dimensional objects ourselves, and why we cannot construct more than three perpendiculars through a single point in our local 3-dimensional space. A spherical region of 4-space is called a [[W:4-ball|4-ball]]. The enclosing surface of a 4-ball of any size is a finite, curved (non-Euclidean) 3-dimensional space called a [[w:3-sphere|3-sphere]]. Our entire big-bang-origin universe appears to be the largest 3-sphere we observe, but each of the cosmological objects within it (including our galaxy and our sun) is contained in a smaller 3-sphere shell of its own, lying (we assume) on the largest 3-sphere embedded in its surface, like a soap bubble on the surface of a larger soap bubble. All the 3-dimensional surfaces are expanding, as the largest 3-sphere inflates at radial velocity <math>c</math>. We ourselves live within such an expanding 3-dimensional surface, in an infinitesimally curved 3-manifold surface embedded in Euclidean 4-space. That surface is the ordinary 3-dimensional space we experience. The earth and all the planets lie on it. Our solar system is only a small patch on the surface of a dimensionally rounder space, although that surface is not infinite. It is curved, and finite, analogous to the way the 2-dimensional surface of the earth -- once thought to be flat -- is curved and finite. Our solar system occupies a small patch on a filmy 4-dimensional soap-bubble of galactic size rounded by gravity, that is thicker-skinned than the diameter of an atom only in the interior of objects with gravity of their own. Our 3-manifold of ordinary space, as a surface within our moving 4-ball galaxy, is translating through 4-space at velocity <math>c</math> with the galaxy, in a distinct direction orthogonal to the manifold's three orthogonal dimensions of interior space. At every material point in the manifold (at every atom), the translation through 4-space is following a geometric law of motion discovered by Coxeter, that governs the propagation of individual objects through Euclidean space by the actions of their symmetry groups. The solar system's atoms of mass are 4-polytopes that are simultaneously rotating and translating, and as they advance together they define a moving 3-dimensional manifold by their own collective inertia, also called gravity, the property of matter's ceaseless propagation through 4-space at the constant velocity <math>c</math>, the universal rate of causality at which quantum events occur, all objects move, and the universe evolves. Any moving 3-dimensional manifold such as ours is an evolving surface boundary that is empty in most places, occupied by single atoms in comparatively fewer places, and occupied by bound complexes of multiple atoms (molecules) in still fewer places. In all these places it is no thicker than one atom in the dimension corresponding to its direction of translation, because molecules are 3-dimensional complexes of atoms that add no thickness to the manifold. In fewer places still it is occupied by lumps of superdense matter which exert a gravitational attraction on objects around them, such as stars and planets. Every object which we find occurring naturally in the solar system that is too small to have perceptible gravity of its own is a 3-dimensional smear of atoms no thicker than one atom in its fourth dimension, the direction of its linear translation through 4-space at velocity <math>c</math>. The moving surface manifold cannot be thicker than one atom at any point unless and until there is enough mass near that point for the force of gravity as attraction to overcome the force of gravity as inertia, allowing atoms to be "heaped up" into larger 4-dimensional objects that form a lump in its moving surface. We have only indirect experience of such 4-dimensional lumps of matter thicker than one atom, since they occur naturally in our vicinity only in superdense regions such as the core of the earth or the interior of the sun. Deep in the core of the earth under enormous gravitational pressure peculiar states of matter have been observed, defying our understanding of how 3-dimensional crystalline structures behave. That is because they are not 3-dimensional structures, they are 4-dimensional crystals. The earth is a disk-like 4-dimensional object that is thin at its edge but thicker at its sphere-like center, analogous to a 3-dimensional flying saucer with a sharp circular edge. The earth's surface that we walk on is an ordinary sphere (a 2-sphere), analogous to the circular edge of the flying saucer (a 1-sphere), and on that edge where we live every object is 3-dimensional with only the thickness of an atom in the fourth dimension. We cannot walk on the top or bottom surface of the 4-disk earth because those surfaces are 3-dimensional regions within the earth. The earth's deep core of superdense 4-dimensional matter occupies a spherical region of 4-dimensional space (a 4-ball). The sun is the only entirely spherical superdense lump occurring naturally in our solar system. We refer to such free-standing 4-balls of matter as atomic plasma, and have little experimental knowledge of their internal geometry or processes. We know that such a lump as the sun burns at its surface 3-sphere and emits radiation, and we know a good deal about those surface processes which are nuclear atomic processes, but we know very little about its interior 4-ball, a dimensionally rounder enclosed space whose existence we did not suspect. Every moving surface boundary of matter in the observed universe is evolving in four dimensions at velocity <math>c</math>. The current location in 4-space of any of its material objects corresponds to the present moment in the proper time of that object's inertial reference frame. The object's direction of movement at velocity <math>c</math> corresponds to its proper time dimension, which is a spiral over time, not a Euclidean (straight-line) dimension, since its direction is changing in its orbit. Objects with mass of all sizes, from subatomic particles to the largest objects observed in the cosmos, are perpetually in inertial rotational motion in some orbit, and simultaneously in inertial translational motion propagating themselves through 4-space, in two completely orthogonal inertial motions each at the constant universal rate of transformation <math>c</math>. Every object with mass moves relative to universal 4-coordinate Euclidean space on its own distinct geodesic spiral, a screw displacement trajectory that is the compound of its two completely orthogonal inertial motions, a rotation and a translation. Objects without mass such as photons lie off such moving surface boundaries of matter from which they were emitted, and their motion is of a different nature. They are in translational motion at velocity <math>c</math> through all four dimensions concurrently, without any rotational component of motion, so they move through 4-space on straight lines at a compound velocity. The propagation speed of light measured on a straight line through Euclidean 4-space is <math>c\prime = 2c</math>, so we can see in four dimensions, even though we are physically confined to a 3-dimensional manifold that is moving at velocity <math>c</math>. For example, we can look across the center of the mostly-empty 4-ball containing our galaxy and see stars in the opposite sides of its concentric 3-sphere orbital surfaces. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity <math>c</math>. They move in the 4-space direction corresponding to their proper time, perpendicular to all three dimensions of their proper 3-space, and generally the farther they are from us the greater the divergence of their direction of motion from our direction of motion: the greater the relative motion between us and their Hubble redshift. Light from them reaches us directly, propagating on straight lines through 4-space at twice the velocity at which they, and we ourselves, are propagating through 4-space. This physical model of the observed universe is compatible with the theories of special and general relativity, and with the atomic theory of quantum mechanics. It explains those theories geometrically, as expressions of intrinsic symmetries in Euclidean space. == Symmetries == It is common to speak of nature as a web, and so it is, the great web of our physical experiences. Every web must have its root systems somewhere, and nature in this sense must be rooted in the symmetries which underlie physics and geometry, the [[W:Group (mathematics)|mathematics of groups]].{{Sfn|Conway, Burgiel & Goodman-Strauss|2008}} As I understand [[W:Noether's theorem|Noether's theorem]] (which is not mathematically), hers is the deepest meta-theory of nature yet, deeper than [[W:Theory of relativity|Einstein's relativity]] or [[W:Evolution|Darwin's evolution]] or [[W:Euclidean geometry|Euclid's geometry]]. It finds that all fundamental findings in physics are based on conservation laws which can be laid at the doors of distinct [[W:symmetry group |symmetry group]]s. Thus all fundamental systems in physics, as examples [[W:quantum chromodynamics|quantum chromodynamics]] (QCD) the theory of the strong force binding the atomic nucleus and [[W:quantum electrodynamics|quantum electrodynamics]] (QED) the theory of the electromagnetic force, each have a corresponding symmetry [[W:group theory|group theory]] of which they are an expression. [[W:Coxeter group|Coxeter's theory of symmetry groups]] generated by reflections did for geometry what Noether's theorem and Einstein's relativity did for physics. [[W:Coxeter|Coxeter]] showed that Euclidean geometry is based on conservation laws that correspond to distinct symmetry groups, and that their group actions express the principle of relativity. Here is Coxeter's formulation of the motions of objects (their congruent transformations) in an ''n''-dimensional Euclidean space, excerpted:{{Sfn|Coxeter|1973|pp=217-218|loc=§12.2 Congruent transformations}} <blockquote>Let <math>\mathrm{Q}</math> denote a rotation, <math>\mathrm{R}</math> a reflection, <math>\mathrm{T}</math> a translation, and let <math>\mathrm{Q}^q \mathrm{R}^r\mathrm{T}</math> denote a product of several such transformations, all commutative with one another. Then <math>\mathrm{RT}</math> is a glide-reflection (in two or three dimensions), <math>\mathrm{QR}</math> is a rotary-reflection, <math>\mathrm{QT}</math> is a screw-displacement, and <math>\mathrm{Q^2}</math> is a double rotation (in four dimensions).<br> Every orthogonal transformation is expressible as:<br> :<math>\mathrm{Q}^q \mathrm{R}^r</math><br> where <math>(2^q + r \le n)</math>, the number of dimensions.<br> Transformations involving a translation are also expressible as:<br> :<math>\mathrm{Q}^q \mathrm{R}^r \mathrm{T}</math><br> where <math>(2^q + r + 1 \le n)</math>.<br> For <math>(n = 4)</math> in particular, every displacement is either a double rotation <math>\mathrm{Q}^2</math>, or a screw-displacement <math>\mathrm{QT}</math> [where the rotation component <math>\mathrm{Q}</math> is a simple rotation, but the <math>\mathrm{QT}</math> is chiral like a <math>\mathrm{Q^2}</math>]. Every enantiomorphous transformation in 4-space (reversing chirality) is a <math>\mathrm{QRT}</math>.</blockquote> If we begin with this most elemental [[w:Kinematics|kinematics]] of Coxeter's, and also assume the [[W:Galilean relativity|Galilean principle of relativity]], every displacement in 4-space can be viewed as either a <math>\mathrm{Q^2}</math> or a <math>\mathrm{QT}</math>, because we can view any <math>\mathrm{QT}</math> as a <math>\mathrm{Q^2}</math> in a linearly moving (translating) reference frame. Therefore any transformation from one inertial reference frame to another is expressable as a <math>\mathrm{Q^2}</math>. By the same principle, we can view any <math>\mathrm{QT}</math> or <math>\mathrm{Q^2}</math> as an isoclinic (equi-angled) <math>\mathrm{Q^2}</math> by proper choice of reference frame.{{Efn|[[W:Arthur Cayley|Cayley]] showed that any rotation in 4-space can be decomposed into two isoclinic rotations, which intuitively we might see follows from the fact that any transformation from one inertial reference frame to another is expressable as a [[W:SO(4)|rotation in 4-dimensional Euclidean space]].|name=Cayley's rotation factorization into two isoclinic reference frame transformations}} Coxeter's relation is thus a mathematical statement of the principle of relativity, on group-theoretic grounds. It correctly captures the limits to [[W:General relativity|general relativity]], in that we can only exchange the translation (<math>\mathrm{T}</math>) for ''one'' of the two rotations (<math>\mathrm{Q}</math>). An observer in any inertial reference frame can always measure the presence, direction and velocity of ''one'' rotation (<math>\mathrm{Q}</math>) up to uncertainty, and can always distinguish the direction of their own proper time translation (<math>\mathrm{T}</math>). As I understand Coxeter theory (which is not mathematically), the symmetry groups underlying physics seem to have an expression in a [[W:Euclidean space|Euclidean space]] of four [[W:dimension|dimension]]s, that is, they are [[W:Euclidean geometry#Higher dimensions|four-dimensional Euclidean geometry]]. Therefore as I understand that geometry (which is entirely by synthetic methods rather than by Clifford's algebraic methods), the [[W:Atom|atom]] seems to have a distinct Euclidean geometry, such that atoms and their constituent particles are four-dimensional geometric objects (4-polytopes), and nature can be understood in terms of their [[W:group action|group actions]], including centrally their group <math>SO(4)</math> [[W:rotations in 4-dimensional Euclidean space|rotations in 4-dimensional Euclidean space]]. The distinct Coxeter symmetry groups have characteristic <math>SO(4)</math> rotational expressions as the [[W:Regular_4-polytope|regular 4-polytopes]]. Their discrete isoclinic rotations are distinguishing properties of fundamental objects in geometry, relativity and quantum mechanics. For example, atoms exhibit <math>SO(4)</math> symmetries of the discrete isoclinic (equi-angled) double rotations (<math>\mathrm{Q^2}</math>) of a set of regular 4-polytopes that is characteristic of their [[w:Atomic_number|atomic number]]. == Special relativity describes Euclidean 4-space == <blockquote>Our entire model of the universe is built on symmetries. Some, like isotropy (the laws are the same in all directions), homogeneity (same in all places), and time invariance (same at all times) seem natural enough. Even relativity, the Lorentz Invariance that allows everyone to observe a constant speed of light, has an elegance to it that makes it seem natural.<ref>{{Cite book|first=Dave|last=Goldberg|title=The Universe in the Rearview Mirror: How Hidden Symmetries Shape Reality|chapter=§10. Hidden Symmetries: Why some symmetries but not others?|year=2013|publisher=Dutton Penguin Group|isbn=978-0-525-95366-1|ref={{SfnRef|Goldberg|2013}}}}</ref></blockquote> Although the Minkowski spacetime of relativity is a non-Euclidean 4-dimensional space,{{Efn|Spacetime is a non-Euclidean (curved) 4-dimensional space because it consists of three orthogonal space dimensions and a time dimension. The time dimension is not orthogonal to the three spatial dimensions; the time coordinate has the opposite sign as the three space coordinates so spacetime is hyperbolic, not a Euclidean (flat) 4-space at all.}} it has been noticed that its 3-dimensional space component could be modeled as a [[W:3-sphere|3-sphere]] embedded in 4-dimensional Euclidean (flat) space. That is, we could imagine that the ordinary 3-dimensional space we perceive is the curved 3-dimensional surface of a 4-dimensional ball (since the surface of a 4-ball is a curved 3-dimensional space called a 3-sphere, just as the surface of a 3-ball like the earth is a curved 2-dimensional space called a 2-sphere). This was [[#Origins of the theory|imagined by Einstein]] himself in 1921, as a thought experiment in which he carefully described his fourth orthogonal spatial dimension as merely a mathematical abstraction. Subsequently it was noticed by others (not mainstream physicists) that if physical space were really embedded in Euclidean 4-dimensional space (with our 3-dimensional space embedded in 4-space as some non-Euclidean 3-manifold, not necessarily a 3-sphere), then the Lorentz transformation effects of special relativity (spatial forshortenings and time dilations and so forth) could all be explained by ordinary perspective geometry in 4-dimensional Euclidean space. Special relativity reduces to classical vector space geometry (based on the 4-dimensional version of the Pythagorean theorem), but if and only if every observer is moving through 4-space at a universal constant velocity <math>c</math>, in some 4-space direction.{{Sfn|Yamashita|2023}} This counter-intuitive alternative geometric model of relativity, which has usually been called [[W:Formulations of special relativity#Euclidean relativity|Euclidean relativity]], is motivated by the fact that in every kind of relativity, but originally in Einstein's special relativity, each observer moves on a vector through a Euclidean four-dimensional space consisting of their three proper spatial dimensions and their proper time dimension, and the Pythagorean vector-sum of their motion through this kind of proper 4-space is always <math>c</math>, as measured by all observers from any inertial reference frame.{{Efn|Each observer is stationary in space in their own proper reference frame, while they move at maximum velocity {{Math|c}} through their own proper time. Observed from another reference frame in relative motion, they appear foreshortened in space in their direction of motion, and their clocks appear to be slowed to less than the maximum velocity {{Math|c}}.}} This is the Lorentz invariant, that allows everyone to observe a constant speed of light, regardless of their motion relative to the light source.{{Efn| ...cite Lewis Epstein's elegant explanation of the Lorentz Invariance as observers moving at constant velocity {{Math|c}} through space and proper time.}} But no physicists have taken the leap of claiming that therefore, our universe is physically [[W:Euclidean geometry#Higher dimensions|this kind of Euclidean 4-space]], and that observers are actually moving through it at velocity <math>c</math>. In physics as it has been universally understood, observers are not supposed to be able to move at velocity <math>c</math>. Their motion takes place in 3-space and in universal coordinate time (in Minkowski spacetime), and the cosmos is considered to be a non-Euclidean 3-space, generally a closed (finite) expanding 3-space, but with only three spatial dimensions, not four. In the Euclidean relativity alternative view, however, every observer is always moving at velocity <math>c</math> through the universe, which is real Euclidean 4-dimensional space <math>\mathbb{R}^4</math>. The direction in which they are moving is called their proper time axis.{{Efn|Time in spacetime is universal coordinate time, but there is another kind of time in relativity, the proper time in each inertial reference frame. Your proper time is the time you experience, and every observer has his own proper time; proper time runs at different rates in different inertial reference frames. It runs slower (compared to universal coordinate time) in a gravitational field (according to general relativity), and observers in motion with respect to each other view each other's clocks as running slower than their own clocks (according to special relativity).}} Their movement in time is not just modelled as movement in an abstract fourth dimension (as it is in Minkowski spacetime), their movement in time is isomorphic to their movement through physical space in a distinct direction at velocity <math>c</math>. Two observers' directions of movement through space may be different (or not, if they happen to be going in the same direction). Your proper time dimension is whichever direction you are moving. The other three directions perpendicular to your proper time axis are the three dimensions of your ordinary proper space, which again, will be different directions for you than for other observers moving in a different direction. There are four orthogonal spatial dimensions which we all share, but we share the same orthogonal proper time axis and ordinary proper 3-space axes only if we are at rest with respect to each other, actually moving in the same direction at velocity <math>c</math>, in the same inertial reference frame. Your proper 4-space coordinate system is rotated with respect to another observer's proper 4-space coordinate system, precisely as your vectors (directions of motion) are rotated in Euclidean 4-space with respect to each other, but there are no metric distortions (no Lorentz transformations) between your proper Euclidean 4-space coordinate systems; you are both embedded in the same Euclidean 4-dimensional space <math>\mathbb{R}^4</math>. Lorentz transformations are required only to convert between your respective proper Minkowski spacetime coordinate systems. So in this novel alternate view of relativity, every mass in the universe must be perpetually in motion at velocity <math>c</math> through Euclidean 4-space, along with all the masses in its vicinity that are going in (nearly) the same direction. The entire solar system, for example, must be translating in the fourth dimension at the "speed of light" <math>c</math>, although we do not notice it, since we are all moving in that same direction together. Acceleration of an object varies its direction of motion through 4-space, but never its velocity, which is invariant for all objects with mass. Two objects which are in motion relative to each other are both actually in motion at the same velocity <math>c</math>, but in at least slightly different directions.{{Efn|The angular divergence between two observer's motion vectors is proportional to their relative velocity: the more they diverge, the greater their relative velocity, up to the maximum divergence possible in the space. In Euclidean relativity all observers are in motion at velocity {{Math|c}} relative to universal Cartesian 4-coordinate space, so the maximum relative velocity between two observers is {{Math|2c}} when they are moving in exactly opposite directions in 4-space. This is not a contradiction of special relativity, which limits the maximum relative velocity between two observers to {{Math|c}}, it is the same measurement in different units. Special relativity measures all velocities in Minkowski spacetime (in a non-Euclidean 3-space). Euclidean relativity measures all velocities in Euclidean 4-space.}} In Einstein's relativity, the invariant <math>c</math> is the speed of light through 3-space. In Euclidean relativity, the invariant <math>c</math> is the speed of matter through 4-space! The speed of light through 3-space is also perceived as <math>c</math> by all observers, because they are each living in a moving 3-manifold that is translating through 4-space at velocity <math>c</math>. Despite their extreme differences in viewpoint, Einstein's relativity and Euclidean relativity are equivalent theories in complete agreement with each other, by definition. The two theories make exactly the same special relativity predictions of how observers in different inertial reference frames will perceive each other's motions in time and space. It is beyond the scope of this present paper to show how they also agree on the predictions of general relativity, but it is important to understand that our formulation of Euclidean relativity requires our acceptance of the experimentally verified findings of special relativity, general relativity and quantum mechanics. Our model and the standard model both describe the same geometric relations of space and time based on the same evidence, but as embedded in two very different universal host spaces: Euclidean 4-space versus Minkowski spacetime. In some instances our model provides a geometric explanation for physical phenomena where the standard model has none, as yet. An example is the two models' differing explanations for the gravitational coherence of galaxies: either their inertial motion at velocity <math>c</math>, or their possession of experimentally undetected dark matter. A more central example is our use of Coxeter's kinematics to explain the laws of relativistic motion geometrically. {{Efn|More generally, our model is concerned with group-theoretic properties of number elucidated by Coxeter and other geometers. ...cite Kappraff & Adamson's 2003 paper on The Relationship of the Cotangent Function to Special Relativity Theory, geometry and properties of number,{{Sfn|Kappraff & Adamson|2003|loc=Special Relativity Theory, Geometry and properties of number}} which shows how the Lorentz coefficient is a function of a deep geometric property of number{{Sfn|Kappraff & Adamson|2000|loc=A Fresh Look at Number}} discovered by Steinbach,{{Sfn|Steinbach|1997|loc=Golden Fields: A Case for the Heptagon}} by means of which the root formula of geometry in any Euclidean dimension, the Pythagorean theorem, may be derived solely in terms of the addition of polygon side lengths, without recourse to their products or squares. More generally, Steinbach found that in the relations among regular polytope chords, to add is to multiply; every chord is both the product (quotient) of a pair of chords and the sum (difference) of another pair of chords.}} Euclidean relativity is not even a fringe theory; no physicists or astronomers have adopted it. There are many good reasons why the revolutionary leap to a four orthogonal spatial dimensions viewpoint has not been taken, beginning with the universally observed fact that we can only construct three perpendiculars through a point in our immediate space, which appears to be resolutely 3-dimensional, not 4-dimensional. Euclidean relativity offers a nice geometric explanation of the reasons for the Lorentz transformations, but only at the cost of raising other mysteries, which have been difficult for its aficionados to explain. Another mystery is how light signals between observers in relative motion could "catch up" with the receiver moving on a diverging path through 4-space from the emitter. If both observers are already moving at <math>c</math> (on diverging paths), the propagation speed of light through 4-space between them would have to be greater than <math>c</math>. Euclidean relativity is a revolutionary theory indeed, in which <math>c</math> cannot possibly be the speed of light! We conclude that, for a theory of Euclidean 4-space to be physically viable (that is, for <math>\mathbb{R}^4</math> to be our real space and not merely an abstract mathematical space), the speed of light through Euclidean 4-space must be <math>c\prime = 2c</math>, with massless photons translating through 4-space at twice the speed of mass-carrying objects. Photons must translate the diagonal distance through 4-space along the long diameter of a unit 4-hypercube, in the same time that massive particles translate inertially along the edge (or the radius) of a unit 4-hypercube. This is conceivable in Euclidean 4-space (and in no other Euclidean space of any dimensionality) because the long diagonal of the unit 4-hypercube is the natural number <math>\sqrt{4}</math>. == An object's motion in space is the product of its discrete self-reflections == Coxeter theory describes all the possible motions of an object in space as local functions of the object's discrete geometry (its shape). Coxeter observed that in a Euclidean space of any number of dimensions, any displacement of a geometric object from one place to another, and any rotation of the object from one orientation to another, can be broken down into the product of a number of discrete self-reflections. Any action of a polytope that transforms its position and orientation in space may be measured as a distinct sequence of self-reflections of the object in its own surfaces. Therefore any motion of the object whatsoever may be precisely described as the object propagating itself through space by a discrete sequence of local self-reflections. This is a purely kinematic description of motion which does not give any account of forces acting on the object that cause it to move. Coxeter found that both changes in position (translations) and changes in orientation (rotations) can be broken down into the simplest of all displacements (self-reflections). A translation occurs when an object self-reflects twice, in two distinct surfaces which are parallel to each other. A rotation also occurs when an object self-reflects twice, but in two distinct surfaces which intersect each other. When a object self-reflects once, it turns itself inside out (it reverses its chirality), but in translations and rotations it self-reflects twice, preserving its chirality. Coxeter's laws of kinematics are a geometric counterpart to Newton's algebraic laws of motion in three dimensional Euclidean space. They are helpful because they can be understood as geometric pictures, which may help us to visualize the relationships between translation and rotation in classic Newtonian physics problems, such as the [[W:Kepler problem|Kepler problem]] of the motion of the planets.<ref>{{Cite book|last=Feynman|first=Richard|title=Feynman's Lost Lecture: The Motion of Planets Around the Sun|date=1996|publisher=W. W. Norton & Company|isbn=978-0393039184}}</ref> But they are also a revolutionary advance beyond Newton's laws, because Coxeter formulated them in Euclidean spaces of any number of dimensions. In particular, they give us geometric pictures of all the possible motions of objects in 4-dimensional Euclidean space: <blockquote>Every orthogonal transformation in 4-space is expressible as:<br> :<math>\mathrm{Q}^q \mathrm{R}^r \mathrm{T}^t</math><br> where <math>(2^q + r + t \le 4)</math>. Every displacement is either a double rotation <math>\mathrm{Q}^2</math>, or a screw-displacement <math>\mathrm{QT}</math> [where the rotation component <math>\mathrm{Q}</math> is a simple rotation, but the <math>\mathrm{QT}</math> is chiral like a <math>\mathrm{Q^2}</math>]. Every enantiomorphous transformation in 4-space (reversing chirality) is a <math>\mathrm{QRT}</math>.</blockquote> While this description should be understood as geometric pictures, some of the pictures may not be easy for us to visualize, since we have no physical experience in 4-dimensional space. Rotation (<math>\mathrm{Q}</math>), reflection (<math>\mathrm{R}</math>) and translation (<math>\mathrm{T}</math>) are obvious analogues of what they are in three-dimensional space, but double rotation (<math>\mathrm{Q}^2</math>) is something new and unprecedented in our physical experience, because double rotations cannot occur until there are four or more dimensions of space in which to rotate. A point in 4-space may be in motion on two circles in two completely orthogonal rotation planes simultaneously. Nothing constrains the two circles to be of the same radius, or constrains either circle from being of infinite radius such that the point moves in a straight line within its rotation plane: a translation <math>\mathrm{T}</math> rather than a rotation <math>\mathrm{Q}</math>. The motion of a rigid object defined by multiple points is constrained by its rigidity, such that the radii of both circles may approach infinity, but only one of the two radii may actually reach infinity. For a rigid object, only one of the two rotations may actually be a translation. Four dimensional Euclidean space can accomodate no such thing as a <math>\mathrm{Q}^2\mathrm{T}</math>. A translating double rotation <math>\mathrm{Q}^2</math>, like a translating simple rotation <math>\mathrm{Q}</math>, is simply a screw translation <math>\mathrm{QT}</math>. That is the essence of the way the principle of relativity operates in Euclidean 4-space. An object which is double-rotating in its own proper inertial reference frame may be seen to be performing nothing more mysterious than a screw translation, when observed from an inertial reference frame from which the object is in relative translational motion. Of course, it is a screw translation in 4-space, which is more mysterious than a screw translation in our ordinary 3-space. In 3-space the orbit of a screw translation (or any <math>\mathrm{Q}</math>) lies on a great circle of an ordinary sphere (a 2-sphere). In 4-space the orbit of a screw translation <math>\mathrm{QT}</math> or double rotation <math>\mathrm{Q}^2</math> lies on a great circle of a hypersphere (a 3-sphere). Such 4-dimensional great circles are inherently more complex than the ordinary circles we experience in 3-space. They do not lie in a single plane, but bend through all four dimensions, in either a left or right hand direction of curvature. Unlike ordinary circles they are inherently chiral, and their circumference is not <math>2\pi r</math>, but like ordinary circles they are truly circular, geodesic circles. In 4-space they might even be said to be more circular than ordinary circles, which bend in only two dimensions. We refer to such 4-dimensional great circles as ''isoclines'', to distinguish them from ordinary 2-dimensional great circles in the plane. Their name comes from the fact that a point on a rigid 4-dimensional object undergoing [[W:SO(4)#Isoclinic rotations|isoclinic rotation]] traverses an isocline circle. In a universe which is real Euclidean four-dimensional space <math>\mathbb{R}^4</math>, wherein these motions occur only at the constant velocity <math>c</math>, there is a universal Cartesian 4-coordinate reference frame in which every rigid object in free fall is translating on a <math>\mathrm{QT}</math> at velocity <math>c</math>. That universal inertial reference frame is not the proper reference frame of any object or observer, wherein the object or observer is stationary and double-rotating at the universal rate of quantum events <math>c</math>, but it is the common reference frame of all observers. == Light propagates through 4-space at twice its apparent velocity <math>c</math>== Coxeter's laws of kinematics in 4-dimensional Euclidean space apply to all objects with mass, but we find there is an additional kind of displacement which applies only to massless particles such as photons, considered as single point objects. Light quanta (photons) translate through 4-space by 4-dimensional reflection <math>\mathrm{R}^4</math>, which may be termed a double translation <math>\mathrm{T}^2</math>, a pure translation via two pairs of parallel reflections without any rotation component <math>\mathrm{Q}</math>. Matter (atoms and all particles with mass) are perpetually rotating and translating through 4-space by <math>\mathrm{QT}</math>, a screw translation of a rotating object, which is relativistically equivalent to a stationary isoclinic <math>\mathrm{Q^2}</math>, an isoclinically rotating object such as an atom. A simple rotation <math>\mathrm{Q}</math> or simple translation <math>\mathrm{T}</math> is a double reflection <math>\mathrm{R^2}</math>, so a <math>\mathrm{QT}</math> or <math>\mathrm{Q^2}</math> is an <math>\mathrm{R^4}</math>, but not with the same group of reflection angles as a light signal <math>\mathrm{R^4}</math>. A translation <math>\mathrm{T = R^2}</math> is a double reflection in two parallel planes, and a rotation <math>\mathrm{Q = R^2}</math> is a double reflection in two intersecting planes, as in a <math>\mathrm{QT = R^4}</math> which is both at once. A double translation <math>\mathrm{T^2 = R^4}</math> is two double reflections in pairs of parallel planes at once, a reflection in four non-intersecting parallel planes; it is all translation and no rotation. In a <math>\mathrm{T^2}</math> all the motion goes to translation, so the translation goes twice as far as the simple translation <math>\mathrm{T}</math> in a <math>\mathrm{QT}</math>. A double translation <math>\mathrm{T^2 = R^4}</math> is the opposite of a double rotation <math>\mathrm{Q^2 = R^4}</math>, which is stationary but rotates twice as far as the simple rotation <math>\mathrm{Q}</math> in a <math>\mathrm{QT}</math>. The product of the two translations in a <math>\mathrm{T^2}</math> is a diagonal 4-space translation over the long diameter of the unit 4-hypercube, exactly twice the distance of a simple <math>\mathrm{T}</math> over the edge length (or radius) of the unit 4-hypercube. The [[w:Tesseract|4-hypercube (also known as the 8-cell or tesseract)]] is ''radially equilateral'', which means its edge length is equal to its radius, like the hexagon, so its long diameter (twice its radius) is exactly twice its edge length. The photon moves an equal distance in four orthogonal directions. By the four-dimensional Pythagorean theorem, each of those four distances is half the total distance the photon moves: one edge length (one radius) is half the total diagonal distance moved (the long diameter). That total movement is a double the unit-distance translation, but without any rotation component, so it cannot carry any mass with it. A <math>\mathrm{T^2}</math> cannot reposition a 4-polytope the way a <math>\mathrm{QT}</math> does, it can only reposition a quantum of energy that has no distinguishing rotational symmetry, such as a photon. That is the price light pays to move exactly twice as fast as matter.{{Efn| ...lensing of double translations <math>\mathrm{T^2 = R^4}</math> in more than two pairs of parallel planes at once...relationship to the frequency of light emitted and the coherence length of the wave packet...}} == Special relativity is Galilean relativity in a Euclidean space of four orthogonal dimensions == {{Efn|...TAC suggests this section is needed sooner, i.e. in the preceding Special Relativity section, as it explains how Euclidean relativity reduces special relativity to 4D perspective geometry...it's misplaced (too late) here...}} Perspective effects known as the Lorentz transformations occur because each observer's proper 3-dimensional space is a moving curved manifold embedded in flat 4-dimensional Euclidean space. The curvature of their 3-space complicates sightline calculations for observers; they sometimes require Lorentz transformations to produce the actual 4-space Cartesian coordinates of objects in the scene being observed. But if all four spatial dimensions are considered, no Lorentz transformations are required (or permitted) in correct scene construction, except when an observer wants to calculate a projection, that is, the shadow of how things will appear to them from a three-dimensional viewpoint (not how they really are in 4-space).{{Sfn|Yamashita|2023}} Space really has four orthogonal dimensions, and space and time behave there just as they do in a classical vector space, only bigger by one dimension. It is not necessary to combine 4-space with time in a unified spacetime to explain 4-dimensional perspective effects at high relative velocities, because Euclidean 4-space is already 4-dimensional, and those effects fall out naturally from the 4-dimensional Pythagorean theorem, exactly as ordinary visual perspective does in three dimensions from the 3-dimensional Pythagorean theorem. Because one of the four spatial dimensions corresponds to an observer's direction of motion (in both space and proper time), and all observers and all scenes being observed are in motion (at constant velocity) in their respective proper time directions, we observe perspective foreshortenings in time as well as in a spatial dimension. In special relativity these perspective effects are reciprocal, precisely because they are only apparent, not actual, changes in size and duration. (However in general relativity, discussed below, the actual rate of physical processes varies from place to place, and reference frame differences predicted by the theory are neither reciprocal nor illusory.) None of these Lorentz effects are beyond geometric explanation or paradoxical. The universe is unexpectedly strange to us in precisely the ways the Euclidean fourth dimension is strange to us; but that does hold many surprises. Euclidean 4-space is much more interesting than Euclidean 3-space, analogous to the way 3-space is much more interesting and deeply explanatory to us than it would be if we experienced it only as a 2-space with many folds and curves, as perhaps an ant does. The emergent properties of 4-space are hard for us to visualize because they lie so wholly beyond our physical experience, just as it was hard for our ancestors to imagine the earth as round like a ball. However, Euclidean spaces of successive dimensions are analogous, and so higher dimensional spaces can be anticipated and explored: that is Schläfli's great discovery. Moreover dimensional analogy itself, like everything else in nature including all of physics, is an exact expression of intrinsic group-theoretic symmetries: that is Nother's great discovery. == General relativity is special relativity in a Euclidean space of four orthogonal dimensions == The statement that the laws of special relativity hold to good approximation in freely falling (and non-rotating) reference frames is known as the [[W:Equivalence principle|Einstein equivalence principle]]. The weight experienced by an observer standing on the floor in a building on the surface of the earth is the same as the weight experienced by an observer standing on the floor in a spaceship in interstellar space accelerating at a rate of 32'/second/second. Both observers are experiencing an upwards acceleration at the same rate, which in their respective proper reference frames is measured as the weight of gravity, rather than as an accelerating motion (they are stationary in their proper reference frames). Einstein used this equivalence principle as the basis for his general theory of relativity, in much the same way he had used the constant velocity of light as the basis for his special theory of relativity. In general relativity the two accelerating observers occupy scenes which are relativistically equivalent, which means that although they can be distinguished (they have different measurements) in any reference frame from which they may both be observed, they have the same invariant geometry in all reference frames (they are the same phenomena), implying that there exists, for either scene, another reference frame from which it measures exactly like the other scene. Relativistically equivalent does not imply that there exists a single reference frame in which the two scenes are congruent (have the same measurements). It only means that they can be transformed into each other by a shift in point of view, because their invariant geometries (their measurements which are independent of point of view) are the same. Einstein's general theory of relativity describes that invariant geometry, for scenes in general, in spacetime. Our formulation of Euclidean relativity describes that invariant geometry, for scenes in general, in real Euclidean 4-dimensional space <math>\mathbb{R}^4</math>. An observer standing on the surface of the earth is accelerated at the rate of 32'/second/second. If we neglect for the moment the rotation of the earth, the observer and the earth are both stationary in their common inertial reference frame, so this accelerating motion cannot be perceived as motion in that reference frame; it is perceptible there as the force of gravity. It is only perceptible as motion in some other reference frame in which the earth and the observer are both in motion, such as the universal common reference frame of Euclidean 4-coordinate space in which they are both in motion at velocity <math>c</math> on their respective screw translations <math>QT</math>. In that universal common reference frame the observer's acceleration of 32'/second/second is the rate of change in the direction of his vector of translation through 4-space. The velocity of his vector of translation <math>T</math> through 4-space remains the constant <math>c</math> throughout; only his direction is changing. A change in the direction of a vector is a rotation <math>Q</math> of a translation <math>T</math>: a screw translation <math>QT</math>. A change in the direction of a vector is a rotation which is an acceleration. We can be precise about the units of measurement of this acceleration at atomic scale. In Coxeter's kinematics rotations of geometric objects occur in discrete increments called rotational displacements, with each distinct kind of rotation performing a characteristic number of its characteristic rotational displacement during a full revolution that returns the object to its starting orientation. There are many distinct kinds of rotation, each with its characteristic rotational displacement and number of displacements per revolution. The general rotation in 4-space is a double rotation <math>Q^2</math> distinguished by two distinct completely orthogonal angles through which the object turns in each rotational displacement. The angles determine not only the distance through which the object turns, but the characteristic trajectory of each point on the surface of the rotating object, including the length of that trajectory before it closes into a circle when the object returns to its starting orientation. For any distinct kind of rotation, the circular trajectory is always an integer multiple of the characteristic rotational displacement, but the full circle may be greater than 360°. In 4-space rotational circles are not ordinary 2-dimensional circles that lie in the plane and have a 360° circumference. Many distinct 4-space rotations of interest have a circumference of 720°, and many are larger. In 4-space every object with mass moves on its distinct <math>QT</math> trajectory. Each rotational displacement <math>Q</math> is equivalent to a pair of reflection displacements in two surfaces which intersect each other, at angles related to a distinct star polygon. Each translational displacement <math>T</math> is equivalent to a pair of reflection displacements in two surfaces which lie parallel to each other. In both kinds of motion (rotation and translation) it is the rate at which these double-reflection displacements occur which is constant and which we measure as the velocity <math>c</math>. Every atom translates at velocity <math>c</math>, performing a large number of atomic scale translational displacements per second. Concurrently, the atom rotates at velocity <math>c</math>, performing the same large number of atomic scale rotational displacements per second. Although the number of displacements at atomic scale per unit time is the same universal constant <math>c</math> for all rotations and translations, distinct kinds of rotation revolve at distinct rates, because the number of rotational displacements per complete revolution and the circumference of the complete revolution are distinct characteristics of each kind of rotation. The velocity at which each point on the surface of a rotating object moves, and the frequency of its rotational circling, are functions of the distinct rotation it is performing. However, they are not simple functions of <math>c</math> and the two defining angle parameters of the rotation. Distinct rotations arise from distinct symmetry groups and each is its own mystery with a unique conservation law. The relationships between those distinct conservation laws are even more mysterious, and have been shown to be chaotic. Steinbach{{Sfn|Steinbach|1997}} discovered the Golden Fields family of ratios which govern distinct rotational displacements related to the regular star polygons at least up to the hendecagon {11}. Kappraff and Adamson{{Sfn|Kappraff|Adamson|2004}} further characterized the families of rotation functions and showed that they form an infinite number of periodic trajectories when operated on by the Mandelbrot operator. The inertial tendency of mass is to follow a geodesic. The inertial conservation law of gravity applies to all motions of objects with mass, rotations as well as translations. A translation <math>T</math> is the distinct simple rotation <math>Q</math> in which the characteristic angle of rotational displacement is zero. Inertia is the tendency of objects with mass to conserve their angles of rotational displacement. In 4-space each object has two completely orthogonal angles of rotational displacement which are characteristic of the distinct rotation the object is performing. Inertia is the conservation of this distinct double rotation. In 4-coordinate Euclidean space the acceleration of an object with mass is a rotation of the object, a change to its direction, not a change to its constant velocity. Because the rate of atomic scale displacements is the universal constant <math>c</math>, the rate of change of direction (the acceleration of the object) is a function of <math>c</math> and the distinct rotation's conservation law. A observer standing on the surface of the earth is performing a distinct double rotation characterized by two completely orthogonal angles of rotational displacement. The observer's acceleration of 32'/second/second is a function of <math>c</math> and the distinct rotation's conservation law, and a measurement of the rate of change of the observer's direction of motion through 4-space at velocity <math>c</math>. ... == Dimensional relativity == The formulation of Euclidean relativity based on Coxeter's kinetic law of <math>n</math>-dimensional congruent transformations in Euclidean space may be called ''dimensional relativity'', since it captures the theories of special and general relativity, and has its roots in dimensional analogy. Dimensional analogy is the exploration of [[w:Hermann_Grassmann#Mathematician|Hermann Grassmann's vector space principle]], in which space cannot be limited to any finite number of dimensions. The geometry of higher-dimensional space is accessible by reason of direct analogy, as [[w:Ludwig Schläfli|Ludwig Schläfli]] subsequently demonstrated, and by algebraic methods after [[W:William Kingdon Clifford|Clifford]]. By analogy to the surface of the earth, the bounding surface of a spherical region of <math>n</math>-dimensional Euclidean space is an <math>(n-1)</math>-sphere, a spherical space of one fewer dimensions than the <math>n</math>-ball of Euclidean space it surrounds. In dimensional relativity the sky is not a ceiling, but an infinite regress of alternating spherical and Euclidean <math>n</math>-spaces of increasing <math>n</math>, accessible from each observer's point of view. By dimensional analogy, each observer looks up into their own reference frame's regress of concentric alternating <math>n</math>-spaces. By the capacity for dimensional analogy which they possess, some observers see deeper into <math>n</math>-dimensional space than others. == Polycentric spherical relativity == An intelligent observer equipped with the principle of dimensional relativity may perceive the universe from any inertial reference frame, not only from their own proper stationary reference frame in the Euclidean <math>n</math>-space universe in which they physically locate themself. We see that every observer may also properly view themself as stationary and the universe as an <math>n</math>-sphere with themself at the center observing it, perceptually equidistant from all points on its <math>n</math>-space surface, including their own physical location which is one of those surface points, distinguished to them but moving on the surface, and not the center of anything. This ''polycentric model'' of the universe is a further restatement of the principle of relativity, and of the [[W:Copernican principle|Copernican principle]] that observation is democratic: observers occupy representative viewpoints, not privileged monocentric positions. The polycentric model is compatible with Galileo's relativity of uniformly moving objects in ordinary space, Einstein's special relativity of inertial reference frames in 4-dimensional spacetime, Einstein's general relativity of all reference frames in non-Euclidean spacetime, and Coxeter's dimensional relativity of orthogonal group actions in Euclidean and spherical spaces of any number of dimensions. The polycentric model should be known as Thoreau's principle of ''spherical relativity'', since the first precise written statement of it appears in 1849, contemporaneous with and independent of Schlafli's work: <blockquote>The universe is a sphere whose center is wherever there is intelligence.{{Sfn|Thoreau|1849|p=349|ps=; "The universe is a sphere whose center is wherever there is intelligence." [Contemporaneous and independent of [[W:Ludwig Schlafli|Ludwig Schlafli]]'s pioneering work enumerating the complete set of regular polyschemes in any number of dimensions.]}}</blockquote> == Revolutions == The original Copernican revolution in 1543 displaced the center of the universe from the center of the earth to a point farther away, the center of the sun, with the earth performing a ''revolution'' around the sun, and the stars remaining on a fixed 2-sphere around the sun instead of around the earth. But this led inevitably to the recognition that the sun must be a star itself, not equidistant from all the stars, and the center of but one of many spheres, no monotheistic center at all. In 1600 [[W:Giordano Bruno|Giordano Bruno]] who first openly advocated these views was burned at the stake in Rome's [[W:Campo de' Fiori|Campo de' Fiori]] by the Catholic inquisition. In such fashion the Euclidean four-dimensional revolution, emerging three to five centuries later, initially lends itself to the big bang theory of a single origin of the whole universe, but leads inevitably to the recognition that all the galaxies need not be equidistant from a single origin in time, any more than all the stars lie in the same galaxy, equidistant from a single center in space. The expanding sphere of matter on the surface of which we find ourselves living is likely to be one of many 3-spheres expanding at velocity <math>c</math>, with their big bang origins occurring at distinct times and places in the ''n''-dimensional universe. The most distant objects we see when we look up at night may not all have the same origin in space and time. As recently as Copernicus we believed all the stars lay on a single 2-sphere embedded in Euclidean 3-space, with our sun at its center. During the enlightenment observers beginning with Bruno dispersed those stars into an infinite Euclidean 3-space, and relinquished our privileged position at the center. Then Einstein showed that our 3-space could not be Euclidean, that it must be a 3-manifold curved in every place in obedience to Newton's inverse-square law of gravity; and in a geometry related to time, at least, it must be 4-dimensional. In the present work we suggest a theory of ''n''-dimensional real space and how light travels in it, a theory which says we can see into four orthogonal dimensions of Euclidean space, and so when we look up at night we see cosmological objects distributed in at least four dimensions of space around us, rather than all located in our own local 3-space. Looking still deeper and farther out, the universe viewed as a 4-sphere might, or might not, be expanding, and the most distant objects we see when we look up at night may, or may not, lie in our 4-dimensional hyperplane. Real space has ''n'' dimensions as [[w:Hermann_Grassmann|Grassmann]] and [[w:Schläfli|Schläfli]] showed, and we do not know how many dimensions the most distant objects we see may be distributed in. They need not all lie within the four spatial dimensions in which we have now learned to observe them, any more than they all lie in our local 3-space. When we look up at the objects that surround us, we have no way of discerning how many dimensions beyond three the space we are looking into has. We know their distance from us primarily by virtue of how long it takes their light to reach us. We can measure their distribution around us in 3-space or 4-space, but that is simply how we choose to measure their positions, not an actual finding of how they are distributed. Even if it is now evident that they do not all lie in the same 3-space, how many more dimensions than three are needed to contain them? We observe that our 4-ball galaxy is embedded in Euclidean <math>n</math>-space as one of many 4-ball galaxies, each translating in a distinct direction through 4-space at velocity <math>c</math>, on more or less divergent paths from each other. But only closer observation will reveal evidence of whether everything we see lies in the same Euclidean 4-space, or if it is distributed in five or more dimensions, and how it is moving there. To remain in agreement with the theory of relativity, the Euclidean four-dimensional viewpoint requires that all mass-carrying objects be in motion in some distinct direction through 4-space at the constant velocity <math>c</math>, although the relative velocity between nearby objects is much smaller since they move on similar vectors, aimed away from a common origin point in the past. It is natural to expect that objects moving at constant velocity away from a common origin will be distributed roughly on the surface of an expanding 3-sphere. Although their paths away from their origin are not straight lines but various helical isoclines (screw translations), nearby objects must be translating radially at the same velocity, since the objects in a system (such as our solar system or galaxy) do not separate rapidly over time but remain in orbital formation. Each system's screw translation has two [[w:Completely_orthogonal|completely orthogonal]] components of motion in 4-space, an orbital rotation (such as the earth's around our sun) and a linear translation of the entire system at velocity <math>c</math> in the direction of the original 3-sphere's radial expansion (along the system's proper time vector). Of course the view from our solar system does not suggest that the 3-sphere enclosing each galaxy is expanding at this great rate from its galactic center. The standard theory has been that the entire observable universe is expanding from a single big bang origin in time, with galaxies forming later. While the Euclidean four-dimensional viewpoint lends itself to that standard theory, it also supports theories which require no single origin point in space and time. These are the voyages of starship Earth, to boldly go where no one has gone before. We made the jump to light speed long ago, in whatever big bang our atoms emerged from, and have never slowed down since. == Origins of the theory == Einstein himself may have been the first to imagine the universe as the three-dimensional surface of a four-dimensional Euclidean 3-sphere, in what was narrowly the first written articulation of a Euclidean 4-space universe, contemporaneous with the teen-aged Coxeter's (quoted below).{{Efn|[[W:William Rowan Hamilton|Hamilton]]'s algebra '''H''' of [[W:Quaternions|quaternions]] introduces (in 1843) the notion of a [[W:Three-dimensional sphere|three-dimensional sphere]] embedded in a four-dimensional space, but Hamilton did not quite conceive of the quaternions as the Cartesian 4-coordinates of a Euclidean 4-space, and he did not describe our ordinary 3-space as embedded in Euclidean 4-space.}} Einstein did this as a [[W:Gedankenexperiment|gedankenexperiment]] in the context of investigating whether his equations of general relativity predicted an infinite or a finite universe, in his 1921 Princeton lecture.<ref>{{Cite book|url=http://www.gutenberg.org/ebooks/36276|title=The Meaning of Relativity|last=Einstein|first=Albert|publisher=Princeton University Press|year=1923|isbn=|location=|pages=110-111}}</ref> He invited us to imagine "A spherical manifold of three dimensions, embedded in a Euclidean continuum of four dimensions", but he was careful to disclaim parenthetically that "The aid of a fourth space dimension has naturally no significance except that of a mathematical artifice." Informally, the Euclidean 4-dimensional theory of relativity may be given as a sort of reciprocal to that disclaimer of Einstein's: ''The Minkowski spacetime has naturally no significance except that of a mathematical artifice, as an aid to understanding how things will appear to an observer from their perspective; the foreshortenings, clock desynchronizations and other Lorentz transformations it predicts are proper calculations of actual perspective effects; but real space is a flat, Euclidean continuum of four orthogonal spatial dimensions, and in it the ordinary laws of a flat vector space hold (such as the Pythagorean theorem), and all sightline calculations work classically, so long as you consider all four spatial dimensions.'' The Euclidean theory of relativity differs from the special theory of relativity in ascribing to the physical universe a geometry of four or more orthogonal spatial dimensions, rather than the special theory's [[w:Minkowski spacetime|Minkowski spacetime]] geometry, in which three spatial dimensions and a time dimension comprise a unified non-Euclidean spacetime of four dimensions. Anco and Maghadam found that <math>SO(4)</math> breaks to <math>\mathbb{S}^3</math> (the 3-sphere) if the energy in a Kepler orbit is negative (an elliptical orbit), and to <math>H^3</math> (Minkowski spacetime) if the energy is positive (a hyperbolic orbit). Therefore the fact that the planets orbit on ellipses in our 3-space suggests that they orbit on a 3-sphere embedded in Euclidean 4-space. Thus we can conclude that <math>\mathbb{R}^4</math> is the actual geometry of our physical universe, and Minkowski spacetime is an abstraction; the reciprocal of Einstein's disclaimer is the more direct physical model. Of course spacetime remains a true and useful abstraction, although it must relinquish its privileged position as our exclusive conception of our place in space.{{Efn| ...origins of the Euclidean 4-space insight in the observations of Fock, Atkinson, Moser and others.}} The invention of Euclidean geometry of more than three spatial dimensions preceded Einstein's theories by more than fifty years, when it was worked out originally by the Swiss mathematician [[w:Ludwig Schläfli|Ludwig Schläfli]] before 1853.{{Sfn|Coxeter|1973|loc=§7. Ordinary Polytopes in Higher Space; §7.x. Historical remarks|pp=141-144|ps=; "Practically all the ideas in this chapter ... are due to Schläfli, who discovered them before 1853 — a time when Cayley, Grassmann and Möbius were the only other people who had ever conceived the possibility of geometry in more than three dimensions."}} Schläfli extended Euclid's geometry of one, two, and three dimensions in a direct way to four or more dimensions, generalizing the rules and terms of [[w:Euclidean geometry|Euclidean geometry]] to spaces of any number of dimensions. He coined the general term ''[[polyscheme]]'' to mean geometric forms of any number of dimensions, including two-dimensional [[w:polygon|polygons]], three-dimensional [[w:polyhedron|polyhedra]], four dimensional [[w:polychoron|polychora]], and so on, and in the process he found all of the [[w:Regular polytope|regular polyschemes]] that are possible in every dimension, including in particular the [[User:Dc.samizdat/Rotations#Sequence of regular 4-polytopes|six convex regular polychora]] which can be constructed in a Euclidean space of four dimensions (the set analogous to the five [[w:Platonic solid|Platonic solids]] the ancients found in three dimensional space). Thus Schläfli was the first to explore the fourth dimension, reveal its emergent geometric properties, and discover its astonishing regular objects. Because his work was only published posthumously in 1901, and remained almost completely unknown until Coxeter published [[w:Regular_Polytopes_(book)|Regular Polytopes]] in 1947, other researchers had more than fifty years to rediscover the regular polychora, and competing terms were coined; today [[w:Reinhold_Hoppe|Reinhold Hoppe]]'s word ''[[w:Polytope|polytope]]'' is the commonly used term for ''polyscheme.''{{Efn|[[w:Reinhold_Hoppe|Reinhold Hoppe]]'s German word ''polytop'' was introduced into English by [[W:Alicia Boole Stott|Alicia Boole Stott]], who like Hoppe and [[W:Thorold Gosset|Thorold Gosset]] rediscovered Schlafli's six regular convex 4-polytopes, with no knowledge of their prior discovery. Today Schläfli's original ''polyschem'', with its echo of ''schema'' as in the configurations of information structures, seems even more fitting in its generality than ''polytope'' -- perhaps analogously as information software (programming) is even more general than information hardware (computers).}} Because of this century-long lag in the dissemination of a scientific discovery, the regular 4-polytopes appear to have played no role at all, by any name, in the twentieth century discovery and evolution of the theories of relativity and quantum mechanics.{{Efn|One could argue that the higher-dimensional polytopes have barely influenced science or culture at all thus far. The physicist John Edward Huth's comprehensive deep dive through the history of cultural and scientific concepts of physical space, from ancient flatland models of the world through general relativity and quantum mechancs, shows exactly how we got to our present standard model of the universe, although it includes no mention of higher-dimensional Euclidean space.<ref>{{Cite book|last=Huth|first=John Edward|title=A Sense of Space: A local's guide to a flat earth, the edge of the cosmos, and other curious places|year=2025|publisher=University of Chicago Press}}</ref>}} == Boundaries == <blockquote>Ever since we discovered that Earth is round and turns like a mad-spinning top, we have understood that reality is not as it appears to us: every time we glimpse a new aspect of it, it is a deeply emotional experience. Another veil has fallen.<ref>{{Cite book|author=Carlo Rovelli|author-link=W:Carlo Rovelli|title=Seven Brief Lessons on Physics|publisher=Riverhead|year=2016|isbn=978-0399184413}}</ref></blockquote> Of course it is strange to consciously contemplate this world we inhabit, our planet, our solar system, our 3-sphere surface in our vast galaxy, as the merest film, a boundary no thicker in the places we inhabit than the diameter of an electron (though much thicker in some places we cannot inhabit, such as the core of our planet and the interior of stars). But is not our unconscious traditional concept of the boundary of our world even stranger? Since the enlightenment we are accustomed to thinking that there is nothing beyond three dimensional space: no boundary, because there is nothing else to separate us from. But anyone who knows the [[polyscheme]]s Schläfli discovered knows that space can have any number of dimensions, and that there are fundamental objects and motions to be discovered in four dimensions that are even more various and interesting than those we can discover in three. The strange thing, when we think about it that way, is that there ''is'' a boundary between three and four dimensional space. ''Why'' can't we move (or apparently, see) in more than three dimensions? Why is our physical world apparently only three dimensional? Why would it have just ''three'' dimensions, and not four, or five, or the ''n'' dimensions that Schläfli mapped? What is the nature of the boundary which confines us to just three dimensions? We know that in Euclidean geometry the boundary between three and four dimensions is itself a spherical three dimensional space, so we should suspect that we are materially confined within such a curved boundary surface. Light need not be confined with us within our three dimensional boundary space. We would look directly through four dimensional space in our natural way, by receiving light signals that travelled through it to us on straight lines. In that case the reason we do not observe a fourth spatial dimension in our vicinity is that there are no nearby objects in it, just off our hyperplane in the wild. The nearest four-dimensional object we can see with our eyes is our sun, which lies equatorially in our own hyperplane, though it bulges out of it above and below. But when we look up at the heavens, every pinprick of light we observe is itself a four-dimensional object off our hyperplane, and they are distributed all around us in four-dimensional space through which we gaze. We are four-dimensionally sighted creatures, even though our bodies are three-dimensional objects, thin as an atom in the fourth dimension. But that should not perplex us: we can see into three dimensional space even though our retinas are two dimensional objects, thin as a photoreceptor cell. Our unconscious provincial concept is that there is nothing else outside our three dimensional world: no boundary, because there is nothing else to separate us from. But Schläfli discovered something else: all the astonishing regular objects that exist in higher dimensions, which vastly extend our notions of the beauty and mystery of space itself, and the intrinsic spatial symmetries of our universe which geometry reveals. Space is more commodious than we thought it was, and permits previously unimagined objects and motions. So our provincial conception of our place in it now has the same kind of status as our idea that the sun rises in the east and passes overhead: it is mere appearance, not a true model and no longer a proper explanation. An inertial boundary is a proper explanation, be it ever so thin. And would a boundary of ''no'' thickness, a mere abstraction with no physical power to separate, be a more suitable explanation? We must look for a physically powerful explanation in the geometry of space itself, which general relativity properly associates with the gravitational or inertial force. <blockquote>The number of dimensions possessed by a figure is the number of straight lines each perpendicular to all the others which can be drawn on it. Thus a point has no dimensions, a straight line one, a plane surface two, and a solid three .... In space as we now know it only three lines can be imagined perpendicular to each other. A fourth line, perpendicular to all the other three would be quite invisible and unimaginable to us. We ourselves and all the material things around us probably possess a fourth dimension, of which we are quite unaware. If not, from a four-dimensional point of view we are mere geometrical abstractions, like geometrical surfaces, lines, and points are to us. But this thickness in the fourth dimension must be exceedingly minute, if it exists at all. That is, we could only draw an exceedingly small line perpendicular to our three perpendicular lines, length, breadth and thickness, so small that no microscope could ever perceive it. We can find out something about the conditions of the fourth and higher dimensions if they exist, without being certain that they do exist, by a process which I have termed "Dimensional Analogy."<ref>{{Citation|title=Dimensional Analogy|last=Coxeter|first=Donald|date=February 1923|publisher=Coxeter Fonds, University of Toronto Archives|authorlink=W:Harold Scott MacDonald Coxeter|series=|postscript=|work=}}</ref></blockquote> I believe, but I cannot prove, that we live in real space, which is Schläfli's Euclidean space of ''n'' analogous dimensions. As Grassmann showed first, space cannot be limited to any finite number of dimensions. There will always be higher dimensions to discover, first in imagination and then to explore physically, each an astonishing new enlightenment.<ref>{{Cite book|first=T.S.|last=Eliot|title=Little Gidding|volume=Four Quartets|year=1943}}<blockquote> :We shall not cease from exploration :And the end of all our exploring :Will be to arrive where we started :And know the place for the first time. :Through the unknown, remembered gate :When the last of earth left to discover :Is that which was the beginning; :At the source of the longest river :The voice of the hidden waterfall :And the children in the apple-tree :Not known, because not looked for :But heard, half-heard, in the stillness :Between two waves of the sea. </blockquote></ref> Schläfli discovered every regular convex polytope that exists in any dimension, but that was only the beginning of the story of dimensional analogy, not its end or even the end of its beginning. That project is forever beginning anew. Coxeter discovered that Schläfli's Euclidean space is an expression of intrinsic symmetries, as Noether discovered all of physics is. Kappraff and Adamson discovered that even the sequences of humble regular polygons have fractal complexity. Symmetry itself is chaotic, always reachable but forever beyond our complete grasp. We are on a Wilderness Project, and just at its beginning, but already we observe a Euclidean space of four or more orthogonal spatial dimensions in which all objects with mass move ceaselessly at the constant velocity <math>c</math>, the universal rate at which everything moves, quantum events occur, and each of our proper times evolves. I believe these facts explain the experimentally verified theories of relativity and quantum mechanics, by revealing their unified polycentric geometry, the same way the facts about Copernicus's heliocentric solar system explained the observed motions of the planets, by revealing the geometry of gravity to Kepler. But others will have to do the math, work out the physics, and perform experiments to prove or disprove all of this, because I don't have the mathematics; entirely unlike Coxeter and Einstein, I am illiterate in those languages. <blockquote> ::::::BEECH :Where my imaginary line :Bends square in woods, an iron spine :And pile of real rocks have been founded. :And off this corner in the wild, :Where these are driven in and piled, :One tree, by being deeply wounded, :Has been impressed as Witness Tree :And made commit to memory :My proof of being not unbounded. :Thus truth's established and borne out, :Though circumstanced with dark and doubt— :Though by a world of doubt surrounded. :::::::—''The Moodie Forester''<ref>{{Cite book|title=A Witness Tree|last=Frost|first=Robert|year=1942|series=The Poetry of Robert Frost|publisher=Holt, Rinehart and Winston|edition=1969|}}</ref> </blockquote> == Appendix: Sequence of regular 4-polytopes == {{Regular convex 4-polytopes|wiki=W:|columns=7}} == ... == {{Efn|In a ''[[W:William Kingdon Clifford|Clifford]] displacement'', also known as an [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinic rotation]], all the Clifford parallel{{Efn|name=Clifford parallels}} invariant planes are displaced in four orthogonal directions (two completely orthogonal planes) at once: they are rotated by the same angle, and at the same time they are tilted ''sideways'' by that same angle. A [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|Clifford displacement]] is [[W:8-cell#Radial equilateral symmetry|4-dimensionally diagonal]].{{Efn|name=isoclinic 4-dimensional diagonal}} Every plane that is Clifford parallel to one of the completely orthogonal planes (including in this case an entire Clifford parallel bundle of 4 hexagons, but not all 16 hexagons) is invariant under the isoclinic rotation: all the points in the plane rotate in circles but remain in the plane, even as the whole plane tilts sideways. All 16 hexagons rotate by the same angle (though only 4 of them do so invariantly). All 16 hexagons are rotated by 60 degrees, and also displaced sideways by 60 degrees to a Clifford parallel hexagon. All of the other central polygons (e.g. squares) are also displaced to a Clifford parallel polygon 60 degrees away.|name=Clifford displacement}} {{Efn|It is not difficult to visualize four hexagonal planes intersecting at 60 degrees to each other, even in three dimensions. Four hexagonal central planes intersect at 60 degrees in the [[W:cuboctahedron|cuboctahedron]]. Four of the 24-cell's 16 hexagonal central planes (lying in the same 3-dimensional hyperplane) intersect at each of the 24-cell's vertices exactly the way they do at the center of a cuboctahedron. But the ''edges'' around the vertex do not meet as the radii do at the center of a cuboctahedron; the 24-cell has 8 edges around each vertex, not 12, so its vertex figure is the cube, not the cuboctahedron. The 8 edges meet exactly the way 8 edges do at the apex of a canonical [[W:cubic pyramid]|cubic pyramid]].{{Efn|name=24-cell vertex figure}}|name=cuboctahedral hexagons}} {{Efn|name=radially equilateral}} {{Efn|Eight {{sqrt|1}} edges converge in curved 3-dimensional space from the corners of the 24-cell's cubical vertex figure{{Efn|The [[W:vertex figure|vertex figure]] is the facet which is made by truncating a vertex; canonically, at the mid-edges incident to the vertex. But one can make similar vertex figures of different radii by truncating at any point along those edges, up to and including truncating at the adjacent vertices to make a ''full size'' vertex figure. Stillwell defines the vertex figure as "the convex hull of the neighbouring vertices of a given vertex".{{Sfn|Stillwell|2001|p=17}} That is what serves the illustrative purpose here.|name=full size vertex figure}} and meet at its center (the vertex), where they form 4 straight lines which cross there. The 8 vertices of the cube are the eight nearest other vertices of the 24-cell. The straight lines are geodesics: two {{sqrt|1}}-length segments of an apparently straight line (in the 3-space of the 24-cell's curved surface) that is bent in the 4th dimension into a great circle hexagon (in 4-space). Imagined from inside this curved 3-space, the bends in the hexagons are invisible. From outside (if we could view the 24-cell in 4-space), the straight lines would be seen to bend in the 4th dimension at the cube centers, because the center is displaced outward in the 4th dimension, out of the hyperplane defined by the cube's vertices. Thus the vertex cube is actually a [[W:cubic pyramid|cubic pyramid]]. Unlike a cube, it seems to be radially equilateral (like the tesseract and the 24-cell itself): its "radius" equals its edge length.{{Efn|The vertex cubic pyramid is not actually radially equilateral,{{Efn|name=radially equilateral}} because the edges radiating from its apex are not actually its radii: the apex of the [[W:cubic pyramid|cubic pyramid]] is not actually its center, just one of its vertices.}}|name=24-cell vertex figure}} {{Efn|The hexagons are inclined (tilted) at 60 degrees with respect to the unit radius coordinate system's orthogonal planes. Each hexagonal plane contains only ''one'' of the 4 coordinate system axes.{{Efn|Each great hexagon of the 24-cell contains one axis (one pair of antipodal vertices) belonging to each of the three inscribed 16-cells. The 24-cell contains three disjoint inscribed 16-cells, rotated 60° isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other (so their corresponding vertices are 120° {{=}} {{radic|3}} apart). A [[16-cell#Coordinates|16-cell is an orthonormal ''basis'']] for a 4-dimensional coordinate system, because its 8 vertices define the four orthogonal axes. In any choice of a vertex-up coordinate system (such as the unit radius coordinates used in this article), one of the three inscribed 16-cells is the basis for the coordinate system, and each hexagon has only ''one'' axis which is a coordinate system axis.|name=three basis 16-cells}} The hexagon consists of 3 pairs of opposite vertices (three 24-cell diameters): one opposite pair of ''integer'' coordinate vertices (one of the four coordinate axes), and two opposite pairs of ''half-integer'' coordinate vertices (not coordinate axes). For example: {{indent|17}}({{spaces|2}}0,{{spaces|2}}0,{{spaces|2}}1,{{spaces|2}}0) {{indent|5}}({{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}({{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}}) {{indent|5}}(–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}(–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}}) {{indent|17}}({{spaces|2}}0,{{spaces|2}}0,–1,{{spaces|2}}0)<br> is a hexagon on the ''y'' axis. Unlike the {{sqrt|2}} squares, the hexagons are actually made of 24-cell edges, so they are visible features of the 24-cell.|name=non-orthogonal hexagons|group=}} {{Efn|Visualize the three [[16-cell]]s inscribed in the 24-cell (left, right, and middle), and the rotation which takes them to each other. [[24-cell#Reciprocal constructions from 8-cell and 16-cell|The vertices of the middle 16-cell lie on the (w, x, y, z) coordinate axes]];{{Efn|name=six orthogonal planes of the Cartesian basis}} the other two are rotated 60° [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinically]] to its left and its right. The 24-vertex 24-cell is a compound of three 16-cells, whose three sets of 8 vertices are distributed around the 24-cell symmetrically; each vertex is surrounded by 8 others (in the 3-dimensional space of the 4-dimensional 24-cell's ''surface''), the way the vertices of a cube surround its center.{{Efn|name=24-cell vertex figure}} The 8 surrounding vertices (the cube corners) lie in other 16-cells: 4 in the other 16-cell to the left, and 4 in the other 16-cell to the right. They are the vertices of two tetrahedra inscribed in the cube, one belonging (as a cell) to each 16-cell. If the 16-cell edges are {{radic|2}}, each vertex of the compound of three 16-cells is {{radic|1}} away from its 8 surrounding vertices in other 16-cells. Now visualize those {{radic|1}} distances as the edges of the 24-cell (while continuing to visualize the disjoint 16-cells). The {{radic|1}} edges form great hexagons of 6 vertices which run around the 24-cell in a central plane. ''Four'' hexagons cross at each vertex (and its antipodal vertex), inclined at 60° to each other.{{Efn|name=cuboctahedral hexagons}} The [[24-cell#Hexagons|hexagons]] are not perpendicular to each other, or to the 16-cells' perpendicular [[24-cell#Squares|square central planes]].{{Efn|name=non-orthogonal hexagons}} The left and right 16-cells form a tesseract.{{Efn|Each pair of the three 16-cells inscribed in the 24-cell forms a 4-dimensional [[W:tesseract|hypercube (a tesseract or 8-cell)]], in [[24-cell#Relationships among interior polytopes|dimensional analogy]] to the way two tetrahedra form a cube: the two 8-vertex 16-cells are inscribed in the 16-vertex tesseract, occupying its alternate vertices. The third 16-cell does not lie within the tesseract; its 8 vertices protrude from the sides of the tesseract, forming a cubic pyramid on each of the tesseract's cubic cells. The three pairs of 16-cells form three tesseracts.{{Efn|name=three 8-cells}} The tesseracts share vertices, but the 16-cells are completely disjoint.{{Efn|name=completely disjoint}}|name=three 16-cells form three tesseracts}} Two 16-cells have vertex-pairs which are one {{radic|1}} edge (one hexagon edge) apart. But a [[24-cell#Simple rotations|''simple'' rotation]] of 60° will not take one whole 16-cell to another 16-cell, because their vertices are 60° apart in different directions, and a simple rotation has only one hexagonal plane of rotation. One 16-cell ''can'' be taken to another 16-cell by a 60° [[24-cell#Isoclinic rotations|''isoclinic'' rotation]], because an isoclinic rotation is [[3-sphere]] symmetric: four [[24-cell#Clifford parallel polytopes|Clifford parallel hexagonal planes]] rotate together, but in four different rotational directions,{{Efn|name=Clifford displacement}} taking each 16-cell to another 16-cell. But since an isoclinic 60° rotation is a ''diagonal'' rotation by 60° in ''two'' completely orthogonal directions at once,{{Efn|name=isoclinic geodesic}} the corresponding vertices of the 16-cell and the 16-cell it is taken to are 120° apart: ''two'' {{radic|1}} hexagon edges (or one {{radic|3}} hexagon chord) apart, not one {{radic|1}} edge (60°) apart as in a simple rotation.{{Efn|name=isoclinic 4-dimensional diagonal}} By the [[W:chiral|chiral]] diagonal nature of isoclinic rotations, the 16-cell ''cannot'' reach the adjacent 16-cell by rotating toward it; it can only reach the 16-cell ''beyond'' it. But of course, the 16-cell beyond the 16-cell to its right is the 16-cell to its left. So a 60° isoclinic rotation ''will'' take every 16-cell to another 16-cell: a 60° ''right'' isoclinic rotation will take the middle 16-cell to the 16-cell we may have originally visualized as the ''left'' 16-cell, and a 60° ''left'' isoclinic rotation will take the middle 16-cell to the 16-cell we visualized as the ''right'' 16-cell. (If so, that was our error in visualization; the 16-cell to the "left" is in fact the one reached by the left isoclinic rotation, as that is the only sense in which the two 16-cells are left or right of each other.)|name=three isoclinic 16-cells}} {{Efn|In a double rotation each vertex can be said to move along two completely orthogonal great circles at the same time, but it does not stay within the central plane of either of those original great circles; rather, it moves along a helical geodesic that traverses diagonally between great circles. The two completely orthogonal planes of rotation are said to be ''invariant'' because the points in each stay in the plane ''as the plane moves'', tilting sideways by the same angle that the other plane rotates.|name=helical geodesic}} {{Efn|A point under isoclinic rotation traverses the diagonal{{Efn|name=isoclinic 4-dimensional diagonal}} straight line of a single '''isoclinic geodesic''', reaching its destination directly, instead of the bent line of two successive '''simple geodesics'''. A '''[[W:geodesic|geodesic]]''' is the ''shortest path'' through a space (intuitively, a string pulled taught between two points). Simple geodesics are great circles lying in a central plane (the only kind of geodesics that occur in 3-space on the 2-sphere). Isoclinic geodesics are different: they do ''not'' lie in a single plane; they are 4-dimensional [[W:helix|spirals]] rather than simple 2-dimensional circles.{{Efn|name=helical geodesic}} But they are not like 3-dimensional [[W:screw threads|screw threads]] either, because they form a closed loop like any circle (after ''two'' revolutions). Isoclinic geodesics are ''4-dimensional great circles'', and they are just as circular as 2-dimensional circles: in fact, twice as circular, because they curve in a circle in two completely orthogonal directions at once.{{Efn|Isoclinic geodesics are ''4-dimensional great circles'' in the sense that they are 1-dimensional geodesic ''lines'' that curve in 4-space in two completely orthogonal planes at once. They should not be confused with ''great 2-spheres'',{{Sfn|Stillwell|2001|p=24}} which are the 4-dimensional analogues of 2-dimensional great circles (great 1-spheres).}} These '''isoclines''' are geodesic 1-dimensional lines embedded in a 4-dimensional space. On the 3-sphere{{Efn|All isoclines are geodesics, and isoclines on the 3-sphere are circles (curving equally in each dimension), but not all isoclines on 3-manifolds in 4-space are circles.}} they always occur in [[W:chiral|chiral]] pairs and form a pair of [[W:Villarceau circle|Villarceau circle]]s on the [[W:Clifford torus|Clifford torus]],{{Efn|Isoclines on the 3-sphere occur in non-intersecting chiral pairs. A left and a right isocline form a [[W:Hopf link|Hopf link]] called the {1,1} torus knot{{Sfn|Dorst|2019|loc=§1. Villarceau Circles|p=44|ps=; "In mathematics, the path that the (1, 1) knot on the torus traces is also known as a [[W:Villarceau circle|Villarceau circle]]. Villarceau circles are usually introduced as two intersecting circles that are the cross-section of a torus by a well-chosen plane cutting it. Picking one such circle and rotating it around the torus axis, the resulting family of circles can be used to rule the torus. By nesting tori smartly, the collection of all such circles then form a [[W:Hopf fibration|Hopf fibration]].... we prefer to consider the Villarceau circle as the (1, 1) torus knot [a [[W:Hopf link|Hopf link]]] rather than as a planar cut [two intersecting circles]."}} in which ''each'' of the two linked circles traverses all four dimensions.}} the paths of the left and the right [[W:Rotations in 4-dimensional Euclidean space#Double rotations|isoclinic rotation]]. They are [[W:Helix|helices]] bent into a [[W:Möbius strip|Möbius loop]] in the fourth dimension, taking a diagonal [[W:Winding number|winding route]] twice around the 3-sphere through the non-adjacent vertices of a 4-polytope's [[W:Skew polygon#Regular skew polygons in four dimensions|skew polygon]].|name=isoclinic geodesic}} {{Efn|[[File:Hopf band wikipedia.png|thumb|150px|Two [[W:Clifford parallel|Clifford parallel]] great circles spanned by a twisted [[W:Annulus (mathematics)|annulus]].]][[W:Clifford parallel|Clifford parallel]]s are non-intersecting curved lines that are parallel in the sense that the perpendicular (shortest) distance between them is the same at each point. A double helix is an example of Clifford parallelism in ordinary 3-dimensional Euclidean space. In 4-space Clifford parallels occur as geodesic great circles on the [[W:3-sphere|3-sphere]].{{Sfn|Kim|Rote|2016|pp=8-10|loc=Relations to Clifford Parallelism}} Whereas in 3-dimensional space, any two geodesic great circles on the [[W:2-sphere|2-sphere]] will always intersect at two antipodal points, in 4-dimensional space not all great circles intersect. In 4-polytopes various discrete sets of Clifford parallel non-intersecting geodesic great circles can be found on the 3-sphere. They spiral around each other in [[W:Hopf fibration|Hopf fiber bundles]] which visit all the vertices just once. The simplest example is that six mutually orthogonal great circles can be drawn on the 3-sphere, as three pairs of completely orthogonal great circles, intersecting at 8 points defining a [[16-cell]]. Each completely orthogonal pair of circles is Clifford parallel. They cannot intersect at all, because they lie in planes which intersect at only one point: the center of the 16-cell. Because they are perpendicular and share a common center, the two circles are obviously not parallel and separate in the usual way of parallel circles in 3 dimensions; rather they are connected like adjacent links in a chain, each passing through the other without intersecting at any points, forming a [[W:Hopf link|Hopf link]]|name=Clifford parallels}} {{Efn|In the 24-cell each great square plane is completely orthogonal{{Efn|name=completely orthogonal planes}} to another great square plane, and each great hexagon plane is completely orthogonal to a plane which intersects only two vertices: a great [[W:digon|digon]] plane.|name=pairs of completely orthogonal planes}} {{Efn|In an [[24-cell#Isoclinic rotations|isoclinic rotation]], each point anywhere in the 4-polytope moves an equal distance in four orthogonal directions at once, on a [[W:8-cell#Radial equilateral symmetry|4-dimensional diagonal]]. The point is displaced a total [[W:Pythagorean distance]] equal to the square root of four times the square of that distance. For example, when the unit-radius 24-cell rotates isoclinically 60° in a hexagon invariant plane and 60° in its completely orthogonal invariant plane,{{Efn|name=pairs of completely orthogonal planes}} all vertices are displaced to a vertex two edge lengths away. Each vertex is displaced to another vertex {{radic|3}} (120°) away, moving {{radic|3/4}} in four orthogonal coordinate directions.|name=isoclinic 4-dimensional diagonal}} {{Efn|Each square plane is isoclinic (Clifford parallel) to five other square planes but completely orthogonal{{Efn|name=completely orthogonal planes}} to only one of them.{{Efn|name=Clifford parallel squares in the 16-cell and 24-cell}} Every pair of completely orthogonal planes has Clifford parallel great circles, but not all Clifford parallel great circles are orthogonal (e.g., none of the hexagonal geodesics in the 24-cell are mutually orthogonal).|name=only some Clifford parallels are orthogonal}} {{Efn|In the [[16-cell#Rotations|16-cell]] the 6 orthogonal great squares form 3 pairs of completely orthogonal great circles; each pair is Clifford parallel. In the 24-cell, the 3 inscribed 16-cells lie rotated 60 degrees isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other; consequently their corresponding vertices are 120 degrees apart on a hexagonal great circle. Pairing their vertices which are 90 degrees apart reveals corresponding square great circles which are Clifford parallel. Each of the 18 square great circles is Clifford parallel not only to one other square great circle in the same 16-cell (the completely orthogonal one), but also to two square great circles (which are completely orthogonal to each other) in each of the other two 16-cells. (Completely orthogonal great circles are Clifford parallel, but not all Clifford parallels are orthogonal.{{Efn|name=only some Clifford parallels are orthogonal}}) A 60 degree isoclinic rotation of the 24-cell in hexagonal invariant planes takes each square great circle to a Clifford parallel (but non-orthogonal) square great circle in a different 16-cell.|name=Clifford parallel squares in the 16-cell and 24-cell}} {{Efn|In 4 dimensional space we can construct 4 perpendicular axes and 6 perpendicular planes through a point. Without loss of generality, we may take these to be the axes and orthogonal central planes of a (w, x, y, z) Cartesian coordinate system. In 4 dimensions we have the same 3 orthogonal planes (xy, xz, yz) that we have in 3 dimensions, and also 3 others (wx, wy, wz). Each of the 6 orthogonal planes shares an axis with 4 of the others, and is ''completely orthogonal'' to just one of the others: the only one with which it does not share an axis. Thus there are 3 pairs of completely orthogonal planes: xy and wz intersect only at the origin; xz and wy intersect only at the origin; yz and wx intersect only at the origin.|name=six orthogonal planes of the Cartesian basis}} {{Efn|Two planes in 4-dimensional space can have four possible reciprocal positions: (1) they can coincide (be exactly the same plane); (2) they can be parallel (the only way they can fail to intersect at all); (3) they can intersect in a single line, as two non-parallel planes do in 3-dimensional space; or (4) '''they can intersect in a single point'''{{Efn|To visualize how two planes can intersect in a single point in a four dimensional space, consider the Euclidean space (w, x, y, z) and imagine that the w dimension represents time rather than a spatial dimension. The xy central plane (where w{{=}}0, z{{=}}0) shares no axis with the wz central plane (where x{{=}}0, y{{=}}0). The xy plane exists at only a single instant in time (w{{=}}0); the wz plane (and in particular the w axis) exists all the time. Thus their only moment and place of intersection is at the origin point (0,0,0,0).|name=how planes intersect at a single point}} (and they ''must'', if they are completely orthogonal).{{Efn|Two flat planes A and B of a Euclidean space of four dimensions are called ''completely orthogonal'' if and only if every line in A is orthogonal to every line in B. In that case the planes A and B intersect at a single point O, so that if a line in A intersects with a line in B, they intersect at O.{{Efn|name=six orthogonal planes of the Cartesian basis}}|name=completely orthogonal planes}}|name=how planes intersect}} {{Efn|Polytopes are '''completely disjoint''' if all their ''element sets'' are disjoint: they do not share any vertices, edges, faces or cells. They may still overlap in space, sharing 4-content, volume, area, or lineage.|name=completely disjoint}} {{Efn|If the [[W:Euclidean distance|Pythagorean distance]] between any two vertices is {{sqrt|1}}, their geodesic distance is 1; they may be two adjacent vertices (in the curved 3-space of the surface), or a vertex and the center (in 4-space). If their Pythagorean distance is {{sqrt|2}}, their geodesic distance is 2 (whether via 3-space or 4-space, because the path along the edges is the same straight line with one 90^o bend in it as the path through the center). If their Pythagorean distance is {{sqrt|3}}, their geodesic distance is still 2 (whether on a hexagonal great circle past one 60^o bend, or as a straight line with one 60^o bend in it through the center). Finally, if their Pythagorean distance is {{sqrt|4}}, their geodesic distance is still 2 in 4-space (straight through the center), but it reaches 3 in 3-space (by going halfway around a hexagonal great circle).|name=Geodesic distance}} {{Efn|Two angles are required to fix the relative positions of two planes in 4-space.{{Sfn|Kim|Rote|2016|p=7|loc=§6 Angles between two Planes in 4-Space|ps=; "In four (and higher) dimensions, we need two angles to fix the relative position between two planes. (More generally, ''k'' angles are defined between ''k''-dimensional subspaces.)"}} Since all planes in the same [[W:hyperplane|hyperplane]] are 0 degrees apart in one of the two angles, only one angle is required in 3-space. Great hexagons in different hyperplanes are 60 degrees apart in ''both'' angles. Great squares in different hyperplanes are 90 degrees apart in ''both'' angles (completely orthogonal){{Efn|name=completely orthogonal planes}} or 60 degrees apart in ''both'' angles.{{Efn||name=Clifford parallel squares in the 16-cell and 24-cell}} Planes which are separated by two equal angles are called ''isoclinic''. Planes which are isoclinic have [[W:Clifford parallel|Clifford parallel]] great circles.{{Efn|name=Clifford parallels}} A great square and a great hexagon in different hyperplanes are neither isoclinic nor Clifford parallel; they are separated by a 90 degree angle ''and'' a 60 degree angle.|name=two angles between central planes}} {{Efn|The 24-cell contains 3 distinct 8-cells (tesseracts), rotated 60° isoclinically with respect to each other. The corresponding vertices of two 8-cells are {{radic|3}} (120°) apart. Each 8-cell contains 8 cubical cells, and each cube contains four {{radic|3}} chords (its long diagonals). The 8-cells are not completely disjoint{{Efn|name=completely disjoint}} (they share vertices), but each cube and each {{radic|3}} chord belongs to just one 8-cell. The {{radic|3}} chords joining the corresponding vertices of two 8-cells belong to the third 8-cell.|name=three 8-cells}} {{Efn|Departing from any vertex V₀ in the original great hexagon plane of isoclinic rotation P₀, the first vertex reached V₁ is 120 degrees away along a {{radic|3}} chord lying in a different hexagonal plane P₁. P₁ is inclined to P₀ at a 60° angle.{{Efn|P₀ and P₁ lie in the same hyperplane (the same central cuboctahedron) so their other angle of separation is 0.{{Efn|name=two angles between central planes}}}} The second vertex reached V₂ is 120 degrees beyond V₁ along a second {{radic|3}} chord lying in another hexagonal plane P₂ that is Clifford parallel to P₀.{{Efn|P₀ and P₂ are 60° apart in ''both'' angles of separation.{{Efn|name=two angles between central planes}} Clifford parallel planes are isoclinic (which means they are separated by two equal angles), and their corresponding vertices are all the same distance apart. Although V₀ and V₂ are ''two'' {{radic|3}} chords apart{{Efn|V₀ and V₂ are two {{radic|3}} chords apart on the geodesic path of this rotational isocline, but that is not the shortest geodesic path between them. In the 24-cell, it is impossible for two vertices to be more distant than ''one'' {{radic|3}} chord, unless they are antipodal vertices {{radic|4}} apart.{{Efn|name=Geodesic distance}} V₀ and V₂ are ''one'' {{radic|3}} chord apart on some other isocline. More generally, isoclines are geodesics because the distance between their ''adjacent'' vertices is the shortest distance between those two vertices, but a path between two vertices along a geodesic is not always the shortest distance between them (even on ordinary great circle geodesics).}}, P₀ and P₂ are just one {{radic|1}} edge apart (at every pair of ''nearest'' vertices).}} (Notice that V₁ lies in both intersecting planes P₁ and P₂, as V₀ lies in both P₀ and P₁. But P₀ and P₂ have ''no'' vertices in common; they do not intersect.) The third vertex reached V₃ is 120 degrees beyond V₂ along a third {{radic|3}} chord lying in another hexagonal plane P₃ that is Clifford parallel to P₁. The three {{radic|3}} chords lie in different 8-cells.{{Efn|name=three 8-cells}} V₀ to V₃ is a 360° isoclinic rotation.|name=360 degree geodesic path visiting 3 hexagonal planes}} {{Sfn|Mamone, Pileio & Levitt|2010|loc=§4.5 Regular Convex 4-Polytopes|pp=1438-1439|ps=; the 24-cell has 1152 symmetry operations (rotations and reflections) as enumerated in Table 2, symmetry group 𝐹₄.}} ==Notes== {{Regular convex 4-polytopes Notelist|wiki=W:}} ==Citations== {{Regular convex 4-polytopes Reflist|wiki=W:}} ==References== {{Refbegin}} * {{Cite book|title=A Week on the Concord and Merrimack Rivers|last=Thoreau|first=Henry David|author-link=W:Thoreau|publisher=James Munroe and Company|year=1849|isbn=|location=Boston|ref={{SfnRef|Thoreau|1849}}}} * {{Cite journal|title=Theoretical Evidence for Principles of Special Relativity Based on Isotropic and Uniform Four-Dimensional Space|first=Takuya|last=Yamashita|date=25 May 2023|doi= 10.20944/preprints202305.1785.v1|journal=Preprints|volume=2023|issue=2023051785|url=https://doi.org/10.20944/preprints202305.1785.v1|ref={{SfnRef|Yamashita|2023}}}} * {{Cite_arXiv | arxiv=2512.02903v2 | date=2 January 2026 | title=Symmetry transformation group arising from the Laplace–Runge–Lenz vector | first1=Stephen C. | last1=Anco | first2=Mahdieh Gol Bashmani | last2=Moghadam | class=math-ph}} === [[Polyscheme|Polyschemes]] === {{Regular convex 4-polytopes Refs|wiki=W:}} {{Refend}} mm3nnxacgfswqtacjeoqgk6l4yew4k1 2841580 2841575 2026-10-19T20:53:51Z Dc.samizdat 2856930 /* A theory of the Euclidean cosmos */ 2841580 wikitext text/x-wiki {{align|center|David Brooks Christie}} {{align|center|dc@samizdat.org}} {{align|center|Draft in progress}} {{align|center|June 2023 - October 2026}} <blockquote>'''Abstract:''' The physical universe is properly visualized as real Euclidean space <math>\mathbb{R}^4</math> of four orthogonal spatial dimensions. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are 4-polytopes, small round 4-dimensional objects, and stars are 4-balls of atomic plasma, large round 4-dimensional objects. We ourselves and the objects we observe near us are only 3-dimensional, but nonetheless we can see into four dimensions of space. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity <math>c</math>. Light from them reaches us directly, on straight lines through 4-space. This view of the observed universe is compatible with special and general relativity, and with quantum mechanics. It furnishes those theories with an explanatory geometric model.</blockquote> == Summary == We observe that: * Physical space has four perpendicular dimensions, not just three. * Atoms are [[W:4-polytope|4-polytopes]]. * The sun is a [[W:4-ball|4-ball]] that is round in four dimensions. * Everything of intermediate size between an atom and a star, including us and our planet, lies in a 3-dimensional manifold of ordinary space. * Our entire 3-space manifold is moving through Euclidean 4-space at the speed of light, in a direction perpendicular to its three interior dimensions. * Special relativity describes the linear motion of objects and light signals in four-dimensional Euclidean space. * General relativity describes the rotational motion of objects with mass in four-dimensional Euclidean space. == A theory of the Euclidean cosmos == The physical universe is properly visualized as [[w:Four-dimensional_space|real Euclidean space <math>\mathbb{R}^4</math>]] of four orthogonal spatial dimensions. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are [[w:4-polytope|4-polytopes]], small round 4-dimensional objects, and stars are [[W:4-ball|4-balls]] of atomic plasma, large round 4-dimensional objects. Objects intermediate in size between atoms and stars, including molecules, people, and planets at their surface, are so flat as to be essentially 3-dimensional, having only the thickness of an atom in the orthogonal fourth dimension. All objects with mass move inertially through Euclidean 4-space at constant velocity <math>c</math> as long as they exist, and acceleration only varies their direction. Objects moving in the same direction are in the same inertial reference frame. Their direction of motion through 4-space at velocity <math>c</math> is their proper time dimension, simply because their direction and velocity of motion through time is the same as their direction and velocity of motion through space. A typical galaxy such as ours occupies a 4-ball of mostly empty space, with stars and other objects distributed non-uniformly within it. The galaxy's orbital center may be nothing: a smaller 4-ball of empty space they surround. The stars in our spiral galaxy appear from our accustomed point of view to occupy a disk-like region of 3-dimensional space, with a denser ball-like center, but they are not so confined: they are distributed within a region of 4-dimensional space. The disk and ball have thickness not only in the third dimension, but in the fourth spatial dimension as well. Light from stars and galaxies reaches us on straight lines through Euclidean 4-space, so from our viewpoint, in what we have always imagined to be a 3-space universe, we look into the surrounding 4-space. Although we are physically confined within a 3-dimensional hyperplane by the inertia of our motion through 4-space at constant velocity <math>c</math>, light signals are not so confined, so we observe all the cosmological objects surrounding us, both in and above or below our hyperplane, without perceiving their separation in our fourth orthogonal dimension, the direction of our motion. We may perceive a galaxy as elliptical when it is actually spherical, because that is how its image projects from its 4-ball shape into a 3-ball region in our hyperplane, where we measure it with our 3-dimensional bodies. More generally, orbits are circular in 4-space, but elliptical in the 3-space of their elliptic hyperplane. The galaxy as a whole, or more properly its orbital barycenter, is translating through 4-space at velocity <math>c</math>, in a distinct direction orthogonal to all three dimensions of our ordinary proper 3-space. Stars within the galaxy are translating with it at the same velocity <math>c</math> in the same direction, but on spiral trajectories as they pursue their various orbits within the galaxy. The galaxy as a whole occupies a 4-ball within its proper inertial reference frame (that is, in the moving frame of reference in which the galaxy considers itself to be a stationary rotating 4-ball). Over time, the galaxy 4-ball occupies a 4-dimensional cylinder and progresses along the cylinder's axis at velocity <math>c</math>. In this more universal inertial reference frame, the stars in the galaxy follow helical geodesic paths through the 4-cylinder; their trajectories are screw-translations through 4-space, the compound of a simple rotation and a completely orthogonal linear translation. The gravitational force and the inertial tendency to follow a geodesic are the same phenomenon, by the equivalence principle. That said, they can be distinguished, and the galaxy is held together primarily by gravity as inertia, not by gravity as attraction to a central mass toward which objects fall in orbit. There is not enough mass in the galaxy to hold it together by attraction, there is just enough to bend the stars' trajectories toward each other, in helical orbits around a barycentric axis of motion. It is the tremendous inertial force of stars in translational motion at velocity <math>c</math> that holds the cylinder of motion together, not some invisible dark matter. The observed universe as a whole appears to be a [[W:3-sphere|3-sphere]] expanding radially from a central origin point at velocity <math>c</math>, the invariant velocity of mass-carrying objects through 4-space, also the propagation speed of light relative to any moving 3-space manifold, as measured by all observers. A 3-sphere is a hypersphere in Euclidean 4-space, but the enclosing surface of a 3-sphere is a curved, finite 3-space, dimensionally analogous to the surface of the earth which is a curved, finite 2-space. This 3-sphere could be the domain of our visible cosmos, but of course we do not know for certain that all the cosmological objects we observe lie near the surface of our expanding 3-sphere, since it is only our assumption that they must all have originated in the same big bang long ago. Possibly some of the more distant objects we observe did not, and lie elsewhere, outside our big-bang's 3-sphere of outflying matter or even inside its 3-sphere, below its surface. We cannot assume that all objects in the 4-space universe lie near the surface of the same expanding 3-sphere. For all observers, the conjectured big-bang of their origin corresponds not only to a now-distant point in their proper time past, it also corresponds to a distinct now-distant point in 4-dimensional space: the same point in the same Euclidean 4-space for all observers with the same origin. Our big bang had a distinct origin point in real space as well as in real time. More generally, time and Euclidean 4-space can be measured independently, just as time and Euclidean 3-space were measured classically, without the necessity to combine them as spacetime. The same inertial force which holds the galactic cylinder of motion together also confines us physically to an exceedingly thin three-dimensional surface manifold moving through 4-space at velocity <math>c</math>. All objects in our solar system too small to have gravity lie entirely within this thinest three-dimensional manifold, and have only the thickness of an atom in their direction-of-motion fourth dimension. That is why we are 3-dimensional objects ourselves, and why we cannot construct more than three perpendiculars through a single point in our local 3-dimensional space. A spherical region of 4-space is called a [[W:4-ball|4-ball]]. The enclosing surface of a 4-ball of any size is a finite, curved (non-Euclidean) 3-dimensional space called a [[w:3-sphere|3-sphere]]. Our entire big-bang-origin universe appears to be the largest 3-sphere we observe, but each of the cosmological objects within it (including our galaxy and our sun) is contained in a smaller 3-sphere shell of its own, lying (we assume) on the largest 3-sphere embedded in its surface, like a soap bubble on the surface of a larger soap bubble. All the 3-dimensional surfaces are expanding, as the largest 3-sphere inflates at radial velocity <math>c</math>. We ourselves live within such an expanding 3-dimensional surface, in an infinitesimally curved 3-manifold surface embedded in Euclidean 4-space. That surface is the ordinary 3-dimensional space we experience. The earth and all the planets lie on it. Our solar system is only a small patch on the surface of a dimensionally rounder space, although that surface is not infinite. It is curved, and finite, analogous to the way the 2-dimensional surface of the earth -- once thought to be flat -- is curved and finite. Our solar system occupies a small patch on a filmy 4-dimensional soap-bubble of galactic size rounded by gravity, that is thicker-skinned than the diameter of an atom only in the interior of objects with gravity of their own. Our 3-manifold of ordinary space, as a surface within our moving 4-ball galaxy, is translating through 4-space at velocity <math>c</math> with the galaxy, in a distinct direction orthogonal to the manifold's three orthogonal dimensions of interior space. At every material point in the manifold (at every atom), the translation through 4-space is following a geometric law of motion discovered by Coxeter, that governs the propagation of individual objects through Euclidean space by the actions of their symmetry groups. The solar system's atoms of mass are 4-polytopes that are simultaneously rotating and translating, and as they advance together they define a moving 3-dimensional manifold by their own collective inertia, also called gravity, the property of matter's ceaseless propagation through 4-space at the constant velocity <math>c</math>, the universal rate of causality at which quantum events occur, all objects move, and the universe evolves. Any moving 3-dimensional manifold such as ours is an evolving surface boundary that is empty in most places, occupied by single atoms in comparatively fewer places, and occupied by bound complexes of multiple atoms (molecules) in still fewer places. In all these places it is no thicker than one atom in the dimension corresponding to its direction of translation, because molecules are 3-dimensional complexes of atoms that add no thickness to the manifold. In fewer places still it is occupied by large lumps of matter which exert a gravitational attraction on objects around them, such as stars and planets. Every object which we find occurring naturally in the solar system that is too small to have perceptible gravity of its own is a 3-dimensional smear of atoms no thicker than one atom in its fourth dimension, the direction of its linear translation through 4-space at velocity <math>c</math>. The moving surface manifold cannot be thicker than one atom at any point unless and until there is enough mass near that point for the force of gravity as attraction to overcome the force of gravity as inertia, allowing atoms to be "heaped up" into larger 4-dimensional objects that form a lump in its moving surface. We have only indirect experience of such 4-dimensional lumps of matter thicker than one atom, since they occur naturally in our vicinity only in regions of superdense matter, such as the core of the earth or the interior of the sun. Deep in the core of the earth under enormous gravitational pressure peculiar states of matter have been observed, defying our understanding of how 3-dimensional crystalline structures behave. That is because they are not 3-dimensional structures, they are 4-dimensional crystals. The earth is a disk-like 4-dimensional object that is thin at its edge but thicker at its sphere-like center, dimensionally analogous to a 3-dimensional flying saucer with a sharp circular edge. The earth's surface that we walk on is an ordinary sphere (a 2-sphere), analogous to the circular edge of the flying saucer (a 1-sphere), and on that edge where we live every object we find (including ourselves) is 3-dimensional with only the thickness of an atom in the fourth dimension. We cannot walk on the top or bottom surface of the 4-disk earth because those surfaces are 3-dimensional regions within the earth. The earth's deep core of superdense 4-dimensional matter occupies a spherical region of 4-dimensional space (a 4-ball). The sun is the only entirely spherical superdense lump occurring naturally in our solar system. We refer to the contents of such free-standing 4-balls of matter as atomic plasma, and have little experimental knowledge of its internal geometry or processes. We know that such a lump as the sun burns at its surface 3-sphere and emits radiation, and we know a good deal about those surface processes which are nuclear atomic processes, but we know very little about its interior 4-ball, a dimensionally rounder enclosed space whose existence we did not suspect. Every moving surface boundary of matter in the observed universe is evolving in four dimensions at velocity <math>c</math>. The current location in 4-space of any of its material objects corresponds to the present moment in the proper time of that object's inertial reference frame. The object's direction of movement at velocity <math>c</math> corresponds to its proper time dimension, which is a spiral over time, not a Euclidean (straight-line) dimension, since its direction is changing in its orbit. Objects with mass of all sizes, from subatomic particles to the largest objects observed in the cosmos, are perpetually in inertial rotational motion in some orbit, and simultaneously in inertial translational motion propagating themselves through 4-space, in two completely orthogonal inertial motions each at the constant universal rate of transformation <math>c</math>. Every object with mass moves relative to universal 4-coordinate Euclidean space on its own distinct geodesic spiral, a screw displacement trajectory that is the compound of its two completely orthogonal inertial motions, a rotation and a translation. Objects without mass such as photons lie off such moving surface boundaries of matter from which they were emitted, and their motion is of a different nature. They are in translational motion at velocity <math>c</math> through all four dimensions concurrently, without any rotational component of motion, so they move through 4-space on straight lines at a compound velocity. The propagation speed of light measured on a straight line through Euclidean 4-space is <math>c\prime = 2c</math>, so we can see in four dimensions, even though we are physically confined to a 3-dimensional manifold that is moving at velocity <math>c</math>. For example, we can look across the center of the mostly-empty 4-ball containing our galaxy and see stars in the opposite sides of its concentric 3-sphere orbital surfaces. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity <math>c</math>. They move in the 4-space direction corresponding to their proper time, perpendicular to all three dimensions of their proper 3-space, and generally the farther they are from us the greater the divergence of their direction of motion from our direction of motion: the greater the relative motion between us and their Hubble redshift. Light from them reaches us directly, propagating on straight lines through 4-space at twice the velocity at which they, and we ourselves, are propagating through 4-space. This physical model of the observed universe is compatible with the theories of special and general relativity, and with the atomic theory of quantum mechanics. It explains those theories geometrically, as expressions of intrinsic symmetries in Euclidean space. == Symmetries == It is common to speak of nature as a web, and so it is, the great web of our physical experiences. Every web must have its root systems somewhere, and nature in this sense must be rooted in the symmetries which underlie physics and geometry, the [[W:Group (mathematics)|mathematics of groups]].{{Sfn|Conway, Burgiel & Goodman-Strauss|2008}} As I understand [[W:Noether's theorem|Noether's theorem]] (which is not mathematically), hers is the deepest meta-theory of nature yet, deeper than [[W:Theory of relativity|Einstein's relativity]] or [[W:Evolution|Darwin's evolution]] or [[W:Euclidean geometry|Euclid's geometry]]. It finds that all fundamental findings in physics are based on conservation laws which can be laid at the doors of distinct [[W:symmetry group |symmetry group]]s. Thus all fundamental systems in physics, as examples [[W:quantum chromodynamics|quantum chromodynamics]] (QCD) the theory of the strong force binding the atomic nucleus and [[W:quantum electrodynamics|quantum electrodynamics]] (QED) the theory of the electromagnetic force, each have a corresponding symmetry [[W:group theory|group theory]] of which they are an expression. [[W:Coxeter group|Coxeter's theory of symmetry groups]] generated by reflections did for geometry what Noether's theorem and Einstein's relativity did for physics. [[W:Coxeter|Coxeter]] showed that Euclidean geometry is based on conservation laws that correspond to distinct symmetry groups, and that their group actions express the principle of relativity. Here is Coxeter's formulation of the motions of objects (their congruent transformations) in an ''n''-dimensional Euclidean space, excerpted:{{Sfn|Coxeter|1973|pp=217-218|loc=§12.2 Congruent transformations}} <blockquote>Let <math>\mathrm{Q}</math> denote a rotation, <math>\mathrm{R}</math> a reflection, <math>\mathrm{T}</math> a translation, and let <math>\mathrm{Q}^q \mathrm{R}^r\mathrm{T}</math> denote a product of several such transformations, all commutative with one another. Then <math>\mathrm{RT}</math> is a glide-reflection (in two or three dimensions), <math>\mathrm{QR}</math> is a rotary-reflection, <math>\mathrm{QT}</math> is a screw-displacement, and <math>\mathrm{Q^2}</math> is a double rotation (in four dimensions).<br> Every orthogonal transformation is expressible as:<br> :<math>\mathrm{Q}^q \mathrm{R}^r</math><br> where <math>(2^q + r \le n)</math>, the number of dimensions.<br> Transformations involving a translation are also expressible as:<br> :<math>\mathrm{Q}^q \mathrm{R}^r \mathrm{T}</math><br> where <math>(2^q + r + 1 \le n)</math>.<br> For <math>(n = 4)</math> in particular, every displacement is either a double rotation <math>\mathrm{Q}^2</math>, or a screw-displacement <math>\mathrm{QT}</math> [where the rotation component <math>\mathrm{Q}</math> is a simple rotation, but the <math>\mathrm{QT}</math> is chiral like a <math>\mathrm{Q^2}</math>]. Every enantiomorphous transformation in 4-space (reversing chirality) is a <math>\mathrm{QRT}</math>.</blockquote> If we begin with this most elemental [[w:Kinematics|kinematics]] of Coxeter's, and also assume the [[W:Galilean relativity|Galilean principle of relativity]], every displacement in 4-space can be viewed as either a <math>\mathrm{Q^2}</math> or a <math>\mathrm{QT}</math>, because we can view any <math>\mathrm{QT}</math> as a <math>\mathrm{Q^2}</math> in a linearly moving (translating) reference frame. Therefore any transformation from one inertial reference frame to another is expressable as a <math>\mathrm{Q^2}</math>. By the same principle, we can view any <math>\mathrm{QT}</math> or <math>\mathrm{Q^2}</math> as an isoclinic (equi-angled) <math>\mathrm{Q^2}</math> by proper choice of reference frame.{{Efn|[[W:Arthur Cayley|Cayley]] showed that any rotation in 4-space can be decomposed into two isoclinic rotations, which intuitively we might see follows from the fact that any transformation from one inertial reference frame to another is expressable as a [[W:SO(4)|rotation in 4-dimensional Euclidean space]].|name=Cayley's rotation factorization into two isoclinic reference frame transformations}} Coxeter's relation is thus a mathematical statement of the principle of relativity, on group-theoretic grounds. It correctly captures the limits to [[W:General relativity|general relativity]], in that we can only exchange the translation (<math>\mathrm{T}</math>) for ''one'' of the two rotations (<math>\mathrm{Q}</math>). An observer in any inertial reference frame can always measure the presence, direction and velocity of ''one'' rotation (<math>\mathrm{Q}</math>) up to uncertainty, and can always distinguish the direction of their own proper time translation (<math>\mathrm{T}</math>). As I understand Coxeter theory (which is not mathematically), the symmetry groups underlying physics seem to have an expression in a [[W:Euclidean space|Euclidean space]] of four [[W:dimension|dimension]]s, that is, they are [[W:Euclidean geometry#Higher dimensions|four-dimensional Euclidean geometry]]. Therefore as I understand that geometry (which is entirely by synthetic methods rather than by Clifford's algebraic methods), the [[W:Atom|atom]] seems to have a distinct Euclidean geometry, such that atoms and their constituent particles are four-dimensional geometric objects (4-polytopes), and nature can be understood in terms of their [[W:group action|group actions]], including centrally their group <math>SO(4)</math> [[W:rotations in 4-dimensional Euclidean space|rotations in 4-dimensional Euclidean space]]. The distinct Coxeter symmetry groups have characteristic <math>SO(4)</math> rotational expressions as the [[W:Regular_4-polytope|regular 4-polytopes]]. Their discrete isoclinic rotations are distinguishing properties of fundamental objects in geometry, relativity and quantum mechanics. For example, atoms exhibit <math>SO(4)</math> symmetries of the discrete isoclinic (equi-angled) double rotations (<math>\mathrm{Q^2}</math>) of a set of regular 4-polytopes that is characteristic of their [[w:Atomic_number|atomic number]]. == Special relativity describes Euclidean 4-space == <blockquote>Our entire model of the universe is built on symmetries. Some, like isotropy (the laws are the same in all directions), homogeneity (same in all places), and time invariance (same at all times) seem natural enough. Even relativity, the Lorentz Invariance that allows everyone to observe a constant speed of light, has an elegance to it that makes it seem natural.<ref>{{Cite book|first=Dave|last=Goldberg|title=The Universe in the Rearview Mirror: How Hidden Symmetries Shape Reality|chapter=§10. Hidden Symmetries: Why some symmetries but not others?|year=2013|publisher=Dutton Penguin Group|isbn=978-0-525-95366-1|ref={{SfnRef|Goldberg|2013}}}}</ref></blockquote> Although the Minkowski spacetime of relativity is a non-Euclidean 4-dimensional space,{{Efn|Spacetime is a non-Euclidean (curved) 4-dimensional space because it consists of three orthogonal space dimensions and a time dimension. The time dimension is not orthogonal to the three spatial dimensions; the time coordinate has the opposite sign as the three space coordinates so spacetime is hyperbolic, not a Euclidean (flat) 4-space at all.}} it has been noticed that its 3-dimensional space component could be modeled as a [[W:3-sphere|3-sphere]] embedded in 4-dimensional Euclidean (flat) space. That is, we could imagine that the ordinary 3-dimensional space we perceive is the curved 3-dimensional surface of a 4-dimensional ball (since the surface of a 4-ball is a curved 3-dimensional space called a 3-sphere, just as the surface of a 3-ball like the earth is a curved 2-dimensional space called a 2-sphere). This was [[#Origins of the theory|imagined by Einstein]] himself in 1921, as a thought experiment in which he carefully described his fourth orthogonal spatial dimension as merely a mathematical abstraction. Subsequently it was noticed by others (not mainstream physicists) that if physical space were really embedded in Euclidean 4-dimensional space (with our 3-dimensional space embedded in 4-space as some non-Euclidean 3-manifold, not necessarily a 3-sphere), then the Lorentz transformation effects of special relativity (spatial forshortenings and time dilations and so forth) could all be explained by ordinary perspective geometry in 4-dimensional Euclidean space. Special relativity reduces to classical vector space geometry (based on the 4-dimensional version of the Pythagorean theorem), but if and only if every observer is moving through 4-space at a universal constant velocity <math>c</math>, in some 4-space direction.{{Sfn|Yamashita|2023}} This counter-intuitive alternative geometric model of relativity, which has usually been called [[W:Formulations of special relativity#Euclidean relativity|Euclidean relativity]], is motivated by the fact that in every kind of relativity, but originally in Einstein's special relativity, each observer moves on a vector through a Euclidean four-dimensional space consisting of their three proper spatial dimensions and their proper time dimension, and the Pythagorean vector-sum of their motion through this kind of proper 4-space is always <math>c</math>, as measured by all observers from any inertial reference frame.{{Efn|Each observer is stationary in space in their own proper reference frame, while they move at maximum velocity {{Math|c}} through their own proper time. Observed from another reference frame in relative motion, they appear foreshortened in space in their direction of motion, and their clocks appear to be slowed to less than the maximum velocity {{Math|c}}.}} This is the Lorentz invariant, that allows everyone to observe a constant speed of light, regardless of their motion relative to the light source.{{Efn| ...cite Lewis Epstein's elegant explanation of the Lorentz Invariance as observers moving at constant velocity {{Math|c}} through space and proper time.}} But no physicists have taken the leap of claiming that therefore, our universe is physically [[W:Euclidean geometry#Higher dimensions|this kind of Euclidean 4-space]], and that observers are actually moving through it at velocity <math>c</math>. In physics as it has been universally understood, observers are not supposed to be able to move at velocity <math>c</math>. Their motion takes place in 3-space and in universal coordinate time (in Minkowski spacetime), and the cosmos is considered to be a non-Euclidean 3-space, generally a closed (finite) expanding 3-space, but with only three spatial dimensions, not four. In the Euclidean relativity alternative view, however, every observer is always moving at velocity <math>c</math> through the universe, which is real Euclidean 4-dimensional space <math>\mathbb{R}^4</math>. The direction in which they are moving is called their proper time axis.{{Efn|Time in spacetime is universal coordinate time, but there is another kind of time in relativity, the proper time in each inertial reference frame. Your proper time is the time you experience, and every observer has his own proper time; proper time runs at different rates in different inertial reference frames. It runs slower (compared to universal coordinate time) in a gravitational field (according to general relativity), and observers in motion with respect to each other view each other's clocks as running slower than their own clocks (according to special relativity).}} Their movement in time is not just modelled as movement in an abstract fourth dimension (as it is in Minkowski spacetime), their movement in time is isomorphic to their movement through physical space in a distinct direction at velocity <math>c</math>. Two observers' directions of movement through space may be different (or not, if they happen to be going in the same direction). Your proper time dimension is whichever direction you are moving. The other three directions perpendicular to your proper time axis are the three dimensions of your ordinary proper space, which again, will be different directions for you than for other observers moving in a different direction. There are four orthogonal spatial dimensions which we all share, but we share the same orthogonal proper time axis and ordinary proper 3-space axes only if we are at rest with respect to each other, actually moving in the same direction at velocity <math>c</math>, in the same inertial reference frame. Your proper 4-space coordinate system is rotated with respect to another observer's proper 4-space coordinate system, precisely as your vectors (directions of motion) are rotated in Euclidean 4-space with respect to each other, but there are no metric distortions (no Lorentz transformations) between your proper Euclidean 4-space coordinate systems; you are both embedded in the same Euclidean 4-dimensional space <math>\mathbb{R}^4</math>. Lorentz transformations are required only to convert between your respective proper Minkowski spacetime coordinate systems. So in this novel alternate view of relativity, every mass in the universe must be perpetually in motion at velocity <math>c</math> through Euclidean 4-space, along with all the masses in its vicinity that are going in (nearly) the same direction. The entire solar system, for example, must be translating in the fourth dimension at the "speed of light" <math>c</math>, although we do not notice it, since we are all moving in that same direction together. Acceleration of an object varies its direction of motion through 4-space, but never its velocity, which is invariant for all objects with mass. Two objects which are in motion relative to each other are both actually in motion at the same velocity <math>c</math>, but in at least slightly different directions.{{Efn|The angular divergence between two observer's motion vectors is proportional to their relative velocity: the more they diverge, the greater their relative velocity, up to the maximum divergence possible in the space. In Euclidean relativity all observers are in motion at velocity {{Math|c}} relative to universal Cartesian 4-coordinate space, so the maximum relative velocity between two observers is {{Math|2c}} when they are moving in exactly opposite directions in 4-space. This is not a contradiction of special relativity, which limits the maximum relative velocity between two observers to {{Math|c}}, it is the same measurement in different units. Special relativity measures all velocities in Minkowski spacetime (in a non-Euclidean 3-space). Euclidean relativity measures all velocities in Euclidean 4-space.}} In Einstein's relativity, the invariant <math>c</math> is the speed of light through 3-space. In Euclidean relativity, the invariant <math>c</math> is the speed of matter through 4-space! The speed of light through 3-space is also perceived as <math>c</math> by all observers, because they are each living in a moving 3-manifold that is translating through 4-space at velocity <math>c</math>. Despite their extreme differences in viewpoint, Einstein's relativity and Euclidean relativity are equivalent theories in complete agreement with each other, by definition. The two theories make exactly the same special relativity predictions of how observers in different inertial reference frames will perceive each other's motions in time and space. It is beyond the scope of this present paper to show how they also agree on the predictions of general relativity, but it is important to understand that our formulation of Euclidean relativity requires our acceptance of the experimentally verified findings of special relativity, general relativity and quantum mechanics. Our model and the standard model both describe the same geometric relations of space and time based on the same evidence, but as embedded in two very different universal host spaces: Euclidean 4-space versus Minkowski spacetime. In some instances our model provides a geometric explanation for physical phenomena where the standard model has none, as yet. An example is the two models' differing explanations for the gravitational coherence of galaxies: either their inertial motion at velocity <math>c</math>, or their possession of experimentally undetected dark matter. A more central example is our use of Coxeter's kinematics to explain the laws of relativistic motion geometrically. {{Efn|More generally, our model is concerned with group-theoretic properties of number elucidated by Coxeter and other geometers. ...cite Kappraff & Adamson's 2003 paper on The Relationship of the Cotangent Function to Special Relativity Theory, geometry and properties of number,{{Sfn|Kappraff & Adamson|2003|loc=Special Relativity Theory, Geometry and properties of number}} which shows how the Lorentz coefficient is a function of a deep geometric property of number{{Sfn|Kappraff & Adamson|2000|loc=A Fresh Look at Number}} discovered by Steinbach,{{Sfn|Steinbach|1997|loc=Golden Fields: A Case for the Heptagon}} by means of which the root formula of geometry in any Euclidean dimension, the Pythagorean theorem, may be derived solely in terms of the addition of polygon side lengths, without recourse to their products or squares. More generally, Steinbach found that in the relations among regular polytope chords, to add is to multiply; every chord is both the product (quotient) of a pair of chords and the sum (difference) of another pair of chords.}} Euclidean relativity is not even a fringe theory; no physicists or astronomers have adopted it. There are many good reasons why the revolutionary leap to a four orthogonal spatial dimensions viewpoint has not been taken, beginning with the universally observed fact that we can only construct three perpendiculars through a point in our immediate space, which appears to be resolutely 3-dimensional, not 4-dimensional. Euclidean relativity offers a nice geometric explanation of the reasons for the Lorentz transformations, but only at the cost of raising other mysteries, which have been difficult for its aficionados to explain. Another mystery is how light signals between observers in relative motion could "catch up" with the receiver moving on a diverging path through 4-space from the emitter. If both observers are already moving at <math>c</math> (on diverging paths), the propagation speed of light through 4-space between them would have to be greater than <math>c</math>. Euclidean relativity is a revolutionary theory indeed, in which <math>c</math> cannot possibly be the speed of light! We conclude that, for a theory of Euclidean 4-space to be physically viable (that is, for <math>\mathbb{R}^4</math> to be our real space and not merely an abstract mathematical space), the speed of light through Euclidean 4-space must be <math>c\prime = 2c</math>, with massless photons translating through 4-space at twice the speed of mass-carrying objects. Photons must translate the diagonal distance through 4-space along the long diameter of a unit 4-hypercube, in the same time that massive particles translate inertially along the edge (or the radius) of a unit 4-hypercube. This is conceivable in Euclidean 4-space (and in no other Euclidean space of any dimensionality) because the long diagonal of the unit 4-hypercube is the natural number <math>\sqrt{4}</math>. == An object's motion in space is the product of its discrete self-reflections == Coxeter theory describes all the possible motions of an object in space as local functions of the object's discrete geometry (its shape). Coxeter observed that in a Euclidean space of any number of dimensions, any displacement of a geometric object from one place to another, and any rotation of the object from one orientation to another, can be broken down into the product of a number of discrete self-reflections. Any action of a polytope that transforms its position and orientation in space may be measured as a distinct sequence of self-reflections of the object in its own surfaces. Therefore any motion of the object whatsoever may be precisely described as the object propagating itself through space by a discrete sequence of local self-reflections. This is a purely kinematic description of motion which does not give any account of forces acting on the object that cause it to move. Coxeter found that both changes in position (translations) and changes in orientation (rotations) can be broken down into the simplest of all displacements (self-reflections). A translation occurs when an object self-reflects twice, in two distinct surfaces which are parallel to each other. A rotation also occurs when an object self-reflects twice, but in two distinct surfaces which intersect each other. When a object self-reflects once, it turns itself inside out (it reverses its chirality), but in translations and rotations it self-reflects twice, preserving its chirality. Coxeter's laws of kinematics are a geometric counterpart to Newton's algebraic laws of motion in three dimensional Euclidean space. They are helpful because they can be understood as geometric pictures, which may help us to visualize the relationships between translation and rotation in classic Newtonian physics problems, such as the [[W:Kepler problem|Kepler problem]] of the motion of the planets.<ref>{{Cite book|last=Feynman|first=Richard|title=Feynman's Lost Lecture: The Motion of Planets Around the Sun|date=1996|publisher=W. W. Norton & Company|isbn=978-0393039184}}</ref> But they are also a revolutionary advance beyond Newton's laws, because Coxeter formulated them in Euclidean spaces of any number of dimensions. In particular, they give us geometric pictures of all the possible motions of objects in 4-dimensional Euclidean space: <blockquote>Every orthogonal transformation in 4-space is expressible as:<br> :<math>\mathrm{Q}^q \mathrm{R}^r \mathrm{T}^t</math><br> where <math>(2^q + r + t \le 4)</math>. Every displacement is either a double rotation <math>\mathrm{Q}^2</math>, or a screw-displacement <math>\mathrm{QT}</math> [where the rotation component <math>\mathrm{Q}</math> is a simple rotation, but the <math>\mathrm{QT}</math> is chiral like a <math>\mathrm{Q^2}</math>]. Every enantiomorphous transformation in 4-space (reversing chirality) is a <math>\mathrm{QRT}</math>.</blockquote> While this description should be understood as geometric pictures, some of the pictures may not be easy for us to visualize, since we have no physical experience in 4-dimensional space. Rotation (<math>\mathrm{Q}</math>), reflection (<math>\mathrm{R}</math>) and translation (<math>\mathrm{T}</math>) are obvious analogues of what they are in three-dimensional space, but double rotation (<math>\mathrm{Q}^2</math>) is something new and unprecedented in our physical experience, because double rotations cannot occur until there are four or more dimensions of space in which to rotate. A point in 4-space may be in motion on two circles in two completely orthogonal rotation planes simultaneously. Nothing constrains the two circles to be of the same radius, or constrains either circle from being of infinite radius such that the point moves in a straight line within its rotation plane: a translation <math>\mathrm{T}</math> rather than a rotation <math>\mathrm{Q}</math>. The motion of a rigid object defined by multiple points is constrained by its rigidity, such that the radii of both circles may approach infinity, but only one of the two radii may actually reach infinity. For a rigid object, only one of the two rotations may actually be a translation. Four dimensional Euclidean space can accomodate no such thing as a <math>\mathrm{Q}^2\mathrm{T}</math>. A translating double rotation <math>\mathrm{Q}^2</math>, like a translating simple rotation <math>\mathrm{Q}</math>, is simply a screw translation <math>\mathrm{QT}</math>. That is the essence of the way the principle of relativity operates in Euclidean 4-space. An object which is double-rotating in its own proper inertial reference frame may be seen to be performing nothing more mysterious than a screw translation, when observed from an inertial reference frame from which the object is in relative translational motion. Of course, it is a screw translation in 4-space, which is more mysterious than a screw translation in our ordinary 3-space. In 3-space the orbit of a screw translation (or any <math>\mathrm{Q}</math>) lies on a great circle of an ordinary sphere (a 2-sphere). In 4-space the orbit of a screw translation <math>\mathrm{QT}</math> or double rotation <math>\mathrm{Q}^2</math> lies on a great circle of a hypersphere (a 3-sphere). Such 4-dimensional great circles are inherently more complex than the ordinary circles we experience in 3-space. They do not lie in a single plane, but bend through all four dimensions, in either a left or right hand direction of curvature. Unlike ordinary circles they are inherently chiral, and their circumference is not <math>2\pi r</math>, but like ordinary circles they are truly circular, geodesic circles. In 4-space they might even be said to be more circular than ordinary circles, which bend in only two dimensions. We refer to such 4-dimensional great circles as ''isoclines'', to distinguish them from ordinary 2-dimensional great circles in the plane. Their name comes from the fact that a point on a rigid 4-dimensional object undergoing [[W:SO(4)#Isoclinic rotations|isoclinic rotation]] traverses an isocline circle. In a universe which is real Euclidean four-dimensional space <math>\mathbb{R}^4</math>, wherein these motions occur only at the constant velocity <math>c</math>, there is a universal Cartesian 4-coordinate reference frame in which every rigid object in free fall is translating on a <math>\mathrm{QT}</math> at velocity <math>c</math>. That universal inertial reference frame is not the proper reference frame of any object or observer, wherein the object or observer is stationary and double-rotating at the universal rate of quantum events <math>c</math>, but it is the common reference frame of all observers. == Light propagates through 4-space at twice its apparent velocity <math>c</math>== Coxeter's laws of kinematics in 4-dimensional Euclidean space apply to all objects with mass, but we find there is an additional kind of displacement which applies only to massless particles such as photons, considered as single point objects. Light quanta (photons) translate through 4-space by 4-dimensional reflection <math>\mathrm{R}^4</math>, which may be termed a double translation <math>\mathrm{T}^2</math>, a pure translation via two pairs of parallel reflections without any rotation component <math>\mathrm{Q}</math>. Matter (atoms and all particles with mass) are perpetually rotating and translating through 4-space by <math>\mathrm{QT}</math>, a screw translation of a rotating object, which is relativistically equivalent to a stationary isoclinic <math>\mathrm{Q^2}</math>, an isoclinically rotating object such as an atom. A simple rotation <math>\mathrm{Q}</math> or simple translation <math>\mathrm{T}</math> is a double reflection <math>\mathrm{R^2}</math>, so a <math>\mathrm{QT}</math> or <math>\mathrm{Q^2}</math> is an <math>\mathrm{R^4}</math>, but not with the same group of reflection angles as a light signal <math>\mathrm{R^4}</math>. A translation <math>\mathrm{T = R^2}</math> is a double reflection in two parallel planes, and a rotation <math>\mathrm{Q = R^2}</math> is a double reflection in two intersecting planes, as in a <math>\mathrm{QT = R^4}</math> which is both at once. A double translation <math>\mathrm{T^2 = R^4}</math> is two double reflections in pairs of parallel planes at once, a reflection in four non-intersecting parallel planes; it is all translation and no rotation. In a <math>\mathrm{T^2}</math> all the motion goes to translation, so the translation goes twice as far as the simple translation <math>\mathrm{T}</math> in a <math>\mathrm{QT}</math>. A double translation <math>\mathrm{T^2 = R^4}</math> is the opposite of a double rotation <math>\mathrm{Q^2 = R^4}</math>, which is stationary but rotates twice as far as the simple rotation <math>\mathrm{Q}</math> in a <math>\mathrm{QT}</math>. The product of the two translations in a <math>\mathrm{T^2}</math> is a diagonal 4-space translation over the long diameter of the unit 4-hypercube, exactly twice the distance of a simple <math>\mathrm{T}</math> over the edge length (or radius) of the unit 4-hypercube. The [[w:Tesseract|4-hypercube (also known as the 8-cell or tesseract)]] is ''radially equilateral'', which means its edge length is equal to its radius, like the hexagon, so its long diameter (twice its radius) is exactly twice its edge length. The photon moves an equal distance in four orthogonal directions. By the four-dimensional Pythagorean theorem, each of those four distances is half the total distance the photon moves: one edge length (one radius) is half the total diagonal distance moved (the long diameter). That total movement is a double the unit-distance translation, but without any rotation component, so it cannot carry any mass with it. A <math>\mathrm{T^2}</math> cannot reposition a 4-polytope the way a <math>\mathrm{QT}</math> does, it can only reposition a quantum of energy that has no distinguishing rotational symmetry, such as a photon. That is the price light pays to move exactly twice as fast as matter.{{Efn| ...lensing of double translations <math>\mathrm{T^2 = R^4}</math> in more than two pairs of parallel planes at once...relationship to the frequency of light emitted and the coherence length of the wave packet...}} == Special relativity is Galilean relativity in a Euclidean space of four orthogonal dimensions == {{Efn|...TAC suggests this section is needed sooner, i.e. in the preceding Special Relativity section, as it explains how Euclidean relativity reduces special relativity to 4D perspective geometry...it's misplaced (too late) here...}} Perspective effects known as the Lorentz transformations occur because each observer's proper 3-dimensional space is a moving curved manifold embedded in flat 4-dimensional Euclidean space. The curvature of their 3-space complicates sightline calculations for observers; they sometimes require Lorentz transformations to produce the actual 4-space Cartesian coordinates of objects in the scene being observed. But if all four spatial dimensions are considered, no Lorentz transformations are required (or permitted) in correct scene construction, except when an observer wants to calculate a projection, that is, the shadow of how things will appear to them from a three-dimensional viewpoint (not how they really are in 4-space).{{Sfn|Yamashita|2023}} Space really has four orthogonal dimensions, and space and time behave there just as they do in a classical vector space, only bigger by one dimension. It is not necessary to combine 4-space with time in a unified spacetime to explain 4-dimensional perspective effects at high relative velocities, because Euclidean 4-space is already 4-dimensional, and those effects fall out naturally from the 4-dimensional Pythagorean theorem, exactly as ordinary visual perspective does in three dimensions from the 3-dimensional Pythagorean theorem. Because one of the four spatial dimensions corresponds to an observer's direction of motion (in both space and proper time), and all observers and all scenes being observed are in motion (at constant velocity) in their respective proper time directions, we observe perspective foreshortenings in time as well as in a spatial dimension. In special relativity these perspective effects are reciprocal, precisely because they are only apparent, not actual, changes in size and duration. (However in general relativity, discussed below, the actual rate of physical processes varies from place to place, and reference frame differences predicted by the theory are neither reciprocal nor illusory.) None of these Lorentz effects are beyond geometric explanation or paradoxical. The universe is unexpectedly strange to us in precisely the ways the Euclidean fourth dimension is strange to us; but that does hold many surprises. Euclidean 4-space is much more interesting than Euclidean 3-space, analogous to the way 3-space is much more interesting and deeply explanatory to us than it would be if we experienced it only as a 2-space with many folds and curves, as perhaps an ant does. The emergent properties of 4-space are hard for us to visualize because they lie so wholly beyond our physical experience, just as it was hard for our ancestors to imagine the earth as round like a ball. However, Euclidean spaces of successive dimensions are analogous, and so higher dimensional spaces can be anticipated and explored: that is Schläfli's great discovery. Moreover dimensional analogy itself, like everything else in nature including all of physics, is an exact expression of intrinsic group-theoretic symmetries: that is Nother's great discovery. == General relativity is special relativity in a Euclidean space of four orthogonal dimensions == The statement that the laws of special relativity hold to good approximation in freely falling (and non-rotating) reference frames is known as the [[W:Equivalence principle|Einstein equivalence principle]]. The weight experienced by an observer standing on the floor in a building on the surface of the earth is the same as the weight experienced by an observer standing on the floor in a spaceship in interstellar space accelerating at a rate of 32'/second/second. Both observers are experiencing an upwards acceleration at the same rate, which in their respective proper reference frames is measured as the weight of gravity, rather than as an accelerating motion (they are stationary in their proper reference frames). Einstein used this equivalence principle as the basis for his general theory of relativity, in much the same way he had used the constant velocity of light as the basis for his special theory of relativity. In general relativity the two accelerating observers occupy scenes which are relativistically equivalent, which means that although they can be distinguished (they have different measurements) in any reference frame from which they may both be observed, they have the same invariant geometry in all reference frames (they are the same phenomena), implying that there exists, for either scene, another reference frame from which it measures exactly like the other scene. Relativistically equivalent does not imply that there exists a single reference frame in which the two scenes are congruent (have the same measurements). It only means that they can be transformed into each other by a shift in point of view, because their invariant geometries (their measurements which are independent of point of view) are the same. Einstein's general theory of relativity describes that invariant geometry, for scenes in general, in spacetime. Our formulation of Euclidean relativity describes that invariant geometry, for scenes in general, in real Euclidean 4-dimensional space <math>\mathbb{R}^4</math>. An observer standing on the surface of the earth is accelerated at the rate of 32'/second/second. If we neglect for the moment the rotation of the earth, the observer and the earth are both stationary in their common inertial reference frame, so this accelerating motion cannot be perceived as motion in that reference frame; it is perceptible there as the force of gravity. It is only perceptible as motion in some other reference frame in which the earth and the observer are both in motion, such as the universal common reference frame of Euclidean 4-coordinate space in which they are both in motion at velocity <math>c</math> on their respective screw translations <math>QT</math>. In that universal common reference frame the observer's acceleration of 32'/second/second is the rate of change in the direction of his vector of translation through 4-space. The velocity of his vector of translation <math>T</math> through 4-space remains the constant <math>c</math> throughout; only his direction is changing. A change in the direction of a vector is a rotation <math>Q</math> of a translation <math>T</math>: a screw translation <math>QT</math>. A change in the direction of a vector is a rotation which is an acceleration. We can be precise about the units of measurement of this acceleration at atomic scale. In Coxeter's kinematics rotations of geometric objects occur in discrete increments called rotational displacements, with each distinct kind of rotation performing a characteristic number of its characteristic rotational displacement during a full revolution that returns the object to its starting orientation. There are many distinct kinds of rotation, each with its characteristic rotational displacement and number of displacements per revolution. The general rotation in 4-space is a double rotation <math>Q^2</math> distinguished by two distinct completely orthogonal angles through which the object turns in each rotational displacement. The angles determine not only the distance through which the object turns, but the characteristic trajectory of each point on the surface of the rotating object, including the length of that trajectory before it closes into a circle when the object returns to its starting orientation. For any distinct kind of rotation, the circular trajectory is always an integer multiple of the characteristic rotational displacement, but the full circle may be greater than 360°. In 4-space rotational circles are not ordinary 2-dimensional circles that lie in the plane and have a 360° circumference. Many distinct 4-space rotations of interest have a circumference of 720°, and many are larger. In 4-space every object with mass moves on its distinct <math>QT</math> trajectory. Each rotational displacement <math>Q</math> is equivalent to a pair of reflection displacements in two surfaces which intersect each other, at angles related to a distinct star polygon. Each translational displacement <math>T</math> is equivalent to a pair of reflection displacements in two surfaces which lie parallel to each other. In both kinds of motion (rotation and translation) it is the rate at which these double-reflection displacements occur which is constant and which we measure as the velocity <math>c</math>. Every atom translates at velocity <math>c</math>, performing a large number of atomic scale translational displacements per second. Concurrently, the atom rotates at velocity <math>c</math>, performing the same large number of atomic scale rotational displacements per second. Although the number of displacements at atomic scale per unit time is the same universal constant <math>c</math> for all rotations and translations, distinct kinds of rotation revolve at distinct rates, because the number of rotational displacements per complete revolution and the circumference of the complete revolution are distinct characteristics of each kind of rotation. The velocity at which each point on the surface of a rotating object moves, and the frequency of its rotational circling, are functions of the distinct rotation it is performing. However, they are not simple functions of <math>c</math> and the two defining angle parameters of the rotation. Distinct rotations arise from distinct symmetry groups and each is its own mystery with a unique conservation law. The relationships between those distinct conservation laws are even more mysterious, and have been shown to be chaotic. Steinbach{{Sfn|Steinbach|1997}} discovered the Golden Fields family of ratios which govern distinct rotational displacements related to the regular star polygons at least up to the hendecagon {11}. Kappraff and Adamson{{Sfn|Kappraff|Adamson|2004}} further characterized the families of rotation functions and showed that they form an infinite number of periodic trajectories when operated on by the Mandelbrot operator. The inertial tendency of mass is to follow a geodesic. The inertial conservation law of gravity applies to all motions of objects with mass, rotations as well as translations. A translation <math>T</math> is the distinct simple rotation <math>Q</math> in which the characteristic angle of rotational displacement is zero. Inertia is the tendency of objects with mass to conserve their angles of rotational displacement. In 4-space each object has two completely orthogonal angles of rotational displacement which are characteristic of the distinct rotation the object is performing. Inertia is the conservation of this distinct double rotation. In 4-coordinate Euclidean space the acceleration of an object with mass is a rotation of the object, a change to its direction, not a change to its constant velocity. Because the rate of atomic scale displacements is the universal constant <math>c</math>, the rate of change of direction (the acceleration of the object) is a function of <math>c</math> and the distinct rotation's conservation law. A observer standing on the surface of the earth is performing a distinct double rotation characterized by two completely orthogonal angles of rotational displacement. The observer's acceleration of 32'/second/second is a function of <math>c</math> and the distinct rotation's conservation law, and a measurement of the rate of change of the observer's direction of motion through 4-space at velocity <math>c</math>. ... == Dimensional relativity == The formulation of Euclidean relativity based on Coxeter's kinetic law of <math>n</math>-dimensional congruent transformations in Euclidean space may be called ''dimensional relativity'', since it captures the theories of special and general relativity, and has its roots in dimensional analogy. Dimensional analogy is the exploration of [[w:Hermann_Grassmann#Mathematician|Hermann Grassmann's vector space principle]], in which space cannot be limited to any finite number of dimensions. The geometry of higher-dimensional space is accessible by reason of direct analogy, as [[w:Ludwig Schläfli|Ludwig Schläfli]] subsequently demonstrated, and by algebraic methods after [[W:William Kingdon Clifford|Clifford]]. By analogy to the surface of the earth, the bounding surface of a spherical region of <math>n</math>-dimensional Euclidean space is an <math>(n-1)</math>-sphere, a spherical space of one fewer dimensions than the <math>n</math>-ball of Euclidean space it surrounds. In dimensional relativity the sky is not a ceiling, but an infinite regress of alternating spherical and Euclidean <math>n</math>-spaces of increasing <math>n</math>, accessible from each observer's point of view. By dimensional analogy, each observer looks up into their own reference frame's regress of concentric alternating <math>n</math>-spaces. By the capacity for dimensional analogy which they possess, some observers see deeper into <math>n</math>-dimensional space than others. == Polycentric spherical relativity == An intelligent observer equipped with the principle of dimensional relativity may perceive the universe from any inertial reference frame, not only from their own proper stationary reference frame in the Euclidean <math>n</math>-space universe in which they physically locate themself. We see that every observer may also properly view themself as stationary and the universe as an <math>n</math>-sphere with themself at the center observing it, perceptually equidistant from all points on its <math>n</math>-space surface, including their own physical location which is one of those surface points, distinguished to them but moving on the surface, and not the center of anything. This ''polycentric model'' of the universe is a further restatement of the principle of relativity, and of the [[W:Copernican principle|Copernican principle]] that observation is democratic: observers occupy representative viewpoints, not privileged monocentric positions. The polycentric model is compatible with Galileo's relativity of uniformly moving objects in ordinary space, Einstein's special relativity of inertial reference frames in 4-dimensional spacetime, Einstein's general relativity of all reference frames in non-Euclidean spacetime, and Coxeter's dimensional relativity of orthogonal group actions in Euclidean and spherical spaces of any number of dimensions. The polycentric model should be known as Thoreau's principle of ''spherical relativity'', since the first precise written statement of it appears in 1849, contemporaneous with and independent of Schlafli's work: <blockquote>The universe is a sphere whose center is wherever there is intelligence.{{Sfn|Thoreau|1849|p=349|ps=; "The universe is a sphere whose center is wherever there is intelligence." [Contemporaneous and independent of [[W:Ludwig Schlafli|Ludwig Schlafli]]'s pioneering work enumerating the complete set of regular polyschemes in any number of dimensions.]}}</blockquote> == Revolutions == The original Copernican revolution in 1543 displaced the center of the universe from the center of the earth to a point farther away, the center of the sun, with the earth performing a ''revolution'' around the sun, and the stars remaining on a fixed 2-sphere around the sun instead of around the earth. But this led inevitably to the recognition that the sun must be a star itself, not equidistant from all the stars, and the center of but one of many spheres, no monotheistic center at all. In 1600 [[W:Giordano Bruno|Giordano Bruno]] who first openly advocated these views was burned at the stake in Rome's [[W:Campo de' Fiori|Campo de' Fiori]] by the Catholic inquisition. In such fashion the Euclidean four-dimensional revolution, emerging three to five centuries later, initially lends itself to the big bang theory of a single origin of the whole universe, but leads inevitably to the recognition that all the galaxies need not be equidistant from a single origin in time, any more than all the stars lie in the same galaxy, equidistant from a single center in space. The expanding sphere of matter on the surface of which we find ourselves living is likely to be one of many 3-spheres expanding at velocity <math>c</math>, with their big bang origins occurring at distinct times and places in the ''n''-dimensional universe. The most distant objects we see when we look up at night may not all have the same origin in space and time. As recently as Copernicus we believed all the stars lay on a single 2-sphere embedded in Euclidean 3-space, with our sun at its center. During the enlightenment observers beginning with Bruno dispersed those stars into an infinite Euclidean 3-space, and relinquished our privileged position at the center. Then Einstein showed that our 3-space could not be Euclidean, that it must be a 3-manifold curved in every place in obedience to Newton's inverse-square law of gravity; and in a geometry related to time, at least, it must be 4-dimensional. In the present work we suggest a theory of ''n''-dimensional real space and how light travels in it, a theory which says we can see into four orthogonal dimensions of Euclidean space, and so when we look up at night we see cosmological objects distributed in at least four dimensions of space around us, rather than all located in our own local 3-space. Looking still deeper and farther out, the universe viewed as a 4-sphere might, or might not, be expanding, and the most distant objects we see when we look up at night may, or may not, lie in our 4-dimensional hyperplane. Real space has ''n'' dimensions as [[w:Hermann_Grassmann|Grassmann]] and [[w:Schläfli|Schläfli]] showed, and we do not know how many dimensions the most distant objects we see may be distributed in. They need not all lie within the four spatial dimensions in which we have now learned to observe them, any more than they all lie in our local 3-space. When we look up at the objects that surround us, we have no way of discerning how many dimensions beyond three the space we are looking into has. We know their distance from us primarily by virtue of how long it takes their light to reach us. We can measure their distribution around us in 3-space or 4-space, but that is simply how we choose to measure their positions, not an actual finding of how they are distributed. Even if it is now evident that they do not all lie in the same 3-space, how many more dimensions than three are needed to contain them? We observe that our 4-ball galaxy is embedded in Euclidean <math>n</math>-space as one of many 4-ball galaxies, each translating in a distinct direction through 4-space at velocity <math>c</math>, on more or less divergent paths from each other. But only closer observation will reveal evidence of whether everything we see lies in the same Euclidean 4-space, or if it is distributed in five or more dimensions, and how it is moving there. To remain in agreement with the theory of relativity, the Euclidean four-dimensional viewpoint requires that all mass-carrying objects be in motion in some distinct direction through 4-space at the constant velocity <math>c</math>, although the relative velocity between nearby objects is much smaller since they move on similar vectors, aimed away from a common origin point in the past. It is natural to expect that objects moving at constant velocity away from a common origin will be distributed roughly on the surface of an expanding 3-sphere. Although their paths away from their origin are not straight lines but various helical isoclines (screw translations), nearby objects must be translating radially at the same velocity, since the objects in a system (such as our solar system or galaxy) do not separate rapidly over time but remain in orbital formation. Each system's screw translation has two [[w:Completely_orthogonal|completely orthogonal]] components of motion in 4-space, an orbital rotation (such as the earth's around our sun) and a linear translation of the entire system at velocity <math>c</math> in the direction of the original 3-sphere's radial expansion (along the system's proper time vector). Of course the view from our solar system does not suggest that the 3-sphere enclosing each galaxy is expanding at this great rate from its galactic center. The standard theory has been that the entire observable universe is expanding from a single big bang origin in time, with galaxies forming later. While the Euclidean four-dimensional viewpoint lends itself to that standard theory, it also supports theories which require no single origin point in space and time. These are the voyages of starship Earth, to boldly go where no one has gone before. We made the jump to light speed long ago, in whatever big bang our atoms emerged from, and have never slowed down since. == Origins of the theory == Einstein himself may have been the first to imagine the universe as the three-dimensional surface of a four-dimensional Euclidean 3-sphere, in what was narrowly the first written articulation of a Euclidean 4-space universe, contemporaneous with the teen-aged Coxeter's (quoted below).{{Efn|[[W:William Rowan Hamilton|Hamilton]]'s algebra '''H''' of [[W:Quaternions|quaternions]] introduces (in 1843) the notion of a [[W:Three-dimensional sphere|three-dimensional sphere]] embedded in a four-dimensional space, but Hamilton did not quite conceive of the quaternions as the Cartesian 4-coordinates of a Euclidean 4-space, and he did not describe our ordinary 3-space as embedded in Euclidean 4-space.}} Einstein did this as a [[W:Gedankenexperiment|gedankenexperiment]] in the context of investigating whether his equations of general relativity predicted an infinite or a finite universe, in his 1921 Princeton lecture.<ref>{{Cite book|url=http://www.gutenberg.org/ebooks/36276|title=The Meaning of Relativity|last=Einstein|first=Albert|publisher=Princeton University Press|year=1923|isbn=|location=|pages=110-111}}</ref> He invited us to imagine "A spherical manifold of three dimensions, embedded in a Euclidean continuum of four dimensions", but he was careful to disclaim parenthetically that "The aid of a fourth space dimension has naturally no significance except that of a mathematical artifice." Informally, the Euclidean 4-dimensional theory of relativity may be given as a sort of reciprocal to that disclaimer of Einstein's: ''The Minkowski spacetime has naturally no significance except that of a mathematical artifice, as an aid to understanding how things will appear to an observer from their perspective; the foreshortenings, clock desynchronizations and other Lorentz transformations it predicts are proper calculations of actual perspective effects; but real space is a flat, Euclidean continuum of four orthogonal spatial dimensions, and in it the ordinary laws of a flat vector space hold (such as the Pythagorean theorem), and all sightline calculations work classically, so long as you consider all four spatial dimensions.'' The Euclidean theory of relativity differs from the special theory of relativity in ascribing to the physical universe a geometry of four or more orthogonal spatial dimensions, rather than the special theory's [[w:Minkowski spacetime|Minkowski spacetime]] geometry, in which three spatial dimensions and a time dimension comprise a unified non-Euclidean spacetime of four dimensions. Anco and Maghadam found that <math>SO(4)</math> breaks to <math>\mathbb{S}^3</math> (the 3-sphere) if the energy in a Kepler orbit is negative (an elliptical orbit), and to <math>H^3</math> (Minkowski spacetime) if the energy is positive (a hyperbolic orbit). Therefore the fact that the planets orbit on ellipses in our 3-space suggests that they orbit on a 3-sphere embedded in Euclidean 4-space. Thus we can conclude that <math>\mathbb{R}^4</math> is the actual geometry of our physical universe, and Minkowski spacetime is an abstraction; the reciprocal of Einstein's disclaimer is the more direct physical model. Of course spacetime remains a true and useful abstraction, although it must relinquish its privileged position as our exclusive conception of our place in space.{{Efn| ...origins of the Euclidean 4-space insight in the observations of Fock, Atkinson, Moser and others.}} The invention of Euclidean geometry of more than three spatial dimensions preceded Einstein's theories by more than fifty years, when it was worked out originally by the Swiss mathematician [[w:Ludwig Schläfli|Ludwig Schläfli]] before 1853.{{Sfn|Coxeter|1973|loc=§7. Ordinary Polytopes in Higher Space; §7.x. Historical remarks|pp=141-144|ps=; "Practically all the ideas in this chapter ... are due to Schläfli, who discovered them before 1853 — a time when Cayley, Grassmann and Möbius were the only other people who had ever conceived the possibility of geometry in more than three dimensions."}} Schläfli extended Euclid's geometry of one, two, and three dimensions in a direct way to four or more dimensions, generalizing the rules and terms of [[w:Euclidean geometry|Euclidean geometry]] to spaces of any number of dimensions. He coined the general term ''[[polyscheme]]'' to mean geometric forms of any number of dimensions, including two-dimensional [[w:polygon|polygons]], three-dimensional [[w:polyhedron|polyhedra]], four dimensional [[w:polychoron|polychora]], and so on, and in the process he found all of the [[w:Regular polytope|regular polyschemes]] that are possible in every dimension, including in particular the [[User:Dc.samizdat/Rotations#Sequence of regular 4-polytopes|six convex regular polychora]] which can be constructed in a Euclidean space of four dimensions (the set analogous to the five [[w:Platonic solid|Platonic solids]] the ancients found in three dimensional space). Thus Schläfli was the first to explore the fourth dimension, reveal its emergent geometric properties, and discover its astonishing regular objects. Because his work was only published posthumously in 1901, and remained almost completely unknown until Coxeter published [[w:Regular_Polytopes_(book)|Regular Polytopes]] in 1947, other researchers had more than fifty years to rediscover the regular polychora, and competing terms were coined; today [[w:Reinhold_Hoppe|Reinhold Hoppe]]'s word ''[[w:Polytope|polytope]]'' is the commonly used term for ''polyscheme.''{{Efn|[[w:Reinhold_Hoppe|Reinhold Hoppe]]'s German word ''polytop'' was introduced into English by [[W:Alicia Boole Stott|Alicia Boole Stott]], who like Hoppe and [[W:Thorold Gosset|Thorold Gosset]] rediscovered Schlafli's six regular convex 4-polytopes, with no knowledge of their prior discovery. Today Schläfli's original ''polyschem'', with its echo of ''schema'' as in the configurations of information structures, seems even more fitting in its generality than ''polytope'' -- perhaps analogously as information software (programming) is even more general than information hardware (computers).}} Because of this century-long lag in the dissemination of a scientific discovery, the regular 4-polytopes appear to have played no role at all, by any name, in the twentieth century discovery and evolution of the theories of relativity and quantum mechanics.{{Efn|One could argue that the higher-dimensional polytopes have barely influenced science or culture at all thus far. The physicist John Edward Huth's comprehensive deep dive through the history of cultural and scientific concepts of physical space, from ancient flatland models of the world through general relativity and quantum mechancs, shows exactly how we got to our present standard model of the universe, although it includes no mention of higher-dimensional Euclidean space.<ref>{{Cite book|last=Huth|first=John Edward|title=A Sense of Space: A local's guide to a flat earth, the edge of the cosmos, and other curious places|year=2025|publisher=University of Chicago Press}}</ref>}} == Boundaries == <blockquote>Ever since we discovered that Earth is round and turns like a mad-spinning top, we have understood that reality is not as it appears to us: every time we glimpse a new aspect of it, it is a deeply emotional experience. Another veil has fallen.<ref>{{Cite book|author=Carlo Rovelli|author-link=W:Carlo Rovelli|title=Seven Brief Lessons on Physics|publisher=Riverhead|year=2016|isbn=978-0399184413}}</ref></blockquote> Of course it is strange to consciously contemplate this world we inhabit, our planet, our solar system, our 3-sphere surface in our vast galaxy, as the merest film, a boundary no thicker in the places we inhabit than the diameter of an electron (though much thicker in some places we cannot inhabit, such as the core of our planet and the interior of stars). But is not our unconscious traditional concept of the boundary of our world even stranger? Since the enlightenment we are accustomed to thinking that there is nothing beyond three dimensional space: no boundary, because there is nothing else to separate us from. But anyone who knows the [[polyscheme]]s Schläfli discovered knows that space can have any number of dimensions, and that there are fundamental objects and motions to be discovered in four dimensions that are even more various and interesting than those we can discover in three. The strange thing, when we think about it that way, is that there ''is'' a boundary between three and four dimensional space. ''Why'' can't we move (or apparently, see) in more than three dimensions? Why is our physical world apparently only three dimensional? Why would it have just ''three'' dimensions, and not four, or five, or the ''n'' dimensions that Schläfli mapped? What is the nature of the boundary which confines us to just three dimensions? We know that in Euclidean geometry the boundary between three and four dimensions is itself a spherical three dimensional space, so we should suspect that we are materially confined within such a curved boundary surface. Light need not be confined with us within our three dimensional boundary space. We would look directly through four dimensional space in our natural way, by receiving light signals that travelled through it to us on straight lines. In that case the reason we do not observe a fourth spatial dimension in our vicinity is that there are no nearby objects in it, just off our hyperplane in the wild. The nearest four-dimensional object we can see with our eyes is our sun, which lies equatorially in our own hyperplane, though it bulges out of it above and below. But when we look up at the heavens, every pinprick of light we observe is itself a four-dimensional object off our hyperplane, and they are distributed all around us in four-dimensional space through which we gaze. We are four-dimensionally sighted creatures, even though our bodies are three-dimensional objects, thin as an atom in the fourth dimension. But that should not perplex us: we can see into three dimensional space even though our retinas are two dimensional objects, thin as a photoreceptor cell. Our unconscious provincial concept is that there is nothing else outside our three dimensional world: no boundary, because there is nothing else to separate us from. But Schläfli discovered something else: all the astonishing regular objects that exist in higher dimensions, which vastly extend our notions of the beauty and mystery of space itself, and the intrinsic spatial symmetries of our universe which geometry reveals. Space is more commodious than we thought it was, and permits previously unimagined objects and motions. So our provincial conception of our place in it now has the same kind of status as our idea that the sun rises in the east and passes overhead: it is mere appearance, not a true model and no longer a proper explanation. An inertial boundary is a proper explanation, be it ever so thin. And would a boundary of ''no'' thickness, a mere abstraction with no physical power to separate, be a more suitable explanation? We must look for a physically powerful explanation in the geometry of space itself, which general relativity properly associates with the gravitational or inertial force. <blockquote>The number of dimensions possessed by a figure is the number of straight lines each perpendicular to all the others which can be drawn on it. Thus a point has no dimensions, a straight line one, a plane surface two, and a solid three .... In space as we now know it only three lines can be imagined perpendicular to each other. A fourth line, perpendicular to all the other three would be quite invisible and unimaginable to us. We ourselves and all the material things around us probably possess a fourth dimension, of which we are quite unaware. If not, from a four-dimensional point of view we are mere geometrical abstractions, like geometrical surfaces, lines, and points are to us. But this thickness in the fourth dimension must be exceedingly minute, if it exists at all. That is, we could only draw an exceedingly small line perpendicular to our three perpendicular lines, length, breadth and thickness, so small that no microscope could ever perceive it. We can find out something about the conditions of the fourth and higher dimensions if they exist, without being certain that they do exist, by a process which I have termed "Dimensional Analogy."<ref>{{Citation|title=Dimensional Analogy|last=Coxeter|first=Donald|date=February 1923|publisher=Coxeter Fonds, University of Toronto Archives|authorlink=W:Harold Scott MacDonald Coxeter|series=|postscript=|work=}}</ref></blockquote> I believe, but I cannot prove, that we live in real space, which is Schläfli's Euclidean space of ''n'' analogous dimensions. As Grassmann showed first, space cannot be limited to any finite number of dimensions. There will always be higher dimensions to discover, first in imagination and then to explore physically, each an astonishing new enlightenment.<ref>{{Cite book|first=T.S.|last=Eliot|title=Little Gidding|volume=Four Quartets|year=1943}}<blockquote> :We shall not cease from exploration :And the end of all our exploring :Will be to arrive where we started :And know the place for the first time. :Through the unknown, remembered gate :When the last of earth left to discover :Is that which was the beginning; :At the source of the longest river :The voice of the hidden waterfall :And the children in the apple-tree :Not known, because not looked for :But heard, half-heard, in the stillness :Between two waves of the sea. </blockquote></ref> Schläfli discovered every regular convex polytope that exists in any dimension, but that was only the beginning of the story of dimensional analogy, not its end or even the end of its beginning. That project is forever beginning anew. Coxeter discovered that Schläfli's Euclidean space is an expression of intrinsic symmetries, as Noether discovered all of physics is. Kappraff and Adamson discovered that even the sequences of humble regular polygons have fractal complexity. Symmetry itself is chaotic, always reachable but forever beyond our complete grasp. We are on a Wilderness Project, and just at its beginning, but already we observe a Euclidean space of four or more orthogonal spatial dimensions in which all objects with mass move ceaselessly at the constant velocity <math>c</math>, the universal rate at which everything moves, quantum events occur, and each of our proper times evolves. I believe these facts explain the experimentally verified theories of relativity and quantum mechanics, by revealing their unified polycentric geometry, the same way the facts about Copernicus's heliocentric solar system explained the observed motions of the planets, by revealing the geometry of gravity to Kepler. But others will have to do the math, work out the physics, and perform experiments to prove or disprove all of this, because I don't have the mathematics; entirely unlike Coxeter and Einstein, I am illiterate in those languages. <blockquote> ::::::BEECH :Where my imaginary line :Bends square in woods, an iron spine :And pile of real rocks have been founded. :And off this corner in the wild, :Where these are driven in and piled, :One tree, by being deeply wounded, :Has been impressed as Witness Tree :And made commit to memory :My proof of being not unbounded. :Thus truth's established and borne out, :Though circumstanced with dark and doubt— :Though by a world of doubt surrounded. :::::::—''The Moodie Forester''<ref>{{Cite book|title=A Witness Tree|last=Frost|first=Robert|year=1942|series=The Poetry of Robert Frost|publisher=Holt, Rinehart and Winston|edition=1969|}}</ref> </blockquote> == Appendix: Sequence of regular 4-polytopes == {{Regular convex 4-polytopes|wiki=W:|columns=7}} == ... == {{Efn|In a ''[[W:William Kingdon Clifford|Clifford]] displacement'', also known as an [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinic rotation]], all the Clifford parallel{{Efn|name=Clifford parallels}} invariant planes are displaced in four orthogonal directions (two completely orthogonal planes) at once: they are rotated by the same angle, and at the same time they are tilted ''sideways'' by that same angle. A [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|Clifford displacement]] is [[W:8-cell#Radial equilateral symmetry|4-dimensionally diagonal]].{{Efn|name=isoclinic 4-dimensional diagonal}} Every plane that is Clifford parallel to one of the completely orthogonal planes (including in this case an entire Clifford parallel bundle of 4 hexagons, but not all 16 hexagons) is invariant under the isoclinic rotation: all the points in the plane rotate in circles but remain in the plane, even as the whole plane tilts sideways. All 16 hexagons rotate by the same angle (though only 4 of them do so invariantly). All 16 hexagons are rotated by 60 degrees, and also displaced sideways by 60 degrees to a Clifford parallel hexagon. All of the other central polygons (e.g. squares) are also displaced to a Clifford parallel polygon 60 degrees away.|name=Clifford displacement}} {{Efn|It is not difficult to visualize four hexagonal planes intersecting at 60 degrees to each other, even in three dimensions. Four hexagonal central planes intersect at 60 degrees in the [[W:cuboctahedron|cuboctahedron]]. Four of the 24-cell's 16 hexagonal central planes (lying in the same 3-dimensional hyperplane) intersect at each of the 24-cell's vertices exactly the way they do at the center of a cuboctahedron. But the ''edges'' around the vertex do not meet as the radii do at the center of a cuboctahedron; the 24-cell has 8 edges around each vertex, not 12, so its vertex figure is the cube, not the cuboctahedron. The 8 edges meet exactly the way 8 edges do at the apex of a canonical [[W:cubic pyramid]|cubic pyramid]].{{Efn|name=24-cell vertex figure}}|name=cuboctahedral hexagons}} {{Efn|name=radially equilateral}} {{Efn|Eight {{sqrt|1}} edges converge in curved 3-dimensional space from the corners of the 24-cell's cubical vertex figure{{Efn|The [[W:vertex figure|vertex figure]] is the facet which is made by truncating a vertex; canonically, at the mid-edges incident to the vertex. But one can make similar vertex figures of different radii by truncating at any point along those edges, up to and including truncating at the adjacent vertices to make a ''full size'' vertex figure. Stillwell defines the vertex figure as "the convex hull of the neighbouring vertices of a given vertex".{{Sfn|Stillwell|2001|p=17}} That is what serves the illustrative purpose here.|name=full size vertex figure}} and meet at its center (the vertex), where they form 4 straight lines which cross there. The 8 vertices of the cube are the eight nearest other vertices of the 24-cell. The straight lines are geodesics: two {{sqrt|1}}-length segments of an apparently straight line (in the 3-space of the 24-cell's curved surface) that is bent in the 4th dimension into a great circle hexagon (in 4-space). Imagined from inside this curved 3-space, the bends in the hexagons are invisible. From outside (if we could view the 24-cell in 4-space), the straight lines would be seen to bend in the 4th dimension at the cube centers, because the center is displaced outward in the 4th dimension, out of the hyperplane defined by the cube's vertices. Thus the vertex cube is actually a [[W:cubic pyramid|cubic pyramid]]. Unlike a cube, it seems to be radially equilateral (like the tesseract and the 24-cell itself): its "radius" equals its edge length.{{Efn|The vertex cubic pyramid is not actually radially equilateral,{{Efn|name=radially equilateral}} because the edges radiating from its apex are not actually its radii: the apex of the [[W:cubic pyramid|cubic pyramid]] is not actually its center, just one of its vertices.}}|name=24-cell vertex figure}} {{Efn|The hexagons are inclined (tilted) at 60 degrees with respect to the unit radius coordinate system's orthogonal planes. Each hexagonal plane contains only ''one'' of the 4 coordinate system axes.{{Efn|Each great hexagon of the 24-cell contains one axis (one pair of antipodal vertices) belonging to each of the three inscribed 16-cells. The 24-cell contains three disjoint inscribed 16-cells, rotated 60° isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other (so their corresponding vertices are 120° {{=}} {{radic|3}} apart). A [[16-cell#Coordinates|16-cell is an orthonormal ''basis'']] for a 4-dimensional coordinate system, because its 8 vertices define the four orthogonal axes. In any choice of a vertex-up coordinate system (such as the unit radius coordinates used in this article), one of the three inscribed 16-cells is the basis for the coordinate system, and each hexagon has only ''one'' axis which is a coordinate system axis.|name=three basis 16-cells}} The hexagon consists of 3 pairs of opposite vertices (three 24-cell diameters): one opposite pair of ''integer'' coordinate vertices (one of the four coordinate axes), and two opposite pairs of ''half-integer'' coordinate vertices (not coordinate axes). For example: {{indent|17}}({{spaces|2}}0,{{spaces|2}}0,{{spaces|2}}1,{{spaces|2}}0) {{indent|5}}({{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}({{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}}) {{indent|5}}(–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}(–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}}) {{indent|17}}({{spaces|2}}0,{{spaces|2}}0,–1,{{spaces|2}}0)<br> is a hexagon on the ''y'' axis. Unlike the {{sqrt|2}} squares, the hexagons are actually made of 24-cell edges, so they are visible features of the 24-cell.|name=non-orthogonal hexagons|group=}} {{Efn|Visualize the three [[16-cell]]s inscribed in the 24-cell (left, right, and middle), and the rotation which takes them to each other. [[24-cell#Reciprocal constructions from 8-cell and 16-cell|The vertices of the middle 16-cell lie on the (w, x, y, z) coordinate axes]];{{Efn|name=six orthogonal planes of the Cartesian basis}} the other two are rotated 60° [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinically]] to its left and its right. The 24-vertex 24-cell is a compound of three 16-cells, whose three sets of 8 vertices are distributed around the 24-cell symmetrically; each vertex is surrounded by 8 others (in the 3-dimensional space of the 4-dimensional 24-cell's ''surface''), the way the vertices of a cube surround its center.{{Efn|name=24-cell vertex figure}} The 8 surrounding vertices (the cube corners) lie in other 16-cells: 4 in the other 16-cell to the left, and 4 in the other 16-cell to the right. They are the vertices of two tetrahedra inscribed in the cube, one belonging (as a cell) to each 16-cell. If the 16-cell edges are {{radic|2}}, each vertex of the compound of three 16-cells is {{radic|1}} away from its 8 surrounding vertices in other 16-cells. Now visualize those {{radic|1}} distances as the edges of the 24-cell (while continuing to visualize the disjoint 16-cells). The {{radic|1}} edges form great hexagons of 6 vertices which run around the 24-cell in a central plane. ''Four'' hexagons cross at each vertex (and its antipodal vertex), inclined at 60° to each other.{{Efn|name=cuboctahedral hexagons}} The [[24-cell#Hexagons|hexagons]] are not perpendicular to each other, or to the 16-cells' perpendicular [[24-cell#Squares|square central planes]].{{Efn|name=non-orthogonal hexagons}} The left and right 16-cells form a tesseract.{{Efn|Each pair of the three 16-cells inscribed in the 24-cell forms a 4-dimensional [[W:tesseract|hypercube (a tesseract or 8-cell)]], in [[24-cell#Relationships among interior polytopes|dimensional analogy]] to the way two tetrahedra form a cube: the two 8-vertex 16-cells are inscribed in the 16-vertex tesseract, occupying its alternate vertices. The third 16-cell does not lie within the tesseract; its 8 vertices protrude from the sides of the tesseract, forming a cubic pyramid on each of the tesseract's cubic cells. The three pairs of 16-cells form three tesseracts.{{Efn|name=three 8-cells}} The tesseracts share vertices, but the 16-cells are completely disjoint.{{Efn|name=completely disjoint}}|name=three 16-cells form three tesseracts}} Two 16-cells have vertex-pairs which are one {{radic|1}} edge (one hexagon edge) apart. But a [[24-cell#Simple rotations|''simple'' rotation]] of 60° will not take one whole 16-cell to another 16-cell, because their vertices are 60° apart in different directions, and a simple rotation has only one hexagonal plane of rotation. One 16-cell ''can'' be taken to another 16-cell by a 60° [[24-cell#Isoclinic rotations|''isoclinic'' rotation]], because an isoclinic rotation is [[3-sphere]] symmetric: four [[24-cell#Clifford parallel polytopes|Clifford parallel hexagonal planes]] rotate together, but in four different rotational directions,{{Efn|name=Clifford displacement}} taking each 16-cell to another 16-cell. But since an isoclinic 60° rotation is a ''diagonal'' rotation by 60° in ''two'' completely orthogonal directions at once,{{Efn|name=isoclinic geodesic}} the corresponding vertices of the 16-cell and the 16-cell it is taken to are 120° apart: ''two'' {{radic|1}} hexagon edges (or one {{radic|3}} hexagon chord) apart, not one {{radic|1}} edge (60°) apart as in a simple rotation.{{Efn|name=isoclinic 4-dimensional diagonal}} By the [[W:chiral|chiral]] diagonal nature of isoclinic rotations, the 16-cell ''cannot'' reach the adjacent 16-cell by rotating toward it; it can only reach the 16-cell ''beyond'' it. But of course, the 16-cell beyond the 16-cell to its right is the 16-cell to its left. So a 60° isoclinic rotation ''will'' take every 16-cell to another 16-cell: a 60° ''right'' isoclinic rotation will take the middle 16-cell to the 16-cell we may have originally visualized as the ''left'' 16-cell, and a 60° ''left'' isoclinic rotation will take the middle 16-cell to the 16-cell we visualized as the ''right'' 16-cell. (If so, that was our error in visualization; the 16-cell to the "left" is in fact the one reached by the left isoclinic rotation, as that is the only sense in which the two 16-cells are left or right of each other.)|name=three isoclinic 16-cells}} {{Efn|In a double rotation each vertex can be said to move along two completely orthogonal great circles at the same time, but it does not stay within the central plane of either of those original great circles; rather, it moves along a helical geodesic that traverses diagonally between great circles. The two completely orthogonal planes of rotation are said to be ''invariant'' because the points in each stay in the plane ''as the plane moves'', tilting sideways by the same angle that the other plane rotates.|name=helical geodesic}} {{Efn|A point under isoclinic rotation traverses the diagonal{{Efn|name=isoclinic 4-dimensional diagonal}} straight line of a single '''isoclinic geodesic''', reaching its destination directly, instead of the bent line of two successive '''simple geodesics'''. A '''[[W:geodesic|geodesic]]''' is the ''shortest path'' through a space (intuitively, a string pulled taught between two points). Simple geodesics are great circles lying in a central plane (the only kind of geodesics that occur in 3-space on the 2-sphere). Isoclinic geodesics are different: they do ''not'' lie in a single plane; they are 4-dimensional [[W:helix|spirals]] rather than simple 2-dimensional circles.{{Efn|name=helical geodesic}} But they are not like 3-dimensional [[W:screw threads|screw threads]] either, because they form a closed loop like any circle (after ''two'' revolutions). Isoclinic geodesics are ''4-dimensional great circles'', and they are just as circular as 2-dimensional circles: in fact, twice as circular, because they curve in a circle in two completely orthogonal directions at once.{{Efn|Isoclinic geodesics are ''4-dimensional great circles'' in the sense that they are 1-dimensional geodesic ''lines'' that curve in 4-space in two completely orthogonal planes at once. They should not be confused with ''great 2-spheres'',{{Sfn|Stillwell|2001|p=24}} which are the 4-dimensional analogues of 2-dimensional great circles (great 1-spheres).}} These '''isoclines''' are geodesic 1-dimensional lines embedded in a 4-dimensional space. On the 3-sphere{{Efn|All isoclines are geodesics, and isoclines on the 3-sphere are circles (curving equally in each dimension), but not all isoclines on 3-manifolds in 4-space are circles.}} they always occur in [[W:chiral|chiral]] pairs and form a pair of [[W:Villarceau circle|Villarceau circle]]s on the [[W:Clifford torus|Clifford torus]],{{Efn|Isoclines on the 3-sphere occur in non-intersecting chiral pairs. A left and a right isocline form a [[W:Hopf link|Hopf link]] called the {1,1} torus knot{{Sfn|Dorst|2019|loc=§1. Villarceau Circles|p=44|ps=; "In mathematics, the path that the (1, 1) knot on the torus traces is also known as a [[W:Villarceau circle|Villarceau circle]]. Villarceau circles are usually introduced as two intersecting circles that are the cross-section of a torus by a well-chosen plane cutting it. Picking one such circle and rotating it around the torus axis, the resulting family of circles can be used to rule the torus. By nesting tori smartly, the collection of all such circles then form a [[W:Hopf fibration|Hopf fibration]].... we prefer to consider the Villarceau circle as the (1, 1) torus knot [a [[W:Hopf link|Hopf link]]] rather than as a planar cut [two intersecting circles]."}} in which ''each'' of the two linked circles traverses all four dimensions.}} the paths of the left and the right [[W:Rotations in 4-dimensional Euclidean space#Double rotations|isoclinic rotation]]. They are [[W:Helix|helices]] bent into a [[W:Möbius strip|Möbius loop]] in the fourth dimension, taking a diagonal [[W:Winding number|winding route]] twice around the 3-sphere through the non-adjacent vertices of a 4-polytope's [[W:Skew polygon#Regular skew polygons in four dimensions|skew polygon]].|name=isoclinic geodesic}} {{Efn|[[File:Hopf band wikipedia.png|thumb|150px|Two [[W:Clifford parallel|Clifford parallel]] great circles spanned by a twisted [[W:Annulus (mathematics)|annulus]].]][[W:Clifford parallel|Clifford parallel]]s are non-intersecting curved lines that are parallel in the sense that the perpendicular (shortest) distance between them is the same at each point. A double helix is an example of Clifford parallelism in ordinary 3-dimensional Euclidean space. In 4-space Clifford parallels occur as geodesic great circles on the [[W:3-sphere|3-sphere]].{{Sfn|Kim|Rote|2016|pp=8-10|loc=Relations to Clifford Parallelism}} Whereas in 3-dimensional space, any two geodesic great circles on the [[W:2-sphere|2-sphere]] will always intersect at two antipodal points, in 4-dimensional space not all great circles intersect. In 4-polytopes various discrete sets of Clifford parallel non-intersecting geodesic great circles can be found on the 3-sphere. They spiral around each other in [[W:Hopf fibration|Hopf fiber bundles]] which visit all the vertices just once. The simplest example is that six mutually orthogonal great circles can be drawn on the 3-sphere, as three pairs of completely orthogonal great circles, intersecting at 8 points defining a [[16-cell]]. Each completely orthogonal pair of circles is Clifford parallel. They cannot intersect at all, because they lie in planes which intersect at only one point: the center of the 16-cell. Because they are perpendicular and share a common center, the two circles are obviously not parallel and separate in the usual way of parallel circles in 3 dimensions; rather they are connected like adjacent links in a chain, each passing through the other without intersecting at any points, forming a [[W:Hopf link|Hopf link]]|name=Clifford parallels}} {{Efn|In the 24-cell each great square plane is completely orthogonal{{Efn|name=completely orthogonal planes}} to another great square plane, and each great hexagon plane is completely orthogonal to a plane which intersects only two vertices: a great [[W:digon|digon]] plane.|name=pairs of completely orthogonal planes}} {{Efn|In an [[24-cell#Isoclinic rotations|isoclinic rotation]], each point anywhere in the 4-polytope moves an equal distance in four orthogonal directions at once, on a [[W:8-cell#Radial equilateral symmetry|4-dimensional diagonal]]. The point is displaced a total [[W:Pythagorean distance]] equal to the square root of four times the square of that distance. For example, when the unit-radius 24-cell rotates isoclinically 60° in a hexagon invariant plane and 60° in its completely orthogonal invariant plane,{{Efn|name=pairs of completely orthogonal planes}} all vertices are displaced to a vertex two edge lengths away. Each vertex is displaced to another vertex {{radic|3}} (120°) away, moving {{radic|3/4}} in four orthogonal coordinate directions.|name=isoclinic 4-dimensional diagonal}} {{Efn|Each square plane is isoclinic (Clifford parallel) to five other square planes but completely orthogonal{{Efn|name=completely orthogonal planes}} to only one of them.{{Efn|name=Clifford parallel squares in the 16-cell and 24-cell}} Every pair of completely orthogonal planes has Clifford parallel great circles, but not all Clifford parallel great circles are orthogonal (e.g., none of the hexagonal geodesics in the 24-cell are mutually orthogonal).|name=only some Clifford parallels are orthogonal}} {{Efn|In the [[16-cell#Rotations|16-cell]] the 6 orthogonal great squares form 3 pairs of completely orthogonal great circles; each pair is Clifford parallel. In the 24-cell, the 3 inscribed 16-cells lie rotated 60 degrees isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other; consequently their corresponding vertices are 120 degrees apart on a hexagonal great circle. Pairing their vertices which are 90 degrees apart reveals corresponding square great circles which are Clifford parallel. Each of the 18 square great circles is Clifford parallel not only to one other square great circle in the same 16-cell (the completely orthogonal one), but also to two square great circles (which are completely orthogonal to each other) in each of the other two 16-cells. (Completely orthogonal great circles are Clifford parallel, but not all Clifford parallels are orthogonal.{{Efn|name=only some Clifford parallels are orthogonal}}) A 60 degree isoclinic rotation of the 24-cell in hexagonal invariant planes takes each square great circle to a Clifford parallel (but non-orthogonal) square great circle in a different 16-cell.|name=Clifford parallel squares in the 16-cell and 24-cell}} {{Efn|In 4 dimensional space we can construct 4 perpendicular axes and 6 perpendicular planes through a point. Without loss of generality, we may take these to be the axes and orthogonal central planes of a (w, x, y, z) Cartesian coordinate system. In 4 dimensions we have the same 3 orthogonal planes (xy, xz, yz) that we have in 3 dimensions, and also 3 others (wx, wy, wz). Each of the 6 orthogonal planes shares an axis with 4 of the others, and is ''completely orthogonal'' to just one of the others: the only one with which it does not share an axis. Thus there are 3 pairs of completely orthogonal planes: xy and wz intersect only at the origin; xz and wy intersect only at the origin; yz and wx intersect only at the origin.|name=six orthogonal planes of the Cartesian basis}} {{Efn|Two planes in 4-dimensional space can have four possible reciprocal positions: (1) they can coincide (be exactly the same plane); (2) they can be parallel (the only way they can fail to intersect at all); (3) they can intersect in a single line, as two non-parallel planes do in 3-dimensional space; or (4) '''they can intersect in a single point'''{{Efn|To visualize how two planes can intersect in a single point in a four dimensional space, consider the Euclidean space (w, x, y, z) and imagine that the w dimension represents time rather than a spatial dimension. The xy central plane (where w{{=}}0, z{{=}}0) shares no axis with the wz central plane (where x{{=}}0, y{{=}}0). The xy plane exists at only a single instant in time (w{{=}}0); the wz plane (and in particular the w axis) exists all the time. Thus their only moment and place of intersection is at the origin point (0,0,0,0).|name=how planes intersect at a single point}} (and they ''must'', if they are completely orthogonal).{{Efn|Two flat planes A and B of a Euclidean space of four dimensions are called ''completely orthogonal'' if and only if every line in A is orthogonal to every line in B. In that case the planes A and B intersect at a single point O, so that if a line in A intersects with a line in B, they intersect at O.{{Efn|name=six orthogonal planes of the Cartesian basis}}|name=completely orthogonal planes}}|name=how planes intersect}} {{Efn|Polytopes are '''completely disjoint''' if all their ''element sets'' are disjoint: they do not share any vertices, edges, faces or cells. They may still overlap in space, sharing 4-content, volume, area, or lineage.|name=completely disjoint}} {{Efn|If the [[W:Euclidean distance|Pythagorean distance]] between any two vertices is {{sqrt|1}}, their geodesic distance is 1; they may be two adjacent vertices (in the curved 3-space of the surface), or a vertex and the center (in 4-space). If their Pythagorean distance is {{sqrt|2}}, their geodesic distance is 2 (whether via 3-space or 4-space, because the path along the edges is the same straight line with one 90^o bend in it as the path through the center). If their Pythagorean distance is {{sqrt|3}}, their geodesic distance is still 2 (whether on a hexagonal great circle past one 60^o bend, or as a straight line with one 60^o bend in it through the center). Finally, if their Pythagorean distance is {{sqrt|4}}, their geodesic distance is still 2 in 4-space (straight through the center), but it reaches 3 in 3-space (by going halfway around a hexagonal great circle).|name=Geodesic distance}} {{Efn|Two angles are required to fix the relative positions of two planes in 4-space.{{Sfn|Kim|Rote|2016|p=7|loc=§6 Angles between two Planes in 4-Space|ps=; "In four (and higher) dimensions, we need two angles to fix the relative position between two planes. (More generally, ''k'' angles are defined between ''k''-dimensional subspaces.)"}} Since all planes in the same [[W:hyperplane|hyperplane]] are 0 degrees apart in one of the two angles, only one angle is required in 3-space. Great hexagons in different hyperplanes are 60 degrees apart in ''both'' angles. Great squares in different hyperplanes are 90 degrees apart in ''both'' angles (completely orthogonal){{Efn|name=completely orthogonal planes}} or 60 degrees apart in ''both'' angles.{{Efn||name=Clifford parallel squares in the 16-cell and 24-cell}} Planes which are separated by two equal angles are called ''isoclinic''. Planes which are isoclinic have [[W:Clifford parallel|Clifford parallel]] great circles.{{Efn|name=Clifford parallels}} A great square and a great hexagon in different hyperplanes are neither isoclinic nor Clifford parallel; they are separated by a 90 degree angle ''and'' a 60 degree angle.|name=two angles between central planes}} {{Efn|The 24-cell contains 3 distinct 8-cells (tesseracts), rotated 60° isoclinically with respect to each other. The corresponding vertices of two 8-cells are {{radic|3}} (120°) apart. Each 8-cell contains 8 cubical cells, and each cube contains four {{radic|3}} chords (its long diagonals). The 8-cells are not completely disjoint{{Efn|name=completely disjoint}} (they share vertices), but each cube and each {{radic|3}} chord belongs to just one 8-cell. The {{radic|3}} chords joining the corresponding vertices of two 8-cells belong to the third 8-cell.|name=three 8-cells}} {{Efn|Departing from any vertex V₀ in the original great hexagon plane of isoclinic rotation P₀, the first vertex reached V₁ is 120 degrees away along a {{radic|3}} chord lying in a different hexagonal plane P₁. P₁ is inclined to P₀ at a 60° angle.{{Efn|P₀ and P₁ lie in the same hyperplane (the same central cuboctahedron) so their other angle of separation is 0.{{Efn|name=two angles between central planes}}}} The second vertex reached V₂ is 120 degrees beyond V₁ along a second {{radic|3}} chord lying in another hexagonal plane P₂ that is Clifford parallel to P₀.{{Efn|P₀ and P₂ are 60° apart in ''both'' angles of separation.{{Efn|name=two angles between central planes}} Clifford parallel planes are isoclinic (which means they are separated by two equal angles), and their corresponding vertices are all the same distance apart. Although V₀ and V₂ are ''two'' {{radic|3}} chords apart{{Efn|V₀ and V₂ are two {{radic|3}} chords apart on the geodesic path of this rotational isocline, but that is not the shortest geodesic path between them. In the 24-cell, it is impossible for two vertices to be more distant than ''one'' {{radic|3}} chord, unless they are antipodal vertices {{radic|4}} apart.{{Efn|name=Geodesic distance}} V₀ and V₂ are ''one'' {{radic|3}} chord apart on some other isocline. More generally, isoclines are geodesics because the distance between their ''adjacent'' vertices is the shortest distance between those two vertices, but a path between two vertices along a geodesic is not always the shortest distance between them (even on ordinary great circle geodesics).}}, P₀ and P₂ are just one {{radic|1}} edge apart (at every pair of ''nearest'' vertices).}} (Notice that V₁ lies in both intersecting planes P₁ and P₂, as V₀ lies in both P₀ and P₁. But P₀ and P₂ have ''no'' vertices in common; they do not intersect.) The third vertex reached V₃ is 120 degrees beyond V₂ along a third {{radic|3}} chord lying in another hexagonal plane P₃ that is Clifford parallel to P₁. The three {{radic|3}} chords lie in different 8-cells.{{Efn|name=three 8-cells}} V₀ to V₃ is a 360° isoclinic rotation.|name=360 degree geodesic path visiting 3 hexagonal planes}} {{Sfn|Mamone, Pileio & Levitt|2010|loc=§4.5 Regular Convex 4-Polytopes|pp=1438-1439|ps=; the 24-cell has 1152 symmetry operations (rotations and reflections) as enumerated in Table 2, symmetry group 𝐹₄.}} ==Notes== {{Regular convex 4-polytopes Notelist|wiki=W:}} ==Citations== {{Regular convex 4-polytopes Reflist|wiki=W:}} ==References== {{Refbegin}} * {{Cite book|title=A Week on the Concord and Merrimack Rivers|last=Thoreau|first=Henry David|author-link=W:Thoreau|publisher=James Munroe and Company|year=1849|isbn=|location=Boston|ref={{SfnRef|Thoreau|1849}}}} * {{Cite journal|title=Theoretical Evidence for Principles of Special Relativity Based on Isotropic and Uniform Four-Dimensional Space|first=Takuya|last=Yamashita|date=25 May 2023|doi= 10.20944/preprints202305.1785.v1|journal=Preprints|volume=2023|issue=2023051785|url=https://doi.org/10.20944/preprints202305.1785.v1|ref={{SfnRef|Yamashita|2023}}}} * {{Cite_arXiv | arxiv=2512.02903v2 | date=2 January 2026 | title=Symmetry transformation group arising from the Laplace–Runge–Lenz vector | first1=Stephen C. | last1=Anco | first2=Mahdieh Gol Bashmani | last2=Moghadam | class=math-ph}} === [[Polyscheme|Polyschemes]] === {{Regular convex 4-polytopes Refs|wiki=W:}} {{Refend}} 0j2bt7901i040anbqgxsf4mqftdc113 2841581 2841580 2026-10-19T20:57:26Z Dc.samizdat 2856930 /* A theory of the Euclidean cosmos */ 2841581 wikitext text/x-wiki {{align|center|David Brooks Christie}} {{align|center|dc@samizdat.org}} {{align|center|Draft in progress}} {{align|center|June 2023 - October 2026}} <blockquote>'''Abstract:''' The physical universe is properly visualized as real Euclidean space <math>\mathbb{R}^4</math> of four orthogonal spatial dimensions. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are 4-polytopes, small round 4-dimensional objects, and stars are 4-balls of atomic plasma, large round 4-dimensional objects. We ourselves and the objects we observe near us are only 3-dimensional, but nonetheless we can see into four dimensions of space. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity <math>c</math>. Light from them reaches us directly, on straight lines through 4-space. This view of the observed universe is compatible with special and general relativity, and with quantum mechanics. It furnishes those theories with an explanatory geometric model.</blockquote> == Summary == We observe that: * Physical space has four perpendicular dimensions, not just three. * Atoms are [[W:4-polytope|4-polytopes]]. * The sun is a [[W:4-ball|4-ball]] that is round in four dimensions. * Everything of intermediate size between an atom and a star, including us and our planet, lies in a 3-dimensional manifold of ordinary space. * Our entire 3-space manifold is moving through Euclidean 4-space at the speed of light, in a direction perpendicular to its three interior dimensions. * Special relativity describes the linear motion of objects and light signals in four-dimensional Euclidean space. * General relativity describes the rotational motion of objects with mass in four-dimensional Euclidean space. == A theory of the Euclidean cosmos == The physical universe is properly visualized as [[w:Four-dimensional_space|real Euclidean space <math>\mathbb{R}^4</math>]] of four orthogonal spatial dimensions. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are [[w:4-polytope|4-polytopes]], small round 4-dimensional objects, and stars are [[W:4-ball|4-balls]] of atomic plasma, large round 4-dimensional objects. Objects intermediate in size between atoms and stars, including molecules, people, and planets at their surface, are so flat as to be essentially 3-dimensional, having only the thickness of an atom in the orthogonal fourth dimension. All objects with mass move inertially through Euclidean 4-space at constant velocity <math>c</math> as long as they exist, and acceleration only varies their direction. Objects moving in the same direction are in the same inertial reference frame. Their direction of motion through 4-space at velocity <math>c</math> is their proper time dimension, simply because their direction and velocity of motion through time is the same as their direction and velocity of motion through space. A typical galaxy such as ours occupies a 4-ball of mostly empty space, with stars and other objects distributed non-uniformly within it. The galaxy's orbital center may be nothing: a smaller 4-ball of empty space they surround. The stars in our spiral galaxy appear from our accustomed point of view to occupy a disk-like region of 3-dimensional space, with a denser ball-like center, but they are not so confined: they are distributed within a region of 4-dimensional space. The disk and ball have thickness not only in the third dimension, but in the fourth spatial dimension as well. Light from stars and galaxies reaches us on straight lines through Euclidean 4-space, so from our viewpoint, in what we have always imagined to be a 3-space universe, we look into the surrounding 4-space. Although we are physically confined within a 3-dimensional hyperplane by the inertia of our motion through 4-space at constant velocity <math>c</math>, light signals are not so confined, so we observe all the cosmological objects surrounding us, both in and above or below our hyperplane, without perceiving their separation in our fourth orthogonal dimension, the direction of our motion. We may perceive a galaxy as elliptical when it is actually spherical, because that is how its image projects from its 4-ball shape into a 3-ball region in our hyperplane, where we measure it with our 3-dimensional bodies. More generally, orbits are circular in 4-space, but elliptical in the 3-space of their elliptic hyperplane. The galaxy as a whole, or more properly its orbital barycenter, is translating through 4-space at velocity <math>c</math>, in a distinct direction orthogonal to all three dimensions of our ordinary proper 3-space. Stars within the galaxy are translating with it at the same velocity <math>c</math> in the same direction, but on spiral trajectories as they pursue their various orbits within the galaxy. The galaxy as a whole occupies a 4-ball within its proper inertial reference frame (that is, in the moving frame of reference in which the galaxy considers itself to be a stationary rotating 4-ball). Over time, the galaxy 4-ball occupies a 4-dimensional cylinder and progresses along the cylinder's axis at velocity <math>c</math>. In this more universal inertial reference frame, the stars in the galaxy follow helical geodesic paths through the 4-cylinder; their trajectories are screw-translations through 4-space, the compound of a simple rotation and a completely orthogonal linear translation. The gravitational force and the inertial tendency to follow a geodesic are the same phenomenon, by the equivalence principle. That said, they can be distinguished, and the galaxy is held together primarily by gravity as inertia, not by gravity as attraction to a central mass toward which objects fall in orbit. There is not enough mass in the galaxy to hold it together by attraction, there is just enough to bend the stars' trajectories toward each other, in helical orbits around a barycentric axis of motion. It is the tremendous inertial force of stars in translational motion at velocity <math>c</math> that holds the cylinder of motion together, not some invisible dark matter. The observed universe as a whole appears to be a [[W:3-sphere|3-sphere]] expanding radially from a central origin point at velocity <math>c</math>, the invariant velocity of mass-carrying objects through 4-space, also the propagation speed of light relative to any moving 3-space manifold, as measured by all observers. A 3-sphere is a hypersphere in Euclidean 4-space, but the enclosing surface of a 3-sphere is a curved, finite 3-space, dimensionally analogous to the surface of the earth which is a curved, finite 2-space. This 3-sphere could be the domain of our visible cosmos, but of course we do not know for certain that all the cosmological objects we observe lie near the surface of our expanding 3-sphere, since it is only our assumption that they must all have originated in the same big bang long ago. Possibly some of the more distant objects we observe did not, and lie elsewhere, outside our big-bang's 3-sphere of outflying matter or even inside its 3-sphere, below its surface. We cannot assume that all objects in the 4-space universe lie near the surface of the same expanding 3-sphere. For all observers, the conjectured big-bang of their origin corresponds not only to a now-distant point in their proper time past, it also corresponds to a distinct now-distant point in 4-dimensional space: the same point in the same Euclidean 4-space for all observers with the same origin. Our big bang had a distinct origin point in real space as well as in real time. More generally, time and Euclidean 4-space can be measured independently, just as time and Euclidean 3-space were measured classically, without the necessity to combine them as spacetime. The same inertial force which holds the galactic cylinder of motion together also confines us physically to an exceedingly thin three-dimensional surface manifold moving through 4-space at velocity <math>c</math>. All objects in our solar system too small to have their own gravity lie entirely within this thinest three-dimensional manifold, and have only the thickness of an atom in their direction-of-motion fourth dimension. That is why we are 3-dimensional objects ourselves, and why we cannot construct more than three perpendiculars through a single point in our local 3-dimensional space. A spherical region of 4-space is called a [[W:4-ball|4-ball]]. The enclosing surface of a 4-ball of any size is a finite, curved (non-Euclidean) 3-dimensional space called a [[w:3-sphere|3-sphere]]. Our entire big-bang-origin universe appears to be the largest 3-sphere we observe, but each of the cosmological objects within it (including our galaxy and our sun) is contained in a smaller 3-sphere shell of its own, lying (we assume) on the largest 3-sphere embedded in its surface, like a soap bubble on the surface of a larger soap bubble. All the 3-dimensional surfaces are expanding, as the largest 3-sphere inflates at radial velocity <math>c</math>. We ourselves live within such an expanding 3-dimensional surface, in an infinitesimally curved 3-manifold surface embedded in Euclidean 4-space. That surface is the ordinary 3-dimensional space we experience. The earth and all the planets lie on it. Our solar system is only a small patch on the surface of a dimensionally rounder space, although that surface is not infinite. It is curved, and finite, analogous to the way the 2-dimensional surface of the earth -- once thought to be flat -- is curved and finite. Our solar system occupies a small patch on a filmy 4-dimensional soap-bubble of galactic size rounded by gravity, that is thicker-skinned than the diameter of an atom only in the interior of objects with gravity of their own. Our 3-manifold of ordinary space, as a surface within our moving 4-ball galaxy, is translating through 4-space at velocity <math>c</math> with the galaxy, in a distinct direction orthogonal to the manifold's three orthogonal dimensions of interior space. At every material point in the manifold (at every atom), the translation through 4-space is following a geometric law of motion discovered by Coxeter, that governs the propagation of individual objects through Euclidean space by the actions of their symmetry groups. The solar system's atoms of mass are 4-polytopes that are simultaneously rotating and translating, and as they advance together they define a moving 3-dimensional manifold by their own collective inertia, also called gravity, the property of matter's ceaseless propagation through 4-space at the constant velocity <math>c</math>, the universal rate of causality at which quantum events occur, all objects move, and the universe evolves. Any moving 3-dimensional manifold such as ours is an evolving surface boundary that is empty in most places, occupied by single atoms in comparatively fewer places, and occupied by bound complexes of multiple atoms (molecules) in still fewer places. In all these places it is no thicker than one atom in the dimension corresponding to its direction of translation, because molecules are 3-dimensional complexes of atoms that add no thickness to the manifold. In fewer places still it is occupied by large lumps of matter which exert a gravitational attraction on objects around them, such as stars and planets. Every object which we find occurring naturally in the solar system that is too small to have perceptible gravity of its own is a 3-dimensional smear of atoms no thicker than one atom in its fourth dimension, the direction of its linear translation through 4-space at velocity <math>c</math>. The moving surface manifold cannot be thicker than one atom at any point unless and until there is enough mass near that point for the force of gravity as attraction to overcome the force of gravity as inertia, allowing atoms to be "heaped up" into larger 4-dimensional objects that form a lump in its moving surface. We have only indirect experience of such 4-dimensional lumps of matter thicker than one atom, since they occur naturally in our vicinity only in regions of superdense matter, such as the core of the earth or the interior of the sun. Deep in the core of the earth under enormous gravitational pressure peculiar states of matter have been observed, defying our understanding of how 3-dimensional crystalline structures behave. That is because they are not 3-dimensional structures, they are 4-dimensional crystals. The earth is a disk-like 4-dimensional object that is thin at its edge but thicker at its sphere-like center, dimensionally analogous to a 3-dimensional flying saucer with a sharp circular edge. The earth's surface that we walk on is an ordinary sphere (a 2-sphere), analogous to the circular edge of the flying saucer (a 1-sphere), and on that edge where we live every object we find (including ourselves) is 3-dimensional with only the thickness of an atom in the fourth dimension. We cannot walk on the top or bottom surface of the 4-disk earth because those surfaces are 3-dimensional regions within the earth. The earth's deep core of superdense 4-dimensional matter occupies a spherical region of 4-dimensional space (a 4-ball). The sun is the only entirely spherical superdense lump occurring naturally in our solar system. We refer to the contents of such free-standing 4-balls of matter as atomic plasma, and have little experimental knowledge of its internal geometry or processes. We know that such a lump as the sun burns at its surface 3-sphere and emits radiation, and we know a good deal about those surface processes which are nuclear atomic processes, but we know very little about its interior 4-ball, a dimensionally rounder enclosed space whose existence we did not suspect. Every moving surface boundary of matter in the observed universe is evolving in four dimensions at velocity <math>c</math>. The current location in 4-space of any of its material objects corresponds to the present moment in the proper time of that object's inertial reference frame. The object's direction of movement at velocity <math>c</math> corresponds to its proper time dimension, which is a spiral over time, not a Euclidean (straight-line) dimension, since its direction is changing in its orbit. Objects with mass of all sizes, from subatomic particles to the largest objects observed in the cosmos, are perpetually in inertial rotational motion in some orbit, and simultaneously in inertial translational motion propagating themselves through 4-space, in two completely orthogonal inertial motions each at the constant universal rate of transformation <math>c</math>. Every object with mass moves relative to universal 4-coordinate Euclidean space on its own distinct geodesic spiral, a screw displacement trajectory that is the compound of its two completely orthogonal inertial motions, a rotation and a translation. Objects without mass such as photons lie off such moving surface boundaries of matter from which they were emitted, and their motion is of a different nature. They are in translational motion at velocity <math>c</math> through all four dimensions concurrently, without any rotational component of motion, so they move through 4-space on straight lines at a compound velocity. The propagation speed of light measured on a straight line through Euclidean 4-space is <math>c\prime = 2c</math>, so we can see in four dimensions, even though we are physically confined to a 3-dimensional manifold that is moving at velocity <math>c</math>. For example, we can look across the center of the mostly-empty 4-ball containing our galaxy and see stars in the opposite sides of its concentric 3-sphere orbital surfaces. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity <math>c</math>. They move in the 4-space direction corresponding to their proper time, perpendicular to all three dimensions of their proper 3-space, and generally the farther they are from us the greater the divergence of their direction of motion from our direction of motion: the greater the relative motion between us and their Hubble redshift. Light from them reaches us directly, propagating on straight lines through 4-space at twice the velocity at which they, and we ourselves, are propagating through 4-space. This physical model of the observed universe is compatible with the theories of special and general relativity, and with the atomic theory of quantum mechanics. It explains those theories geometrically, as expressions of intrinsic symmetries in Euclidean space. == Symmetries == It is common to speak of nature as a web, and so it is, the great web of our physical experiences. Every web must have its root systems somewhere, and nature in this sense must be rooted in the symmetries which underlie physics and geometry, the [[W:Group (mathematics)|mathematics of groups]].{{Sfn|Conway, Burgiel & Goodman-Strauss|2008}} As I understand [[W:Noether's theorem|Noether's theorem]] (which is not mathematically), hers is the deepest meta-theory of nature yet, deeper than [[W:Theory of relativity|Einstein's relativity]] or [[W:Evolution|Darwin's evolution]] or [[W:Euclidean geometry|Euclid's geometry]]. It finds that all fundamental findings in physics are based on conservation laws which can be laid at the doors of distinct [[W:symmetry group |symmetry group]]s. Thus all fundamental systems in physics, as examples [[W:quantum chromodynamics|quantum chromodynamics]] (QCD) the theory of the strong force binding the atomic nucleus and [[W:quantum electrodynamics|quantum electrodynamics]] (QED) the theory of the electromagnetic force, each have a corresponding symmetry [[W:group theory|group theory]] of which they are an expression. [[W:Coxeter group|Coxeter's theory of symmetry groups]] generated by reflections did for geometry what Noether's theorem and Einstein's relativity did for physics. [[W:Coxeter|Coxeter]] showed that Euclidean geometry is based on conservation laws that correspond to distinct symmetry groups, and that their group actions express the principle of relativity. Here is Coxeter's formulation of the motions of objects (their congruent transformations) in an ''n''-dimensional Euclidean space, excerpted:{{Sfn|Coxeter|1973|pp=217-218|loc=§12.2 Congruent transformations}} <blockquote>Let <math>\mathrm{Q}</math> denote a rotation, <math>\mathrm{R}</math> a reflection, <math>\mathrm{T}</math> a translation, and let <math>\mathrm{Q}^q \mathrm{R}^r\mathrm{T}</math> denote a product of several such transformations, all commutative with one another. Then <math>\mathrm{RT}</math> is a glide-reflection (in two or three dimensions), <math>\mathrm{QR}</math> is a rotary-reflection, <math>\mathrm{QT}</math> is a screw-displacement, and <math>\mathrm{Q^2}</math> is a double rotation (in four dimensions).<br> Every orthogonal transformation is expressible as:<br> :<math>\mathrm{Q}^q \mathrm{R}^r</math><br> where <math>(2^q + r \le n)</math>, the number of dimensions.<br> Transformations involving a translation are also expressible as:<br> :<math>\mathrm{Q}^q \mathrm{R}^r \mathrm{T}</math><br> where <math>(2^q + r + 1 \le n)</math>.<br> For <math>(n = 4)</math> in particular, every displacement is either a double rotation <math>\mathrm{Q}^2</math>, or a screw-displacement <math>\mathrm{QT}</math> [where the rotation component <math>\mathrm{Q}</math> is a simple rotation, but the <math>\mathrm{QT}</math> is chiral like a <math>\mathrm{Q^2}</math>]. Every enantiomorphous transformation in 4-space (reversing chirality) is a <math>\mathrm{QRT}</math>.</blockquote> If we begin with this most elemental [[w:Kinematics|kinematics]] of Coxeter's, and also assume the [[W:Galilean relativity|Galilean principle of relativity]], every displacement in 4-space can be viewed as either a <math>\mathrm{Q^2}</math> or a <math>\mathrm{QT}</math>, because we can view any <math>\mathrm{QT}</math> as a <math>\mathrm{Q^2}</math> in a linearly moving (translating) reference frame. Therefore any transformation from one inertial reference frame to another is expressable as a <math>\mathrm{Q^2}</math>. By the same principle, we can view any <math>\mathrm{QT}</math> or <math>\mathrm{Q^2}</math> as an isoclinic (equi-angled) <math>\mathrm{Q^2}</math> by proper choice of reference frame.{{Efn|[[W:Arthur Cayley|Cayley]] showed that any rotation in 4-space can be decomposed into two isoclinic rotations, which intuitively we might see follows from the fact that any transformation from one inertial reference frame to another is expressable as a [[W:SO(4)|rotation in 4-dimensional Euclidean space]].|name=Cayley's rotation factorization into two isoclinic reference frame transformations}} Coxeter's relation is thus a mathematical statement of the principle of relativity, on group-theoretic grounds. It correctly captures the limits to [[W:General relativity|general relativity]], in that we can only exchange the translation (<math>\mathrm{T}</math>) for ''one'' of the two rotations (<math>\mathrm{Q}</math>). An observer in any inertial reference frame can always measure the presence, direction and velocity of ''one'' rotation (<math>\mathrm{Q}</math>) up to uncertainty, and can always distinguish the direction of their own proper time translation (<math>\mathrm{T}</math>). As I understand Coxeter theory (which is not mathematically), the symmetry groups underlying physics seem to have an expression in a [[W:Euclidean space|Euclidean space]] of four [[W:dimension|dimension]]s, that is, they are [[W:Euclidean geometry#Higher dimensions|four-dimensional Euclidean geometry]]. Therefore as I understand that geometry (which is entirely by synthetic methods rather than by Clifford's algebraic methods), the [[W:Atom|atom]] seems to have a distinct Euclidean geometry, such that atoms and their constituent particles are four-dimensional geometric objects (4-polytopes), and nature can be understood in terms of their [[W:group action|group actions]], including centrally their group <math>SO(4)</math> [[W:rotations in 4-dimensional Euclidean space|rotations in 4-dimensional Euclidean space]]. The distinct Coxeter symmetry groups have characteristic <math>SO(4)</math> rotational expressions as the [[W:Regular_4-polytope|regular 4-polytopes]]. Their discrete isoclinic rotations are distinguishing properties of fundamental objects in geometry, relativity and quantum mechanics. For example, atoms exhibit <math>SO(4)</math> symmetries of the discrete isoclinic (equi-angled) double rotations (<math>\mathrm{Q^2}</math>) of a set of regular 4-polytopes that is characteristic of their [[w:Atomic_number|atomic number]]. == Special relativity describes Euclidean 4-space == <blockquote>Our entire model of the universe is built on symmetries. Some, like isotropy (the laws are the same in all directions), homogeneity (same in all places), and time invariance (same at all times) seem natural enough. Even relativity, the Lorentz Invariance that allows everyone to observe a constant speed of light, has an elegance to it that makes it seem natural.<ref>{{Cite book|first=Dave|last=Goldberg|title=The Universe in the Rearview Mirror: How Hidden Symmetries Shape Reality|chapter=§10. Hidden Symmetries: Why some symmetries but not others?|year=2013|publisher=Dutton Penguin Group|isbn=978-0-525-95366-1|ref={{SfnRef|Goldberg|2013}}}}</ref></blockquote> Although the Minkowski spacetime of relativity is a non-Euclidean 4-dimensional space,{{Efn|Spacetime is a non-Euclidean (curved) 4-dimensional space because it consists of three orthogonal space dimensions and a time dimension. The time dimension is not orthogonal to the three spatial dimensions; the time coordinate has the opposite sign as the three space coordinates so spacetime is hyperbolic, not a Euclidean (flat) 4-space at all.}} it has been noticed that its 3-dimensional space component could be modeled as a [[W:3-sphere|3-sphere]] embedded in 4-dimensional Euclidean (flat) space. That is, we could imagine that the ordinary 3-dimensional space we perceive is the curved 3-dimensional surface of a 4-dimensional ball (since the surface of a 4-ball is a curved 3-dimensional space called a 3-sphere, just as the surface of a 3-ball like the earth is a curved 2-dimensional space called a 2-sphere). This was [[#Origins of the theory|imagined by Einstein]] himself in 1921, as a thought experiment in which he carefully described his fourth orthogonal spatial dimension as merely a mathematical abstraction. Subsequently it was noticed by others (not mainstream physicists) that if physical space were really embedded in Euclidean 4-dimensional space (with our 3-dimensional space embedded in 4-space as some non-Euclidean 3-manifold, not necessarily a 3-sphere), then the Lorentz transformation effects of special relativity (spatial forshortenings and time dilations and so forth) could all be explained by ordinary perspective geometry in 4-dimensional Euclidean space. Special relativity reduces to classical vector space geometry (based on the 4-dimensional version of the Pythagorean theorem), but if and only if every observer is moving through 4-space at a universal constant velocity <math>c</math>, in some 4-space direction.{{Sfn|Yamashita|2023}} This counter-intuitive alternative geometric model of relativity, which has usually been called [[W:Formulations of special relativity#Euclidean relativity|Euclidean relativity]], is motivated by the fact that in every kind of relativity, but originally in Einstein's special relativity, each observer moves on a vector through a Euclidean four-dimensional space consisting of their three proper spatial dimensions and their proper time dimension, and the Pythagorean vector-sum of their motion through this kind of proper 4-space is always <math>c</math>, as measured by all observers from any inertial reference frame.{{Efn|Each observer is stationary in space in their own proper reference frame, while they move at maximum velocity {{Math|c}} through their own proper time. Observed from another reference frame in relative motion, they appear foreshortened in space in their direction of motion, and their clocks appear to be slowed to less than the maximum velocity {{Math|c}}.}} This is the Lorentz invariant, that allows everyone to observe a constant speed of light, regardless of their motion relative to the light source.{{Efn| ...cite Lewis Epstein's elegant explanation of the Lorentz Invariance as observers moving at constant velocity {{Math|c}} through space and proper time.}} But no physicists have taken the leap of claiming that therefore, our universe is physically [[W:Euclidean geometry#Higher dimensions|this kind of Euclidean 4-space]], and that observers are actually moving through it at velocity <math>c</math>. In physics as it has been universally understood, observers are not supposed to be able to move at velocity <math>c</math>. Their motion takes place in 3-space and in universal coordinate time (in Minkowski spacetime), and the cosmos is considered to be a non-Euclidean 3-space, generally a closed (finite) expanding 3-space, but with only three spatial dimensions, not four. In the Euclidean relativity alternative view, however, every observer is always moving at velocity <math>c</math> through the universe, which is real Euclidean 4-dimensional space <math>\mathbb{R}^4</math>. The direction in which they are moving is called their proper time axis.{{Efn|Time in spacetime is universal coordinate time, but there is another kind of time in relativity, the proper time in each inertial reference frame. Your proper time is the time you experience, and every observer has his own proper time; proper time runs at different rates in different inertial reference frames. It runs slower (compared to universal coordinate time) in a gravitational field (according to general relativity), and observers in motion with respect to each other view each other's clocks as running slower than their own clocks (according to special relativity).}} Their movement in time is not just modelled as movement in an abstract fourth dimension (as it is in Minkowski spacetime), their movement in time is isomorphic to their movement through physical space in a distinct direction at velocity <math>c</math>. Two observers' directions of movement through space may be different (or not, if they happen to be going in the same direction). Your proper time dimension is whichever direction you are moving. The other three directions perpendicular to your proper time axis are the three dimensions of your ordinary proper space, which again, will be different directions for you than for other observers moving in a different direction. There are four orthogonal spatial dimensions which we all share, but we share the same orthogonal proper time axis and ordinary proper 3-space axes only if we are at rest with respect to each other, actually moving in the same direction at velocity <math>c</math>, in the same inertial reference frame. Your proper 4-space coordinate system is rotated with respect to another observer's proper 4-space coordinate system, precisely as your vectors (directions of motion) are rotated in Euclidean 4-space with respect to each other, but there are no metric distortions (no Lorentz transformations) between your proper Euclidean 4-space coordinate systems; you are both embedded in the same Euclidean 4-dimensional space <math>\mathbb{R}^4</math>. Lorentz transformations are required only to convert between your respective proper Minkowski spacetime coordinate systems. So in this novel alternate view of relativity, every mass in the universe must be perpetually in motion at velocity <math>c</math> through Euclidean 4-space, along with all the masses in its vicinity that are going in (nearly) the same direction. The entire solar system, for example, must be translating in the fourth dimension at the "speed of light" <math>c</math>, although we do not notice it, since we are all moving in that same direction together. Acceleration of an object varies its direction of motion through 4-space, but never its velocity, which is invariant for all objects with mass. Two objects which are in motion relative to each other are both actually in motion at the same velocity <math>c</math>, but in at least slightly different directions.{{Efn|The angular divergence between two observer's motion vectors is proportional to their relative velocity: the more they diverge, the greater their relative velocity, up to the maximum divergence possible in the space. In Euclidean relativity all observers are in motion at velocity {{Math|c}} relative to universal Cartesian 4-coordinate space, so the maximum relative velocity between two observers is {{Math|2c}} when they are moving in exactly opposite directions in 4-space. This is not a contradiction of special relativity, which limits the maximum relative velocity between two observers to {{Math|c}}, it is the same measurement in different units. Special relativity measures all velocities in Minkowski spacetime (in a non-Euclidean 3-space). Euclidean relativity measures all velocities in Euclidean 4-space.}} In Einstein's relativity, the invariant <math>c</math> is the speed of light through 3-space. In Euclidean relativity, the invariant <math>c</math> is the speed of matter through 4-space! The speed of light through 3-space is also perceived as <math>c</math> by all observers, because they are each living in a moving 3-manifold that is translating through 4-space at velocity <math>c</math>. Despite their extreme differences in viewpoint, Einstein's relativity and Euclidean relativity are equivalent theories in complete agreement with each other, by definition. The two theories make exactly the same special relativity predictions of how observers in different inertial reference frames will perceive each other's motions in time and space. It is beyond the scope of this present paper to show how they also agree on the predictions of general relativity, but it is important to understand that our formulation of Euclidean relativity requires our acceptance of the experimentally verified findings of special relativity, general relativity and quantum mechanics. Our model and the standard model both describe the same geometric relations of space and time based on the same evidence, but as embedded in two very different universal host spaces: Euclidean 4-space versus Minkowski spacetime. In some instances our model provides a geometric explanation for physical phenomena where the standard model has none, as yet. An example is the two models' differing explanations for the gravitational coherence of galaxies: either their inertial motion at velocity <math>c</math>, or their possession of experimentally undetected dark matter. A more central example is our use of Coxeter's kinematics to explain the laws of relativistic motion geometrically. {{Efn|More generally, our model is concerned with group-theoretic properties of number elucidated by Coxeter and other geometers. ...cite Kappraff & Adamson's 2003 paper on The Relationship of the Cotangent Function to Special Relativity Theory, geometry and properties of number,{{Sfn|Kappraff & Adamson|2003|loc=Special Relativity Theory, Geometry and properties of number}} which shows how the Lorentz coefficient is a function of a deep geometric property of number{{Sfn|Kappraff & Adamson|2000|loc=A Fresh Look at Number}} discovered by Steinbach,{{Sfn|Steinbach|1997|loc=Golden Fields: A Case for the Heptagon}} by means of which the root formula of geometry in any Euclidean dimension, the Pythagorean theorem, may be derived solely in terms of the addition of polygon side lengths, without recourse to their products or squares. More generally, Steinbach found that in the relations among regular polytope chords, to add is to multiply; every chord is both the product (quotient) of a pair of chords and the sum (difference) of another pair of chords.}} Euclidean relativity is not even a fringe theory; no physicists or astronomers have adopted it. There are many good reasons why the revolutionary leap to a four orthogonal spatial dimensions viewpoint has not been taken, beginning with the universally observed fact that we can only construct three perpendiculars through a point in our immediate space, which appears to be resolutely 3-dimensional, not 4-dimensional. Euclidean relativity offers a nice geometric explanation of the reasons for the Lorentz transformations, but only at the cost of raising other mysteries, which have been difficult for its aficionados to explain. Another mystery is how light signals between observers in relative motion could "catch up" with the receiver moving on a diverging path through 4-space from the emitter. If both observers are already moving at <math>c</math> (on diverging paths), the propagation speed of light through 4-space between them would have to be greater than <math>c</math>. Euclidean relativity is a revolutionary theory indeed, in which <math>c</math> cannot possibly be the speed of light! We conclude that, for a theory of Euclidean 4-space to be physically viable (that is, for <math>\mathbb{R}^4</math> to be our real space and not merely an abstract mathematical space), the speed of light through Euclidean 4-space must be <math>c\prime = 2c</math>, with massless photons translating through 4-space at twice the speed of mass-carrying objects. Photons must translate the diagonal distance through 4-space along the long diameter of a unit 4-hypercube, in the same time that massive particles translate inertially along the edge (or the radius) of a unit 4-hypercube. This is conceivable in Euclidean 4-space (and in no other Euclidean space of any dimensionality) because the long diagonal of the unit 4-hypercube is the natural number <math>\sqrt{4}</math>. == An object's motion in space is the product of its discrete self-reflections == Coxeter theory describes all the possible motions of an object in space as local functions of the object's discrete geometry (its shape). Coxeter observed that in a Euclidean space of any number of dimensions, any displacement of a geometric object from one place to another, and any rotation of the object from one orientation to another, can be broken down into the product of a number of discrete self-reflections. Any action of a polytope that transforms its position and orientation in space may be measured as a distinct sequence of self-reflections of the object in its own surfaces. Therefore any motion of the object whatsoever may be precisely described as the object propagating itself through space by a discrete sequence of local self-reflections. This is a purely kinematic description of motion which does not give any account of forces acting on the object that cause it to move. Coxeter found that both changes in position (translations) and changes in orientation (rotations) can be broken down into the simplest of all displacements (self-reflections). A translation occurs when an object self-reflects twice, in two distinct surfaces which are parallel to each other. A rotation also occurs when an object self-reflects twice, but in two distinct surfaces which intersect each other. When a object self-reflects once, it turns itself inside out (it reverses its chirality), but in translations and rotations it self-reflects twice, preserving its chirality. Coxeter's laws of kinematics are a geometric counterpart to Newton's algebraic laws of motion in three dimensional Euclidean space. They are helpful because they can be understood as geometric pictures, which may help us to visualize the relationships between translation and rotation in classic Newtonian physics problems, such as the [[W:Kepler problem|Kepler problem]] of the motion of the planets.<ref>{{Cite book|last=Feynman|first=Richard|title=Feynman's Lost Lecture: The Motion of Planets Around the Sun|date=1996|publisher=W. W. Norton & Company|isbn=978-0393039184}}</ref> But they are also a revolutionary advance beyond Newton's laws, because Coxeter formulated them in Euclidean spaces of any number of dimensions. In particular, they give us geometric pictures of all the possible motions of objects in 4-dimensional Euclidean space: <blockquote>Every orthogonal transformation in 4-space is expressible as:<br> :<math>\mathrm{Q}^q \mathrm{R}^r \mathrm{T}^t</math><br> where <math>(2^q + r + t \le 4)</math>. Every displacement is either a double rotation <math>\mathrm{Q}^2</math>, or a screw-displacement <math>\mathrm{QT}</math> [where the rotation component <math>\mathrm{Q}</math> is a simple rotation, but the <math>\mathrm{QT}</math> is chiral like a <math>\mathrm{Q^2}</math>]. Every enantiomorphous transformation in 4-space (reversing chirality) is a <math>\mathrm{QRT}</math>.</blockquote> While this description should be understood as geometric pictures, some of the pictures may not be easy for us to visualize, since we have no physical experience in 4-dimensional space. Rotation (<math>\mathrm{Q}</math>), reflection (<math>\mathrm{R}</math>) and translation (<math>\mathrm{T}</math>) are obvious analogues of what they are in three-dimensional space, but double rotation (<math>\mathrm{Q}^2</math>) is something new and unprecedented in our physical experience, because double rotations cannot occur until there are four or more dimensions of space in which to rotate. A point in 4-space may be in motion on two circles in two completely orthogonal rotation planes simultaneously. Nothing constrains the two circles to be of the same radius, or constrains either circle from being of infinite radius such that the point moves in a straight line within its rotation plane: a translation <math>\mathrm{T}</math> rather than a rotation <math>\mathrm{Q}</math>. The motion of a rigid object defined by multiple points is constrained by its rigidity, such that the radii of both circles may approach infinity, but only one of the two radii may actually reach infinity. For a rigid object, only one of the two rotations may actually be a translation. Four dimensional Euclidean space can accomodate no such thing as a <math>\mathrm{Q}^2\mathrm{T}</math>. A translating double rotation <math>\mathrm{Q}^2</math>, like a translating simple rotation <math>\mathrm{Q}</math>, is simply a screw translation <math>\mathrm{QT}</math>. That is the essence of the way the principle of relativity operates in Euclidean 4-space. An object which is double-rotating in its own proper inertial reference frame may be seen to be performing nothing more mysterious than a screw translation, when observed from an inertial reference frame from which the object is in relative translational motion. Of course, it is a screw translation in 4-space, which is more mysterious than a screw translation in our ordinary 3-space. In 3-space the orbit of a screw translation (or any <math>\mathrm{Q}</math>) lies on a great circle of an ordinary sphere (a 2-sphere). In 4-space the orbit of a screw translation <math>\mathrm{QT}</math> or double rotation <math>\mathrm{Q}^2</math> lies on a great circle of a hypersphere (a 3-sphere). Such 4-dimensional great circles are inherently more complex than the ordinary circles we experience in 3-space. They do not lie in a single plane, but bend through all four dimensions, in either a left or right hand direction of curvature. Unlike ordinary circles they are inherently chiral, and their circumference is not <math>2\pi r</math>, but like ordinary circles they are truly circular, geodesic circles. In 4-space they might even be said to be more circular than ordinary circles, which bend in only two dimensions. We refer to such 4-dimensional great circles as ''isoclines'', to distinguish them from ordinary 2-dimensional great circles in the plane. Their name comes from the fact that a point on a rigid 4-dimensional object undergoing [[W:SO(4)#Isoclinic rotations|isoclinic rotation]] traverses an isocline circle. In a universe which is real Euclidean four-dimensional space <math>\mathbb{R}^4</math>, wherein these motions occur only at the constant velocity <math>c</math>, there is a universal Cartesian 4-coordinate reference frame in which every rigid object in free fall is translating on a <math>\mathrm{QT}</math> at velocity <math>c</math>. That universal inertial reference frame is not the proper reference frame of any object or observer, wherein the object or observer is stationary and double-rotating at the universal rate of quantum events <math>c</math>, but it is the common reference frame of all observers. == Light propagates through 4-space at twice its apparent velocity <math>c</math>== Coxeter's laws of kinematics in 4-dimensional Euclidean space apply to all objects with mass, but we find there is an additional kind of displacement which applies only to massless particles such as photons, considered as single point objects. Light quanta (photons) translate through 4-space by 4-dimensional reflection <math>\mathrm{R}^4</math>, which may be termed a double translation <math>\mathrm{T}^2</math>, a pure translation via two pairs of parallel reflections without any rotation component <math>\mathrm{Q}</math>. Matter (atoms and all particles with mass) are perpetually rotating and translating through 4-space by <math>\mathrm{QT}</math>, a screw translation of a rotating object, which is relativistically equivalent to a stationary isoclinic <math>\mathrm{Q^2}</math>, an isoclinically rotating object such as an atom. A simple rotation <math>\mathrm{Q}</math> or simple translation <math>\mathrm{T}</math> is a double reflection <math>\mathrm{R^2}</math>, so a <math>\mathrm{QT}</math> or <math>\mathrm{Q^2}</math> is an <math>\mathrm{R^4}</math>, but not with the same group of reflection angles as a light signal <math>\mathrm{R^4}</math>. A translation <math>\mathrm{T = R^2}</math> is a double reflection in two parallel planes, and a rotation <math>\mathrm{Q = R^2}</math> is a double reflection in two intersecting planes, as in a <math>\mathrm{QT = R^4}</math> which is both at once. A double translation <math>\mathrm{T^2 = R^4}</math> is two double reflections in pairs of parallel planes at once, a reflection in four non-intersecting parallel planes; it is all translation and no rotation. In a <math>\mathrm{T^2}</math> all the motion goes to translation, so the translation goes twice as far as the simple translation <math>\mathrm{T}</math> in a <math>\mathrm{QT}</math>. A double translation <math>\mathrm{T^2 = R^4}</math> is the opposite of a double rotation <math>\mathrm{Q^2 = R^4}</math>, which is stationary but rotates twice as far as the simple rotation <math>\mathrm{Q}</math> in a <math>\mathrm{QT}</math>. The product of the two translations in a <math>\mathrm{T^2}</math> is a diagonal 4-space translation over the long diameter of the unit 4-hypercube, exactly twice the distance of a simple <math>\mathrm{T}</math> over the edge length (or radius) of the unit 4-hypercube. The [[w:Tesseract|4-hypercube (also known as the 8-cell or tesseract)]] is ''radially equilateral'', which means its edge length is equal to its radius, like the hexagon, so its long diameter (twice its radius) is exactly twice its edge length. The photon moves an equal distance in four orthogonal directions. By the four-dimensional Pythagorean theorem, each of those four distances is half the total distance the photon moves: one edge length (one radius) is half the total diagonal distance moved (the long diameter). That total movement is a double the unit-distance translation, but without any rotation component, so it cannot carry any mass with it. A <math>\mathrm{T^2}</math> cannot reposition a 4-polytope the way a <math>\mathrm{QT}</math> does, it can only reposition a quantum of energy that has no distinguishing rotational symmetry, such as a photon. That is the price light pays to move exactly twice as fast as matter.{{Efn| ...lensing of double translations <math>\mathrm{T^2 = R^4}</math> in more than two pairs of parallel planes at once...relationship to the frequency of light emitted and the coherence length of the wave packet...}} == Special relativity is Galilean relativity in a Euclidean space of four orthogonal dimensions == {{Efn|...TAC suggests this section is needed sooner, i.e. in the preceding Special Relativity section, as it explains how Euclidean relativity reduces special relativity to 4D perspective geometry...it's misplaced (too late) here...}} Perspective effects known as the Lorentz transformations occur because each observer's proper 3-dimensional space is a moving curved manifold embedded in flat 4-dimensional Euclidean space. The curvature of their 3-space complicates sightline calculations for observers; they sometimes require Lorentz transformations to produce the actual 4-space Cartesian coordinates of objects in the scene being observed. But if all four spatial dimensions are considered, no Lorentz transformations are required (or permitted) in correct scene construction, except when an observer wants to calculate a projection, that is, the shadow of how things will appear to them from a three-dimensional viewpoint (not how they really are in 4-space).{{Sfn|Yamashita|2023}} Space really has four orthogonal dimensions, and space and time behave there just as they do in a classical vector space, only bigger by one dimension. It is not necessary to combine 4-space with time in a unified spacetime to explain 4-dimensional perspective effects at high relative velocities, because Euclidean 4-space is already 4-dimensional, and those effects fall out naturally from the 4-dimensional Pythagorean theorem, exactly as ordinary visual perspective does in three dimensions from the 3-dimensional Pythagorean theorem. Because one of the four spatial dimensions corresponds to an observer's direction of motion (in both space and proper time), and all observers and all scenes being observed are in motion (at constant velocity) in their respective proper time directions, we observe perspective foreshortenings in time as well as in a spatial dimension. In special relativity these perspective effects are reciprocal, precisely because they are only apparent, not actual, changes in size and duration. (However in general relativity, discussed below, the actual rate of physical processes varies from place to place, and reference frame differences predicted by the theory are neither reciprocal nor illusory.) None of these Lorentz effects are beyond geometric explanation or paradoxical. The universe is unexpectedly strange to us in precisely the ways the Euclidean fourth dimension is strange to us; but that does hold many surprises. Euclidean 4-space is much more interesting than Euclidean 3-space, analogous to the way 3-space is much more interesting and deeply explanatory to us than it would be if we experienced it only as a 2-space with many folds and curves, as perhaps an ant does. The emergent properties of 4-space are hard for us to visualize because they lie so wholly beyond our physical experience, just as it was hard for our ancestors to imagine the earth as round like a ball. However, Euclidean spaces of successive dimensions are analogous, and so higher dimensional spaces can be anticipated and explored: that is Schläfli's great discovery. Moreover dimensional analogy itself, like everything else in nature including all of physics, is an exact expression of intrinsic group-theoretic symmetries: that is Nother's great discovery. == General relativity is special relativity in a Euclidean space of four orthogonal dimensions == The statement that the laws of special relativity hold to good approximation in freely falling (and non-rotating) reference frames is known as the [[W:Equivalence principle|Einstein equivalence principle]]. The weight experienced by an observer standing on the floor in a building on the surface of the earth is the same as the weight experienced by an observer standing on the floor in a spaceship in interstellar space accelerating at a rate of 32'/second/second. Both observers are experiencing an upwards acceleration at the same rate, which in their respective proper reference frames is measured as the weight of gravity, rather than as an accelerating motion (they are stationary in their proper reference frames). Einstein used this equivalence principle as the basis for his general theory of relativity, in much the same way he had used the constant velocity of light as the basis for his special theory of relativity. In general relativity the two accelerating observers occupy scenes which are relativistically equivalent, which means that although they can be distinguished (they have different measurements) in any reference frame from which they may both be observed, they have the same invariant geometry in all reference frames (they are the same phenomena), implying that there exists, for either scene, another reference frame from which it measures exactly like the other scene. Relativistically equivalent does not imply that there exists a single reference frame in which the two scenes are congruent (have the same measurements). It only means that they can be transformed into each other by a shift in point of view, because their invariant geometries (their measurements which are independent of point of view) are the same. Einstein's general theory of relativity describes that invariant geometry, for scenes in general, in spacetime. Our formulation of Euclidean relativity describes that invariant geometry, for scenes in general, in real Euclidean 4-dimensional space <math>\mathbb{R}^4</math>. An observer standing on the surface of the earth is accelerated at the rate of 32'/second/second. If we neglect for the moment the rotation of the earth, the observer and the earth are both stationary in their common inertial reference frame, so this accelerating motion cannot be perceived as motion in that reference frame; it is perceptible there as the force of gravity. It is only perceptible as motion in some other reference frame in which the earth and the observer are both in motion, such as the universal common reference frame of Euclidean 4-coordinate space in which they are both in motion at velocity <math>c</math> on their respective screw translations <math>QT</math>. In that universal common reference frame the observer's acceleration of 32'/second/second is the rate of change in the direction of his vector of translation through 4-space. The velocity of his vector of translation <math>T</math> through 4-space remains the constant <math>c</math> throughout; only his direction is changing. A change in the direction of a vector is a rotation <math>Q</math> of a translation <math>T</math>: a screw translation <math>QT</math>. A change in the direction of a vector is a rotation which is an acceleration. We can be precise about the units of measurement of this acceleration at atomic scale. In Coxeter's kinematics rotations of geometric objects occur in discrete increments called rotational displacements, with each distinct kind of rotation performing a characteristic number of its characteristic rotational displacement during a full revolution that returns the object to its starting orientation. There are many distinct kinds of rotation, each with its characteristic rotational displacement and number of displacements per revolution. The general rotation in 4-space is a double rotation <math>Q^2</math> distinguished by two distinct completely orthogonal angles through which the object turns in each rotational displacement. The angles determine not only the distance through which the object turns, but the characteristic trajectory of each point on the surface of the rotating object, including the length of that trajectory before it closes into a circle when the object returns to its starting orientation. For any distinct kind of rotation, the circular trajectory is always an integer multiple of the characteristic rotational displacement, but the full circle may be greater than 360°. In 4-space rotational circles are not ordinary 2-dimensional circles that lie in the plane and have a 360° circumference. Many distinct 4-space rotations of interest have a circumference of 720°, and many are larger. In 4-space every object with mass moves on its distinct <math>QT</math> trajectory. Each rotational displacement <math>Q</math> is equivalent to a pair of reflection displacements in two surfaces which intersect each other, at angles related to a distinct star polygon. Each translational displacement <math>T</math> is equivalent to a pair of reflection displacements in two surfaces which lie parallel to each other. In both kinds of motion (rotation and translation) it is the rate at which these double-reflection displacements occur which is constant and which we measure as the velocity <math>c</math>. Every atom translates at velocity <math>c</math>, performing a large number of atomic scale translational displacements per second. Concurrently, the atom rotates at velocity <math>c</math>, performing the same large number of atomic scale rotational displacements per second. Although the number of displacements at atomic scale per unit time is the same universal constant <math>c</math> for all rotations and translations, distinct kinds of rotation revolve at distinct rates, because the number of rotational displacements per complete revolution and the circumference of the complete revolution are distinct characteristics of each kind of rotation. The velocity at which each point on the surface of a rotating object moves, and the frequency of its rotational circling, are functions of the distinct rotation it is performing. However, they are not simple functions of <math>c</math> and the two defining angle parameters of the rotation. Distinct rotations arise from distinct symmetry groups and each is its own mystery with a unique conservation law. The relationships between those distinct conservation laws are even more mysterious, and have been shown to be chaotic. Steinbach{{Sfn|Steinbach|1997}} discovered the Golden Fields family of ratios which govern distinct rotational displacements related to the regular star polygons at least up to the hendecagon {11}. Kappraff and Adamson{{Sfn|Kappraff|Adamson|2004}} further characterized the families of rotation functions and showed that they form an infinite number of periodic trajectories when operated on by the Mandelbrot operator. The inertial tendency of mass is to follow a geodesic. The inertial conservation law of gravity applies to all motions of objects with mass, rotations as well as translations. A translation <math>T</math> is the distinct simple rotation <math>Q</math> in which the characteristic angle of rotational displacement is zero. Inertia is the tendency of objects with mass to conserve their angles of rotational displacement. In 4-space each object has two completely orthogonal angles of rotational displacement which are characteristic of the distinct rotation the object is performing. Inertia is the conservation of this distinct double rotation. In 4-coordinate Euclidean space the acceleration of an object with mass is a rotation of the object, a change to its direction, not a change to its constant velocity. Because the rate of atomic scale displacements is the universal constant <math>c</math>, the rate of change of direction (the acceleration of the object) is a function of <math>c</math> and the distinct rotation's conservation law. A observer standing on the surface of the earth is performing a distinct double rotation characterized by two completely orthogonal angles of rotational displacement. The observer's acceleration of 32'/second/second is a function of <math>c</math> and the distinct rotation's conservation law, and a measurement of the rate of change of the observer's direction of motion through 4-space at velocity <math>c</math>. ... == Dimensional relativity == The formulation of Euclidean relativity based on Coxeter's kinetic law of <math>n</math>-dimensional congruent transformations in Euclidean space may be called ''dimensional relativity'', since it captures the theories of special and general relativity, and has its roots in dimensional analogy. Dimensional analogy is the exploration of [[w:Hermann_Grassmann#Mathematician|Hermann Grassmann's vector space principle]], in which space cannot be limited to any finite number of dimensions. The geometry of higher-dimensional space is accessible by reason of direct analogy, as [[w:Ludwig Schläfli|Ludwig Schläfli]] subsequently demonstrated, and by algebraic methods after [[W:William Kingdon Clifford|Clifford]]. By analogy to the surface of the earth, the bounding surface of a spherical region of <math>n</math>-dimensional Euclidean space is an <math>(n-1)</math>-sphere, a spherical space of one fewer dimensions than the <math>n</math>-ball of Euclidean space it surrounds. In dimensional relativity the sky is not a ceiling, but an infinite regress of alternating spherical and Euclidean <math>n</math>-spaces of increasing <math>n</math>, accessible from each observer's point of view. By dimensional analogy, each observer looks up into their own reference frame's regress of concentric alternating <math>n</math>-spaces. By the capacity for dimensional analogy which they possess, some observers see deeper into <math>n</math>-dimensional space than others. == Polycentric spherical relativity == An intelligent observer equipped with the principle of dimensional relativity may perceive the universe from any inertial reference frame, not only from their own proper stationary reference frame in the Euclidean <math>n</math>-space universe in which they physically locate themself. We see that every observer may also properly view themself as stationary and the universe as an <math>n</math>-sphere with themself at the center observing it, perceptually equidistant from all points on its <math>n</math>-space surface, including their own physical location which is one of those surface points, distinguished to them but moving on the surface, and not the center of anything. This ''polycentric model'' of the universe is a further restatement of the principle of relativity, and of the [[W:Copernican principle|Copernican principle]] that observation is democratic: observers occupy representative viewpoints, not privileged monocentric positions. The polycentric model is compatible with Galileo's relativity of uniformly moving objects in ordinary space, Einstein's special relativity of inertial reference frames in 4-dimensional spacetime, Einstein's general relativity of all reference frames in non-Euclidean spacetime, and Coxeter's dimensional relativity of orthogonal group actions in Euclidean and spherical spaces of any number of dimensions. The polycentric model should be known as Thoreau's principle of ''spherical relativity'', since the first precise written statement of it appears in 1849, contemporaneous with and independent of Schlafli's work: <blockquote>The universe is a sphere whose center is wherever there is intelligence.{{Sfn|Thoreau|1849|p=349|ps=; "The universe is a sphere whose center is wherever there is intelligence." [Contemporaneous and independent of [[W:Ludwig Schlafli|Ludwig Schlafli]]'s pioneering work enumerating the complete set of regular polyschemes in any number of dimensions.]}}</blockquote> == Revolutions == The original Copernican revolution in 1543 displaced the center of the universe from the center of the earth to a point farther away, the center of the sun, with the earth performing a ''revolution'' around the sun, and the stars remaining on a fixed 2-sphere around the sun instead of around the earth. But this led inevitably to the recognition that the sun must be a star itself, not equidistant from all the stars, and the center of but one of many spheres, no monotheistic center at all. In 1600 [[W:Giordano Bruno|Giordano Bruno]] who first openly advocated these views was burned at the stake in Rome's [[W:Campo de' Fiori|Campo de' Fiori]] by the Catholic inquisition. In such fashion the Euclidean four-dimensional revolution, emerging three to five centuries later, initially lends itself to the big bang theory of a single origin of the whole universe, but leads inevitably to the recognition that all the galaxies need not be equidistant from a single origin in time, any more than all the stars lie in the same galaxy, equidistant from a single center in space. The expanding sphere of matter on the surface of which we find ourselves living is likely to be one of many 3-spheres expanding at velocity <math>c</math>, with their big bang origins occurring at distinct times and places in the ''n''-dimensional universe. The most distant objects we see when we look up at night may not all have the same origin in space and time. As recently as Copernicus we believed all the stars lay on a single 2-sphere embedded in Euclidean 3-space, with our sun at its center. During the enlightenment observers beginning with Bruno dispersed those stars into an infinite Euclidean 3-space, and relinquished our privileged position at the center. Then Einstein showed that our 3-space could not be Euclidean, that it must be a 3-manifold curved in every place in obedience to Newton's inverse-square law of gravity; and in a geometry related to time, at least, it must be 4-dimensional. In the present work we suggest a theory of ''n''-dimensional real space and how light travels in it, a theory which says we can see into four orthogonal dimensions of Euclidean space, and so when we look up at night we see cosmological objects distributed in at least four dimensions of space around us, rather than all located in our own local 3-space. Looking still deeper and farther out, the universe viewed as a 4-sphere might, or might not, be expanding, and the most distant objects we see when we look up at night may, or may not, lie in our 4-dimensional hyperplane. Real space has ''n'' dimensions as [[w:Hermann_Grassmann|Grassmann]] and [[w:Schläfli|Schläfli]] showed, and we do not know how many dimensions the most distant objects we see may be distributed in. They need not all lie within the four spatial dimensions in which we have now learned to observe them, any more than they all lie in our local 3-space. When we look up at the objects that surround us, we have no way of discerning how many dimensions beyond three the space we are looking into has. We know their distance from us primarily by virtue of how long it takes their light to reach us. We can measure their distribution around us in 3-space or 4-space, but that is simply how we choose to measure their positions, not an actual finding of how they are distributed. Even if it is now evident that they do not all lie in the same 3-space, how many more dimensions than three are needed to contain them? We observe that our 4-ball galaxy is embedded in Euclidean <math>n</math>-space as one of many 4-ball galaxies, each translating in a distinct direction through 4-space at velocity <math>c</math>, on more or less divergent paths from each other. But only closer observation will reveal evidence of whether everything we see lies in the same Euclidean 4-space, or if it is distributed in five or more dimensions, and how it is moving there. To remain in agreement with the theory of relativity, the Euclidean four-dimensional viewpoint requires that all mass-carrying objects be in motion in some distinct direction through 4-space at the constant velocity <math>c</math>, although the relative velocity between nearby objects is much smaller since they move on similar vectors, aimed away from a common origin point in the past. It is natural to expect that objects moving at constant velocity away from a common origin will be distributed roughly on the surface of an expanding 3-sphere. Although their paths away from their origin are not straight lines but various helical isoclines (screw translations), nearby objects must be translating radially at the same velocity, since the objects in a system (such as our solar system or galaxy) do not separate rapidly over time but remain in orbital formation. Each system's screw translation has two [[w:Completely_orthogonal|completely orthogonal]] components of motion in 4-space, an orbital rotation (such as the earth's around our sun) and a linear translation of the entire system at velocity <math>c</math> in the direction of the original 3-sphere's radial expansion (along the system's proper time vector). Of course the view from our solar system does not suggest that the 3-sphere enclosing each galaxy is expanding at this great rate from its galactic center. The standard theory has been that the entire observable universe is expanding from a single big bang origin in time, with galaxies forming later. While the Euclidean four-dimensional viewpoint lends itself to that standard theory, it also supports theories which require no single origin point in space and time. These are the voyages of starship Earth, to boldly go where no one has gone before. We made the jump to light speed long ago, in whatever big bang our atoms emerged from, and have never slowed down since. == Origins of the theory == Einstein himself may have been the first to imagine the universe as the three-dimensional surface of a four-dimensional Euclidean 3-sphere, in what was narrowly the first written articulation of a Euclidean 4-space universe, contemporaneous with the teen-aged Coxeter's (quoted below).{{Efn|[[W:William Rowan Hamilton|Hamilton]]'s algebra '''H''' of [[W:Quaternions|quaternions]] introduces (in 1843) the notion of a [[W:Three-dimensional sphere|three-dimensional sphere]] embedded in a four-dimensional space, but Hamilton did not quite conceive of the quaternions as the Cartesian 4-coordinates of a Euclidean 4-space, and he did not describe our ordinary 3-space as embedded in Euclidean 4-space.}} Einstein did this as a [[W:Gedankenexperiment|gedankenexperiment]] in the context of investigating whether his equations of general relativity predicted an infinite or a finite universe, in his 1921 Princeton lecture.<ref>{{Cite book|url=http://www.gutenberg.org/ebooks/36276|title=The Meaning of Relativity|last=Einstein|first=Albert|publisher=Princeton University Press|year=1923|isbn=|location=|pages=110-111}}</ref> He invited us to imagine "A spherical manifold of three dimensions, embedded in a Euclidean continuum of four dimensions", but he was careful to disclaim parenthetically that "The aid of a fourth space dimension has naturally no significance except that of a mathematical artifice." Informally, the Euclidean 4-dimensional theory of relativity may be given as a sort of reciprocal to that disclaimer of Einstein's: ''The Minkowski spacetime has naturally no significance except that of a mathematical artifice, as an aid to understanding how things will appear to an observer from their perspective; the foreshortenings, clock desynchronizations and other Lorentz transformations it predicts are proper calculations of actual perspective effects; but real space is a flat, Euclidean continuum of four orthogonal spatial dimensions, and in it the ordinary laws of a flat vector space hold (such as the Pythagorean theorem), and all sightline calculations work classically, so long as you consider all four spatial dimensions.'' The Euclidean theory of relativity differs from the special theory of relativity in ascribing to the physical universe a geometry of four or more orthogonal spatial dimensions, rather than the special theory's [[w:Minkowski spacetime|Minkowski spacetime]] geometry, in which three spatial dimensions and a time dimension comprise a unified non-Euclidean spacetime of four dimensions. Anco and Maghadam found that <math>SO(4)</math> breaks to <math>\mathbb{S}^3</math> (the 3-sphere) if the energy in a Kepler orbit is negative (an elliptical orbit), and to <math>H^3</math> (Minkowski spacetime) if the energy is positive (a hyperbolic orbit). Therefore the fact that the planets orbit on ellipses in our 3-space suggests that they orbit on a 3-sphere embedded in Euclidean 4-space. Thus we can conclude that <math>\mathbb{R}^4</math> is the actual geometry of our physical universe, and Minkowski spacetime is an abstraction; the reciprocal of Einstein's disclaimer is the more direct physical model. Of course spacetime remains a true and useful abstraction, although it must relinquish its privileged position as our exclusive conception of our place in space.{{Efn| ...origins of the Euclidean 4-space insight in the observations of Fock, Atkinson, Moser and others.}} The invention of Euclidean geometry of more than three spatial dimensions preceded Einstein's theories by more than fifty years, when it was worked out originally by the Swiss mathematician [[w:Ludwig Schläfli|Ludwig Schläfli]] before 1853.{{Sfn|Coxeter|1973|loc=§7. Ordinary Polytopes in Higher Space; §7.x. Historical remarks|pp=141-144|ps=; "Practically all the ideas in this chapter ... are due to Schläfli, who discovered them before 1853 — a time when Cayley, Grassmann and Möbius were the only other people who had ever conceived the possibility of geometry in more than three dimensions."}} Schläfli extended Euclid's geometry of one, two, and three dimensions in a direct way to four or more dimensions, generalizing the rules and terms of [[w:Euclidean geometry|Euclidean geometry]] to spaces of any number of dimensions. He coined the general term ''[[polyscheme]]'' to mean geometric forms of any number of dimensions, including two-dimensional [[w:polygon|polygons]], three-dimensional [[w:polyhedron|polyhedra]], four dimensional [[w:polychoron|polychora]], and so on, and in the process he found all of the [[w:Regular polytope|regular polyschemes]] that are possible in every dimension, including in particular the [[User:Dc.samizdat/Rotations#Sequence of regular 4-polytopes|six convex regular polychora]] which can be constructed in a Euclidean space of four dimensions (the set analogous to the five [[w:Platonic solid|Platonic solids]] the ancients found in three dimensional space). Thus Schläfli was the first to explore the fourth dimension, reveal its emergent geometric properties, and discover its astonishing regular objects. Because his work was only published posthumously in 1901, and remained almost completely unknown until Coxeter published [[w:Regular_Polytopes_(book)|Regular Polytopes]] in 1947, other researchers had more than fifty years to rediscover the regular polychora, and competing terms were coined; today [[w:Reinhold_Hoppe|Reinhold Hoppe]]'s word ''[[w:Polytope|polytope]]'' is the commonly used term for ''polyscheme.''{{Efn|[[w:Reinhold_Hoppe|Reinhold Hoppe]]'s German word ''polytop'' was introduced into English by [[W:Alicia Boole Stott|Alicia Boole Stott]], who like Hoppe and [[W:Thorold Gosset|Thorold Gosset]] rediscovered Schlafli's six regular convex 4-polytopes, with no knowledge of their prior discovery. Today Schläfli's original ''polyschem'', with its echo of ''schema'' as in the configurations of information structures, seems even more fitting in its generality than ''polytope'' -- perhaps analogously as information software (programming) is even more general than information hardware (computers).}} Because of this century-long lag in the dissemination of a scientific discovery, the regular 4-polytopes appear to have played no role at all, by any name, in the twentieth century discovery and evolution of the theories of relativity and quantum mechanics.{{Efn|One could argue that the higher-dimensional polytopes have barely influenced science or culture at all thus far. The physicist John Edward Huth's comprehensive deep dive through the history of cultural and scientific concepts of physical space, from ancient flatland models of the world through general relativity and quantum mechancs, shows exactly how we got to our present standard model of the universe, although it includes no mention of higher-dimensional Euclidean space.<ref>{{Cite book|last=Huth|first=John Edward|title=A Sense of Space: A local's guide to a flat earth, the edge of the cosmos, and other curious places|year=2025|publisher=University of Chicago Press}}</ref>}} == Boundaries == <blockquote>Ever since we discovered that Earth is round and turns like a mad-spinning top, we have understood that reality is not as it appears to us: every time we glimpse a new aspect of it, it is a deeply emotional experience. Another veil has fallen.<ref>{{Cite book|author=Carlo Rovelli|author-link=W:Carlo Rovelli|title=Seven Brief Lessons on Physics|publisher=Riverhead|year=2016|isbn=978-0399184413}}</ref></blockquote> Of course it is strange to consciously contemplate this world we inhabit, our planet, our solar system, our 3-sphere surface in our vast galaxy, as the merest film, a boundary no thicker in the places we inhabit than the diameter of an electron (though much thicker in some places we cannot inhabit, such as the core of our planet and the interior of stars). But is not our unconscious traditional concept of the boundary of our world even stranger? Since the enlightenment we are accustomed to thinking that there is nothing beyond three dimensional space: no boundary, because there is nothing else to separate us from. But anyone who knows the [[polyscheme]]s Schläfli discovered knows that space can have any number of dimensions, and that there are fundamental objects and motions to be discovered in four dimensions that are even more various and interesting than those we can discover in three. The strange thing, when we think about it that way, is that there ''is'' a boundary between three and four dimensional space. ''Why'' can't we move (or apparently, see) in more than three dimensions? Why is our physical world apparently only three dimensional? Why would it have just ''three'' dimensions, and not four, or five, or the ''n'' dimensions that Schläfli mapped? What is the nature of the boundary which confines us to just three dimensions? We know that in Euclidean geometry the boundary between three and four dimensions is itself a spherical three dimensional space, so we should suspect that we are materially confined within such a curved boundary surface. Light need not be confined with us within our three dimensional boundary space. We would look directly through four dimensional space in our natural way, by receiving light signals that travelled through it to us on straight lines. In that case the reason we do not observe a fourth spatial dimension in our vicinity is that there are no nearby objects in it, just off our hyperplane in the wild. The nearest four-dimensional object we can see with our eyes is our sun, which lies equatorially in our own hyperplane, though it bulges out of it above and below. But when we look up at the heavens, every pinprick of light we observe is itself a four-dimensional object off our hyperplane, and they are distributed all around us in four-dimensional space through which we gaze. We are four-dimensionally sighted creatures, even though our bodies are three-dimensional objects, thin as an atom in the fourth dimension. But that should not perplex us: we can see into three dimensional space even though our retinas are two dimensional objects, thin as a photoreceptor cell. Our unconscious provincial concept is that there is nothing else outside our three dimensional world: no boundary, because there is nothing else to separate us from. But Schläfli discovered something else: all the astonishing regular objects that exist in higher dimensions, which vastly extend our notions of the beauty and mystery of space itself, and the intrinsic spatial symmetries of our universe which geometry reveals. Space is more commodious than we thought it was, and permits previously unimagined objects and motions. So our provincial conception of our place in it now has the same kind of status as our idea that the sun rises in the east and passes overhead: it is mere appearance, not a true model and no longer a proper explanation. An inertial boundary is a proper explanation, be it ever so thin. And would a boundary of ''no'' thickness, a mere abstraction with no physical power to separate, be a more suitable explanation? We must look for a physically powerful explanation in the geometry of space itself, which general relativity properly associates with the gravitational or inertial force. <blockquote>The number of dimensions possessed by a figure is the number of straight lines each perpendicular to all the others which can be drawn on it. Thus a point has no dimensions, a straight line one, a plane surface two, and a solid three .... In space as we now know it only three lines can be imagined perpendicular to each other. A fourth line, perpendicular to all the other three would be quite invisible and unimaginable to us. We ourselves and all the material things around us probably possess a fourth dimension, of which we are quite unaware. If not, from a four-dimensional point of view we are mere geometrical abstractions, like geometrical surfaces, lines, and points are to us. But this thickness in the fourth dimension must be exceedingly minute, if it exists at all. That is, we could only draw an exceedingly small line perpendicular to our three perpendicular lines, length, breadth and thickness, so small that no microscope could ever perceive it. We can find out something about the conditions of the fourth and higher dimensions if they exist, without being certain that they do exist, by a process which I have termed "Dimensional Analogy."<ref>{{Citation|title=Dimensional Analogy|last=Coxeter|first=Donald|date=February 1923|publisher=Coxeter Fonds, University of Toronto Archives|authorlink=W:Harold Scott MacDonald Coxeter|series=|postscript=|work=}}</ref></blockquote> I believe, but I cannot prove, that we live in real space, which is Schläfli's Euclidean space of ''n'' analogous dimensions. As Grassmann showed first, space cannot be limited to any finite number of dimensions. There will always be higher dimensions to discover, first in imagination and then to explore physically, each an astonishing new enlightenment.<ref>{{Cite book|first=T.S.|last=Eliot|title=Little Gidding|volume=Four Quartets|year=1943}}<blockquote> :We shall not cease from exploration :And the end of all our exploring :Will be to arrive where we started :And know the place for the first time. :Through the unknown, remembered gate :When the last of earth left to discover :Is that which was the beginning; :At the source of the longest river :The voice of the hidden waterfall :And the children in the apple-tree :Not known, because not looked for :But heard, half-heard, in the stillness :Between two waves of the sea. </blockquote></ref> Schläfli discovered every regular convex polytope that exists in any dimension, but that was only the beginning of the story of dimensional analogy, not its end or even the end of its beginning. That project is forever beginning anew. Coxeter discovered that Schläfli's Euclidean space is an expression of intrinsic symmetries, as Noether discovered all of physics is. Kappraff and Adamson discovered that even the sequences of humble regular polygons have fractal complexity. Symmetry itself is chaotic, always reachable but forever beyond our complete grasp. We are on a Wilderness Project, and just at its beginning, but already we observe a Euclidean space of four or more orthogonal spatial dimensions in which all objects with mass move ceaselessly at the constant velocity <math>c</math>, the universal rate at which everything moves, quantum events occur, and each of our proper times evolves. I believe these facts explain the experimentally verified theories of relativity and quantum mechanics, by revealing their unified polycentric geometry, the same way the facts about Copernicus's heliocentric solar system explained the observed motions of the planets, by revealing the geometry of gravity to Kepler. But others will have to do the math, work out the physics, and perform experiments to prove or disprove all of this, because I don't have the mathematics; entirely unlike Coxeter and Einstein, I am illiterate in those languages. <blockquote> ::::::BEECH :Where my imaginary line :Bends square in woods, an iron spine :And pile of real rocks have been founded. :And off this corner in the wild, :Where these are driven in and piled, :One tree, by being deeply wounded, :Has been impressed as Witness Tree :And made commit to memory :My proof of being not unbounded. :Thus truth's established and borne out, :Though circumstanced with dark and doubt— :Though by a world of doubt surrounded. :::::::—''The Moodie Forester''<ref>{{Cite book|title=A Witness Tree|last=Frost|first=Robert|year=1942|series=The Poetry of Robert Frost|publisher=Holt, Rinehart and Winston|edition=1969|}}</ref> </blockquote> == Appendix: Sequence of regular 4-polytopes == {{Regular convex 4-polytopes|wiki=W:|columns=7}} == ... == {{Efn|In a ''[[W:William Kingdon Clifford|Clifford]] displacement'', also known as an [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinic rotation]], all the Clifford parallel{{Efn|name=Clifford parallels}} invariant planes are displaced in four orthogonal directions (two completely orthogonal planes) at once: they are rotated by the same angle, and at the same time they are tilted ''sideways'' by that same angle. A [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|Clifford displacement]] is [[W:8-cell#Radial equilateral symmetry|4-dimensionally diagonal]].{{Efn|name=isoclinic 4-dimensional diagonal}} Every plane that is Clifford parallel to one of the completely orthogonal planes (including in this case an entire Clifford parallel bundle of 4 hexagons, but not all 16 hexagons) is invariant under the isoclinic rotation: all the points in the plane rotate in circles but remain in the plane, even as the whole plane tilts sideways. All 16 hexagons rotate by the same angle (though only 4 of them do so invariantly). All 16 hexagons are rotated by 60 degrees, and also displaced sideways by 60 degrees to a Clifford parallel hexagon. All of the other central polygons (e.g. squares) are also displaced to a Clifford parallel polygon 60 degrees away.|name=Clifford displacement}} {{Efn|It is not difficult to visualize four hexagonal planes intersecting at 60 degrees to each other, even in three dimensions. Four hexagonal central planes intersect at 60 degrees in the [[W:cuboctahedron|cuboctahedron]]. Four of the 24-cell's 16 hexagonal central planes (lying in the same 3-dimensional hyperplane) intersect at each of the 24-cell's vertices exactly the way they do at the center of a cuboctahedron. But the ''edges'' around the vertex do not meet as the radii do at the center of a cuboctahedron; the 24-cell has 8 edges around each vertex, not 12, so its vertex figure is the cube, not the cuboctahedron. The 8 edges meet exactly the way 8 edges do at the apex of a canonical [[W:cubic pyramid]|cubic pyramid]].{{Efn|name=24-cell vertex figure}}|name=cuboctahedral hexagons}} {{Efn|name=radially equilateral}} {{Efn|Eight {{sqrt|1}} edges converge in curved 3-dimensional space from the corners of the 24-cell's cubical vertex figure{{Efn|The [[W:vertex figure|vertex figure]] is the facet which is made by truncating a vertex; canonically, at the mid-edges incident to the vertex. But one can make similar vertex figures of different radii by truncating at any point along those edges, up to and including truncating at the adjacent vertices to make a ''full size'' vertex figure. Stillwell defines the vertex figure as "the convex hull of the neighbouring vertices of a given vertex".{{Sfn|Stillwell|2001|p=17}} That is what serves the illustrative purpose here.|name=full size vertex figure}} and meet at its center (the vertex), where they form 4 straight lines which cross there. The 8 vertices of the cube are the eight nearest other vertices of the 24-cell. The straight lines are geodesics: two {{sqrt|1}}-length segments of an apparently straight line (in the 3-space of the 24-cell's curved surface) that is bent in the 4th dimension into a great circle hexagon (in 4-space). Imagined from inside this curved 3-space, the bends in the hexagons are invisible. From outside (if we could view the 24-cell in 4-space), the straight lines would be seen to bend in the 4th dimension at the cube centers, because the center is displaced outward in the 4th dimension, out of the hyperplane defined by the cube's vertices. Thus the vertex cube is actually a [[W:cubic pyramid|cubic pyramid]]. Unlike a cube, it seems to be radially equilateral (like the tesseract and the 24-cell itself): its "radius" equals its edge length.{{Efn|The vertex cubic pyramid is not actually radially equilateral,{{Efn|name=radially equilateral}} because the edges radiating from its apex are not actually its radii: the apex of the [[W:cubic pyramid|cubic pyramid]] is not actually its center, just one of its vertices.}}|name=24-cell vertex figure}} {{Efn|The hexagons are inclined (tilted) at 60 degrees with respect to the unit radius coordinate system's orthogonal planes. Each hexagonal plane contains only ''one'' of the 4 coordinate system axes.{{Efn|Each great hexagon of the 24-cell contains one axis (one pair of antipodal vertices) belonging to each of the three inscribed 16-cells. The 24-cell contains three disjoint inscribed 16-cells, rotated 60° isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other (so their corresponding vertices are 120° {{=}} {{radic|3}} apart). A [[16-cell#Coordinates|16-cell is an orthonormal ''basis'']] for a 4-dimensional coordinate system, because its 8 vertices define the four orthogonal axes. In any choice of a vertex-up coordinate system (such as the unit radius coordinates used in this article), one of the three inscribed 16-cells is the basis for the coordinate system, and each hexagon has only ''one'' axis which is a coordinate system axis.|name=three basis 16-cells}} The hexagon consists of 3 pairs of opposite vertices (three 24-cell diameters): one opposite pair of ''integer'' coordinate vertices (one of the four coordinate axes), and two opposite pairs of ''half-integer'' coordinate vertices (not coordinate axes). For example: {{indent|17}}({{spaces|2}}0,{{spaces|2}}0,{{spaces|2}}1,{{spaces|2}}0) {{indent|5}}({{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}({{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}}) {{indent|5}}(–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}(–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}}) {{indent|17}}({{spaces|2}}0,{{spaces|2}}0,–1,{{spaces|2}}0)<br> is a hexagon on the ''y'' axis. Unlike the {{sqrt|2}} squares, the hexagons are actually made of 24-cell edges, so they are visible features of the 24-cell.|name=non-orthogonal hexagons|group=}} {{Efn|Visualize the three [[16-cell]]s inscribed in the 24-cell (left, right, and middle), and the rotation which takes them to each other. [[24-cell#Reciprocal constructions from 8-cell and 16-cell|The vertices of the middle 16-cell lie on the (w, x, y, z) coordinate axes]];{{Efn|name=six orthogonal planes of the Cartesian basis}} the other two are rotated 60° [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinically]] to its left and its right. The 24-vertex 24-cell is a compound of three 16-cells, whose three sets of 8 vertices are distributed around the 24-cell symmetrically; each vertex is surrounded by 8 others (in the 3-dimensional space of the 4-dimensional 24-cell's ''surface''), the way the vertices of a cube surround its center.{{Efn|name=24-cell vertex figure}} The 8 surrounding vertices (the cube corners) lie in other 16-cells: 4 in the other 16-cell to the left, and 4 in the other 16-cell to the right. They are the vertices of two tetrahedra inscribed in the cube, one belonging (as a cell) to each 16-cell. If the 16-cell edges are {{radic|2}}, each vertex of the compound of three 16-cells is {{radic|1}} away from its 8 surrounding vertices in other 16-cells. Now visualize those {{radic|1}} distances as the edges of the 24-cell (while continuing to visualize the disjoint 16-cells). The {{radic|1}} edges form great hexagons of 6 vertices which run around the 24-cell in a central plane. ''Four'' hexagons cross at each vertex (and its antipodal vertex), inclined at 60° to each other.{{Efn|name=cuboctahedral hexagons}} The [[24-cell#Hexagons|hexagons]] are not perpendicular to each other, or to the 16-cells' perpendicular [[24-cell#Squares|square central planes]].{{Efn|name=non-orthogonal hexagons}} The left and right 16-cells form a tesseract.{{Efn|Each pair of the three 16-cells inscribed in the 24-cell forms a 4-dimensional [[W:tesseract|hypercube (a tesseract or 8-cell)]], in [[24-cell#Relationships among interior polytopes|dimensional analogy]] to the way two tetrahedra form a cube: the two 8-vertex 16-cells are inscribed in the 16-vertex tesseract, occupying its alternate vertices. The third 16-cell does not lie within the tesseract; its 8 vertices protrude from the sides of the tesseract, forming a cubic pyramid on each of the tesseract's cubic cells. The three pairs of 16-cells form three tesseracts.{{Efn|name=three 8-cells}} The tesseracts share vertices, but the 16-cells are completely disjoint.{{Efn|name=completely disjoint}}|name=three 16-cells form three tesseracts}} Two 16-cells have vertex-pairs which are one {{radic|1}} edge (one hexagon edge) apart. But a [[24-cell#Simple rotations|''simple'' rotation]] of 60° will not take one whole 16-cell to another 16-cell, because their vertices are 60° apart in different directions, and a simple rotation has only one hexagonal plane of rotation. One 16-cell ''can'' be taken to another 16-cell by a 60° [[24-cell#Isoclinic rotations|''isoclinic'' rotation]], because an isoclinic rotation is [[3-sphere]] symmetric: four [[24-cell#Clifford parallel polytopes|Clifford parallel hexagonal planes]] rotate together, but in four different rotational directions,{{Efn|name=Clifford displacement}} taking each 16-cell to another 16-cell. But since an isoclinic 60° rotation is a ''diagonal'' rotation by 60° in ''two'' completely orthogonal directions at once,{{Efn|name=isoclinic geodesic}} the corresponding vertices of the 16-cell and the 16-cell it is taken to are 120° apart: ''two'' {{radic|1}} hexagon edges (or one {{radic|3}} hexagon chord) apart, not one {{radic|1}} edge (60°) apart as in a simple rotation.{{Efn|name=isoclinic 4-dimensional diagonal}} By the [[W:chiral|chiral]] diagonal nature of isoclinic rotations, the 16-cell ''cannot'' reach the adjacent 16-cell by rotating toward it; it can only reach the 16-cell ''beyond'' it. But of course, the 16-cell beyond the 16-cell to its right is the 16-cell to its left. So a 60° isoclinic rotation ''will'' take every 16-cell to another 16-cell: a 60° ''right'' isoclinic rotation will take the middle 16-cell to the 16-cell we may have originally visualized as the ''left'' 16-cell, and a 60° ''left'' isoclinic rotation will take the middle 16-cell to the 16-cell we visualized as the ''right'' 16-cell. (If so, that was our error in visualization; the 16-cell to the "left" is in fact the one reached by the left isoclinic rotation, as that is the only sense in which the two 16-cells are left or right of each other.)|name=three isoclinic 16-cells}} {{Efn|In a double rotation each vertex can be said to move along two completely orthogonal great circles at the same time, but it does not stay within the central plane of either of those original great circles; rather, it moves along a helical geodesic that traverses diagonally between great circles. The two completely orthogonal planes of rotation are said to be ''invariant'' because the points in each stay in the plane ''as the plane moves'', tilting sideways by the same angle that the other plane rotates.|name=helical geodesic}} {{Efn|A point under isoclinic rotation traverses the diagonal{{Efn|name=isoclinic 4-dimensional diagonal}} straight line of a single '''isoclinic geodesic''', reaching its destination directly, instead of the bent line of two successive '''simple geodesics'''. A '''[[W:geodesic|geodesic]]''' is the ''shortest path'' through a space (intuitively, a string pulled taught between two points). Simple geodesics are great circles lying in a central plane (the only kind of geodesics that occur in 3-space on the 2-sphere). Isoclinic geodesics are different: they do ''not'' lie in a single plane; they are 4-dimensional [[W:helix|spirals]] rather than simple 2-dimensional circles.{{Efn|name=helical geodesic}} But they are not like 3-dimensional [[W:screw threads|screw threads]] either, because they form a closed loop like any circle (after ''two'' revolutions). Isoclinic geodesics are ''4-dimensional great circles'', and they are just as circular as 2-dimensional circles: in fact, twice as circular, because they curve in a circle in two completely orthogonal directions at once.{{Efn|Isoclinic geodesics are ''4-dimensional great circles'' in the sense that they are 1-dimensional geodesic ''lines'' that curve in 4-space in two completely orthogonal planes at once. They should not be confused with ''great 2-spheres'',{{Sfn|Stillwell|2001|p=24}} which are the 4-dimensional analogues of 2-dimensional great circles (great 1-spheres).}} These '''isoclines''' are geodesic 1-dimensional lines embedded in a 4-dimensional space. On the 3-sphere{{Efn|All isoclines are geodesics, and isoclines on the 3-sphere are circles (curving equally in each dimension), but not all isoclines on 3-manifolds in 4-space are circles.}} they always occur in [[W:chiral|chiral]] pairs and form a pair of [[W:Villarceau circle|Villarceau circle]]s on the [[W:Clifford torus|Clifford torus]],{{Efn|Isoclines on the 3-sphere occur in non-intersecting chiral pairs. A left and a right isocline form a [[W:Hopf link|Hopf link]] called the {1,1} torus knot{{Sfn|Dorst|2019|loc=§1. Villarceau Circles|p=44|ps=; "In mathematics, the path that the (1, 1) knot on the torus traces is also known as a [[W:Villarceau circle|Villarceau circle]]. Villarceau circles are usually introduced as two intersecting circles that are the cross-section of a torus by a well-chosen plane cutting it. Picking one such circle and rotating it around the torus axis, the resulting family of circles can be used to rule the torus. By nesting tori smartly, the collection of all such circles then form a [[W:Hopf fibration|Hopf fibration]].... we prefer to consider the Villarceau circle as the (1, 1) torus knot [a [[W:Hopf link|Hopf link]]] rather than as a planar cut [two intersecting circles]."}} in which ''each'' of the two linked circles traverses all four dimensions.}} the paths of the left and the right [[W:Rotations in 4-dimensional Euclidean space#Double rotations|isoclinic rotation]]. They are [[W:Helix|helices]] bent into a [[W:Möbius strip|Möbius loop]] in the fourth dimension, taking a diagonal [[W:Winding number|winding route]] twice around the 3-sphere through the non-adjacent vertices of a 4-polytope's [[W:Skew polygon#Regular skew polygons in four dimensions|skew polygon]].|name=isoclinic geodesic}} {{Efn|[[File:Hopf band wikipedia.png|thumb|150px|Two [[W:Clifford parallel|Clifford parallel]] great circles spanned by a twisted [[W:Annulus (mathematics)|annulus]].]][[W:Clifford parallel|Clifford parallel]]s are non-intersecting curved lines that are parallel in the sense that the perpendicular (shortest) distance between them is the same at each point. A double helix is an example of Clifford parallelism in ordinary 3-dimensional Euclidean space. In 4-space Clifford parallels occur as geodesic great circles on the [[W:3-sphere|3-sphere]].{{Sfn|Kim|Rote|2016|pp=8-10|loc=Relations to Clifford Parallelism}} Whereas in 3-dimensional space, any two geodesic great circles on the [[W:2-sphere|2-sphere]] will always intersect at two antipodal points, in 4-dimensional space not all great circles intersect. In 4-polytopes various discrete sets of Clifford parallel non-intersecting geodesic great circles can be found on the 3-sphere. They spiral around each other in [[W:Hopf fibration|Hopf fiber bundles]] which visit all the vertices just once. The simplest example is that six mutually orthogonal great circles can be drawn on the 3-sphere, as three pairs of completely orthogonal great circles, intersecting at 8 points defining a [[16-cell]]. Each completely orthogonal pair of circles is Clifford parallel. They cannot intersect at all, because they lie in planes which intersect at only one point: the center of the 16-cell. Because they are perpendicular and share a common center, the two circles are obviously not parallel and separate in the usual way of parallel circles in 3 dimensions; rather they are connected like adjacent links in a chain, each passing through the other without intersecting at any points, forming a [[W:Hopf link|Hopf link]]|name=Clifford parallels}} {{Efn|In the 24-cell each great square plane is completely orthogonal{{Efn|name=completely orthogonal planes}} to another great square plane, and each great hexagon plane is completely orthogonal to a plane which intersects only two vertices: a great [[W:digon|digon]] plane.|name=pairs of completely orthogonal planes}} {{Efn|In an [[24-cell#Isoclinic rotations|isoclinic rotation]], each point anywhere in the 4-polytope moves an equal distance in four orthogonal directions at once, on a [[W:8-cell#Radial equilateral symmetry|4-dimensional diagonal]]. The point is displaced a total [[W:Pythagorean distance]] equal to the square root of four times the square of that distance. For example, when the unit-radius 24-cell rotates isoclinically 60° in a hexagon invariant plane and 60° in its completely orthogonal invariant plane,{{Efn|name=pairs of completely orthogonal planes}} all vertices are displaced to a vertex two edge lengths away. Each vertex is displaced to another vertex {{radic|3}} (120°) away, moving {{radic|3/4}} in four orthogonal coordinate directions.|name=isoclinic 4-dimensional diagonal}} {{Efn|Each square plane is isoclinic (Clifford parallel) to five other square planes but completely orthogonal{{Efn|name=completely orthogonal planes}} to only one of them.{{Efn|name=Clifford parallel squares in the 16-cell and 24-cell}} Every pair of completely orthogonal planes has Clifford parallel great circles, but not all Clifford parallel great circles are orthogonal (e.g., none of the hexagonal geodesics in the 24-cell are mutually orthogonal).|name=only some Clifford parallels are orthogonal}} {{Efn|In the [[16-cell#Rotations|16-cell]] the 6 orthogonal great squares form 3 pairs of completely orthogonal great circles; each pair is Clifford parallel. In the 24-cell, the 3 inscribed 16-cells lie rotated 60 degrees isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other; consequently their corresponding vertices are 120 degrees apart on a hexagonal great circle. Pairing their vertices which are 90 degrees apart reveals corresponding square great circles which are Clifford parallel. Each of the 18 square great circles is Clifford parallel not only to one other square great circle in the same 16-cell (the completely orthogonal one), but also to two square great circles (which are completely orthogonal to each other) in each of the other two 16-cells. (Completely orthogonal great circles are Clifford parallel, but not all Clifford parallels are orthogonal.{{Efn|name=only some Clifford parallels are orthogonal}}) A 60 degree isoclinic rotation of the 24-cell in hexagonal invariant planes takes each square great circle to a Clifford parallel (but non-orthogonal) square great circle in a different 16-cell.|name=Clifford parallel squares in the 16-cell and 24-cell}} {{Efn|In 4 dimensional space we can construct 4 perpendicular axes and 6 perpendicular planes through a point. Without loss of generality, we may take these to be the axes and orthogonal central planes of a (w, x, y, z) Cartesian coordinate system. In 4 dimensions we have the same 3 orthogonal planes (xy, xz, yz) that we have in 3 dimensions, and also 3 others (wx, wy, wz). Each of the 6 orthogonal planes shares an axis with 4 of the others, and is ''completely orthogonal'' to just one of the others: the only one with which it does not share an axis. Thus there are 3 pairs of completely orthogonal planes: xy and wz intersect only at the origin; xz and wy intersect only at the origin; yz and wx intersect only at the origin.|name=six orthogonal planes of the Cartesian basis}} {{Efn|Two planes in 4-dimensional space can have four possible reciprocal positions: (1) they can coincide (be exactly the same plane); (2) they can be parallel (the only way they can fail to intersect at all); (3) they can intersect in a single line, as two non-parallel planes do in 3-dimensional space; or (4) '''they can intersect in a single point'''{{Efn|To visualize how two planes can intersect in a single point in a four dimensional space, consider the Euclidean space (w, x, y, z) and imagine that the w dimension represents time rather than a spatial dimension. The xy central plane (where w{{=}}0, z{{=}}0) shares no axis with the wz central plane (where x{{=}}0, y{{=}}0). The xy plane exists at only a single instant in time (w{{=}}0); the wz plane (and in particular the w axis) exists all the time. Thus their only moment and place of intersection is at the origin point (0,0,0,0).|name=how planes intersect at a single point}} (and they ''must'', if they are completely orthogonal).{{Efn|Two flat planes A and B of a Euclidean space of four dimensions are called ''completely orthogonal'' if and only if every line in A is orthogonal to every line in B. In that case the planes A and B intersect at a single point O, so that if a line in A intersects with a line in B, they intersect at O.{{Efn|name=six orthogonal planes of the Cartesian basis}}|name=completely orthogonal planes}}|name=how planes intersect}} {{Efn|Polytopes are '''completely disjoint''' if all their ''element sets'' are disjoint: they do not share any vertices, edges, faces or cells. They may still overlap in space, sharing 4-content, volume, area, or lineage.|name=completely disjoint}} {{Efn|If the [[W:Euclidean distance|Pythagorean distance]] between any two vertices is {{sqrt|1}}, their geodesic distance is 1; they may be two adjacent vertices (in the curved 3-space of the surface), or a vertex and the center (in 4-space). If their Pythagorean distance is {{sqrt|2}}, their geodesic distance is 2 (whether via 3-space or 4-space, because the path along the edges is the same straight line with one 90^o bend in it as the path through the center). If their Pythagorean distance is {{sqrt|3}}, their geodesic distance is still 2 (whether on a hexagonal great circle past one 60^o bend, or as a straight line with one 60^o bend in it through the center). Finally, if their Pythagorean distance is {{sqrt|4}}, their geodesic distance is still 2 in 4-space (straight through the center), but it reaches 3 in 3-space (by going halfway around a hexagonal great circle).|name=Geodesic distance}} {{Efn|Two angles are required to fix the relative positions of two planes in 4-space.{{Sfn|Kim|Rote|2016|p=7|loc=§6 Angles between two Planes in 4-Space|ps=; "In four (and higher) dimensions, we need two angles to fix the relative position between two planes. (More generally, ''k'' angles are defined between ''k''-dimensional subspaces.)"}} Since all planes in the same [[W:hyperplane|hyperplane]] are 0 degrees apart in one of the two angles, only one angle is required in 3-space. Great hexagons in different hyperplanes are 60 degrees apart in ''both'' angles. Great squares in different hyperplanes are 90 degrees apart in ''both'' angles (completely orthogonal){{Efn|name=completely orthogonal planes}} or 60 degrees apart in ''both'' angles.{{Efn||name=Clifford parallel squares in the 16-cell and 24-cell}} Planes which are separated by two equal angles are called ''isoclinic''. Planes which are isoclinic have [[W:Clifford parallel|Clifford parallel]] great circles.{{Efn|name=Clifford parallels}} A great square and a great hexagon in different hyperplanes are neither isoclinic nor Clifford parallel; they are separated by a 90 degree angle ''and'' a 60 degree angle.|name=two angles between central planes}} {{Efn|The 24-cell contains 3 distinct 8-cells (tesseracts), rotated 60° isoclinically with respect to each other. The corresponding vertices of two 8-cells are {{radic|3}} (120°) apart. Each 8-cell contains 8 cubical cells, and each cube contains four {{radic|3}} chords (its long diagonals). The 8-cells are not completely disjoint{{Efn|name=completely disjoint}} (they share vertices), but each cube and each {{radic|3}} chord belongs to just one 8-cell. The {{radic|3}} chords joining the corresponding vertices of two 8-cells belong to the third 8-cell.|name=three 8-cells}} {{Efn|Departing from any vertex V₀ in the original great hexagon plane of isoclinic rotation P₀, the first vertex reached V₁ is 120 degrees away along a {{radic|3}} chord lying in a different hexagonal plane P₁. P₁ is inclined to P₀ at a 60° angle.{{Efn|P₀ and P₁ lie in the same hyperplane (the same central cuboctahedron) so their other angle of separation is 0.{{Efn|name=two angles between central planes}}}} The second vertex reached V₂ is 120 degrees beyond V₁ along a second {{radic|3}} chord lying in another hexagonal plane P₂ that is Clifford parallel to P₀.{{Efn|P₀ and P₂ are 60° apart in ''both'' angles of separation.{{Efn|name=two angles between central planes}} Clifford parallel planes are isoclinic (which means they are separated by two equal angles), and their corresponding vertices are all the same distance apart. Although V₀ and V₂ are ''two'' {{radic|3}} chords apart{{Efn|V₀ and V₂ are two {{radic|3}} chords apart on the geodesic path of this rotational isocline, but that is not the shortest geodesic path between them. In the 24-cell, it is impossible for two vertices to be more distant than ''one'' {{radic|3}} chord, unless they are antipodal vertices {{radic|4}} apart.{{Efn|name=Geodesic distance}} V₀ and V₂ are ''one'' {{radic|3}} chord apart on some other isocline. More generally, isoclines are geodesics because the distance between their ''adjacent'' vertices is the shortest distance between those two vertices, but a path between two vertices along a geodesic is not always the shortest distance between them (even on ordinary great circle geodesics).}}, P₀ and P₂ are just one {{radic|1}} edge apart (at every pair of ''nearest'' vertices).}} (Notice that V₁ lies in both intersecting planes P₁ and P₂, as V₀ lies in both P₀ and P₁. But P₀ and P₂ have ''no'' vertices in common; they do not intersect.) The third vertex reached V₃ is 120 degrees beyond V₂ along a third {{radic|3}} chord lying in another hexagonal plane P₃ that is Clifford parallel to P₁. The three {{radic|3}} chords lie in different 8-cells.{{Efn|name=three 8-cells}} V₀ to V₃ is a 360° isoclinic rotation.|name=360 degree geodesic path visiting 3 hexagonal planes}} {{Sfn|Mamone, Pileio & Levitt|2010|loc=§4.5 Regular Convex 4-Polytopes|pp=1438-1439|ps=; the 24-cell has 1152 symmetry operations (rotations and reflections) as enumerated in Table 2, symmetry group 𝐹₄.}} ==Notes== {{Regular convex 4-polytopes Notelist|wiki=W:}} ==Citations== {{Regular convex 4-polytopes Reflist|wiki=W:}} ==References== {{Refbegin}} * {{Cite book|title=A Week on the Concord and Merrimack Rivers|last=Thoreau|first=Henry David|author-link=W:Thoreau|publisher=James Munroe and Company|year=1849|isbn=|location=Boston|ref={{SfnRef|Thoreau|1849}}}} * {{Cite journal|title=Theoretical Evidence for Principles of Special Relativity Based on Isotropic and Uniform Four-Dimensional Space|first=Takuya|last=Yamashita|date=25 May 2023|doi= 10.20944/preprints202305.1785.v1|journal=Preprints|volume=2023|issue=2023051785|url=https://doi.org/10.20944/preprints202305.1785.v1|ref={{SfnRef|Yamashita|2023}}}} * {{Cite_arXiv | arxiv=2512.02903v2 | date=2 January 2026 | title=Symmetry transformation group arising from the Laplace–Runge–Lenz vector | first1=Stephen C. | last1=Anco | first2=Mahdieh Gol Bashmani | last2=Moghadam | class=math-ph}} === [[Polyscheme|Polyschemes]] === {{Regular convex 4-polytopes Refs|wiki=W:}} {{Refend}} 2p22ymlsvvd5zplno31mns2ysd15ffp 2841638 2841581 2026-10-20T03:07:12Z Dc.samizdat 2856930 /* A theory of the Euclidean cosmos */ 2841638 wikitext text/x-wiki {{align|center|David Brooks Christie}} {{align|center|dc@samizdat.org}} {{align|center|Draft in progress}} {{align|center|June 2023 - October 2026}} <blockquote>'''Abstract:''' The physical universe is properly visualized as real Euclidean space <math>\mathbb{R}^4</math> of four orthogonal spatial dimensions. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are 4-polytopes, small round 4-dimensional objects, and stars are 4-balls of atomic plasma, large round 4-dimensional objects. We ourselves and the objects we observe near us are only 3-dimensional, but nonetheless we can see into four dimensions of space. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity <math>c</math>. Light from them reaches us directly, on straight lines through 4-space. This view of the observed universe is compatible with special and general relativity, and with quantum mechanics. It furnishes those theories with an explanatory geometric model.</blockquote> == Summary == We observe that: * Physical space has four perpendicular dimensions, not just three. * Atoms are [[W:4-polytope|4-polytopes]]. * The sun is a [[W:4-ball|4-ball]] that is round in four dimensions. * Everything of intermediate size between an atom and a star, including us and our planet, lies in a 3-dimensional manifold of ordinary space. * Our entire 3-space manifold is moving through Euclidean 4-space at the speed of light, in a direction perpendicular to its three interior dimensions. * Special relativity describes the linear motion of objects and light signals in four-dimensional Euclidean space. * General relativity describes the rotational motion of objects with mass in four-dimensional Euclidean space. == A theory of the Euclidean cosmos == The physical universe is properly visualized as [[w:Four-dimensional_space|real Euclidean space <math>\mathbb{R}^4</math>]] of four orthogonal spatial dimensions. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are [[w:4-polytope|4-polytopes]], small round 4-dimensional objects, and stars are [[W:4-ball|4-balls]] of atomic plasma, large round 4-dimensional objects. Objects intermediate in size between atoms and stars, including molecules, people, and planetery surfaces their surface, are so flat as to be essentially 3-dimensional, having only the thickness of an atom in the orthogonal fourth dimension. All objects with mass move inertially through Euclidean 4-space at constant velocity <math>c</math> as long as they exist, and acceleration only varies their direction. Objects moving in the same direction are in the same inertial reference frame. Their direction of motion through 4-space at velocity <math>c</math> is their proper time dimension, simply because their direction and velocity of motion through time is the same as their direction and velocity of motion through space. A typical galaxy such as ours occupies a 4-ball of mostly empty space, with stars and other objects distributed non-uniformly within it. The galaxy's orbital center may be nothing: a smaller 4-ball of empty space they surround. The stars in our spiral galaxy appear from our accustomed point of view to occupy a disk-like region of 3-dimensional space, with a denser ball-like center, but they are not so confined: they are distributed within a region of 4-dimensional space. The disk and ball have thickness not only in the third dimension, but in the fourth spatial dimension as well. Light from stars and galaxies reaches us on straight lines through Euclidean 4-space, so from our viewpoint, in what we have always imagined to be a 3-space universe, we look into the surrounding 4-space. Although we are physically confined within a 3-dimensional hyperplane by the inertia of our motion through 4-space at constant velocity <math>c</math>, light signals are not so confined, so we observe all the cosmological objects surrounding us, both in and above or below our hyperplane, without perceiving their separation in our fourth orthogonal dimension, the direction of our motion. We may perceive a galaxy as elliptical when it is actually spherical, because that is how its image projects from its 4-ball shape into a 3-ball region in our hyperplane, where we measure it with our 3-dimensional bodies. More generally, orbits are circular in 4-space, but elliptical in the 3-space of their elliptic hyperplane. The galaxy as a whole, or more properly its orbital barycenter, is translating through 4-space at velocity <math>c</math>, in a distinct direction orthogonal to all three dimensions of our ordinary proper 3-space. Stars within the galaxy are translating with it at the same velocity <math>c</math> in the same direction, but on spiral trajectories as they pursue their various orbits within the galaxy. The galaxy as a whole occupies a 4-ball within its proper inertial reference frame (that is, in the moving frame of reference in which the galaxy considers itself to be a stationary rotating 4-ball). Over time, the galaxy 4-ball occupies a 4-dimensional cylinder and progresses along the cylinder's axis at velocity <math>c</math>. In this more universal inertial reference frame, the stars in the galaxy follow helical geodesic paths through the 4-cylinder; their trajectories are screw-translations through 4-space, the compound of a simple rotation and a completely orthogonal linear translation. The gravitational force and the inertial tendency to follow a geodesic are the same phenomenon, by the equivalence principle. That said, they can be distinguished, and the galaxy is held together primarily by gravity as inertia, not by gravity as attraction to a central mass toward which objects fall in orbit. There is not enough mass in the galaxy to hold it together by attraction, there is just enough to bend the stars' trajectories toward each other, in helical orbits around a barycentric axis of motion. It is the tremendous inertial force of stars in translational motion at velocity <math>c</math> that holds the cylinder of motion together, not some invisible dark matter. The observed universe as a whole appears to be a [[W:3-sphere|3-sphere]] expanding radially from a central origin point at velocity <math>c</math>, the invariant velocity of mass-carrying objects through 4-space, also the propagation speed of light relative to any moving 3-space manifold, as measured by all observers. A 3-sphere is a hypersphere in Euclidean 4-space, but the enclosing surface of a 3-sphere is a curved, finite 3-space, dimensionally analogous to the surface of the earth which is a curved, finite 2-space. This 3-sphere could be the domain of our visible cosmos, but of course we do not know for certain that all the cosmological objects we observe lie near the surface of our expanding 3-sphere, since it is only our assumption that they must all have originated in the same big bang long ago. Possibly some of the more distant objects we observe did not, and lie elsewhere, outside our big-bang's 3-sphere of outflying matter or even inside its 3-sphere, below its surface. We cannot assume that all objects in the 4-space universe lie near the surface of the same expanding 3-sphere. For all observers, the conjectured big-bang of their origin corresponds not only to a now-distant point in their proper time past, it also corresponds to a distinct now-distant point in 4-dimensional space: the same point in the same Euclidean 4-space for all observers with the same origin. Our big bang had a distinct origin point in real space as well as in real time. More generally, time and Euclidean 4-space can be measured independently, just as time and Euclidean 3-space were measured classically, without the necessity to combine them as spacetime. The same inertial force which holds the galactic cylinder of motion together also confines us physically to an exceedingly thin three-dimensional surface manifold moving through 4-space at velocity <math>c</math>. All objects in our solar system too small to have their own gravity lie entirely within this thinest three-dimensional manifold, and have only the thickness of an atom in their direction-of-motion fourth dimension. That is why we are 3-dimensional objects ourselves, and why we cannot construct more than three perpendiculars through a single point in our local 3-dimensional space. A spherical region of 4-space is called a [[W:4-ball|4-ball]]. The enclosing surface of a 4-ball of any size is a finite, curved (non-Euclidean) 3-dimensional space called a [[w:3-sphere|3-sphere]]. Our entire big-bang-origin universe appears to be the largest 3-sphere we observe, but each of the cosmological objects within it (including our galaxy and our sun) is contained in a smaller 3-sphere shell of its own, lying (we assume) on the largest 3-sphere embedded in its surface, like a soap bubble on the surface of a larger soap bubble. All the 3-dimensional surfaces are expanding, as the largest 3-sphere inflates at radial velocity <math>c</math>. We ourselves live within such an expanding 3-dimensional surface, in an infinitesimally curved 3-manifold surface embedded in Euclidean 4-space. That surface is the ordinary 3-dimensional space we experience. The earth and all the planets lie on it. Our solar system is only a small patch on the surface of a dimensionally rounder space, although that surface is not infinite. It is curved, and finite, analogous to the way the 2-dimensional surface of the earth -- once thought to be flat -- is curved and finite. Our solar system occupies a small patch on a filmy 4-dimensional soap-bubble of galactic size rounded by gravity, that is thicker-skinned than the diameter of an atom only in the interior of objects with gravity of their own. Our 3-manifold of ordinary space, as a surface within our moving 4-ball galaxy, is translating through 4-space at velocity <math>c</math> with the galaxy, in a distinct direction orthogonal to the manifold's three orthogonal dimensions of interior space. At every material point in the manifold (at every atom), the translation through 4-space is following a geometric law of motion discovered by Coxeter, that governs the propagation of individual objects through Euclidean space by the actions of their symmetry groups. The solar system's atoms of mass are 4-polytopes that are simultaneously rotating and translating, and as they advance together they define a moving 3-dimensional manifold by their own collective inertia, also called gravity, the property of matter's ceaseless propagation through 4-space at the constant velocity <math>c</math>, the universal rate of causality at which quantum events occur, all objects move, and the universe evolves. Any moving 3-dimensional manifold such as ours is an evolving surface boundary that is empty in most places, occupied by single atoms in comparatively fewer places, and occupied by bound complexes of multiple atoms (molecules) in still fewer places. In all these places it is no thicker than one atom in the dimension corresponding to its direction of translation, because molecules are 3-dimensional complexes of atoms that add no thickness to the manifold. In fewer places still it is occupied by large lumps of matter which exert a gravitational attraction on objects around them, such as stars and planets. Every object which we find occurring naturally in the solar system that is too small to have perceptible gravity of its own is a 3-dimensional smear of atoms no thicker than one atom in its fourth dimension, the direction of its linear translation through 4-space at velocity <math>c</math>. The moving surface manifold cannot be thicker than one atom at any point unless and until there is enough mass near that point for the force of gravity as attraction to overcome the force of gravity as inertia, allowing atoms to be "heaped up" into larger 4-dimensional objects that form a lump in its moving surface. We have only indirect experience of such 4-dimensional lumps of matter thicker than one atom, since they occur naturally in our vicinity only in regions of superdense matter, such as the core of the earth or the interior of the sun. Deep in the core of the earth under enormous gravitational pressure peculiar states of matter have been observed, defying our understanding of how 3-dimensional crystalline structures behave. That is because they are not 3-dimensional structures, they are 4-dimensional crystals. The earth is a disk-like 4-dimensional object that is thin at its edge but thicker at its sphere-like center, dimensionally analogous to a 3-dimensional flying saucer with a sharp circular edge. The earth's surface that we walk on is an ordinary sphere (a 2-sphere), analogous to the circular edge of the flying saucer (a 1-sphere), and on that edge where we live every object we find (including ourselves) is 3-dimensional with only the thickness of an atom in the fourth dimension. We cannot walk on the top or bottom surface of the 4-disk earth because those surfaces are 3-dimensional regions within the earth. The earth's deep core of superdense 4-dimensional matter occupies a spherical region of 4-dimensional space (a 4-ball). The sun is the only entirely spherical superdense lump occurring naturally in our solar system. We refer to the contents of such free-standing 4-balls of matter as atomic plasma, and have little experimental knowledge of its internal geometry or processes. We know that such a lump as the sun burns at its surface 3-sphere and emits radiation, and we know a good deal about those surface processes which are nuclear atomic processes, but we know very little about its interior 4-ball, a dimensionally rounder enclosed space whose existence we did not suspect. Every moving surface boundary of matter in the observed universe is evolving in four dimensions at velocity <math>c</math>. The current location in 4-space of any of its material objects corresponds to the present moment in the proper time of that object's inertial reference frame. The object's direction of movement at velocity <math>c</math> corresponds to its proper time dimension, which is a spiral over time, not a Euclidean (straight-line) dimension, since its direction is changing in its orbit. Objects with mass of all sizes, from subatomic particles to the largest objects observed in the cosmos, are perpetually in inertial rotational motion in some orbit, and simultaneously in inertial translational motion propagating themselves through 4-space, in two completely orthogonal inertial motions each at the constant universal rate of transformation <math>c</math>. Every object with mass moves relative to universal 4-coordinate Euclidean space on its own distinct geodesic spiral, a screw displacement trajectory that is the compound of its two completely orthogonal inertial motions, a rotation and a translation. Objects without mass such as photons lie off such moving surface boundaries of matter from which they were emitted, and their motion is of a different nature. They are in translational motion at velocity <math>c</math> through all four dimensions concurrently, without any rotational component of motion, so they move through 4-space on straight lines at a compound velocity. The propagation speed of light measured on a straight line through Euclidean 4-space is <math>c\prime = 2c</math>, so we can see in four dimensions, even though we are physically confined to a 3-dimensional manifold that is moving at velocity <math>c</math>. For example, we can look across the center of the mostly-empty 4-ball containing our galaxy and see stars in the opposite sides of its concentric 3-sphere orbital surfaces. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity <math>c</math>. They move in the 4-space direction corresponding to their proper time, perpendicular to all three dimensions of their proper 3-space, and generally the farther they are from us the greater the divergence of their direction of motion from our direction of motion: the greater the relative motion between us and their Hubble redshift. Light from them reaches us directly, propagating on straight lines through 4-space at twice the velocity at which they, and we ourselves, are propagating through 4-space. This physical model of the observed universe is compatible with the theories of special and general relativity, and with the atomic theory of quantum mechanics. It explains those theories geometrically, as expressions of intrinsic symmetries in Euclidean space. == Symmetries == It is common to speak of nature as a web, and so it is, the great web of our physical experiences. Every web must have its root systems somewhere, and nature in this sense must be rooted in the symmetries which underlie physics and geometry, the [[W:Group (mathematics)|mathematics of groups]].{{Sfn|Conway, Burgiel & Goodman-Strauss|2008}} As I understand [[W:Noether's theorem|Noether's theorem]] (which is not mathematically), hers is the deepest meta-theory of nature yet, deeper than [[W:Theory of relativity|Einstein's relativity]] or [[W:Evolution|Darwin's evolution]] or [[W:Euclidean geometry|Euclid's geometry]]. It finds that all fundamental findings in physics are based on conservation laws which can be laid at the doors of distinct [[W:symmetry group |symmetry group]]s. Thus all fundamental systems in physics, as examples [[W:quantum chromodynamics|quantum chromodynamics]] (QCD) the theory of the strong force binding the atomic nucleus and [[W:quantum electrodynamics|quantum electrodynamics]] (QED) the theory of the electromagnetic force, each have a corresponding symmetry [[W:group theory|group theory]] of which they are an expression. [[W:Coxeter group|Coxeter's theory of symmetry groups]] generated by reflections did for geometry what Noether's theorem and Einstein's relativity did for physics. [[W:Coxeter|Coxeter]] showed that Euclidean geometry is based on conservation laws that correspond to distinct symmetry groups, and that their group actions express the principle of relativity. Here is Coxeter's formulation of the motions of objects (their congruent transformations) in an ''n''-dimensional Euclidean space, excerpted:{{Sfn|Coxeter|1973|pp=217-218|loc=§12.2 Congruent transformations}} <blockquote>Let <math>\mathrm{Q}</math> denote a rotation, <math>\mathrm{R}</math> a reflection, <math>\mathrm{T}</math> a translation, and let <math>\mathrm{Q}^q \mathrm{R}^r\mathrm{T}</math> denote a product of several such transformations, all commutative with one another. Then <math>\mathrm{RT}</math> is a glide-reflection (in two or three dimensions), <math>\mathrm{QR}</math> is a rotary-reflection, <math>\mathrm{QT}</math> is a screw-displacement, and <math>\mathrm{Q^2}</math> is a double rotation (in four dimensions).<br> Every orthogonal transformation is expressible as:<br> :<math>\mathrm{Q}^q \mathrm{R}^r</math><br> where <math>(2^q + r \le n)</math>, the number of dimensions.<br> Transformations involving a translation are also expressible as:<br> :<math>\mathrm{Q}^q \mathrm{R}^r \mathrm{T}</math><br> where <math>(2^q + r + 1 \le n)</math>.<br> For <math>(n = 4)</math> in particular, every displacement is either a double rotation <math>\mathrm{Q}^2</math>, or a screw-displacement <math>\mathrm{QT}</math> [where the rotation component <math>\mathrm{Q}</math> is a simple rotation, but the <math>\mathrm{QT}</math> is chiral like a <math>\mathrm{Q^2}</math>]. Every enantiomorphous transformation in 4-space (reversing chirality) is a <math>\mathrm{QRT}</math>.</blockquote> If we begin with this most elemental [[w:Kinematics|kinematics]] of Coxeter's, and also assume the [[W:Galilean relativity|Galilean principle of relativity]], every displacement in 4-space can be viewed as either a <math>\mathrm{Q^2}</math> or a <math>\mathrm{QT}</math>, because we can view any <math>\mathrm{QT}</math> as a <math>\mathrm{Q^2}</math> in a linearly moving (translating) reference frame. Therefore any transformation from one inertial reference frame to another is expressable as a <math>\mathrm{Q^2}</math>. By the same principle, we can view any <math>\mathrm{QT}</math> or <math>\mathrm{Q^2}</math> as an isoclinic (equi-angled) <math>\mathrm{Q^2}</math> by proper choice of reference frame.{{Efn|[[W:Arthur Cayley|Cayley]] showed that any rotation in 4-space can be decomposed into two isoclinic rotations, which intuitively we might see follows from the fact that any transformation from one inertial reference frame to another is expressable as a [[W:SO(4)|rotation in 4-dimensional Euclidean space]].|name=Cayley's rotation factorization into two isoclinic reference frame transformations}} Coxeter's relation is thus a mathematical statement of the principle of relativity, on group-theoretic grounds. It correctly captures the limits to [[W:General relativity|general relativity]], in that we can only exchange the translation (<math>\mathrm{T}</math>) for ''one'' of the two rotations (<math>\mathrm{Q}</math>). An observer in any inertial reference frame can always measure the presence, direction and velocity of ''one'' rotation (<math>\mathrm{Q}</math>) up to uncertainty, and can always distinguish the direction of their own proper time translation (<math>\mathrm{T}</math>). As I understand Coxeter theory (which is not mathematically), the symmetry groups underlying physics seem to have an expression in a [[W:Euclidean space|Euclidean space]] of four [[W:dimension|dimension]]s, that is, they are [[W:Euclidean geometry#Higher dimensions|four-dimensional Euclidean geometry]]. Therefore as I understand that geometry (which is entirely by synthetic methods rather than by Clifford's algebraic methods), the [[W:Atom|atom]] seems to have a distinct Euclidean geometry, such that atoms and their constituent particles are four-dimensional geometric objects (4-polytopes), and nature can be understood in terms of their [[W:group action|group actions]], including centrally their group <math>SO(4)</math> [[W:rotations in 4-dimensional Euclidean space|rotations in 4-dimensional Euclidean space]]. The distinct Coxeter symmetry groups have characteristic <math>SO(4)</math> rotational expressions as the [[W:Regular_4-polytope|regular 4-polytopes]]. Their discrete isoclinic rotations are distinguishing properties of fundamental objects in geometry, relativity and quantum mechanics. For example, atoms exhibit <math>SO(4)</math> symmetries of the discrete isoclinic (equi-angled) double rotations (<math>\mathrm{Q^2}</math>) of a set of regular 4-polytopes that is characteristic of their [[w:Atomic_number|atomic number]]. == Special relativity describes Euclidean 4-space == <blockquote>Our entire model of the universe is built on symmetries. Some, like isotropy (the laws are the same in all directions), homogeneity (same in all places), and time invariance (same at all times) seem natural enough. Even relativity, the Lorentz Invariance that allows everyone to observe a constant speed of light, has an elegance to it that makes it seem natural.<ref>{{Cite book|first=Dave|last=Goldberg|title=The Universe in the Rearview Mirror: How Hidden Symmetries Shape Reality|chapter=§10. Hidden Symmetries: Why some symmetries but not others?|year=2013|publisher=Dutton Penguin Group|isbn=978-0-525-95366-1|ref={{SfnRef|Goldberg|2013}}}}</ref></blockquote> Although the Minkowski spacetime of relativity is a non-Euclidean 4-dimensional space,{{Efn|Spacetime is a non-Euclidean (curved) 4-dimensional space because it consists of three orthogonal space dimensions and a time dimension. The time dimension is not orthogonal to the three spatial dimensions; the time coordinate has the opposite sign as the three space coordinates so spacetime is hyperbolic, not a Euclidean (flat) 4-space at all.}} it has been noticed that its 3-dimensional space component could be modeled as a [[W:3-sphere|3-sphere]] embedded in 4-dimensional Euclidean (flat) space. That is, we could imagine that the ordinary 3-dimensional space we perceive is the curved 3-dimensional surface of a 4-dimensional ball (since the surface of a 4-ball is a curved 3-dimensional space called a 3-sphere, just as the surface of a 3-ball like the earth is a curved 2-dimensional space called a 2-sphere). This was [[#Origins of the theory|imagined by Einstein]] himself in 1921, as a thought experiment in which he carefully described his fourth orthogonal spatial dimension as merely a mathematical abstraction. Subsequently it was noticed by others (not mainstream physicists) that if physical space were really embedded in Euclidean 4-dimensional space (with our 3-dimensional space embedded in 4-space as some non-Euclidean 3-manifold, not necessarily a 3-sphere), then the Lorentz transformation effects of special relativity (spatial forshortenings and time dilations and so forth) could all be explained by ordinary perspective geometry in 4-dimensional Euclidean space. Special relativity reduces to classical vector space geometry (based on the 4-dimensional version of the Pythagorean theorem), but if and only if every observer is moving through 4-space at a universal constant velocity <math>c</math>, in some 4-space direction.{{Sfn|Yamashita|2023}} This counter-intuitive alternative geometric model of relativity, which has usually been called [[W:Formulations of special relativity#Euclidean relativity|Euclidean relativity]], is motivated by the fact that in every kind of relativity, but originally in Einstein's special relativity, each observer moves on a vector through a Euclidean four-dimensional space consisting of their three proper spatial dimensions and their proper time dimension, and the Pythagorean vector-sum of their motion through this kind of proper 4-space is always <math>c</math>, as measured by all observers from any inertial reference frame.{{Efn|Each observer is stationary in space in their own proper reference frame, while they move at maximum velocity {{Math|c}} through their own proper time. Observed from another reference frame in relative motion, they appear foreshortened in space in their direction of motion, and their clocks appear to be slowed to less than the maximum velocity {{Math|c}}.}} This is the Lorentz invariant, that allows everyone to observe a constant speed of light, regardless of their motion relative to the light source.{{Efn| ...cite Lewis Epstein's elegant explanation of the Lorentz Invariance as observers moving at constant velocity {{Math|c}} through space and proper time.}} But no physicists have taken the leap of claiming that therefore, our universe is physically [[W:Euclidean geometry#Higher dimensions|this kind of Euclidean 4-space]], and that observers are actually moving through it at velocity <math>c</math>. In physics as it has been universally understood, observers are not supposed to be able to move at velocity <math>c</math>. Their motion takes place in 3-space and in universal coordinate time (in Minkowski spacetime), and the cosmos is considered to be a non-Euclidean 3-space, generally a closed (finite) expanding 3-space, but with only three spatial dimensions, not four. In the Euclidean relativity alternative view, however, every observer is always moving at velocity <math>c</math> through the universe, which is real Euclidean 4-dimensional space <math>\mathbb{R}^4</math>. The direction in which they are moving is called their proper time axis.{{Efn|Time in spacetime is universal coordinate time, but there is another kind of time in relativity, the proper time in each inertial reference frame. Your proper time is the time you experience, and every observer has his own proper time; proper time runs at different rates in different inertial reference frames. It runs slower (compared to universal coordinate time) in a gravitational field (according to general relativity), and observers in motion with respect to each other view each other's clocks as running slower than their own clocks (according to special relativity).}} Their movement in time is not just modelled as movement in an abstract fourth dimension (as it is in Minkowski spacetime), their movement in time is isomorphic to their movement through physical space in a distinct direction at velocity <math>c</math>. Two observers' directions of movement through space may be different (or not, if they happen to be going in the same direction). Your proper time dimension is whichever direction you are moving. The other three directions perpendicular to your proper time axis are the three dimensions of your ordinary proper space, which again, will be different directions for you than for other observers moving in a different direction. There are four orthogonal spatial dimensions which we all share, but we share the same orthogonal proper time axis and ordinary proper 3-space axes only if we are at rest with respect to each other, actually moving in the same direction at velocity <math>c</math>, in the same inertial reference frame. Your proper 4-space coordinate system is rotated with respect to another observer's proper 4-space coordinate system, precisely as your vectors (directions of motion) are rotated in Euclidean 4-space with respect to each other, but there are no metric distortions (no Lorentz transformations) between your proper Euclidean 4-space coordinate systems; you are both embedded in the same Euclidean 4-dimensional space <math>\mathbb{R}^4</math>. Lorentz transformations are required only to convert between your respective proper Minkowski spacetime coordinate systems. So in this novel alternate view of relativity, every mass in the universe must be perpetually in motion at velocity <math>c</math> through Euclidean 4-space, along with all the masses in its vicinity that are going in (nearly) the same direction. The entire solar system, for example, must be translating in the fourth dimension at the "speed of light" <math>c</math>, although we do not notice it, since we are all moving in that same direction together. Acceleration of an object varies its direction of motion through 4-space, but never its velocity, which is invariant for all objects with mass. Two objects which are in motion relative to each other are both actually in motion at the same velocity <math>c</math>, but in at least slightly different directions.{{Efn|The angular divergence between two observer's motion vectors is proportional to their relative velocity: the more they diverge, the greater their relative velocity, up to the maximum divergence possible in the space. In Euclidean relativity all observers are in motion at velocity {{Math|c}} relative to universal Cartesian 4-coordinate space, so the maximum relative velocity between two observers is {{Math|2c}} when they are moving in exactly opposite directions in 4-space. This is not a contradiction of special relativity, which limits the maximum relative velocity between two observers to {{Math|c}}, it is the same measurement in different units. Special relativity measures all velocities in Minkowski spacetime (in a non-Euclidean 3-space). Euclidean relativity measures all velocities in Euclidean 4-space.}} In Einstein's relativity, the invariant <math>c</math> is the speed of light through 3-space. In Euclidean relativity, the invariant <math>c</math> is the speed of matter through 4-space! The speed of light through 3-space is also perceived as <math>c</math> by all observers, because they are each living in a moving 3-manifold that is translating through 4-space at velocity <math>c</math>. Despite their extreme differences in viewpoint, Einstein's relativity and Euclidean relativity are equivalent theories in complete agreement with each other, by definition. The two theories make exactly the same special relativity predictions of how observers in different inertial reference frames will perceive each other's motions in time and space. It is beyond the scope of this present paper to show how they also agree on the predictions of general relativity, but it is important to understand that our formulation of Euclidean relativity requires our acceptance of the experimentally verified findings of special relativity, general relativity and quantum mechanics. Our model and the standard model both describe the same geometric relations of space and time based on the same evidence, but as embedded in two very different universal host spaces: Euclidean 4-space versus Minkowski spacetime. In some instances our model provides a geometric explanation for physical phenomena where the standard model has none, as yet. An example is the two models' differing explanations for the gravitational coherence of galaxies: either their inertial motion at velocity <math>c</math>, or their possession of experimentally undetected dark matter. A more central example is our use of Coxeter's kinematics to explain the laws of relativistic motion geometrically. {{Efn|More generally, our model is concerned with group-theoretic properties of number elucidated by Coxeter and other geometers. ...cite Kappraff & Adamson's 2003 paper on The Relationship of the Cotangent Function to Special Relativity Theory, geometry and properties of number,{{Sfn|Kappraff & Adamson|2003|loc=Special Relativity Theory, Geometry and properties of number}} which shows how the Lorentz coefficient is a function of a deep geometric property of number{{Sfn|Kappraff & Adamson|2000|loc=A Fresh Look at Number}} discovered by Steinbach,{{Sfn|Steinbach|1997|loc=Golden Fields: A Case for the Heptagon}} by means of which the root formula of geometry in any Euclidean dimension, the Pythagorean theorem, may be derived solely in terms of the addition of polygon side lengths, without recourse to their products or squares. More generally, Steinbach found that in the relations among regular polytope chords, to add is to multiply; every chord is both the product (quotient) of a pair of chords and the sum (difference) of another pair of chords.}} Euclidean relativity is not even a fringe theory; no physicists or astronomers have adopted it. There are many good reasons why the revolutionary leap to a four orthogonal spatial dimensions viewpoint has not been taken, beginning with the universally observed fact that we can only construct three perpendiculars through a point in our immediate space, which appears to be resolutely 3-dimensional, not 4-dimensional. Euclidean relativity offers a nice geometric explanation of the reasons for the Lorentz transformations, but only at the cost of raising other mysteries, which have been difficult for its aficionados to explain. Another mystery is how light signals between observers in relative motion could "catch up" with the receiver moving on a diverging path through 4-space from the emitter. If both observers are already moving at <math>c</math> (on diverging paths), the propagation speed of light through 4-space between them would have to be greater than <math>c</math>. Euclidean relativity is a revolutionary theory indeed, in which <math>c</math> cannot possibly be the speed of light! We conclude that, for a theory of Euclidean 4-space to be physically viable (that is, for <math>\mathbb{R}^4</math> to be our real space and not merely an abstract mathematical space), the speed of light through Euclidean 4-space must be <math>c\prime = 2c</math>, with massless photons translating through 4-space at twice the speed of mass-carrying objects. Photons must translate the diagonal distance through 4-space along the long diameter of a unit 4-hypercube, in the same time that massive particles translate inertially along the edge (or the radius) of a unit 4-hypercube. This is conceivable in Euclidean 4-space (and in no other Euclidean space of any dimensionality) because the long diagonal of the unit 4-hypercube is the natural number <math>\sqrt{4}</math>. == An object's motion in space is the product of its discrete self-reflections == Coxeter theory describes all the possible motions of an object in space as local functions of the object's discrete geometry (its shape). Coxeter observed that in a Euclidean space of any number of dimensions, any displacement of a geometric object from one place to another, and any rotation of the object from one orientation to another, can be broken down into the product of a number of discrete self-reflections. Any action of a polytope that transforms its position and orientation in space may be measured as a distinct sequence of self-reflections of the object in its own surfaces. Therefore any motion of the object whatsoever may be precisely described as the object propagating itself through space by a discrete sequence of local self-reflections. This is a purely kinematic description of motion which does not give any account of forces acting on the object that cause it to move. Coxeter found that both changes in position (translations) and changes in orientation (rotations) can be broken down into the simplest of all displacements (self-reflections). A translation occurs when an object self-reflects twice, in two distinct surfaces which are parallel to each other. A rotation also occurs when an object self-reflects twice, but in two distinct surfaces which intersect each other. When a object self-reflects once, it turns itself inside out (it reverses its chirality), but in translations and rotations it self-reflects twice, preserving its chirality. Coxeter's laws of kinematics are a geometric counterpart to Newton's algebraic laws of motion in three dimensional Euclidean space. They are helpful because they can be understood as geometric pictures, which may help us to visualize the relationships between translation and rotation in classic Newtonian physics problems, such as the [[W:Kepler problem|Kepler problem]] of the motion of the planets.<ref>{{Cite book|last=Feynman|first=Richard|title=Feynman's Lost Lecture: The Motion of Planets Around the Sun|date=1996|publisher=W. W. Norton & Company|isbn=978-0393039184}}</ref> But they are also a revolutionary advance beyond Newton's laws, because Coxeter formulated them in Euclidean spaces of any number of dimensions. In particular, they give us geometric pictures of all the possible motions of objects in 4-dimensional Euclidean space: <blockquote>Every orthogonal transformation in 4-space is expressible as:<br> :<math>\mathrm{Q}^q \mathrm{R}^r \mathrm{T}^t</math><br> where <math>(2^q + r + t \le 4)</math>. Every displacement is either a double rotation <math>\mathrm{Q}^2</math>, or a screw-displacement <math>\mathrm{QT}</math> [where the rotation component <math>\mathrm{Q}</math> is a simple rotation, but the <math>\mathrm{QT}</math> is chiral like a <math>\mathrm{Q^2}</math>]. Every enantiomorphous transformation in 4-space (reversing chirality) is a <math>\mathrm{QRT}</math>.</blockquote> While this description should be understood as geometric pictures, some of the pictures may not be easy for us to visualize, since we have no physical experience in 4-dimensional space. Rotation (<math>\mathrm{Q}</math>), reflection (<math>\mathrm{R}</math>) and translation (<math>\mathrm{T}</math>) are obvious analogues of what they are in three-dimensional space, but double rotation (<math>\mathrm{Q}^2</math>) is something new and unprecedented in our physical experience, because double rotations cannot occur until there are four or more dimensions of space in which to rotate. A point in 4-space may be in motion on two circles in two completely orthogonal rotation planes simultaneously. Nothing constrains the two circles to be of the same radius, or constrains either circle from being of infinite radius such that the point moves in a straight line within its rotation plane: a translation <math>\mathrm{T}</math> rather than a rotation <math>\mathrm{Q}</math>. The motion of a rigid object defined by multiple points is constrained by its rigidity, such that the radii of both circles may approach infinity, but only one of the two radii may actually reach infinity. For a rigid object, only one of the two rotations may actually be a translation. Four dimensional Euclidean space can accomodate no such thing as a <math>\mathrm{Q}^2\mathrm{T}</math>. A translating double rotation <math>\mathrm{Q}^2</math>, like a translating simple rotation <math>\mathrm{Q}</math>, is simply a screw translation <math>\mathrm{QT}</math>. That is the essence of the way the principle of relativity operates in Euclidean 4-space. An object which is double-rotating in its own proper inertial reference frame may be seen to be performing nothing more mysterious than a screw translation, when observed from an inertial reference frame from which the object is in relative translational motion. Of course, it is a screw translation in 4-space, which is more mysterious than a screw translation in our ordinary 3-space. In 3-space the orbit of a screw translation (or any <math>\mathrm{Q}</math>) lies on a great circle of an ordinary sphere (a 2-sphere). In 4-space the orbit of a screw translation <math>\mathrm{QT}</math> or double rotation <math>\mathrm{Q}^2</math> lies on a great circle of a hypersphere (a 3-sphere). Such 4-dimensional great circles are inherently more complex than the ordinary circles we experience in 3-space. They do not lie in a single plane, but bend through all four dimensions, in either a left or right hand direction of curvature. Unlike ordinary circles they are inherently chiral, and their circumference is not <math>2\pi r</math>, but like ordinary circles they are truly circular, geodesic circles. In 4-space they might even be said to be more circular than ordinary circles, which bend in only two dimensions. We refer to such 4-dimensional great circles as ''isoclines'', to distinguish them from ordinary 2-dimensional great circles in the plane. Their name comes from the fact that a point on a rigid 4-dimensional object undergoing [[W:SO(4)#Isoclinic rotations|isoclinic rotation]] traverses an isocline circle. In a universe which is real Euclidean four-dimensional space <math>\mathbb{R}^4</math>, wherein these motions occur only at the constant velocity <math>c</math>, there is a universal Cartesian 4-coordinate reference frame in which every rigid object in free fall is translating on a <math>\mathrm{QT}</math> at velocity <math>c</math>. That universal inertial reference frame is not the proper reference frame of any object or observer, wherein the object or observer is stationary and double-rotating at the universal rate of quantum events <math>c</math>, but it is the common reference frame of all observers. == Light propagates through 4-space at twice its apparent velocity <math>c</math>== Coxeter's laws of kinematics in 4-dimensional Euclidean space apply to all objects with mass, but we find there is an additional kind of displacement which applies only to massless particles such as photons, considered as single point objects. Light quanta (photons) translate through 4-space by 4-dimensional reflection <math>\mathrm{R}^4</math>, which may be termed a double translation <math>\mathrm{T}^2</math>, a pure translation via two pairs of parallel reflections without any rotation component <math>\mathrm{Q}</math>. Matter (atoms and all particles with mass) are perpetually rotating and translating through 4-space by <math>\mathrm{QT}</math>, a screw translation of a rotating object, which is relativistically equivalent to a stationary isoclinic <math>\mathrm{Q^2}</math>, an isoclinically rotating object such as an atom. A simple rotation <math>\mathrm{Q}</math> or simple translation <math>\mathrm{T}</math> is a double reflection <math>\mathrm{R^2}</math>, so a <math>\mathrm{QT}</math> or <math>\mathrm{Q^2}</math> is an <math>\mathrm{R^4}</math>, but not with the same group of reflection angles as a light signal <math>\mathrm{R^4}</math>. A translation <math>\mathrm{T = R^2}</math> is a double reflection in two parallel planes, and a rotation <math>\mathrm{Q = R^2}</math> is a double reflection in two intersecting planes, as in a <math>\mathrm{QT = R^4}</math> which is both at once. A double translation <math>\mathrm{T^2 = R^4}</math> is two double reflections in pairs of parallel planes at once, a reflection in four non-intersecting parallel planes; it is all translation and no rotation. In a <math>\mathrm{T^2}</math> all the motion goes to translation, so the translation goes twice as far as the simple translation <math>\mathrm{T}</math> in a <math>\mathrm{QT}</math>. A double translation <math>\mathrm{T^2 = R^4}</math> is the opposite of a double rotation <math>\mathrm{Q^2 = R^4}</math>, which is stationary but rotates twice as far as the simple rotation <math>\mathrm{Q}</math> in a <math>\mathrm{QT}</math>. The product of the two translations in a <math>\mathrm{T^2}</math> is a diagonal 4-space translation over the long diameter of the unit 4-hypercube, exactly twice the distance of a simple <math>\mathrm{T}</math> over the edge length (or radius) of the unit 4-hypercube. The [[w:Tesseract|4-hypercube (also known as the 8-cell or tesseract)]] is ''radially equilateral'', which means its edge length is equal to its radius, like the hexagon, so its long diameter (twice its radius) is exactly twice its edge length. The photon moves an equal distance in four orthogonal directions. By the four-dimensional Pythagorean theorem, each of those four distances is half the total distance the photon moves: one edge length (one radius) is half the total diagonal distance moved (the long diameter). That total movement is a double the unit-distance translation, but without any rotation component, so it cannot carry any mass with it. A <math>\mathrm{T^2}</math> cannot reposition a 4-polytope the way a <math>\mathrm{QT}</math> does, it can only reposition a quantum of energy that has no distinguishing rotational symmetry, such as a photon. That is the price light pays to move exactly twice as fast as matter.{{Efn| ...lensing of double translations <math>\mathrm{T^2 = R^4}</math> in more than two pairs of parallel planes at once...relationship to the frequency of light emitted and the coherence length of the wave packet...}} == Special relativity is Galilean relativity in a Euclidean space of four orthogonal dimensions == {{Efn|...TAC suggests this section is needed sooner, i.e. in the preceding Special Relativity section, as it explains how Euclidean relativity reduces special relativity to 4D perspective geometry...it's misplaced (too late) here...}} Perspective effects known as the Lorentz transformations occur because each observer's proper 3-dimensional space is a moving curved manifold embedded in flat 4-dimensional Euclidean space. The curvature of their 3-space complicates sightline calculations for observers; they sometimes require Lorentz transformations to produce the actual 4-space Cartesian coordinates of objects in the scene being observed. But if all four spatial dimensions are considered, no Lorentz transformations are required (or permitted) in correct scene construction, except when an observer wants to calculate a projection, that is, the shadow of how things will appear to them from a three-dimensional viewpoint (not how they really are in 4-space).{{Sfn|Yamashita|2023}} Space really has four orthogonal dimensions, and space and time behave there just as they do in a classical vector space, only bigger by one dimension. It is not necessary to combine 4-space with time in a unified spacetime to explain 4-dimensional perspective effects at high relative velocities, because Euclidean 4-space is already 4-dimensional, and those effects fall out naturally from the 4-dimensional Pythagorean theorem, exactly as ordinary visual perspective does in three dimensions from the 3-dimensional Pythagorean theorem. Because one of the four spatial dimensions corresponds to an observer's direction of motion (in both space and proper time), and all observers and all scenes being observed are in motion (at constant velocity) in their respective proper time directions, we observe perspective foreshortenings in time as well as in a spatial dimension. In special relativity these perspective effects are reciprocal, precisely because they are only apparent, not actual, changes in size and duration. (However in general relativity, discussed below, the actual rate of physical processes varies from place to place, and reference frame differences predicted by the theory are neither reciprocal nor illusory.) None of these Lorentz effects are beyond geometric explanation or paradoxical. The universe is unexpectedly strange to us in precisely the ways the Euclidean fourth dimension is strange to us; but that does hold many surprises. Euclidean 4-space is much more interesting than Euclidean 3-space, analogous to the way 3-space is much more interesting and deeply explanatory to us than it would be if we experienced it only as a 2-space with many folds and curves, as perhaps an ant does. The emergent properties of 4-space are hard for us to visualize because they lie so wholly beyond our physical experience, just as it was hard for our ancestors to imagine the earth as round like a ball. However, Euclidean spaces of successive dimensions are analogous, and so higher dimensional spaces can be anticipated and explored: that is Schläfli's great discovery. Moreover dimensional analogy itself, like everything else in nature including all of physics, is an exact expression of intrinsic group-theoretic symmetries: that is Nother's great discovery. == General relativity is special relativity in a Euclidean space of four orthogonal dimensions == The statement that the laws of special relativity hold to good approximation in freely falling (and non-rotating) reference frames is known as the [[W:Equivalence principle|Einstein equivalence principle]]. The weight experienced by an observer standing on the floor in a building on the surface of the earth is the same as the weight experienced by an observer standing on the floor in a spaceship in interstellar space accelerating at a rate of 32'/second/second. Both observers are experiencing an upwards acceleration at the same rate, which in their respective proper reference frames is measured as the weight of gravity, rather than as an accelerating motion (they are stationary in their proper reference frames). Einstein used this equivalence principle as the basis for his general theory of relativity, in much the same way he had used the constant velocity of light as the basis for his special theory of relativity. In general relativity the two accelerating observers occupy scenes which are relativistically equivalent, which means that although they can be distinguished (they have different measurements) in any reference frame from which they may both be observed, they have the same invariant geometry in all reference frames (they are the same phenomena), implying that there exists, for either scene, another reference frame from which it measures exactly like the other scene. Relativistically equivalent does not imply that there exists a single reference frame in which the two scenes are congruent (have the same measurements). It only means that they can be transformed into each other by a shift in point of view, because their invariant geometries (their measurements which are independent of point of view) are the same. Einstein's general theory of relativity describes that invariant geometry, for scenes in general, in spacetime. Our formulation of Euclidean relativity describes that invariant geometry, for scenes in general, in real Euclidean 4-dimensional space <math>\mathbb{R}^4</math>. An observer standing on the surface of the earth is accelerated at the rate of 32'/second/second. If we neglect for the moment the rotation of the earth, the observer and the earth are both stationary in their common inertial reference frame, so this accelerating motion cannot be perceived as motion in that reference frame; it is perceptible there as the force of gravity. It is only perceptible as motion in some other reference frame in which the earth and the observer are both in motion, such as the universal common reference frame of Euclidean 4-coordinate space in which they are both in motion at velocity <math>c</math> on their respective screw translations <math>QT</math>. In that universal common reference frame the observer's acceleration of 32'/second/second is the rate of change in the direction of his vector of translation through 4-space. The velocity of his vector of translation <math>T</math> through 4-space remains the constant <math>c</math> throughout; only his direction is changing. A change in the direction of a vector is a rotation <math>Q</math> of a translation <math>T</math>: a screw translation <math>QT</math>. A change in the direction of a vector is a rotation which is an acceleration. We can be precise about the units of measurement of this acceleration at atomic scale. In Coxeter's kinematics rotations of geometric objects occur in discrete increments called rotational displacements, with each distinct kind of rotation performing a characteristic number of its characteristic rotational displacement during a full revolution that returns the object to its starting orientation. There are many distinct kinds of rotation, each with its characteristic rotational displacement and number of displacements per revolution. The general rotation in 4-space is a double rotation <math>Q^2</math> distinguished by two distinct completely orthogonal angles through which the object turns in each rotational displacement. The angles determine not only the distance through which the object turns, but the characteristic trajectory of each point on the surface of the rotating object, including the length of that trajectory before it closes into a circle when the object returns to its starting orientation. For any distinct kind of rotation, the circular trajectory is always an integer multiple of the characteristic rotational displacement, but the full circle may be greater than 360°. In 4-space rotational circles are not ordinary 2-dimensional circles that lie in the plane and have a 360° circumference. Many distinct 4-space rotations of interest have a circumference of 720°, and many are larger. In 4-space every object with mass moves on its distinct <math>QT</math> trajectory. Each rotational displacement <math>Q</math> is equivalent to a pair of reflection displacements in two surfaces which intersect each other, at angles related to a distinct star polygon. Each translational displacement <math>T</math> is equivalent to a pair of reflection displacements in two surfaces which lie parallel to each other. In both kinds of motion (rotation and translation) it is the rate at which these double-reflection displacements occur which is constant and which we measure as the velocity <math>c</math>. Every atom translates at velocity <math>c</math>, performing a large number of atomic scale translational displacements per second. Concurrently, the atom rotates at velocity <math>c</math>, performing the same large number of atomic scale rotational displacements per second. Although the number of displacements at atomic scale per unit time is the same universal constant <math>c</math> for all rotations and translations, distinct kinds of rotation revolve at distinct rates, because the number of rotational displacements per complete revolution and the circumference of the complete revolution are distinct characteristics of each kind of rotation. The velocity at which each point on the surface of a rotating object moves, and the frequency of its rotational circling, are functions of the distinct rotation it is performing. However, they are not simple functions of <math>c</math> and the two defining angle parameters of the rotation. Distinct rotations arise from distinct symmetry groups and each is its own mystery with a unique conservation law. The relationships between those distinct conservation laws are even more mysterious, and have been shown to be chaotic. Steinbach{{Sfn|Steinbach|1997}} discovered the Golden Fields family of ratios which govern distinct rotational displacements related to the regular star polygons at least up to the hendecagon {11}. Kappraff and Adamson{{Sfn|Kappraff|Adamson|2004}} further characterized the families of rotation functions and showed that they form an infinite number of periodic trajectories when operated on by the Mandelbrot operator. The inertial tendency of mass is to follow a geodesic. The inertial conservation law of gravity applies to all motions of objects with mass, rotations as well as translations. A translation <math>T</math> is the distinct simple rotation <math>Q</math> in which the characteristic angle of rotational displacement is zero. Inertia is the tendency of objects with mass to conserve their angles of rotational displacement. In 4-space each object has two completely orthogonal angles of rotational displacement which are characteristic of the distinct rotation the object is performing. Inertia is the conservation of this distinct double rotation. In 4-coordinate Euclidean space the acceleration of an object with mass is a rotation of the object, a change to its direction, not a change to its constant velocity. Because the rate of atomic scale displacements is the universal constant <math>c</math>, the rate of change of direction (the acceleration of the object) is a function of <math>c</math> and the distinct rotation's conservation law. A observer standing on the surface of the earth is performing a distinct double rotation characterized by two completely orthogonal angles of rotational displacement. The observer's acceleration of 32'/second/second is a function of <math>c</math> and the distinct rotation's conservation law, and a measurement of the rate of change of the observer's direction of motion through 4-space at velocity <math>c</math>. ... == Dimensional relativity == The formulation of Euclidean relativity based on Coxeter's kinetic law of <math>n</math>-dimensional congruent transformations in Euclidean space may be called ''dimensional relativity'', since it captures the theories of special and general relativity, and has its roots in dimensional analogy. Dimensional analogy is the exploration of [[w:Hermann_Grassmann#Mathematician|Hermann Grassmann's vector space principle]], in which space cannot be limited to any finite number of dimensions. The geometry of higher-dimensional space is accessible by reason of direct analogy, as [[w:Ludwig Schläfli|Ludwig Schläfli]] subsequently demonstrated, and by algebraic methods after [[W:William Kingdon Clifford|Clifford]]. By analogy to the surface of the earth, the bounding surface of a spherical region of <math>n</math>-dimensional Euclidean space is an <math>(n-1)</math>-sphere, a spherical space of one fewer dimensions than the <math>n</math>-ball of Euclidean space it surrounds. In dimensional relativity the sky is not a ceiling, but an infinite regress of alternating spherical and Euclidean <math>n</math>-spaces of increasing <math>n</math>, accessible from each observer's point of view. By dimensional analogy, each observer looks up into their own reference frame's regress of concentric alternating <math>n</math>-spaces. By the capacity for dimensional analogy which they possess, some observers see deeper into <math>n</math>-dimensional space than others. == Polycentric spherical relativity == An intelligent observer equipped with the principle of dimensional relativity may perceive the universe from any inertial reference frame, not only from their own proper stationary reference frame in the Euclidean <math>n</math>-space universe in which they physically locate themself. We see that every observer may also properly view themself as stationary and the universe as an <math>n</math>-sphere with themself at the center observing it, perceptually equidistant from all points on its <math>n</math>-space surface, including their own physical location which is one of those surface points, distinguished to them but moving on the surface, and not the center of anything. This ''polycentric model'' of the universe is a further restatement of the principle of relativity, and of the [[W:Copernican principle|Copernican principle]] that observation is democratic: observers occupy representative viewpoints, not privileged monocentric positions. The polycentric model is compatible with Galileo's relativity of uniformly moving objects in ordinary space, Einstein's special relativity of inertial reference frames in 4-dimensional spacetime, Einstein's general relativity of all reference frames in non-Euclidean spacetime, and Coxeter's dimensional relativity of orthogonal group actions in Euclidean and spherical spaces of any number of dimensions. The polycentric model should be known as Thoreau's principle of ''spherical relativity'', since the first precise written statement of it appears in 1849, contemporaneous with and independent of Schlafli's work: <blockquote>The universe is a sphere whose center is wherever there is intelligence.{{Sfn|Thoreau|1849|p=349|ps=; "The universe is a sphere whose center is wherever there is intelligence." [Contemporaneous and independent of [[W:Ludwig Schlafli|Ludwig Schlafli]]'s pioneering work enumerating the complete set of regular polyschemes in any number of dimensions.]}}</blockquote> == Revolutions == The original Copernican revolution in 1543 displaced the center of the universe from the center of the earth to a point farther away, the center of the sun, with the earth performing a ''revolution'' around the sun, and the stars remaining on a fixed 2-sphere around the sun instead of around the earth. But this led inevitably to the recognition that the sun must be a star itself, not equidistant from all the stars, and the center of but one of many spheres, no monotheistic center at all. In 1600 [[W:Giordano Bruno|Giordano Bruno]] who first openly advocated these views was burned at the stake in Rome's [[W:Campo de' Fiori|Campo de' Fiori]] by the Catholic inquisition. In such fashion the Euclidean four-dimensional revolution, emerging three to five centuries later, initially lends itself to the big bang theory of a single origin of the whole universe, but leads inevitably to the recognition that all the galaxies need not be equidistant from a single origin in time, any more than all the stars lie in the same galaxy, equidistant from a single center in space. The expanding sphere of matter on the surface of which we find ourselves living is likely to be one of many 3-spheres expanding at velocity <math>c</math>, with their big bang origins occurring at distinct times and places in the ''n''-dimensional universe. The most distant objects we see when we look up at night may not all have the same origin in space and time. As recently as Copernicus we believed all the stars lay on a single 2-sphere embedded in Euclidean 3-space, with our sun at its center. During the enlightenment observers beginning with Bruno dispersed those stars into an infinite Euclidean 3-space, and relinquished our privileged position at the center. Then Einstein showed that our 3-space could not be Euclidean, that it must be a 3-manifold curved in every place in obedience to Newton's inverse-square law of gravity; and in a geometry related to time, at least, it must be 4-dimensional. In the present work we suggest a theory of ''n''-dimensional real space and how light travels in it, a theory which says we can see into four orthogonal dimensions of Euclidean space, and so when we look up at night we see cosmological objects distributed in at least four dimensions of space around us, rather than all located in our own local 3-space. Looking still deeper and farther out, the universe viewed as a 4-sphere might, or might not, be expanding, and the most distant objects we see when we look up at night may, or may not, lie in our 4-dimensional hyperplane. Real space has ''n'' dimensions as [[w:Hermann_Grassmann|Grassmann]] and [[w:Schläfli|Schläfli]] showed, and we do not know how many dimensions the most distant objects we see may be distributed in. They need not all lie within the four spatial dimensions in which we have now learned to observe them, any more than they all lie in our local 3-space. When we look up at the objects that surround us, we have no way of discerning how many dimensions beyond three the space we are looking into has. We know their distance from us primarily by virtue of how long it takes their light to reach us. We can measure their distribution around us in 3-space or 4-space, but that is simply how we choose to measure their positions, not an actual finding of how they are distributed. Even if it is now evident that they do not all lie in the same 3-space, how many more dimensions than three are needed to contain them? We observe that our 4-ball galaxy is embedded in Euclidean <math>n</math>-space as one of many 4-ball galaxies, each translating in a distinct direction through 4-space at velocity <math>c</math>, on more or less divergent paths from each other. But only closer observation will reveal evidence of whether everything we see lies in the same Euclidean 4-space, or if it is distributed in five or more dimensions, and how it is moving there. To remain in agreement with the theory of relativity, the Euclidean four-dimensional viewpoint requires that all mass-carrying objects be in motion in some distinct direction through 4-space at the constant velocity <math>c</math>, although the relative velocity between nearby objects is much smaller since they move on similar vectors, aimed away from a common origin point in the past. It is natural to expect that objects moving at constant velocity away from a common origin will be distributed roughly on the surface of an expanding 3-sphere. Although their paths away from their origin are not straight lines but various helical isoclines (screw translations), nearby objects must be translating radially at the same velocity, since the objects in a system (such as our solar system or galaxy) do not separate rapidly over time but remain in orbital formation. Each system's screw translation has two [[w:Completely_orthogonal|completely orthogonal]] components of motion in 4-space, an orbital rotation (such as the earth's around our sun) and a linear translation of the entire system at velocity <math>c</math> in the direction of the original 3-sphere's radial expansion (along the system's proper time vector). Of course the view from our solar system does not suggest that the 3-sphere enclosing each galaxy is expanding at this great rate from its galactic center. The standard theory has been that the entire observable universe is expanding from a single big bang origin in time, with galaxies forming later. While the Euclidean four-dimensional viewpoint lends itself to that standard theory, it also supports theories which require no single origin point in space and time. These are the voyages of starship Earth, to boldly go where no one has gone before. We made the jump to light speed long ago, in whatever big bang our atoms emerged from, and have never slowed down since. == Origins of the theory == Einstein himself may have been the first to imagine the universe as the three-dimensional surface of a four-dimensional Euclidean 3-sphere, in what was narrowly the first written articulation of a Euclidean 4-space universe, contemporaneous with the teen-aged Coxeter's (quoted below).{{Efn|[[W:William Rowan Hamilton|Hamilton]]'s algebra '''H''' of [[W:Quaternions|quaternions]] introduces (in 1843) the notion of a [[W:Three-dimensional sphere|three-dimensional sphere]] embedded in a four-dimensional space, but Hamilton did not quite conceive of the quaternions as the Cartesian 4-coordinates of a Euclidean 4-space, and he did not describe our ordinary 3-space as embedded in Euclidean 4-space.}} Einstein did this as a [[W:Gedankenexperiment|gedankenexperiment]] in the context of investigating whether his equations of general relativity predicted an infinite or a finite universe, in his 1921 Princeton lecture.<ref>{{Cite book|url=http://www.gutenberg.org/ebooks/36276|title=The Meaning of Relativity|last=Einstein|first=Albert|publisher=Princeton University Press|year=1923|isbn=|location=|pages=110-111}}</ref> He invited us to imagine "A spherical manifold of three dimensions, embedded in a Euclidean continuum of four dimensions", but he was careful to disclaim parenthetically that "The aid of a fourth space dimension has naturally no significance except that of a mathematical artifice." Informally, the Euclidean 4-dimensional theory of relativity may be given as a sort of reciprocal to that disclaimer of Einstein's: ''The Minkowski spacetime has naturally no significance except that of a mathematical artifice, as an aid to understanding how things will appear to an observer from their perspective; the foreshortenings, clock desynchronizations and other Lorentz transformations it predicts are proper calculations of actual perspective effects; but real space is a flat, Euclidean continuum of four orthogonal spatial dimensions, and in it the ordinary laws of a flat vector space hold (such as the Pythagorean theorem), and all sightline calculations work classically, so long as you consider all four spatial dimensions.'' The Euclidean theory of relativity differs from the special theory of relativity in ascribing to the physical universe a geometry of four or more orthogonal spatial dimensions, rather than the special theory's [[w:Minkowski spacetime|Minkowski spacetime]] geometry, in which three spatial dimensions and a time dimension comprise a unified non-Euclidean spacetime of four dimensions. Anco and Maghadam found that <math>SO(4)</math> breaks to <math>\mathbb{S}^3</math> (the 3-sphere) if the energy in a Kepler orbit is negative (an elliptical orbit), and to <math>H^3</math> (Minkowski spacetime) if the energy is positive (a hyperbolic orbit). Therefore the fact that the planets orbit on ellipses in our 3-space suggests that they orbit on a 3-sphere embedded in Euclidean 4-space. Thus we can conclude that <math>\mathbb{R}^4</math> is the actual geometry of our physical universe, and Minkowski spacetime is an abstraction; the reciprocal of Einstein's disclaimer is the more direct physical model. Of course spacetime remains a true and useful abstraction, although it must relinquish its privileged position as our exclusive conception of our place in space.{{Efn| ...origins of the Euclidean 4-space insight in the observations of Fock, Atkinson, Moser and others.}} The invention of Euclidean geometry of more than three spatial dimensions preceded Einstein's theories by more than fifty years, when it was worked out originally by the Swiss mathematician [[w:Ludwig Schläfli|Ludwig Schläfli]] before 1853.{{Sfn|Coxeter|1973|loc=§7. Ordinary Polytopes in Higher Space; §7.x. Historical remarks|pp=141-144|ps=; "Practically all the ideas in this chapter ... are due to Schläfli, who discovered them before 1853 — a time when Cayley, Grassmann and Möbius were the only other people who had ever conceived the possibility of geometry in more than three dimensions."}} Schläfli extended Euclid's geometry of one, two, and three dimensions in a direct way to four or more dimensions, generalizing the rules and terms of [[w:Euclidean geometry|Euclidean geometry]] to spaces of any number of dimensions. He coined the general term ''[[polyscheme]]'' to mean geometric forms of any number of dimensions, including two-dimensional [[w:polygon|polygons]], three-dimensional [[w:polyhedron|polyhedra]], four dimensional [[w:polychoron|polychora]], and so on, and in the process he found all of the [[w:Regular polytope|regular polyschemes]] that are possible in every dimension, including in particular the [[User:Dc.samizdat/Rotations#Sequence of regular 4-polytopes|six convex regular polychora]] which can be constructed in a Euclidean space of four dimensions (the set analogous to the five [[w:Platonic solid|Platonic solids]] the ancients found in three dimensional space). Thus Schläfli was the first to explore the fourth dimension, reveal its emergent geometric properties, and discover its astonishing regular objects. Because his work was only published posthumously in 1901, and remained almost completely unknown until Coxeter published [[w:Regular_Polytopes_(book)|Regular Polytopes]] in 1947, other researchers had more than fifty years to rediscover the regular polychora, and competing terms were coined; today [[w:Reinhold_Hoppe|Reinhold Hoppe]]'s word ''[[w:Polytope|polytope]]'' is the commonly used term for ''polyscheme.''{{Efn|[[w:Reinhold_Hoppe|Reinhold Hoppe]]'s German word ''polytop'' was introduced into English by [[W:Alicia Boole Stott|Alicia Boole Stott]], who like Hoppe and [[W:Thorold Gosset|Thorold Gosset]] rediscovered Schlafli's six regular convex 4-polytopes, with no knowledge of their prior discovery. Today Schläfli's original ''polyschem'', with its echo of ''schema'' as in the configurations of information structures, seems even more fitting in its generality than ''polytope'' -- perhaps analogously as information software (programming) is even more general than information hardware (computers).}} Because of this century-long lag in the dissemination of a scientific discovery, the regular 4-polytopes appear to have played no role at all, by any name, in the twentieth century discovery and evolution of the theories of relativity and quantum mechanics.{{Efn|One could argue that the higher-dimensional polytopes have barely influenced science or culture at all thus far. The physicist John Edward Huth's comprehensive deep dive through the history of cultural and scientific concepts of physical space, from ancient flatland models of the world through general relativity and quantum mechancs, shows exactly how we got to our present standard model of the universe, although it includes no mention of higher-dimensional Euclidean space.<ref>{{Cite book|last=Huth|first=John Edward|title=A Sense of Space: A local's guide to a flat earth, the edge of the cosmos, and other curious places|year=2025|publisher=University of Chicago Press}}</ref>}} == Boundaries == <blockquote>Ever since we discovered that Earth is round and turns like a mad-spinning top, we have understood that reality is not as it appears to us: every time we glimpse a new aspect of it, it is a deeply emotional experience. Another veil has fallen.<ref>{{Cite book|author=Carlo Rovelli|author-link=W:Carlo Rovelli|title=Seven Brief Lessons on Physics|publisher=Riverhead|year=2016|isbn=978-0399184413}}</ref></blockquote> Of course it is strange to consciously contemplate this world we inhabit, our planet, our solar system, our 3-sphere surface in our vast galaxy, as the merest film, a boundary no thicker in the places we inhabit than the diameter of an electron (though much thicker in some places we cannot inhabit, such as the core of our planet and the interior of stars). But is not our unconscious traditional concept of the boundary of our world even stranger? Since the enlightenment we are accustomed to thinking that there is nothing beyond three dimensional space: no boundary, because there is nothing else to separate us from. But anyone who knows the [[polyscheme]]s Schläfli discovered knows that space can have any number of dimensions, and that there are fundamental objects and motions to be discovered in four dimensions that are even more various and interesting than those we can discover in three. The strange thing, when we think about it that way, is that there ''is'' a boundary between three and four dimensional space. ''Why'' can't we move (or apparently, see) in more than three dimensions? Why is our physical world apparently only three dimensional? Why would it have just ''three'' dimensions, and not four, or five, or the ''n'' dimensions that Schläfli mapped? What is the nature of the boundary which confines us to just three dimensions? We know that in Euclidean geometry the boundary between three and four dimensions is itself a spherical three dimensional space, so we should suspect that we are materially confined within such a curved boundary surface. Light need not be confined with us within our three dimensional boundary space. We would look directly through four dimensional space in our natural way, by receiving light signals that travelled through it to us on straight lines. In that case the reason we do not observe a fourth spatial dimension in our vicinity is that there are no nearby objects in it, just off our hyperplane in the wild. The nearest four-dimensional object we can see with our eyes is our sun, which lies equatorially in our own hyperplane, though it bulges out of it above and below. But when we look up at the heavens, every pinprick of light we observe is itself a four-dimensional object off our hyperplane, and they are distributed all around us in four-dimensional space through which we gaze. We are four-dimensionally sighted creatures, even though our bodies are three-dimensional objects, thin as an atom in the fourth dimension. But that should not perplex us: we can see into three dimensional space even though our retinas are two dimensional objects, thin as a photoreceptor cell. Our unconscious provincial concept is that there is nothing else outside our three dimensional world: no boundary, because there is nothing else to separate us from. But Schläfli discovered something else: all the astonishing regular objects that exist in higher dimensions, which vastly extend our notions of the beauty and mystery of space itself, and the intrinsic spatial symmetries of our universe which geometry reveals. Space is more commodious than we thought it was, and permits previously unimagined objects and motions. So our provincial conception of our place in it now has the same kind of status as our idea that the sun rises in the east and passes overhead: it is mere appearance, not a true model and no longer a proper explanation. An inertial boundary is a proper explanation, be it ever so thin. And would a boundary of ''no'' thickness, a mere abstraction with no physical power to separate, be a more suitable explanation? We must look for a physically powerful explanation in the geometry of space itself, which general relativity properly associates with the gravitational or inertial force. <blockquote>The number of dimensions possessed by a figure is the number of straight lines each perpendicular to all the others which can be drawn on it. Thus a point has no dimensions, a straight line one, a plane surface two, and a solid three .... In space as we now know it only three lines can be imagined perpendicular to each other. A fourth line, perpendicular to all the other three would be quite invisible and unimaginable to us. We ourselves and all the material things around us probably possess a fourth dimension, of which we are quite unaware. If not, from a four-dimensional point of view we are mere geometrical abstractions, like geometrical surfaces, lines, and points are to us. But this thickness in the fourth dimension must be exceedingly minute, if it exists at all. That is, we could only draw an exceedingly small line perpendicular to our three perpendicular lines, length, breadth and thickness, so small that no microscope could ever perceive it. We can find out something about the conditions of the fourth and higher dimensions if they exist, without being certain that they do exist, by a process which I have termed "Dimensional Analogy."<ref>{{Citation|title=Dimensional Analogy|last=Coxeter|first=Donald|date=February 1923|publisher=Coxeter Fonds, University of Toronto Archives|authorlink=W:Harold Scott MacDonald Coxeter|series=|postscript=|work=}}</ref></blockquote> I believe, but I cannot prove, that we live in real space, which is Schläfli's Euclidean space of ''n'' analogous dimensions. As Grassmann showed first, space cannot be limited to any finite number of dimensions. There will always be higher dimensions to discover, first in imagination and then to explore physically, each an astonishing new enlightenment.<ref>{{Cite book|first=T.S.|last=Eliot|title=Little Gidding|volume=Four Quartets|year=1943}}<blockquote> :We shall not cease from exploration :And the end of all our exploring :Will be to arrive where we started :And know the place for the first time. :Through the unknown, remembered gate :When the last of earth left to discover :Is that which was the beginning; :At the source of the longest river :The voice of the hidden waterfall :And the children in the apple-tree :Not known, because not looked for :But heard, half-heard, in the stillness :Between two waves of the sea. </blockquote></ref> Schläfli discovered every regular convex polytope that exists in any dimension, but that was only the beginning of the story of dimensional analogy, not its end or even the end of its beginning. That project is forever beginning anew. Coxeter discovered that Schläfli's Euclidean space is an expression of intrinsic symmetries, as Noether discovered all of physics is. Kappraff and Adamson discovered that even the sequences of humble regular polygons have fractal complexity. Symmetry itself is chaotic, always reachable but forever beyond our complete grasp. We are on a Wilderness Project, and just at its beginning, but already we observe a Euclidean space of four or more orthogonal spatial dimensions in which all objects with mass move ceaselessly at the constant velocity <math>c</math>, the universal rate at which everything moves, quantum events occur, and each of our proper times evolves. I believe these facts explain the experimentally verified theories of relativity and quantum mechanics, by revealing their unified polycentric geometry, the same way the facts about Copernicus's heliocentric solar system explained the observed motions of the planets, by revealing the geometry of gravity to Kepler. But others will have to do the math, work out the physics, and perform experiments to prove or disprove all of this, because I don't have the mathematics; entirely unlike Coxeter and Einstein, I am illiterate in those languages. <blockquote> ::::::BEECH :Where my imaginary line :Bends square in woods, an iron spine :And pile of real rocks have been founded. :And off this corner in the wild, :Where these are driven in and piled, :One tree, by being deeply wounded, :Has been impressed as Witness Tree :And made commit to memory :My proof of being not unbounded. :Thus truth's established and borne out, :Though circumstanced with dark and doubt— :Though by a world of doubt surrounded. :::::::—''The Moodie Forester''<ref>{{Cite book|title=A Witness Tree|last=Frost|first=Robert|year=1942|series=The Poetry of Robert Frost|publisher=Holt, Rinehart and Winston|edition=1969|}}</ref> </blockquote> == Appendix: Sequence of regular 4-polytopes == {{Regular convex 4-polytopes|wiki=W:|columns=7}} == ... == {{Efn|In a ''[[W:William Kingdon Clifford|Clifford]] displacement'', also known as an [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinic rotation]], all the Clifford parallel{{Efn|name=Clifford parallels}} invariant planes are displaced in four orthogonal directions (two completely orthogonal planes) at once: they are rotated by the same angle, and at the same time they are tilted ''sideways'' by that same angle. A [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|Clifford displacement]] is [[W:8-cell#Radial equilateral symmetry|4-dimensionally diagonal]].{{Efn|name=isoclinic 4-dimensional diagonal}} Every plane that is Clifford parallel to one of the completely orthogonal planes (including in this case an entire Clifford parallel bundle of 4 hexagons, but not all 16 hexagons) is invariant under the isoclinic rotation: all the points in the plane rotate in circles but remain in the plane, even as the whole plane tilts sideways. All 16 hexagons rotate by the same angle (though only 4 of them do so invariantly). All 16 hexagons are rotated by 60 degrees, and also displaced sideways by 60 degrees to a Clifford parallel hexagon. All of the other central polygons (e.g. squares) are also displaced to a Clifford parallel polygon 60 degrees away.|name=Clifford displacement}} {{Efn|It is not difficult to visualize four hexagonal planes intersecting at 60 degrees to each other, even in three dimensions. Four hexagonal central planes intersect at 60 degrees in the [[W:cuboctahedron|cuboctahedron]]. Four of the 24-cell's 16 hexagonal central planes (lying in the same 3-dimensional hyperplane) intersect at each of the 24-cell's vertices exactly the way they do at the center of a cuboctahedron. But the ''edges'' around the vertex do not meet as the radii do at the center of a cuboctahedron; the 24-cell has 8 edges around each vertex, not 12, so its vertex figure is the cube, not the cuboctahedron. The 8 edges meet exactly the way 8 edges do at the apex of a canonical [[W:cubic pyramid]|cubic pyramid]].{{Efn|name=24-cell vertex figure}}|name=cuboctahedral hexagons}} {{Efn|name=radially equilateral}} {{Efn|Eight {{sqrt|1}} edges converge in curved 3-dimensional space from the corners of the 24-cell's cubical vertex figure{{Efn|The [[W:vertex figure|vertex figure]] is the facet which is made by truncating a vertex; canonically, at the mid-edges incident to the vertex. But one can make similar vertex figures of different radii by truncating at any point along those edges, up to and including truncating at the adjacent vertices to make a ''full size'' vertex figure. Stillwell defines the vertex figure as "the convex hull of the neighbouring vertices of a given vertex".{{Sfn|Stillwell|2001|p=17}} That is what serves the illustrative purpose here.|name=full size vertex figure}} and meet at its center (the vertex), where they form 4 straight lines which cross there. The 8 vertices of the cube are the eight nearest other vertices of the 24-cell. The straight lines are geodesics: two {{sqrt|1}}-length segments of an apparently straight line (in the 3-space of the 24-cell's curved surface) that is bent in the 4th dimension into a great circle hexagon (in 4-space). Imagined from inside this curved 3-space, the bends in the hexagons are invisible. From outside (if we could view the 24-cell in 4-space), the straight lines would be seen to bend in the 4th dimension at the cube centers, because the center is displaced outward in the 4th dimension, out of the hyperplane defined by the cube's vertices. Thus the vertex cube is actually a [[W:cubic pyramid|cubic pyramid]]. Unlike a cube, it seems to be radially equilateral (like the tesseract and the 24-cell itself): its "radius" equals its edge length.{{Efn|The vertex cubic pyramid is not actually radially equilateral,{{Efn|name=radially equilateral}} because the edges radiating from its apex are not actually its radii: the apex of the [[W:cubic pyramid|cubic pyramid]] is not actually its center, just one of its vertices.}}|name=24-cell vertex figure}} {{Efn|The hexagons are inclined (tilted) at 60 degrees with respect to the unit radius coordinate system's orthogonal planes. Each hexagonal plane contains only ''one'' of the 4 coordinate system axes.{{Efn|Each great hexagon of the 24-cell contains one axis (one pair of antipodal vertices) belonging to each of the three inscribed 16-cells. The 24-cell contains three disjoint inscribed 16-cells, rotated 60° isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other (so their corresponding vertices are 120° {{=}} {{radic|3}} apart). A [[16-cell#Coordinates|16-cell is an orthonormal ''basis'']] for a 4-dimensional coordinate system, because its 8 vertices define the four orthogonal axes. In any choice of a vertex-up coordinate system (such as the unit radius coordinates used in this article), one of the three inscribed 16-cells is the basis for the coordinate system, and each hexagon has only ''one'' axis which is a coordinate system axis.|name=three basis 16-cells}} The hexagon consists of 3 pairs of opposite vertices (three 24-cell diameters): one opposite pair of ''integer'' coordinate vertices (one of the four coordinate axes), and two opposite pairs of ''half-integer'' coordinate vertices (not coordinate axes). For example: {{indent|17}}({{spaces|2}}0,{{spaces|2}}0,{{spaces|2}}1,{{spaces|2}}0) {{indent|5}}({{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}({{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}}) {{indent|5}}(–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}(–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}}) {{indent|17}}({{spaces|2}}0,{{spaces|2}}0,–1,{{spaces|2}}0)<br> is a hexagon on the ''y'' axis. Unlike the {{sqrt|2}} squares, the hexagons are actually made of 24-cell edges, so they are visible features of the 24-cell.|name=non-orthogonal hexagons|group=}} {{Efn|Visualize the three [[16-cell]]s inscribed in the 24-cell (left, right, and middle), and the rotation which takes them to each other. [[24-cell#Reciprocal constructions from 8-cell and 16-cell|The vertices of the middle 16-cell lie on the (w, x, y, z) coordinate axes]];{{Efn|name=six orthogonal planes of the Cartesian basis}} the other two are rotated 60° [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinically]] to its left and its right. The 24-vertex 24-cell is a compound of three 16-cells, whose three sets of 8 vertices are distributed around the 24-cell symmetrically; each vertex is surrounded by 8 others (in the 3-dimensional space of the 4-dimensional 24-cell's ''surface''), the way the vertices of a cube surround its center.{{Efn|name=24-cell vertex figure}} The 8 surrounding vertices (the cube corners) lie in other 16-cells: 4 in the other 16-cell to the left, and 4 in the other 16-cell to the right. They are the vertices of two tetrahedra inscribed in the cube, one belonging (as a cell) to each 16-cell. If the 16-cell edges are {{radic|2}}, each vertex of the compound of three 16-cells is {{radic|1}} away from its 8 surrounding vertices in other 16-cells. Now visualize those {{radic|1}} distances as the edges of the 24-cell (while continuing to visualize the disjoint 16-cells). The {{radic|1}} edges form great hexagons of 6 vertices which run around the 24-cell in a central plane. ''Four'' hexagons cross at each vertex (and its antipodal vertex), inclined at 60° to each other.{{Efn|name=cuboctahedral hexagons}} The [[24-cell#Hexagons|hexagons]] are not perpendicular to each other, or to the 16-cells' perpendicular [[24-cell#Squares|square central planes]].{{Efn|name=non-orthogonal hexagons}} The left and right 16-cells form a tesseract.{{Efn|Each pair of the three 16-cells inscribed in the 24-cell forms a 4-dimensional [[W:tesseract|hypercube (a tesseract or 8-cell)]], in [[24-cell#Relationships among interior polytopes|dimensional analogy]] to the way two tetrahedra form a cube: the two 8-vertex 16-cells are inscribed in the 16-vertex tesseract, occupying its alternate vertices. The third 16-cell does not lie within the tesseract; its 8 vertices protrude from the sides of the tesseract, forming a cubic pyramid on each of the tesseract's cubic cells. The three pairs of 16-cells form three tesseracts.{{Efn|name=three 8-cells}} The tesseracts share vertices, but the 16-cells are completely disjoint.{{Efn|name=completely disjoint}}|name=three 16-cells form three tesseracts}} Two 16-cells have vertex-pairs which are one {{radic|1}} edge (one hexagon edge) apart. But a [[24-cell#Simple rotations|''simple'' rotation]] of 60° will not take one whole 16-cell to another 16-cell, because their vertices are 60° apart in different directions, and a simple rotation has only one hexagonal plane of rotation. One 16-cell ''can'' be taken to another 16-cell by a 60° [[24-cell#Isoclinic rotations|''isoclinic'' rotation]], because an isoclinic rotation is [[3-sphere]] symmetric: four [[24-cell#Clifford parallel polytopes|Clifford parallel hexagonal planes]] rotate together, but in four different rotational directions,{{Efn|name=Clifford displacement}} taking each 16-cell to another 16-cell. But since an isoclinic 60° rotation is a ''diagonal'' rotation by 60° in ''two'' completely orthogonal directions at once,{{Efn|name=isoclinic geodesic}} the corresponding vertices of the 16-cell and the 16-cell it is taken to are 120° apart: ''two'' {{radic|1}} hexagon edges (or one {{radic|3}} hexagon chord) apart, not one {{radic|1}} edge (60°) apart as in a simple rotation.{{Efn|name=isoclinic 4-dimensional diagonal}} By the [[W:chiral|chiral]] diagonal nature of isoclinic rotations, the 16-cell ''cannot'' reach the adjacent 16-cell by rotating toward it; it can only reach the 16-cell ''beyond'' it. But of course, the 16-cell beyond the 16-cell to its right is the 16-cell to its left. So a 60° isoclinic rotation ''will'' take every 16-cell to another 16-cell: a 60° ''right'' isoclinic rotation will take the middle 16-cell to the 16-cell we may have originally visualized as the ''left'' 16-cell, and a 60° ''left'' isoclinic rotation will take the middle 16-cell to the 16-cell we visualized as the ''right'' 16-cell. (If so, that was our error in visualization; the 16-cell to the "left" is in fact the one reached by the left isoclinic rotation, as that is the only sense in which the two 16-cells are left or right of each other.)|name=three isoclinic 16-cells}} {{Efn|In a double rotation each vertex can be said to move along two completely orthogonal great circles at the same time, but it does not stay within the central plane of either of those original great circles; rather, it moves along a helical geodesic that traverses diagonally between great circles. The two completely orthogonal planes of rotation are said to be ''invariant'' because the points in each stay in the plane ''as the plane moves'', tilting sideways by the same angle that the other plane rotates.|name=helical geodesic}} {{Efn|A point under isoclinic rotation traverses the diagonal{{Efn|name=isoclinic 4-dimensional diagonal}} straight line of a single '''isoclinic geodesic''', reaching its destination directly, instead of the bent line of two successive '''simple geodesics'''. A '''[[W:geodesic|geodesic]]''' is the ''shortest path'' through a space (intuitively, a string pulled taught between two points). Simple geodesics are great circles lying in a central plane (the only kind of geodesics that occur in 3-space on the 2-sphere). Isoclinic geodesics are different: they do ''not'' lie in a single plane; they are 4-dimensional [[W:helix|spirals]] rather than simple 2-dimensional circles.{{Efn|name=helical geodesic}} But they are not like 3-dimensional [[W:screw threads|screw threads]] either, because they form a closed loop like any circle (after ''two'' revolutions). Isoclinic geodesics are ''4-dimensional great circles'', and they are just as circular as 2-dimensional circles: in fact, twice as circular, because they curve in a circle in two completely orthogonal directions at once.{{Efn|Isoclinic geodesics are ''4-dimensional great circles'' in the sense that they are 1-dimensional geodesic ''lines'' that curve in 4-space in two completely orthogonal planes at once. They should not be confused with ''great 2-spheres'',{{Sfn|Stillwell|2001|p=24}} which are the 4-dimensional analogues of 2-dimensional great circles (great 1-spheres).}} These '''isoclines''' are geodesic 1-dimensional lines embedded in a 4-dimensional space. On the 3-sphere{{Efn|All isoclines are geodesics, and isoclines on the 3-sphere are circles (curving equally in each dimension), but not all isoclines on 3-manifolds in 4-space are circles.}} they always occur in [[W:chiral|chiral]] pairs and form a pair of [[W:Villarceau circle|Villarceau circle]]s on the [[W:Clifford torus|Clifford torus]],{{Efn|Isoclines on the 3-sphere occur in non-intersecting chiral pairs. A left and a right isocline form a [[W:Hopf link|Hopf link]] called the {1,1} torus knot{{Sfn|Dorst|2019|loc=§1. Villarceau Circles|p=44|ps=; "In mathematics, the path that the (1, 1) knot on the torus traces is also known as a [[W:Villarceau circle|Villarceau circle]]. Villarceau circles are usually introduced as two intersecting circles that are the cross-section of a torus by a well-chosen plane cutting it. Picking one such circle and rotating it around the torus axis, the resulting family of circles can be used to rule the torus. By nesting tori smartly, the collection of all such circles then form a [[W:Hopf fibration|Hopf fibration]].... we prefer to consider the Villarceau circle as the (1, 1) torus knot [a [[W:Hopf link|Hopf link]]] rather than as a planar cut [two intersecting circles]."}} in which ''each'' of the two linked circles traverses all four dimensions.}} the paths of the left and the right [[W:Rotations in 4-dimensional Euclidean space#Double rotations|isoclinic rotation]]. They are [[W:Helix|helices]] bent into a [[W:Möbius strip|Möbius loop]] in the fourth dimension, taking a diagonal [[W:Winding number|winding route]] twice around the 3-sphere through the non-adjacent vertices of a 4-polytope's [[W:Skew polygon#Regular skew polygons in four dimensions|skew polygon]].|name=isoclinic geodesic}} {{Efn|[[File:Hopf band wikipedia.png|thumb|150px|Two [[W:Clifford parallel|Clifford parallel]] great circles spanned by a twisted [[W:Annulus (mathematics)|annulus]].]][[W:Clifford parallel|Clifford parallel]]s are non-intersecting curved lines that are parallel in the sense that the perpendicular (shortest) distance between them is the same at each point. A double helix is an example of Clifford parallelism in ordinary 3-dimensional Euclidean space. In 4-space Clifford parallels occur as geodesic great circles on the [[W:3-sphere|3-sphere]].{{Sfn|Kim|Rote|2016|pp=8-10|loc=Relations to Clifford Parallelism}} Whereas in 3-dimensional space, any two geodesic great circles on the [[W:2-sphere|2-sphere]] will always intersect at two antipodal points, in 4-dimensional space not all great circles intersect. In 4-polytopes various discrete sets of Clifford parallel non-intersecting geodesic great circles can be found on the 3-sphere. They spiral around each other in [[W:Hopf fibration|Hopf fiber bundles]] which visit all the vertices just once. The simplest example is that six mutually orthogonal great circles can be drawn on the 3-sphere, as three pairs of completely orthogonal great circles, intersecting at 8 points defining a [[16-cell]]. Each completely orthogonal pair of circles is Clifford parallel. They cannot intersect at all, because they lie in planes which intersect at only one point: the center of the 16-cell. Because they are perpendicular and share a common center, the two circles are obviously not parallel and separate in the usual way of parallel circles in 3 dimensions; rather they are connected like adjacent links in a chain, each passing through the other without intersecting at any points, forming a [[W:Hopf link|Hopf link]]|name=Clifford parallels}} {{Efn|In the 24-cell each great square plane is completely orthogonal{{Efn|name=completely orthogonal planes}} to another great square plane, and each great hexagon plane is completely orthogonal to a plane which intersects only two vertices: a great [[W:digon|digon]] plane.|name=pairs of completely orthogonal planes}} {{Efn|In an [[24-cell#Isoclinic rotations|isoclinic rotation]], each point anywhere in the 4-polytope moves an equal distance in four orthogonal directions at once, on a [[W:8-cell#Radial equilateral symmetry|4-dimensional diagonal]]. The point is displaced a total [[W:Pythagorean distance]] equal to the square root of four times the square of that distance. For example, when the unit-radius 24-cell rotates isoclinically 60° in a hexagon invariant plane and 60° in its completely orthogonal invariant plane,{{Efn|name=pairs of completely orthogonal planes}} all vertices are displaced to a vertex two edge lengths away. Each vertex is displaced to another vertex {{radic|3}} (120°) away, moving {{radic|3/4}} in four orthogonal coordinate directions.|name=isoclinic 4-dimensional diagonal}} {{Efn|Each square plane is isoclinic (Clifford parallel) to five other square planes but completely orthogonal{{Efn|name=completely orthogonal planes}} to only one of them.{{Efn|name=Clifford parallel squares in the 16-cell and 24-cell}} Every pair of completely orthogonal planes has Clifford parallel great circles, but not all Clifford parallel great circles are orthogonal (e.g., none of the hexagonal geodesics in the 24-cell are mutually orthogonal).|name=only some Clifford parallels are orthogonal}} {{Efn|In the [[16-cell#Rotations|16-cell]] the 6 orthogonal great squares form 3 pairs of completely orthogonal great circles; each pair is Clifford parallel. In the 24-cell, the 3 inscribed 16-cells lie rotated 60 degrees isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other; consequently their corresponding vertices are 120 degrees apart on a hexagonal great circle. Pairing their vertices which are 90 degrees apart reveals corresponding square great circles which are Clifford parallel. Each of the 18 square great circles is Clifford parallel not only to one other square great circle in the same 16-cell (the completely orthogonal one), but also to two square great circles (which are completely orthogonal to each other) in each of the other two 16-cells. (Completely orthogonal great circles are Clifford parallel, but not all Clifford parallels are orthogonal.{{Efn|name=only some Clifford parallels are orthogonal}}) A 60 degree isoclinic rotation of the 24-cell in hexagonal invariant planes takes each square great circle to a Clifford parallel (but non-orthogonal) square great circle in a different 16-cell.|name=Clifford parallel squares in the 16-cell and 24-cell}} {{Efn|In 4 dimensional space we can construct 4 perpendicular axes and 6 perpendicular planes through a point. Without loss of generality, we may take these to be the axes and orthogonal central planes of a (w, x, y, z) Cartesian coordinate system. In 4 dimensions we have the same 3 orthogonal planes (xy, xz, yz) that we have in 3 dimensions, and also 3 others (wx, wy, wz). Each of the 6 orthogonal planes shares an axis with 4 of the others, and is ''completely orthogonal'' to just one of the others: the only one with which it does not share an axis. Thus there are 3 pairs of completely orthogonal planes: xy and wz intersect only at the origin; xz and wy intersect only at the origin; yz and wx intersect only at the origin.|name=six orthogonal planes of the Cartesian basis}} {{Efn|Two planes in 4-dimensional space can have four possible reciprocal positions: (1) they can coincide (be exactly the same plane); (2) they can be parallel (the only way they can fail to intersect at all); (3) they can intersect in a single line, as two non-parallel planes do in 3-dimensional space; or (4) '''they can intersect in a single point'''{{Efn|To visualize how two planes can intersect in a single point in a four dimensional space, consider the Euclidean space (w, x, y, z) and imagine that the w dimension represents time rather than a spatial dimension. The xy central plane (where w{{=}}0, z{{=}}0) shares no axis with the wz central plane (where x{{=}}0, y{{=}}0). The xy plane exists at only a single instant in time (w{{=}}0); the wz plane (and in particular the w axis) exists all the time. Thus their only moment and place of intersection is at the origin point (0,0,0,0).|name=how planes intersect at a single point}} (and they ''must'', if they are completely orthogonal).{{Efn|Two flat planes A and B of a Euclidean space of four dimensions are called ''completely orthogonal'' if and only if every line in A is orthogonal to every line in B. In that case the planes A and B intersect at a single point O, so that if a line in A intersects with a line in B, they intersect at O.{{Efn|name=six orthogonal planes of the Cartesian basis}}|name=completely orthogonal planes}}|name=how planes intersect}} {{Efn|Polytopes are '''completely disjoint''' if all their ''element sets'' are disjoint: they do not share any vertices, edges, faces or cells. They may still overlap in space, sharing 4-content, volume, area, or lineage.|name=completely disjoint}} {{Efn|If the [[W:Euclidean distance|Pythagorean distance]] between any two vertices is {{sqrt|1}}, their geodesic distance is 1; they may be two adjacent vertices (in the curved 3-space of the surface), or a vertex and the center (in 4-space). If their Pythagorean distance is {{sqrt|2}}, their geodesic distance is 2 (whether via 3-space or 4-space, because the path along the edges is the same straight line with one 90^o bend in it as the path through the center). If their Pythagorean distance is {{sqrt|3}}, their geodesic distance is still 2 (whether on a hexagonal great circle past one 60^o bend, or as a straight line with one 60^o bend in it through the center). Finally, if their Pythagorean distance is {{sqrt|4}}, their geodesic distance is still 2 in 4-space (straight through the center), but it reaches 3 in 3-space (by going halfway around a hexagonal great circle).|name=Geodesic distance}} {{Efn|Two angles are required to fix the relative positions of two planes in 4-space.{{Sfn|Kim|Rote|2016|p=7|loc=§6 Angles between two Planes in 4-Space|ps=; "In four (and higher) dimensions, we need two angles to fix the relative position between two planes. (More generally, ''k'' angles are defined between ''k''-dimensional subspaces.)"}} Since all planes in the same [[W:hyperplane|hyperplane]] are 0 degrees apart in one of the two angles, only one angle is required in 3-space. Great hexagons in different hyperplanes are 60 degrees apart in ''both'' angles. Great squares in different hyperplanes are 90 degrees apart in ''both'' angles (completely orthogonal){{Efn|name=completely orthogonal planes}} or 60 degrees apart in ''both'' angles.{{Efn||name=Clifford parallel squares in the 16-cell and 24-cell}} Planes which are separated by two equal angles are called ''isoclinic''. Planes which are isoclinic have [[W:Clifford parallel|Clifford parallel]] great circles.{{Efn|name=Clifford parallels}} A great square and a great hexagon in different hyperplanes are neither isoclinic nor Clifford parallel; they are separated by a 90 degree angle ''and'' a 60 degree angle.|name=two angles between central planes}} {{Efn|The 24-cell contains 3 distinct 8-cells (tesseracts), rotated 60° isoclinically with respect to each other. The corresponding vertices of two 8-cells are {{radic|3}} (120°) apart. Each 8-cell contains 8 cubical cells, and each cube contains four {{radic|3}} chords (its long diagonals). The 8-cells are not completely disjoint{{Efn|name=completely disjoint}} (they share vertices), but each cube and each {{radic|3}} chord belongs to just one 8-cell. The {{radic|3}} chords joining the corresponding vertices of two 8-cells belong to the third 8-cell.|name=three 8-cells}} {{Efn|Departing from any vertex V₀ in the original great hexagon plane of isoclinic rotation P₀, the first vertex reached V₁ is 120 degrees away along a {{radic|3}} chord lying in a different hexagonal plane P₁. P₁ is inclined to P₀ at a 60° angle.{{Efn|P₀ and P₁ lie in the same hyperplane (the same central cuboctahedron) so their other angle of separation is 0.{{Efn|name=two angles between central planes}}}} The second vertex reached V₂ is 120 degrees beyond V₁ along a second {{radic|3}} chord lying in another hexagonal plane P₂ that is Clifford parallel to P₀.{{Efn|P₀ and P₂ are 60° apart in ''both'' angles of separation.{{Efn|name=two angles between central planes}} Clifford parallel planes are isoclinic (which means they are separated by two equal angles), and their corresponding vertices are all the same distance apart. Although V₀ and V₂ are ''two'' {{radic|3}} chords apart{{Efn|V₀ and V₂ are two {{radic|3}} chords apart on the geodesic path of this rotational isocline, but that is not the shortest geodesic path between them. In the 24-cell, it is impossible for two vertices to be more distant than ''one'' {{radic|3}} chord, unless they are antipodal vertices {{radic|4}} apart.{{Efn|name=Geodesic distance}} V₀ and V₂ are ''one'' {{radic|3}} chord apart on some other isocline. More generally, isoclines are geodesics because the distance between their ''adjacent'' vertices is the shortest distance between those two vertices, but a path between two vertices along a geodesic is not always the shortest distance between them (even on ordinary great circle geodesics).}}, P₀ and P₂ are just one {{radic|1}} edge apart (at every pair of ''nearest'' vertices).}} (Notice that V₁ lies in both intersecting planes P₁ and P₂, as V₀ lies in both P₀ and P₁. But P₀ and P₂ have ''no'' vertices in common; they do not intersect.) The third vertex reached V₃ is 120 degrees beyond V₂ along a third {{radic|3}} chord lying in another hexagonal plane P₃ that is Clifford parallel to P₁. The three {{radic|3}} chords lie in different 8-cells.{{Efn|name=three 8-cells}} V₀ to V₃ is a 360° isoclinic rotation.|name=360 degree geodesic path visiting 3 hexagonal planes}} {{Sfn|Mamone, Pileio & Levitt|2010|loc=§4.5 Regular Convex 4-Polytopes|pp=1438-1439|ps=; the 24-cell has 1152 symmetry operations (rotations and reflections) as enumerated in Table 2, symmetry group 𝐹₄.}} ==Notes== {{Regular convex 4-polytopes Notelist|wiki=W:}} ==Citations== {{Regular convex 4-polytopes Reflist|wiki=W:}} ==References== {{Refbegin}} * {{Cite book|title=A Week on the Concord and Merrimack Rivers|last=Thoreau|first=Henry David|author-link=W:Thoreau|publisher=James Munroe and Company|year=1849|isbn=|location=Boston|ref={{SfnRef|Thoreau|1849}}}} * {{Cite journal|title=Theoretical Evidence for Principles of Special Relativity Based on Isotropic and Uniform Four-Dimensional Space|first=Takuya|last=Yamashita|date=25 May 2023|doi= 10.20944/preprints202305.1785.v1|journal=Preprints|volume=2023|issue=2023051785|url=https://doi.org/10.20944/preprints202305.1785.v1|ref={{SfnRef|Yamashita|2023}}}} * {{Cite_arXiv | arxiv=2512.02903v2 | date=2 January 2026 | title=Symmetry transformation group arising from the Laplace–Runge–Lenz vector | first1=Stephen C. | last1=Anco | first2=Mahdieh Gol Bashmani | last2=Moghadam | class=math-ph}} === [[Polyscheme|Polyschemes]] === {{Regular convex 4-polytopes Refs|wiki=W:}} {{Refend}} ramy6zwqxys20hygm7ce5x5g7q1xkr9 2841650 2841638 2026-10-20T04:13:31Z Dc.samizdat 2856930 /* A theory of the Euclidean cosmos */ 2841650 wikitext text/x-wiki {{align|center|David Brooks Christie}} {{align|center|dc@samizdat.org}} {{align|center|Draft in progress}} {{align|center|June 2023 - October 2026}} <blockquote>'''Abstract:''' The physical universe is properly visualized as real Euclidean space <math>\mathbb{R}^4</math> of four orthogonal spatial dimensions. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are 4-polytopes, small round 4-dimensional objects, and stars are 4-balls of atomic plasma, large round 4-dimensional objects. We ourselves and the objects we observe near us are only 3-dimensional, but nonetheless we can see into four dimensions of space. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity <math>c</math>. Light from them reaches us directly, on straight lines through 4-space. This view of the observed universe is compatible with special and general relativity, and with quantum mechanics. It furnishes those theories with an explanatory geometric model.</blockquote> == Summary == We observe that: * Physical space has four perpendicular dimensions, not just three. * Atoms are [[W:4-polytope|4-polytopes]]. * The sun is a [[W:4-ball|4-ball]] that is round in four dimensions. * Everything of intermediate size between an atom and a star, including us and our planet, lies in a 3-dimensional manifold of ordinary space. * Our entire 3-space manifold is moving through Euclidean 4-space at the speed of light, in a direction perpendicular to its three interior dimensions. * Special relativity describes the linear motion of objects and light signals in four-dimensional Euclidean space. * General relativity describes the rotational motion of objects with mass in four-dimensional Euclidean space. == A theory of the Euclidean cosmos == The physical universe is properly visualized as [[w:Four-dimensional_space|real Euclidean space <math>\mathbb{R}^4</math>]] of four orthogonal spatial dimensions. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are [[w:4-polytope|4-polytopes]], small round 4-dimensional objects, and stars are [[W:4-ball|4-balls]] of atomic plasma, large round 4-dimensional objects. Objects intermediate in size between atoms and stars, including molecules, people, and planetery surfaces their surface, are so flat as to be essentially 3-dimensional, having only the thickness of an atom in the orthogonal fourth dimension. All objects with mass move inertially through Euclidean 4-space at constant velocity <math>c</math> as long as they exist, and acceleration only varies their direction. Objects moving in the same direction are in the same inertial reference frame. Their direction of motion through 4-space at velocity <math>c</math> is their proper time dimension, simply because their direction and velocity of motion through time is the same as their direction and velocity of motion through space. A typical galaxy such as ours occupies a 4-ball of mostly empty space, with stars and other objects distributed non-uniformly within it. The galaxy's orbital center may be nothing: a smaller 4-ball of empty space they surround. The stars in our spiral galaxy appear from our accustomed point of view to occupy a disk-like region of 3-dimensional space, with a denser ball-like center, but they are not so confined: they are distributed within a region of 4-dimensional space. The disk and ball have thickness not only in the third dimension, but in the fourth spatial dimension as well. Light from stars and galaxies reaches us on straight lines through Euclidean 4-space, so from our viewpoint, in what we have always imagined to be a 3-space universe, we look into the surrounding 4-space. Although we are physically confined within a 3-dimensional hyperplane by the inertia of our motion through 4-space at constant velocity <math>c</math>, light signals are not so confined, so we observe all the cosmological objects surrounding us, both in and above or below our hyperplane, without perceiving their separation in our fourth orthogonal dimension, the direction of our motion. We may perceive a galaxy as elliptical when it is actually spherical, because that is how its image projects from its 4-ball shape into a 3-ball region in our hyperplane, where we measure it with our 3-dimensional bodies. More generally, orbits are circular in 4-space, but elliptical in the 3-space of their elliptic hyperplane. The galaxy as a whole, or more properly its orbital barycenter, is translating through 4-space at velocity <math>c</math>, in a distinct direction orthogonal to all three dimensions of our ordinary proper 3-space. Stars within the galaxy are translating with it at the same velocity <math>c</math> in the same direction, but on spiral trajectories as they pursue their various orbits within the galaxy. The galaxy as a whole occupies a 4-ball within its proper inertial reference frame (that is, in the moving frame of reference in which the galaxy considers itself to be a stationary rotating 4-ball). Over time, the galaxy 4-ball occupies a 4-dimensional cylinder and progresses along the cylinder's axis at velocity <math>c</math>. In this more universal inertial reference frame, the stars in the galaxy follow helical geodesic paths through the 4-cylinder; their trajectories are screw-translations through 4-space, the compound of a simple rotation and a completely orthogonal linear translation. The gravitational force and the inertial tendency to follow a geodesic are the same phenomenon, by the equivalence principle. That said, they can be distinguished, and the galaxy is held together primarily by gravity as inertia, not by gravity as attraction to a central mass toward which objects fall in orbit. There is not enough mass in the galaxy to hold it together by attraction, there is just enough to bend the stars' trajectories toward each other, in helical orbits around a barycentric axis of motion. It is the tremendous inertial force of stars in translational motion at velocity <math>c</math> that holds the cylinder of motion together, not some invisible dark matter. The observed universe as a whole appears to be a [[W:3-sphere|3-sphere]] expanding radially from a central origin point at velocity <math>c</math>, the invariant velocity of mass-carrying objects through 4-space, also the propagation speed of light relative to any moving 3-space manifold, as measured by all observers. A 3-sphere is a hypersphere in Euclidean 4-space, but the enclosing surface of a 3-sphere is a curved, finite 3-space, dimensionally analogous to the surface of the earth which is a curved, finite 2-space. This 3-sphere could be the domain of our visible cosmos, but of course we do not know for certain that all the cosmological objects we observe lie near the surface of our expanding 3-sphere, since it is only our assumption that they must all have originated in the same big bang long ago. Possibly some of the more distant objects we observe did not, and lie elsewhere, outside our big-bang's 3-sphere of outflying matter or even inside its 3-sphere, below its surface. We cannot assume that all objects in the 4-space universe lie near the surface of the same expanding 3-sphere. For all observers, the conjectured big-bang of their origin corresponds not only to a now-distant point in their proper time past, it also corresponds to a distinct now-distant point in 4-dimensional space: the same point in the same Euclidean 4-space for all observers with the same origin. Our big bang had a distinct origin point in real space as well as in real time. More generally, time and Euclidean 4-space can be measured independently, just as time and Euclidean 3-space were measured classically, without the necessity to combine them as spacetime. The same inertial force which holds the galactic cylinder of motion together also confines us physically to an exceedingly thin three-dimensional surface manifold moving through 4-space at velocity <math>c</math>. All objects in our solar system too small to have their own gravity lie entirely within this thinest three-dimensional manifold, and have only the thickness of an atom in their direction-of-motion fourth dimension. That is why we are 3-dimensional objects ourselves, and why we cannot construct more than three perpendiculars through a single point in our local 3-dimensional space. A spherical region of 4-space is called a [[W:4-ball|4-ball]]. The enclosing surface of a 4-ball of any size is a finite, curved (non-Euclidean) 3-dimensional space called a [[w:3-sphere|3-sphere]]. Our entire big-bang-origin universe appears to be the largest 3-sphere we observe, but each of the cosmological objects within it (including our galaxy and our sun) is contained in a smaller 3-sphere shell of its own, lying (we assume) on the largest 3-sphere embedded in its surface, like a soap bubble on the surface of a larger soap bubble. All the 3-dimensional surfaces are expanding, as the largest 3-sphere inflates at radial velocity <math>c</math>. We ourselves live within such an expanding 3-dimensional surface, in an infinitesimally curved 3-manifold surface embedded in Euclidean 4-space. That surface is the ordinary 3-dimensional space we experience. The earth and all the planets lie on it. Our solar system is only a small patch on the surface of a dimensionally rounder space, although that surface is not infinite. It is curved, and finite, analogous to the way the 2-dimensional surface of the earth -- once thought to be flat -- is curved and finite. Our solar system occupies a small patch on a filmy 4-dimensional soap-bubble of galactic size rounded by gravity, that is thicker-skinned than the diameter of an atom only in the interior of objects with gravity of their own. Our 3-manifold of ordinary space, as a surface within our moving 4-ball galaxy, is translating through 4-space at velocity <math>c</math> with the galaxy, in a distinct direction orthogonal to the manifold's three orthogonal dimensions of interior space. At every material point in the manifold (at every atom), the translation through 4-space is following a geometric law of motion discovered by Coxeter, that governs the propagation of individual objects through Euclidean space by the actions of their symmetry groups. The solar system's atoms of mass are 4-polytopes that are simultaneously rotating and translating, and as they advance together they define a moving 3-dimensional manifold by their own collective inertia, also called gravity, the property of matter's ceaseless propagation through 4-space at the constant velocity <math>c</math>, the universal rate of causality at which quantum events occur, all objects move, and the universe evolves. Any moving 3-dimensional manifold such as ours is an evolving surface boundary that is empty in most places, occupied by single atoms in comparatively fewer places, and occupied by bound complexes of multiple atoms (molecules) in still fewer places. In all these places it is no thicker than one atom in the dimension corresponding to its direction of translation, because molecules are 3-dimensional complexes of atoms that add no thickness to the manifold. In fewer places still it is occupied by large lumps of matter which exert a gravitational attraction on objects around them, such as stars and planets. Every object which we find occurring naturally in the solar system that is too small to have perceptible gravity of its own is a 3-dimensional smear of atoms no thicker than one atom in its fourth dimension, the direction of its linear translation through 4-space at velocity <math>c</math>. The moving surface manifold cannot be thicker than one atom at any point unless and until there is enough mass near that point for the force of gravity as attraction to overcome the force of gravity as inertia, allowing atoms to be "heaped up" into larger 4-dimensional objects that form a lump in its moving surface. We have only indirect experience of such 4-dimensional lumps of matter thicker than one atom, since they occur naturally in our vicinity only in regions of superdense matter, such as the core of the earth or the interior of the sun. Deep in the core of the earth under enormous gravitational pressure peculiar states of matter have been observed, defying our understanding of how 3-dimensional crystalline structures behave. That is because they are not 3-dimensional structures, they are 4-dimensional crystals. The earth is a disk-like 4-dimensional object that is thin at its edge but thicker at its sphere-like center, dimensionally analogous to a 3-dimensional flying saucer with a sharp circular edge. The earth's surface that we walk on is an ordinary sphere (a 2-sphere), analogous to the circular edge of the flying saucer (a 1-sphere), and on that edge where we live every object we find (including our bodies) is 3-dimensional with only the thickness of an atom in the fourth dimension. We cannot walk on the top or bottom surface of the 4-disk earth because those surfaces are 3-dimensional regions within the earth. The earth's deep core of superdense 4-dimensional matter occupies a spherical region of 4-dimensional space (a 4-ball). The sun is the only entirely spherical superdense lump occurring naturally in our solar system. We refer to the contents of such free-standing 4-balls of matter as atomic plasma, and have little experimental knowledge of its internal geometry or processes. We know that such a lump as the sun burns at its surface 3-sphere and emits radiation, and we know a good deal about those surface processes which are nuclear atomic processes, but we know very little about its interior 4-ball, a dimensionally rounder enclosed space whose existence we did not suspect. Every moving surface boundary of matter in the observed universe is evolving in four dimensions at velocity <math>c</math>. The current location in 4-space of any of its material objects corresponds to the present moment in the proper time of that object's inertial reference frame. The object's direction of movement at velocity <math>c</math> corresponds to its proper time dimension, which is a spiral over time, not a Euclidean (straight-line) dimension, since its direction is changing in its orbit. Objects with mass of all sizes, from subatomic particles to the largest objects observed in the cosmos, are perpetually in inertial rotational motion in some orbit, and simultaneously in inertial translational motion propagating themselves through 4-space, in two completely orthogonal inertial motions each at the constant universal rate of transformation <math>c</math>. Every object with mass moves relative to universal 4-coordinate Euclidean space on its own distinct geodesic spiral, a screw displacement trajectory that is the compound of its two completely orthogonal inertial motions, a rotation and a translation. Objects without mass such as photons lie off such moving surface boundaries of matter from which they were emitted, and their motion is of a different nature. They are in translational motion at velocity <math>c</math> through all four dimensions concurrently, without any rotational component of motion, so they move through 4-space on straight lines at a compound velocity. The propagation speed of light measured on a straight line through Euclidean 4-space is <math>c\prime = 2c</math>, so we can see in four dimensions, even though we are physically confined to a 3-dimensional manifold that is moving at velocity <math>c</math>. For example, we can look across the center of the mostly-empty 4-ball containing our galaxy and see stars in the opposite sides of its concentric 3-sphere orbital surfaces. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity <math>c</math>. They move in the 4-space direction corresponding to their proper time, perpendicular to all three dimensions of their proper 3-space, and generally the farther they are from us the greater the divergence of their direction of motion from our direction of motion: the greater the relative motion between us and their Hubble redshift. Light from them reaches us directly, propagating on straight lines through 4-space at twice the velocity at which they, and we ourselves, are propagating through 4-space. This physical model of the observed universe is compatible with the theories of special and general relativity, and with the atomic theory of quantum mechanics. It explains those theories geometrically, as expressions of intrinsic symmetries in Euclidean space. == Symmetries == It is common to speak of nature as a web, and so it is, the great web of our physical experiences. Every web must have its root systems somewhere, and nature in this sense must be rooted in the symmetries which underlie physics and geometry, the [[W:Group (mathematics)|mathematics of groups]].{{Sfn|Conway, Burgiel & Goodman-Strauss|2008}} As I understand [[W:Noether's theorem|Noether's theorem]] (which is not mathematically), hers is the deepest meta-theory of nature yet, deeper than [[W:Theory of relativity|Einstein's relativity]] or [[W:Evolution|Darwin's evolution]] or [[W:Euclidean geometry|Euclid's geometry]]. It finds that all fundamental findings in physics are based on conservation laws which can be laid at the doors of distinct [[W:symmetry group |symmetry group]]s. Thus all fundamental systems in physics, as examples [[W:quantum chromodynamics|quantum chromodynamics]] (QCD) the theory of the strong force binding the atomic nucleus and [[W:quantum electrodynamics|quantum electrodynamics]] (QED) the theory of the electromagnetic force, each have a corresponding symmetry [[W:group theory|group theory]] of which they are an expression. [[W:Coxeter group|Coxeter's theory of symmetry groups]] generated by reflections did for geometry what Noether's theorem and Einstein's relativity did for physics. [[W:Coxeter|Coxeter]] showed that Euclidean geometry is based on conservation laws that correspond to distinct symmetry groups, and that their group actions express the principle of relativity. Here is Coxeter's formulation of the motions of objects (their congruent transformations) in an ''n''-dimensional Euclidean space, excerpted:{{Sfn|Coxeter|1973|pp=217-218|loc=§12.2 Congruent transformations}} <blockquote>Let <math>\mathrm{Q}</math> denote a rotation, <math>\mathrm{R}</math> a reflection, <math>\mathrm{T}</math> a translation, and let <math>\mathrm{Q}^q \mathrm{R}^r\mathrm{T}</math> denote a product of several such transformations, all commutative with one another. Then <math>\mathrm{RT}</math> is a glide-reflection (in two or three dimensions), <math>\mathrm{QR}</math> is a rotary-reflection, <math>\mathrm{QT}</math> is a screw-displacement, and <math>\mathrm{Q^2}</math> is a double rotation (in four dimensions).<br> Every orthogonal transformation is expressible as:<br> :<math>\mathrm{Q}^q \mathrm{R}^r</math><br> where <math>(2^q + r \le n)</math>, the number of dimensions.<br> Transformations involving a translation are also expressible as:<br> :<math>\mathrm{Q}^q \mathrm{R}^r \mathrm{T}</math><br> where <math>(2^q + r + 1 \le n)</math>.<br> For <math>(n = 4)</math> in particular, every displacement is either a double rotation <math>\mathrm{Q}^2</math>, or a screw-displacement <math>\mathrm{QT}</math> [where the rotation component <math>\mathrm{Q}</math> is a simple rotation, but the <math>\mathrm{QT}</math> is chiral like a <math>\mathrm{Q^2}</math>]. Every enantiomorphous transformation in 4-space (reversing chirality) is a <math>\mathrm{QRT}</math>.</blockquote> If we begin with this most elemental [[w:Kinematics|kinematics]] of Coxeter's, and also assume the [[W:Galilean relativity|Galilean principle of relativity]], every displacement in 4-space can be viewed as either a <math>\mathrm{Q^2}</math> or a <math>\mathrm{QT}</math>, because we can view any <math>\mathrm{QT}</math> as a <math>\mathrm{Q^2}</math> in a linearly moving (translating) reference frame. Therefore any transformation from one inertial reference frame to another is expressable as a <math>\mathrm{Q^2}</math>. By the same principle, we can view any <math>\mathrm{QT}</math> or <math>\mathrm{Q^2}</math> as an isoclinic (equi-angled) <math>\mathrm{Q^2}</math> by proper choice of reference frame.{{Efn|[[W:Arthur Cayley|Cayley]] showed that any rotation in 4-space can be decomposed into two isoclinic rotations, which intuitively we might see follows from the fact that any transformation from one inertial reference frame to another is expressable as a [[W:SO(4)|rotation in 4-dimensional Euclidean space]].|name=Cayley's rotation factorization into two isoclinic reference frame transformations}} Coxeter's relation is thus a mathematical statement of the principle of relativity, on group-theoretic grounds. It correctly captures the limits to [[W:General relativity|general relativity]], in that we can only exchange the translation (<math>\mathrm{T}</math>) for ''one'' of the two rotations (<math>\mathrm{Q}</math>). An observer in any inertial reference frame can always measure the presence, direction and velocity of ''one'' rotation (<math>\mathrm{Q}</math>) up to uncertainty, and can always distinguish the direction of their own proper time translation (<math>\mathrm{T}</math>). As I understand Coxeter theory (which is not mathematically), the symmetry groups underlying physics seem to have an expression in a [[W:Euclidean space|Euclidean space]] of four [[W:dimension|dimension]]s, that is, they are [[W:Euclidean geometry#Higher dimensions|four-dimensional Euclidean geometry]]. Therefore as I understand that geometry (which is entirely by synthetic methods rather than by Clifford's algebraic methods), the [[W:Atom|atom]] seems to have a distinct Euclidean geometry, such that atoms and their constituent particles are four-dimensional geometric objects (4-polytopes), and nature can be understood in terms of their [[W:group action|group actions]], including centrally their group <math>SO(4)</math> [[W:rotations in 4-dimensional Euclidean space|rotations in 4-dimensional Euclidean space]]. The distinct Coxeter symmetry groups have characteristic <math>SO(4)</math> rotational expressions as the [[W:Regular_4-polytope|regular 4-polytopes]]. Their discrete isoclinic rotations are distinguishing properties of fundamental objects in geometry, relativity and quantum mechanics. For example, atoms exhibit <math>SO(4)</math> symmetries of the discrete isoclinic (equi-angled) double rotations (<math>\mathrm{Q^2}</math>) of a set of regular 4-polytopes that is characteristic of their [[w:Atomic_number|atomic number]]. == Special relativity describes Euclidean 4-space == <blockquote>Our entire model of the universe is built on symmetries. Some, like isotropy (the laws are the same in all directions), homogeneity (same in all places), and time invariance (same at all times) seem natural enough. Even relativity, the Lorentz Invariance that allows everyone to observe a constant speed of light, has an elegance to it that makes it seem natural.<ref>{{Cite book|first=Dave|last=Goldberg|title=The Universe in the Rearview Mirror: How Hidden Symmetries Shape Reality|chapter=§10. Hidden Symmetries: Why some symmetries but not others?|year=2013|publisher=Dutton Penguin Group|isbn=978-0-525-95366-1|ref={{SfnRef|Goldberg|2013}}}}</ref></blockquote> Although the Minkowski spacetime of relativity is a non-Euclidean 4-dimensional space,{{Efn|Spacetime is a non-Euclidean (curved) 4-dimensional space because it consists of three orthogonal space dimensions and a time dimension. The time dimension is not orthogonal to the three spatial dimensions; the time coordinate has the opposite sign as the three space coordinates so spacetime is hyperbolic, not a Euclidean (flat) 4-space at all.}} it has been noticed that its 3-dimensional space component could be modeled as a [[W:3-sphere|3-sphere]] embedded in 4-dimensional Euclidean (flat) space. That is, we could imagine that the ordinary 3-dimensional space we perceive is the curved 3-dimensional surface of a 4-dimensional ball (since the surface of a 4-ball is a curved 3-dimensional space called a 3-sphere, just as the surface of a 3-ball like the earth is a curved 2-dimensional space called a 2-sphere). This was [[#Origins of the theory|imagined by Einstein]] himself in 1921, as a thought experiment in which he carefully described his fourth orthogonal spatial dimension as merely a mathematical abstraction. Subsequently it was noticed by others (not mainstream physicists) that if physical space were really embedded in Euclidean 4-dimensional space (with our 3-dimensional space embedded in 4-space as some non-Euclidean 3-manifold, not necessarily a 3-sphere), then the Lorentz transformation effects of special relativity (spatial forshortenings and time dilations and so forth) could all be explained by ordinary perspective geometry in 4-dimensional Euclidean space. Special relativity reduces to classical vector space geometry (based on the 4-dimensional version of the Pythagorean theorem), but if and only if every observer is moving through 4-space at a universal constant velocity <math>c</math>, in some 4-space direction.{{Sfn|Yamashita|2023}} This counter-intuitive alternative geometric model of relativity, which has usually been called [[W:Formulations of special relativity#Euclidean relativity|Euclidean relativity]], is motivated by the fact that in every kind of relativity, but originally in Einstein's special relativity, each observer moves on a vector through a Euclidean four-dimensional space consisting of their three proper spatial dimensions and their proper time dimension, and the Pythagorean vector-sum of their motion through this kind of proper 4-space is always <math>c</math>, as measured by all observers from any inertial reference frame.{{Efn|Each observer is stationary in space in their own proper reference frame, while they move at maximum velocity {{Math|c}} through their own proper time. Observed from another reference frame in relative motion, they appear foreshortened in space in their direction of motion, and their clocks appear to be slowed to less than the maximum velocity {{Math|c}}.}} This is the Lorentz invariant, that allows everyone to observe a constant speed of light, regardless of their motion relative to the light source.{{Efn| ...cite Lewis Epstein's elegant explanation of the Lorentz Invariance as observers moving at constant velocity {{Math|c}} through space and proper time.}} But no physicists have taken the leap of claiming that therefore, our universe is physically [[W:Euclidean geometry#Higher dimensions|this kind of Euclidean 4-space]], and that observers are actually moving through it at velocity <math>c</math>. In physics as it has been universally understood, observers are not supposed to be able to move at velocity <math>c</math>. Their motion takes place in 3-space and in universal coordinate time (in Minkowski spacetime), and the cosmos is considered to be a non-Euclidean 3-space, generally a closed (finite) expanding 3-space, but with only three spatial dimensions, not four. In the Euclidean relativity alternative view, however, every observer is always moving at velocity <math>c</math> through the universe, which is real Euclidean 4-dimensional space <math>\mathbb{R}^4</math>. The direction in which they are moving is called their proper time axis.{{Efn|Time in spacetime is universal coordinate time, but there is another kind of time in relativity, the proper time in each inertial reference frame. Your proper time is the time you experience, and every observer has his own proper time; proper time runs at different rates in different inertial reference frames. It runs slower (compared to universal coordinate time) in a gravitational field (according to general relativity), and observers in motion with respect to each other view each other's clocks as running slower than their own clocks (according to special relativity).}} Their movement in time is not just modelled as movement in an abstract fourth dimension (as it is in Minkowski spacetime), their movement in time is isomorphic to their movement through physical space in a distinct direction at velocity <math>c</math>. Two observers' directions of movement through space may be different (or not, if they happen to be going in the same direction). Your proper time dimension is whichever direction you are moving. The other three directions perpendicular to your proper time axis are the three dimensions of your ordinary proper space, which again, will be different directions for you than for other observers moving in a different direction. There are four orthogonal spatial dimensions which we all share, but we share the same orthogonal proper time axis and ordinary proper 3-space axes only if we are at rest with respect to each other, actually moving in the same direction at velocity <math>c</math>, in the same inertial reference frame. Your proper 4-space coordinate system is rotated with respect to another observer's proper 4-space coordinate system, precisely as your vectors (directions of motion) are rotated in Euclidean 4-space with respect to each other, but there are no metric distortions (no Lorentz transformations) between your proper Euclidean 4-space coordinate systems; you are both embedded in the same Euclidean 4-dimensional space <math>\mathbb{R}^4</math>. Lorentz transformations are required only to convert between your respective proper Minkowski spacetime coordinate systems. So in this novel alternate view of relativity, every mass in the universe must be perpetually in motion at velocity <math>c</math> through Euclidean 4-space, along with all the masses in its vicinity that are going in (nearly) the same direction. The entire solar system, for example, must be translating in the fourth dimension at the "speed of light" <math>c</math>, although we do not notice it, since we are all moving in that same direction together. Acceleration of an object varies its direction of motion through 4-space, but never its velocity, which is invariant for all objects with mass. Two objects which are in motion relative to each other are both actually in motion at the same velocity <math>c</math>, but in at least slightly different directions.{{Efn|The angular divergence between two observer's motion vectors is proportional to their relative velocity: the more they diverge, the greater their relative velocity, up to the maximum divergence possible in the space. In Euclidean relativity all observers are in motion at velocity {{Math|c}} relative to universal Cartesian 4-coordinate space, so the maximum relative velocity between two observers is {{Math|2c}} when they are moving in exactly opposite directions in 4-space. This is not a contradiction of special relativity, which limits the maximum relative velocity between two observers to {{Math|c}}, it is the same measurement in different units. Special relativity measures all velocities in Minkowski spacetime (in a non-Euclidean 3-space). Euclidean relativity measures all velocities in Euclidean 4-space.}} In Einstein's relativity, the invariant <math>c</math> is the speed of light through 3-space. In Euclidean relativity, the invariant <math>c</math> is the speed of matter through 4-space! The speed of light through 3-space is also perceived as <math>c</math> by all observers, because they are each living in a moving 3-manifold that is translating through 4-space at velocity <math>c</math>. Despite their extreme differences in viewpoint, Einstein's relativity and Euclidean relativity are equivalent theories in complete agreement with each other, by definition. The two theories make exactly the same special relativity predictions of how observers in different inertial reference frames will perceive each other's motions in time and space. It is beyond the scope of this present paper to show how they also agree on the predictions of general relativity, but it is important to understand that our formulation of Euclidean relativity requires our acceptance of the experimentally verified findings of special relativity, general relativity and quantum mechanics. Our model and the standard model both describe the same geometric relations of space and time based on the same evidence, but as embedded in two very different universal host spaces: Euclidean 4-space versus Minkowski spacetime. In some instances our model provides a geometric explanation for physical phenomena where the standard model has none, as yet. An example is the two models' differing explanations for the gravitational coherence of galaxies: either their inertial motion at velocity <math>c</math>, or their possession of experimentally undetected dark matter. A more central example is our use of Coxeter's kinematics to explain the laws of relativistic motion geometrically. {{Efn|More generally, our model is concerned with group-theoretic properties of number elucidated by Coxeter and other geometers. ...cite Kappraff & Adamson's 2003 paper on The Relationship of the Cotangent Function to Special Relativity Theory, geometry and properties of number,{{Sfn|Kappraff & Adamson|2003|loc=Special Relativity Theory, Geometry and properties of number}} which shows how the Lorentz coefficient is a function of a deep geometric property of number{{Sfn|Kappraff & Adamson|2000|loc=A Fresh Look at Number}} discovered by Steinbach,{{Sfn|Steinbach|1997|loc=Golden Fields: A Case for the Heptagon}} by means of which the root formula of geometry in any Euclidean dimension, the Pythagorean theorem, may be derived solely in terms of the addition of polygon side lengths, without recourse to their products or squares. More generally, Steinbach found that in the relations among regular polytope chords, to add is to multiply; every chord is both the product (quotient) of a pair of chords and the sum (difference) of another pair of chords.}} Euclidean relativity is not even a fringe theory; no physicists or astronomers have adopted it. There are many good reasons why the revolutionary leap to a four orthogonal spatial dimensions viewpoint has not been taken, beginning with the universally observed fact that we can only construct three perpendiculars through a point in our immediate space, which appears to be resolutely 3-dimensional, not 4-dimensional. Euclidean relativity offers a nice geometric explanation of the reasons for the Lorentz transformations, but only at the cost of raising other mysteries, which have been difficult for its aficionados to explain. Another mystery is how light signals between observers in relative motion could "catch up" with the receiver moving on a diverging path through 4-space from the emitter. If both observers are already moving at <math>c</math> (on diverging paths), the propagation speed of light through 4-space between them would have to be greater than <math>c</math>. Euclidean relativity is a revolutionary theory indeed, in which <math>c</math> cannot possibly be the speed of light! We conclude that, for a theory of Euclidean 4-space to be physically viable (that is, for <math>\mathbb{R}^4</math> to be our real space and not merely an abstract mathematical space), the speed of light through Euclidean 4-space must be <math>c\prime = 2c</math>, with massless photons translating through 4-space at twice the speed of mass-carrying objects. Photons must translate the diagonal distance through 4-space along the long diameter of a unit 4-hypercube, in the same time that massive particles translate inertially along the edge (or the radius) of a unit 4-hypercube. This is conceivable in Euclidean 4-space (and in no other Euclidean space of any dimensionality) because the long diagonal of the unit 4-hypercube is the natural number <math>\sqrt{4}</math>. == An object's motion in space is the product of its discrete self-reflections == Coxeter theory describes all the possible motions of an object in space as local functions of the object's discrete geometry (its shape). Coxeter observed that in a Euclidean space of any number of dimensions, any displacement of a geometric object from one place to another, and any rotation of the object from one orientation to another, can be broken down into the product of a number of discrete self-reflections. Any action of a polytope that transforms its position and orientation in space may be measured as a distinct sequence of self-reflections of the object in its own surfaces. Therefore any motion of the object whatsoever may be precisely described as the object propagating itself through space by a discrete sequence of local self-reflections. This is a purely kinematic description of motion which does not give any account of forces acting on the object that cause it to move. Coxeter found that both changes in position (translations) and changes in orientation (rotations) can be broken down into the simplest of all displacements (self-reflections). A translation occurs when an object self-reflects twice, in two distinct surfaces which are parallel to each other. A rotation also occurs when an object self-reflects twice, but in two distinct surfaces which intersect each other. When a object self-reflects once, it turns itself inside out (it reverses its chirality), but in translations and rotations it self-reflects twice, preserving its chirality. Coxeter's laws of kinematics are a geometric counterpart to Newton's algebraic laws of motion in three dimensional Euclidean space. They are helpful because they can be understood as geometric pictures, which may help us to visualize the relationships between translation and rotation in classic Newtonian physics problems, such as the [[W:Kepler problem|Kepler problem]] of the motion of the planets.<ref>{{Cite book|last=Feynman|first=Richard|title=Feynman's Lost Lecture: The Motion of Planets Around the Sun|date=1996|publisher=W. W. Norton & Company|isbn=978-0393039184}}</ref> But they are also a revolutionary advance beyond Newton's laws, because Coxeter formulated them in Euclidean spaces of any number of dimensions. In particular, they give us geometric pictures of all the possible motions of objects in 4-dimensional Euclidean space: <blockquote>Every orthogonal transformation in 4-space is expressible as:<br> :<math>\mathrm{Q}^q \mathrm{R}^r \mathrm{T}^t</math><br> where <math>(2^q + r + t \le 4)</math>. Every displacement is either a double rotation <math>\mathrm{Q}^2</math>, or a screw-displacement <math>\mathrm{QT}</math> [where the rotation component <math>\mathrm{Q}</math> is a simple rotation, but the <math>\mathrm{QT}</math> is chiral like a <math>\mathrm{Q^2}</math>]. Every enantiomorphous transformation in 4-space (reversing chirality) is a <math>\mathrm{QRT}</math>.</blockquote> While this description should be understood as geometric pictures, some of the pictures may not be easy for us to visualize, since we have no physical experience in 4-dimensional space. Rotation (<math>\mathrm{Q}</math>), reflection (<math>\mathrm{R}</math>) and translation (<math>\mathrm{T}</math>) are obvious analogues of what they are in three-dimensional space, but double rotation (<math>\mathrm{Q}^2</math>) is something new and unprecedented in our physical experience, because double rotations cannot occur until there are four or more dimensions of space in which to rotate. A point in 4-space may be in motion on two circles in two completely orthogonal rotation planes simultaneously. Nothing constrains the two circles to be of the same radius, or constrains either circle from being of infinite radius such that the point moves in a straight line within its rotation plane: a translation <math>\mathrm{T}</math> rather than a rotation <math>\mathrm{Q}</math>. The motion of a rigid object defined by multiple points is constrained by its rigidity, such that the radii of both circles may approach infinity, but only one of the two radii may actually reach infinity. For a rigid object, only one of the two rotations may actually be a translation. Four dimensional Euclidean space can accomodate no such thing as a <math>\mathrm{Q}^2\mathrm{T}</math>. A translating double rotation <math>\mathrm{Q}^2</math>, like a translating simple rotation <math>\mathrm{Q}</math>, is simply a screw translation <math>\mathrm{QT}</math>. That is the essence of the way the principle of relativity operates in Euclidean 4-space. An object which is double-rotating in its own proper inertial reference frame may be seen to be performing nothing more mysterious than a screw translation, when observed from an inertial reference frame from which the object is in relative translational motion. Of course, it is a screw translation in 4-space, which is more mysterious than a screw translation in our ordinary 3-space. In 3-space the orbit of a screw translation (or any <math>\mathrm{Q}</math>) lies on a great circle of an ordinary sphere (a 2-sphere). In 4-space the orbit of a screw translation <math>\mathrm{QT}</math> or double rotation <math>\mathrm{Q}^2</math> lies on a great circle of a hypersphere (a 3-sphere). Such 4-dimensional great circles are inherently more complex than the ordinary circles we experience in 3-space. They do not lie in a single plane, but bend through all four dimensions, in either a left or right hand direction of curvature. Unlike ordinary circles they are inherently chiral, and their circumference is not <math>2\pi r</math>, but like ordinary circles they are truly circular, geodesic circles. In 4-space they might even be said to be more circular than ordinary circles, which bend in only two dimensions. We refer to such 4-dimensional great circles as ''isoclines'', to distinguish them from ordinary 2-dimensional great circles in the plane. Their name comes from the fact that a point on a rigid 4-dimensional object undergoing [[W:SO(4)#Isoclinic rotations|isoclinic rotation]] traverses an isocline circle. In a universe which is real Euclidean four-dimensional space <math>\mathbb{R}^4</math>, wherein these motions occur only at the constant velocity <math>c</math>, there is a universal Cartesian 4-coordinate reference frame in which every rigid object in free fall is translating on a <math>\mathrm{QT}</math> at velocity <math>c</math>. That universal inertial reference frame is not the proper reference frame of any object or observer, wherein the object or observer is stationary and double-rotating at the universal rate of quantum events <math>c</math>, but it is the common reference frame of all observers. == Light propagates through 4-space at twice its apparent velocity <math>c</math>== Coxeter's laws of kinematics in 4-dimensional Euclidean space apply to all objects with mass, but we find there is an additional kind of displacement which applies only to massless particles such as photons, considered as single point objects. Light quanta (photons) translate through 4-space by 4-dimensional reflection <math>\mathrm{R}^4</math>, which may be termed a double translation <math>\mathrm{T}^2</math>, a pure translation via two pairs of parallel reflections without any rotation component <math>\mathrm{Q}</math>. Matter (atoms and all particles with mass) are perpetually rotating and translating through 4-space by <math>\mathrm{QT}</math>, a screw translation of a rotating object, which is relativistically equivalent to a stationary isoclinic <math>\mathrm{Q^2}</math>, an isoclinically rotating object such as an atom. A simple rotation <math>\mathrm{Q}</math> or simple translation <math>\mathrm{T}</math> is a double reflection <math>\mathrm{R^2}</math>, so a <math>\mathrm{QT}</math> or <math>\mathrm{Q^2}</math> is an <math>\mathrm{R^4}</math>, but not with the same group of reflection angles as a light signal <math>\mathrm{R^4}</math>. A translation <math>\mathrm{T = R^2}</math> is a double reflection in two parallel planes, and a rotation <math>\mathrm{Q = R^2}</math> is a double reflection in two intersecting planes, as in a <math>\mathrm{QT = R^4}</math> which is both at once. A double translation <math>\mathrm{T^2 = R^4}</math> is two double reflections in pairs of parallel planes at once, a reflection in four non-intersecting parallel planes; it is all translation and no rotation. In a <math>\mathrm{T^2}</math> all the motion goes to translation, so the translation goes twice as far as the simple translation <math>\mathrm{T}</math> in a <math>\mathrm{QT}</math>. A double translation <math>\mathrm{T^2 = R^4}</math> is the opposite of a double rotation <math>\mathrm{Q^2 = R^4}</math>, which is stationary but rotates twice as far as the simple rotation <math>\mathrm{Q}</math> in a <math>\mathrm{QT}</math>. The product of the two translations in a <math>\mathrm{T^2}</math> is a diagonal 4-space translation over the long diameter of the unit 4-hypercube, exactly twice the distance of a simple <math>\mathrm{T}</math> over the edge length (or radius) of the unit 4-hypercube. The [[w:Tesseract|4-hypercube (also known as the 8-cell or tesseract)]] is ''radially equilateral'', which means its edge length is equal to its radius, like the hexagon, so its long diameter (twice its radius) is exactly twice its edge length. The photon moves an equal distance in four orthogonal directions. By the four-dimensional Pythagorean theorem, each of those four distances is half the total distance the photon moves: one edge length (one radius) is half the total diagonal distance moved (the long diameter). That total movement is a double the unit-distance translation, but without any rotation component, so it cannot carry any mass with it. A <math>\mathrm{T^2}</math> cannot reposition a 4-polytope the way a <math>\mathrm{QT}</math> does, it can only reposition a quantum of energy that has no distinguishing rotational symmetry, such as a photon. That is the price light pays to move exactly twice as fast as matter.{{Efn| ...lensing of double translations <math>\mathrm{T^2 = R^4}</math> in more than two pairs of parallel planes at once...relationship to the frequency of light emitted and the coherence length of the wave packet...}} == Special relativity is Galilean relativity in a Euclidean space of four orthogonal dimensions == {{Efn|...TAC suggests this section is needed sooner, i.e. in the preceding Special Relativity section, as it explains how Euclidean relativity reduces special relativity to 4D perspective geometry...it's misplaced (too late) here...}} Perspective effects known as the Lorentz transformations occur because each observer's proper 3-dimensional space is a moving curved manifold embedded in flat 4-dimensional Euclidean space. The curvature of their 3-space complicates sightline calculations for observers; they sometimes require Lorentz transformations to produce the actual 4-space Cartesian coordinates of objects in the scene being observed. But if all four spatial dimensions are considered, no Lorentz transformations are required (or permitted) in correct scene construction, except when an observer wants to calculate a projection, that is, the shadow of how things will appear to them from a three-dimensional viewpoint (not how they really are in 4-space).{{Sfn|Yamashita|2023}} Space really has four orthogonal dimensions, and space and time behave there just as they do in a classical vector space, only bigger by one dimension. It is not necessary to combine 4-space with time in a unified spacetime to explain 4-dimensional perspective effects at high relative velocities, because Euclidean 4-space is already 4-dimensional, and those effects fall out naturally from the 4-dimensional Pythagorean theorem, exactly as ordinary visual perspective does in three dimensions from the 3-dimensional Pythagorean theorem. Because one of the four spatial dimensions corresponds to an observer's direction of motion (in both space and proper time), and all observers and all scenes being observed are in motion (at constant velocity) in their respective proper time directions, we observe perspective foreshortenings in time as well as in a spatial dimension. In special relativity these perspective effects are reciprocal, precisely because they are only apparent, not actual, changes in size and duration. (However in general relativity, discussed below, the actual rate of physical processes varies from place to place, and reference frame differences predicted by the theory are neither reciprocal nor illusory.) None of these Lorentz effects are beyond geometric explanation or paradoxical. The universe is unexpectedly strange to us in precisely the ways the Euclidean fourth dimension is strange to us; but that does hold many surprises. Euclidean 4-space is much more interesting than Euclidean 3-space, analogous to the way 3-space is much more interesting and deeply explanatory to us than it would be if we experienced it only as a 2-space with many folds and curves, as perhaps an ant does. The emergent properties of 4-space are hard for us to visualize because they lie so wholly beyond our physical experience, just as it was hard for our ancestors to imagine the earth as round like a ball. However, Euclidean spaces of successive dimensions are analogous, and so higher dimensional spaces can be anticipated and explored: that is Schläfli's great discovery. Moreover dimensional analogy itself, like everything else in nature including all of physics, is an exact expression of intrinsic group-theoretic symmetries: that is Nother's great discovery. == General relativity is special relativity in a Euclidean space of four orthogonal dimensions == The statement that the laws of special relativity hold to good approximation in freely falling (and non-rotating) reference frames is known as the [[W:Equivalence principle|Einstein equivalence principle]]. The weight experienced by an observer standing on the floor in a building on the surface of the earth is the same as the weight experienced by an observer standing on the floor in a spaceship in interstellar space accelerating at a rate of 32'/second/second. Both observers are experiencing an upwards acceleration at the same rate, which in their respective proper reference frames is measured as the weight of gravity, rather than as an accelerating motion (they are stationary in their proper reference frames). Einstein used this equivalence principle as the basis for his general theory of relativity, in much the same way he had used the constant velocity of light as the basis for his special theory of relativity. In general relativity the two accelerating observers occupy scenes which are relativistically equivalent, which means that although they can be distinguished (they have different measurements) in any reference frame from which they may both be observed, they have the same invariant geometry in all reference frames (they are the same phenomena), implying that there exists, for either scene, another reference frame from which it measures exactly like the other scene. Relativistically equivalent does not imply that there exists a single reference frame in which the two scenes are congruent (have the same measurements). It only means that they can be transformed into each other by a shift in point of view, because their invariant geometries (their measurements which are independent of point of view) are the same. Einstein's general theory of relativity describes that invariant geometry, for scenes in general, in spacetime. Our formulation of Euclidean relativity describes that invariant geometry, for scenes in general, in real Euclidean 4-dimensional space <math>\mathbb{R}^4</math>. An observer standing on the surface of the earth is accelerated at the rate of 32'/second/second. If we neglect for the moment the rotation of the earth, the observer and the earth are both stationary in their common inertial reference frame, so this accelerating motion cannot be perceived as motion in that reference frame; it is perceptible there as the force of gravity. It is only perceptible as motion in some other reference frame in which the earth and the observer are both in motion, such as the universal common reference frame of Euclidean 4-coordinate space in which they are both in motion at velocity <math>c</math> on their respective screw translations <math>QT</math>. In that universal common reference frame the observer's acceleration of 32'/second/second is the rate of change in the direction of his vector of translation through 4-space. The velocity of his vector of translation <math>T</math> through 4-space remains the constant <math>c</math> throughout; only his direction is changing. A change in the direction of a vector is a rotation <math>Q</math> of a translation <math>T</math>: a screw translation <math>QT</math>. A change in the direction of a vector is a rotation which is an acceleration. We can be precise about the units of measurement of this acceleration at atomic scale. In Coxeter's kinematics rotations of geometric objects occur in discrete increments called rotational displacements, with each distinct kind of rotation performing a characteristic number of its characteristic rotational displacement during a full revolution that returns the object to its starting orientation. There are many distinct kinds of rotation, each with its characteristic rotational displacement and number of displacements per revolution. The general rotation in 4-space is a double rotation <math>Q^2</math> distinguished by two distinct completely orthogonal angles through which the object turns in each rotational displacement. The angles determine not only the distance through which the object turns, but the characteristic trajectory of each point on the surface of the rotating object, including the length of that trajectory before it closes into a circle when the object returns to its starting orientation. For any distinct kind of rotation, the circular trajectory is always an integer multiple of the characteristic rotational displacement, but the full circle may be greater than 360°. In 4-space rotational circles are not ordinary 2-dimensional circles that lie in the plane and have a 360° circumference. Many distinct 4-space rotations of interest have a circumference of 720°, and many are larger. In 4-space every object with mass moves on its distinct <math>QT</math> trajectory. Each rotational displacement <math>Q</math> is equivalent to a pair of reflection displacements in two surfaces which intersect each other, at angles related to a distinct star polygon. Each translational displacement <math>T</math> is equivalent to a pair of reflection displacements in two surfaces which lie parallel to each other. In both kinds of motion (rotation and translation) it is the rate at which these double-reflection displacements occur which is constant and which we measure as the velocity <math>c</math>. Every atom translates at velocity <math>c</math>, performing a large number of atomic scale translational displacements per second. Concurrently, the atom rotates at velocity <math>c</math>, performing the same large number of atomic scale rotational displacements per second. Although the number of displacements at atomic scale per unit time is the same universal constant <math>c</math> for all rotations and translations, distinct kinds of rotation revolve at distinct rates, because the number of rotational displacements per complete revolution and the circumference of the complete revolution are distinct characteristics of each kind of rotation. The velocity at which each point on the surface of a rotating object moves, and the frequency of its rotational circling, are functions of the distinct rotation it is performing. However, they are not simple functions of <math>c</math> and the two defining angle parameters of the rotation. Distinct rotations arise from distinct symmetry groups and each is its own mystery with a unique conservation law. The relationships between those distinct conservation laws are even more mysterious, and have been shown to be chaotic. Steinbach{{Sfn|Steinbach|1997}} discovered the Golden Fields family of ratios which govern distinct rotational displacements related to the regular star polygons at least up to the hendecagon {11}. Kappraff and Adamson{{Sfn|Kappraff|Adamson|2004}} further characterized the families of rotation functions and showed that they form an infinite number of periodic trajectories when operated on by the Mandelbrot operator. The inertial tendency of mass is to follow a geodesic. The inertial conservation law of gravity applies to all motions of objects with mass, rotations as well as translations. A translation <math>T</math> is the distinct simple rotation <math>Q</math> in which the characteristic angle of rotational displacement is zero. Inertia is the tendency of objects with mass to conserve their angles of rotational displacement. In 4-space each object has two completely orthogonal angles of rotational displacement which are characteristic of the distinct rotation the object is performing. Inertia is the conservation of this distinct double rotation. In 4-coordinate Euclidean space the acceleration of an object with mass is a rotation of the object, a change to its direction, not a change to its constant velocity. Because the rate of atomic scale displacements is the universal constant <math>c</math>, the rate of change of direction (the acceleration of the object) is a function of <math>c</math> and the distinct rotation's conservation law. A observer standing on the surface of the earth is performing a distinct double rotation characterized by two completely orthogonal angles of rotational displacement. The observer's acceleration of 32'/second/second is a function of <math>c</math> and the distinct rotation's conservation law, and a measurement of the rate of change of the observer's direction of motion through 4-space at velocity <math>c</math>. ... == Dimensional relativity == The formulation of Euclidean relativity based on Coxeter's kinetic law of <math>n</math>-dimensional congruent transformations in Euclidean space may be called ''dimensional relativity'', since it captures the theories of special and general relativity, and has its roots in dimensional analogy. Dimensional analogy is the exploration of [[w:Hermann_Grassmann#Mathematician|Hermann Grassmann's vector space principle]], in which space cannot be limited to any finite number of dimensions. The geometry of higher-dimensional space is accessible by reason of direct analogy, as [[w:Ludwig Schläfli|Ludwig Schläfli]] subsequently demonstrated, and by algebraic methods after [[W:William Kingdon Clifford|Clifford]]. By analogy to the surface of the earth, the bounding surface of a spherical region of <math>n</math>-dimensional Euclidean space is an <math>(n-1)</math>-sphere, a spherical space of one fewer dimensions than the <math>n</math>-ball of Euclidean space it surrounds. In dimensional relativity the sky is not a ceiling, but an infinite regress of alternating spherical and Euclidean <math>n</math>-spaces of increasing <math>n</math>, accessible from each observer's point of view. By dimensional analogy, each observer looks up into their own reference frame's regress of concentric alternating <math>n</math>-spaces. By the capacity for dimensional analogy which they possess, some observers see deeper into <math>n</math>-dimensional space than others. == Polycentric spherical relativity == An intelligent observer equipped with the principle of dimensional relativity may perceive the universe from any inertial reference frame, not only from their own proper stationary reference frame in the Euclidean <math>n</math>-space universe in which they physically locate themself. We see that every observer may also properly view themself as stationary and the universe as an <math>n</math>-sphere with themself at the center observing it, perceptually equidistant from all points on its <math>n</math>-space surface, including their own physical location which is one of those surface points, distinguished to them but moving on the surface, and not the center of anything. This ''polycentric model'' of the universe is a further restatement of the principle of relativity, and of the [[W:Copernican principle|Copernican principle]] that observation is democratic: observers occupy representative viewpoints, not privileged monocentric positions. The polycentric model is compatible with Galileo's relativity of uniformly moving objects in ordinary space, Einstein's special relativity of inertial reference frames in 4-dimensional spacetime, Einstein's general relativity of all reference frames in non-Euclidean spacetime, and Coxeter's dimensional relativity of orthogonal group actions in Euclidean and spherical spaces of any number of dimensions. The polycentric model should be known as Thoreau's principle of ''spherical relativity'', since the first precise written statement of it appears in 1849, contemporaneous with and independent of Schlafli's work: <blockquote>The universe is a sphere whose center is wherever there is intelligence.{{Sfn|Thoreau|1849|p=349|ps=; "The universe is a sphere whose center is wherever there is intelligence." [Contemporaneous and independent of [[W:Ludwig Schlafli|Ludwig Schlafli]]'s pioneering work enumerating the complete set of regular polyschemes in any number of dimensions.]}}</blockquote> == Revolutions == The original Copernican revolution in 1543 displaced the center of the universe from the center of the earth to a point farther away, the center of the sun, with the earth performing a ''revolution'' around the sun, and the stars remaining on a fixed 2-sphere around the sun instead of around the earth. But this led inevitably to the recognition that the sun must be a star itself, not equidistant from all the stars, and the center of but one of many spheres, no monotheistic center at all. In 1600 [[W:Giordano Bruno|Giordano Bruno]] who first openly advocated these views was burned at the stake in Rome's [[W:Campo de' Fiori|Campo de' Fiori]] by the Catholic inquisition. In such fashion the Euclidean four-dimensional revolution, emerging three to five centuries later, initially lends itself to the big bang theory of a single origin of the whole universe, but leads inevitably to the recognition that all the galaxies need not be equidistant from a single origin in time, any more than all the stars lie in the same galaxy, equidistant from a single center in space. The expanding sphere of matter on the surface of which we find ourselves living is likely to be one of many 3-spheres expanding at velocity <math>c</math>, with their big bang origins occurring at distinct times and places in the ''n''-dimensional universe. The most distant objects we see when we look up at night may not all have the same origin in space and time. As recently as Copernicus we believed all the stars lay on a single 2-sphere embedded in Euclidean 3-space, with our sun at its center. During the enlightenment observers beginning with Bruno dispersed those stars into an infinite Euclidean 3-space, and relinquished our privileged position at the center. Then Einstein showed that our 3-space could not be Euclidean, that it must be a 3-manifold curved in every place in obedience to Newton's inverse-square law of gravity; and in a geometry related to time, at least, it must be 4-dimensional. In the present work we suggest a theory of ''n''-dimensional real space and how light travels in it, a theory which says we can see into four orthogonal dimensions of Euclidean space, and so when we look up at night we see cosmological objects distributed in at least four dimensions of space around us, rather than all located in our own local 3-space. Looking still deeper and farther out, the universe viewed as a 4-sphere might, or might not, be expanding, and the most distant objects we see when we look up at night may, or may not, lie in our 4-dimensional hyperplane. Real space has ''n'' dimensions as [[w:Hermann_Grassmann|Grassmann]] and [[w:Schläfli|Schläfli]] showed, and we do not know how many dimensions the most distant objects we see may be distributed in. They need not all lie within the four spatial dimensions in which we have now learned to observe them, any more than they all lie in our local 3-space. When we look up at the objects that surround us, we have no way of discerning how many dimensions beyond three the space we are looking into has. We know their distance from us primarily by virtue of how long it takes their light to reach us. We can measure their distribution around us in 3-space or 4-space, but that is simply how we choose to measure their positions, not an actual finding of how they are distributed. Even if it is now evident that they do not all lie in the same 3-space, how many more dimensions than three are needed to contain them? We observe that our 4-ball galaxy is embedded in Euclidean <math>n</math>-space as one of many 4-ball galaxies, each translating in a distinct direction through 4-space at velocity <math>c</math>, on more or less divergent paths from each other. But only closer observation will reveal evidence of whether everything we see lies in the same Euclidean 4-space, or if it is distributed in five or more dimensions, and how it is moving there. To remain in agreement with the theory of relativity, the Euclidean four-dimensional viewpoint requires that all mass-carrying objects be in motion in some distinct direction through 4-space at the constant velocity <math>c</math>, although the relative velocity between nearby objects is much smaller since they move on similar vectors, aimed away from a common origin point in the past. It is natural to expect that objects moving at constant velocity away from a common origin will be distributed roughly on the surface of an expanding 3-sphere. Although their paths away from their origin are not straight lines but various helical isoclines (screw translations), nearby objects must be translating radially at the same velocity, since the objects in a system (such as our solar system or galaxy) do not separate rapidly over time but remain in orbital formation. Each system's screw translation has two [[w:Completely_orthogonal|completely orthogonal]] components of motion in 4-space, an orbital rotation (such as the earth's around our sun) and a linear translation of the entire system at velocity <math>c</math> in the direction of the original 3-sphere's radial expansion (along the system's proper time vector). Of course the view from our solar system does not suggest that the 3-sphere enclosing each galaxy is expanding at this great rate from its galactic center. The standard theory has been that the entire observable universe is expanding from a single big bang origin in time, with galaxies forming later. While the Euclidean four-dimensional viewpoint lends itself to that standard theory, it also supports theories which require no single origin point in space and time. These are the voyages of starship Earth, to boldly go where no one has gone before. We made the jump to light speed long ago, in whatever big bang our atoms emerged from, and have never slowed down since. == Origins of the theory == Einstein himself may have been the first to imagine the universe as the three-dimensional surface of a four-dimensional Euclidean 3-sphere, in what was narrowly the first written articulation of a Euclidean 4-space universe, contemporaneous with the teen-aged Coxeter's (quoted below).{{Efn|[[W:William Rowan Hamilton|Hamilton]]'s algebra '''H''' of [[W:Quaternions|quaternions]] introduces (in 1843) the notion of a [[W:Three-dimensional sphere|three-dimensional sphere]] embedded in a four-dimensional space, but Hamilton did not quite conceive of the quaternions as the Cartesian 4-coordinates of a Euclidean 4-space, and he did not describe our ordinary 3-space as embedded in Euclidean 4-space.}} Einstein did this as a [[W:Gedankenexperiment|gedankenexperiment]] in the context of investigating whether his equations of general relativity predicted an infinite or a finite universe, in his 1921 Princeton lecture.<ref>{{Cite book|url=http://www.gutenberg.org/ebooks/36276|title=The Meaning of Relativity|last=Einstein|first=Albert|publisher=Princeton University Press|year=1923|isbn=|location=|pages=110-111}}</ref> He invited us to imagine "A spherical manifold of three dimensions, embedded in a Euclidean continuum of four dimensions", but he was careful to disclaim parenthetically that "The aid of a fourth space dimension has naturally no significance except that of a mathematical artifice." Informally, the Euclidean 4-dimensional theory of relativity may be given as a sort of reciprocal to that disclaimer of Einstein's: ''The Minkowski spacetime has naturally no significance except that of a mathematical artifice, as an aid to understanding how things will appear to an observer from their perspective; the foreshortenings, clock desynchronizations and other Lorentz transformations it predicts are proper calculations of actual perspective effects; but real space is a flat, Euclidean continuum of four orthogonal spatial dimensions, and in it the ordinary laws of a flat vector space hold (such as the Pythagorean theorem), and all sightline calculations work classically, so long as you consider all four spatial dimensions.'' The Euclidean theory of relativity differs from the special theory of relativity in ascribing to the physical universe a geometry of four or more orthogonal spatial dimensions, rather than the special theory's [[w:Minkowski spacetime|Minkowski spacetime]] geometry, in which three spatial dimensions and a time dimension comprise a unified non-Euclidean spacetime of four dimensions. Anco and Maghadam found that <math>SO(4)</math> breaks to <math>\mathbb{S}^3</math> (the 3-sphere) if the energy in a Kepler orbit is negative (an elliptical orbit), and to <math>H^3</math> (Minkowski spacetime) if the energy is positive (a hyperbolic orbit). Therefore the fact that the planets orbit on ellipses in our 3-space suggests that they orbit on a 3-sphere embedded in Euclidean 4-space. Thus we can conclude that <math>\mathbb{R}^4</math> is the actual geometry of our physical universe, and Minkowski spacetime is an abstraction; the reciprocal of Einstein's disclaimer is the more direct physical model. Of course spacetime remains a true and useful abstraction, although it must relinquish its privileged position as our exclusive conception of our place in space.{{Efn| ...origins of the Euclidean 4-space insight in the observations of Fock, Atkinson, Moser and others.}} The invention of Euclidean geometry of more than three spatial dimensions preceded Einstein's theories by more than fifty years, when it was worked out originally by the Swiss mathematician [[w:Ludwig Schläfli|Ludwig Schläfli]] before 1853.{{Sfn|Coxeter|1973|loc=§7. Ordinary Polytopes in Higher Space; §7.x. Historical remarks|pp=141-144|ps=; "Practically all the ideas in this chapter ... are due to Schläfli, who discovered them before 1853 — a time when Cayley, Grassmann and Möbius were the only other people who had ever conceived the possibility of geometry in more than three dimensions."}} Schläfli extended Euclid's geometry of one, two, and three dimensions in a direct way to four or more dimensions, generalizing the rules and terms of [[w:Euclidean geometry|Euclidean geometry]] to spaces of any number of dimensions. He coined the general term ''[[polyscheme]]'' to mean geometric forms of any number of dimensions, including two-dimensional [[w:polygon|polygons]], three-dimensional [[w:polyhedron|polyhedra]], four dimensional [[w:polychoron|polychora]], and so on, and in the process he found all of the [[w:Regular polytope|regular polyschemes]] that are possible in every dimension, including in particular the [[User:Dc.samizdat/Rotations#Sequence of regular 4-polytopes|six convex regular polychora]] which can be constructed in a Euclidean space of four dimensions (the set analogous to the five [[w:Platonic solid|Platonic solids]] the ancients found in three dimensional space). Thus Schläfli was the first to explore the fourth dimension, reveal its emergent geometric properties, and discover its astonishing regular objects. Because his work was only published posthumously in 1901, and remained almost completely unknown until Coxeter published [[w:Regular_Polytopes_(book)|Regular Polytopes]] in 1947, other researchers had more than fifty years to rediscover the regular polychora, and competing terms were coined; today [[w:Reinhold_Hoppe|Reinhold Hoppe]]'s word ''[[w:Polytope|polytope]]'' is the commonly used term for ''polyscheme.''{{Efn|[[w:Reinhold_Hoppe|Reinhold Hoppe]]'s German word ''polytop'' was introduced into English by [[W:Alicia Boole Stott|Alicia Boole Stott]], who like Hoppe and [[W:Thorold Gosset|Thorold Gosset]] rediscovered Schlafli's six regular convex 4-polytopes, with no knowledge of their prior discovery. Today Schläfli's original ''polyschem'', with its echo of ''schema'' as in the configurations of information structures, seems even more fitting in its generality than ''polytope'' -- perhaps analogously as information software (programming) is even more general than information hardware (computers).}} Because of this century-long lag in the dissemination of a scientific discovery, the regular 4-polytopes appear to have played no role at all, by any name, in the twentieth century discovery and evolution of the theories of relativity and quantum mechanics.{{Efn|One could argue that the higher-dimensional polytopes have barely influenced science or culture at all thus far. The physicist John Edward Huth's comprehensive deep dive through the history of cultural and scientific concepts of physical space, from ancient flatland models of the world through general relativity and quantum mechancs, shows exactly how we got to our present standard model of the universe, although it includes no mention of higher-dimensional Euclidean space.<ref>{{Cite book|last=Huth|first=John Edward|title=A Sense of Space: A local's guide to a flat earth, the edge of the cosmos, and other curious places|year=2025|publisher=University of Chicago Press}}</ref>}} == Boundaries == <blockquote>Ever since we discovered that Earth is round and turns like a mad-spinning top, we have understood that reality is not as it appears to us: every time we glimpse a new aspect of it, it is a deeply emotional experience. Another veil has fallen.<ref>{{Cite book|author=Carlo Rovelli|author-link=W:Carlo Rovelli|title=Seven Brief Lessons on Physics|publisher=Riverhead|year=2016|isbn=978-0399184413}}</ref></blockquote> Of course it is strange to consciously contemplate this world we inhabit, our planet, our solar system, our 3-sphere surface in our vast galaxy, as the merest film, a boundary no thicker in the places we inhabit than the diameter of an electron (though much thicker in some places we cannot inhabit, such as the core of our planet and the interior of stars). But is not our unconscious traditional concept of the boundary of our world even stranger? Since the enlightenment we are accustomed to thinking that there is nothing beyond three dimensional space: no boundary, because there is nothing else to separate us from. But anyone who knows the [[polyscheme]]s Schläfli discovered knows that space can have any number of dimensions, and that there are fundamental objects and motions to be discovered in four dimensions that are even more various and interesting than those we can discover in three. The strange thing, when we think about it that way, is that there ''is'' a boundary between three and four dimensional space. ''Why'' can't we move (or apparently, see) in more than three dimensions? Why is our physical world apparently only three dimensional? Why would it have just ''three'' dimensions, and not four, or five, or the ''n'' dimensions that Schläfli mapped? What is the nature of the boundary which confines us to just three dimensions? We know that in Euclidean geometry the boundary between three and four dimensions is itself a spherical three dimensional space, so we should suspect that we are materially confined within such a curved boundary surface. Light need not be confined with us within our three dimensional boundary space. We would look directly through four dimensional space in our natural way, by receiving light signals that travelled through it to us on straight lines. In that case the reason we do not observe a fourth spatial dimension in our vicinity is that there are no nearby objects in it, just off our hyperplane in the wild. The nearest four-dimensional object we can see with our eyes is our sun, which lies equatorially in our own hyperplane, though it bulges out of it above and below. But when we look up at the heavens, every pinprick of light we observe is itself a four-dimensional object off our hyperplane, and they are distributed all around us in four-dimensional space through which we gaze. We are four-dimensionally sighted creatures, even though our bodies are three-dimensional objects, thin as an atom in the fourth dimension. But that should not perplex us: we can see into three dimensional space even though our retinas are two dimensional objects, thin as a photoreceptor cell. Our unconscious provincial concept is that there is nothing else outside our three dimensional world: no boundary, because there is nothing else to separate us from. But Schläfli discovered something else: all the astonishing regular objects that exist in higher dimensions, which vastly extend our notions of the beauty and mystery of space itself, and the intrinsic spatial symmetries of our universe which geometry reveals. Space is more commodious than we thought it was, and permits previously unimagined objects and motions. So our provincial conception of our place in it now has the same kind of status as our idea that the sun rises in the east and passes overhead: it is mere appearance, not a true model and no longer a proper explanation. An inertial boundary is a proper explanation, be it ever so thin. And would a boundary of ''no'' thickness, a mere abstraction with no physical power to separate, be a more suitable explanation? We must look for a physically powerful explanation in the geometry of space itself, which general relativity properly associates with the gravitational or inertial force. <blockquote>The number of dimensions possessed by a figure is the number of straight lines each perpendicular to all the others which can be drawn on it. Thus a point has no dimensions, a straight line one, a plane surface two, and a solid three .... In space as we now know it only three lines can be imagined perpendicular to each other. A fourth line, perpendicular to all the other three would be quite invisible and unimaginable to us. We ourselves and all the material things around us probably possess a fourth dimension, of which we are quite unaware. If not, from a four-dimensional point of view we are mere geometrical abstractions, like geometrical surfaces, lines, and points are to us. But this thickness in the fourth dimension must be exceedingly minute, if it exists at all. That is, we could only draw an exceedingly small line perpendicular to our three perpendicular lines, length, breadth and thickness, so small that no microscope could ever perceive it. We can find out something about the conditions of the fourth and higher dimensions if they exist, without being certain that they do exist, by a process which I have termed "Dimensional Analogy."<ref>{{Citation|title=Dimensional Analogy|last=Coxeter|first=Donald|date=February 1923|publisher=Coxeter Fonds, University of Toronto Archives|authorlink=W:Harold Scott MacDonald Coxeter|series=|postscript=|work=}}</ref></blockquote> I believe, but I cannot prove, that we live in real space, which is Schläfli's Euclidean space of ''n'' analogous dimensions. As Grassmann showed first, space cannot be limited to any finite number of dimensions. There will always be higher dimensions to discover, first in imagination and then to explore physically, each an astonishing new enlightenment.<ref>{{Cite book|first=T.S.|last=Eliot|title=Little Gidding|volume=Four Quartets|year=1943}}<blockquote> :We shall not cease from exploration :And the end of all our exploring :Will be to arrive where we started :And know the place for the first time. :Through the unknown, remembered gate :When the last of earth left to discover :Is that which was the beginning; :At the source of the longest river :The voice of the hidden waterfall :And the children in the apple-tree :Not known, because not looked for :But heard, half-heard, in the stillness :Between two waves of the sea. </blockquote></ref> Schläfli discovered every regular convex polytope that exists in any dimension, but that was only the beginning of the story of dimensional analogy, not its end or even the end of its beginning. That project is forever beginning anew. Coxeter discovered that Schläfli's Euclidean space is an expression of intrinsic symmetries, as Noether discovered all of physics is. Kappraff and Adamson discovered that even the sequences of humble regular polygons have fractal complexity. Symmetry itself is chaotic, always reachable but forever beyond our complete grasp. We are on a Wilderness Project, and just at its beginning, but already we observe a Euclidean space of four or more orthogonal spatial dimensions in which all objects with mass move ceaselessly at the constant velocity <math>c</math>, the universal rate at which everything moves, quantum events occur, and each of our proper times evolves. I believe these facts explain the experimentally verified theories of relativity and quantum mechanics, by revealing their unified polycentric geometry, the same way the facts about Copernicus's heliocentric solar system explained the observed motions of the planets, by revealing the geometry of gravity to Kepler. But others will have to do the math, work out the physics, and perform experiments to prove or disprove all of this, because I don't have the mathematics; entirely unlike Coxeter and Einstein, I am illiterate in those languages. <blockquote> ::::::BEECH :Where my imaginary line :Bends square in woods, an iron spine :And pile of real rocks have been founded. :And off this corner in the wild, :Where these are driven in and piled, :One tree, by being deeply wounded, :Has been impressed as Witness Tree :And made commit to memory :My proof of being not unbounded. :Thus truth's established and borne out, :Though circumstanced with dark and doubt— :Though by a world of doubt surrounded. :::::::—''The Moodie Forester''<ref>{{Cite book|title=A Witness Tree|last=Frost|first=Robert|year=1942|series=The Poetry of Robert Frost|publisher=Holt, Rinehart and Winston|edition=1969|}}</ref> </blockquote> == Appendix: Sequence of regular 4-polytopes == {{Regular convex 4-polytopes|wiki=W:|columns=7}} == ... == {{Efn|In a ''[[W:William Kingdon Clifford|Clifford]] displacement'', also known as an [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinic rotation]], all the Clifford parallel{{Efn|name=Clifford parallels}} invariant planes are displaced in four orthogonal directions (two completely orthogonal planes) at once: they are rotated by the same angle, and at the same time they are tilted ''sideways'' by that same angle. A [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|Clifford displacement]] is [[W:8-cell#Radial equilateral symmetry|4-dimensionally diagonal]].{{Efn|name=isoclinic 4-dimensional diagonal}} Every plane that is Clifford parallel to one of the completely orthogonal planes (including in this case an entire Clifford parallel bundle of 4 hexagons, but not all 16 hexagons) is invariant under the isoclinic rotation: all the points in the plane rotate in circles but remain in the plane, even as the whole plane tilts sideways. All 16 hexagons rotate by the same angle (though only 4 of them do so invariantly). All 16 hexagons are rotated by 60 degrees, and also displaced sideways by 60 degrees to a Clifford parallel hexagon. All of the other central polygons (e.g. squares) are also displaced to a Clifford parallel polygon 60 degrees away.|name=Clifford displacement}} {{Efn|It is not difficult to visualize four hexagonal planes intersecting at 60 degrees to each other, even in three dimensions. Four hexagonal central planes intersect at 60 degrees in the [[W:cuboctahedron|cuboctahedron]]. Four of the 24-cell's 16 hexagonal central planes (lying in the same 3-dimensional hyperplane) intersect at each of the 24-cell's vertices exactly the way they do at the center of a cuboctahedron. But the ''edges'' around the vertex do not meet as the radii do at the center of a cuboctahedron; the 24-cell has 8 edges around each vertex, not 12, so its vertex figure is the cube, not the cuboctahedron. The 8 edges meet exactly the way 8 edges do at the apex of a canonical [[W:cubic pyramid]|cubic pyramid]].{{Efn|name=24-cell vertex figure}}|name=cuboctahedral hexagons}} {{Efn|name=radially equilateral}} {{Efn|Eight {{sqrt|1}} edges converge in curved 3-dimensional space from the corners of the 24-cell's cubical vertex figure{{Efn|The [[W:vertex figure|vertex figure]] is the facet which is made by truncating a vertex; canonically, at the mid-edges incident to the vertex. But one can make similar vertex figures of different radii by truncating at any point along those edges, up to and including truncating at the adjacent vertices to make a ''full size'' vertex figure. Stillwell defines the vertex figure as "the convex hull of the neighbouring vertices of a given vertex".{{Sfn|Stillwell|2001|p=17}} That is what serves the illustrative purpose here.|name=full size vertex figure}} and meet at its center (the vertex), where they form 4 straight lines which cross there. The 8 vertices of the cube are the eight nearest other vertices of the 24-cell. The straight lines are geodesics: two {{sqrt|1}}-length segments of an apparently straight line (in the 3-space of the 24-cell's curved surface) that is bent in the 4th dimension into a great circle hexagon (in 4-space). Imagined from inside this curved 3-space, the bends in the hexagons are invisible. From outside (if we could view the 24-cell in 4-space), the straight lines would be seen to bend in the 4th dimension at the cube centers, because the center is displaced outward in the 4th dimension, out of the hyperplane defined by the cube's vertices. Thus the vertex cube is actually a [[W:cubic pyramid|cubic pyramid]]. Unlike a cube, it seems to be radially equilateral (like the tesseract and the 24-cell itself): its "radius" equals its edge length.{{Efn|The vertex cubic pyramid is not actually radially equilateral,{{Efn|name=radially equilateral}} because the edges radiating from its apex are not actually its radii: the apex of the [[W:cubic pyramid|cubic pyramid]] is not actually its center, just one of its vertices.}}|name=24-cell vertex figure}} {{Efn|The hexagons are inclined (tilted) at 60 degrees with respect to the unit radius coordinate system's orthogonal planes. Each hexagonal plane contains only ''one'' of the 4 coordinate system axes.{{Efn|Each great hexagon of the 24-cell contains one axis (one pair of antipodal vertices) belonging to each of the three inscribed 16-cells. The 24-cell contains three disjoint inscribed 16-cells, rotated 60° isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other (so their corresponding vertices are 120° {{=}} {{radic|3}} apart). A [[16-cell#Coordinates|16-cell is an orthonormal ''basis'']] for a 4-dimensional coordinate system, because its 8 vertices define the four orthogonal axes. In any choice of a vertex-up coordinate system (such as the unit radius coordinates used in this article), one of the three inscribed 16-cells is the basis for the coordinate system, and each hexagon has only ''one'' axis which is a coordinate system axis.|name=three basis 16-cells}} The hexagon consists of 3 pairs of opposite vertices (three 24-cell diameters): one opposite pair of ''integer'' coordinate vertices (one of the four coordinate axes), and two opposite pairs of ''half-integer'' coordinate vertices (not coordinate axes). For example: {{indent|17}}({{spaces|2}}0,{{spaces|2}}0,{{spaces|2}}1,{{spaces|2}}0) {{indent|5}}({{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}({{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}}) {{indent|5}}(–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}(–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}}) {{indent|17}}({{spaces|2}}0,{{spaces|2}}0,–1,{{spaces|2}}0)<br> is a hexagon on the ''y'' axis. Unlike the {{sqrt|2}} squares, the hexagons are actually made of 24-cell edges, so they are visible features of the 24-cell.|name=non-orthogonal hexagons|group=}} {{Efn|Visualize the three [[16-cell]]s inscribed in the 24-cell (left, right, and middle), and the rotation which takes them to each other. [[24-cell#Reciprocal constructions from 8-cell and 16-cell|The vertices of the middle 16-cell lie on the (w, x, y, z) coordinate axes]];{{Efn|name=six orthogonal planes of the Cartesian basis}} the other two are rotated 60° [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinically]] to its left and its right. The 24-vertex 24-cell is a compound of three 16-cells, whose three sets of 8 vertices are distributed around the 24-cell symmetrically; each vertex is surrounded by 8 others (in the 3-dimensional space of the 4-dimensional 24-cell's ''surface''), the way the vertices of a cube surround its center.{{Efn|name=24-cell vertex figure}} The 8 surrounding vertices (the cube corners) lie in other 16-cells: 4 in the other 16-cell to the left, and 4 in the other 16-cell to the right. They are the vertices of two tetrahedra inscribed in the cube, one belonging (as a cell) to each 16-cell. If the 16-cell edges are {{radic|2}}, each vertex of the compound of three 16-cells is {{radic|1}} away from its 8 surrounding vertices in other 16-cells. Now visualize those {{radic|1}} distances as the edges of the 24-cell (while continuing to visualize the disjoint 16-cells). The {{radic|1}} edges form great hexagons of 6 vertices which run around the 24-cell in a central plane. ''Four'' hexagons cross at each vertex (and its antipodal vertex), inclined at 60° to each other.{{Efn|name=cuboctahedral hexagons}} The [[24-cell#Hexagons|hexagons]] are not perpendicular to each other, or to the 16-cells' perpendicular [[24-cell#Squares|square central planes]].{{Efn|name=non-orthogonal hexagons}} The left and right 16-cells form a tesseract.{{Efn|Each pair of the three 16-cells inscribed in the 24-cell forms a 4-dimensional [[W:tesseract|hypercube (a tesseract or 8-cell)]], in [[24-cell#Relationships among interior polytopes|dimensional analogy]] to the way two tetrahedra form a cube: the two 8-vertex 16-cells are inscribed in the 16-vertex tesseract, occupying its alternate vertices. The third 16-cell does not lie within the tesseract; its 8 vertices protrude from the sides of the tesseract, forming a cubic pyramid on each of the tesseract's cubic cells. The three pairs of 16-cells form three tesseracts.{{Efn|name=three 8-cells}} The tesseracts share vertices, but the 16-cells are completely disjoint.{{Efn|name=completely disjoint}}|name=three 16-cells form three tesseracts}} Two 16-cells have vertex-pairs which are one {{radic|1}} edge (one hexagon edge) apart. But a [[24-cell#Simple rotations|''simple'' rotation]] of 60° will not take one whole 16-cell to another 16-cell, because their vertices are 60° apart in different directions, and a simple rotation has only one hexagonal plane of rotation. One 16-cell ''can'' be taken to another 16-cell by a 60° [[24-cell#Isoclinic rotations|''isoclinic'' rotation]], because an isoclinic rotation is [[3-sphere]] symmetric: four [[24-cell#Clifford parallel polytopes|Clifford parallel hexagonal planes]] rotate together, but in four different rotational directions,{{Efn|name=Clifford displacement}} taking each 16-cell to another 16-cell. But since an isoclinic 60° rotation is a ''diagonal'' rotation by 60° in ''two'' completely orthogonal directions at once,{{Efn|name=isoclinic geodesic}} the corresponding vertices of the 16-cell and the 16-cell it is taken to are 120° apart: ''two'' {{radic|1}} hexagon edges (or one {{radic|3}} hexagon chord) apart, not one {{radic|1}} edge (60°) apart as in a simple rotation.{{Efn|name=isoclinic 4-dimensional diagonal}} By the [[W:chiral|chiral]] diagonal nature of isoclinic rotations, the 16-cell ''cannot'' reach the adjacent 16-cell by rotating toward it; it can only reach the 16-cell ''beyond'' it. But of course, the 16-cell beyond the 16-cell to its right is the 16-cell to its left. So a 60° isoclinic rotation ''will'' take every 16-cell to another 16-cell: a 60° ''right'' isoclinic rotation will take the middle 16-cell to the 16-cell we may have originally visualized as the ''left'' 16-cell, and a 60° ''left'' isoclinic rotation will take the middle 16-cell to the 16-cell we visualized as the ''right'' 16-cell. (If so, that was our error in visualization; the 16-cell to the "left" is in fact the one reached by the left isoclinic rotation, as that is the only sense in which the two 16-cells are left or right of each other.)|name=three isoclinic 16-cells}} {{Efn|In a double rotation each vertex can be said to move along two completely orthogonal great circles at the same time, but it does not stay within the central plane of either of those original great circles; rather, it moves along a helical geodesic that traverses diagonally between great circles. The two completely orthogonal planes of rotation are said to be ''invariant'' because the points in each stay in the plane ''as the plane moves'', tilting sideways by the same angle that the other plane rotates.|name=helical geodesic}} {{Efn|A point under isoclinic rotation traverses the diagonal{{Efn|name=isoclinic 4-dimensional diagonal}} straight line of a single '''isoclinic geodesic''', reaching its destination directly, instead of the bent line of two successive '''simple geodesics'''. A '''[[W:geodesic|geodesic]]''' is the ''shortest path'' through a space (intuitively, a string pulled taught between two points). Simple geodesics are great circles lying in a central plane (the only kind of geodesics that occur in 3-space on the 2-sphere). Isoclinic geodesics are different: they do ''not'' lie in a single plane; they are 4-dimensional [[W:helix|spirals]] rather than simple 2-dimensional circles.{{Efn|name=helical geodesic}} But they are not like 3-dimensional [[W:screw threads|screw threads]] either, because they form a closed loop like any circle (after ''two'' revolutions). Isoclinic geodesics are ''4-dimensional great circles'', and they are just as circular as 2-dimensional circles: in fact, twice as circular, because they curve in a circle in two completely orthogonal directions at once.{{Efn|Isoclinic geodesics are ''4-dimensional great circles'' in the sense that they are 1-dimensional geodesic ''lines'' that curve in 4-space in two completely orthogonal planes at once. They should not be confused with ''great 2-spheres'',{{Sfn|Stillwell|2001|p=24}} which are the 4-dimensional analogues of 2-dimensional great circles (great 1-spheres).}} These '''isoclines''' are geodesic 1-dimensional lines embedded in a 4-dimensional space. On the 3-sphere{{Efn|All isoclines are geodesics, and isoclines on the 3-sphere are circles (curving equally in each dimension), but not all isoclines on 3-manifolds in 4-space are circles.}} they always occur in [[W:chiral|chiral]] pairs and form a pair of [[W:Villarceau circle|Villarceau circle]]s on the [[W:Clifford torus|Clifford torus]],{{Efn|Isoclines on the 3-sphere occur in non-intersecting chiral pairs. A left and a right isocline form a [[W:Hopf link|Hopf link]] called the {1,1} torus knot{{Sfn|Dorst|2019|loc=§1. Villarceau Circles|p=44|ps=; "In mathematics, the path that the (1, 1) knot on the torus traces is also known as a [[W:Villarceau circle|Villarceau circle]]. Villarceau circles are usually introduced as two intersecting circles that are the cross-section of a torus by a well-chosen plane cutting it. Picking one such circle and rotating it around the torus axis, the resulting family of circles can be used to rule the torus. By nesting tori smartly, the collection of all such circles then form a [[W:Hopf fibration|Hopf fibration]].... we prefer to consider the Villarceau circle as the (1, 1) torus knot [a [[W:Hopf link|Hopf link]]] rather than as a planar cut [two intersecting circles]."}} in which ''each'' of the two linked circles traverses all four dimensions.}} the paths of the left and the right [[W:Rotations in 4-dimensional Euclidean space#Double rotations|isoclinic rotation]]. They are [[W:Helix|helices]] bent into a [[W:Möbius strip|Möbius loop]] in the fourth dimension, taking a diagonal [[W:Winding number|winding route]] twice around the 3-sphere through the non-adjacent vertices of a 4-polytope's [[W:Skew polygon#Regular skew polygons in four dimensions|skew polygon]].|name=isoclinic geodesic}} {{Efn|[[File:Hopf band wikipedia.png|thumb|150px|Two [[W:Clifford parallel|Clifford parallel]] great circles spanned by a twisted [[W:Annulus (mathematics)|annulus]].]][[W:Clifford parallel|Clifford parallel]]s are non-intersecting curved lines that are parallel in the sense that the perpendicular (shortest) distance between them is the same at each point. A double helix is an example of Clifford parallelism in ordinary 3-dimensional Euclidean space. In 4-space Clifford parallels occur as geodesic great circles on the [[W:3-sphere|3-sphere]].{{Sfn|Kim|Rote|2016|pp=8-10|loc=Relations to Clifford Parallelism}} Whereas in 3-dimensional space, any two geodesic great circles on the [[W:2-sphere|2-sphere]] will always intersect at two antipodal points, in 4-dimensional space not all great circles intersect. In 4-polytopes various discrete sets of Clifford parallel non-intersecting geodesic great circles can be found on the 3-sphere. They spiral around each other in [[W:Hopf fibration|Hopf fiber bundles]] which visit all the vertices just once. The simplest example is that six mutually orthogonal great circles can be drawn on the 3-sphere, as three pairs of completely orthogonal great circles, intersecting at 8 points defining a [[16-cell]]. Each completely orthogonal pair of circles is Clifford parallel. They cannot intersect at all, because they lie in planes which intersect at only one point: the center of the 16-cell. Because they are perpendicular and share a common center, the two circles are obviously not parallel and separate in the usual way of parallel circles in 3 dimensions; rather they are connected like adjacent links in a chain, each passing through the other without intersecting at any points, forming a [[W:Hopf link|Hopf link]]|name=Clifford parallels}} {{Efn|In the 24-cell each great square plane is completely orthogonal{{Efn|name=completely orthogonal planes}} to another great square plane, and each great hexagon plane is completely orthogonal to a plane which intersects only two vertices: a great [[W:digon|digon]] plane.|name=pairs of completely orthogonal planes}} {{Efn|In an [[24-cell#Isoclinic rotations|isoclinic rotation]], each point anywhere in the 4-polytope moves an equal distance in four orthogonal directions at once, on a [[W:8-cell#Radial equilateral symmetry|4-dimensional diagonal]]. The point is displaced a total [[W:Pythagorean distance]] equal to the square root of four times the square of that distance. For example, when the unit-radius 24-cell rotates isoclinically 60° in a hexagon invariant plane and 60° in its completely orthogonal invariant plane,{{Efn|name=pairs of completely orthogonal planes}} all vertices are displaced to a vertex two edge lengths away. Each vertex is displaced to another vertex {{radic|3}} (120°) away, moving {{radic|3/4}} in four orthogonal coordinate directions.|name=isoclinic 4-dimensional diagonal}} {{Efn|Each square plane is isoclinic (Clifford parallel) to five other square planes but completely orthogonal{{Efn|name=completely orthogonal planes}} to only one of them.{{Efn|name=Clifford parallel squares in the 16-cell and 24-cell}} Every pair of completely orthogonal planes has Clifford parallel great circles, but not all Clifford parallel great circles are orthogonal (e.g., none of the hexagonal geodesics in the 24-cell are mutually orthogonal).|name=only some Clifford parallels are orthogonal}} {{Efn|In the [[16-cell#Rotations|16-cell]] the 6 orthogonal great squares form 3 pairs of completely orthogonal great circles; each pair is Clifford parallel. In the 24-cell, the 3 inscribed 16-cells lie rotated 60 degrees isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other; consequently their corresponding vertices are 120 degrees apart on a hexagonal great circle. Pairing their vertices which are 90 degrees apart reveals corresponding square great circles which are Clifford parallel. Each of the 18 square great circles is Clifford parallel not only to one other square great circle in the same 16-cell (the completely orthogonal one), but also to two square great circles (which are completely orthogonal to each other) in each of the other two 16-cells. (Completely orthogonal great circles are Clifford parallel, but not all Clifford parallels are orthogonal.{{Efn|name=only some Clifford parallels are orthogonal}}) A 60 degree isoclinic rotation of the 24-cell in hexagonal invariant planes takes each square great circle to a Clifford parallel (but non-orthogonal) square great circle in a different 16-cell.|name=Clifford parallel squares in the 16-cell and 24-cell}} {{Efn|In 4 dimensional space we can construct 4 perpendicular axes and 6 perpendicular planes through a point. Without loss of generality, we may take these to be the axes and orthogonal central planes of a (w, x, y, z) Cartesian coordinate system. In 4 dimensions we have the same 3 orthogonal planes (xy, xz, yz) that we have in 3 dimensions, and also 3 others (wx, wy, wz). Each of the 6 orthogonal planes shares an axis with 4 of the others, and is ''completely orthogonal'' to just one of the others: the only one with which it does not share an axis. Thus there are 3 pairs of completely orthogonal planes: xy and wz intersect only at the origin; xz and wy intersect only at the origin; yz and wx intersect only at the origin.|name=six orthogonal planes of the Cartesian basis}} {{Efn|Two planes in 4-dimensional space can have four possible reciprocal positions: (1) they can coincide (be exactly the same plane); (2) they can be parallel (the only way they can fail to intersect at all); (3) they can intersect in a single line, as two non-parallel planes do in 3-dimensional space; or (4) '''they can intersect in a single point'''{{Efn|To visualize how two planes can intersect in a single point in a four dimensional space, consider the Euclidean space (w, x, y, z) and imagine that the w dimension represents time rather than a spatial dimension. The xy central plane (where w{{=}}0, z{{=}}0) shares no axis with the wz central plane (where x{{=}}0, y{{=}}0). The xy plane exists at only a single instant in time (w{{=}}0); the wz plane (and in particular the w axis) exists all the time. Thus their only moment and place of intersection is at the origin point (0,0,0,0).|name=how planes intersect at a single point}} (and they ''must'', if they are completely orthogonal).{{Efn|Two flat planes A and B of a Euclidean space of four dimensions are called ''completely orthogonal'' if and only if every line in A is orthogonal to every line in B. In that case the planes A and B intersect at a single point O, so that if a line in A intersects with a line in B, they intersect at O.{{Efn|name=six orthogonal planes of the Cartesian basis}}|name=completely orthogonal planes}}|name=how planes intersect}} {{Efn|Polytopes are '''completely disjoint''' if all their ''element sets'' are disjoint: they do not share any vertices, edges, faces or cells. They may still overlap in space, sharing 4-content, volume, area, or lineage.|name=completely disjoint}} {{Efn|If the [[W:Euclidean distance|Pythagorean distance]] between any two vertices is {{sqrt|1}}, their geodesic distance is 1; they may be two adjacent vertices (in the curved 3-space of the surface), or a vertex and the center (in 4-space). If their Pythagorean distance is {{sqrt|2}}, their geodesic distance is 2 (whether via 3-space or 4-space, because the path along the edges is the same straight line with one 90^o bend in it as the path through the center). If their Pythagorean distance is {{sqrt|3}}, their geodesic distance is still 2 (whether on a hexagonal great circle past one 60^o bend, or as a straight line with one 60^o bend in it through the center). Finally, if their Pythagorean distance is {{sqrt|4}}, their geodesic distance is still 2 in 4-space (straight through the center), but it reaches 3 in 3-space (by going halfway around a hexagonal great circle).|name=Geodesic distance}} {{Efn|Two angles are required to fix the relative positions of two planes in 4-space.{{Sfn|Kim|Rote|2016|p=7|loc=§6 Angles between two Planes in 4-Space|ps=; "In four (and higher) dimensions, we need two angles to fix the relative position between two planes. (More generally, ''k'' angles are defined between ''k''-dimensional subspaces.)"}} Since all planes in the same [[W:hyperplane|hyperplane]] are 0 degrees apart in one of the two angles, only one angle is required in 3-space. Great hexagons in different hyperplanes are 60 degrees apart in ''both'' angles. Great squares in different hyperplanes are 90 degrees apart in ''both'' angles (completely orthogonal){{Efn|name=completely orthogonal planes}} or 60 degrees apart in ''both'' angles.{{Efn||name=Clifford parallel squares in the 16-cell and 24-cell}} Planes which are separated by two equal angles are called ''isoclinic''. Planes which are isoclinic have [[W:Clifford parallel|Clifford parallel]] great circles.{{Efn|name=Clifford parallels}} A great square and a great hexagon in different hyperplanes are neither isoclinic nor Clifford parallel; they are separated by a 90 degree angle ''and'' a 60 degree angle.|name=two angles between central planes}} {{Efn|The 24-cell contains 3 distinct 8-cells (tesseracts), rotated 60° isoclinically with respect to each other. The corresponding vertices of two 8-cells are {{radic|3}} (120°) apart. Each 8-cell contains 8 cubical cells, and each cube contains four {{radic|3}} chords (its long diagonals). The 8-cells are not completely disjoint{{Efn|name=completely disjoint}} (they share vertices), but each cube and each {{radic|3}} chord belongs to just one 8-cell. The {{radic|3}} chords joining the corresponding vertices of two 8-cells belong to the third 8-cell.|name=three 8-cells}} {{Efn|Departing from any vertex V₀ in the original great hexagon plane of isoclinic rotation P₀, the first vertex reached V₁ is 120 degrees away along a {{radic|3}} chord lying in a different hexagonal plane P₁. P₁ is inclined to P₀ at a 60° angle.{{Efn|P₀ and P₁ lie in the same hyperplane (the same central cuboctahedron) so their other angle of separation is 0.{{Efn|name=two angles between central planes}}}} The second vertex reached V₂ is 120 degrees beyond V₁ along a second {{radic|3}} chord lying in another hexagonal plane P₂ that is Clifford parallel to P₀.{{Efn|P₀ and P₂ are 60° apart in ''both'' angles of separation.{{Efn|name=two angles between central planes}} Clifford parallel planes are isoclinic (which means they are separated by two equal angles), and their corresponding vertices are all the same distance apart. Although V₀ and V₂ are ''two'' {{radic|3}} chords apart{{Efn|V₀ and V₂ are two {{radic|3}} chords apart on the geodesic path of this rotational isocline, but that is not the shortest geodesic path between them. In the 24-cell, it is impossible for two vertices to be more distant than ''one'' {{radic|3}} chord, unless they are antipodal vertices {{radic|4}} apart.{{Efn|name=Geodesic distance}} V₀ and V₂ are ''one'' {{radic|3}} chord apart on some other isocline. More generally, isoclines are geodesics because the distance between their ''adjacent'' vertices is the shortest distance between those two vertices, but a path between two vertices along a geodesic is not always the shortest distance between them (even on ordinary great circle geodesics).}}, P₀ and P₂ are just one {{radic|1}} edge apart (at every pair of ''nearest'' vertices).}} (Notice that V₁ lies in both intersecting planes P₁ and P₂, as V₀ lies in both P₀ and P₁. But P₀ and P₂ have ''no'' vertices in common; they do not intersect.) The third vertex reached V₃ is 120 degrees beyond V₂ along a third {{radic|3}} chord lying in another hexagonal plane P₃ that is Clifford parallel to P₁. The three {{radic|3}} chords lie in different 8-cells.{{Efn|name=three 8-cells}} V₀ to V₃ is a 360° isoclinic rotation.|name=360 degree geodesic path visiting 3 hexagonal planes}} {{Sfn|Mamone, Pileio & Levitt|2010|loc=§4.5 Regular Convex 4-Polytopes|pp=1438-1439|ps=; the 24-cell has 1152 symmetry operations (rotations and reflections) as enumerated in Table 2, symmetry group 𝐹₄.}} ==Notes== {{Regular convex 4-polytopes Notelist|wiki=W:}} ==Citations== {{Regular convex 4-polytopes Reflist|wiki=W:}} ==References== {{Refbegin}} * {{Cite book|title=A Week on the Concord and Merrimack Rivers|last=Thoreau|first=Henry David|author-link=W:Thoreau|publisher=James Munroe and Company|year=1849|isbn=|location=Boston|ref={{SfnRef|Thoreau|1849}}}} * {{Cite journal|title=Theoretical Evidence for Principles of Special Relativity Based on Isotropic and Uniform Four-Dimensional Space|first=Takuya|last=Yamashita|date=25 May 2023|doi= 10.20944/preprints202305.1785.v1|journal=Preprints|volume=2023|issue=2023051785|url=https://doi.org/10.20944/preprints202305.1785.v1|ref={{SfnRef|Yamashita|2023}}}} * {{Cite_arXiv | arxiv=2512.02903v2 | date=2 January 2026 | title=Symmetry transformation group arising from the Laplace–Runge–Lenz vector | first1=Stephen C. | last1=Anco | first2=Mahdieh Gol Bashmani | last2=Moghadam | class=math-ph}} === [[Polyscheme|Polyschemes]] === {{Regular convex 4-polytopes Refs|wiki=W:}} {{Refend}} jmyukpdc72ci93dhven627ab1sx4mcp 0 305491 2841633 2840709 2026-10-20T02:47:41Z ~2026-53155-18 3112031 /* */ 2841633 wikitext text/x-wiki {{Dynamic List}} {| class="wikitable" !Generation !Mccrindle !Pew !Strauss-Howe !Japanese Traditional Generations !GenWHY |- |Arthurian | rowspan="19" |N/A | rowspan="19" |N/A |1433-1460 (28) | | |- |Humanist |1461-1482 (22) | | |- |Reformation |1483-1511 (29) | | |- |Reprisal |1512-1540 (29) | | |- |Elizabethan |1541-1565 (25) | | |- |Parliamentary |1566-1587 (22) | | |- |Puritan |1588-1617 (30) | | |- |Cavalier |1618-1647 (30) | | |- |Glorious |1648-1673 (26) | | |- |Enlightenment |1674-1700 (27) | | |- |Awakening |1701-1723 (23) | | |- |Liberty |1724-1741 (18) | | |- |Republican |1742-1766 (25) | | |- |Compromise |1767-1791 (25) | | |- |Transcendental |1792-1821 (30) | | |- |Gilded |1822-1842 (21) | | |- |Progressive |1843-1859 (17) | | |- |Missionary |1860-1882 (23) |明治一桁世代 (Meiji Hitoketa Sedai) 1868-1876 (9) | |- |Lost |1883-1900 (18) |明治二桁世代 (Meiji Futaketa Sedai) 1877-1911 (35) | |- |G.I. |?-1924 |?-1927 |1901-1924 (24) |大正世代 (Taisho Sedai) 1912-1925 (14) |?-1927 |- |Silent |1925-1945 (21) |1928-1945 (18) |1925-1942 (18) |昭和一桁世代 (Showa Hitoketa Sedai) 1926-1934 (9) 焼け跡世代 (Yakeato Sedai) 1935-1946 (12) |1928-1945 (18) |- |Baby Boom |1946-1964 (19) |1946-1964 (19) |1943-1960 (18) |団塊世代 (Dankai "Boomer" Sedai) 1947-1950 (4) - cusp しらけ世代 (Shirake Sedai) 1951-1964 (14) |1946-1963 (18) |- |Generation X |1965-1979 (15) |1965-1980 (16) |1961-1981 (21) |バブル世代 (Baburu "Bubble" Sedai) 1965-1970 (6) - cusp 氷河期世代* (Hyougakki "Ice Age" Sedai) 1971-1981 (11) |1964-1983 (20) |- |Millennial |1980-1994 (15) |1981-1996 (16) |1982-2005 (24) |プレッシャー世代 (Puresshaa "Pressure" Sedai) 1982-1986 (5) - cusp ゆとり世代 (Yutori Sedai) 1987-1996 (10) |1984-2003 (20) |- |Generation Z |1995-2009 (15) |1997-2012 (16) |2006-2029 (24) |脱ゆとり・さとり世代 (Datsu Yutori / Satori Sedai) 1997-2002 (6) - cusp コロナ世代** (Korona "COVID" Sedai) 2003-2014 (12) |2004-2023 (20) |- |Generation Alpha |2010-2024 (15) |2013-? |2030-? |TBD |2024-? |- |Generation Beta |2025-2039 (15) |TBD |TBD |TBD |TBD |} <nowiki>*</nowiki> = This can further be divided up into 団塊ジュニア世代 (Dankai Jr. "Boomer Jr." Sedai) (early 1970s) and the rest ポスト団塊ジュニア世代 (Post Dankai Jr. Sedai) (late 1970s-1981) <nowiki>**</nowiki> = (As of 2024) it is generally accepted as someone who was turning 6 to 17 years old in 2020 (start of COVID-19 pandemic), which likely affected their school years (K-12 and university). According to a 2022 survey from Japanese high school students, they considered themselves as コロナ世代. (However, it won't be confirmed until c. 2032 when all of them are 18 or older to see if this name stays). In the context of working, however, it can be defined as 1998-2006 (age 18-26 in 2024). This is because during the COVID pandemic (2020-2024), they became adults and were in university during part or all of this time period. There is also a chance that this could be the last Japanese traditional generation name because Japanese people are beginning to use the English generation names (e.g., Z世代・α世代). {| class="wikitable" ! rowspan="2" |Birth year range ! colspan="5" |English Generation !Japanese Generation |- !McCrindle !Pew !Strauss-Howe ! colspan="2" |Summary ! |- |1433-1460 | rowspan="23" |N/A | rowspan="25" |N/A |Arthurian | colspan="2" |Arthurian | rowspan="18" |N/A |- |1461-1482 |Humanist | colspan="2" |Humanist |- |1483-1511 |Reformation | colspan="2" |Reformation |- |1512-1540 |Reprisal | colspan="2" |Reprisal |- |1541-1565 |Elizabethan | colspan="2" |Elizabethan |- |1566-1587 |Parliamentary | colspan="2" |Parliamentary |- |1588-1617 |Puritan | colspan="2" |Puritan |- |1618-1647 |Cavalier | colspan="2" |Cavalier |- |1648-1673 |Glorious | colspan="2" |Glorious |- |1674-1700 |Enlightenment | colspan="2" |Enlightenment |- |1701-1723 |Awakening | colspan="2" |Awakening |- |1724-1741 |Liberty | colspan="2" |Liberty |- |1742-1766 |Republican | colspan="2" |Republican |- |1767-1791 |Compromise | colspan="2" |Compromise |- |1792-1821 |Transcendental | colspan="2" |Transcendental |- |1822-1842 |Gilded | colspan="2" |Gilded |- |1843-1859 |Progressive | colspan="2" |Progressive |- |1860-1867 | rowspan="3" |Missionary | colspan="2" rowspan="3" |Missionary |- |1868-1876 |明治一桁世代 (Meiji Hitoketa Sedai) |- |1877-1882 | rowspan="3" |明治二桁世代 (Meiji Futaketa Sedai) |- |1883-1900 |Lost | colspan="2" |Lost |- |1901-1911 | rowspan="2" |G.I. | colspan="2" rowspan="2" |G.I |- |1912-1924 | rowspan="2" |大正世代 (Taisho Sedai) |- |1925 | rowspan="5" |Builder | rowspan="4" |Silent | rowspan="2" |G.I | rowspan="2" |Silent |- |1926-1927 | rowspan="2" |昭和一桁世代 (Showa Hitoketa Sedai) |- |1928-1934 | rowspan="3" |Silent | colspan="2" rowspan="2" |Silent |- |1935-1942 | rowspan="3" |焼け跡世代 (Yakeato Sedai) |- |1943-1945 | rowspan="4" |Baby Boom |Silent |Baby Boom |- |1946 | rowspan="4" |Baby Boom | rowspan="4" |Baby Boom | colspan="2" rowspan="3" |Baby Boom |- |1947-1950 |団塊世代 (Dankai "Boomer" Sedai) |- |1951-1960 | rowspan="2" |しらけ世代 (Shirake Sedai) |- |1961-1964 | rowspan="5" |Generation X |Baby Boom |Generation X |- |1965-1970 | rowspan="2" |Generation X | rowspan="3" |Generation X | colspan="2" rowspan="2" |Generation X |バブル世代 (Baburu "Bubble" Sedai) |- |1971-1979 | rowspan="3" |氷河期世代* (Hyougakki "Ice Age" Sedai) |- |1980 | rowspan="4" |Generation Y | rowspan="2" |Generation X | rowspan="2" |Millennial |- |1981 | rowspan="4" |Millennial |- |1982-1986 | rowspan="5" |Millennial | colspan="2" rowspan="2" |Millennial |プレッシャー世代 (Puresshaa "Pressure" Sedai) |- |1987-1994 | rowspan="2" |ゆとり世代 (Yutori Sedai) |- |1995-1996 | rowspan="4" |Generation Z | rowspan="3" |Millennial | rowspan="3" |Generation Z |- |1997-2002 | rowspan="4" |Generation Z |脱ゆとり・さとり世代 (Datsu Yutori / Satori Sedai) |- |2003-2005 | |- |2006-2009 | rowspan="4" |Homeland | colspan="2" |Generation Z | |- |2010-2012 | rowspan="2" |Generation Alpha |Generation Z |Generation Alpha | |- |2013-2024 | rowspan="3" |TBD | colspan="2" |Generation Alpha | |- |2025-2029 | rowspan="2" |Generation Beta | colspan="2" rowspan="2" |TBD | |- |2030-2039 |TBD | |} {| class="wikitable" !Generation !Strictest !Probable !Broadest |- |Arthurian |1433-1460 (28) |1433-1460 (28) |1433-1460 (28) |- |Humanist |1461-1482 (22) |1461-1482 (22) |1461-1482 (22) |- |Reformation |1483-1511 (29) |1483-1511 (29) |1483-1511 (29) |- |Reprisal |1512-1540 (29) |1512-1540 (29) |1512-1540 (29) |- |Elizabethan |1541-1565 (25) |1541-1565 (25) |1541-1565 (25) |- |Parliamentary |1566-1587 (22) |1566-1587 (22) |1566-1587 (22) |- |Puritan |1588-1617 (30) |1588-1617 (30) |1588-1617 (30) |- |Cavalier |1618-1647 (30) |1618-1647 (30) |1618-1647 (30) |- |Glorious |1648-1673 (26) |1648-1673 (26) |1648-1673 (26) |- |Enlightenment |1674-1700 (27) |1674-1700 (27) |1674-1700 (27) |- |Awakening |1701-1723 (23) |1701-1723 (23) |1701-1723 (23) |- |Liberty |1724-1741 (18) |1724-1741 (18) |1724-1741 (18) |- |Republican |1742-1766 (25) |1742-1766 (25) |1742-1766 (25) |- |Compromise |1767-1791 (25) |1767-1791 (25) |1767-1791 (25) |- |Transcendental |1792-1821 (30) |1792-1821 (30) |1792-1821 (30) |- |Gilded |1822-1842 (21) |1822-1842 (21) |1822-1842 (21) |- |Progressive |1843-1859 (17) |1843-1859 (17) |1843-1859 (17) |- |Missionary |1860-1882 (23) |1860-1882 (23) |1860-1882 (23) |- |Lost |1883-1900 (18) |1883-1900 (18) |1883-1900 (18) |- |G.I. |1901-1924 (24) |1901-1924 (24) |1901-1927 (27) |- |Silent |1925-1942 (18) |1925-1945 (21) |1928-1945 (18) |- |Baby Boom |1943-1960 (18) |1946-1964 (19) |1946-1964 (19) |- |Generation X |1961-1976 (16) |1965-1979 (15) |1965-1980 (16) |- |Millennial |1977-1992 (16) |1980-1994 (15) |1981-1996 (16) |- |Generation Z |1993-2008 (16) |1995-2009 (15) |1997-2012 (16) |- |Generation Alpha |2009-2024 (16) |2010-2024 (15) |2013-2024 (12) |- |Generation Beta |2025-? |2025-? |2025-? |} == Notes == [a] Mccrindle's 'Builders' align best with other models' Silent Generation [b] Mccrindle's 'Generation Y' align best with other models' Millennial Generation [c] Whilst not explicit, any direct successor of Generation Z proposed by Pew Research Center must align best with other Mccrindle's 'Gen Alpha' and S&H's 'Homeland Generation' == References == https://mccrindle.com.au/article/topic/demographics/the-generations-defined/ https://www.pewresearch.org/short-reads/2019/01/17/where-millennials-end-and-generation-z-begins/ https://en.wikipedia.org/wiki/Strauss%E2%80%93Howe_generational_theory https://www.genwhy.com/_files/ugd/5ccc25_695074dbc5724d76ae103635b5d9ab5d.pdf 5shllkqczepexwpcwr2hxokggh200n8 0 307192 2841655 2841264 2026-10-20T04:29:22Z Jtneill 10242 Copyediting 2841655 wikitext text/x-wiki {{title|Hygiene motivation:<br>What motivates maintenance of personal hygiene?}} __TOC__ ==Overview== {{RoundBoxTop|theme=10}} '''Case study of Joel''' [[File:Hand washing man.jpg|right|thumb|200px|'''Figure 1'''. Washing hands to prevent contracting COVID-19.]] Joel is a 19-year-old university student who lives in on-campus accommodation. While he understands it is a good idea to wash his hands, he often skips the practice after taking the bus, touching shared surfaces, and before eating. He finds the practice to be inconvenient, especially when he is in a rush, and believes he is unlikely to become ill because he is young and healthy. Recently, several students have become sick with COVID-19. One of Joel’s peers missed a week of classes and found it challenging to catch up due to the illness. Joel realised how easily infections can spread in shared spaces, becoming increasingly concerned. Due to the spread of COVID-19, the university launched a health promotion campaign. Posters around the campus explained how germs are spread from person to person and outlined the role of handwashing in preventing illness. Along with this, hand sanitiser stations were installed at the entrances to all buildings on campus, including the lobby of campus accommodations. After seeing other students on campus engage with the health initiative, Joel began to utilise the hand sanitiser provided on campus. After a few weeks, Joel noticed that he felt more confident about protecting himself from illness, becoming stricter about maintaining the practice of washing his hands before eating and after being in tight shared spaces, such as public transport. {{RoundBoxBottom}} Personal [[wikipedia:Hygiene|hygiene]] is a fundamental feature of day-to-day life that influences one’s health, interactions with others, and overall wellbeing. While hygiene behaviours such as handwashing, bathing, and brushing teeth are seen as routine [[wikipedia:Habit|habits]], people are motivated to maintain them for different reasons. [https://www.cdc.gov/hygiene/about/index.html The Centre for Disease Control and Prevention (CDC)] explains that hygiene can prevent disease, influence social acceptance, and bring personal comfort. Understanding the [[wikipedia:Motivation|motivation]] behind the maintenance of personal hygiene is vital in encouraging long-term health behaviours and developing successful health promotion interventions. {{RoundBoxTop|theme=5}} '''Focus questions''' # What are the core motivators for personal hygiene? # How did the COVID-19 pandemic influence motivation to maintain personal hygiene? # How can the health belief model explain motivation to maintain personal hygiene behaviours? # How does the maintenance of personal hygiene differ across cultural and economical contexts? {{RoundBoxBottom}} == What is personal hygiene? == [https://www.healthdirect.gov.au/personal-hygiene Health Direct] describes personal hygiene as the practice of maintaining the cleanliness of your external body to prevent the spread of germs and stay healthy {{ic|Use primary, peer-reviewed sources}}. These hygiene practices are often seen in day to day life, such as brushing teeth or washing hands, and are instilled in people from a young age by their parents or caregivers. Hygiene behaviours ultimately become habits over time, and are not given much afterthought. There are many kinds of personal hygiene behaviours people engage with. '''Table 1.''' Personal hygiene behaviours {{ic|Use 1st letter capitalisation per APA style}} {| class="wikitable" !Hygiene practice !Examples |- |Oral hygiene |Keeping teeth clean by brushing with toothpaste for two minutes twice daily, flossing daily, and using mouthwash. |- |Hand hygiene |Washing hands with warm water and soap for 20 seconds prior to eating, after using the toilet, and after petting animals. |- |Body hygiene |Washing body daily using soap and warm water to remove sweat, oils, and dirt from body. |- |Menstrual hygiene |Changing sanitary items regularly, washing hands before and after use, and disposing of these items appropriately. |- |Personal grooming |Washing clothing regularly, trimming fingernails, not sharing personal items with others, and washing and keeping hair clean. |- |Symptom etiquette |Covering mouth when coughing or sneezing to prevent the spread of germs, and wearing a mask in public when feeling unwell. |} == Core motivators of personal hygiene == There are a multitude of factors that can influence the maintenance of personal hygiene. Research {{f}} regarding hygiene behaviour identifies core motivators as societal expectations, education, and emotions. Through analysing these motivators related to the [[wikipedia:COVID-19_pandemic|COVID-19 pandemic]], an understanding of why people maintain their personal hygiene can be established. === Societal expectations === [[wikipedia:Social_norm|Societal expectations]] were explored by Laursen and Faur (2022), describing two distinct sources of [[wikipedia:Conformity|conformity]]; stable individual differences and impermanent individual differences. Stable individual differences are the long-term, ingrained, and consistent traits of the individual who is being influenced. Impermanent individual differences describe how the person is feeling in the situation where the behaviour is being influenced. The concept of impermanent individual differences provides a foundation for societal expectations as a motivator for maintaining hygiene behaviours. A systematic review {{f}} examines how social relationships can influence people's healthcare decisions. It found strong influence in friends, family members, general practitioners, and specialist practitioners on real world health choices (Pilli et al., 2024). This can provide some context as to why people feel pressure to have clean-smelling breath or a lack of body odour, because generally the people surrounding them encourage or hold value to these behaviours. There are different forms of input provided in these social relationships; informational, prescriptive, instrumental, and emotional {{f}}. Prescriptive and informational inputs were the most influential in motivating others to maintain a practice such as personal hygiene (Pilli et al., 2024). '''Table 2.''' Types of input in social relationships (Pilli et al., 2024) {{ic|Use 1st letter capitalisation per APA style}} {| class="wikitable" |Informational |Provides advice and useful facts on the behaviour or practice. |- |Prescriptive |Provides a personal or professional opinion on the behaviour or practice. |- |Instrumental |Provide assistance and resources to support the behaviour or practice. |- |Emotional |Provide encouragement to partake in the behaviour or practice. |} The COVID-19 pandemic increased societal expectations surrounding specific hygiene behaviours, such as handwashing, sanitising, social distancing and wearing masks {{f}}. Government mandates implementing quarantine and isolation increased the collective responsibility of the community, increasing motivation to maintain hygiene behaviours to prevent the spread of germs (Miller et al., 2020). The motivational factor of societal expectations can be observed in the COVID-19 pandemic, where the majority of people engaged in protocols and influenced others to do the same {{f}}. {{Robelbox|theme=10|title=Case study quiz}} <quiz display=simple> What hygiene behaviour does Joel engage with due to impermanent individual differences? |type="()"} - Making his bed - Taking a shower + Utilising hand sanitiser stations on campus - Not washing his hands before eating </quiz> <quiz display=simple> What input does the university provide in response to the spread of COVID-19? |type="()"} + Instrumental - Informational - Emotional - Prescriptive </quiz> {{Robelbox/close}} === Education and understanding of hygiene practices === Long-term maintenance of hygiene behaviours rely {{g}} on a strong comprehension of their effectiveness and impact. Bloomfield and Ackerly {{f}} suggest that understanding the purpose of hygiene practices is key to develop hygiene behaviour change in everyday life. In many cases, people can understand how germs spread, but struggle to determine when to practice correct hygiene behaviours (2023). The study {{f}} asked {{who}} people what hygiene practices they implemented with a threat of COVID-19. Participants selected correct and effective hygiene behaviours to prevent contracting the disease, such as washing their hands after coughing and sneezing. However {{g}} a {{how}} large amount of participants also selected behaviours that were not effective, such as deep cleaning bedrooms (Bloomfield & Ackerly, 2023). The '[https://ifhpath.arizona.edu/targeted-hygiene/9-moments-hygiene-home Nine Moments for Targeted Hygiene]' approach is promoted by the study as an educational risk management tool to motivate the maintenance of good personal hygiene. The goal is to help people understand why hygiene is needed, where risks occur, how infection spreads, and why the hygiene behaviour is important (Bloomfield and Ackerly, 2023). [[File:A woman wearing a protective face mask.jpg|thumb|'''Figure 2.''' Woman wearing face mask on pubic transport.]] Ali and colleagues {{f}} investigated how targeted educational interventions, similar to the approach promoted by Bloomfield and Ackerly {{f}}, can motivate the maintenance of personal hygiene. It was found increased awareness and education surrounding disease transmission provided to individuals during the COVID-19 pandemic was a strong motivator for personal hygiene, with 95% of respondents indicating as such (Ali et al., 2023). This provides a strong indicator that education acts as a core motivator in maintaining personal hygiene behaviours. Public health campaigns informing the public about the risk of infections also acted as a motivator {{f}}. Campaigns increased not only the engagement in personal hygiene behaviours, but the maintenance of them post-pandemic due to the insights people gained surrounding the spread of illnesses (Ali et al., 2023). This can be observed in communities today, where hand sanitiser stations remain in many populated and busy areas and people are inclined to wear masks if going out in public when unwell, as seen in Figure 2. === Emotions === [[wikipedia:Emotion|Emotions]] are an important factor when discussing the motivation to maintain personal hygiene. While societal expectations and education are important motivators for personal hygiene, they are not substantial enough to independently motivate behaviours. Competing priorities such as workload pressures, time constraints, or lack of resources can derail the motivation to perform hygiene behaviours, however emotions can increase the importance of these behaviours (McCay, 2015). It is discussed {{f}} that fear and disgust are common drivers of personal hygiene behaviours. Similarly, nurture and care for others also increases motivation to maintain personal hygiene practices, with a goal to protect loved ones from contracting an illness (McCay, 2015). This concept is assessed in a meta-analysis exploring the effect of fear on attitudes, behavioural intentions, and actual behaviours. It was found that fear appeals produce more preventative behaviours, such as personal hygiene. When a threat was communicated as serious and individuals felt they were at risk, they were more likely to engage and maintain that behaviour over the long-term (Tannenbaum et al., 2018). A similar concept is discussed by Wu and Lau {{f}}, assessing how emotions during the COVID-19 pandemic increased the importance of personal hygiene. The threat of COVID-19 was appraised, leading to negative emotions, creating a value change in hygiene behaviours being engaged with more frequently (Wu and Lau, 2022). This suggests that when survival-driven emotions, such as fear and disgust, are provoked, people become more motivated to engage with protective behaviours. A review on {{g}} 25 publications found that while some mental health disorders can motivate engagement with hygiene behaviours, such as [[wikipedia:Anxiety|anxiety]] and [[wikipedia:Obsessive–compulsive_disorder|obsessive-compulsive disorder]] (OCD), other disorders such as [[wikipedia:Depression_(mood)|depression]] and [[wikipedia:Post-traumatic_stress_disorder|post-traumatic stress disorder]] (PTSD) can act as barriers to these behaviours (Ghassemi et al., 2023). Depression is linked to poor personal hygiene due to a lack of energy, cognitive fatigue, and loss of motivation. As a result, individuals with depression generally are not motivated to maintain personal hygiene behaviours because their symptoms cause these practices to feel overwhelming, both physically and emotionally (Ghassemi et al., 2023; Stewart et al., 2021). {{Robelbox|theme=10|title=Case study link}} Emotions can be seen as a motivator in Joel's case when he becomes concerned at how easily COVID-19 can be spread after seeing one of his classmates become sick and fall behind. This fear is a factor to what motivates him to engage in personal hygiene behaviours to prevent him from contracting the illness. {{Robelbox/close}} == Personal hygiene motivation and the health belief model == The [[wikipedia:Health_belief_model|health belief model]] is a psychological framework used to explain and predict health-related behaviours. The model was developed in the 1950s by social psychologists working in the [https://www.usphs.gov/ United States Public Health Service], proposing that an individual's willingness to change their behaviour depends on their perceptions (Alyafei & Easton-Carr, 2024). The health belief model can provide context into why people may maintain their personal hygiene behaviours through cognitive evaluations related to benefits and risks in engaging with hygiene behaviours. === '''Cognitive evaluations''' === The health belief model relies on six core constructs, or cognitive evaluations, which can influence a person's perspective when deciding what behaviours to engage with. These constructs are defined in Table 3. '''Table 3.''' Core constructs of the health belief model {{ic|Use 1st letter capitalisation per APA style}} {{f}} {| class="wikitable" |Perceived susceptibility |Assessment of the risk. |- |Perceived severity |Assessment of the danger of a condition and what the emotional, physical, and social consequences may be. |- |Perceived benefits |Belief in the effectiveness of an action to reduce the perceived severity. |- |Perceived barriers |Tangible and psychological obstacles in taking action. |- |Cues to action |External and/or internal triggers that encourage people to change their behaviour. |- |Self-efficacy |Confidence in the ability to perform the behaviour successfully. |} Relative to personal hygiene, these core constructs explain behaviours by suggesting individuals are more likely to engage in hygiene practices when a health threat is perceived, believing these practices will effectively reduce the threat of infection (Alyafei & Easton-Carr, 2024). {{Robelbox|theme=10|title=Case study quiz}} <quiz display=simple> Where {{g}} cues to action can be seen in Joel's case? |type="()"} - Friend missing classes and having difficulties catching up - Joel believing he is unlikely to become sick due to being young and healthy + University health campaign posters and hand sanitiser stations across campus - Living in on-campus accommodation </quiz> {{Robelbox/close}} === '''Health belief model in practice''' === The health belief model has been applied to personal hygiene behaviours to assess the motivating factors behind them. Three studies will be explored to understand the health belief model when applied to hygiene; a meta-analysis of oral hygiene {{f}}, a study on mothers with hospitalised children {{f}}, and a study on hand hygiene in hospital settings {{f}}. 14 cross-sectional studies were reviewed to determine what health belief model constructs influence oral hygiene {{f}}. It was determined that perceived susceptibility, perceived benefits, and self-efficacy were the strongest predictors for oral hygiene behaviours. Individuals believed they were at risk of oral health problems, saw the benefits of oral hygiene, and had confidence in their ability to practice oral care, displaying perceived susceptibility, perceived benefits, and self-efficacy, respectively. These factors contributed to a prediction that people were likely to stay motivated to maintain oral hygiene (Atmojo et al., 2026). A {{ic|what sort of?}} study on mothers with {{ic|how many}} hospitalised children applied the health belief model constructs to hygiene {{f}}. High levels of perceived susceptibility in their children being vulnerable to infection, perceived severity in the consequences of infection, and perceived benefits in hygiene practices preventing infection, were noted. 44.3% of participants also reported high perceived barriers in a lack of resources and accessibility to engage in proper hygiene behaviours (Kamal et al., 2017). This suggests that while strong motivation can be observed, barriers can prevent the behaviour from being put into practice. These barriers were observed due to cultural and economic contexts, where social norms and poverty impact the ability to engage in certain hygiene behaviours (Kamal et al., 2017). The final study assessed hand hygiene behaviour in hospitals {{f}}. Participants were more likely to maintain hygiene behaviours when they believed they were at risk, viewed the consequences as serious, believed hygiene was effective, felt capable, and had a lack of barriers displaying perceived susceptibility, severity, benefits, and self-efficacy (Walker and Jackson, 2025). This study supports the health belief model constructs in hand hygiene, similarly to the previous studies, suggesting the model can accurately predict and explain personal hygiene behaviours. The three studies collectively show perceived susceptibility, perceived severity, perceived barriers, and self-efficacy are prominent features of the health belief model that appear in the motivation and maintenance of hygiene behaviours. These findings can provide grounds for interventions for the motivation of personal hygiene, where the four popular constructs should be targeted as effective predictors and contributors to motivation of behaviours specific to hygiene. == Cultural and economic hygiene contexts == The maintenance of personal hygiene can be impacted by a range of economical and cultural factors which shape attitudes, behaviours, and access to hygiene practices. Personal hygiene is often viewed as an individual responsibility, however financial resources and cultural beliefs can significantly affect one's ability to maintain these behaviours. === Economical contexts === Some personal hygiene behaviours, such as washing hands, brushing teeth, and menstrual care seem as though they are essential daily behaviours for many. However, these behaviours, like many others, rely on resources to maintain them. In developed countries, these resources are seen almost everywhere, with warm water and soap found in almost all public bathrooms, in many developing countries this is not the case as outlined by the [https://www.cdc.gov/global-water-sanitation-hygiene/about/about-global-sanitation.html CDC] and as observed in Figure 3. [[File:Washing hands kids.jpg|thumb|'''Figure 3.''' School children utilising an outdoor tap to wash their hands. ]] Rossouw and Ross {{f}} investigate this through a concept referred to as [[wikipedia:Period_poverty|period poverty]]. They observed 8 locations that lacked proper infrastructure to support menstrual hygiene, health, and dignity. The observations showed wealth related inequalities in access to sanitary items and the conditions of menstrual hygiene spaces. These inequalities mainly surrounded education, accessibility, and household factors (Rossouw and Ross, 2021). While individual's{{g}} may have the motivation to maintain proper menstrual hygiene, their economic context may not provide them with the resources to do so. A similar concept is explored regarding general personal hygiene as a public health issue, where personal hygiene insecurity is discussed as a growing issue. Research suggests that many people view personal care products, such as soap, toothpaste, and shampoo, as luxury items, having to prioritise rent and food first (Rajotte, 2026). People may feel an initial motivation to practice these behaviours, but due to their financial status this motivation decreases greatly and the behaviours are not maintained (Rajotte, 2026). This can support the idea that motivation does not operate in isolation, where people can be motivated to practice hygiene but their lack of resources prevents them from implementing them. === Cultural contexts === Similar to period poverty, cultural views on menstrual hygiene are also explored in a study focusing on adolescent females in Zambia {{f}}. It was observed that menstruation was seen as something that should be kept secret, influencing girls' understanding and experiences of menstrual hygiene (Lahme et al., 2016). With this in mind, it is important to consider how to foster education programs which can address the stigma while respecting culture. While there are prominent cultural differences regarding menstruation, the lack of education due to these perspectives can interfere with proper personal hygiene. Hygiene behaviours can be expected differently {{awkard}} cross-culturally, which is observed across 56 countries in a study by Eriksson and colleagues {{f}}. Three hygiene domains of handwashing, spitting, and tooth-brushing were explored, finding differing results dependent on culture. There were three competing explanations for these differences; the tightness-looseness theory, disease threat theory, and civilising process theory {{f}}. The tightness-looseness theory states that stricter social rules generally have stricter hygiene norms, the disease threat theory states that places with more risk for infectious disease have stricter hygiene norms, and finally, civilising process theory states hygiene norms are stricter in societies that place greater value on self-control (Eriksson et al., 2021). This can be seen where cultures that do not align with these theories often hold the three domains to a lower standard, for instance spitting is seen as a sign of respect in Kenya and Tanzania, however is seen as a public health hazard in Western cultures (Eriksson et al., 2021). Cultural traditions and religious beliefs can shape how individuals view personal hygiene and the importance they put into maintaining it. These factors may determine what hygiene practices are viewed as necessary and appropriate within different cultures. Understanding this is critical to explore the factors that motivate individuals to maintain personal hygiene. == Conclusion == Motivation to maintain personal hygiene behaviours can be explored through a range of factors and contexts. Core motivators, including social expectations through conformity and values, awareness through education and public health campaigns, and emotions such as fear or disgust, contribute to an individual's desire to maintain hygiene behaviours. These motivators are not independent, and often hygiene practices are only maintained when they overlap, which can be seen by the expectations, spread of knowledge, and fear present during the COVID-19 pandemic. The health belief model explains motivation behind personal hygiene behaviours, suggesting that perceived susceptibility, severity, barriers, and self-efficacy are most fundamental in forming motivation to engage in hygiene behaviours. The motivation to maintain personal hygiene behaviours varies across economic and cultural contexts, with lack of resources, education, and differing views placing different values on personal hygiene behaviours and their importance. Core motivators of emotions are seen as most significant in motivating personal hygiene behaviours that can be maintained. The health belief model suggests that informing individuals of their risk, the consequences, providing resources, and promoting confidence surrounding personal hygiene behaviours will be more effective in creating behaviours which can be maintained in the long term. Intertwining both motivators and the health belief model with respect to economic and cultural differences can create actual behaviour changes in hygiene contexts. == See also == * [[Motivation and emotion/Book/2024/Disgust and hygiene|Disgust and hygiene]] (Book chapter, 2024) * [[Motivation and emotion/Book/2018/Conformity and emotion|Conformity and emotion]] (Book chapter, 2018) * [[wikipedia:Public_health_mitigation_of_COVID-19|Public health mitigation of COVID-19]] (Wikipedia) ==References== {{Hanging indent|1= Ali, A. S., Mekonen, Y., & Tesfahun, T. (2023). Hygiene behavior and COVID-19 pandemic: Opportunities of COVID-19-Imposed changes in hygiene behavior. ''INQUIRY: The Journal of Health Care Organization, Provision, and Financing, 60''(1). https://doi.org/10.1177/00469580231218421 Alyafei, A., & Carr, R. E. (2024). The health belief model of behavior change. StatPearls Publishing. ''National Library of Medicine.'' https://www.ncbi.nlm.nih.gov/books/NBK606120/ Atmojo, J. T., Handayani, A. F., Widiyanto, A., Kuntari, S., & Anasulfalah, H. (2026). Health belief model construct associated with oral health behaviors: A meta-analysis. ''Journal of Health Promotion and Behavior, 11''(3), 389–404. https://doi.org/10.26911/thejhpb.2026.11.03.08 Bloomfield, S. F., & Ackerley, L. (2023). Developing better understanding of hygiene is key to developing hygiene behaviour change in home and everyday life settings. ''Perspect Public Health, 144''(6). https://doi.org/10.1177/17579139231163734 Eriksson, K., Dickins, T. E., & Strimling, P. (2021). Hygiene norms across 56 nations are predicted by self-control values and disease threat. ''Current Research in Ecological and Social Psychology, 2''(1). https://doi.org/10.1016/j.cresp.2021.100013 Ghassemi, E., Astrid Hasund Thorseth, Karine Le Roch, Heath, T., & White, S. (2023). Mapping the association between mental health and people’s perceived and actual ability to practice hygiene-related behaviours in humanitarian and pandemic crises: A scoping review. ''PLOS ONE, 18''(12). https://doi.org/10.1371/journal.pone.0286494 Kamal, M., El-Borgy, M., & Wahba, M. (2017). Application of health belief model for hygienic behavior of mothers of hospitalized children in Alexandria. ''Journal of High Institute of Public Health, 47''(1), 13–21. https://doi.org/10.21608/jhiph.2017.19973 Lahme, A. M., Stern, R., & Cooper, D. (2016). Factors impacting on menstrual hygiene and their implications for health promotion. ''Global Health Promotion, 25''(1), 54–62. https://doi.org/10.1177/1757975916648301 Laursen, B., & Faur, S. (2022). What does it mean to be susceptible to influence? A brief primer on peer conformity and developmental changes that affect it. ''International Journal of Behavioral Development, 46''(3), 222–237. https://doi.org/10.1177/01650254221084103 McCay, L. (2015). Emotional motivators might improve hand hygiene among healthcare workers. ''BMJ, 1''(1). https://doi.org/10.1136/bmj.h3968 Miller, G. J., Hartman, T. K., Levita, L., Martinez, A. P., Mason, L., McBride, O., McKay, R., Murphy, J., Shevlin, M., Stocks, T. V. A., Bennett, K. M., & Bentall, R. P. (2020). Capability, opportunity, and motivation to enact hygienic practices in the early stages of the COVID‐19 outbreak in the United Kingdom. ''British Journal of Health Psychology, 25''(4), 856–864. https://doi.org/10.1111/bjhp.12426 Pilli, L., Veldwijk, J., Swait, J. D., Donkers, B., & de Bekker-Grob, E. W. (2024). Sources and processes of social influence on health-related choices: A systematic review based on a social-interdependent choice paradigm. ''Social Science & Medicine, 361''(1). https://doi.org/10.1016/j.socscimed.2024.117360 Rajotte, J. C. (2026). Health and personal hygiene: Five key strategies to improve population outcomes. ''Journal of Public Health Management & Practice, 32''(4), 643–646. https://doi.org/10.1097/phh.0000000000002375 Rossouw, L., & Ross, H. (2021). Understanding period poverty: Socio-economic inequalities in menstrual hygiene management in eight low- and middle-income countries. ''International Journal of Environmental Research and Public Health, 18''(5). https://doi.org/10.3390/ijerph18052571 Stewart, V., Judd, C., & Wheeler, A. J. (2021). Practitioners’ experiences of deteriorating personal hygiene standards in people living with depression in Australia: A qualitative study. ''Health & Social Care in the Community, 30''(4). https://doi.org/10.1111/hsc.13491 Tannenbaum, M. B., Hepler, J., Zimmerman, R. S., Saul, L., Jacobs, S., Wilson, K., & Albarracín, D. (2015). Appealing to fear: A meta-analysis of fear appeal effectiveness and theories. ''Psychological Bulletin, 141''(6), 1178–1204. https://doi.org/10.1037/a0039729 Walker, K., & Jackson, R. (2015). The health belief model and determinants of oral hygiene practices and beliefs in preteen children: A pilot study. ''Pediatric Dentistry, 37''(1), 40–45. https://pubmed.ncbi.nlm.nih.gov/25685972/ Wu, A. Q., & Lau, V. M. C. (2022). COVID-19-induced negative emotions and the impacts on personal values and travel behaviors: A threat appraisal perspective. ''Journal of Hospitality and Tourism Management, 51''(1), 143–155. https://doi.org/10.1016/j.jhtm.2022.03.006 }} ==External links== * [https://open.spotify.com/show/5HG094bpiecqetNsvz0ELs Tips for good hygiene podcast] (Spotify, 2022) * [https://hygieneforhealth.org.au/importance/ Why is hygiene so important?] (Hygiene for Health, n.d.) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Anxiety]] [[Category:Motivation and emotion/Book/Disgust]] [[Category:Motivation and emotion/Book/Motivation]] jr48at8ibfxmll838gma279pzugzem3 1 307245 2841657 2836846 2026-10-20T04:33:26Z Jtneill 10242 Book chapter feedback 2841657 wikitext text/x-wiki == Helpful peer reviewed APA 7 article for Hygiene Motivation if you wish to add or remove!! == The concept of hygiene motivation is examined in the study by Curtis, V., & Cairncross, S. (2003), which emphasises that people's hygiene behaviours are primarily driven by the desire to avoid disgust rather than by health education alone. The authors contend that disgust is a potent motivator that can be used in public health campaigns to promote better hygiene practices, particularly in prevention of disease transmission. The study underscores the significance of comprehending emotional drivers like disgust in designing more successful health interventions. Curtis, V., & Cairncross, S. (2003). Effect of washing hands with soap on diarrhoea risk in the community: a systematic review. ''The Lancet Infectious Diseases'', ''3''(5), 275–281. <nowiki>https://doi.org/10.1016/S1473-3099(03)00606-6</nowiki> [[User:U3214564|U3214564]] ([[User talk:U3214564|discuss]] • [[Special:Contributions/U3214564|contribs]]) 08:19, 15 August 2024 (UTC) == Feedback and Suggestions == Hey Jack, I really like your book chapter so far! I found this article from Miller in 2020 which covers motivation to enact hygienic practices in the early stages of the COVID‐19 outbreak. I think this would be an interesting topic to explore and touch on within your book chapter. This article focusses primarily on the role of human behaviour in the COVID-19 outbreak and the speed of the spread across the world, and how human hygiene motivation was associated with the progression. Here is the reference to the article: Gibson Miller, J. (2020). Capability, opportunity, and motivation to enact hygienic practices in the early stages of the COVID‐19 outbreak in the United Kingdom. ''British Journal of Health Psychology'', ''25''(4), 856–864. <nowiki>https://doi.org/10.1111/bjhp.12426</nowiki> Good luck! :) - Alyssia [[User:Alyssia Myers|Alyssia Myers]] ([[User talk:Alyssia Myers|discuss]] • [[Special:Contributions/Alyssia Myers|contribs]]) 11:15, 15 August 2024 (UTC) Hello Jack, it looks like you are hard at work on your page, I've adding another figure to your page, hopefully it'll help you flesh out your article !![https://commons.wikimedia.org/wiki/File:OCD_handwash.jpg this is the image], you could use it to talk about personal hygiene, such as washing one's hands !!! Good luck [[User:Gabriel Geld|Gabriel Geld]] ([[User talk:Gabriel Geld|discuss]] • [[Special:Contributions/Gabriel Geld|contribs]]) 08:43, 16 August 2024 (UTC) <!-- Official topic development feedback --> {{METF/2024 |1= <!-- Title --> # The title and sub-title are correctly worded; casing has been corrected # I've abbreviated the sub-title (same meaning) |2= <!-- Headings --> # Well developed 2-level heading structure. Meaningful headings clearly relate directly to the core topic. # Consider abbreviating the two introductory sections (2 and 3) into a single section; it is OK to retain but keep these sections relatively brief, with embedded links to further information so that the chapter concentrates on psychological science # Remove trailing colons <!-- Alignment with focus questions --> # Good alignment between focus questions and heading structure |3= <!-- Overview--> <!-- Scenario --> # A scenario or case study is presented in a feature box at the start of this section # Add an image to the scenario or case study to help attract reader interest <!-- Description --> # Add a brief, evocative description of the problem/topic <!-- Focus questions --> # Focus questions are aligned with sub-title and top-level headings # Use sentence casing (Hygiene -> hygiene) # Move quiz into a subsequent section |4= <!-- Key points--> # Partial development of key points for some sections, with limited use of relevant citations <!-- Theory and research --> # Strive for an integrated balance of theory and research, with practical examples # It is unclear whether the best available psychological theory and research has been consulted in the preparation of this plan <!-- Conclusion --> # Conclusion (the most important section): ## Hasn't been developed ## What might the take-home, practical messages be? (What are the answer(s) to the question(s) in the sub-title and/or focus questions?) |5= <!-- Figure --> # A relevant figure is presented, captioned, and cited # The figure caption(s) provide(s) a clear, appropriately detailed description that is meaningfully connected with the main text # Caption citations should refer to Figure rather than figure (APA style) |6= <!-- Learning feature --> <!-- Interwiki links ---> # One use of in-text [[m:Help:Interwiki linking|interwiki links]] for the first mention of key terms to relevant Wikipedia articles and/or to other relevant book chapters <!-- Examples/case studies --> # Promising use of example(s)/case study(ies) <!-- Other --> # Consider including more examples/case studies, quiz question(s), table(s) etc. |7= <!-- References --> <!-- Overall --> # Insufficient <!-- Suggestions --> # Move non-academic / non-peer reviewed sources to External links # Are there any systematic reviews about this topic? |8= <!-- Resources --> # See also ## Not developed # External links ## Not developed |9= <!-- User page --> # Used effectively <!-- Description about self --> # Brief description about self provided – consider expanding <!-- Links to profile(s) --> # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks. <!-- Link to book chapter --> # Link provided to book chapter |10= <!-- Social contribution --> # At least three different types of contributions with direct link(s) to evidence # The links to evidence can be improved (i.e., be more direct/accurate). For more info, see [[Motivation and emotion/Assessment/Chapter#Making and summarising social contributions|Making and summarising social contributions]] }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 04:53, 18 August 2024 (UTC) == social contribution == hey, I like the case study you have used. linking it to how hygiene decline directly impacts him emotionally and mentally. You could expand on the motivation factors leading to this decline. you could link it to psychological theories and discuss motivational theories like Maslow’s hierarchy of needs or self-determination theory in relation to hygiene maintenance to add to the depth of your chapter. you could also expand on methods to increase hygiene motivation with actionable steps. Great work so far and good luck :) [[User:U3236683|U3236683]] ([[User talk:U3236683|discuss]] • [[Special:Contributions/U3236683|contribs]]) 07:00, 3 October 2024 (UTC) == General tips == Hello, Here are some suggestions to enhance your chapter: First, consider simplifying John’s scenario to make it more relatable. Clearly outline how his hygiene standards declined due to increased stress. This will help readers connect with his situation better. Make sure your figure captions are clear and directly related to the content, like explaining the relevance of washing hands in Figure 1.r. Make sure your figure captions are clear and directly related to the content, like explaining the relevance of washing hands in Figure 1. [[User:U3219927|U3219927]] ([[User talk:U3219927|discuss]] • [[Special:Contributions/U3219927|contribs]]) 11:35, 6 October 2024 (UTC) == Helpful references == Hi there, I have a suggestion for some references you may like to look at for your topic! '''Motivation Hygiene Theory:''' Brenner, V. C., Carmack, C. W., & Weinstein, M. G. (1971). An empirical test of the motivation-hygiene theory. ''Journal of Accounting Research'', 359-366. '''Application to real world & COVID:''' Gibson Miller, J., Hartman, T. K., Levita, L., Martinez, A. P., Mason, L., McBride, O., ... & Bentall, R. P. (2020). Capability, opportunity, and motivation to enact hygienic practices in the early stages of the COVID‐19 outbreak in the United Kingdom. ''British journal of health psychology'', ''25''(4), 856-864. [[User:Sienna33309|Sienna33309]] ([[User talk:Sienna33309|discuss]] • [[Special:Contributions/Sienna33309|contribs]]) 02:53, 20 August 2026 (UTC) <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # Title and subtitle are correctly worded and use [[w:Letter case#Sentence casing|sentence casing]] |2= <!-- Headings --> <!-- Heading structure --> <!-- 2-level --> # Excellent – Well developed [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]]. Meaningful headings clearly relate directly to the core topic. # Clear [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] <!-- Alignment with focus questions --> # Reasonably good alignment between focus questions and heading structure, but aim for closer alignment # The COVID section could be a subheading |3= <!-- Overview--> # Excellent – Scenario, image, evocative description of the problem/topic, and focus questions <!-- Focus questions --> # Develop closer alignment between the sub-title, focus questions, and top-level headings # Use open- rather then close-ended focus questions |4= <!-- Key points--> <!-- Overall --> # Excellent – key points are well developed for each section <!-- Scope --> # The scope is excellent (i.e., not too little/narrow or too big/broad), but it may be that all planned aspects cannot be reasonably covered within the book chapter word count; in that case, be selective and concentrate on key aspects that address the question in the sub-title <!-- Theory and research --> # Promising balance of theory and research <!-- Conclusion --> # Conclusion is well underway # What are the practical, take-home messages? (address the focus questions) |5= <!-- Figure --> # Excellent - Relevant figure(s) presented, captioned, and cited |6= <!-- Learning feature --> <!-- Interwiki links ---> # Add in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- Scenarios/examples/case studies --> # Consider use of more scenarios/examples/case studies <!-- Quiz --> # Promising use of quiz question(s) <!-- Tables --> # Excellent use of additional images # Also consider using tables to summarise key information |7= <!-- References --> <!-- Overall --> # Excellent <!-- Systematic reviews --> # Well done on identifying relevant systematic reviews and/or meta-analyses # Only cite sources that you have consulted <!-- APA style --> # Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]: ## italicisation ## use dois where available instead of other links ## include hyperlinked dois ## use the simplest, direct link for sources without dois |8= <!-- Resources --> <!-- See also --> # See also ## Basic ## Rename links so that they are more user friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Include source in brackets after link (e.g., (Wikipedia) or (Book chapter, year) for Wikiversity book chapters) ## Use alphabetical order <!-- External links --> # External links ## Excellent |9= <!-- User page --> # Excellent |10= <!-- Social contribution --> # Excellent – at least three different types of contributions with direct link(s) to evidence }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 09:22, 31 August 2026 (UTC) == Feedback == Hi! I really like your chapter so far and it's quite clear and easy to understand. The only thing I was wondering whilst reading it was whether the sub heading for the health belief model should be closer to the top since the chapter is based off that and also cause it was mentioned quite early on in the chapter. Just a thought, it's very good so far! [[User:U3280499|U3280499]] ([[User talk:U3280499|discuss]] • [[Special:Contributions/U3280499|contribs]]) 08:49, 8 October 2026 (UTC) [[User:U3280499|U3280499]] ([[User talk:U3280499|discuss]] • [[Special:Contributions/U3280499|contribs]]) 08:50, 8 October 2026 (UTC) <!-- Official book chapter feedback --> {{MEBF/2026 |1= <!-- Overall comments... --> # This is a very good chapter that makes very good use of psychological theory and research to address a real-world phenomenon or problem # The main area(s) for potential improvement: #* more integrative review of the best psychological research about the topic #* quality of written expression #* better citation of sources using APA style #* integrate more strongly with other chapters by using embedded links to related topics <!-- Overall - Edit summaries --> #* Insufficient use [[w:Help:Edit summary|edit summaries]] to describe the changes made in each edit <!-- Overall – Copyedits --> # For additional feedback, see the following comments and [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FHygiene_motivation&diff=2841655&oldid=2841264 these copyedits] |2= <!-- Overview – Comments... --> # Excellent <!-- Overview – Scenario --> <!-- Overview – Scenario - Description --> # Engaging scenario or case study # Consider using an example that a wider audience can relate to (less than 5% of the world population are university students) <!-- Overview – Scenario - Figure --> # Figure 1 is relevant to the scenario <!-- Overview – Scenario - Feature box --> # The scenario uses an appropriate feature box <!-- Overview – Explains problem --> # Clearly explains the psychological problem or phenomenon <!-- Overview – Focus questions --> # The focus questions are excellent (clear and relevant) |3= <!-- Theory comments... --> <!-- Theory – Breadth --> # Excellent—key theories are very well explained and applied <!-- Theory – Builds on --> # Builds effectively on [[w:|Wikipedia]] articles but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms <!-- Theory – Depth --> # Very good depth is provided about key theory(ies) <!-- Theory – Tables/Figures/Lists --> # Excellent use of tables, figures, and/or lists to clearly convey key theoretical information <!-- Theory – Citations --> # In many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags), incluidng the year of publication. <!-- Theory – Examples --> # Very good use of examples to illustrate theoretical concepts |4= <!-- Research comments... --> <!-- Research – Key findings --> # Very good review of relevant research # Some emphasis on systematic reviews and/or meta-analyses; more emphasis would be ideal # More detail about key studies would be ideal # In many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). <!-- Research – Critical thinking --> # Basic [[w:Critical thinking|critical thinking]] about relevant research is evident # [[w:Critical thinking|Critical thinking]] about research could be further evidenced by: ## describing the methodology (e.g., sample, measures) in important studies ## considering the strength of relationships ## acknowledging limitations ## pointing out critiques/counterarguments ## suggesting ''specific'' directions for future research |5= <!-- Integration comments... --> # Very good integration between the most relevant theory(ies) and the best research # Rather than describing individual studies separately, synthesise findings across related studies to identify common themes, patterns, and differences in the evidence |6= <!-- Conclusion comments... --> # Very good summary and conclusion # Highlight the importance of the problem or phenomenon of interest <!-- Conclusion – Key points --> # Key points are summarised in a basic way <!-- Conclusion – Focus questions --> # The focus questions are addressed <!-- Conclusion – Take-home messages --> # Add practical, take-home message(s) |7= <!-- Written expression – Style comments... --> <!-- Written expression – Written expression --> # Written expression ## The quality of written expression is very good ## Target an ''international'' rather than domestic national audience. [http://www.worldometers.info/world-population/australia-population/ Only 0.3% of the world human population lives in Australia]. <!-- Written expression – Layout --> # Layout ## The chapter is well structured, with major sections using sub-sections ## Use the default heading style (e.g., remove additional numbers, italics, bold, and/or change in font size) <!-- Written expression – Grammar --> # Grammar ## Use past tense when describing research studies, although implications of findings could be in the present tense <!-- Written expression – APA style --> # APA style ## [https://apastyle.apa.org/style-grammar-guidelines/numbers Express numbers under 10 using words (e.g., two) and 10 and over using numerals (e.g., 99)] <!-- Written expression – Figures --> ## Figures ### Well captioned <!-- Written expression – Figures - Citations --> ### Each Figure is referred to at least once within the main text using APA style <!-- Written expression – Tables --> ## Tables ### Well captioned ### Use APA style captions (capitalisation) ([[Motivation and emotion/Assessment/Chapter/Tables|see example]]) <!-- Written expression – Tables - Citations --> ### Each Table is referred to at least once within the main text using APA style <!-- Written expression – Citations --> # Citations use poor [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)] because claims are made without citations and the citation year is often missing ## Use ampersand (&) inside [[w:Bracket#Parentheses|parentheses]] and "and" outside parentheses ## Move embedded links to non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section; only cite peer-reviewed sources <!-- Written expression – References --> ## References use excellent APA style: <!-- Feedback responsiveness ---> ## No evidence of responsiveness to feedback on talk page |8= <!-- Learning features comments... --> # Very good use of learning features <!-- Learning features – Wikipedia embedded links --> # Excellent use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles <!-- Learning features – Wikiversity embedded links --> # Add embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project. <!-- Learning features – Figures, tables, feature boxes, scenarios --> # Good use of figure(s) # Excellent use of table(s) # Basic use of feature box(es) # Good use of scenarios, case studies, or examples <!-- Learning features – Quizzes --> # Very good use of quiz(zes) and/or reflection question(s) emotion/Book/2026/Immersive therapy for PTSD treatment|this chapter]]) # No use of quiz(zes) and/or reflection question(s) <!-- Learning features – See also --> # Good use of the [[{{PAGENAME}}#See also|See also]] section ## Add Wikipedia links <!-- Learning features – External links --> # Basic use of the [[{{PAGENAME}}#External links|External links]] section ## Target an international audience ## Add more links |9= <!-- Social contribution comments... --> # ~5 logged, useful, mostly minor to moderate contributions with [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]] }} 0mraflix5g0c2qciou2a2gjm5fkswnz 0 322683 2841502 2841374 2026-10-19T12:04:15Z Ella234567 3109809 shorter case study - will refer back to later 2841502 wikitext text/x-wiki {{title|Types of impulsivity:<br>What are the different types of impulsivity and how do they affect motivation?}} ==Overview== {{RoundBoxTop|theme=2}} [[File:Ice Hockey sharks ducks.jpg|thumb|306x306px|Figure 1. The invitation to a hockey game gives Bella an appealing alternative to studying...]] '''Case study: two competing goals''' Bella is revising for a final exam when her phone lights up distracting her 'hockey game tonight?!'. She immediately says yes and closes her laptop. "Why might an immediate opportunity outweigh a goal that matters to Bella?" {{RoundBoxBottom}} * Impulsivity is a tendency to act quickly without considering potential consequences, this could be difficulty resisting urges or making split second decisions, acting reactively or simply thrill seeking. Impulsively affects motivation<ref>{{Cite journal|date=2018|title=Motivation|url=https://doi.org/10.5040/9781350982789|journal=Motivation|doi=10.5040/9781350982789}}</ref> as immediate rewards can become far more appealing than long term successes, this can make it harder to remain focused on the bigger picture. Read more about dysfunctional impulsivity here<ref>{{Cite journal|date=2025-04-22|title=Dysfunctional impulsivity|url=https://en.wikipedia.org/w/index.php?title=Dysfunctional_impulsivity&oldid=1286851256|journal=Wikipedia|language=en}}</ref> * It is <u>NOT</u> purely negative it can also help with creativity, decisiveness and spontaneity (see Figure 2.) * We can help understand how rewards, self control and emotions affect human behaviour by using psychological concepts {{RoundBoxTop|theme=2}} '''Focus questions''' * What is impulsivity defined and what are the different types? * What theories explain the effect of impulsivity on motivation, and how can this be applied to everyday life? * How does acting before thinking affect motivation and longer-term goal achievement? * How are positive and negative emotions triggering impulsive behaviour? * What strategies could help people to maintain motivation? {{RoundBoxBottom}} == 1. What is impulsivity and how is it conceptualised? == [[File:Frozen above Crater Lake.jpg|thumb|370x370px|Figure 2. Spontaneous activity: Cliff Jumping]] As defined by Moeller et al. (2001) impulsivity is a predisposition toward rapid and unplanned reactions to internal or external stimuli without considering the negative consequences. [[w:Impulsivity|Impulsivity]] can be regarded as a multidimensional construct in the sense that it is defined by several distinct characteristics as opposed to one single trait (Birkley and Smith, 2011). One widely recognised framework is the '''UPPS-P Model''' which identifies five dimensions of impulsivity: negative urgency, positive urgency, lack of premeditation, lack of perseverance and sensation seeking (Um et al. 2018). Using a multidimensional approach like this one can help to explain why one displays a form of impulsivity e.g. acting out when they are stressed/emotional without displaying other forms. ''As you continue reading about the forms of impulsivity, think about the fact it includes different tendencies and is dependent on individual circumstances.'' == 2. How do psychological theories explain the effect impulsivity has on emotion? == <u>'''Barrett Model'''</u> (Patton et al. 1995) - This model helps to explain how people think, act and plan accordingly rather than just seeng one simple behaviour. ==== 1. Attentional Impulsiveness - ==== * Difficulty concentrating and/or maintaining attention, and often characterized by quickly changing thoughts. ==== 2. Motor Impulsiveness - ==== * Individual acts immediately/spur of the moment without thinking it through first '''3. Nonplanning Impulsiveness -''' * Characterised by focus on the present without carefully considering the future and potential consequences. '''<u>Self Regulation Theory</u>''' (Steel, 2007) - *suggest explanation of how self regulation manages behaviour in relation to goals. *suggest highlighting the relationship between impulsivity, procrastination and goal management within this theory *suggest using bellas scenario as an applied case. is she resisting an immediate opportunity or keeping her academic goal central? or both? '''<u>Goal Management Perspective</u>''' (Gustavson et al. 2014) - * == 3. Some strategies to manage impulsivity == === Identifying Triggers === * Suggest returning to your overview scenario as an example in this section. would be good to apply each of the below in a case study scenario. you could also adjust your questions to reflect your overview scenario as well. * consider both emotional and situational triggers e.g. excitement and frustration vs distractions === Mindfulness - (Salmoirago-Blotcher 2019) === * define mindfulness * suggest proposed reason it may help someon notice an urge prior to acting on it * include hypothetical or example from listed study explaining how mindfulness would be applied === Delayed Rewards === * suggest explaining why people prefer immediate rewards and why they might work towards a larger or more important future outcome * you could go into some neuroscience in this section. e.g. dopaminergic pathways * goal setting could be incorporated === CBT / Therapy === ''Would you consider impulsivity adaptive or maladaptive?'' * suggest discussion that seperates thoughts, behaviours and emotion. this will set out the CBT framework * core principles of CBT / therapy. [https://www.apa.org/ptsd-guideline/patients-and-families/cognitive-behavioral starter reference] * I would note the limitations of therapy in this section, not every therapy will equally address impulsivity. some are better than others (DBT is also useful) <quiz display="simple"> {A person who has higher choice impulsivity usually prefers larger/delayed rewards instead of immediate/ smaller rewards: |type="()"} + False - True {Motivation can affect impulsive choices by making immediate rewards more appealing="()"} - True + False </quiz><quiz display="simple"> {Impulsivity is a single behaviour that affects everyone the same way: |type="()"} + False - True </quiz> ==Conclusion== * Impulsivity affects day to day life such as making decisions, staying motivated and goal achievement - short and long term. understanding this concept and taking appropriate steps to manage it can help to reduce procrastination and help to make better long term decisions {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? (Even for the topic development, have a go at the likely take-home message) }} == See also == {{expand}} * [[wikipedia:Impulsivity|Impulsivity]] (Wikipedia) ==References== {{Hanging indent|1= Birkley, E. L, & Smith, G. T. (2011). Recent advances in understanding the personality underpinnings of impulsive behavior and their role in risk for addictive behaviors. Current Drug Abuse Reviews, 4(4), 215–227. https://doi.org/10.2174/1874473711104040215 Um, M., Hershberge, A. R., Whitt, Z. T., & Cyders, M. A. (2018). Recommendations for applying a multi-dimensional model of impulsive personality to diagnosis and treatment. Borderline Personality Disorder and Emotion Dysregulation, 5, Article 6. https://doi.org/10.1186/s40479-018-0084-x Moeller, F. G., Barratt, E. S., Dougherty, D. M., Schmitz, J. M., & Swann, A. C. (2001). Psychiatric aspects of impulsivity. American Journal of Psychiatry, 158(11), 1783–1793. https://doi.org/10.1176/appi.ajp.158.11.1783 Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65–94. https://doi.org/10.1037/0033-2909.133.1.65 Gustavson, D. E., Miyake, A., Hewitt, J. K., & Friedman, N. P. (2014). Genetic relations among procrastination, impulsivity, and goal-management ability: Implications for the evolutionary origin of procrastination. Psychological Science, 25(6), 1178–1188. https://doi.org/10.1177/0956797614526260 Salmoirago-Blotcher, E., Druker, S., Meleo-Meyer, F., Frisard, C., Crawford, S., & Pbert, L. (2019). Beneficial effects of school-based mindfulness training on impulsivity in healthy adolescents: Results from a pilot randomized controlled trial. Explore, 15(2), 160–164. https://doi.org/10.1016/j.explore.2018.07.003 }} ==External links== * {{Citation|title=The Science of Self Control: Find Motivation, Increase Your Focus, and Hack Dopamine|url=https://www.youtube.com/watch?v=E4rTyhYfZhE|date=2026-01-22|accessdate=2026-08-28|last=Mel Robbins}}<ref>{{Citation|title=The Science of Self Control: Find Motivation, Increase Your Focus, and Hack Dopamine|url=https://www.youtube.com/watch?v=E4rTyhYfZhE|date=2026-01-22|accessdate=2026-08-28|last=Mel Robbins}}</ref> * Wypych,&#x20;Marek&#x3B;&#x20;Matuszewski,&#x20;Jacek&#x3B;&#x20;Dragan,&#x20;Wojciech Ł&#x20;(2018-06-05).&#x20;"Roles of Impulsivity, Motivation, and Emotion Regulation in Procrastination – Path Analysis and Comparison Between Students and Non-students".&#x20;''Frontiers in Psychology''&#x20;(Frontiers)&#x20;'''9'''.&#x20;<ref>{{Cite journal|last=Wypych|first=Marek|last2=Matuszewski|first2=Jacek|last3=Dragan|first3=Wojciech Ł|date=2018-06-05|title=Roles of Impulsivity, Motivation, and Emotion Regulation in Procrastination – Path Analysis and Comparison Between Students and Non-students|url=https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2018.00891/full|journal=Frontiers in Psychology|language=English|publisher=Frontiers|volume=9|doi=10.3389/fpsyg.2018.00891|issn=1664-1078}}</ref> [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Impulsivity]] [[Category:Motivation and emotion/Book/Motivation]] 2w2f68z6n5i4iqp1uk9wog1j189vri9 2841511 2841502 2026-10-19T13:34:03Z Ella234567 3109809 worked on dot points and focus questions 2841511 wikitext text/x-wiki {{title|Types of impulsivity:<br>What are the different types of impulsivity and how do they affect motivation?}} ==Overview== {{RoundBoxTop|theme=2}} [[File:Ice Hockey sharks ducks.jpg|thumb|306x306px|Figure 1. The invitation to a hockey game gives Bella an appealing alternative to studying...]] '''Case study: two competing goals''' Bella is revising for a final exam when her phone lights up distracting her 'hockey game tonight?!'. She immediately says yes and closes her laptop. "Why might an immediate opportunity outweigh a goal that matters to Bella?" {{RoundBoxBottom}} * There are many every day rash decisions made because of impulsivity, the example above; an important study session disregarded in favour of a fun group activity or an unplanned purchase or angry message sent quickly and without thinking. * Impulsivity involves a tendency to respond rapidly or without sufficient consideration of potential consequences (Moeller et al., 2001). It also includes distinct tendencies involving reward preferences, planning, persistence, responses and emotions. Understanding these factors is important for explaining how impulsivity affects motivation. * Impulsively affects motivation<ref>{{Cite journal|date=2018|title=Motivation|url=https://doi.org/10.5040/9781350982789|journal=Motivation|doi=10.5040/9781350982789}}</ref> as immediate rewards can become far more appealing than long term successes, this can make it harder to remain focused on the bigger picture. Read more about dysfunctional impulsivity here<ref>{{Cite journal|date=2025-04-22|title=Dysfunctional impulsivity|url=https://en.wikipedia.org/w/index.php?title=Dysfunctional_impulsivity&oldid=1286851256|journal=Wikipedia|language=en}}</ref> * Due to the previous reasons impulsivity gets a bad reputation however, is <u>NOT</u> purely negative as it can also help with creativity, decisiveness and spontaneity (see Figure 2.) * This chapter helps to explain psychological theories and research on the different types of impulsivity and how this can affect motivation. The evidence explains everyday behaviour and the limitations of different approaches. Referring back to Bella’s impulsive choice above, this chapter explores how this knowledge can inform practical ways to manage impulsive decisions and support individual goals. * We can help understand how rewards, self control and emotions affect human behaviour by using psychological concepts and apply them to real world situations such as helping to understand criminal behavior and future orientation. {{RoundBoxTop|theme=2}} '''Focus questions''' * What is impulsivity, and how do its different types compare? * How do these different types affect motivation and goal achievement? * How well do psychological theories and the research behind them help to explain the relationship between impulsivity and motivation? * How to use this knowledge to improve everyday decisions and support longer-term goals? {{RoundBoxBottom}} == 1. What is impulsivity and how is it conceptualised? == [[File:Frozen above Crater Lake.jpg|thumb|370x370px|Figure 2. Spontaneous activity: Cliff Jumping]] As defined by Moeller et al. (2001) impulsivity is a predisposition toward rapid and unplanned reactions to internal or external stimuli without considering the negative consequences. [[w:Impulsivity|Impulsivity]] can be regarded as a multidimensional construct in the sense that it is defined by several distinct characteristics as opposed to one single trait (Birkley and Smith, 2011). One widely recognised framework is the '''UPPS-P Model''' which identifies five dimensions of impulsivity: negative urgency, positive urgency, lack of premeditation, lack of perseverance and sensation seeking (Um et al. 2018). Using a multidimensional approach like this one can help to explain why one displays a form of impulsivity e.g. acting out when they are stressed/emotional without displaying other forms. ''As you continue reading about the forms of impulsivity, think about the fact it includes different tendencies and is dependent on individual circumstances.'' == 2. How do psychological theories explain the effect impulsivity has on emotion? == <u>'''Barrett Model'''</u> (Patton et al. 1995) - This model helps to explain how people think, act and plan accordingly rather than just seeng one simple behaviour. ==== 1. Attentional Impulsiveness - ==== * Difficulty concentrating and/or maintaining attention, and often characterized by quickly changing thoughts. ==== 2. Motor Impulsiveness - ==== * Individual acts immediately/spur of the moment without thinking it through first '''3. Nonplanning Impulsiveness -''' * Characterised by focus on the present without carefully considering the future and potential consequences. '''<u>Self Regulation Theory</u>''' (Steel, 2007) - *suggest explanation of how self regulation manages behaviour in relation to goals. *suggest highlighting the relationship between impulsivity, procrastination and goal management within this theory *suggest using bellas scenario as an applied case. is she resisting an immediate opportunity or keeping her academic goal central? or both? '''<u>Goal Management Perspective</u>''' (Gustavson et al. 2014) - * == 3. Some strategies to manage impulsivity == === Identifying Triggers === * Suggest returning to your overview scenario as an example in this section. would be good to apply each of the below in a case study scenario. you could also adjust your questions to reflect your overview scenario as well. * consider both emotional and situational triggers e.g. excitement and frustration vs distractions === Mindfulness - (Salmoirago-Blotcher 2019) === * define mindfulness * suggest proposed reason it may help someon notice an urge prior to acting on it * include hypothetical or example from listed study explaining how mindfulness would be applied === Delayed Rewards === * suggest explaining why people prefer immediate rewards and why they might work towards a larger or more important future outcome * you could go into some neuroscience in this section. e.g. dopaminergic pathways * goal setting could be incorporated === CBT / Therapy === ''Would you consider impulsivity adaptive or maladaptive?'' * suggest discussion that seperates thoughts, behaviours and emotion. this will set out the CBT framework * core principles of CBT / therapy. [https://www.apa.org/ptsd-guideline/patients-and-families/cognitive-behavioral starter reference] * I would note the limitations of therapy in this section, not every therapy will equally address impulsivity. some are better than others (DBT is also useful) <quiz display="simple"> {A person who has higher choice impulsivity usually prefers larger/delayed rewards instead of immediate/ smaller rewards: |type="()"} + False - True {Motivation can affect impulsive choices by making immediate rewards more appealing="()"} - True + False </quiz><quiz display="simple"> {Impulsivity is a single behaviour that affects everyone the same way: |type="()"} + False - True </quiz> ==Conclusion== * Impulsivity affects day to day life such as making decisions, staying motivated and goal achievement - short and long term. understanding this concept and taking appropriate steps to manage it can help to reduce procrastination and help to make better long term decisions {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? (Even for the topic development, have a go at the likely take-home message) }} == See also == {{expand}} * [[wikipedia:Impulsivity|Impulsivity]] (Wikipedia) ==References== {{Hanging indent|1= Birkley, E. L, & Smith, G. T. (2011). Recent advances in understanding the personality underpinnings of impulsive behavior and their role in risk for addictive behaviors. Current Drug Abuse Reviews, 4(4), 215–227. https://doi.org/10.2174/1874473711104040215 Um, M., Hershberge, A. R., Whitt, Z. T., & Cyders, M. A. (2018). Recommendations for applying a multi-dimensional model of impulsive personality to diagnosis and treatment. Borderline Personality Disorder and Emotion Dysregulation, 5, Article 6. https://doi.org/10.1186/s40479-018-0084-x Moeller, F. G., Barratt, E. S., Dougherty, D. M., Schmitz, J. M., & Swann, A. C. (2001). Psychiatric aspects of impulsivity. American Journal of Psychiatry, 158(11), 1783–1793. https://doi.org/10.1176/appi.ajp.158.11.1783 Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65–94. https://doi.org/10.1037/0033-2909.133.1.65 Gustavson, D. E., Miyake, A., Hewitt, J. K., & Friedman, N. P. (2014). Genetic relations among procrastination, impulsivity, and goal-management ability: Implications for the evolutionary origin of procrastination. Psychological Science, 25(6), 1178–1188. https://doi.org/10.1177/0956797614526260 Salmoirago-Blotcher, E., Druker, S., Meleo-Meyer, F., Frisard, C., Crawford, S., & Pbert, L. (2019). Beneficial effects of school-based mindfulness training on impulsivity in healthy adolescents: Results from a pilot randomized controlled trial. Explore, 15(2), 160–164. https://doi.org/10.1016/j.explore.2018.07.003 }} ==External links== * {{Citation|title=The Science of Self Control: Find Motivation, Increase Your Focus, and Hack Dopamine|url=https://www.youtube.com/watch?v=E4rTyhYfZhE|date=2026-01-22|accessdate=2026-08-28|last=Mel Robbins}}<ref>{{Citation|title=The Science of Self Control: Find Motivation, Increase Your Focus, and Hack Dopamine|url=https://www.youtube.com/watch?v=E4rTyhYfZhE|date=2026-01-22|accessdate=2026-08-28|last=Mel Robbins}}</ref> * Wypych,&#x20;Marek&#x3B;&#x20;Matuszewski,&#x20;Jacek&#x3B;&#x20;Dragan,&#x20;Wojciech Ł&#x20;(2018-06-05).&#x20;"Roles of Impulsivity, Motivation, and Emotion Regulation in Procrastination – Path Analysis and Comparison Between Students and Non-students".&#x20;''Frontiers in Psychology''&#x20;(Frontiers)&#x20;'''9'''.&#x20;<ref>{{Cite journal|last=Wypych|first=Marek|last2=Matuszewski|first2=Jacek|last3=Dragan|first3=Wojciech Ł|date=2018-06-05|title=Roles of Impulsivity, Motivation, and Emotion Regulation in Procrastination – Path Analysis and Comparison Between Students and Non-students|url=https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2018.00891/full|journal=Frontiers in Psychology|language=English|publisher=Frontiers|volume=9|doi=10.3389/fpsyg.2018.00891|issn=1664-1078}}</ref> [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Impulsivity]] [[Category:Motivation and emotion/Book/Motivation]] a8dn2jul1547cdq74hfz99xcmso89rq 2841514 2841511 2026-10-19T14:16:45Z Ella234567 3109809 part 1. defining impulsivity and relevant concepts 2841514 wikitext text/x-wiki {{title|Types of impulsivity:<br>What are the different types of impulsivity and how do they affect motivation?}} ==Overview== {{RoundBoxTop|theme=2}} [[File:Ice Hockey sharks ducks.jpg|thumb|306x306px|Figure 1. The invitation to a hockey game gives Bella an appealing alternative to studying...]] '''Case study: two competing goals''' Bella is revising for a final exam when her phone lights up distracting her 'hockey game tonight?!'. She immediately says yes and closes her laptop. "Why might an immediate opportunity outweigh a goal that matters to Bella?" {{RoundBoxBottom}} * There are many every day rash decisions made because of impulsivity, the example above; an important study session disregarded in favour of a fun group activity or an unplanned purchase or angry message sent quickly and without thinking. * Impulsivity involves a tendency to respond rapidly or without sufficient consideration of potential consequences (Moeller et al., 2001). It also includes distinct tendencies involving reward preferences, planning, persistence, responses and emotions. Understanding these factors is important for explaining how impulsivity affects motivation. * Impulsively affects motivation<ref>{{Cite journal|date=2018|title=Motivation|url=https://doi.org/10.5040/9781350982789|journal=Motivation|doi=10.5040/9781350982789}}</ref> as immediate rewards can become far more appealing than long term successes, this can make it harder to remain focused on the bigger picture. Read more about dysfunctional impulsivity here<ref>{{Cite journal|date=2025-04-22|title=Dysfunctional impulsivity|url=https://en.wikipedia.org/w/index.php?title=Dysfunctional_impulsivity&oldid=1286851256|journal=Wikipedia|language=en}}</ref> * Due to the previous reasons impulsivity gets a bad reputation however, is <u>NOT</u> purely negative as it can also help with creativity, decisiveness and spontaneity (see Figure 2.) * This chapter helps to explain psychological theories and research on the different types of impulsivity and how this can affect motivation. The evidence explains everyday behaviour and the limitations of different approaches. Referring back to Bella’s impulsive choice above, this chapter explores how this knowledge can inform practical ways to manage impulsive decisions and support individual goals. * We can help understand how rewards, self control and emotions affect human behaviour by using psychological concepts and apply them to real world situations such as helping to understand criminal behavior and future orientation. {{RoundBoxTop|theme=2}} '''Focus questions''' * What is impulsivity, and how do its different types compare? * How do these different types affect motivation and goal achievement? * How well do psychological theories and the research behind them help to explain the relationship between impulsivity and motivation? * How to use this knowledge to improve everyday decisions and support longer-term goals? {{RoundBoxBottom}} == 1. What is impulsivity and how is it conceptualised? == [[File:Frozen above Crater Lake.jpg|thumb|370x370px|Figure 2. Spontaneous activity: Cliff Jumping]] === Defining Impulsivity === Impulsivity refers to the tendency to respond quickly or without enough understanding of potential negative consequences of one's actions. An example of this could be sending an angry message before thinking about the effect this could have on the relationship with this person. However, making a quick decision is not always an impulsive one as each situation is different and the decision making process must be taken into account. In the above case study with Bella, her decision to accept the hockey invitation is an example of impulsivity where she agrees before considering the remaining study she needs to complete. Her choice to attend the game by itself is not an action of impulsivity as she could have intentionally decided to attend and fit it into her study plan as a break. Where impulsivity can be defined is how she came to that decision. === Impulsivity as Multidimensional === Impulsivity is treated as a multidimensional construct in psychological research, where it is comprised by related but distinguishable factors. The '''UPPS-P Model''' separates emotional rash action, insufficient forethought, difficulty persisting with tasks and sensation-seeking (Um et al. 2018). An individual may have difficulty completing boring tasks while also carefully considering the consequences of other decisions. Researchers also differentiate between behavioural tasks and personality questionnaires when testing impulsivity. Behavioural tasks look at performance under specific conditions while questionnaires assess individual's reports of their usual actions across situations. Both of these techniques are useful in continuing to find out more about impulsivity, however they should not be treated as interchangeable measures when critically evaluating current research (Um et al. 2018). For example evidence regarding self-reported personality traits cannot be generalized to performance on a behavioral task under specific conditions. To go back to the original example with Bella, her single decision is not enough to establish she has an enduring impulsive trait that will translate to other situations. Understanding her decision would require consideration of the processes that influenced her to make that choice. Using a multidimensional approach like this one can help to explain why one displays a form of impulsivity e.g. acting out when they are stressed/emotional without displaying other forms. === Adaptive vs Maladaptive Impulsivity === As previously discussed, impulsivity is often associated with negative connotations, making decisions with limited considerations is not always a bad thing. According to Dickman (1990) defined '''functional impulsivity''' - involving rapid decision making when this approach is advantageous, from '''dysfunctional impulsivity''' - where insufficient forethought is involved. This definition suggests the consequences of rapid decision making partially depend on the individual circumstances involved. This does not say that all spontaneous behaviour only that sometimes it can be beneficial. Therefore, impulsivity should be examined in regards ti context and goal pursuit rather than the assumption that every unplanned choice is due to having an impulsive personality trait. ''As you continue reading about the forms of impulsivity, think about the fact it includes different tendencies and is dependent on individual circumstances.'' == 2. How do psychological theories explain the effect impulsivity has on emotion? == <u>'''Barrett Model'''</u> (Patton et al. 1995) - This model helps to explain how people think, act and plan accordingly rather than just seeng one simple behaviour. ==== 1. Attentional Impulsiveness - ==== * Difficulty concentrating and/or maintaining attention, and often characterized by quickly changing thoughts. ==== 2. Motor Impulsiveness - ==== * Individual acts immediately/spur of the moment without thinking it through first '''3. Nonplanning Impulsiveness -''' * Characterised by focus on the present without carefully considering the future and potential consequences. '''<u>Self Regulation Theory</u>''' (Steel, 2007) - *suggest explanation of how self regulation manages behaviour in relation to goals. *suggest highlighting the relationship between impulsivity, procrastination and goal management within this theory *suggest using bellas scenario as an applied case. is she resisting an immediate opportunity or keeping her academic goal central? or both? '''<u>Goal Management Perspective</u>''' (Gustavson et al. 2014) - * == 3. Some strategies to manage impulsivity == === Identifying Triggers === * Suggest returning to your overview scenario as an example in this section. would be good to apply each of the below in a case study scenario. you could also adjust your questions to reflect your overview scenario as well. * consider both emotional and situational triggers e.g. excitement and frustration vs distractions === Mindfulness - (Salmoirago-Blotcher 2019) === * define mindfulness * suggest proposed reason it may help someon notice an urge prior to acting on it * include hypothetical or example from listed study explaining how mindfulness would be applied === Delayed Rewards === * suggest explaining why people prefer immediate rewards and why they might work towards a larger or more important future outcome * you could go into some neuroscience in this section. e.g. dopaminergic pathways * goal setting could be incorporated === CBT / Therapy === ''Would you consider impulsivity adaptive or maladaptive?'' * suggest discussion that seperates thoughts, behaviours and emotion. this will set out the CBT framework * core principles of CBT / therapy. [https://www.apa.org/ptsd-guideline/patients-and-families/cognitive-behavioral starter reference] * I would note the limitations of therapy in this section, not every therapy will equally address impulsivity. some are better than others (DBT is also useful) <quiz display="simple"> {A person who has higher choice impulsivity usually prefers larger/delayed rewards instead of immediate/ smaller rewards: |type="()"} + False - True {Motivation can affect impulsive choices by making immediate rewards more appealing="()"} - True + False </quiz><quiz display="simple"> {Impulsivity is a single behaviour that affects everyone the same way: |type="()"} + False - True </quiz> ==Conclusion== * Impulsivity affects day to day life such as making decisions, staying motivated and goal achievement - short and long term. understanding this concept and taking appropriate steps to manage it can help to reduce procrastination and help to make better long term decisions {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? (Even for the topic development, have a go at the likely take-home message) }} == See also == {{expand}} * [[wikipedia:Impulsivity|Impulsivity]] (Wikipedia) ==References== {{Hanging indent|1= Birkley, E. L, & Smith, G. T. (2011). Recent advances in understanding the personality underpinnings of impulsive behavior and their role in risk for addictive behaviors. Current Drug Abuse Reviews, 4(4), 215–227. https://doi.org/10.2174/1874473711104040215 Um, M., Hershberge, A. R., Whitt, Z. T., & Cyders, M. A. (2018). Recommendations for applying a multi-dimensional model of impulsive personality to diagnosis and treatment. Borderline Personality Disorder and Emotion Dysregulation, 5, Article 6. https://doi.org/10.1186/s40479-018-0084-x Moeller, F. G., Barratt, E. S., Dougherty, D. M., Schmitz, J. M., & Swann, A. C. (2001). Psychiatric aspects of impulsivity. American Journal of Psychiatry, 158(11), 1783–1793. https://doi.org/10.1176/appi.ajp.158.11.1783 Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65–94. https://doi.org/10.1037/0033-2909.133.1.65 Gustavson, D. E., Miyake, A., Hewitt, J. K., & Friedman, N. P. (2014). Genetic relations among procrastination, impulsivity, and goal-management ability: Implications for the evolutionary origin of procrastination. Psychological Science, 25(6), 1178–1188. https://doi.org/10.1177/0956797614526260 Salmoirago-Blotcher, E., Druker, S., Meleo-Meyer, F., Frisard, C., Crawford, S., & Pbert, L. (2019). Beneficial effects of school-based mindfulness training on impulsivity in healthy adolescents: Results from a pilot randomized controlled trial. Explore, 15(2), 160–164. https://doi.org/10.1016/j.explore.2018.07.003 }} ==External links== * {{Citation|title=The Science of Self Control: Find Motivation, Increase Your Focus, and Hack Dopamine|url=https://www.youtube.com/watch?v=E4rTyhYfZhE|date=2026-01-22|accessdate=2026-08-28|last=Mel Robbins}}<ref>{{Citation|title=The Science of Self Control: Find Motivation, Increase Your Focus, and Hack Dopamine|url=https://www.youtube.com/watch?v=E4rTyhYfZhE|date=2026-01-22|accessdate=2026-08-28|last=Mel Robbins}}</ref> * Wypych,&#x20;Marek&#x3B;&#x20;Matuszewski,&#x20;Jacek&#x3B;&#x20;Dragan,&#x20;Wojciech Ł&#x20;(2018-06-05).&#x20;"Roles of Impulsivity, Motivation, and Emotion Regulation in Procrastination – Path Analysis and Comparison Between Students and Non-students".&#x20;''Frontiers in Psychology''&#x20;(Frontiers)&#x20;'''9'''.&#x20;<ref>{{Cite journal|last=Wypych|first=Marek|last2=Matuszewski|first2=Jacek|last3=Dragan|first3=Wojciech Ł|date=2018-06-05|title=Roles of Impulsivity, Motivation, and Emotion Regulation in Procrastination – Path Analysis and Comparison Between Students and Non-students|url=https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2018.00891/full|journal=Frontiers in Psychology|language=English|publisher=Frontiers|volume=9|doi=10.3389/fpsyg.2018.00891|issn=1664-1078}}</ref> [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Impulsivity]] [[Category:Motivation and emotion/Book/Motivation]] pdgikul5qdtezgzd3e8cxce6va6kiih 2841519 2841514 2026-10-19T14:22:21Z Ella234567 3109809 case study update - more detail again 2841519 wikitext text/x-wiki {{title|Types of impulsivity:<br>What are the different types of impulsivity and how do they affect motivation?}} ==Overview== {{RoundBoxTop|theme=2}} [[File:Ice Hockey sharks ducks.jpg|thumb|306x306px|Figure 1. The invitation to a hockey game gives Bella an appealing alternative to studying...]] '''Case study: two competing goals''' Bella is revising for a final exam she really wants a good grade for but the coursework is challenging and she is struggling to maintain her focus. Then her phone lights up distracting her 'hockey game tonight?!' her best friend asks. Excited by this suggestion Bella immediately types yes and closes her laptop to get ready without checking how much she has to go. Bella tells herself that she can catch up tomorrow and while doing well in the exam matters to her she would prefer to spend tonight with her friends. "Why would this hockey game outweigh Bella's study goals?" {{RoundBoxBottom}} * There are many every day rash decisions made because of impulsivity, the example above; an important study session disregarded in favour of a fun group activity or an unplanned purchase or angry message sent quickly and without thinking. * Impulsivity involves a tendency to respond rapidly or without sufficient consideration of potential consequences (Moeller et al., 2001). It also includes distinct tendencies involving reward preferences, planning, persistence, responses and emotions. Understanding these factors is important for explaining how impulsivity affects motivation. * Impulsively affects motivation<ref>{{Cite journal|date=2018|title=Motivation|url=https://doi.org/10.5040/9781350982789|journal=Motivation|doi=10.5040/9781350982789}}</ref> as immediate rewards can become far more appealing than long term successes, this can make it harder to remain focused on the bigger picture. Read more about dysfunctional impulsivity here<ref>{{Cite journal|date=2025-04-22|title=Dysfunctional impulsivity|url=https://en.wikipedia.org/w/index.php?title=Dysfunctional_impulsivity&oldid=1286851256|journal=Wikipedia|language=en}}</ref> * Due to the previous reasons impulsivity gets a bad reputation however, is <u>NOT</u> purely negative as it can also help with creativity, decisiveness and spontaneity (see Figure 2.) * This chapter helps to explain psychological theories and research on the different types of impulsivity and how this can affect motivation. The evidence explains everyday behaviour and the limitations of different approaches. Referring back to Bella’s impulsive choice above, this chapter explores how this knowledge can inform practical ways to manage impulsive decisions and support individual goals. * We can help understand how rewards, self control and emotions affect human behaviour by using psychological concepts and apply them to real world situations such as helping to understand criminal behavior and future orientation. {{RoundBoxTop|theme=2}} '''Focus questions''' * What is impulsivity, and how do its different types compare? * How do these different types affect motivation and goal achievement? * How well do psychological theories and the research behind them help to explain the relationship between impulsivity and motivation? * How to use this knowledge to improve everyday decisions and support longer-term goals? {{RoundBoxBottom}} == 1. What is impulsivity and how is it conceptualised? == [[File:Frozen above Crater Lake.jpg|thumb|370x370px|Figure 2. Spontaneous activity: Cliff Jumping]] === Defining Impulsivity === Impulsivity refers to the tendency to respond quickly or without enough understanding of potential negative consequences of one's actions. An example of this could be sending an angry message before thinking about the effect this could have on the relationship with this person. However, making a quick decision is not always an impulsive one as each situation is different and the decision making process must be taken into account. In the above case study with Bella, her decision to accept the hockey invitation is an example of impulsivity where she agrees before considering the remaining study she needs to complete. Her choice to attend the game by itself is not an action of impulsivity as she could have intentionally decided to attend and fit it into her study plan as a break. Where impulsivity can be defined is how she came to that decision. === Impulsivity as Multidimensional === Impulsivity is treated as a multidimensional construct in psychological research, where it is comprised by related but distinguishable factors. The '''UPPS-P Model''' separates emotional rash action, insufficient forethought, difficulty persisting with tasks and sensation-seeking (Um et al. 2018). An individual may have difficulty completing boring tasks while also carefully considering the consequences of other decisions. Researchers also differentiate between behavioural tasks and personality questionnaires when testing impulsivity. Behavioural tasks look at performance under specific conditions while questionnaires assess individual's reports of their usual actions across situations. Both of these techniques are useful in continuing to find out more about impulsivity, however they should not be treated as interchangeable measures when critically evaluating current research (Um et al. 2018). For example evidence regarding self-reported personality traits cannot be generalized to performance on a behavioral task under specific conditions. To go back to the original example with Bella, her single decision is not enough to establish she has an enduring impulsive trait that will translate to other situations. Understanding her decision would require consideration of the processes that influenced her to make that choice. Using a multidimensional approach like this one can help to explain why one displays a form of impulsivity e.g. acting out when they are stressed/emotional without displaying other forms. === Adaptive vs Maladaptive Impulsivity === As previously discussed, impulsivity is often associated with negative connotations, making decisions with limited considerations is not always a bad thing. According to Dickman (1990) defined '''functional impulsivity''' - involving rapid decision making when this approach is advantageous, from '''dysfunctional impulsivity''' - where insufficient forethought is involved. This definition suggests the consequences of rapid decision making partially depend on the individual circumstances involved. This does not say that all spontaneous behaviour only that sometimes it can be beneficial. Therefore, impulsivity should be examined in regards ti context and goal pursuit rather than the assumption that every unplanned choice is due to having an impulsive personality trait. ''As you continue reading about the forms of impulsivity, think about the fact it includes different tendencies and is dependent on individual circumstances.'' == 2. How do psychological theories explain the effect impulsivity has on emotion? == <u>'''Barrett Model'''</u> (Patton et al. 1995) - This model helps to explain how people think, act and plan accordingly rather than just seeng one simple behaviour. ==== 1. Attentional Impulsiveness - ==== * Difficulty concentrating and/or maintaining attention, and often characterized by quickly changing thoughts. ==== 2. Motor Impulsiveness - ==== * Individual acts immediately/spur of the moment without thinking it through first '''3. Nonplanning Impulsiveness -''' * Characterised by focus on the present without carefully considering the future and potential consequences. '''<u>Self Regulation Theory</u>''' (Steel, 2007) - *suggest explanation of how self regulation manages behaviour in relation to goals. *suggest highlighting the relationship between impulsivity, procrastination and goal management within this theory *suggest using bellas scenario as an applied case. is she resisting an immediate opportunity or keeping her academic goal central? or both? '''<u>Goal Management Perspective</u>''' (Gustavson et al. 2014) - * == 3. Some strategies to manage impulsivity == === Identifying Triggers === * Suggest returning to your overview scenario as an example in this section. would be good to apply each of the below in a case study scenario. you could also adjust your questions to reflect your overview scenario as well. * consider both emotional and situational triggers e.g. excitement and frustration vs distractions === Mindfulness - (Salmoirago-Blotcher 2019) === * define mindfulness * suggest proposed reason it may help someon notice an urge prior to acting on it * include hypothetical or example from listed study explaining how mindfulness would be applied === Delayed Rewards === * suggest explaining why people prefer immediate rewards and why they might work towards a larger or more important future outcome * you could go into some neuroscience in this section. e.g. dopaminergic pathways * goal setting could be incorporated === CBT / Therapy === ''Would you consider impulsivity adaptive or maladaptive?'' * suggest discussion that seperates thoughts, behaviours and emotion. this will set out the CBT framework * core principles of CBT / therapy. [https://www.apa.org/ptsd-guideline/patients-and-families/cognitive-behavioral starter reference] * I would note the limitations of therapy in this section, not every therapy will equally address impulsivity. some are better than others (DBT is also useful) <quiz display="simple"> {A person who has higher choice impulsivity usually prefers larger/delayed rewards instead of immediate/ smaller rewards: |type="()"} + False - True {Motivation can affect impulsive choices by making immediate rewards more appealing="()"} - True + False </quiz><quiz display="simple"> {Impulsivity is a single behaviour that affects everyone the same way: |type="()"} + False - True </quiz> ==Conclusion== * Impulsivity affects day to day life such as making decisions, staying motivated and goal achievement - short and long term. understanding this concept and taking appropriate steps to manage it can help to reduce procrastination and help to make better long term decisions {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? (Even for the topic development, have a go at the likely take-home message) }} == See also == {{expand}} * [[wikipedia:Impulsivity|Impulsivity]] (Wikipedia) ==References== {{Hanging indent|1= Birkley, E. L, & Smith, G. T. (2011). Recent advances in understanding the personality underpinnings of impulsive behavior and their role in risk for addictive behaviors. Current Drug Abuse Reviews, 4(4), 215–227. https://doi.org/10.2174/1874473711104040215 Um, M., Hershberge, A. R., Whitt, Z. T., & Cyders, M. A. (2018). Recommendations for applying a multi-dimensional model of impulsive personality to diagnosis and treatment. Borderline Personality Disorder and Emotion Dysregulation, 5, Article 6. https://doi.org/10.1186/s40479-018-0084-x Moeller, F. G., Barratt, E. S., Dougherty, D. M., Schmitz, J. M., & Swann, A. C. (2001). Psychiatric aspects of impulsivity. American Journal of Psychiatry, 158(11), 1783–1793. https://doi.org/10.1176/appi.ajp.158.11.1783 Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65–94. https://doi.org/10.1037/0033-2909.133.1.65 Gustavson, D. E., Miyake, A., Hewitt, J. K., & Friedman, N. P. (2014). Genetic relations among procrastination, impulsivity, and goal-management ability: Implications for the evolutionary origin of procrastination. Psychological Science, 25(6), 1178–1188. https://doi.org/10.1177/0956797614526260 Salmoirago-Blotcher, E., Druker, S., Meleo-Meyer, F., Frisard, C., Crawford, S., & Pbert, L. (2019). Beneficial effects of school-based mindfulness training on impulsivity in healthy adolescents: Results from a pilot randomized controlled trial. Explore, 15(2), 160–164. https://doi.org/10.1016/j.explore.2018.07.003 }} ==External links== * {{Citation|title=The Science of Self Control: Find Motivation, Increase Your Focus, and Hack Dopamine|url=https://www.youtube.com/watch?v=E4rTyhYfZhE|date=2026-01-22|accessdate=2026-08-28|last=Mel Robbins}}<ref>{{Citation|title=The Science of Self Control: Find Motivation, Increase Your Focus, and Hack Dopamine|url=https://www.youtube.com/watch?v=E4rTyhYfZhE|date=2026-01-22|accessdate=2026-08-28|last=Mel Robbins}}</ref> * Wypych,&#x20;Marek&#x3B;&#x20;Matuszewski,&#x20;Jacek&#x3B;&#x20;Dragan,&#x20;Wojciech Ł&#x20;(2018-06-05).&#x20;"Roles of Impulsivity, Motivation, and Emotion Regulation in Procrastination – Path Analysis and Comparison Between Students and Non-students".&#x20;''Frontiers in Psychology''&#x20;(Frontiers)&#x20;'''9'''.&#x20;<ref>{{Cite journal|last=Wypych|first=Marek|last2=Matuszewski|first2=Jacek|last3=Dragan|first3=Wojciech Ł|date=2018-06-05|title=Roles of Impulsivity, Motivation, and Emotion Regulation in Procrastination – Path Analysis and Comparison Between Students and Non-students|url=https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2018.00891/full|journal=Frontiers in Psychology|language=English|publisher=Frontiers|volume=9|doi=10.3389/fpsyg.2018.00891|issn=1664-1078}}</ref> [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Impulsivity]] [[Category:Motivation and emotion/Book/Motivation]] dcisvz74q4je28tiarge7w38nxloecd 2841528 2841519 2026-10-19T14:57:44Z Ella234567 3109809 /* 2. How do psychological theories explain the effect impulsivity has on emotion? */ 2841528 wikitext text/x-wiki {{title|Types of Impulsivity:<br>What are the Different Types of Impulsivity and How do they Affect Motivation?}} ==Overview== {{RoundBoxTop|theme=2}} [[File:Ice Hockey sharks ducks.jpg|thumb|306x306px|Figure 1. The invitation to a hockey game gives Bella an appealing alternative to studying...]] '''Case study: two competing goals''' Bella is revising for a final exam she really wants a good grade for but the coursework is challenging and she is struggling to maintain her focus. Then her phone lights up distracting her 'hockey game tonight?!' her best friend asks. Excited by this suggestion Bella immediately types yes and closes her laptop to get ready without checking how much she has to go. Bella tells herself that she can catch up tomorrow and while doing well in the exam matters to her she would prefer to spend tonight with her friends. "Why would this hockey game outweigh Bella's study goals?" {{RoundBoxBottom}} * There are many every day rash decisions made because of impulsivity, the example above; an important study session disregarded in favour of a fun group activity or an unplanned purchase or angry message sent quickly and without thinking. * Impulsivity involves a tendency to respond rapidly or without sufficient consideration of potential consequences (Moeller et al., 2001). It also includes distinct tendencies involving reward preferences, planning, persistence, responses and emotions. Understanding these factors is important for explaining how impulsivity affects motivation. * Impulsively affects motivation<ref>{{Cite journal|date=2018|title=Motivation|url=https://doi.org/10.5040/9781350982789|journal=Motivation|doi=10.5040/9781350982789}}</ref> as immediate rewards can become far more appealing than long term successes, this can make it harder to remain focused on the bigger picture. Read more about dysfunctional impulsivity here<ref>{{Cite journal|date=2025-04-22|title=Dysfunctional impulsivity|url=https://en.wikipedia.org/w/index.php?title=Dysfunctional_impulsivity&oldid=1286851256|journal=Wikipedia|language=en}}</ref> * Due to the previous reasons impulsivity gets a bad reputation however, is <u>NOT</u> purely negative as it can also help with creativity, decisiveness and spontaneity (see Figure 2.) * This chapter helps to explain psychological theories and research on the different types of impulsivity and how this can affect motivation. The evidence explains everyday behaviour and the limitations of different approaches. Referring back to Bella’s impulsive choice above, this chapter explores how this knowledge can inform practical ways to manage impulsive decisions and support individual goals. * We can help understand how rewards, self control and emotions affect human behaviour by using psychological concepts and apply them to real world situations such as helping to understand criminal behavior and future orientation. {{RoundBoxTop|theme=2}} '''Focus questions''' * What is impulsivity, and how do its different types compare? * How do these different types affect motivation and goal achievement? * How well do psychological theories and the research behind them help to explain the relationship between impulsivity and motivation? * How to use this knowledge to improve everyday decisions and support longer-term goals? {{RoundBoxBottom}} == 1. What is Impulsivity and How is it Conceptualised? == [[File:Frozen above Crater Lake.jpg|thumb|370x370px|Figure 2. Spontaneous activity: Cliff Jumping]] === Defining Impulsivity === Impulsivity refers to the tendency to respond quickly or without enough understanding of potential negative consequences of one's actions. An example of this could be sending an angry message before thinking about the effect this could have on the relationship with this person. However, making a quick decision is not always an impulsive one as each situation is different and the decision making process must be taken into account. In the above case study with Bella, her decision to accept the hockey invitation is an example of impulsivity where she agrees before considering the remaining study she needs to complete. Her choice to attend the game by itself is not an action of impulsivity as she could have intentionally decided to attend and fit it into her study plan as a break. Where impulsivity can be defined is how she came to that decision. === Impulsivity as Multidimensional === Impulsivity is treated as a multidimensional construct in psychological research, where it is comprised by related but distinguishable factors. The '''UPPS-P Model''' separates emotional rash action, insufficient forethought, difficulty persisting with tasks and sensation-seeking (Um et al. 2018). An individual may have difficulty completing boring tasks while also carefully considering the consequences of other decisions. Researchers also differentiate between behavioural tasks and personality questionnaires when testing impulsivity. Behavioural tasks look at performance under specific conditions while questionnaires assess individual's reports of their usual actions across situations. Both of these techniques are useful in continuing to find out more about impulsivity, however they should not be treated as interchangeable measures when critically evaluating current research (Um et al. 2018). For example evidence regarding self-reported personality traits cannot be generalized to performance on a behavioral task under specific conditions. To go back to the original example with Bella, her single decision is not enough to establish she has an enduring impulsive trait that will translate to other situations. Understanding her decision would require consideration of the processes that influenced her to make that choice. Using a multidimensional approach like this one can help to explain why one displays a form of impulsivity e.g. acting out when they are stressed/emotional without displaying other forms. === Adaptive vs Maladaptive Impulsivity === As previously discussed, impulsivity is often associated with negative connotations, making decisions with limited considerations is not always a bad thing. According to Dickman (1990) defined '''functional impulsivity''' - involving rapid decision making when this approach is advantageous, from '''dysfunctional impulsivity''' - where insufficient forethought is involved. This definition suggests the consequences of rapid decision making partially depend on the individual circumstances involved. This does not say that all spontaneous behaviour only that sometimes it can be beneficial. Therefore, impulsivity should be examined in regards ti context and goal pursuit rather than the assumption that every unplanned choice is due to having an impulsive personality trait. ''As you continue reading about the forms of impulsivity, think about the fact it includes different tendencies and is dependent on individual circumstances.'' == 2. Types of Impulsivity == The different approaches to impulsivity help to distinguish between difficulty controlling actions, decisions about rewards and also broader personality traits/tendencies. these models offer complementary explanations but are not interchangeable (Um et al., 2018). '''Response Impulsivity''' - Involves difficult withholding and/or stopping an action. This is commonly measured through behavioral tasks asking an individual to inhibit a response. An example of this is a stop signal task asking participants to respond to a stimulus but cancel the response when a stop signal appears (Hamilton et al. 2015). In everyday life this could look like Bella reaching for her phone when a notification comes through despite her intention to lock in and study. For Bella the negative impact of this is the interruption of her revision and taking a break without consideration of this. Response impulsivity is relevant to motivation because pursuing one's goals can often require stopping doing other things. '''Choice Impulsivity''' - This often refers to preferring a smaller, more quickly achieved reward over a larger reward that takes longer to achieve. Researchers often test this by using delay discounting tasks which help to assess how the subjective value pf a reward decreases as the delay increases (Hamilton et al., 2015). An example for this, an individual may have a choice between $5 immediately and $50 one week later - choosing the immediate reward may indicate greater choice impulsivity. This is dependent on circumstances and would need to be interpreted in the context. '''UPPS-P Model -''' Impulsive Personality Traits - See below table for the 5 related personality tendencies which are linked to impulsive behaviour (Um et al., 2018). {| class="wikitable" !Dimension !Description !Application to Bella |- |Negative urgency |Acting rashly during strong negative emotions |Ceasing studying without considering the consequences when she feels overwhelmed |- |Positive urgency |Acting rashly during strong positive emotions |Immediately accepting the invitation while excited for the hockey invite |- |Lack of premeditation |Acting without considering consequences |Agreeing to attend without checking how much revision she has left |- |Lack of perseverance |Difficulty continuing demanding or boring tasks |Leaving revision unfinished when it becomes tedious/boring |- |Sensation seeking |Seeking novel and exciting experiences |Finding the atmosphere of the live hockey game particularly appealing |} Impulsive behaviour can happen when one is either in positive or negative emotional states however, sensation seeking concerns excitement but does not always mean that one has made a decision without prior planning. Difficulty persevering may make sustained effort more difficult while urgency could disrupt goal pursuit when emotions are running high. '''Attentional, Motor and Non-Planning Impulsiveness''' - The Barratt Model has had 3 broad factors identified (Patton et al., 1995): # ''Attentional impulsivity'' - difficulty maintaining attention and focus. # ''Motor impulsivity'' - a tendency to act without thinking first. # ''Non-planning impulsivity'' - minimal consideration of the future and not enough prior planning. The Barrett Model draws attention to cognitive, behavioural and planning tendencies while the UPPS_P model highlights emotional related urgency and sensation seeking instead. == 3. Some strategies to manage impulsivity and == === Identifying Triggers === * Suggest returning to your overview scenario as an example in this section. would be good to apply each of the below in a case study scenario. you could also adjust your questions to reflect your overview scenario as well. * consider both emotional and situational triggers e.g. excitement and frustration vs distractions === Mindfulness - (Salmoirago-Blotcher 2019) === * define mindfulness * suggest proposed reason it may help someon notice an urge prior to acting on it * include hypothetical or example from listed study explaining how mindfulness would be applied === Delayed Rewards === * suggest explaining why people prefer immediate rewards and why they might work towards a larger or more important future outcome * you could go into some neuroscience in this section. e.g. dopaminergic pathways * goal setting could be incorporated === CBT / Therapy === ''Would you consider impulsivity adaptive or maladaptive?'' * suggest discussion that seperates thoughts, behaviours and emotion. this will set out the CBT framework * core principles of CBT / therapy. [https://www.apa.org/ptsd-guideline/patients-and-families/cognitive-behavioral starter reference] * I would note the limitations of therapy in this section, not every therapy will equally address impulsivity. some are better than others (DBT is also useful) <quiz display="simple"> {A person who has higher choice impulsivity usually prefers larger/delayed rewards instead of immediate/ smaller rewards: |type="()"} + False - True {Motivation can affect impulsive choices by making immediate rewards more appealing="()"} - True + False </quiz><quiz display="simple"> {Impulsivity is a single behaviour that affects everyone the same way: |type="()"} + False - True </quiz> ==Conclusion== * Impulsivity affects day to day life such as making decisions, staying motivated and goal achievement - short and long term. understanding this concept and taking appropriate steps to manage it can help to reduce procrastination and help to make better long term decisions {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? (Even for the topic development, have a go at the likely take-home message) }} == See also == {{expand}} * [[wikipedia:Impulsivity|Impulsivity]] (Wikipedia) ==References== {{Hanging indent|1= Birkley, E. L, & Smith, G. T. (2011). Recent advances in understanding the personality underpinnings of impulsive behavior and their role in risk for addictive behaviors. Current Drug Abuse Reviews, 4(4), 215–227. https://doi.org/10.2174/1874473711104040215 Um, M., Hershberge, A. R., Whitt, Z. T., & Cyders, M. A. (2018). Recommendations for applying a multi-dimensional model of impulsive personality to diagnosis and treatment. Borderline Personality Disorder and Emotion Dysregulation, 5, Article 6. https://doi.org/10.1186/s40479-018-0084-x Moeller, F. G., Barratt, E. S., Dougherty, D. M., Schmitz, J. M., & Swann, A. C. (2001). Psychiatric aspects of impulsivity. American Journal of Psychiatry, 158(11), 1783–1793. https://doi.org/10.1176/appi.ajp.158.11.1783 Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65–94. https://doi.org/10.1037/0033-2909.133.1.65 Gustavson, D. E., Miyake, A., Hewitt, J. K., & Friedman, N. P. (2014). Genetic relations among procrastination, impulsivity, and goal-management ability: Implications for the evolutionary origin of procrastination. Psychological Science, 25(6), 1178–1188. https://doi.org/10.1177/0956797614526260 Salmoirago-Blotcher, E., Druker, S., Meleo-Meyer, F., Frisard, C., Crawford, S., & Pbert, L. (2019). Beneficial effects of school-based mindfulness training on impulsivity in healthy adolescents: Results from a pilot randomized controlled trial. Explore, 15(2), 160–164. https://doi.org/10.1016/j.explore.2018.07.003 }} ==External links== * {{Citation|title=The Science of Self Control: Find Motivation, Increase Your Focus, and Hack Dopamine|url=https://www.youtube.com/watch?v=E4rTyhYfZhE|date=2026-01-22|accessdate=2026-08-28|last=Mel Robbins}}<ref>{{Citation|title=The Science of Self Control: Find Motivation, Increase Your Focus, and Hack Dopamine|url=https://www.youtube.com/watch?v=E4rTyhYfZhE|date=2026-01-22|accessdate=2026-08-28|last=Mel Robbins}}</ref> * Wypych,&#x20;Marek&#x3B;&#x20;Matuszewski,&#x20;Jacek&#x3B;&#x20;Dragan,&#x20;Wojciech Ł&#x20;(2018-06-05).&#x20;"Roles of Impulsivity, Motivation, and Emotion Regulation in Procrastination – Path Analysis and Comparison Between Students and Non-students".&#x20;''Frontiers in Psychology''&#x20;(Frontiers)&#x20;'''9'''.&#x20;<ref>{{Cite journal|last=Wypych|first=Marek|last2=Matuszewski|first2=Jacek|last3=Dragan|first3=Wojciech Ł|date=2018-06-05|title=Roles of Impulsivity, Motivation, and Emotion Regulation in Procrastination – Path Analysis and Comparison Between Students and Non-students|url=https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2018.00891/full|journal=Frontiers in Psychology|language=English|publisher=Frontiers|volume=9|doi=10.3389/fpsyg.2018.00891|issn=1664-1078}}</ref> [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Impulsivity]] [[Category:Motivation and emotion/Book/Motivation]] pvz621ynncyzjxq2wf4dl0r465929xl 2841539 2841528 2026-10-19T15:39:58Z Ella234567 3109809 /* 3. Some strategies to manage impulsivity and */ added practical applications section 2841539 wikitext text/x-wiki {{title|Types of Impulsivity:<br>What are the Different Types of Impulsivity and How do they Affect Motivation?}} ==Overview== {{RoundBoxTop|theme=2}} [[File:Ice Hockey sharks ducks.jpg|thumb|306x306px|Figure 1. The invitation to a hockey game gives Bella an appealing alternative to studying...]] '''Case study: two competing goals''' Bella is revising for a final exam she really wants a good grade for but the coursework is challenging and she is struggling to maintain her focus. Then her phone lights up distracting her 'hockey game tonight?!' her best friend asks. Excited by this suggestion Bella immediately types yes and closes her laptop to get ready without checking how much she has to go. Bella tells herself that she can catch up tomorrow and while doing well in the exam matters to her she would prefer to spend tonight with her friends. "Why would this hockey game outweigh Bella's study goals?" {{RoundBoxBottom}} * There are many every day rash decisions made because of impulsivity, the example above; an important study session disregarded in favour of a fun group activity or an unplanned purchase or angry message sent quickly and without thinking. * Impulsivity involves a tendency to respond rapidly or without sufficient consideration of potential consequences (Moeller et al., 2001). It also includes distinct tendencies involving reward preferences, planning, persistence, responses and emotions. Understanding these factors is important for explaining how impulsivity affects motivation. * Impulsively affects motivation<ref>{{Cite journal|date=2018|title=Motivation|url=https://doi.org/10.5040/9781350982789|journal=Motivation|doi=10.5040/9781350982789}}</ref> as immediate rewards can become far more appealing than long term successes, this can make it harder to remain focused on the bigger picture. Read more about dysfunctional impulsivity here<ref>{{Cite journal|date=2025-04-22|title=Dysfunctional impulsivity|url=https://en.wikipedia.org/w/index.php?title=Dysfunctional_impulsivity&oldid=1286851256|journal=Wikipedia|language=en}}</ref> * Due to the previous reasons impulsivity gets a bad reputation however, is <u>NOT</u> purely negative as it can also help with creativity, decisiveness and spontaneity (see Figure 2.) * This chapter helps to explain psychological theories and research on the different types of impulsivity and how this can affect motivation. The evidence explains everyday behaviour and the limitations of different approaches. Referring back to Bella’s impulsive choice above, this chapter explores how this knowledge can inform practical ways to manage impulsive decisions and support individual goals. * We can help understand how rewards, self control and emotions affect human behaviour by using psychological concepts and apply them to real world situations such as helping to understand criminal behavior and future orientation. {{RoundBoxTop|theme=2}} '''Focus questions''' * What is impulsivity, and how do its different types compare? * How do these different types affect motivation and goal achievement? * How well do psychological theories and the research behind them help to explain the relationship between impulsivity and motivation? * How to use this knowledge to improve everyday decisions and support longer-term goals? {{RoundBoxBottom}} == 1. What is Impulsivity and How is it Conceptualised? == [[File:Frozen above Crater Lake.jpg|thumb|370x370px|Figure 2. Spontaneous activity: Cliff Jumping]] === Defining Impulsivity === Impulsivity refers to the tendency to respond quickly or without enough understanding of potential negative consequences of one's actions. An example of this could be sending an angry message before thinking about the effect this could have on the relationship with this person. However, making a quick decision is not always an impulsive one as each situation is different and the decision making process must be taken into account. In the above case study with Bella, her decision to accept the hockey invitation is an example of impulsivity where she agrees before considering the remaining study she needs to complete. Her choice to attend the game by itself is not an action of impulsivity as she could have intentionally decided to attend and fit it into her study plan as a break. Where impulsivity can be defined is how she came to that decision. === Impulsivity as Multidimensional === Impulsivity is treated as a multidimensional construct in psychological research, where it is comprised by related but distinguishable factors. The '''UPPS-P Model''' separates emotional rash action, insufficient forethought, difficulty persisting with tasks and sensation-seeking (Um et al. 2018). An individual may have difficulty completing boring tasks while also carefully considering the consequences of other decisions. Researchers also differentiate between behavioural tasks and personality questionnaires when testing impulsivity. Behavioural tasks look at performance under specific conditions while questionnaires assess individual's reports of their usual actions across situations. Both of these techniques are useful in continuing to find out more about impulsivity, however they should not be treated as interchangeable measures when critically evaluating current research (Um et al. 2018). For example evidence regarding self-reported personality traits cannot be generalized to performance on a behavioral task under specific conditions. To go back to the original example with Bella, her single decision is not enough to establish she has an enduring impulsive trait that will translate to other situations. Understanding her decision would require consideration of the processes that influenced her to make that choice. Using a multidimensional approach like this one can help to explain why one displays a form of impulsivity e.g. acting out when they are stressed/emotional without displaying other forms. === Adaptive vs Maladaptive Impulsivity === As previously discussed, impulsivity is often associated with negative connotations, making decisions with limited considerations is not always a bad thing. According to Dickman (1990) defined '''functional impulsivity''' - involving rapid decision making when this approach is advantageous, from '''dysfunctional impulsivity''' - where insufficient forethought is involved. This definition suggests the consequences of rapid decision making partially depend on the individual circumstances involved. This does not say that all spontaneous behaviour only that sometimes it can be beneficial. Therefore, impulsivity should be examined in regards ti context and goal pursuit rather than the assumption that every unplanned choice is due to having an impulsive personality trait. ''As you continue reading about the forms of impulsivity, think about the fact it includes different tendencies and is dependent on individual circumstances.'' == 2. Types of Impulsivity == The different approaches to impulsivity help to distinguish between difficulty controlling actions, decisions about rewards and also broader personality traits/tendencies. these models offer complementary explanations but are not interchangeable (Um et al., 2018). '''Response Impulsivity''' - Involves difficult withholding and/or stopping an action. This is commonly measured through behavioral tasks asking an individual to inhibit a response. An example of this is a stop signal task asking participants to respond to a stimulus but cancel the response when a stop signal appears (Hamilton et al. 2015). In everyday life this could look like Bella reaching for her phone when a notification comes through despite her intention to lock in and study. For Bella the negative impact of this is the interruption of her revision and taking a break without consideration of this. Response impulsivity is relevant to motivation because pursuing one's goals can often require stopping doing other things. '''Choice Impulsivity''' - This often refers to preferring a smaller, more quickly achieved reward over a larger reward that takes longer to achieve. Researchers often test this by using delay discounting tasks which help to assess how the subjective value pf a reward decreases as the delay increases (Hamilton et al., 2015). An example for this, an individual may have a choice between $5 immediately and $50 one week later - choosing the immediate reward may indicate greater choice impulsivity. This is dependent on circumstances and would need to be interpreted in the context. '''UPPS-P Model -''' Impulsive Personality Traits - See below table for the 5 related personality tendencies which are linked to impulsive behaviour (Um et al., 2018). {| class="wikitable" !Dimension !Description !Application to Bella |- |Negative urgency |Acting rashly during strong negative emotions |Ceasing studying without considering the consequences when she feels overwhelmed |- |Positive urgency |Acting rashly during strong positive emotions |Immediately accepting the invitation while excited for the hockey invite |- |Lack of premeditation |Acting without considering consequences |Agreeing to attend without checking how much revision she has left |- |Lack of perseverance |Difficulty continuing demanding or boring tasks |Leaving revision unfinished when it becomes tedious/boring |- |Sensation seeking |Seeking novel and exciting experiences |Finding the atmosphere of the live hockey game particularly appealing |} Impulsive behaviour can happen when one is either in positive or negative emotional states however, sensation seeking concerns excitement but does not always mean that one has made a decision without prior planning. Difficulty persevering may make sustained effort more difficult while urgency could disrupt goal pursuit when emotions are running high. '''Attentional, Motor and Non-Planning Impulsiveness''' - The Barratt Model has had 3 broad factors identified (Patton et al., 1995): # ''Attentional impulsivity'' - difficulty maintaining attention and focus. # ''Motor impulsivity'' - a tendency to act without thinking first. # ''Non-planning impulsivity'' - minimal consideration of the future and not enough prior planning. The Barrett Model draws attention to cognitive, behavioural and planning tendencies while the UPPS_P model highlights emotional related urgency and sensation seeking instead. == 3. Some Strategies to Manage Impulsivity and Maintain Motivation == Effective management of impulsivity involves having an understanding of what causes an action and finding appropriate ways to support making more considered choices. A variety of strategies are used to address different challenges. For example someone who acts rashly when they are experiencing strong emotions may require a different approach as opposed to an individual who struggles to persist with boring tasks. === '''Identification of Emotional and Situational Triggers''' === Identification of the circumstances causing the impulsive decision making can help to clarify where the change needs to occur. Some triggers may include frustration, boredom, excitement or distractions. The UPPS-P Model rash decisions during strong emotions from difficulty with planning/perseverance. For example Bella could reflect on what happened to cause her to accept the hockey invitation, was she excited to see her friends, responding automatically to her phone or frustrated or bored with her revision? Keeping a record of her feelings, action and the consequences could help her to identify patterns in her decision making. Wypych et al. (2018) found significant relationships between impulsivity, motivation, emotion regulation and procrastination, however the questionnaire did not establish causation. This is why self monitoring is a practical way to establish potential patterns in behaviour. === Mindfulness/Pausing Before Acting === Mindfulness involves thinking about current options with openness as opposed to immediately reacting. When applied to impulsive decision making the proposed benefit of this is awareness of an urge may provide an opportunity to consciously choose a response. Salmoirago-Blotcher et al. (2019) reported school based mindfulness training could assist in addressing impulsivity in adolescents, however larger studies are required in order to generalise this and whether these improvements were long lasting. For Bella everyday application could look like her pausing before replying to notice her excitement and then checking her remaining study tasks before replying to the text. === Setting Manageable Goals/Planning Rewards === As previously established with choice impulsivity distant goals may not compare to their immediately enjoyable alternatives. Temporal Motivation theory explains motivation from the perspective of expected likelihood of success, the value of an outcome and the effects and sensitivity to delay (Steel and Konig, 2006). One practical solution is to define the distant goal into specific and achievable steps, so instead of telling herself to revise for the exam she could frame it as complete chapters 10 and 11 before she goes for dinner. This creates clarify and gives her the chance to acknowledge her small successes along the way. Bella could continue this by planning an enjoyable break when she completes another two chapters. The reason this can help is be cause it connects Bella's progress toward her goal with immediate success. === Reducing Distractions and Planned Responses === Changing the situation to reduce distractions can also help manage impulsive choices. For example if Bella's phone notifications are constantly interrupting her revision, Bella could turn her phone on silent or remove it from the room while she is studying. Bella could also intentionally plan in advance what she would say if her friend invited her to do something during her study time, such as to check how much study she has to go before responding. Gustavson et al. (2014) found goal management difficulties were associated with the relationship between impulsivity and procrastination. <quiz display="simple"> {A person who has higher choice impulsivity usually prefers larger/delayed rewards instead of immediate/ smaller rewards: |type="()"} + False - True {Motivation can affect impulsive choices by making immediate rewards more appealing="()"} - True + False </quiz><quiz display="simple"> {Impulsivity is a single behaviour that affects everyone the same way: |type="()"} + False - True </quiz> ==Conclusion== * Impulsivity affects day to day life such as making decisions, staying motivated and goal achievement - short and long term. understanding this concept and taking appropriate steps to manage it can help to reduce procrastination and help to make better long term decisions {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? (Even for the topic development, have a go at the likely take-home message) }} == See also == {{expand}} * [[wikipedia:Impulsivity|Impulsivity]] (Wikipedia) ==References== {{Hanging indent|1= Birkley, E. L, & Smith, G. T. (2011). Recent advances in understanding the personality underpinnings of impulsive behavior and their role in risk for addictive behaviors. Current Drug Abuse Reviews, 4(4), 215–227. https://doi.org/10.2174/1874473711104040215 Um, M., Hershberge, A. R., Whitt, Z. T., & Cyders, M. A. (2018). Recommendations for applying a multi-dimensional model of impulsive personality to diagnosis and treatment. Borderline Personality Disorder and Emotion Dysregulation, 5, Article 6. https://doi.org/10.1186/s40479-018-0084-x Moeller, F. G., Barratt, E. S., Dougherty, D. M., Schmitz, J. M., & Swann, A. C. (2001). Psychiatric aspects of impulsivity. American Journal of Psychiatry, 158(11), 1783–1793. https://doi.org/10.1176/appi.ajp.158.11.1783 Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65–94. https://doi.org/10.1037/0033-2909.133.1.65 Gustavson, D. E., Miyake, A., Hewitt, J. K., & Friedman, N. P. (2014). Genetic relations among procrastination, impulsivity, and goal-management ability: Implications for the evolutionary origin of procrastination. Psychological Science, 25(6), 1178–1188. https://doi.org/10.1177/0956797614526260 Salmoirago-Blotcher, E., Druker, S., Meleo-Meyer, F., Frisard, C., Crawford, S., & Pbert, L. (2019). Beneficial effects of school-based mindfulness training on impulsivity in healthy adolescents: Results from a pilot randomized controlled trial. Explore, 15(2), 160–164. https://doi.org/10.1016/j.explore.2018.07.003 }} ==External links== * {{Citation|title=The Science of Self Control: Find Motivation, Increase Your Focus, and Hack Dopamine|url=https://www.youtube.com/watch?v=E4rTyhYfZhE|date=2026-01-22|accessdate=2026-08-28|last=Mel Robbins}}<ref>{{Citation|title=The Science of Self Control: Find Motivation, Increase Your Focus, and Hack Dopamine|url=https://www.youtube.com/watch?v=E4rTyhYfZhE|date=2026-01-22|accessdate=2026-08-28|last=Mel Robbins}}</ref> * Wypych,&#x20;Marek&#x3B;&#x20;Matuszewski,&#x20;Jacek&#x3B;&#x20;Dragan,&#x20;Wojciech Ł&#x20;(2018-06-05).&#x20;"Roles of Impulsivity, Motivation, and Emotion Regulation in Procrastination – Path Analysis and Comparison Between Students and Non-students".&#x20;''Frontiers in Psychology''&#x20;(Frontiers)&#x20;'''9'''.&#x20;<ref>{{Cite journal|last=Wypych|first=Marek|last2=Matuszewski|first2=Jacek|last3=Dragan|first3=Wojciech Ł|date=2018-06-05|title=Roles of Impulsivity, Motivation, and Emotion Regulation in Procrastination – Path Analysis and Comparison Between Students and Non-students|url=https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2018.00891/full|journal=Frontiers in Psychology|language=English|publisher=Frontiers|volume=9|doi=10.3389/fpsyg.2018.00891|issn=1664-1078}}</ref> [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Impulsivity]] [[Category:Motivation and emotion/Book/Motivation]] bpzbr5obavwarjps2lvre52el21oyj1 2841540 2841539 2026-10-19T15:53:13Z Ella234567 3109809 confusion 2841540 wikitext text/x-wiki {{title|Types of Impulsivity:<br>What are the Different Types of Impulsivity and How do they Affect Motivation?}} ==Overview== {{RoundBoxTop|theme=2}} [[File:Ice Hockey sharks ducks.jpg|thumb|306x306px|Figure 1. The invitation to a hockey game gives Bella an appealing alternative to studying...]] '''Case study: two competing goals''' Bella is revising for a final exam she really wants a good grade for but the coursework is challenging and she is struggling to maintain her focus. Then her phone lights up distracting her 'hockey game tonight?!' her best friend asks. Excited by this suggestion Bella immediately types yes and closes her laptop to get ready without checking how much she has to go. Bella tells herself that she can catch up tomorrow and while doing well in the exam matters to her she would prefer to spend tonight with her friends. "Why would this hockey game outweigh Bella's study goals?" {{RoundBoxBottom}} * There are many every day rash decisions made because of impulsivity, the example above; an important study session disregarded in favour of a fun group activity or an unplanned purchase or angry message sent quickly and without thinking. * Impulsivity involves a tendency to respond rapidly or without sufficient consideration of potential consequences (Moeller et al., 2001). It also includes distinct tendencies involving reward preferences, planning, persistence, responses and emotions. Understanding these factors is important for explaining how impulsivity affects motivation. * Impulsively affects motivation<ref>{{Cite journal|date=2018|title=Motivation|url=https://doi.org/10.5040/9781350982789|journal=Motivation|doi=10.5040/9781350982789}}</ref> as immediate rewards can become far more appealing than long term successes, this can make it harder to remain focused on the bigger picture. Read more about dysfunctional impulsivity here<ref>{{Cite journal|date=2025-04-22|title=Dysfunctional impulsivity|url=https://en.wikipedia.org/w/index.php?title=Dysfunctional_impulsivity&oldid=1286851256|journal=Wikipedia|language=en}}</ref> * Due to the previous reasons impulsivity gets a bad reputation however, is <u>NOT</u> purely negative as it can also help with creativity, decisiveness and spontaneity (see Figure 2.) * This chapter helps to explain psychological theories and research on the different types of impulsivity and how this can affect motivation. The evidence explains everyday behaviour and the limitations of different approaches. Referring back to Bella’s impulsive choice above, this chapter explores how this knowledge can inform practical ways to manage impulsive decisions and support individual goals. * We can help understand how rewards, self control and emotions affect human behaviour by using psychological concepts and apply them to real world situations such as helping to understand criminal behavior and future orientation. {{RoundBoxTop|theme=2}} '''Focus questions''' * What is impulsivity, and how do its different types compare? * How do these different types affect motivation and goal achievement? * How well do psychological theories and the research behind them help to explain the relationship between impulsivity and motivation? * How to use this knowledge to improve everyday decisions and support longer-term goals? {{RoundBoxBottom}} == 1. What is Impulsivity and How is it Conceptualised? == [[File:Frozen above Crater Lake.jpg|thumb|370x370px|Figure 2. Spontaneous activity: Cliff Jumping]] === Defining Impulsivity === Impulsivity refers to the tendency to respond quickly or without enough understanding of potential negative consequences of one's actions. An example of this could be sending an angry message before thinking about the effect this could have on the relationship with this person. However, making a quick decision is not always an impulsive one as each situation is different and the decision making process must be taken into account. In the above case study with Bella, her decision to accept the hockey invitation is an example of impulsivity where she agrees before considering the remaining study she needs to complete. Her choice to attend the game by itself is not an action of impulsivity as she could have intentionally decided to attend and fit it into her study plan as a break. Where impulsivity can be defined is how she came to that decision. === Impulsivity as Multidimensional === Impulsivity is treated as a multidimensional construct in psychological research, where it is comprised by related but distinguishable factors. The '''UPPS-P Model''' separates emotional rash action, insufficient forethought, difficulty persisting with tasks and sensation-seeking (Um et al. 2018). An individual may have difficulty completing boring tasks while also carefully considering the consequences of other decisions. Researchers also differentiate between behavioural tasks and personality questionnaires when testing impulsivity. Behavioural tasks look at performance under specific conditions while questionnaires assess individual's reports of their usual actions across situations. Both of these techniques are useful in continuing to find out more about impulsivity, however they should not be treated as interchangeable measures when critically evaluating current research (Um et al. 2018). For example evidence regarding self-reported personality traits cannot be generalized to performance on a behavioral task under specific conditions. To go back to the original example with Bella, her single decision is not enough to establish she has an enduring impulsive trait that will translate to other situations. Understanding her decision would require consideration of the processes that influenced her to make that choice. Using a multidimensional approach like this one can help to explain why one displays a form of impulsivity e.g. acting out when they are stressed/emotional without displaying other forms. === Adaptive vs Maladaptive Impulsivity === As previously discussed, impulsivity is often associated with negative connotations, making decisions with limited considerations is not always a bad thing. According to Dickman (1990) defined '''functional impulsivity''' - involving rapid decision making when this approach is advantageous, from '''dysfunctional impulsivity''' - where insufficient forethought is involved. This definition suggests the consequences of rapid decision making partially depend on the individual circumstances involved. This does not say that all spontaneous behaviour only that sometimes it can be beneficial. Therefore, impulsivity should be examined in regards ti context and goal pursuit rather than the assumption that every unplanned choice is due to having an impulsive personality trait. ''As you continue reading about the forms of impulsivity, think about the fact it includes different tendencies and is dependent on individual circumstances.'' == 2. Types of Impulsivity == The different approaches to impulsivity help to distinguish between difficulty controlling actions, decisions about rewards and also broader personality traits/tendencies. these models offer complementary explanations but are not interchangeable (Um et al., 2018). '''Response Impulsivity''' - Involves difficult withholding and/or stopping an action. This is commonly measured through behavioral tasks asking an individual to inhibit a response. An example of this is a stop signal task asking participants to respond to a stimulus but cancel the response when a stop signal appears (Hamilton et al. 2015). In everyday life this could look like Bella reaching for her phone when a notification comes through despite her intention to lock in and study. For Bella the negative impact of this is the interruption of her revision and taking a break without consideration of this. Response impulsivity is relevant to motivation because pursuing one's goals can often require stopping doing other things. '''Choice Impulsivity''' - This often refers to preferring a smaller, more quickly achieved reward over a larger reward that takes longer to achieve. Researchers often test this by using delay discounting tasks which help to assess how the subjective value pf a reward decreases as the delay increases (Hamilton et al., 2015). An example for this, an individual may have a choice between $5 immediately and $50 one week later - choosing the immediate reward may indicate greater choice impulsivity. This is dependent on circumstances and would need to be interpreted in the context. '''UPPS-P Model -''' Impulsive Personality Traits - See below table for the 5 related personality tendencies which are linked to impulsive behaviour (Um et al., 2018). {| class="wikitable" !Dimension !Description !Application to Bella |- |Negative urgency |Acting rashly during strong negative emotions |Ceasing studying without considering the consequences when she feels overwhelmed |- |Positive urgency |Acting rashly during strong positive emotions |Immediately accepting the invitation while excited for the hockey invite |- |Lack of premeditation |Acting without considering consequences |Agreeing to attend without checking how much revision she has left |- |Lack of perseverance |Difficulty continuing demanding or boring tasks |Leaving revision unfinished when it becomes tedious/boring |- |Sensation seeking |Seeking novel and exciting experiences |Finding the atmosphere of the live hockey game particularly appealing |} Impulsive behaviour can happen when one is either in positive or negative emotional states however, sensation seeking concerns excitement but does not always mean that one has made a decision without prior planning. Difficulty persevering may make sustained effort more difficult while urgency could disrupt goal pursuit when emotions are running high. '''Attentional, Motor and Non-Planning Impulsiveness''' - The Barratt Model has had 3 broad factors identified (Patton et al., 1995): # ''Attentional impulsivity'' - difficulty maintaining attention and focus. # ''Motor impulsivity'' - a tendency to act without thinking first. # ''Non-planning impulsivity'' - minimal consideration of the future and not enough prior planning. The Barrett Model draws attention to cognitive, behavioural and planning tendencies while the UPPS_P model highlights emotional related urgency and sensation seeking instead. == 3. Some Strategies to Manage Impulsivity and Maintain Motivation == Effective management of impulsivity involves having an understanding of what causes an action and finding appropriate ways to support making more considered choices. A variety of strategies are used to address different challenges. For example someone who acts rashly when they are experiencing strong emotions may require a different approach as opposed to an individual who struggles to persist with boring tasks. === '''Identification of Emotional and Situational Triggers''' === Identification of the circumstances causing the impulsive decision making can help to clarify where the change needs to occur. Some triggers may include frustration, boredom, excitement or distractions. The UPPS-P Model rash decisions during strong emotions from difficulty with planning/perseverance. For example Bella could reflect on what happened to cause her to accept the hockey invitation, was she excited to see her friends, responding automatically to her phone or frustrated or bored with her revision? Keeping a record of her feelings, action and the consequences could help her to identify patterns in her decision making. Wypych et al. (2018) found significant relationships between impulsivity, motivation, emotion regulation and procrastination, however the questionnaire did not establish causation. This is why self monitoring is a practical way to establish potential patterns in behaviour. === Mindfulness/Pausing Before Acting === Mindfulness involves thinking about current options with openness as opposed to immediately reacting. When applied to impulsive decision making the proposed benefit of this is awareness of an urge may provide an opportunity to consciously choose a response. Salmoirago-Blotcher et al. (2019) reported school based mindfulness training could assist in addressing impulsivity in adolescents, however larger studies are required in order to generalise this and whether these improvements were long lasting. For Bella everyday application could look like her pausing before replying to notice her excitement and then checking her remaining study tasks before replying to the text. === Setting Manageable Goals/Planning Rewards === As previously established with choice impulsivity distant goals may not compare to their immediately enjoyable alternatives. Temporal Motivation theory explains motivation from the perspective of expected likelihood of success, the value of an outcome and the effects and sensitivity to delay (Steel and Konig, 2006). One practical solution is to define the distant goal into specific and achievable steps, so instead of telling herself to revise for the exam she could frame it as complete chapters 10 and 11 before she goes for dinner. This creates clarify and gives her the chance to acknowledge her small successes along the way. Bella could continue this by planning an enjoyable break when she completes another two chapters. The reason this can help is be cause it connects Bella's progress toward her goal with immediate success. === Reducing Distractions and Planned Responses === Changing the situation to reduce distractions can also help manage impulsive choices. For example if Bella's phone notifications are constantly interrupting her revision, Bella could turn her phone on silent or remove it from the room while she is studying. Bella could also intentionally plan in advance what she would say if her friend invited her to do something during her study time, such as to check how much study she has to go before responding. Gustavson et al. (2014) found goal management difficulties were associated with the relationship between impulsivity and procrastination. <quiz display="simple"> {A person who has higher choice impulsivity usually prefers larger/delayed rewards instead of immediate/ smaller rewards: |type="()"} + False - True {Motivation can affect impulsive choices by making immediate rewards more appealing="()"} - True + False </quiz> ==Conclusion== Impulsivity is a construct which influences how people respond to emotions, competing goals and opportunities in their daily lives. Response impulsivity involves difficulty with inhibiting actions while choice impulsivity is where immediate rewards are prioritised over delayed ones. Personality models can help to distinguish why impulsivity affects motivation in different ways across situations and people. Identifying triggers, mindfulness, setting small goals and reducing distractions offer practical ways to support considered slower decisions. In Bella's situation it would be could for her to use one or multiple of these strategies in order to consider her study before accepting the hockey invite. Valuing a goal does not mean that choosing between two goals is easy, however, recognising what is driving an impulsive decision and pausing to consider the consequences of this make more deliberate everyday decisions towards a goal more practicable. == See also == * [[wikipedia:Impulsivity|Impulsivity]] (Wikipedia) ==References== {{Hanging indent|1= Birkley, E. L, & Smith, G. T. (2011). Recent advances in understanding the personality underpinnings of impulsive behavior and their role in risk for addictive behaviors. Current Drug Abuse Reviews, 4(4), 215–227. https://doi.org/10.2174/1874473711104040215 Um, M., Hershberge, A. R., Whitt, Z. T., & Cyders, M. A. (2018). Recommendations for applying a multi-dimensional model of impulsive personality to diagnosis and treatment. Borderline Personality Disorder and Emotion Dysregulation, 5, Article 6. https://doi.org/10.1186/s40479-018-0084-x Moeller, F. G., Barratt, E. S., Dougherty, D. M., Schmitz, J. M., & Swann, A. C. (2001). Psychiatric aspects of impulsivity. American Journal of Psychiatry, 158(11), 1783–1793. https://doi.org/10.1176/appi.ajp.158.11.1783 Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65–94. https://doi.org/10.1037/0033-2909.133.1.65 Gustavson, D. E., Miyake, A., Hewitt, J. K., & Friedman, N. P. (2014). Genetic relations among procrastination, impulsivity, and goal-management ability: Implications for the evolutionary origin of procrastination. Psychological Science, 25(6), 1178–1188. https://doi.org/10.1177/0956797614526260 Salmoirago-Blotcher, E., Druker, S., Meleo-Meyer, F., Frisard, C., Crawford, S., & Pbert, L. (2019). Beneficial effects of school-based mindfulness training on impulsivity in healthy adolescents: Results from a pilot randomized controlled trial. Explore, 15(2), 160–164. https://doi.org/10.1016/j.explore.2018.07.003 }} ==External links== * {{Citation|title=The Science of Self Control: Find Motivation, Increase Your Focus, and Hack Dopamine|url=https://www.youtube.com/watch?v=E4rTyhYfZhE|date=2026-01-22|accessdate=2026-08-28|last=Mel Robbins}}<ref>{{Citation|title=The Science of Self Control: Find Motivation, Increase Your Focus, and Hack Dopamine|url=https://www.youtube.com/watch?v=E4rTyhYfZhE|date=2026-01-22|accessdate=2026-08-28|last=Mel Robbins}}</ref> * Wypych,&#x20;Marek&#x3B;&#x20;Matuszewski,&#x20;Jacek&#x3B;&#x20;Dragan,&#x20;Wojciech Ł&#x20;(2018-06-05).&#x20;"Roles of Impulsivity, Motivation, and Emotion Regulation in Procrastination – Path Analysis and Comparison Between Students and Non-students".&#x20;''Frontiers in Psychology''&#x20;(Frontiers)&#x20;'''9'''.&#x20;<ref>{{Cite journal|last=Wypych|first=Marek|last2=Matuszewski|first2=Jacek|last3=Dragan|first3=Wojciech Ł|date=2018-06-05|title=Roles of Impulsivity, Motivation, and Emotion Regulation in Procrastination – Path Analysis and Comparison Between Students and Non-students|url=https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2018.00891/full|journal=Frontiers in Psychology|language=English|publisher=Frontiers|volume=9|doi=10.3389/fpsyg.2018.00891|issn=1664-1078}}</ref> [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Impulsivity]] [[Category:Motivation and emotion/Book/Motivation]] todupd6lgitfpind0gihpvq1650sk3y 2841543 2841540 2026-10-19T16:05:16Z Ella234567 3109809 future orientation and criminal behaviour 2841543 wikitext text/x-wiki {{title|Types of Impulsivity:<br>What are the Different Types of Impulsivity and How do they Affect Motivation?}} ==Overview== {{RoundBoxTop|theme=2}} [[File:Ice Hockey sharks ducks.jpg|thumb|306x306px|Figure 1. The invitation to a hockey game gives Bella an appealing alternative to studying...]] '''Case study: two competing goals''' Bella is revising for a final exam she really wants a good grade for but the coursework is challenging and she is struggling to maintain her focus. Then her phone lights up distracting her 'hockey game tonight?!' her best friend asks. Excited by this suggestion Bella immediately types yes and closes her laptop to get ready without checking how much she has to go. Bella tells herself that she can catch up tomorrow and while doing well in the exam matters to her she would prefer to spend tonight with her friends. "Why would this hockey game outweigh Bella's study goals?" {{RoundBoxBottom}} * There are many every day rash decisions made because of impulsivity, the example above; an important study session disregarded in favour of a fun group activity or an unplanned purchase or angry message sent quickly and without thinking. * Impulsivity involves a tendency to respond rapidly or without sufficient consideration of potential consequences (Moeller et al., 2001). It also includes distinct tendencies involving reward preferences, planning, persistence, responses and emotions. Understanding these factors is important for explaining how impulsivity affects motivation. * Impulsively affects motivation<ref>{{Cite journal|date=2018|title=Motivation|url=https://doi.org/10.5040/9781350982789|journal=Motivation|doi=10.5040/9781350982789}}</ref> as immediate rewards can become far more appealing than long term successes, this can make it harder to remain focused on the bigger picture. Read more about dysfunctional impulsivity here<ref>{{Cite journal|date=2025-04-22|title=Dysfunctional impulsivity|url=https://en.wikipedia.org/w/index.php?title=Dysfunctional_impulsivity&oldid=1286851256|journal=Wikipedia|language=en}}</ref> * Due to the previous reasons impulsivity gets a bad reputation however, is <u>NOT</u> purely negative as it can also help with creativity, decisiveness and spontaneity (see Figure 2.) * This chapter helps to explain psychological theories and research on the different types of impulsivity and how this can affect motivation. The evidence explains everyday behaviour and the limitations of different approaches. Referring back to Bella’s impulsive choice above, this chapter explores how this knowledge can inform practical ways to manage impulsive decisions and support individual goals. * We can help understand how rewards, self control and emotions affect human behaviour by using psychological concepts and apply them to real world situations such as helping to understand criminal behavior and future orientation. {{RoundBoxTop|theme=2}} '''Focus questions''' * What is impulsivity, and how do its different types compare? * How do these different types affect motivation and goal achievement? * How well do psychological theories and the research behind them help to explain the relationship between impulsivity and motivation? * How to use this knowledge to improve everyday decisions and support longer-term goals? {{RoundBoxBottom}} == 1. What is Impulsivity and How is it Conceptualised? == [[File:Frozen above Crater Lake.jpg|thumb|370x370px|Figure 2. Spontaneous activity: Cliff Jumping]] === Defining Impulsivity === Impulsivity refers to the tendency to respond quickly or without enough understanding of potential negative consequences of one's actions. An example of this could be sending an angry message before thinking about the effect this could have on the relationship with this person. However, making a quick decision is not always an impulsive one as each situation is different and the decision making process must be taken into account. In the above case study with Bella, her decision to accept the hockey invitation is an example of impulsivity where she agrees before considering the remaining study she needs to complete. Her choice to attend the game by itself is not an action of impulsivity as she could have intentionally decided to attend and fit it into her study plan as a break. Where impulsivity can be defined is how she came to that decision. === Impulsivity as Multidimensional === Impulsivity is treated as a multidimensional construct in psychological research, where it is comprised by related but distinguishable factors. The '''UPPS-P Model''' separates emotional rash action, insufficient forethought, difficulty persisting with tasks and sensation-seeking (Um et al. 2018). An individual may have difficulty completing boring tasks while also carefully considering the consequences of other decisions. Researchers also differentiate between behavioural tasks and personality questionnaires when testing impulsivity. Behavioural tasks look at performance under specific conditions while questionnaires assess individual's reports of their usual actions across situations. Both of these techniques are useful in continuing to find out more about impulsivity, however they should not be treated as interchangeable measures when critically evaluating current research (Um et al. 2018). For example evidence regarding self-reported personality traits cannot be generalized to performance on a behavioral task under specific conditions. To go back to the original example with Bella, her single decision is not enough to establish she has an enduring impulsive trait that will translate to other situations. Understanding her decision would require consideration of the processes that influenced her to make that choice. Using a multidimensional approach like this one can help to explain why one displays a form of impulsivity e.g. acting out when they are stressed/emotional without displaying other forms. === Adaptive vs Maladaptive Impulsivity === As previously discussed, impulsivity is often associated with negative connotations, making decisions with limited considerations is not always a bad thing. According to Dickman (1990) defined '''functional impulsivity''' - involving rapid decision making when this approach is advantageous, from '''dysfunctional impulsivity''' - where insufficient forethought is involved. This definition suggests the consequences of rapid decision making partially depend on the individual circumstances involved. This does not say that all spontaneous behaviour only that sometimes it can be beneficial. Therefore, impulsivity should be examined in regards ti context and goal pursuit rather than the assumption that every unplanned choice is due to having an impulsive personality trait. ''As you continue reading about the forms of impulsivity, think about the fact it includes different tendencies and is dependent on individual circumstances.'' == 2. Types of Impulsivity == The different approaches to impulsivity help to distinguish between difficulty controlling actions, decisions about rewards and also broader personality traits/tendencies. these models offer complementary explanations but are not interchangeable (Um et al., 2018). '''Response Impulsivity''' - Involves difficult withholding and/or stopping an action. This is commonly measured through behavioral tasks asking an individual to inhibit a response. An example of this is a stop signal task asking participants to respond to a stimulus but cancel the response when a stop signal appears (Hamilton et al. 2015). In everyday life this could look like Bella reaching for her phone when a notification comes through despite her intention to lock in and study. For Bella the negative impact of this is the interruption of her revision and taking a break without consideration of this. Response impulsivity is relevant to motivation because pursuing one's goals can often require stopping doing other things. '''Choice Impulsivity''' - This often refers to preferring a smaller, more quickly achieved reward over a larger reward that takes longer to achieve. Researchers often test this by using delay discounting tasks which help to assess how the subjective value pf a reward decreases as the delay increases (Hamilton et al., 2015). An example for this, an individual may have a choice between $5 immediately and $50 one week later - choosing the immediate reward may indicate greater choice impulsivity. This is dependent on circumstances and would need to be interpreted in the context. '''UPPS-P Model -''' Impulsive Personality Traits - See below table for the 5 related personality tendencies which are linked to impulsive behaviour (Um et al., 2018). {| class="wikitable" !Dimension !Description !Application to Bella |- |Negative urgency |Acting rashly during strong negative emotions |Ceasing studying without considering the consequences when she feels overwhelmed |- |Positive urgency |Acting rashly during strong positive emotions |Immediately accepting the invitation while excited for the hockey invite |- |Lack of premeditation |Acting without considering consequences |Agreeing to attend without checking how much revision she has left |- |Lack of perseverance |Difficulty continuing demanding or boring tasks |Leaving revision unfinished when it becomes tedious/boring |- |Sensation seeking |Seeking novel and exciting experiences |Finding the atmosphere of the live hockey game particularly appealing |} Impulsive behaviour can happen when one is either in positive or negative emotional states however, sensation seeking concerns excitement but does not always mean that one has made a decision without prior planning. Difficulty persevering may make sustained effort more difficult while urgency could disrupt goal pursuit when emotions are running high. '''Attentional, Motor and Non-Planning Impulsiveness''' - The Barratt Model has had 3 broad factors identified (Patton et al., 1995): # ''Attentional impulsivity'' - difficulty maintaining attention and focus. # ''Motor impulsivity'' - a tendency to act without thinking first. # ''Non-planning impulsivity'' - minimal consideration of the future and not enough prior planning. The Barrett Model draws attention to cognitive, behavioural and planning tendencies while the UPPS_P model highlights emotional related urgency and sensation seeking instead. == 3. Some Strategies to Manage Impulsivity and Maintain Motivation == Effective management of impulsivity involves having an understanding of what causes an action and finding appropriate ways to support making more considered choices. A variety of strategies are used to address different challenges. For example someone who acts rashly when they are experiencing strong emotions may require a different approach as opposed to an individual who struggles to persist with boring tasks. === '''Identification of Emotional and Situational Triggers''' === Identification of the circumstances causing the impulsive decision making can help to clarify where the change needs to occur. Some triggers may include frustration, boredom, excitement or distractions. The UPPS-P Model rash decisions during strong emotions from difficulty with planning/perseverance. For example Bella could reflect on what happened to cause her to accept the hockey invitation, was she excited to see her friends, responding automatically to her phone or frustrated or bored with her revision? Keeping a record of her feelings, action and the consequences could help her to identify patterns in her decision making. Wypych et al. (2018) found significant relationships between impulsivity, motivation, emotion regulation and procrastination, however the questionnaire did not establish causation. This is why self monitoring is a practical way to establish potential patterns in behaviour. === Mindfulness/Pausing Before Acting === Mindfulness involves thinking about current options with openness as opposed to immediately reacting. When applied to impulsive decision making the proposed benefit of this is awareness of an urge may provide an opportunity to consciously choose a response. Salmoirago-Blotcher et al. (2019) reported school based mindfulness training could assist in addressing impulsivity in adolescents, however larger studies are required in order to generalise this and whether these improvements were long lasting. For Bella everyday application could look like her pausing before replying to notice her excitement and then checking her remaining study tasks before replying to the text. === Setting Manageable Goals/Planning Rewards === As previously established with choice impulsivity distant goals may not compare to their immediately enjoyable alternatives. Temporal Motivation theory explains motivation from the perspective of expected likelihood of success, the value of an outcome and the effects and sensitivity to delay (Steel and Konig, 2006). One practical solution is to define the distant goal into specific and achievable steps, so instead of telling herself to revise for the exam she could frame it as complete chapters 10 and 11 before she goes for dinner. This creates clarify and gives her the chance to acknowledge her small successes along the way. Bella could continue this by planning an enjoyable break when she completes another two chapters. The reason this can help is be cause it connects Bella's progress toward her goal with immediate success. === Reducing Distractions and Planned Responses === Changing the situation to reduce distractions can also help manage impulsive choices. For example if Bella's phone notifications are constantly interrupting her revision, Bella could turn her phone on silent or remove it from the room while she is studying. Bella could also intentionally plan in advance what she would say if her friend invited her to do something during her study time, such as to check how much study she has to go before responding. Gustavson et al. (2014) found goal management difficulties were associated with the relationship between impulsivity and procrastination. <quiz display="simple"> {A person who has higher choice impulsivity usually prefers larger/delayed rewards instead of immediate/ smaller rewards: |type="()"} + False - True {Motivation can affect impulsive choices by making immediate rewards more appealing="()"} - True + False </quiz> == Future Orientation and Criminal Behaviour == Future orientation would require considering and also planning for future outcomes. For Bella, the enjoyment of attending the hockey game gives immediate satisfaction while the benefits of exam revision are not as evident. Consideration of how this decision could affect her exam results might help her to make a choice that benefits her the most. Competing motivations provides some insight into criminal behaviour, for example an opportunity for immediate significant financial gain through theft might compete with longer term goals such as employment with a much lower salary. Understanding this has practical implications such as encouraging people to connect present choices with their future goals. ==Conclusion== Impulsivity is a construct which influences how people respond to emotions, competing goals and opportunities in their daily lives. Response impulsivity involves difficulty with inhibiting actions while choice impulsivity is where immediate rewards are prioritised over delayed ones. Personality models can help to distinguish why impulsivity affects motivation in different ways across situations and people. Identifying triggers, mindfulness, setting small goals and reducing distractions offer practical ways to support considered slower decisions. In Bella's situation it would be could for her to use one or multiple of these strategies in order to consider her study before accepting the hockey invite. Valuing a goal does not mean that choosing between two goals is easy, however, recognising what is driving an impulsive decision and pausing to consider the consequences of this make more deliberate everyday decisions towards a goal more practicable. == See also == * [[wikipedia:Impulsivity|Impulsivity]] (Wikipedia) ==References== {{Hanging indent|1= Birkley, E. L, & Smith, G. T. (2011). Recent advances in understanding the personality underpinnings of impulsive behavior and their role in risk for addictive behaviors. Current Drug Abuse Reviews, 4(4), 215–227. https://doi.org/10.2174/1874473711104040215 Um, M., Hershberge, A. R., Whitt, Z. T., & Cyders, M. A. (2018). Recommendations for applying a multi-dimensional model of impulsive personality to diagnosis and treatment. Borderline Personality Disorder and Emotion Dysregulation, 5, Article 6. https://doi.org/10.1186/s40479-018-0084-x Moeller, F. G., Barratt, E. S., Dougherty, D. M., Schmitz, J. M., & Swann, A. C. (2001). Psychiatric aspects of impulsivity. American Journal of Psychiatry, 158(11), 1783–1793. https://doi.org/10.1176/appi.ajp.158.11.1783 Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65–94. https://doi.org/10.1037/0033-2909.133.1.65 Gustavson, D. E., Miyake, A., Hewitt, J. K., & Friedman, N. P. (2014). Genetic relations among procrastination, impulsivity, and goal-management ability: Implications for the evolutionary origin of procrastination. Psychological Science, 25(6), 1178–1188. https://doi.org/10.1177/0956797614526260 Salmoirago-Blotcher, E., Druker, S., Meleo-Meyer, F., Frisard, C., Crawford, S., & Pbert, L. (2019). Beneficial effects of school-based mindfulness training on impulsivity in healthy adolescents: Results from a pilot randomized controlled trial. Explore, 15(2), 160–164. https://doi.org/10.1016/j.explore.2018.07.003 }} ==External links== * {{Citation|title=The Science of Self Control: Find Motivation, Increase Your Focus, and Hack Dopamine|url=https://www.youtube.com/watch?v=E4rTyhYfZhE|date=2026-01-22|accessdate=2026-08-28|last=Mel Robbins}}<ref>{{Citation|title=The Science of Self Control: Find Motivation, Increase Your Focus, and Hack Dopamine|url=https://www.youtube.com/watch?v=E4rTyhYfZhE|date=2026-01-22|accessdate=2026-08-28|last=Mel Robbins}}</ref> * Wypych,&#x20;Marek&#x3B;&#x20;Matuszewski,&#x20;Jacek&#x3B;&#x20;Dragan,&#x20;Wojciech Ł&#x20;(2018-06-05).&#x20;"Roles of Impulsivity, Motivation, and Emotion Regulation in Procrastination – Path Analysis and Comparison Between Students and Non-students".&#x20;''Frontiers in Psychology''&#x20;(Frontiers)&#x20;'''9'''.&#x20;<ref>{{Cite journal|last=Wypych|first=Marek|last2=Matuszewski|first2=Jacek|last3=Dragan|first3=Wojciech Ł|date=2018-06-05|title=Roles of Impulsivity, Motivation, and Emotion Regulation in Procrastination – Path Analysis and Comparison Between Students and Non-students|url=https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2018.00891/full|journal=Frontiers in Psychology|language=English|publisher=Frontiers|volume=9|doi=10.3389/fpsyg.2018.00891|issn=1664-1078}}</ref> [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Impulsivity]] [[Category:Motivation and emotion/Book/Motivation]] 2aqwodzfh46duj4iu6zfx87fnrh1o5n 2841544 2841543 2026-10-19T16:08:52Z Ella234567 3109809 references updated 2841544 wikitext text/x-wiki {{title|Types of Impulsivity:<br>What are the Different Types of Impulsivity and How do they Affect Motivation?}} ==Overview== {{RoundBoxTop|theme=2}} [[File:Ice Hockey sharks ducks.jpg|thumb|306x306px|Figure 1. The invitation to a hockey game gives Bella an appealing alternative to studying...]] '''Case study: two competing goals''' Bella is revising for a final exam she really wants a good grade for but the coursework is challenging and she is struggling to maintain her focus. Then her phone lights up distracting her 'hockey game tonight?!' her best friend asks. Excited by this suggestion Bella immediately types yes and closes her laptop to get ready without checking how much she has to go. Bella tells herself that she can catch up tomorrow and while doing well in the exam matters to her she would prefer to spend tonight with her friends. "Why would this hockey game outweigh Bella's study goals?" {{RoundBoxBottom}} * There are many every day rash decisions made because of impulsivity, the example above; an important study session disregarded in favour of a fun group activity or an unplanned purchase or angry message sent quickly and without thinking. * Impulsivity involves a tendency to respond rapidly or without sufficient consideration of potential consequences (Moeller et al., 2001). It also includes distinct tendencies involving reward preferences, planning, persistence, responses and emotions. Understanding these factors is important for explaining how impulsivity affects motivation. * Impulsively affects motivation<ref>{{Cite journal|date=2018|title=Motivation|url=https://doi.org/10.5040/9781350982789|journal=Motivation|doi=10.5040/9781350982789}}</ref> as immediate rewards can become far more appealing than long term successes, this can make it harder to remain focused on the bigger picture. Read more about dysfunctional impulsivity here<ref>{{Cite journal|date=2025-04-22|title=Dysfunctional impulsivity|url=https://en.wikipedia.org/w/index.php?title=Dysfunctional_impulsivity&oldid=1286851256|journal=Wikipedia|language=en}}</ref> * Due to the previous reasons impulsivity gets a bad reputation however, is <u>NOT</u> purely negative as it can also help with creativity, decisiveness and spontaneity (see Figure 2.) * This chapter helps to explain psychological theories and research on the different types of impulsivity and how this can affect motivation. The evidence explains everyday behaviour and the limitations of different approaches. Referring back to Bella’s impulsive choice above, this chapter explores how this knowledge can inform practical ways to manage impulsive decisions and support individual goals. * We can help understand how rewards, self control and emotions affect human behaviour by using psychological concepts and apply them to real world situations such as helping to understand criminal behavior and future orientation. {{RoundBoxTop|theme=2}} '''Focus questions''' * What is impulsivity, and how do its different types compare? * How do these different types affect motivation and goal achievement? * How well do psychological theories and the research behind them help to explain the relationship between impulsivity and motivation? * How to use this knowledge to improve everyday decisions and support longer-term goals? {{RoundBoxBottom}} == 1. What is Impulsivity and How is it Conceptualised? == [[File:Frozen above Crater Lake.jpg|thumb|370x370px|Figure 2. Spontaneous activity: Cliff Jumping]] === Defining Impulsivity === Impulsivity refers to the tendency to respond quickly or without enough understanding of potential negative consequences of one's actions. An example of this could be sending an angry message before thinking about the effect this could have on the relationship with this person. However, making a quick decision is not always an impulsive one as each situation is different and the decision making process must be taken into account. In the above case study with Bella, her decision to accept the hockey invitation is an example of impulsivity where she agrees before considering the remaining study she needs to complete. Her choice to attend the game by itself is not an action of impulsivity as she could have intentionally decided to attend and fit it into her study plan as a break. Where impulsivity can be defined is how she came to that decision. === Impulsivity as Multidimensional === Impulsivity is treated as a multidimensional construct in psychological research, where it is comprised by related but distinguishable factors. The '''UPPS-P Model''' separates emotional rash action, insufficient forethought, difficulty persisting with tasks and sensation-seeking (Um et al. 2018). An individual may have difficulty completing boring tasks while also carefully considering the consequences of other decisions. Researchers also differentiate between behavioural tasks and personality questionnaires when testing impulsivity. Behavioural tasks look at performance under specific conditions while questionnaires assess individual's reports of their usual actions across situations. Both of these techniques are useful in continuing to find out more about impulsivity, however they should not be treated as interchangeable measures when critically evaluating current research (Um et al. 2018). For example evidence regarding self-reported personality traits cannot be generalized to performance on a behavioral task under specific conditions. To go back to the original example with Bella, her single decision is not enough to establish she has an enduring impulsive trait that will translate to other situations. Understanding her decision would require consideration of the processes that influenced her to make that choice. Using a multidimensional approach like this one can help to explain why one displays a form of impulsivity e.g. acting out when they are stressed/emotional without displaying other forms. === Adaptive vs Maladaptive Impulsivity === As previously discussed, impulsivity is often associated with negative connotations, making decisions with limited considerations is not always a bad thing. According to Dickman (1990) defined '''functional impulsivity''' - involving rapid decision making when this approach is advantageous, from '''dysfunctional impulsivity''' - where insufficient forethought is involved. This definition suggests the consequences of rapid decision making partially depend on the individual circumstances involved. This does not say that all spontaneous behaviour only that sometimes it can be beneficial. Therefore, impulsivity should be examined in regards ti context and goal pursuit rather than the assumption that every unplanned choice is due to having an impulsive personality trait. ''As you continue reading about the forms of impulsivity, think about the fact it includes different tendencies and is dependent on individual circumstances.'' == 2. Types of Impulsivity == The different approaches to impulsivity help to distinguish between difficulty controlling actions, decisions about rewards and also broader personality traits/tendencies. these models offer complementary explanations but are not interchangeable (Um et al., 2018). '''Response Impulsivity''' - Involves difficult withholding and/or stopping an action. This is commonly measured through behavioral tasks asking an individual to inhibit a response. An example of this is a stop signal task asking participants to respond to a stimulus but cancel the response when a stop signal appears (Hamilton et al. 2015). In everyday life this could look like Bella reaching for her phone when a notification comes through despite her intention to lock in and study. For Bella the negative impact of this is the interruption of her revision and taking a break without consideration of this. Response impulsivity is relevant to motivation because pursuing one's goals can often require stopping doing other things. '''Choice Impulsivity''' - This often refers to preferring a smaller, more quickly achieved reward over a larger reward that takes longer to achieve. Researchers often test this by using delay discounting tasks which help to assess how the subjective value pf a reward decreases as the delay increases (Hamilton et al., 2015). An example for this, an individual may have a choice between $5 immediately and $50 one week later - choosing the immediate reward may indicate greater choice impulsivity. This is dependent on circumstances and would need to be interpreted in the context. '''UPPS-P Model -''' Impulsive Personality Traits - See below table for the 5 related personality tendencies which are linked to impulsive behaviour (Um et al., 2018). {| class="wikitable" !Dimension !Description !Application to Bella |- |Negative urgency |Acting rashly during strong negative emotions |Ceasing studying without considering the consequences when she feels overwhelmed |- |Positive urgency |Acting rashly during strong positive emotions |Immediately accepting the invitation while excited for the hockey invite |- |Lack of premeditation |Acting without considering consequences |Agreeing to attend without checking how much revision she has left |- |Lack of perseverance |Difficulty continuing demanding or boring tasks |Leaving revision unfinished when it becomes tedious/boring |- |Sensation seeking |Seeking novel and exciting experiences |Finding the atmosphere of the live hockey game particularly appealing |} Impulsive behaviour can happen when one is either in positive or negative emotional states however, sensation seeking concerns excitement but does not always mean that one has made a decision without prior planning. Difficulty persevering may make sustained effort more difficult while urgency could disrupt goal pursuit when emotions are running high. '''Attentional, Motor and Non-Planning Impulsiveness''' - The Barratt Model has had 3 broad factors identified (Patton et al., 1995): # ''Attentional impulsivity'' - difficulty maintaining attention and focus. # ''Motor impulsivity'' - a tendency to act without thinking first. # ''Non-planning impulsivity'' - minimal consideration of the future and not enough prior planning. The Barrett Model draws attention to cognitive, behavioural and planning tendencies while the UPPS_P model highlights emotional related urgency and sensation seeking instead. == 3. Some Strategies to Manage Impulsivity and Maintain Motivation == Effective management of impulsivity involves having an understanding of what causes an action and finding appropriate ways to support making more considered choices. A variety of strategies are used to address different challenges. For example someone who acts rashly when they are experiencing strong emotions may require a different approach as opposed to an individual who struggles to persist with boring tasks. === '''Identification of Emotional and Situational Triggers''' === Identification of the circumstances causing the impulsive decision making can help to clarify where the change needs to occur. Some triggers may include frustration, boredom, excitement or distractions. The UPPS-P Model rash decisions during strong emotions from difficulty with planning/perseverance. For example Bella could reflect on what happened to cause her to accept the hockey invitation, was she excited to see her friends, responding automatically to her phone or frustrated or bored with her revision? Keeping a record of her feelings, action and the consequences could help her to identify patterns in her decision making. Wypych et al. (2018) found significant relationships between impulsivity, motivation, emotion regulation and procrastination, however the questionnaire did not establish causation. This is why self monitoring is a practical way to establish potential patterns in behaviour. === Mindfulness/Pausing Before Acting === Mindfulness involves thinking about current options with openness as opposed to immediately reacting. When applied to impulsive decision making the proposed benefit of this is awareness of an urge may provide an opportunity to consciously choose a response. Salmoirago-Blotcher et al. (2019) reported school based mindfulness training could assist in addressing impulsivity in adolescents, however larger studies are required in order to generalise this and whether these improvements were long lasting. For Bella everyday application could look like her pausing before replying to notice her excitement and then checking her remaining study tasks before replying to the text. === Setting Manageable Goals/Planning Rewards === As previously established with choice impulsivity distant goals may not compare to their immediately enjoyable alternatives. Temporal Motivation theory explains motivation from the perspective of expected likelihood of success, the value of an outcome and the effects and sensitivity to delay (Steel and Konig, 2006). One practical solution is to define the distant goal into specific and achievable steps, so instead of telling herself to revise for the exam she could frame it as complete chapters 10 and 11 before she goes for dinner. This creates clarify and gives her the chance to acknowledge her small successes along the way. Bella could continue this by planning an enjoyable break when she completes another two chapters. The reason this can help is be cause it connects Bella's progress toward her goal with immediate success. === Reducing Distractions and Planned Responses === Changing the situation to reduce distractions can also help manage impulsive choices. For example if Bella's phone notifications are constantly interrupting her revision, Bella could turn her phone on silent or remove it from the room while she is studying. Bella could also intentionally plan in advance what she would say if her friend invited her to do something during her study time, such as to check how much study she has to go before responding. Gustavson et al. (2014) found goal management difficulties were associated with the relationship between impulsivity and procrastination. <quiz display="simple"> {A person who has higher choice impulsivity usually prefers larger/delayed rewards instead of immediate/ smaller rewards: |type="()"} + False - True {Motivation can affect impulsive choices by making immediate rewards more appealing="()"} - True + False </quiz> == Future Orientation and Criminal Behaviour == Future orientation would require considering and also planning for future outcomes. For Bella, the enjoyment of attending the hockey game gives immediate satisfaction while the benefits of exam revision are not as evident. Consideration of how this decision could affect her exam results might help her to make a choice that benefits her the most. Competing motivations provides some insight into criminal behaviour, for example an opportunity for immediate significant financial gain through theft might compete with longer term goals such as employment with a much lower salary. Understanding this has practical implications such as encouraging people to connect present choices with their future goals. ==Conclusion== Impulsivity is a construct which influences how people respond to emotions, competing goals and opportunities in their daily lives. Response impulsivity involves difficulty with inhibiting actions while choice impulsivity is where immediate rewards are prioritised over delayed ones. Personality models can help to distinguish why impulsivity affects motivation in different ways across situations and people. Identifying triggers, mindfulness, setting small goals and reducing distractions offer practical ways to support considered slower decisions. In Bella's situation it would be could for her to use one or multiple of these strategies in order to consider her study before accepting the hockey invite. Valuing a goal does not mean that choosing between two goals is easy, however, recognising what is driving an impulsive decision and pausing to consider the consequences of this make more deliberate everyday decisions towards a goal more practicable. == See also == * [[wikipedia:Impulsivity|Impulsivity]] (Wikipedia) ==References== {{Hanging indent|1= Birkley, E. L., & Smith, G. T. (2011). Recent advances in understanding the personality underpinnings of impulsive behavior and their role in risk for addictive behaviors. Current Drug Abuse Reviews, 4(4), 215–227. https://doi.org/10.2174/1874473711104040215 Dickman, S. J. (1990). Functional and dysfunctional impulsivity: Personality and cognitive correlates. Journal of Personality and Social Psychology, 58(1), 95–102. https://doi.org/10.1037/0022-3514.58.1.95 Gustavson, D. E., Miyake, A., Hewitt, J. K., & Friedman, N. P. (2014). Genetic relations among procrastination, impulsivity, and goal-management ability: Implications for the evolutionary origin of procrastination. Psychological Science, 25(6), 1178–1188. https://doi.org/10.1177/0956797614526260 Hamilton, K. R., Mitchell, M. R., Wing, V. C., Balodis, I. M., Bickel, W. K., Fillmore, M., Lane, S. D., Lejuez, C. W., Littlefield, A. K., Luijten, M., Mathias, C. W., Mitchell, S. H., Napier, T. C., Reynolds, B., Schütz, C. G., Setlow, B., Sher, K. J., Swann, A. C., Tedford, S. E., … Moeller, F. G. (2015). Choice impulsivity: Definitions, measurement issues, and clinical implications. Personality Disorders: Theory, Research, and Treatment, 6(2), 182–198. https://doi.org/10.1037/per0000099 Moeller, F. G., Barratt, E. S., Dougherty, D. M., Schmitz, J. M., & Swann, A. C. (2001). Psychiatric aspects of impulsivity. American Journal of Psychiatry, 158(11), 1783–1793. https://doi.org/10.1176/appi.ajp.158.11.1783 Patton, J. H., Stanford, M. S., & Barratt, E. S. (1995). Factor structure of the Barratt impulsiveness scale. Journal of Clinical Psychology, 51(6), 768–774. https://doi.org/10.1002/1097-4679(199511)51:6%3C768::AID-JCLP2270510607%3E3.0.CO;2-1 Petrich, D. M., & Sullivan, C. J. (2020). Does future orientation moderate the relationship between impulse control and offending? Insights from a sample of serious young offenders. Youth Violence and Juvenile Justice, 18(2), 156–178. https://doi.org/10.1177/1541204019876976 Salmoirago-Blotcher, E., Druker, S., Meleo-Meyer, F., Frisard, C., Crawford, S., & Pbert, L. (2019). Beneficial effects of school-based mindfulness training on impulsivity in healthy adolescents: Results from a pilot randomized controlled trial. Explore, 15(2), 160–164. https://doi.org/10.1016/j.explore.2018.07.003 Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65–94. https://doi.org/10.1037/0033-2909.133.1.65 Steel, P., & König, C. J. (2006). Integrating theories of motivation. Academy of Management Review, 31(4), 889–913. https://doi.org/10.5465/amr.2006.22527462 Um, M., Hershberger, A. R., Whitt, Z. T., & Cyders, M. A. (2018). Recommendations for applying a multi-dimensional model of impulsive personality to diagnosis and treatment. Borderline Personality Disorder and Emotion Dysregulation, 5, Article 6. https://doi.org/10.1186/s40479-018-0084-x Wypych, M., Matuszewski, J., & Dragan, W. Ł. (2018). Roles of impulsivity, motivation, and emotion regulation in procrastination—Path analysis and comparison between students and non-students. Frontiers in Psychology, 9, Article 891. https://doi.org/10.3389/fpsyg.2018.00891 }} ==External links== * {{Citation|title=The Science of Self Control: Find Motivation, Increase Your Focus, and Hack Dopamine|url=https://www.youtube.com/watch?v=E4rTyhYfZhE|date=2026-01-22|accessdate=2026-08-28|last=Mel Robbins}}<ref>{{Citation|title=The Science of Self Control: Find Motivation, Increase Your Focus, and Hack Dopamine|url=https://www.youtube.com/watch?v=E4rTyhYfZhE|date=2026-01-22|accessdate=2026-08-28|last=Mel Robbins}}</ref> * Wypych,&#x20;Marek&#x3B;&#x20;Matuszewski,&#x20;Jacek&#x3B;&#x20;Dragan,&#x20;Wojciech Ł&#x20;(2018-06-05).&#x20;"Roles of Impulsivity, Motivation, and Emotion Regulation in Procrastination – Path Analysis and Comparison Between Students and Non-students".&#x20;''Frontiers in Psychology''&#x20;(Frontiers)&#x20;'''9'''.&#x20;<ref>{{Cite journal|last=Wypych|first=Marek|last2=Matuszewski|first2=Jacek|last3=Dragan|first3=Wojciech Ł|date=2018-06-05|title=Roles of Impulsivity, Motivation, and Emotion Regulation in Procrastination – Path Analysis and Comparison Between Students and Non-students|url=https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2018.00891/full|journal=Frontiers in Psychology|language=English|publisher=Frontiers|volume=9|doi=10.3389/fpsyg.2018.00891|issn=1664-1078}}</ref> [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Impulsivity]] [[Category:Motivation and emotion/Book/Motivation]] aja5wa27i6mofl6ojezflkj8ztdgbqe 0 326060 2841716 2835502 2026-10-20T09:20:02Z Jeanne Noiraud 1366702 /* 3. Data visualisation */ 2841716 wikitext text/x-wiki == Acknowledgements == === Contributors === {| class="wikitable" |+ !Name !Affiliation !ORCID !Contribution |- |Adélie Ranville |IAE de Grenoble, CERAG lab (https://ror.org/0509qp208) |https://orcid.org/0000-0002-3993-6135 |Research design, database search, article screening, knowledge modelling, article writing |- |Amélie E. Pereira |Laboratoire DICEN IDF |https://orcid.org/0009-0005-5928-5586 |Meta-data enrichement, article writing |- |Finn Nielsen |Technical University of Denmark |https://orcid.org/0000-0001-6128-3356 |Data visualisation |} Contribution statistics are visible here : https://xtools.wmcloud.org/pageinfo/en.wikiversity.org/Just_sustainability_transitions:_a_living_review == Introduction == Just sustainability transition refers to the process of shifting towards sustainable practices in a way that is equitable and inclusive. It includes dimensions of procedural, recognition, distributive and reparative justice and the concept is related to climate justice, environmental justice and energy justice.<ref>{{Cite Q|Q134545572}}.</ref><ref>{{Cite Q|Q129947262}}.</ref> The study of sustainability transitions in social sciences requires dynamic and adaptive research synthesis methods. Sustainability transitions involve complex, multi-level processes influenced by technological, economic, social, and policy factors.<ref name="Geels2020">{{Cite Q|Q121307039}}.</ref><ref name="GeelsAyoub2023">{{Cite Q|Q134545555}}.</ref><ref name="Sovacoolal2025">{{Cite Q|Q134545611}}.</ref> Given the rapidly evolving nature of sustainability-related research, static literature reviews often become outdated, limiting their usefulness for policymakers, scholars, and practitioners. A living literature review – continuously updated with new findings – ensures that emerging insights, case studies, and theoretical developments are integrated cumulatively into the knowledge base. Developing such review will answer the call for more evidence-based practices in management sciences.<ref>{{Cite Q|Q134545576}}.</ref><ref>{{Cite Q|Q46429136}}.</ref> Our project assesses the potential of Wikidata to build living review workflow on sustainability transition. We address three issues encountered by scientists: information overload, knowledge synthesis and results dissemination. === The problem of academic information overload === Global scientific output is quickly growing<ref>{{Cite Q|Q100712015}}.</ref><ref name="Hansonal2024">{{Cite Q|Q131700697}}.</ref><ref>{{Cite Q|Q141613068}}</ref>, pushed by the “publish or perish” model incentivizing researchers to increase the quantity of research outputs. Researchers are subject to information overload as the number of publications to read is beyond what a human brain can handle, they are expected to produce high-quality research under an increasing time pressure<ref name="Hansonal2024" />. This intensification of academic work is being denounced as detrimental to the deep cognitive process needed to actually produce interesting knowledge.<ref>{{Cite Q|Q134545560}}.</ref> “Wikifying science” may in this context contribute to facilitating researcher’s work while preserving scientific quality. That is why in this project, we aim to build a searchable academic publication database with enriched meta-data that will allow scholars to navigate the existing publications corpus related to just sustainability transition more easily. === The problem of knowledge synthesis === The volume of academic production is rendering knowledge synthesis difficult. Scholars have thus called for making literature reviews cumulative and updatable.<ref>{{Citation|title=Day 2 {{!}} Arnaud Vaganay: Reproducible Literature Reviews|url=https://www.youtube.com/watch?v=Nspd_1cx9kc|date=2017-10-19|accessdate=2026-06-23|last=Berkeley Initiative for Transparency in the Social Sciences (BITSS)}}</ref><ref>{{Cite Q|Q55121944}}.</ref> and for shifting from static text format publications to dynamic knowledge mapping<ref name="Krlev2019">{{Cite Q|Q141608208}}</ref> This call is being answered through the development of living literature reviews that can be updated dynamically with new knowledge (examples : <ref>{{Cite Q|Q40040379}}.</ref><ref>{{Cite Q|Q134545630}}.</ref><ref name="Spadaroal2022">{{Cite Q|Q141606483}}.</ref>). While such reviews method exist for quantitative research producing standardized results, they are not adapted to synthetize social science studies on sustainability transitions that involve diverse methodologies and various disciplinary perspectives. The goal of the project is to propose a demonstration of a living review method for social science findings on just sustainability transition, relying on the collaborative model and tools of Wikimedia projects notably Wikidata, Wikiversity and Wikipedia. === Visualize the statements supported by a specific source === * https://synia.toolforge.org/#work/Q114306483 === The problem of scientific results dissemination === There is urgent need to disseminate knowledge on impactful topics like sustainability transition while proprietary publication models, disinformation and censorship (e.g. US) is threatening access to free and reliable knowledge. In parallel, social scientists struggle to make their work impactful.<ref>{{Cite Q|Q134545557}}.</ref> Wikipedia is a key knowledge dissemination platform widely used by students.<ref>{{Cite Q|Q118144142}}.</ref> and scientists themselves, as shown by the fact that articles used as sources on Wikipedia are more cited in the literature.<ref>{{Cite Q|Q42013239}}</ref> and that some scholars cite directly Wikipedia.<ref>{{Cite Q|Q66709114}}.</ref> However, scientists do not naturally contribute to wikimedia projects as part of their work because of lack of incentives.<ref>{{Cite Q|Q130493308}}.</ref><ref>{{Cite Q|Q107303605}}.</ref>, but also other factors such as lack of time, lack of recognition and fit with scholarly workflow<ref name="Wikimania2011survey">{{Cite Q|Q141607620}}.</ref> In addition, expert participation is not immune to the gender gap<ref name="Wikimania2011survey"/>. Because of gender segregation in disciplines<ref>{{Cite Q|Q28265069}}.</ref>, this may be detrimental to the content coverage on “female” topics<ref>{{Cite Q|Q27797938}}.</ref>, notably for social science in which women are more present. Our project proposes to improve expert contribution by making wikimedia projects (notably wikidata) useful tools that can facilitate research work, in addition to a key knowledge dissemination platform that is not country or institution-dependent. We propose to approach Wikimedia projects as a powerful (and free) knowledge management infrastructure that researchers could use. The Wikimedia ecosystem offers solutions that have strong potential to put open science principles into practices, including [[wikipedia:FAIR_data|FAIR]] principles and [[wikipedia:Linked_data#Linked_open_data|linked open data]]. == Toward a living review on just sustainability transition == === Just sustainability transition === Just sustainability transition transition is "a fair and equitable process of moving towards a post-carbon society"<ref name="McCauleyHeffron2018">{{Cite Q|Q129947262}}.</ref>. The concept of just transition originated from global trade unions in the 1980s to promote green jobs creation as a key element of sustainability transitions<ref name="McCauleyHeffron2018"/>. However, scholars have broadened the use of this term to develop frameworks for analysing issues of fairness in these transitions<ref name="McCauleyHeffron2018"/>. The concept of just transition can be used to bridge various bodies of scholarship : climate justice, environmental justiceand energy justice<ref name="Xinxinal2021">{{Cite Q|Q137209041}}</ref><ref name="Heffron2021">{{Cite Q|Q134545572}}.</ref> and take into account various aspects of justice including distributional justice, procedural justice, restorative justice, recognition justice<ref name="McCauleyHeffron2018"/><ref name="Xinxinal2021"/><ref name="Heffron2021"/><ref name="Jenkinsal2016">{{Cite Q|Q137210566}}.</ref>. Developping living reviews seem particularly relevant for the just transition literature: first, modeling knowledge and building graphs allows to take into account the complexity of sustainability transitions which involve multiple levels of analysis<ref name="Geels2020" /><ref name="GeelsAyoub2023" /><ref name="Sovacoolal2025" /> and fragmented results coming from various disciplines<ref name="Droubial2022">{{Cite Q|Q137901182}}.</ref>. Then, making literature reviews "living" would allow researchers to be less subject to information overload through a more systematic accumulation of knowledge. Finally, conducting this review with an open science philosophy aswers the challenge of knowledge dissemination, which is crucial in a context of socio-ecological emergency when decision-makers need to rapidely access reliable information on possible sustainability transition trajectories. === Living reviews === The concept of living systematic reviews is recent (2014), so the definition has been regularly reworked<ref name="Why1">{{Cite Q |Q40040379 }}</ref>. Living systematic reviews complement the older concept of [[literature review]]. Its objective is the same : obtain an accurate overview of the state of scientific knowledge on a subject<ref name="Why1" /><ref name="Aklal2017">{{Cite Q|Q50084143}}</ref><ref name="Simmondsal2021">{{Cite Q|Q141608286}}.</ref>. A traditional review may be obsolete by the time it is published, as new studies have emerged between the submission of the manuscript and its publication<ref name="Why1" /><ref name="Aklal2017"/><ref name="Simmondsal2021"/>. Living systematic reviews exists to address this common problem<ref name="Why1" /><ref name="Aklal2017"/><ref name="Simmondsal2021"/><ref name="Krlev2019"/>. It is therefore particularly useful in rapidly evolving fields of research<ref name="Why1" /><ref name="Simmondsal2021"/>, such as just transition. Literature review methods are currently evolving with new technological possibilities. Generative artificial intelligence such as ChatGPT are expected to have a strong influence on literature review activities<ref name="Krleval2025">{{Cite Q|Q141608155}}.</ref>. Advances in AI could render certain older methodological types of living systematic reviews obsoletes<ref name="Krleval2025"/>, as IA are useful to extract, filter and classify datas<ref>{{Cite Q|Q141608482}}</ref>. [[Large language models]] (LLM) are "on the rise" (2025), but not yet integrated into tested and validated methodologies<ref name="Metzendorfal2025">{{Cite Q|Q134545593}}</ref>. Human validation stays notably necessary<ref>{{Cite Q|Q123252496}}.</ref><ref name="Metzendorfal2025"/>. While AI can appear as a solution for scaling literature reviews, we are in the present project exploring another possible scenario which is to use more crowdsourcing in the literature review process. === Wikimedia projects === Wikipedia is a successfull example of large-scaled crowdsourcing of reliable knowledge synthesis. That is why this project proposes to explore the potential of the Wikimedia ecosystem for conducting living reviews. Since Wikipedia does aim to host original research<ref>{{Cite journal|date=2026-06-21|title=Wikipedia:No original research|url=https://en.wikipedia.org/w/index.php?title=Wikipedia:No_original_research&oldid=1360514388|journal=Wikipedia|language=en}}</ref>, we are working on two sister projects : Wikidata and Wikiversity. As its name suggests (wiki and data), [[wikipedia:Wikidata|Wikidata]] is, like Wikipedia, a collaborative project based on wiki editing technology; however, unlike the online encyclopaedia, it contains data rather than articles. Whilst there is a separate Wikipedia for each language version, there is only one Wikidata, containing items organised using unique identifiers. What matters when organising information in Wikidata is not the words used to define each concept, but the concept itself. Wikidata is a [[Databases|database]], more precisely a knowledge base, "collaboratively edited multilingual knowledge graph hosted by the Wikimedia Foundation".<ref>{{Cite news|last=Chalabi|first=Mona|date=April 26, 2013|title=Welcome to Wikidata! Now what?|url=https://www.theguardian.com/news/datablog/2013/apr/26/wikidata-launch|access-date=October 2, 2021|archive-date=2 October 2021|archive-url=https://web.archive.org/web/20211002152920/https://www.theguardian.com/news/datablog/2013/apr/26/wikidata-launch|url-status=live}}</ref><ref>{{Cite journal|date=2026-06-21|title=Wikidata|url=https://en.wikipedia.org/w/index.php?title=Wikidata&oldid=1360462340|journal=Wikipedia|language=en}}</ref> "A [[wikidata:Q33002955|knowledge graph]] is a structured representation of knowledge that captures information in a machine-readable format.<ref name="Hoganal2022">{{Cite Q|Q141609055}}.</ref> A knowledge graph consists of a graph or network of interconnected data points, where each data point represents a piece of information or a concept, and the relationships between them are explicitly defined. Knowledge graphs organize and store data in a format that facilitates information retrieval, data analysis, and reasoning."<ref>{{Cite Q|Q130027230}}.</ref> Such graphs have a strong potential to conduct knowledge synthesis.<ref name="Krlev2019"/><ref name="Fotopouloual2022">{{Cite Q|Q117837999}}</ref><ref name="Spadaroal2022"/> They are especially usefull to build the ontologies (formal representations of concepts) that are necessary to organize and represent existing knowledge.<ref name="Spadaroal2022"/> Wikidata is a unique project, designed from the outset for multilingual use.<ref name="VrandečićKrötzsch2014">{{Cite Q|Q18507561}}.</ref> Structuring the data in the form of RDF triples enables a multilingual understanding of the information, provided that their metadata (the ‘label’ and ‘description’ fields) are also translated.<ref name="VrandečićKrötzsch2014"/><ref>{{Cite Q|Q27044266}}</ref> Each Wikidata element in fact comprises a box linking a label (the common term used to refer to the element in each language) to a descrition. Integration into WD is based on adherence to the five principles of linked open data (available on the web, under a free licence, in RDF format, with a unique, identifiable URL for each item, and linked to other data sources), under a CC0 licence, which places the data in the public domain. The use of a unique identifier is a cornerstone of linked open data.<ref>{{Cite Q|Q115725978}}</ref> Indeed, in order to link two databases or knowledge bases together, it is necessary to use an identifier that is both unique to a record or a concept and common to both databases, so as to enable data sharing. This identifier is generally derived from an authority source. In complement to using Wikidata to model knowledge, we decided to use Wikiversity to report and write our research results. [[wikipedia:Wikiversity|Wikiversity]] is another Wikimedia project hosting pedagogical content, original research, and even a publishing house ([[WikiJournal|WikiJournals]]).<ref>{{Cite journal|date=2026-06-09|title=Wikiversity|url=https://en.wikipedia.org/w/index.php?title=Wikiversity&oldid=1358552930|journal=Wikipedia|language=en}}</ref><ref>{{Cite Q|Q100300896}}.</ref> Like all Wikimedia projects, Wikiversity is editable by everyone, have a discussion tab and an history log tab. === Use of Wikidata and Wikiversity for research === A review specifically focusing on the uses of Wikidata in digital humanities projects was carried out by Fudie Zhao in 2022.<ref name="Zhao2022">{{Cite Q|Q116369826}}.</ref> It concluded that WD is used as a content provider, a platform and a technology stack. More specifically, these uses include the implementation of data annotation and enrichment, metadata curation, knowledge modelling and named entity recognition.<ref name="Zhao2022"/> Applications in the life sciences were analysed by Waagmeester et al. in 2019, who highlighted its alignment with the FAIR principles as one of its key strengths for this purpose<ref name="Waagmeesteral2020">{{Cite Q|Q87830400}}</ref>. In this field, WD has been enriched with content from authoritative public sources on genes, proteins and chemical compounds. WD is also used in the social sciences and in artificial intelligence research.<ref>{{Cite Q|Q118130164}}</ref> Wikidata is used as a crowdsourced curation of biomedical ontologies. These ontologies are essential for structuring biomedical knowledge, but their maintenance requires substantial ongoing effort, including updating content and mapping terms to other ontologies and vocabularies. Community curation can distribute this work among many contributors, although it may also introduce errors and inconsistencies. The study investigated Wikidata as a crowdsourced curation platform for the Human Disease Ontology (DO), combining community contributions with expert review. Disease data from DO were initially added to Wikidata in 2015, and from 2018 onward, Wikidata was compared monthly with the latest DO release. Beyond identifier mappings, Wikidata users proposed structural changes to the ontology, such as new disease terms and modifications to subclass relationships. These suggestions were less often incorporated directly, but frequently prompted expert review and refinement. The authors conclude that this hybrid crowdsourcing model can be applied to other resources synchronized with Wikidata, allowing distributed contributions while retaining expert control over the final curation. Wikidata also increases the visibility and accessibility of biomedical ontologies by connecting them with a broader community of users, tools, and services.<ref name="Waagmeesteral2020"/> Wikidata was relevant because it provides a collaborative platform for aggregating and integrating biomedical knowledge from a large community of contributors. The Human Disease Ontology (DO), meanwhile, provides a structured representation of disease concepts and their relationships. Combining the two made it possible to distribute part of the curation work among Wikidata users while retaining expert control over the quality of the ontology. The researchers used the Disease Ontology as a full ontology, rather than simply as a vocabulary list. The ontology contains disease concepts as well as relationships between them, such as subclass relationships, and mappings to external vocabularies and resources. Wikidata was used as a crowdsourcing and knowledge-integration platform. Contributors could add identifier mappings to resources such as GARD, MeSH, ORDO, and OMIM, as well as propose changes to the ontology structure and new disease terms. These contributions were then reviewed by expert curators before being incorporated into the official Disease Ontology. The researchers seeded Wikidata with disease items from the Disease Ontology and then developed a system to monitor, filter, and prioritize changes made by Wikidata contributors. From 2018 onward, they compared Wikidata with the latest official Disease Ontology release on a monthly basis. The community contributed new mappings and structural suggestions, while expert DO curators manually reviewed and validated these contributions. Most identifier mappings were accepted after review, whereas more complex structural changes were generally examined and refined by experts before being incorporated into the ontology. Thus, the ontology was developed through a hybrid process combining distributed community curation with expert validation.<ref name="Waagmeesteral2020"/> / Short version / Waagmeester et al. (2020)<ref name="Waagmeesteral2020"/> evaluated Wikidata as a crowdsourced curation platform for the Human Disease Ontology (DO) using a hybrid model that combines community contributions with expert review.<ref name="Waagmeesteral2020"/> Wikidata was seeded with DO disease items starting in late 2015, and from 2018 onward the disease data were compared monthly with the most recent DO release. In the first comparison, Wikidata users had added 2,030 cross-references to GARD and MeSH, mainly through a small number of contributors using an identifier-mapping interface. After manual review by DO curators, 2,007 (98.9%) were judged correct and included in the next DO release. Subsequent monthly reports, which also included ORDO and OMIM mappings, showed approval rates above 90%. Contributors also proposed structural changes, such as new disease terms and revised subclass relationships. These were rarely adopted without modification, but they often prompted further review and refinement by DO curators. The authors argue that this approach can be generalized to any resource synchronized with Wikidata, allowing distributed contributions while preserving expert control over the final curation. They also note that integration into Wikidata increases the resource's visibility by engaging a broader community of users, curators, tools, and services. === Knowledge graphs for research === The theory database of behaviour change (https://theory-database.hbcptools.org/) references more than 70 theories of behaviour change and uses an ontology-based modelling system (OBMS) to represent constructs and their relationships in a formalized way.<ref name="Westal2019">{{Cite Q|Q92955740}}.</ref><ref name="Haleal2020">{{Cite Q|Q102211870}}.</ref> Behaviour-change theories are written in natural language, sometimes with ad hoc diagrams. This makes them ambiguous: the same construct gets different labels, and the same label is used for different constructs, even within one theory. The authors argue this hinders comparing, integrating and applying theories, and may explain why interventions are often disconnected from explicit theory. A review of 83 theories showed these problems. Existing resources did not solve this. The Grid-Enabled Measures database, the Science of Behaviour Change repository and the Theoretical Domains Framework organise or synthesise constructs, but none standardises how theories are represented. A formal system of defined constructs and typed relationships, of the kind used to build ontologies, was chosen to make theories precise and comparable. It would also allow computational searching, clustering and reasoning across theories. It is closer to a full ontology than to a vocabulary list, though the authors do not claim a finished ontology. The system has three parts: * Defined constructs. Each has a label and a definition (85 constructs across the five theories). * Typed binary relationships. Each theory is written as "subject–relationship–object" propositions. The relationships fall into three types: causal (e.g. "is influenced (+) by", "may be influenced by", "correlates with"), semantic ("type of", "value of", "has attribute") and structural ("part of", "has start", "has end"). * Diagrams. Propositions are also shown graphically, and the diagrams can be exported as subject–relationship–object triples. The authors say such representations "can be used to create formal 'ontologies'". They note, though, that the system is not yet formally linked to OWL, which would allow greater expressivity and automated inference. They plan to do this in the next phase. They selected five theories from the 83 in Davis et al.: the Health Belief Model, the Information-Motivation-Behavioural Skills model, Social Cognitive Theory, the Theory of Planned Behaviour and the Transtheoretical Model. These were chosen as the most frequently used in behaviour-change interventions. Construct labels were taken from the original published descriptions. Definitions were drafted from the theory text and reviewed by two additional authors. Where the theory text gave no definition, they consulted the APA dictionary, then other dictionaries and sources. Failing that, they wrote definitions from the theory text and dictionary definitions of the label's words. The relationship library was built incrementally, adding types only as needed to capture the theories. Two researchers independently coded each theory into triples, then reached an agreed version through team discussion. The construct definitions and theory representations were sent to the theory authors or, where authors couldn't be reached, to experts. The experts were found by searching Web of Science and Scopus for the most frequent citers of each theory. Proposed changes were included, or the authors explained why not. Validation was qualitative. There was no quantitative measure such as inter-rater agreement. The authors report that the theory authors "appeared to be satisfied" that the system captured their theories, but they gave no formal test. The reviews also exposed issues. The Theory of Planned Behaviour author did not think the "behavioural belief" construct was needed, but the authors kept it because the logic requires it. The Transtheoretical Model author noted that the representation omits transitions back to earlier stages, which the system could in principle handle. Limits : Only five theories were covered. No formal link to OWL yet. The representations capture only the main parts of each theory, and the diagrams become hard to read as propositions are added. . Why was an ontology-based approach relevant? Natural language is a poor medium for theories. Behaviour-change theories are expressed in natural language, which the authors say is ambiguous and limits comparison, integration and testing. Overlapping scope, vague definitions and inconsistent construct labels make it hard to choose or combine theories. Theories need to be computable. To search, compare, test and integrate theories efficiently, they must be specified in a way that is "clear, consistent and computable". Ontology-style construct–relationship–construct triples make theories computer-readable and searchable, and give a basis for logical inference. No existing ontology covered this domain. A scoping review found 15 ontologies related to human behaviour change, none of which represented its breadth and detail. This motivated the project's own Behaviour Change Intervention Ontology (BCIO), which the authors plan to link the theories to. 2. Vocabulary list or full ontology? Neither exactly. The authors state that the OBMS "is not an ontology", because ontologies typically represent knowledge about the world rather than theories about it. It does use the same modelling approach that ontologies use. What it is. It is a formal system of labelled constructs plus typed relationships, written as triples such as "intention–influences–behaviour". Diagrams are drawn in LucidChart and exported as CSV, and Python scripts extract the triples into a searchable database (Flask web interface, Whoosh search). Relationship types. 14 were used across the 76 theories. The most common were "influences" (995 triples) and "part of" (578), followed by "type of", multiplicative and positive influences, and others. More than a vocabulary list. It goes beyond a flat list of terms because it encodes relationships between constructs, including causal, semantic (type of), structural (part of) and process ("transitions to") types. Moderators are handled by "reification", treating a relationship as a construct. Not yet fully ontological. Constructs are identified by their labels only. There are no definitions or formal semantics yet, and this is the main gap. The authors plan to annotate constructs with entities from the BCIO, which would add synonyms, definitions and formal logic (e.g. OWL) to check consistency. The only formal ontology named in the paper is the BCIO, and it is a planned future link rather than something used here. 3. How was it developed and validated? Development Selection. 83 theories were screened from Davis et al. (2015). 71 new ones were represented, and combined with the five from West et al. (2019) they give 76. Seven were excluded: two did not link any construct to behaviour, one lacked a behaviour construct, and four had been integrated into the Theory of Triadic Influence. Constructs. At least two researchers independently extracted constructs from the original sources. Disagreements were settled by discussion, or by the study leads (SM and RW) if needed. The extraction was then cross-checked against the theory summaries in Michie et al. (2014). Diagrams. One researcher drafted each diagram, and a second or third refined it. There were 19 conceivable relationship types at the start, revised for parsimony. Only one type ("transitions to") was added to those in West et al. (2019). Validation Author and expert review. Each diagram went to the theory author or an expert. If none of the 15 authors could be reached (14 deceased, 1 retired), an expert was found through Web of Science and Scopus. Of the 69 contacted, 50 (72.5%) responded and 38 gave feedback. Iterative revision. A researcher identified changes and a second reviewed them, with revisions repeated until agreement. A non-response after two reminders counted as approval. Outcome. 35 theories (49%) were finalised with no or very minor changes. The other 36 (51%) changed constructs (7), relationships (15) or both (14). Openness. Data, diagrams and code are on OSF, and the database is online. Limitations and reviewer concerns Non-response counted as approval, and validation was qualitative with no agreement statistics. Only about 20% of construct names appeared in more than one theory. Both reviewers suspect this understates conceptual overlap, because constructs were matched by label rather than definition. Reification makes triples nested and complex, and the reviewers question how well moderators are represented. The reviewers also asked how the system handles non-deliberative, environmental (behaviourist) models and socio-cultural influences. Persons in Context (PiCo) is a knowledge model allowing to link the reconstruction of historical persons to observations and sources<ref>{{Cite Q|Q141609117}}</ref>. == Research question and hypothesis == Our research question is : '''How can Wikimedia projects contribute to building a collaborative living review on just sustainability transition ?''' In this project, we aim to test 4 hypothesis : ● '''Hypothesis 1:''' Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations. ● '''Hypothesis 2:''' Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference (e.g. conceptual typologies, cause-effect chains…). ● '''Hypothesis 3:''' SPARQL-based queries and visualizations can be used to navigate  scientific corpora and scientific knowledge graphs. ● '''Hypothesis 4''': Wikimedia or Wikiversity pages can be used to write literature reviews collaboratively in text format augmented by interwiki links (following the ideal of linked open data). We also have 2 assumptions : ● '''Assumption 1:''' Wikimedia projects have to be integrated into validated scientific protocols in order to be a valuable research tool. ● '''Assumption 2:''' Wikimedia project contribution has to be made interoperable with tools, methods and data types already used by researchers. == Methodology == Our study rely on a meta-review, that is a review of existing literature reviews. Data presented in literature reviews are usually presented as tables or diagrams, and sometimes provided as supplementary materials in publications. However, these data are not made interoperable and are not used to update prior literature reviews. Our goal was to synthesize results of previous literature reviews by making their findings compatible with linked open data and open science standards using Wikidata, Wikiversity, and other open-science infrastructures. The first step was to build and enrich the bibliographic metadata of a corpus of articles we selected into Wikidata. The second step was to model the content of these articles in Wikidata (e.g. typologies, causes-effects relationships...). The third step was to experiment relevant visualization of this content (e.g. causes-effects graphs). The las step was to write our report on a Wikiversity page, including links to our knowledge graph, following a linked open data philosophy. == 1. Building an academic corpus and enriching bibliographic metadata == The goal of this step was to test '''Hypothesis 1''' (Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations). To do so we imported academic references into Wikidata, and explored the advantages of constituting a scholarly corpus on Wikidata in comparison (or in complementarity) to existing tools used by researchers such as reference management softwares and knowledge management softwares. Reference management software (Zenodo, Mendeley…) are used to collect scientific item metadata and integrate them into academic writing. They can also be used to analyze and annotate academic articles and can include export functions making the data interoperable with other analysis tools. Knowledge management software (Obsidian, Zettlr, Room Research, Notion, Logseq, Reflect…) are used by some researchers to organize their ideas. To build and enrich our academic corpus on Wikidata, we searched existing databases, selected the sample of articles we wanted to study, imported these articles metadata into Wikidata, enriched these metadata and finally reflected on the advantages and limitations of Wikidata to build a rich academic corpus. === Database search === Doing a systematic review on all aspects of just transition would have resulted in too many articles to review. We thus decided to first explore one aspect of justice : procedural justice. Procedural justice is about the fairness of decision-making processes related to transitions<ref name="Jenkinsal2016"/> such as the inclusion of those impacted by these decisions<ref name=":5">{{Cite Q|Q137210229}}</ref> (e.g. the participation of affected communities in decisions related to the construction of new infrastructures<ref name="McCauleyHeffron2018"/>). Procedural justice can include issues of community and citizen participation in decision making, their political representation, their consultation, or the integration of their knowledge, with a focus on neglected population (indigenous people, women, gender and ethnic minorities)<ref>{{Cite Q|Q137210566}}</ref>. For our search, we selected keywords related to procedural justice (procedural justice OR procedural fairness OR democracy OR participation OR participatory) and keywords related to sustainability transition (sustainability OR energy OR climate) AND (transition OR transitions). We conducted preliminary searches in various databases including Web of science, Go Triple, Dimensions and OpenAlex. Web of Science was the database offering the most relevant restults and included the possibility to filter results to display only litterature reviews. Articles metadata were exported (in .ris format) and then imported into the reference manager software Zotero. {| class="wikitable" |+ !Keywords search !Database !Search date !Filters !Number of results |- |(((TS=(procedural justice OR procedural fairness OR democracy OR participation OR participatory)) AND TS=(sustainability OR energy OR climate)) AND TS=(transition OR transitions)) AND TS=(review OR reviews) |Web of Science (all databases, all dates) |December 2025 |Document type: Review Article |362 |} === Article selection === Articles abstract were then screened and we selected only articles which were litterature reviews focusing on concepts related to procedural justice as their main topics. We excluded article which were : * Not related to sustainability transition (e.g. sustainable shift in..., hard science papers...) * Not literature reviews (e.g. review of policies/initiatives/cases, review notes, book review...) * Not related to procedural justice but to participation into markets, participation in eco-friendly behaviors * Including justice consideration only in “future research” suggestions * Discussing participatory research methodologies (e.g. participatory modelling) without approaching it as an issue of justice, power or democracy * Discussing procedural justice concepts as key variables or key results without it being the main focus of the paper The files with the lists of included and excluded articles are available on the archive plateform Zenodo : https://zenodo.org/records/20749974 === Importing selected articles into Wikidata === Before importing the selected articles meta-data into Wikidata, we first ran [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 a script] to check if any article was already present in Wikidata. Next, we used [https://gist.github.com/zuphilip/90acdc3eac4109830db1b3ab855fcb24 another script] that checks the ISSN of the publication in Wikidata and add P-Q-pairs in the extra field of Zotero. Then we exported the articles data using the "export to Wikidata QuickStatements" function of Zotero and use the QuickStatements tool to add them to Wikidata. Next we used the [[wikidata:Wikidata:Zotero/Cita|Cita]] (V1.0.0-beta.17) Zotero add-on to add articles QID in Zotero. At this point we identified that duplicates had been created in Wikidata (possibly because the initial [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 script] did not work that well because of the recent [[wikidata:Wikidata:SPARQL_query_service/WDQS_graph_split|Graph Split]] on Wikidata). We merged duplicates on wikidata using the [[wikidata:Help:Merge|"Merge" gadget]] on Wikidata. We checked manually for duplicated statments in those items. === Article classification through metadata enrichement === Metadatas are data describing other data. The metadata of academic items usually include title, author, publication outlet, publication date, pages, DOI, URL... and can be structured following specific standards (e.g. [[wikipedia:Dublin_Core|Dublin Core]]). In academic databases such as WOS or OpenAlex, the only metadata available regarding the content of an academic article are the abstract and sometimes keywords. However, researchers conducting literature reviews need more precise informations. An important part of literature review work can thus be about describing what the articles are about. For example, describing industry focus, academic discipline, geography of research sites (countries), stakeholder focus (community, consumer, worker...), type of study (case study, theory development) or methodology (quantitative, qualitative, mixt) (e.g. <ref name=":5" />). By metadata enrichment, we mean completing metadata to include additional information about the content of an academic piece. In Wikidata, each type of information is added using a specific property. A property is the edge that links two entities in the Wikidata knowledge graph. We selected three Wikidata properties to describe the content of our selected articles : {{Wikidata entity link|P921}} to describe what the article is about, {{Wikidata entity link|P8363}} to describe its main methodology/research design and {{Wikidata entity link|P6153}} to describe the geographical scope of the study. We also worked on adding {{Wikidata entity link|P50}}. ==== Adding {{Wikidata entity link|P921}} ==== We first read the articles abstracts and listed relevant topics and their Wikidata ID in a shared spreadsheet. These topics were : {| class="wikitable" |+ !Qid !Main topic !Description |- |[[d:Q42377797|Q42377797]] |acceptability |characteristic of a thing being subject to acceptance for some purpose |- |[[d:Q2798912|Q2798912]] |accountability |concept of responsibility in ethics, governance and decision-making |- |[[d:Q421953|Q421953]] |actor–network theory |theory within social science |- |[[d:Q84459973|Q84459973]] |affordability | |- |[[d:Q185836|Q185836]] |age of a person |time elapsed since a person was born |- |[[d:Q4764988|Q4764988]] |animal studies |field in which animals are studied in a variety of cross-disciplinary ways |- |[[d:Q4338318|Q4338318]] |awareness |state or ability to perceive, to feel, or to be conscious of events, objects, or sensory patterns |- |[[d:Q4930066|Q4930066]] |blue carbon |carbon captured by the world's coastal ocean ecosystems |- |[[d:Q430460|Q430460]] |capability approach |economic theory |- |[[d:Q7569|Q7569]] |child |human between birth and puberty |- |[[d:Q4116870|Q4116870]] |civic engagement |individual or group activity addressing issues of public concern |- |[[d:Q125928|Q125928]] |climate change |human-caused changes to climate on Earth |- |[[d:Q260607|Q260607]] |climate change adaptation |process of adjustment to actual or expected climate change and its effects, seeking to moderate or avoid harm or exploit beneficial opportunities |- |[[d:Q1291678|Q1291678]] |climate justice |term linking the climate crisis with environmental and social justice |- |[[d:Q2270945|Q2270945]] |co-creation |product or service design process in which input from consumers plays a central role |- |[[d:Q16972712|Q16972712]] |co-design |approach to design attempting to actively involve all stakeholders |- |[[d:Q16324410|Q16324410]] |coproduction |product or service design process in which input from consumers plays a central role |- |[[d:Q11024|Q11024]] |communication |act of conveying intended meaning |- |[[d:Q177634|Q177634]] |community |social unit of human organisms who share common values |- |[[d:Q5154673|Q5154673]] |community choice aggregation |alternative energy supply system |- |[[d:Q113514984|Q113514984]] |community energy |delivery of community-led renewable energy, energy demand reduction and energy supply projects |- |[[d:Q65807646|Q65807646]] |community participation |The taking part by members of a community in decisionmaking processes related to the development of their community |- |[[d:Q188843|Q188843]] |cosmopolitanism |ideology that all human beings belong to a single community, based on a shared morality |- |[[d:Q11693783|Q11693783]] |decarbonization |change of economy, especially of energy industries, towards lower carbon dioxide emissions |- |[[d:Q284289|Q284289]] |deliberative democracy |form of democracy focusing on consensus |- |[[d:Q7174|Q7174]] |democracy |form of government |- |[[d:Q552284|Q552284]] |distributive justice |concept of the socially just allocation of goods |- |[[d:Q1230584|Q1230584]] |diversity |concept in sociology and political studies |- |[[d:Q1049066|Q1049066]] |ecological economics |research field on the interdependence of human economies and natural ecosystems |- |[[d:Q8134|Q8134]] |economics |social science that studies the production, distribution, and consumption of goods and services |- |[[d:Q868575|Q868575]] |empowerment |providing increased autonomy |- |[[d:Q295865|Q295865]] |ecosystem service |benefits created by nature, forests and environmental systems |- |[[d:Q138359220|Q138359220]] |energy citizenship |involvement of citizens in energy-related decisions |- |[[d:Q16869822|Q16869822]] |energy consumption |amount of energy or power used |- |[[d:Q1358789|Q1358789]] |senior |elderly person |- |[[d:Q14944319|Q14944319]] |energy democracy |concept in environmental justice movement |- |[[d:Q192704|Q192704]] |energy efficiency |ratio between the useful energy output and the input of a machine |- |[[d:Q24965464|Q24965464]] |energy modeling |process of building computer models of energy systems in order to analyze them |- |[[d:Q1805337|Q1805337]] |energy policy |policy addressing energy issues |- |[[d:Q1341244|Q1341244]] |energy poverty |lack of access to modern energy services |- |[[d:Q3406659|Q3406659]] |energy production |conversion of energy from a primary source into a form useful to humans |- |[[d:Q117091181|Q117091181]] |energy justice |subconcept of economic equality |- |[[d:Q3456219|Q3456219]] |energy renovation |building works aimed at reducing energy consumption and decarbonising the energy sources used |- |[[d:Q2700433|Q2700433]] |energy security |national security considerations of energy availability |- |[[d:Q837718|Q837718]] |energy storage |capture of energy produced at one time for use at a later time |- |[[d:Q795757|Q795757]] |energy transition |long-term structural change towards sustainable energy systems |- |[[d:Q1479527|Q1479527]] |environmental justice |system of fairness |- |[[d:Q771773|Q771773]] |fairness |concept in sociology and generally the interaction of society |- |[[d:Q56395513|Q56395513]] |farming system |method of agricultural production defined by its physical practices and economic characteristics |- |[[d:Q5465532|Q5465532]] |food system |all processes and infrastructure involved in feeding a population |- |[[d:Q4421|Q4421]] |forest |dense collection of trees covering a relatively large area |- |[[d:Q48277|Q48277]] |gender |social concept which distinguish the different gender categories |- |[[d:Q1553864|Q1553864]] |governance |all of the processes of governing, whether undertaken by a government, market or network, whether over a family, tribe, formal or informal organization or territory and whether through the laws, norms, power or language of an organized society |- |[[d:Q8458|Q8458]] |human rights |inalienable fundamental rights to which a person is inherently entitled |- |[[d:Q11376059|Q11376059]] |human rights violation |act or omission which contravene the principles of human rights |- |[[d:Q103817|Q103817]] |indigenous people |first inhabitants of an area and their descendants |- |[[d:Q113561794|Q113561794]] |indigenous science |indigenous knowledge applied to the scientific method |- |[[d:Q770480|Q770480]] |injustice |quality relating to unfairness or undeserved outcomes |- |[[d:Q17142211|Q17142211]] |interactional justice |the perceived appropriateness of interpersonal treatment |- |[[d:Q1516555|Q1516555]] |intersectionnality |theoretical framework of multidimensional oppression |- |[[d:Q6316391|Q6316391]] |just transition |Framework developed by the trade union movement to encompass wide range of social interventions needed to secure decent work opportunities and a greener economy. |- |[[d:Q366139|Q366139]] |legitimation |the process of making something acceptable and normative to a group |- |[[d:Q3027857|Q3027857]] |living lab |user-centered, open innovation ecosystem integrating research and innovation in real life communities |- |[[d:Q59679511|Q59679511]] |low income |home with little money |- |[[d:Q43619|Q43619]] |natural environment |all living and non-living things occurring naturally on Earth or some region thereof |- |[[d:Q127514833|Q127514833]] |nature-positive |global goal to halt and reverse nature loss by 2030 |- |[[d:Q13023682|Q13023682]] |non-human |organism not in the genus Homo |- |[[d:Q728646|Q728646]] |partnership |arrangement in which parties agree to cooperate to advance their mutual interests |- |[[d:Q3907287|Q3907287]] |policy making |the act of developing policy |- |[[d:Q9357091|Q9357091]] |political theory |class of theory |- |[[d:Q265425|Q265425]] |postcolonialism |academic discipline |- |[[d:Q25107|Q25107]] |power |ability to influence the behavior of others |- |[[d:Q442100|Q442100]] |procedural justice |fairness in the processes that resolve disputes and allocate resources |- |[[d:Q7249406|Q7249406]] |project governance |management framework |- |[[d:Q7257735|Q7257735]] |public engagement |Policy-making practice |- |[[d:Q541936|Q541936]] |public participation |participation of citizens in various policy decisions and planning processes |- |[[d:Q6142016|Q6142016]] |recognition justice |social philosophy theory |- |[[d:Q10509953|Q10509953]] |renewable electricity |electricity from renweable sources |- |[[d:Q12705|Q12705]] |renewable energy |energy collected from renewable resources |- |[[d:Q56510941|Q56510941]] |renewable energy policy | |- |[[d:Q1165392|Q1165392]] |restorative justice |approach to justice where victims and perpetrators mediate a restitution agreement |- |[[d:Q4414036|Q4414036]] |rural population |inhabitants of rural areas or of small towns classified as rural |- |[[d:Q17152351|Q17152351]] |smart system |adaptive intelligent systems |- |[[d:Q187588|Q187588]] |social class |group of people categorized in a hierarchy based on socioeconomic factors |- |[[d:Q264892|Q264892]] |social justice |concept that discrimination recognized in society should be remedied |- |[[d:Q34749|Q34749]] |social science |academic disciplines concerned with society and the relationships between individuals in society |- |[[d:Q2930198|Q2930198]] |stakeholder participation |involvement of groups or individuals affected by the actions of an entity |- |[[d:Q125359881|Q125359881]] |sustainability transition | |- |[[d:Q219416|Q219416]] |sustainability |ability of human civilization to coexist with the biosphere in a steady state |- |[[d:Q131201|Q131201]] |sustainable development |mode of human development that meets current demands without compromising the needs of future generations |- |[[d:Q7649586|Q7649586]] |Sustainable Development Goals |set of United Nations-defined global development goals and climate change |- |[[d:Q69883|Q69883]] |urban planning |technical and political process concerned with the use of land and design of the urban environment |- |[[d:Q920600|Q920600]] |urban renewal |program of land redevelopment in cities, often where there is urban decay |- |[[d:Q3376054|Q3376054]] |vulnerable population |group of persons whose range of options is severely limited, are subjected to coercion, or who may be compromised in their ability to give informed consent |- |[[d:Q107389921|Q107389921]] |water-management | |- |[[d:Q7981051|Q7981051]] |well-being |measure of how well life is to someone or a group with factors such as health, happiness and satisfaction |- |[[d:Q467|Q467]] |woman |female adult human |- |[[d:Q188867|Q188867]] |future studies |study of possible, probable, and preferable social, technological and political futures |- |[[d:Q1038171|Q1038171]] |participatory design |active involvement of all stakeholders in the design process |}Then, for each article, we inferred what the {{Wikidata entity link|P921}} was from the abstracts and author provided keywords. ==== Adding {{Wikidata entity link|P8363}} ==== The sample of article we selected included only litterature reviews, but we wanted to describ what kind of literature review it was. We first read abstracts to identify all the different types of litterature reviews present in the corpus and created wikidata items which did not exist, for example {{Wikidata entity link|Q137209848}} and {{Wikidata entity link|Q137174203}}. We improved some of these method items using the methodological references cited in the reviewed papers. For example, we added a statement saying that {{Wikidata entity link|Q101116078}} can have {{Wikidata entity link|Q653137}} as {{Wikidata entity link|P13391}}.<ref>{{Cite Q|Q115443776}}</ref> After this step, the {{Wikidata entity link|P279}} of {{Wikidata entity link|Q2412849}} in Wikidata were : {| class="wikitable" |+ !Qid !Study type !Description |- |[[d:Q603441|Q603441]] |bibliometrics |statistical analysis of written publications, such as books or articles |- |[[d:Q472342|Q472342]] |scientometrics |study of measuring and analysing science, technology and innovation |- |[[d:Q815382|Q815382]] |meta-analysis |statistical method that summarizes data from multiple sources |- |[[d:Q1504425|Q1504425]] |systematic review |publication type, study that gathers, analyzes, and communicates the results of research and information on a topic |- |[[d:Q2412849|Q2412849]] |literature review |process of information search and text of a review article (Q7318358), which includes the current knowledge including substantive findings, as well as theoretical and methodological contributions to a particular topic |- |[[d:Q6822263|Q6822263]] |meta-regression |statistical tool used in meta-analyses |- |[[d:Q7301211|Q7301211]] |realist evaluation |theory-driven evaluation used in evaluating social programmes |- |[[d:Q17007303|Q17007303]] |combinatorial meta-analysis |study of the statistical properties of combinations of studies from a meta-analytic dataset |- |[[d:Q70470634|Q70470634]] |network meta-analysis |meta-analysis of randomized trials in which estimates of comparative treatment effects are visualized and interpreted from a network of interventions |- |[[d:Q101116078|Q101116078]] |scoping review |search for concepts by mapping the language and data which surrounds those concepts and adjusting the search method iteratively to synthesize evidence and assess the scope of an area of inquiry |- |[[d:Q110665014|Q110665014]] |narrative review |type of literature review, without structured method of retrieval and analysis |- |[[d:Q137174203|Q137174203]] |conceptual review |academic research aiming to review existing concepts and definitions in the litterature |- |[[d:Q137174450|Q137174450]] |critical review |type of literature review analysing strenghts, major contributions, mistakes and neglected issues in an academic field of research |- |[[d:Q137209848|Q137209848]] |integrative literature review |type of literature review |- |[[d:Q110665014|Q137211242]] |narrative review |type of literature review, without structured method of retrieval and analysis |}For each article, we added the {{Wikidata entity link|P8363}} based on the abstract and method sections. In case of doubt, we compared our interpretation. ==== Adding {{Wikidata entity link|P6153}} ==== When an article had a specific geographical focus, we used the property {{Wikidata entity link|P6153}} to describe it. For example, the article "{{Wikidata entity link|Q137901202}}" focused on {{Wikidata entity link|Q132959}}. ==== Adding {{Wikidata entity link|P50}} ==== When scholarly metadata are imported into Wikidata, the name of authors are stored as a chain of characters and linked to the property {{Wikidata entity link|P2093}}. The property {{Wikidata entity link|P50}} allows to make a link with a Wikidata item representing the author. This avoids the problem of homonym authors by linking a unique identifyer to authors in Wikidata and linking this identifier to existing ones such as ORCID. We used the [https://author-disambiguator.toolforge.org/ Author Disambiguator] tool to create Wikidata items for researchers who did not yet have one. This tool helps to minimise errors caused by homonyms among researchers by categorizing scientific publications into thematic groups. It also automatically searches for [[d:Wikidata:ORCIDator|ORCID]], ResearchGate and VIAF pages. ==== Adding {{Wikidata entity link|P6977}} ==== We explored the possibility to model review networks, that is linking review paper to reviewed papers (and not broadly cited papers). We selected one of the paper which had the most detailed list of reviewed papers ({{Wikidata entity link|Q114306483}}), then we added this list in Wikidata using Open refine. Then we snowballed this process for the reviewed papers which were also litterature reviews. === Advantages and limitations of Wikidata to build a rich living academic corpus === To share the result of our work, we exported the dataset we build on Wikidata and shared it on the open archive Zenodo : https://doi.org/10.5281/zenodo.20749973. The data is also available directly in Wikidata. The goal of this step was to test '''Hypothesis 1''' (Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations)'''.''' The sections below discuss the advantages and limitations of wikidata regarding this hypothesis. ==== Advantages of Wikidata ==== Key advantages of Wikidata are its flexible and collaborative nature as well as its interoperability. Wikidata ontology (that is how the data are structured) is collaboratively defined and properties can be added if relevant (after validation by the community). Compared to global databases like WOS or OpenAlex, Wikidata allows anyone to enter more metadata about each academic articles. Another notable advantage is that Wikidata items can be used as an interoperable [[wikipedia:Controlled_vocabulary|controlled vocabulary]]. For example, when we stated that the {{Wikidata entity link|P921}} of the article {{Wikidata entity link|Q114306483}} was {{Wikidata entity link|Q795757}}, "energy transition" was not just a word but a concept with its unique identifyer, linked to identifiers in other databases such as the Google Knowledge Graph ID or BNCF Thesaurus ID. Wikidata's collaborative nature is here adain an advantage. Contrary to institutional thesaurus, Wikidata allows anyone to add new concepts. This is particularly interesting as existing controlled vocabularies rarely reflect the degree of precision that researchers need in their work. The multilingual nature of Wikidata was also a strengh, some Wikidata contributors added labels for the concepts we used into different languages (For example, contributors added labels for {{Wikidata entity link|Q14944319}} in Armenian and Slovenian, languages we do not speak at all). ==== Limitations of Wikidata ==== The limitations of Wikidata is that it is not yet well integrated with the tools researchers use to do literature reviews (kowledge management softwares and bibliographic databases). Compared to reference management softwares (Zenodo, Mendeley…) and knowledge management softwares (Obsidian, Zettlr, Room Research, Notion, Logseq, Reflect…), Wikidata is too general and does not allow to work on full texts. References and knowledge management softwares allow researcher to build their own specialised knowledge base, by taking notes and highlighting the content of the full texts. Wikidata is not connected to this process and there is a missing tool to facilitate the construction of graphs from the qualitative analysis of texts. In addition, when one is working on a specific corpus of item in Wikidata, it is also difficult to keep track of this corpus. We linked each academic item we were working on to our research project by adding a statement {{Wikidata entity link|P6104}} {{Wikidata entity link|Q134545539}}, but it was still relatively difficult to "filter" the part of the knowledge graph we were working on. Compared to bilbiographic catalogues (OpenAlex, Web Of Science, GoTriple...), Wikidata will never be as exhaustive and do not offer user-friendly search functions. Since 2014, an important amount of bibliographic data was imported in Wikidata with the project [[d:Wikidata:WikiCite|Wikicite]]. At the time of its creation, Wikicite was adressing the issue of closed bibliographic data and was trying to make these data open, many academic items were imported automatically in Wikidata through scraping. This practice was abandoned because the large amont of bibliographic data congested queries on Wikidata (this led to the decision to split the Wikidata graph between academic and non academic entities), and because new open science initiatives, notably OpenAlex (2022), are now taking on the task of creating a exhaustive catalogues of all scholarly production. In this context, the community has to rethink the purpose of Wikidata regarding bilbiographic data. ==== Future possbilities ==== A solution to the limitations would be to developp the role of Wikidata as a link between other tools of the open science ecosystem. For example, developping and maintaining plugins or extensions for specialised softwares like Zotero, Wikibase, and Omeka could connect Wikidata with more specialised graphs. Such extensions could help building local graphs by allowing the reuse of wikidata item (eg. autocompletion), but also help contributing to Wikidata thanks to export features. (Example :<ref>{{Cite Q|Q118139086}}</ref>) Wikidata could then be an intermediary between locally curated corpus and more exhaustive bilbiographic catalogues such as OpenAlex. For example, Wikidata items could be used to tag articles in a more precise way instead of using keywords and sharing enriched corpus in Wikidata could help to train more precise taging algorythms. == 2.Modelling the content of litterature reviews == The goal of this step was to test '''Hypothesis 2''' (Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference) by modelling the content of our selected articles into Wikidata. [[wikipedia:Knowledge_modeling|Knowledge modelling]] is the process of making a machine readable model of knowledge. As we have a background in social sciences, we felt the need to question the relationship between this process and other methodologies such as concept mapping, thematic networks and causal networks. We present these methodologies before describing our current knowledge modelling experimentations. === Concept mapping, thematic networks and causal networks === This section presents social science methodology that presents similarities with knowledge modelling. ==== Concept maps ==== [[File:Conceptual_Diagram_-_Example.svg|link=https://en.wikipedia.org/wiki/File:Conceptual_Diagram_-_Example.svg|thumb|Example conceptual diagram|251x251px]]Concept maps are ''concepts'' (boxes) and ''propositions'' (arrow indicating the relationship between two boxes)<ref name="Cañasal2004">{{Cite Q|Q141613640}}</ref>. Concept maps can be a powerful literature review tool<ref>{{Cite Q|Q134545591}}</ref> allowing to synthetize theoretical statements about relationship between concepts.<ref>{{Cite Q|Q30884964}}</ref> They can be built using specialised softwares (e.g. [https://cmap.ihmc.us/ Cmap]<ref name="Cañasal2004"/>, Altas.Ti "network" feature...). The "box and arrow" logic is similar to how knowledge is modelled on Wikidata : the equivalent of concepts is ''item'' and the equivalent of propositions are ''statements''. The difference between a softwares like Cmap and Wikidata is the underlying format of the data. ==== Thematic networks ==== [[File:Thematic network example.jpg|thumb|447x447px|Structure of a thematic network (Source: based on Attride-Stirling 2001)]] A thematic network is “simply a way of organizing a thematic analysis of qualitative data”<ref name="Attride-Stirling2001">{{Cite Q|Q134545550}}</ref>. It is compatible with classical coding strategies such as [[grounded theory]]<ref>{{Cite Q|Q140050249}}</ref>. Thematic networks can be used to visualise the data structure after identifying themes and help structure and interpret the data<ref name="Attride-Stirling2001"/>. The principle is to assemble basic themes into more general themes. Qualitative researchers usually use {{Wikidata entity link|Q4550939}} and qualitative coding to identify themes and sub-themes. However, the nature of the relationship between these various themes and sub-themes is often not specified. [[File:Adoption_CLD.svg|link=https://en.wikipedia.org/wiki/File:Adoption_CLD.svg|thumb|421x421px|Causal loop diagram of ''Adoption'' model, used to demonstrate systems dynamics]] ==== Causal diagrams ==== The use of diagrams to represent causal relationship exist in various research practices. In statistics, researchers sometime present models with boxes and arrows representing correlations and/or causations<ref>{{Cite Q|Q141622061}}</ref>. In qualitative research, building grounded theory models is about "[accounting] for not only all the major emergent concepts, themes, and dimensions, but also for their dynamic interrelationships. Speaking in classic boxes-and-arrows terms, this process amounts to assembling the constellation of boxes with a special focus on the arrows."<ref name="Gioiaal2013">{{Cite Q|Q141609039}}</ref> After identifying themes, qualitative researchers are expected to theorize the "arrows" between themes<ref name="Gioiaal2013"/> Researchers relying on system theory also use causal loop diagram where boxes represent variables and arrows represent causal influence (positive or negative), causal relationship can "feedback" (two variables can influence each other).<ref>{{Cite Q|Q141609011}}</ref> === Knowledge modelling in Wikidata : first round of analysis === This section presents our knowledge modelling experimentation in Wikidata. ==== Conceptual modelling ==== Our first step was to reflect on what is a "concept" and what kind of wikidata properties could be used to model concepts in Wikidata. Scholars in management have called for more rigorous ways to define concepts<ref name="Podsakoffal2016">{{Cite Q|Q141609106}}</ref> and modelling concepts in Wikidata could help to build less ambiguous concepts. Concept definition encompass various aspects such as the nature of the phenomenon, its characteristics, the links with prototypical cases or examples, the contrast with other concepts, the links with causes and consequences...<ref name="Podsakoffal2016"/>, and scholars have advised to take insight from philosophy to work on concepts<ref>{{Cite Q|Q141609085}}</ref>. We thus read work in cognitive science which was summarizing psychology and philsosophy approaches on the determination of the content of concepts.{{Cite Q|Q141622252}} We summarize these approaches below and examine which wikidata properties exist to represent them. *Definition: the content of a concept can be formed by its decomposition into other concepts. Many Wikidata properties can be relevant to model definitions, for example: {{Wikidata entity link|P1269}}, {{Wikidata entity link|P361}}/{{Wikidata entity link|P527}}, {{Wikidata entity link|P2670}}, {{Wikidata entity link|P1552}}/{{Wikidata entity link|P6477}}, {{Wikidata entity link|P3712}}... *Categorization: the content of a concept is formed by its illustration by an exemplar (a [[wikipedia:Prototype_theory|prototype]]) that best represent the concept. (The closer a phenomenon is to the prototype, the more likely it belong to the category). Apart from the inclusion of images to illustrate an item, Wikidata structure do not highlight exemplars. However, properties signifying relations of categorizations are among the most used with {{Wikidata entity link|P31}} and {{Wikidata entity link|P279}} (see discussion here https://www.wikidata.org/wiki/Help:Basic_membership_properties). *Theory: the content of a concept is formed by its role in providing explanation of the world. Wikidata includes several properties to describe causal relationships: {{Wikidata entity link|P828}}/{{Wikidata entity link|P1542}}, {{Wikidata entity link|P1537}}/{{Wikidata entity link|P1479}}, {{P|1478}}, {{P|P9353}} (see discussions here : https://www.wikidata.org/wiki/Help:Modeling_causes/en). *Essence: the content of a concept is "something" deep explaning the entity's existence and its properties. We can use concepts before knowing what they mean, and this is what allows us to revise our knowledge about it. The idea of essence is well represented by the QID of Wikidata entities: it is independent of language and definitions and we can use it before really knowing what its properties will be. *Origin: the content of the concept is determined causally by social and historial factors (e.g. someone inventing the concept and introducing its use in a language community). This can be represented by the property {{Wikidata entity link|P3938}}. ==== Testing concept modelling on {{Wikidata entity link|Q14944319}} ==== To test concept modelling, we started by experimenting with the concept of {{Wikidata entity link|Q14944319}}. We selected a subset of papers which had energy democracy as main topic : *{{Wikidata entity link|Q137901202}} *{{Wikidata entity link|Q137901196}} *{{Wikidata entity link|Q137901182}} *{{Wikidata entity link|Q136447761}} *{{Wikidata entity link|Q129652515}} *{{Wikidata entity link|Q114306483}} We read each paper and used them as source in manually entered statements in the item {{Wikidata entity link|Q14944319}}. For example, Droubi et. Al stated "Energy democracy is both an ideal and a process"<ref>{{Cite Q|Q137901182}}</ref>, we thus entered the wikidata statement {{Wikidata entity link|Q14944319}} is an {{Wikidata entity link|P31}} {{Wikidata entity link|Q840396}} and {{Wikidata entity link|Q3249551}}, using the paper as reference (see screenshot below). The result of this first step is visible in the archival version of the item (22 May 2026) here https://www.wikidata.org/w/index.php?title=Q14944319&oldid=2495982191. [[File:Wikidata statement- energy democracy is an instance of ideal.png|915x915px|border]] We listed the difficulties encountered as we worked and we also asked the Wikidata community to give us feedback on our modelling on the item discussion page (https://www.wikidata.org/wiki/Talk:Q14944319). These issues were related to contradictions, precision, concision and ontology. We discuss each issue and draft recommandations to refine our modelling process. ===== Contradictions ===== Wikidata contributor's feedback highlighted some apparent contradictions (The values in "does not have effect" seems contrary to what is listed in "has goal".) We would however argue this is not a problem because "statements essentially point to referenceable sources of information and different sources may provide contradicting information, it's possible to represent a plurality of perspectives on Wikidata"<ref>{{Cite web|url=https://www.wikidata.org/wiki/Help:Statements#Plurality_and_consensus|title=Help:Statements - Wikidata|website=www.wikidata.org|language=en|access-date=2026-06-08}}</ref>. Wikidata essentially supports epistemic pluralism : different worldviews can be represented in wikidata<ref name="DoğanPatel-Schneider2025">{{Cite Q|Q141613019}}</ref>, as long as they are supported by references.<ref>{{Cite Q|Q112038343}}</ref> Besides, in the case of goals versus effects statements, it is not contradictory because one can have a goal and fail to achieve it. In the case of energy democracy, some authors specifically critique the discrepancy between the movement's stated goals and what it actually achieves.<ref name="Droubial2022"/> Recommandations : Contradictions are allowed in Wikidata. ===== Precision ===== We noted that conceptual modelling requires an important degree of formalization and precision. This is a key advantage of Wikidata to be able to create links toward precise concepts which have their own identifiers. For example, we were able to create statements about specific laws and their unique identifiers in legal databases (e.g. {{Wikidata entity link|Q139764294}} and its identifier in the EUR-Lex database). However, the sources we are working with are not always precise enough and when concepts are not precisely defined, statements cannot be modelled correctly. For example, in the sentence "management of social affairs by voluntary and self-governing associations is deemed to ensure that both citizen choice and public welfare are best served"<ref>{{Cite Q|Q129652515}}.</ref>, "choice" could refer to {{Wikidata entity link|Q111986453}}, {{Wikidata entity link|Q1331926}}, {{Wikidata entity link|Q12888920}}... We can see here that academic texts are using natural language and thus are using ambiguous terms. As a result, we received feedbacks regarding a lack of precision in our statements (too many and too vague statements). In addition to the ambiguity of sources, a reason why we ended up with very general statements is because we avoided the creation of new Wikidata items. While following this implicit rule allowed us to focus on the most notable concepts, creating new items could also help make the statements more precise. Recommandations : If a concept is ambiguous it should not be included in the modelled statements. Create more precise relevant concepts if they do not exist in Wikidata. [[File:Wikidata visualisation screenshot of subclasses relationships including the item political concept.png|thumb|298x298px|Subclass relationships between "concept" and "political concept".]] ===== Concision ===== Wikidata contributor's feedback indicated a lack of concision. Some of it coming from the fact that some values were "in the tree of another value". The rule we take from this feeback is a need of logical simplification. Two examples illustrate possible logical simplification : *We stated that {{Wikidata entity link|Q14944319}} was an {{Wikidata entity link|P31}} {{Wikidata entity link|Q33104069}} and an {{Wikidata entity link|P31}} {{Wikidata entity link|Q151885}}. But in that case, it is not necessary to state that it is an {{Wikidata entity link|P31}} {{Wikidata entity link|Q151885}}, because {{Wikidata entity link|Q33104069}} is a {{Wikidata entity link|P279}} {{Wikidata entity link|Q131362181}}, which is a {{Wikidata entity link|P279}} {{Wikidata entity link|Q151885}} (see diagram on the right). Here, we have to keep only the more precise item. This reasonning is based on the assumption that {{Wikidata entity link|P279}} is transitive. It seems this reasonning could be generalized (we opened a discussion about this here https://www.wikidata.org/wiki/Wikidata:WikiProject_Reasoning/Use_cases#Parcimonious_statement_constraints_based_on_subclass_of_(P279)_and_part_of_(P361)_transitivity<nowiki/>) The [https://angryloki.github.io/wikidata-graph-builder/ Wikidata graph builder] is usefull to visualize this kind of relationship (using "instance of" as transversal property and checking "instance of or subclass of"). *We stated that {{Wikidata entity link|Q14944319}} {{Wikidata entity link|P2670}} {{Wikidata entity link|Q15991216}} and {{Wikidata entity link|Q113514984}}. But if we consider that {{Wikidata entity link|Q15991216}} is a {{Wikidata entity link|P279}} of {{Wikidata entity link|Q113514984}}, then the inclusion of {{Wikidata entity link|Q15991216}} is implied. Here we could keep only the broader item {{Wikidata entity link|Q113514984}}. But unlike the reasonning above, we could not identify a way to generalize this reasonning. For example, {{Wikidata entity link|Q113514984}} can be a subclass of {{Wikidata entity link|Q43229}}, but using the former item is more informative than using the later. For the property {{Wikidata entity link|P2670}}, using a value that is too precise results in too many statements and using a value that is too general results in too trivial statements. Choosing the degree of precision is a problem similar to choosing whether or not to create a new item. Recommandations : When possible, use logical simplification to make statements more parcimonious. The [https://angryloki.github.io/wikidata-graph-builder/ Wikidata graph builder] is usefull to visualize redundancies. ===== Quantification ===== Modelling quantitative statements was challenging. We mostly skipped those but made an attempt for one case : the paper {{Wikidata entity link|Q137901196}} states that "9.8% of the final energy consumed in developing countries comes from modern renewable energy sources".<ref>{{Cite Q|Q137901196}}.</ref> Modelling this sentence by adding a statement in the item {{Wikidata entity link|Q177323}} would require creating a specific property for "final energy consumption". There are such properties in Wikidata : for example, for renewable energy subsidies, there is {{Wikidata entity link|P6826}}. This type of property is notably useful to display information about an item (e.g. the population of a town) on Wikipedia through dynamic infoboxes that are updated with Wikidata information. But the current informal rule on Wikidata property creation is to prefer the use of general properties and avoid the creation of specific properties. Therefore creating properties for every quantifiable characteristic may not be possible, nor desirable. An alternative way to model quantity is to create a specific item to represent what is quantified and use other properties to represent quantities (see example below). [[File:Wikidata screenshot of percentage modelling.png|border|783x783px]] Since Wikidata is optimized for statements with a few discrete values, it is also more convenient to store quantitative (tabular) data elsewhere<ref>{{Cite journal|last=Larrañaga|first=Galder Gonzalez|last2=Pintscher|first2=Lydia|last3=Ainali|first3=Jan|last4=Fauconnier|first4=Sandra|date=July 2026|title=Tabular data vs structured data.pptx|url=https://docs.google.com/presentation/d/1k37UX-VPwMgJbXoB7ZxsztE5LdKR_isM|journal=Wikimania 2026}}.</ref>. It is also possible to link the item that is quantified to an external dataset about it. This can be done using the property {{Wikidata entity link|P1325}}. Since our aim is not to display or analyse quantitative data, we opted for this last solution. Recommandation : Use existing properties for the quantity if it exists. If it does not exist, create an item representing what is measured and link it toward an external datasets containing the quantitative data. ===== Ontology ===== Ultimately, several of our difficulties were linked to some ontology challenges reflecting the complexity of the concept we were working on. According to the litterature, {{Wikidata entity link|Q14944319}} refer to multiple types of entities. It represents a concept, an ideal, a process and an outcome. We reflected this with multiple {{Wikidata entity link|P31}} statements, but encountered struggles to model differences between ''process versus outcomes'', ''ideal versus reality'', ''phenomenon versus theory'' and ''discourses versus practices''. The wikidata community recommands having different items for ''process and outcome'' (criterion "{{Wikidata entity link|Q127270577}}"). For example, {{Wikidata entity link|Q11629}} (practice of applying paint) is different from {{Wikidata entity link|Q3305213}} (visual artwork). However, this distinction is less straightforward for social processes which are are ongoing and evolving without a clear ending. Another problem was to separate ''ideal versus reality,'' we used {{Wikidata entity link|P3712}} to describe ideals and {{Wikidata entity link|P2670}} to describe processes attempting to reach it. It was also difficult to separate ''phenomenon versus theory,'' for example, we did not manage to model the idea that the literature on energy democracy is fragmented. Finally, we also would have needed more distinctions between ''discourses and practices.'' Our sources suggested that energy democracy discourses and practices may have different causes, we used {{Wikidata entity link|P3938}} to indicate the origins of the concept or the movments promoting it, but this was not a very precise way to model this idea. Our first attempt to multiple "natures" of energy democracy into a single item is not satisfactory, and implementing the modelling recommandations we identified above may not be sufficient to build more parcimonious statements. Creating new items to reflect the different aspects of energy democracy may here be necessary. To do so we have to decide how to split the different natures {{Wikidata entity link|Q14944319}} and what will be the relationship between the resulting items. Here the definition of an {{Wikidata entity link|Q324254}} (formal representation) in Wikidata can quickly escalate into questionning {{Wikidata entity link|Q44325}} (metaphysical reflexion on the nature of things), and especially {{Wikidata entity link|Q1713511}} (the nature of the social world). Indeed, the relations between the different types of entities constituting the social worls are not simple nor consensual among philosophers of social science. For example, {{Wikidata entity link|Q15080858}} posits that different things have different ways of being (modes of reality). They propose to classify entities in four categories : material entities (that can exist independently of humans), conceptual entities (concepts, discourses, ideas, meaning…), artefactual entities (human-made and combining conceptual and material elements) and social entities (that depends on human activity to exist)<ref>{{Cite Q|Q141612935}}.</ref>. A complex concept like {{Wikidata entity link|Q14944319}} is concerned with all these types of entities. The energy system include many material entities such as oil fields, the sun, seas, trees... and artefacts such as energy production unit, power lines, home appliances, trucks... (Including conceptual entities such as the name of these artefacts or the knowledge to make them function.). There are the social entities in which they are encompassed (the enregy sectors, energy businesses, energy policies...). There are conceptual entities like normative/political discourses discussing how these artefact and social system should work and there are conceptual entities in the academic sphere building theories about how all this works or should work. In theory, such ontology can be implemented in Wikidata as it "supports multiple coexisting classification" and allow multiple ontological frameworks to coexist.<ref name="DoğanPatel-Schneider2025"/> Current Wikidata ontology is structured with dischotomies such as {{Wikidata entity link|Q7048977}}/{{Wikidata entity link|Q4406616}}, {{Wikidata entity link|Q1970309}}/{{Wikidata entity link|Q16686448}}, {{Wikidata entity link|Q99527517}}/{{Wikidata entity link|Q23958946}}, {{Wikidata entity link|Q67518978}}/{{Wikidata entity link|Q103940464}}, {{Wikidata entity link|Q30241068}}/{{Wikidata entity link|Q3799040}}... A quick search seem to show that entities related to the social reality can quickly fall into heterogeneous and sometime contradictory root classes (see table below). {| class="wikitable" |+ !Item !Existing root class entity |- |{{Wikidata entity link|Q190539}} |{{Wikidata entity link|Q7048977}} {{Wikidata entity link|Q30241068}} {{Wikidata entity link|Q67518978}} |- |{{Wikidata entity link|Q34770}} |{{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q9081}} |{{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q43229}} |{{Wikidata entity link|Q99527517}}{{Wikidata entity link|Q30241068}} {{Wikidata entity link|Q103940464}} |- |{{Wikidata entity link|Q49773}} |{{Wikidata entity link|Q67518978}}/{{Wikidata entity link|Q103940464}} {{Wikidata entity link|Q99527517}} {{Wikidata entity link|Q30241068}} {{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q12705}} |{{Wikidata entity link|Q4406616}}/{{Wikidata entity link|Q7048977}} {{Wikidata entity link|Q1970309}}/{{Wikidata entity link|Q16686448}} {{Wikidata entity link|Q99527517}}/{{Wikidata entity link|Q132907471}} |} Current {{Wikidata entity link|Q3882785}} in Wikidata do not seem very informative to classify the aspects of our concept in a top-down manner. We discussed with the Wikidata community<ref>{{Cite web|url=https://www.wikidata.org/wiki/Wikidata_talk:WikiProject_Ontology#Social_ontology|title=Wikidata talk:WikiProject Ontology - Wikidata|website=www.wikidata.org|language=en|access-date=2026-07-28}}</ref> and explored existing ontologies that could be relevant to our project. Some colleagues social science and humanities recommended CIDOC-CRM (https://cidoc-crm.org/crmsoc/fm_releases) because of the active community maintaining it. The conclusion of this exploration is that Wikidata, because of its collaborative nature, may not be the best plateform to implement a rigorous, interoperable, high-level ontology. We thus decided to focus on a lower ontological level. === Knowledge modelling in Wikidata : second round of analysis === Our first round of analysis resulted in : * Add links to exported files + insert graphs screenshots After our first round of analysis, we decided to focus on the strenghs of wikidata, which seem to be its ability to be a hub for concepts linked to external identifiers. We reframed our modelling goals to focus on identifying the main concepts in our corpus, their definition, their relationships, and their potential existing identifiers. Our next steps are * Read articles of the corpus again and model more precise statements * Include pages in references * Create new items to reflect the different facets of {{Wikidata entity link|Q14944319}} : the social movement advocating for it, the political concept theorizing it, the concrete initiatives implementing it, the litterature theorizing it, etc... based on a new reading of our sample of article and aligned with existing ontologies. We started by relying on {{Wikidata entity link|Q136447761}}, which states more clearly the different facets of {{Wikidata entity link|Q14944319}}. We kept the first item {{Wikidata entity link|Q14944319}} as the main conceptual entity, representing the ideal of energy democracy as a goal. We created other items such as {{Wikidata entity link|Q141224129}} to represent the social movement advocating for energy democracy, {{Wikidata entity link|Q141224695}} to represent policies havin energy democracy as goal, {{Wikidata entity link|Q141223998}} to represent the scholarly study of energy democracy (to separate ''phenomenon versus theory)'', {{Wikidata entity link|Q141224432}} to represent energy democracy as an outcome (to separate ''process versus outcome).'' Creating these different facets of {{Wikidata entity link|Q14944319}} allowed more precise modelling. Then existing statements were sorted to match the different types of entity. For example, {{Wikidata entity link|Q3109572}} was linked to {{Wikidata entity link|Q141224129}} and {{Wikidata entity link|Q1951366}} to {{Wikidata entity link|Q141224695}}. To reflect the dimensions of the concept of {{Wikidata entity link|Q14944319}}, we used {{Wikidata entity link|P527}}. For example, the sentence "Becker and Naumann list decentralized energy generation, public and cooperative ownership and energy sovereignty as the dimensions of energy democracy<ref>{{Cite Q|Q139492906}}</ref><ref>{{Cite Q|Q136447761}}</ref>, was modeled as {{Wikidata entity link|Q14944319}} {{Wikidata entity link|P527}} : {{Wikidata entity link|Q861135}}, {{Wikidata entity link|Q119080352}}, {{Wikidata entity link|Q4227971}} and {{Wikidata entity link|Q130487674}}. We removed some statements, following logical simplifications. For example, there is no need to mention the broad concept of {{Wikidata entity link|Q6498684}}, while there are mentions of more precise concepts such as {{Wikidata entity link|Q119080352}} and {{Wikidata entity link|Q4227971}}. == 3. Data visualisation == The goal of this step is to test '''Hypothesis 3''' (SPARQL-based queries and visualizations can be used to navigate  scientific corpora and scientific knowledge graphs). At this stage we started to identify visualization use cases we would like to test, they are listed below. === Visualizing the characteristics of our bibliographic sample === https://tabernacle.toolforge.org/?#/tab/manual/Q137211155%2CQ114306483%2CQ137901181%2CQ137901182%2CQ137901183%2CQ114306476%2CQ137901184%2CQ137901185%2CQ137901186%2CQ137901187%2CQ137901188%2CQ137210566%2CQ114306511%2CQ137901191%2CQ137901192%2CQ137901193%2CQ135979013%2CQ137901195%2CQ137901196%2CQ137901197%2CQ136447761%2CQ137901199%2CQ129652515%2CQ137901201%2CQ137901202%2CQ137901203%2CQ137901204%2CQ137901205%2CQ137901206%2CQ137901207%2CQ129203992%2CQ114197507%2CQ137901161%2CQ137901209%2CQ137901210%2CQ137901211%2CQ11420462%2CQ137901213%2CQ104887325%2CQ137901162%2CQ137901163%2CQ137901164%2CQ137901215%2CQ137901216%2CQ137901217%2CQ115448818%2CQ137901218%2CQ137901219%2CQ137901220%2CQ137901221%2CQ137901222%2CQ137901223%2CQ137901224%2CQ137901225%2CQ137901226%2CQ137901227%2CQ137901182/Len%3BP921%3BP6153%3BP8363%3BP50 === Filter statements === *Visualize only items which are part of the present project (all the academic items of the project include the statement {{Wikidata entity link|P6104}} {{Wikidata entity link|Q134545539}}). === Visualize the statements supported by a specific source === * https://synia.toolforge.org/#work/Q114306483 === Properties visualisation === *Visualise the "tree" of a property used in an item : Wikidata graph builder seem to be the most user friendly, robust and versatile tool to visualise a graph of a single property (https://angryloki.github.io/wikidata-graph-builder/) [[File:Visualisation of the "instance of" values for energy democracy in Wikidata.png|center|thumb|553x553px|Visualisation of the "{{Wikidata entity link|P31}}" values for {{Wikidata entity link|Q14944319}} in Wikidata. Made with the [https://angryloki.github.io/wikidata-graph-builder/ Wikidata Graph Builder].]] === Concepts visualisation === *Map all statements related to a single item (e.g. [[d:Wikidata:Scholia|Scholia]] request "topic in context")[[File:Screenshot of Energy democracy wikidata graph.png|center|thumb|450x450px|Graph of the {{Wikidata entity link|Q14944319}} concept generated with [https://scholia.toolforge.org Scholia]'s "The topic in context" query.]]Map the statements that two items have in common to make comparisons. [[File:Community energy and energy democracy.png|center|thumb|440x440px|Data visualisation of the concepts of {{Wikidata entity link|Q14944319}} and {{Wikidata entity link|Q113514984}}. Made with [https://think.resoneo.com/wikidata-search/ Wikidata Knowledge Explorer] .]]Find the relationships between two concepts. === Mapping sources consensus === *Queries can help visualize which concept is central across sources : https://query.wikidata.org/#%23defaultView%3AGraph%0ASELECT%20%0A%20%20%3Fvalue%20%3FvalueLabel%20%3Fpublication%0A%0AWHERE%20%7B%0A%20%20wd%3AQ14944319%20%3Fp%20%3Fobject_statement%20.%0A%20%20%3Fobject_statement%20prov%3AwasDerivedFrom%20%3Freference%20%3B%0A%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%3Fps%20%20%3Fvalue%20.%0A%20%20%3Fvalue%20rdfs%3Alabel%20%3FvalueLabel%20.%0A%20%20FILTER%20%28lang%28%3FvalueLabel%29%20%3D%20%27en%27%29%0A%20%20%3Freference%20pr%3AP248%20%3Fpublication%20.%0A%7D[[File:Link between concepts and references in the Energy Democracy wikidata item.png|center|thumb|396x396px|Link between concepts and references in the Energy Democracy wikidata item.]] *Visualise graphs and use the number of references to determine edge thickness/weight in order to make consensual statements more visible.[[File:Number of references supporting statements about a chain of contributing factors of energy democracy.png|center|thumb|454x454px|Visualisation of the number of references supporting statements about the chain of contributing factors of energy democracy.]] == 4. Writing == The goal of this step is to test '''Hypothesis 4''' (Wikiversity pages can be used to write literature reviews collaboratively in text format augmented by interwiki links). * To do idea : write a Wikiversity page for each central concept (e.g. energy democracy, energy community, energy citizenship...) === Advantages of Wikiversity === Writing on a Wikiversity page offers some advantages to implement the principles of open linked data in text format. We could cite academic items using their Wikidata QID to generate the citations below (but if we use an URL to cite a paper, it does not automatically check if there is an existing QID for it), and also link toward Wikidata entities using a template ([[Template:Wikidata entity link|Wikidata entity link]]). Although we did not translate the present page for now, Wikiversity offers the possibility to translate a page in multiple languages (an interesting possibility in the context of the The FAIRisation of scholarly communication).<ref>{{Cite Q|Q110684311}}</ref> The possibility to view the page history provide an exhaustive versionning of a paper, which constitute interesting data documenting the academic writing process (at first we did not comment the nature of our modifications but after thinking about this reuse possibility, we described it with more details). The contribution statistics based on the history also offers a new way to track author's contributions to a paper in a transparent way. Some researchers experimented relationships between the wikimedia community and researchers by making researchers review wikipedia articles.<ref>{{Cite Q|Q136659684}}.</ref> === The issue of text interoperability === A key issue we are encountering is the question of the interoperability of texts. While the interoperability of data is starting to be well discussed in the open science community, the interoperability of texts do not seem to benefit from the same level of discussion. We encountered several interoperability issues regarding our writing. First, copying texts written on a word processor software (e.g. microsoft word) into a wiki page (or the other way around) is relatively seamless in terms of formatting, but the management of references is lacking. Reformatting references is very time consuming and a real barrier for text interoperability in academic context : it is difficult to copy text from an academic publication into a wiki text, and difficult to turn a wiki text into a publication (the only possibility is to export the page as a PDF and you may be reading this article in this format). There are also uncertaineties regarding how to reuse texts published under creative common licences. Academic texts published under CC-BY-SA licences can in theory be remixed and reused. But academia does not have established practices regarding how this can be done. If we want to reuse a whole page, should we put it in quotation marks and simply cite the paper ? Should the original authors be listed as co-authors ? To what extent academic publisher will accept to publish "remixed" texts while they usually require that publications contain mainly unpublished content ? The norms of what is appropriate remix and reuse practices in academia has yet to be decided... and this could be an interesting conversation to have in the open science community. == Discussion == Our goal was to assess the potential of Wikidata and Wikiversity to build a living literature review method and tackle issues of information overload, knowledge synthesis and knowledge dissemination, following open science principles. By conducting a meta-review on just sustainability transition (that is a review of existing literature reviews), and experimenting with existing technical solutions, we were able to identify the strenghs and limitations of the Wikidata ecosystem. First Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations (Hypothesis 1 is verified). However, the technical barriers to do so are still high and the Wikidata database is too general to allow a community to work on a specific curated corpus of scientific items. Secondly, Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference (Hypothesis 2 is verified). However, this requires developping new methodological standards regarding what is a rigorous modelling in social science, as well as building specific {{Wikidata entity link|Q324254}}. An unexpected finding is that the formalization necessary for knowledge modelling in wikidata invites to formalize the reasonning behind modelling choices, a process that is rarely done in qualitative analysis even though such reasonning are likely present. The modelling process also responds to calls in management sciences to engage in more systematic categorizing to avoid semantic confusion.<ref>{{Cite Q|Q141609095}}.</ref> Thirdly, SPARQL-based queries can be used to vizualised scientific corpora and scientific knowledge graphs, but we cannot completely say they allow users to "navigate" it (Hypothesis 3 is partially verified). SPARQL-based queries are powerful but they require technical knowledge, especially now that the split between academic and non-academic items in Wikidata requires to write federated queries. To be able to "navigate" scientific corpora and scientific knowledge graphs on Wikidata, more user-friendly tools would be needed. Finally, we did see advantaged in using Wikiversity pages to write collaboratively in text format augmented by hypertext links, but there are still important technical and instittional barriers (Hypothesis 3 is partially verified) : the interoperability of text is a key issue to reuse publications. The main issues we encountered were the management of references and uncertainty regarding the compatibilities between writing publicly on a wiki page and engaging in classical publication processes. A potential solution to the issues encountered could be to develop a specialised literature review software that would allow researchers to build living literature reviews including knowledge graphs and wiki pages. This kind of tool should be user-friendly and include the missing tools we identified. In addition, it could include more advanced analysis functions such as logical reasonning based on the knowledge graph.<ref name="Hoganal2022"/> === Quality assessment === <ref>{{Cite Q|Q141622289}}</ref> Methods for assessing Wikidata's data quality are still under development: following the questions raised by Piscopo and Simperl about the accuracy and reliability of the data<ref>{{Cite Q|Q66776851}}.</ref>, Shenov et al. (2022) propose a framework combining several indicators to detect low-quality statements, revealing issues such as duplicate entities, missing triples, and unmet constraints.<ref>{{Cite Q|Q107425133}}</ref> Two studies address the quality of ''referencing'' in Wikidata — that is, the reliability of sources cited to support claims — a distinct but complementary aspect of data quality itself. Amaral et al. (2021)<ref>{{Cite Q|Q112038343}}.</ref> use a mixed-methods approach (crowdsourcing, statistics, machine learning) to assess the relevance, accessibility, and authority of Wikidata's references at scale and across languages. Beghaeiraveri et al. (2023) build on this by proposing the RQSS, a system that quantifies referencing quality through scores, allowing contributors and project leads to identify and fix gaps.<ref>{{Cite Q|Q130478432}}</ref> Together, these works mark a shift from exploratory assessment of reference quality toward standardized measurement tools — though this raises the question of whether a numerical score can adequately capture a notion as contextual as a source's "authority". The community develops tools for detecting vandalism (intentional additions of low-quality contributions), relying on machine learning approaches adapted to the specific features of RDF triples, up to the current deployment of the ORES service in Wikidata.<ref>{{Cite Q|Q27579144}}.</ref><ref>{{Cite Q|Q28942543}}</ref> === Future research === - Can we "reason" with Wikidata (See: https://www.wikidata.org/wiki/Wikidata:WikiProject_Reasoning) : neurosymbolic AI ? - Compare grounded theory/CAQDAS with knowledge modelling methods, test annotation softwares : https://inception-project.github.io/ ; https://pacte.crim.ca/index_en.html ==== Supporting inductive research ==== Inductive research with an empirical phenomenon and then use of abstract concepts to describe it, a process called “Framing”, theorizing or conceptualizing.<ref name="CasanaveLi2015">{{cite Q|Q141609034}}</ref> Conceptualization require to answer the question « what are our data examples of? ».<ref name="CasanaveLi2015"/> This step is particularly challenging in inductive research since the same empirical phenomenon can be described through different concepts that leads to different perspectives or lenses the phenomenon and will refer to different theoretical traditions or disciplines.<ref name="CasanaveLi2015"/> Building a collection of concepts and their relationship to specific concrete cases in Wikidata could support inductive process by giving researchers access to relevant conceptualizations made by others. == Funding == This project is funded by the [[m:Grants:Programs/Wikimedia_Research_&_Technology_Fund/Wikimedia_Research_Fund|Wikimedia Research Fund]], Grant ID: G-RS-2504-18935. The text of the initial research proposal is available here : https://doi.org/10.5281/zenodo.20760603. == Data == {| class="wikitable sortable" ! QID !! Year !! DOI !! Title |- | [[d:Q137901191|Q137901191]] || 2025 || [https://doi.org/10.1002/GEO2.70040 10.1002/GEO2.70040] || Place-Based Sustainability Transformations for Just Futures: A Systematic Review |- | [[d:Q137901187|Q137901187]] || 2025 || [https://doi.org/10.1002/WCC.932 10.1002/WCC.932] || Public Communication of Climate and Justice: A Scoping Review |- | [[d:Q135979013|Q135979013]] || 2025 || [https://doi.org/10.1007/S13280-025-02202-Z 10.1007/S13280-025-02202-Z] || Participatory approaches to climate adaptation, resilience, and mitigation: A systematic review |- | [[d:Q137901223|Q137901223]] || 2022 || [https://doi.org/10.1007/S13412-021-00726-W 10.1007/S13412-021-00726-W] || A review of stakeholder participation studies in renewable electricity and water: does the resource context matter? |- | [[d:Q137901184|Q137901184]] || 2021 || [https://doi.org/10.1007/S40518-021-00184-6 10.1007/S40518-021-00184-6] || Energy Storage as an Equity Asset. |- | [[d:Q114204627|Q114204627]] || 2021 || [https://doi.org/10.1007/S43621-021-00024-Z 10.1007/S43621-021-00024-Z] || Can public awareness, knowledge and engagement improve climate change adaptation policies? |- | [[d:Q137901209|Q137901209]] || 2026 || [https://doi.org/10.1016/J.AGSY.2025.104512 10.1016/J.AGSY.2025.104512] || Designing with non-humans for agricultural systems transformation: An interdisciplinary review and framework for reflection |- | [[d:Q137901201|Q137901201]] || 2025 || [https://doi.org/10.1016/J.COPSYC.2024.101987 10.1016/J.COPSYC.2024.101987] || Individual and community catalysts for Renewable Energy Communities (RECs) development |- | [[d:Q114197507|Q114197507]] || 2022 || [https://doi.org/10.1016/J.CRM.2022.100438 10.1016/J.CRM.2022.100438] || Advancements of sustainable development goals in co-production for climate change adaptation research |- | [[d:Q129203992|Q129203992]] || 2024 || [https://doi.org/10.1016/J.EGYR.2024.01.040 10.1016/J.EGYR.2024.01.040] || Empowering energy citizenship: Exploring dimensions and drivers in citizen engagement during the energy transition |- | [[d:Q137901216|Q137901216]] || 2026 || [https://doi.org/10.1016/J.EIAR.2025.108187 10.1016/J.EIAR.2025.108187] || From participation to partnership: A systematic review of public engagement in sustainable urban planning |- | [[d:Q137210566|Q137210566]] || 2016 || [https://doi.org/10.1016/J.ERSS.2015.10.004 10.1016/J.ERSS.2015.10.004] || Energy justice: A conceptual review |- | [[d:Q115448818|Q115448818]] || 2016 || [https://doi.org/10.1016/J.ERSS.2016.04.001 10.1016/J.ERSS.2016.04.001] || Stakeholder involvement in sustainability science—A critical view |- | [[d:Q129652515|Q129652515]] || 2018 || [https://doi.org/10.1016/J.ERSS.2018.06.010 10.1016/J.ERSS.2018.06.010] || What is energy democracy? Connecting social science energy research and political theory |- | [[d:Q137901196|Q137901196]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101716 10.1016/J.ERSS.2020.101716] || Of renewable energy, energy democracy, and sustainable development: A roadmap to accelerate the energy transition in developing countries |- | [[d:Q136447761|Q136447761]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101768 10.1016/J.ERSS.2020.101768] || Energy democracy as a process, an outcome and a goal: A conceptual review |- | [[d:Q137901204|Q137901204]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101834 10.1016/J.ERSS.2020.101834] || Identities, innovation, and governance: A systematic review of co-creation in wind energy transitions |- | [[d:Q137901183|Q137901183]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101837 10.1016/J.ERSS.2020.101837] || Renewable energy for whom? A global systematic review of the environmental justice implications of renewable energy technologies |- | [[d:Q137901207|Q137901207]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101871 10.1016/J.ERSS.2020.101871] || Rethinking community empowerment in the energy transformation: A critical review of the definitions, drivers and outcomes |- | [[d:Q137901215|Q137901215]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101876 10.1016/J.ERSS.2020.101876] || Co-production in the wind energy sector: A systematic literature review of public engagement beyond invited stakeholder participation |- | [[d:Q114306511|Q114306511]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101907 10.1016/J.ERSS.2020.101907] || From consultation toward co-production in science and policy: A critical systematic review of participatory climate and energy initiatives |- | [[d:Q137901221|Q137901221]] || 2021 || [https://doi.org/10.1016/J.ERSS.2021.102257 10.1016/J.ERSS.2021.102257] || The challenges of engaging island communities: Lessons on renewable energy from a review of 17 case studies |- | [[d:Q137901218|Q137901218]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102333 10.1016/J.ERSS.2021.102333] || The (in)justices of smart local energy systems: A systematic review, integrated framework, and future research agenda |- | [[d:Q137901182|Q137901182]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102444 10.1016/J.ERSS.2021.102444] || A critical review of energy democracy: A failure to deliver justice? |- | [[d:Q114306483|Q114306483]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102482 10.1016/J.ERSS.2021.102482] || The role of energy democracy and energy citizenship for participatory energy transitions: A comprehensive review |- | [[d:Q114306476|Q114306476]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102714 10.1016/J.ERSS.2022.102714] || What about citizens? A literature review of citizen engagement in sustainability transitions research |- | [[d:Q137901193|Q137901193]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102862 10.1016/J.ERSS.2022.102862] || When energy justice is contested: A systematic review of a decade of research on Sweden?s conflicted energy landscape |- | [[d:Q137901219|Q137901219]] || 2023 || [https://doi.org/10.1016/J.ERSS.2022.102913 10.1016/J.ERSS.2022.102913] || Can we optimise for justice? Reviewing the inclusion of energy justice in energy system optimisation models |- | [[d:Q137901186|Q137901186]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103010 10.1016/J.ERSS.2023.103010] || Analysing intersections of justice with energy transitions in India- A systematic literature review |- | [[d:Q137901181|Q137901181]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103053 10.1016/J.ERSS.2023.103053] || Fostering justice through engagement: A literature review of public engagement in energy transitions |- | [[d:Q137211155|Q137211155]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103213 10.1016/J.ERSS.2023.103213] || A fairway to fairness: Toward a richer conceptualization of fairness perceptions for just energy transitions |- | [[d:Q137901217|Q137901217]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103221 10.1016/J.ERSS.2023.103221] || Powering just energy transitions: A review of the justice implications of community choice aggregation |- | [[d:Q137901199|Q137901199]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104016 10.1016/J.ERSS.2025.104016] || Making energy renovations equitable: A literature review of decision-making criteria for a just energy transition in residential buildings |- | [[d:Q137901188|Q137901188]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104036 10.1016/J.ERSS.2025.104036] || Community energy justice: A review of origins, convergence, and a research agenda |- | [[d:Q137901211|Q137901211]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104067 10.1016/J.ERSS.2025.104067] || Psychological and social factors driving citizen involvement in renewable energy communities: A systematic review |- | [[d:Q137901192|Q137901192]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104149 10.1016/J.ERSS.2025.104149] || Assessing social impacts and Energy Justice along green hydrogen supply chains: a capability-based framework |- | [[d:Q137901195|Q137901195]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104422 10.1016/J.ERSS.2025.104422] || Out of place, scale and time? Navigating injustices across mission arenas of the German Energiewende |- | [[d:Q137901185|Q137901185]] || 2024 || [https://doi.org/10.1016/J.ESD.2024.101546 10.1016/J.ESD.2024.101546] || Characterizing 'injustices' in clean energy transitions in Africa |- | [[d:Q137901226|Q137901226]] || 2024 || [https://doi.org/10.1016/J.JCLEPRO.2024.143470 10.1016/J.JCLEPRO.2024.143470] || Energy justice and sustainable urban renewal: A systematic review of low-income old town communities |- | [[d:Q137901222|Q137901222]] || 2024 || [https://doi.org/10.1016/J.JENVMAN.2024.120804 10.1016/J.JENVMAN.2024.120804] || Forest, climate, and policy literature lacks acknowledgement of environmental justice, diversity, equity, and inclusion |- | [[d:Q115441381|Q115441381]] || 2021 || [https://doi.org/10.1016/J.RSER.2021.111504 10.1016/J.RSER.2021.111504] || Participatory methods in energy system modelling and planning – A review |- | [[d:Q137901205|Q137901205]] || 2025 || [https://doi.org/10.1016/J.RSER.2025.115892 10.1016/J.RSER.2025.115892] || A systematic review of the intersection between energy justice and human rights |- | [[d:Q137901225|Q137901225]] || 2024 || [https://doi.org/10.1017/SUS.2024.24 10.1017/SUS.2024.24] || Blue carbon as just transition? A structured literature review |- | [[d:Q137901220|Q137901220]] || 2025 || [https://doi.org/10.1017/SUS.2025.2 10.1017/SUS.2025.2] || Toward an intersectional equity approach in social-ecological transformations |- | [[d:Q137901203|Q137901203]] || 2024 || [https://doi.org/10.1080/14693062.2023.2256697 10.1080/14693062.2023.2256697] || Exploring the democracy-climate nexus: a review of correlations between democracy and climate policy performance |- | [[d:Q137901164|Q137901164]] || 2022 || [https://doi.org/10.1111/GEC3.12662 10.1111/GEC3.12662] || Creating fairer futures for sustainability transitions |- | [[d:Q137901227|Q137901227]] || 2025 || [https://doi.org/10.1139/ER-2024-0018 10.1139/ER-2024-0018] || Community engagement in nature-positive food systems programming and research in East and Southern Africa: a review |- | [[d:Q119955266|Q119955266]] || 2019 || [https://doi.org/10.1146/ANNUREV-ENVIRON-101718-033103 10.1146/ANNUREV-ENVIRON-101718-033103] || Co-Producing Sustainability: Reordering the Governance of Science, Policy, and Practice |- | [[d:Q137901206|Q137901206]] || 2023 || [https://doi.org/10.1146/ANNUREV-ENVIRON-112621-063400 10.1146/ANNUREV-ENVIRON-112621-063400] || Metrics for Decision-Making in Energy Justice |- | [[d:Q137901213|Q137901213]] || 2022 || [https://doi.org/10.1186/S13705-021-00330-4 10.1186/S13705-021-00330-4] || Mapping emergent public engagement in societal transitions: a scoping review |- | [[d:Q137901163|Q137901163]] || 2025 || [https://doi.org/10.17573/CEPAR.2025.2.09 10.17573/CEPAR.2025.2.09] || From Co-Creation to Circular Cities: Exploring Living Labs in EU Governance Frameworks - A Literature Review |- | [[d:Q137901197|Q137901197]] || 2024 || [https://doi.org/10.3390/EN17143512 10.3390/EN17143512] || A Systematic Review on the Path to Inclusive and Sustainable Energy Transitions |- | [[d:Q104887325|Q104887325]] || 2019 || [https://doi.org/10.3390/SU11041023 10.3390/SU11041023] || Deliberation and the Promise of a Deeply Democratic Sustainability Transition |- | [[d:Q137901202|Q137901202]] || 2021 || [https://doi.org/10.3390/SU13042128 10.3390/SU13042128] || A Review of Energy Communities in Sub-Saharan Africa as a Transition Pathway to Energy Democracy |- | [[d:Q137901210|Q137901210]] || 2023 || [https://doi.org/10.3390/SU15032441 10.3390/SU15032441] || Sustainable Project Governance: Scientometric Analysis and Emerging Trends |- | [[d:Q137901224|Q137901224]] || 2024 || [https://doi.org/10.3390/SU16198700 10.3390/SU16198700] || Empowering Communities to Act for a Change: A Review of the Community Empowerment Programs towards Sustainability and Resilience |} == References == {{References}} kj3liucqxgjbta5anaszoauom58co0o 2841719 2841716 2026-10-20T10:03:35Z Jeanne Noiraud 1366702 /* Visualizing the characteristics of our bibliographic sample */ 2841719 wikitext text/x-wiki == Acknowledgements == === Contributors === {| class="wikitable" |+ !Name !Affiliation !ORCID !Contribution |- |Adélie Ranville |IAE de Grenoble, CERAG lab (https://ror.org/0509qp208) |https://orcid.org/0000-0002-3993-6135 |Research design, database search, article screening, knowledge modelling, article writing |- |Amélie E. Pereira |Laboratoire DICEN IDF |https://orcid.org/0009-0005-5928-5586 |Meta-data enrichement, article writing |- |Finn Nielsen |Technical University of Denmark |https://orcid.org/0000-0001-6128-3356 |Data visualisation |} Contribution statistics are visible here : https://xtools.wmcloud.org/pageinfo/en.wikiversity.org/Just_sustainability_transitions:_a_living_review == Introduction == Just sustainability transition refers to the process of shifting towards sustainable practices in a way that is equitable and inclusive. It includes dimensions of procedural, recognition, distributive and reparative justice and the concept is related to climate justice, environmental justice and energy justice.<ref>{{Cite Q|Q134545572}}.</ref><ref>{{Cite Q|Q129947262}}.</ref> The study of sustainability transitions in social sciences requires dynamic and adaptive research synthesis methods. Sustainability transitions involve complex, multi-level processes influenced by technological, economic, social, and policy factors.<ref name="Geels2020">{{Cite Q|Q121307039}}.</ref><ref name="GeelsAyoub2023">{{Cite Q|Q134545555}}.</ref><ref name="Sovacoolal2025">{{Cite Q|Q134545611}}.</ref> Given the rapidly evolving nature of sustainability-related research, static literature reviews often become outdated, limiting their usefulness for policymakers, scholars, and practitioners. A living literature review – continuously updated with new findings – ensures that emerging insights, case studies, and theoretical developments are integrated cumulatively into the knowledge base. Developing such review will answer the call for more evidence-based practices in management sciences.<ref>{{Cite Q|Q134545576}}.</ref><ref>{{Cite Q|Q46429136}}.</ref> Our project assesses the potential of Wikidata to build living review workflow on sustainability transition. We address three issues encountered by scientists: information overload, knowledge synthesis and results dissemination. === The problem of academic information overload === Global scientific output is quickly growing<ref>{{Cite Q|Q100712015}}.</ref><ref name="Hansonal2024">{{Cite Q|Q131700697}}.</ref><ref>{{Cite Q|Q141613068}}</ref>, pushed by the “publish or perish” model incentivizing researchers to increase the quantity of research outputs. Researchers are subject to information overload as the number of publications to read is beyond what a human brain can handle, they are expected to produce high-quality research under an increasing time pressure<ref name="Hansonal2024" />. This intensification of academic work is being denounced as detrimental to the deep cognitive process needed to actually produce interesting knowledge.<ref>{{Cite Q|Q134545560}}.</ref> “Wikifying science” may in this context contribute to facilitating researcher’s work while preserving scientific quality. That is why in this project, we aim to build a searchable academic publication database with enriched meta-data that will allow scholars to navigate the existing publications corpus related to just sustainability transition more easily. === The problem of knowledge synthesis === The volume of academic production is rendering knowledge synthesis difficult. Scholars have thus called for making literature reviews cumulative and updatable.<ref>{{Citation|title=Day 2 {{!}} Arnaud Vaganay: Reproducible Literature Reviews|url=https://www.youtube.com/watch?v=Nspd_1cx9kc|date=2017-10-19|accessdate=2026-06-23|last=Berkeley Initiative for Transparency in the Social Sciences (BITSS)}}</ref><ref>{{Cite Q|Q55121944}}.</ref> and for shifting from static text format publications to dynamic knowledge mapping<ref name="Krlev2019">{{Cite Q|Q141608208}}</ref> This call is being answered through the development of living literature reviews that can be updated dynamically with new knowledge (examples : <ref>{{Cite Q|Q40040379}}.</ref><ref>{{Cite Q|Q134545630}}.</ref><ref name="Spadaroal2022">{{Cite Q|Q141606483}}.</ref>). While such reviews method exist for quantitative research producing standardized results, they are not adapted to synthetize social science studies on sustainability transitions that involve diverse methodologies and various disciplinary perspectives. The goal of the project is to propose a demonstration of a living review method for social science findings on just sustainability transition, relying on the collaborative model and tools of Wikimedia projects notably Wikidata, Wikiversity and Wikipedia. === Visualize the statements supported by a specific source === * https://synia.toolforge.org/#work/Q114306483 === The problem of scientific results dissemination === There is urgent need to disseminate knowledge on impactful topics like sustainability transition while proprietary publication models, disinformation and censorship (e.g. US) is threatening access to free and reliable knowledge. In parallel, social scientists struggle to make their work impactful.<ref>{{Cite Q|Q134545557}}.</ref> Wikipedia is a key knowledge dissemination platform widely used by students.<ref>{{Cite Q|Q118144142}}.</ref> and scientists themselves, as shown by the fact that articles used as sources on Wikipedia are more cited in the literature.<ref>{{Cite Q|Q42013239}}</ref> and that some scholars cite directly Wikipedia.<ref>{{Cite Q|Q66709114}}.</ref> However, scientists do not naturally contribute to wikimedia projects as part of their work because of lack of incentives.<ref>{{Cite Q|Q130493308}}.</ref><ref>{{Cite Q|Q107303605}}.</ref>, but also other factors such as lack of time, lack of recognition and fit with scholarly workflow<ref name="Wikimania2011survey">{{Cite Q|Q141607620}}.</ref> In addition, expert participation is not immune to the gender gap<ref name="Wikimania2011survey"/>. Because of gender segregation in disciplines<ref>{{Cite Q|Q28265069}}.</ref>, this may be detrimental to the content coverage on “female” topics<ref>{{Cite Q|Q27797938}}.</ref>, notably for social science in which women are more present. Our project proposes to improve expert contribution by making wikimedia projects (notably wikidata) useful tools that can facilitate research work, in addition to a key knowledge dissemination platform that is not country or institution-dependent. We propose to approach Wikimedia projects as a powerful (and free) knowledge management infrastructure that researchers could use. The Wikimedia ecosystem offers solutions that have strong potential to put open science principles into practices, including [[wikipedia:FAIR_data|FAIR]] principles and [[wikipedia:Linked_data#Linked_open_data|linked open data]]. == Toward a living review on just sustainability transition == === Just sustainability transition === Just sustainability transition transition is "a fair and equitable process of moving towards a post-carbon society"<ref name="McCauleyHeffron2018">{{Cite Q|Q129947262}}.</ref>. The concept of just transition originated from global trade unions in the 1980s to promote green jobs creation as a key element of sustainability transitions<ref name="McCauleyHeffron2018"/>. However, scholars have broadened the use of this term to develop frameworks for analysing issues of fairness in these transitions<ref name="McCauleyHeffron2018"/>. The concept of just transition can be used to bridge various bodies of scholarship : climate justice, environmental justiceand energy justice<ref name="Xinxinal2021">{{Cite Q|Q137209041}}</ref><ref name="Heffron2021">{{Cite Q|Q134545572}}.</ref> and take into account various aspects of justice including distributional justice, procedural justice, restorative justice, recognition justice<ref name="McCauleyHeffron2018"/><ref name="Xinxinal2021"/><ref name="Heffron2021"/><ref name="Jenkinsal2016">{{Cite Q|Q137210566}}.</ref>. Developping living reviews seem particularly relevant for the just transition literature: first, modeling knowledge and building graphs allows to take into account the complexity of sustainability transitions which involve multiple levels of analysis<ref name="Geels2020" /><ref name="GeelsAyoub2023" /><ref name="Sovacoolal2025" /> and fragmented results coming from various disciplines<ref name="Droubial2022">{{Cite Q|Q137901182}}.</ref>. Then, making literature reviews "living" would allow researchers to be less subject to information overload through a more systematic accumulation of knowledge. Finally, conducting this review with an open science philosophy aswers the challenge of knowledge dissemination, which is crucial in a context of socio-ecological emergency when decision-makers need to rapidely access reliable information on possible sustainability transition trajectories. === Living reviews === The concept of living systematic reviews is recent (2014), so the definition has been regularly reworked<ref name="Why1">{{Cite Q |Q40040379 }}</ref>. Living systematic reviews complement the older concept of [[literature review]]. Its objective is the same : obtain an accurate overview of the state of scientific knowledge on a subject<ref name="Why1" /><ref name="Aklal2017">{{Cite Q|Q50084143}}</ref><ref name="Simmondsal2021">{{Cite Q|Q141608286}}.</ref>. A traditional review may be obsolete by the time it is published, as new studies have emerged between the submission of the manuscript and its publication<ref name="Why1" /><ref name="Aklal2017"/><ref name="Simmondsal2021"/>. Living systematic reviews exists to address this common problem<ref name="Why1" /><ref name="Aklal2017"/><ref name="Simmondsal2021"/><ref name="Krlev2019"/>. It is therefore particularly useful in rapidly evolving fields of research<ref name="Why1" /><ref name="Simmondsal2021"/>, such as just transition. Literature review methods are currently evolving with new technological possibilities. Generative artificial intelligence such as ChatGPT are expected to have a strong influence on literature review activities<ref name="Krleval2025">{{Cite Q|Q141608155}}.</ref>. Advances in AI could render certain older methodological types of living systematic reviews obsoletes<ref name="Krleval2025"/>, as IA are useful to extract, filter and classify datas<ref>{{Cite Q|Q141608482}}</ref>. [[Large language models]] (LLM) are "on the rise" (2025), but not yet integrated into tested and validated methodologies<ref name="Metzendorfal2025">{{Cite Q|Q134545593}}</ref>. Human validation stays notably necessary<ref>{{Cite Q|Q123252496}}.</ref><ref name="Metzendorfal2025"/>. While AI can appear as a solution for scaling literature reviews, we are in the present project exploring another possible scenario which is to use more crowdsourcing in the literature review process. === Wikimedia projects === Wikipedia is a successfull example of large-scaled crowdsourcing of reliable knowledge synthesis. That is why this project proposes to explore the potential of the Wikimedia ecosystem for conducting living reviews. Since Wikipedia does aim to host original research<ref>{{Cite journal|date=2026-06-21|title=Wikipedia:No original research|url=https://en.wikipedia.org/w/index.php?title=Wikipedia:No_original_research&oldid=1360514388|journal=Wikipedia|language=en}}</ref>, we are working on two sister projects : Wikidata and Wikiversity. As its name suggests (wiki and data), [[wikipedia:Wikidata|Wikidata]] is, like Wikipedia, a collaborative project based on wiki editing technology; however, unlike the online encyclopaedia, it contains data rather than articles. Whilst there is a separate Wikipedia for each language version, there is only one Wikidata, containing items organised using unique identifiers. What matters when organising information in Wikidata is not the words used to define each concept, but the concept itself. Wikidata is a [[Databases|database]], more precisely a knowledge base, "collaboratively edited multilingual knowledge graph hosted by the Wikimedia Foundation".<ref>{{Cite news|last=Chalabi|first=Mona|date=April 26, 2013|title=Welcome to Wikidata! Now what?|url=https://www.theguardian.com/news/datablog/2013/apr/26/wikidata-launch|access-date=October 2, 2021|archive-date=2 October 2021|archive-url=https://web.archive.org/web/20211002152920/https://www.theguardian.com/news/datablog/2013/apr/26/wikidata-launch|url-status=live}}</ref><ref>{{Cite journal|date=2026-06-21|title=Wikidata|url=https://en.wikipedia.org/w/index.php?title=Wikidata&oldid=1360462340|journal=Wikipedia|language=en}}</ref> "A [[wikidata:Q33002955|knowledge graph]] is a structured representation of knowledge that captures information in a machine-readable format.<ref name="Hoganal2022">{{Cite Q|Q141609055}}.</ref> A knowledge graph consists of a graph or network of interconnected data points, where each data point represents a piece of information or a concept, and the relationships between them are explicitly defined. Knowledge graphs organize and store data in a format that facilitates information retrieval, data analysis, and reasoning."<ref>{{Cite Q|Q130027230}}.</ref> Such graphs have a strong potential to conduct knowledge synthesis.<ref name="Krlev2019"/><ref name="Fotopouloual2022">{{Cite Q|Q117837999}}</ref><ref name="Spadaroal2022"/> They are especially usefull to build the ontologies (formal representations of concepts) that are necessary to organize and represent existing knowledge.<ref name="Spadaroal2022"/> Wikidata is a unique project, designed from the outset for multilingual use.<ref name="VrandečićKrötzsch2014">{{Cite Q|Q18507561}}.</ref> Structuring the data in the form of RDF triples enables a multilingual understanding of the information, provided that their metadata (the ‘label’ and ‘description’ fields) are also translated.<ref name="VrandečićKrötzsch2014"/><ref>{{Cite Q|Q27044266}}</ref> Each Wikidata element in fact comprises a box linking a label (the common term used to refer to the element in each language) to a descrition. Integration into WD is based on adherence to the five principles of linked open data (available on the web, under a free licence, in RDF format, with a unique, identifiable URL for each item, and linked to other data sources), under a CC0 licence, which places the data in the public domain. The use of a unique identifier is a cornerstone of linked open data.<ref>{{Cite Q|Q115725978}}</ref> Indeed, in order to link two databases or knowledge bases together, it is necessary to use an identifier that is both unique to a record or a concept and common to both databases, so as to enable data sharing. This identifier is generally derived from an authority source. In complement to using Wikidata to model knowledge, we decided to use Wikiversity to report and write our research results. [[wikipedia:Wikiversity|Wikiversity]] is another Wikimedia project hosting pedagogical content, original research, and even a publishing house ([[WikiJournal|WikiJournals]]).<ref>{{Cite journal|date=2026-06-09|title=Wikiversity|url=https://en.wikipedia.org/w/index.php?title=Wikiversity&oldid=1358552930|journal=Wikipedia|language=en}}</ref><ref>{{Cite Q|Q100300896}}.</ref> Like all Wikimedia projects, Wikiversity is editable by everyone, have a discussion tab and an history log tab. === Use of Wikidata and Wikiversity for research === A review specifically focusing on the uses of Wikidata in digital humanities projects was carried out by Fudie Zhao in 2022.<ref name="Zhao2022">{{Cite Q|Q116369826}}.</ref> It concluded that WD is used as a content provider, a platform and a technology stack. More specifically, these uses include the implementation of data annotation and enrichment, metadata curation, knowledge modelling and named entity recognition.<ref name="Zhao2022"/> Applications in the life sciences were analysed by Waagmeester et al. in 2019, who highlighted its alignment with the FAIR principles as one of its key strengths for this purpose<ref name="Waagmeesteral2020">{{Cite Q|Q87830400}}</ref>. In this field, WD has been enriched with content from authoritative public sources on genes, proteins and chemical compounds. WD is also used in the social sciences and in artificial intelligence research.<ref>{{Cite Q|Q118130164}}</ref> Wikidata is used as a crowdsourced curation of biomedical ontologies. These ontologies are essential for structuring biomedical knowledge, but their maintenance requires substantial ongoing effort, including updating content and mapping terms to other ontologies and vocabularies. Community curation can distribute this work among many contributors, although it may also introduce errors and inconsistencies. The study investigated Wikidata as a crowdsourced curation platform for the Human Disease Ontology (DO), combining community contributions with expert review. Disease data from DO were initially added to Wikidata in 2015, and from 2018 onward, Wikidata was compared monthly with the latest DO release. Beyond identifier mappings, Wikidata users proposed structural changes to the ontology, such as new disease terms and modifications to subclass relationships. These suggestions were less often incorporated directly, but frequently prompted expert review and refinement. The authors conclude that this hybrid crowdsourcing model can be applied to other resources synchronized with Wikidata, allowing distributed contributions while retaining expert control over the final curation. Wikidata also increases the visibility and accessibility of biomedical ontologies by connecting them with a broader community of users, tools, and services.<ref name="Waagmeesteral2020"/> Wikidata was relevant because it provides a collaborative platform for aggregating and integrating biomedical knowledge from a large community of contributors. The Human Disease Ontology (DO), meanwhile, provides a structured representation of disease concepts and their relationships. Combining the two made it possible to distribute part of the curation work among Wikidata users while retaining expert control over the quality of the ontology. The researchers used the Disease Ontology as a full ontology, rather than simply as a vocabulary list. The ontology contains disease concepts as well as relationships between them, such as subclass relationships, and mappings to external vocabularies and resources. Wikidata was used as a crowdsourcing and knowledge-integration platform. Contributors could add identifier mappings to resources such as GARD, MeSH, ORDO, and OMIM, as well as propose changes to the ontology structure and new disease terms. These contributions were then reviewed by expert curators before being incorporated into the official Disease Ontology. The researchers seeded Wikidata with disease items from the Disease Ontology and then developed a system to monitor, filter, and prioritize changes made by Wikidata contributors. From 2018 onward, they compared Wikidata with the latest official Disease Ontology release on a monthly basis. The community contributed new mappings and structural suggestions, while expert DO curators manually reviewed and validated these contributions. Most identifier mappings were accepted after review, whereas more complex structural changes were generally examined and refined by experts before being incorporated into the ontology. Thus, the ontology was developed through a hybrid process combining distributed community curation with expert validation.<ref name="Waagmeesteral2020"/> / Short version / Waagmeester et al. (2020)<ref name="Waagmeesteral2020"/> evaluated Wikidata as a crowdsourced curation platform for the Human Disease Ontology (DO) using a hybrid model that combines community contributions with expert review.<ref name="Waagmeesteral2020"/> Wikidata was seeded with DO disease items starting in late 2015, and from 2018 onward the disease data were compared monthly with the most recent DO release. In the first comparison, Wikidata users had added 2,030 cross-references to GARD and MeSH, mainly through a small number of contributors using an identifier-mapping interface. After manual review by DO curators, 2,007 (98.9%) were judged correct and included in the next DO release. Subsequent monthly reports, which also included ORDO and OMIM mappings, showed approval rates above 90%. Contributors also proposed structural changes, such as new disease terms and revised subclass relationships. These were rarely adopted without modification, but they often prompted further review and refinement by DO curators. The authors argue that this approach can be generalized to any resource synchronized with Wikidata, allowing distributed contributions while preserving expert control over the final curation. They also note that integration into Wikidata increases the resource's visibility by engaging a broader community of users, curators, tools, and services. === Knowledge graphs for research === The theory database of behaviour change (https://theory-database.hbcptools.org/) references more than 70 theories of behaviour change and uses an ontology-based modelling system (OBMS) to represent constructs and their relationships in a formalized way.<ref name="Westal2019">{{Cite Q|Q92955740}}.</ref><ref name="Haleal2020">{{Cite Q|Q102211870}}.</ref> Behaviour-change theories are written in natural language, sometimes with ad hoc diagrams. This makes them ambiguous: the same construct gets different labels, and the same label is used for different constructs, even within one theory. The authors argue this hinders comparing, integrating and applying theories, and may explain why interventions are often disconnected from explicit theory. A review of 83 theories showed these problems. Existing resources did not solve this. The Grid-Enabled Measures database, the Science of Behaviour Change repository and the Theoretical Domains Framework organise or synthesise constructs, but none standardises how theories are represented. A formal system of defined constructs and typed relationships, of the kind used to build ontologies, was chosen to make theories precise and comparable. It would also allow computational searching, clustering and reasoning across theories. It is closer to a full ontology than to a vocabulary list, though the authors do not claim a finished ontology. The system has three parts: * Defined constructs. Each has a label and a definition (85 constructs across the five theories). * Typed binary relationships. Each theory is written as "subject–relationship–object" propositions. The relationships fall into three types: causal (e.g. "is influenced (+) by", "may be influenced by", "correlates with"), semantic ("type of", "value of", "has attribute") and structural ("part of", "has start", "has end"). * Diagrams. Propositions are also shown graphically, and the diagrams can be exported as subject–relationship–object triples. The authors say such representations "can be used to create formal 'ontologies'". They note, though, that the system is not yet formally linked to OWL, which would allow greater expressivity and automated inference. They plan to do this in the next phase. They selected five theories from the 83 in Davis et al.: the Health Belief Model, the Information-Motivation-Behavioural Skills model, Social Cognitive Theory, the Theory of Planned Behaviour and the Transtheoretical Model. These were chosen as the most frequently used in behaviour-change interventions. Construct labels were taken from the original published descriptions. Definitions were drafted from the theory text and reviewed by two additional authors. Where the theory text gave no definition, they consulted the APA dictionary, then other dictionaries and sources. Failing that, they wrote definitions from the theory text and dictionary definitions of the label's words. The relationship library was built incrementally, adding types only as needed to capture the theories. Two researchers independently coded each theory into triples, then reached an agreed version through team discussion. The construct definitions and theory representations were sent to the theory authors or, where authors couldn't be reached, to experts. The experts were found by searching Web of Science and Scopus for the most frequent citers of each theory. Proposed changes were included, or the authors explained why not. Validation was qualitative. There was no quantitative measure such as inter-rater agreement. The authors report that the theory authors "appeared to be satisfied" that the system captured their theories, but they gave no formal test. The reviews also exposed issues. The Theory of Planned Behaviour author did not think the "behavioural belief" construct was needed, but the authors kept it because the logic requires it. The Transtheoretical Model author noted that the representation omits transitions back to earlier stages, which the system could in principle handle. Limits : Only five theories were covered. No formal link to OWL yet. The representations capture only the main parts of each theory, and the diagrams become hard to read as propositions are added. . Why was an ontology-based approach relevant? Natural language is a poor medium for theories. Behaviour-change theories are expressed in natural language, which the authors say is ambiguous and limits comparison, integration and testing. Overlapping scope, vague definitions and inconsistent construct labels make it hard to choose or combine theories. Theories need to be computable. To search, compare, test and integrate theories efficiently, they must be specified in a way that is "clear, consistent and computable". Ontology-style construct–relationship–construct triples make theories computer-readable and searchable, and give a basis for logical inference. No existing ontology covered this domain. A scoping review found 15 ontologies related to human behaviour change, none of which represented its breadth and detail. This motivated the project's own Behaviour Change Intervention Ontology (BCIO), which the authors plan to link the theories to. 2. Vocabulary list or full ontology? Neither exactly. The authors state that the OBMS "is not an ontology", because ontologies typically represent knowledge about the world rather than theories about it. It does use the same modelling approach that ontologies use. What it is. It is a formal system of labelled constructs plus typed relationships, written as triples such as "intention–influences–behaviour". Diagrams are drawn in LucidChart and exported as CSV, and Python scripts extract the triples into a searchable database (Flask web interface, Whoosh search). Relationship types. 14 were used across the 76 theories. The most common were "influences" (995 triples) and "part of" (578), followed by "type of", multiplicative and positive influences, and others. More than a vocabulary list. It goes beyond a flat list of terms because it encodes relationships between constructs, including causal, semantic (type of), structural (part of) and process ("transitions to") types. Moderators are handled by "reification", treating a relationship as a construct. Not yet fully ontological. Constructs are identified by their labels only. There are no definitions or formal semantics yet, and this is the main gap. The authors plan to annotate constructs with entities from the BCIO, which would add synonyms, definitions and formal logic (e.g. OWL) to check consistency. The only formal ontology named in the paper is the BCIO, and it is a planned future link rather than something used here. 3. How was it developed and validated? Development Selection. 83 theories were screened from Davis et al. (2015). 71 new ones were represented, and combined with the five from West et al. (2019) they give 76. Seven were excluded: two did not link any construct to behaviour, one lacked a behaviour construct, and four had been integrated into the Theory of Triadic Influence. Constructs. At least two researchers independently extracted constructs from the original sources. Disagreements were settled by discussion, or by the study leads (SM and RW) if needed. The extraction was then cross-checked against the theory summaries in Michie et al. (2014). Diagrams. One researcher drafted each diagram, and a second or third refined it. There were 19 conceivable relationship types at the start, revised for parsimony. Only one type ("transitions to") was added to those in West et al. (2019). Validation Author and expert review. Each diagram went to the theory author or an expert. If none of the 15 authors could be reached (14 deceased, 1 retired), an expert was found through Web of Science and Scopus. Of the 69 contacted, 50 (72.5%) responded and 38 gave feedback. Iterative revision. A researcher identified changes and a second reviewed them, with revisions repeated until agreement. A non-response after two reminders counted as approval. Outcome. 35 theories (49%) were finalised with no or very minor changes. The other 36 (51%) changed constructs (7), relationships (15) or both (14). Openness. Data, diagrams and code are on OSF, and the database is online. Limitations and reviewer concerns Non-response counted as approval, and validation was qualitative with no agreement statistics. Only about 20% of construct names appeared in more than one theory. Both reviewers suspect this understates conceptual overlap, because constructs were matched by label rather than definition. Reification makes triples nested and complex, and the reviewers question how well moderators are represented. The reviewers also asked how the system handles non-deliberative, environmental (behaviourist) models and socio-cultural influences. Persons in Context (PiCo) is a knowledge model allowing to link the reconstruction of historical persons to observations and sources<ref>{{Cite Q|Q141609117}}</ref>. == Research question and hypothesis == Our research question is : '''How can Wikimedia projects contribute to building a collaborative living review on just sustainability transition ?''' In this project, we aim to test 4 hypothesis : ● '''Hypothesis 1:''' Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations. ● '''Hypothesis 2:''' Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference (e.g. conceptual typologies, cause-effect chains…). ● '''Hypothesis 3:''' SPARQL-based queries and visualizations can be used to navigate  scientific corpora and scientific knowledge graphs. ● '''Hypothesis 4''': Wikimedia or Wikiversity pages can be used to write literature reviews collaboratively in text format augmented by interwiki links (following the ideal of linked open data). We also have 2 assumptions : ● '''Assumption 1:''' Wikimedia projects have to be integrated into validated scientific protocols in order to be a valuable research tool. ● '''Assumption 2:''' Wikimedia project contribution has to be made interoperable with tools, methods and data types already used by researchers. == Methodology == Our study rely on a meta-review, that is a review of existing literature reviews. Data presented in literature reviews are usually presented as tables or diagrams, and sometimes provided as supplementary materials in publications. However, these data are not made interoperable and are not used to update prior literature reviews. Our goal was to synthesize results of previous literature reviews by making their findings compatible with linked open data and open science standards using Wikidata, Wikiversity, and other open-science infrastructures. The first step was to build and enrich the bibliographic metadata of a corpus of articles we selected into Wikidata. The second step was to model the content of these articles in Wikidata (e.g. typologies, causes-effects relationships...). The third step was to experiment relevant visualization of this content (e.g. causes-effects graphs). The las step was to write our report on a Wikiversity page, including links to our knowledge graph, following a linked open data philosophy. == 1. Building an academic corpus and enriching bibliographic metadata == The goal of this step was to test '''Hypothesis 1''' (Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations). To do so we imported academic references into Wikidata, and explored the advantages of constituting a scholarly corpus on Wikidata in comparison (or in complementarity) to existing tools used by researchers such as reference management softwares and knowledge management softwares. Reference management software (Zenodo, Mendeley…) are used to collect scientific item metadata and integrate them into academic writing. They can also be used to analyze and annotate academic articles and can include export functions making the data interoperable with other analysis tools. Knowledge management software (Obsidian, Zettlr, Room Research, Notion, Logseq, Reflect…) are used by some researchers to organize their ideas. To build and enrich our academic corpus on Wikidata, we searched existing databases, selected the sample of articles we wanted to study, imported these articles metadata into Wikidata, enriched these metadata and finally reflected on the advantages and limitations of Wikidata to build a rich academic corpus. === Database search === Doing a systematic review on all aspects of just transition would have resulted in too many articles to review. We thus decided to first explore one aspect of justice : procedural justice. Procedural justice is about the fairness of decision-making processes related to transitions<ref name="Jenkinsal2016"/> such as the inclusion of those impacted by these decisions<ref name=":5">{{Cite Q|Q137210229}}</ref> (e.g. the participation of affected communities in decisions related to the construction of new infrastructures<ref name="McCauleyHeffron2018"/>). Procedural justice can include issues of community and citizen participation in decision making, their political representation, their consultation, or the integration of their knowledge, with a focus on neglected population (indigenous people, women, gender and ethnic minorities)<ref>{{Cite Q|Q137210566}}</ref>. For our search, we selected keywords related to procedural justice (procedural justice OR procedural fairness OR democracy OR participation OR participatory) and keywords related to sustainability transition (sustainability OR energy OR climate) AND (transition OR transitions). We conducted preliminary searches in various databases including Web of science, Go Triple, Dimensions and OpenAlex. Web of Science was the database offering the most relevant restults and included the possibility to filter results to display only litterature reviews. Articles metadata were exported (in .ris format) and then imported into the reference manager software Zotero. {| class="wikitable" |+ !Keywords search !Database !Search date !Filters !Number of results |- |(((TS=(procedural justice OR procedural fairness OR democracy OR participation OR participatory)) AND TS=(sustainability OR energy OR climate)) AND TS=(transition OR transitions)) AND TS=(review OR reviews) |Web of Science (all databases, all dates) |December 2025 |Document type: Review Article |362 |} === Article selection === Articles abstract were then screened and we selected only articles which were litterature reviews focusing on concepts related to procedural justice as their main topics. We excluded article which were : * Not related to sustainability transition (e.g. sustainable shift in..., hard science papers...) * Not literature reviews (e.g. review of policies/initiatives/cases, review notes, book review...) * Not related to procedural justice but to participation into markets, participation in eco-friendly behaviors * Including justice consideration only in “future research” suggestions * Discussing participatory research methodologies (e.g. participatory modelling) without approaching it as an issue of justice, power or democracy * Discussing procedural justice concepts as key variables or key results without it being the main focus of the paper The files with the lists of included and excluded articles are available on the archive plateform Zenodo : https://zenodo.org/records/20749974 === Importing selected articles into Wikidata === Before importing the selected articles meta-data into Wikidata, we first ran [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 a script] to check if any article was already present in Wikidata. Next, we used [https://gist.github.com/zuphilip/90acdc3eac4109830db1b3ab855fcb24 another script] that checks the ISSN of the publication in Wikidata and add P-Q-pairs in the extra field of Zotero. Then we exported the articles data using the "export to Wikidata QuickStatements" function of Zotero and use the QuickStatements tool to add them to Wikidata. Next we used the [[wikidata:Wikidata:Zotero/Cita|Cita]] (V1.0.0-beta.17) Zotero add-on to add articles QID in Zotero. At this point we identified that duplicates had been created in Wikidata (possibly because the initial [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 script] did not work that well because of the recent [[wikidata:Wikidata:SPARQL_query_service/WDQS_graph_split|Graph Split]] on Wikidata). We merged duplicates on wikidata using the [[wikidata:Help:Merge|"Merge" gadget]] on Wikidata. We checked manually for duplicated statments in those items. === Article classification through metadata enrichement === Metadatas are data describing other data. The metadata of academic items usually include title, author, publication outlet, publication date, pages, DOI, URL... and can be structured following specific standards (e.g. [[wikipedia:Dublin_Core|Dublin Core]]). In academic databases such as WOS or OpenAlex, the only metadata available regarding the content of an academic article are the abstract and sometimes keywords. However, researchers conducting literature reviews need more precise informations. An important part of literature review work can thus be about describing what the articles are about. For example, describing industry focus, academic discipline, geography of research sites (countries), stakeholder focus (community, consumer, worker...), type of study (case study, theory development) or methodology (quantitative, qualitative, mixt) (e.g. <ref name=":5" />). By metadata enrichment, we mean completing metadata to include additional information about the content of an academic piece. In Wikidata, each type of information is added using a specific property. A property is the edge that links two entities in the Wikidata knowledge graph. We selected three Wikidata properties to describe the content of our selected articles : {{Wikidata entity link|P921}} to describe what the article is about, {{Wikidata entity link|P8363}} to describe its main methodology/research design and {{Wikidata entity link|P6153}} to describe the geographical scope of the study. We also worked on adding {{Wikidata entity link|P50}}. ==== Adding {{Wikidata entity link|P921}} ==== We first read the articles abstracts and listed relevant topics and their Wikidata ID in a shared spreadsheet. These topics were : {| class="wikitable" |+ !Qid !Main topic !Description |- |[[d:Q42377797|Q42377797]] |acceptability |characteristic of a thing being subject to acceptance for some purpose |- |[[d:Q2798912|Q2798912]] |accountability |concept of responsibility in ethics, governance and decision-making |- |[[d:Q421953|Q421953]] |actor–network theory |theory within social science |- |[[d:Q84459973|Q84459973]] |affordability | |- |[[d:Q185836|Q185836]] |age of a person |time elapsed since a person was born |- |[[d:Q4764988|Q4764988]] |animal studies |field in which animals are studied in a variety of cross-disciplinary ways |- |[[d:Q4338318|Q4338318]] |awareness |state or ability to perceive, to feel, or to be conscious of events, objects, or sensory patterns |- |[[d:Q4930066|Q4930066]] |blue carbon |carbon captured by the world's coastal ocean ecosystems |- |[[d:Q430460|Q430460]] |capability approach |economic theory |- |[[d:Q7569|Q7569]] |child |human between birth and puberty |- |[[d:Q4116870|Q4116870]] |civic engagement |individual or group activity addressing issues of public concern |- |[[d:Q125928|Q125928]] |climate change |human-caused changes to climate on Earth |- |[[d:Q260607|Q260607]] |climate change adaptation |process of adjustment to actual or expected climate change and its effects, seeking to moderate or avoid harm or exploit beneficial opportunities |- |[[d:Q1291678|Q1291678]] |climate justice |term linking the climate crisis with environmental and social justice |- |[[d:Q2270945|Q2270945]] |co-creation |product or service design process in which input from consumers plays a central role |- |[[d:Q16972712|Q16972712]] |co-design |approach to design attempting to actively involve all stakeholders |- |[[d:Q16324410|Q16324410]] |coproduction |product or service design process in which input from consumers plays a central role |- |[[d:Q11024|Q11024]] |communication |act of conveying intended meaning |- |[[d:Q177634|Q177634]] |community |social unit of human organisms who share common values |- |[[d:Q5154673|Q5154673]] |community choice aggregation |alternative energy supply system |- |[[d:Q113514984|Q113514984]] |community energy |delivery of community-led renewable energy, energy demand reduction and energy supply projects |- |[[d:Q65807646|Q65807646]] |community participation |The taking part by members of a community in decisionmaking processes related to the development of their community |- |[[d:Q188843|Q188843]] |cosmopolitanism |ideology that all human beings belong to a single community, based on a shared morality |- |[[d:Q11693783|Q11693783]] |decarbonization |change of economy, especially of energy industries, towards lower carbon dioxide emissions |- |[[d:Q284289|Q284289]] |deliberative democracy |form of democracy focusing on consensus |- |[[d:Q7174|Q7174]] |democracy |form of government |- |[[d:Q552284|Q552284]] |distributive justice |concept of the socially just allocation of goods |- |[[d:Q1230584|Q1230584]] |diversity |concept in sociology and political studies |- |[[d:Q1049066|Q1049066]] |ecological economics |research field on the interdependence of human economies and natural ecosystems |- |[[d:Q8134|Q8134]] |economics |social science that studies the production, distribution, and consumption of goods and services |- |[[d:Q868575|Q868575]] |empowerment |providing increased autonomy |- |[[d:Q295865|Q295865]] |ecosystem service |benefits created by nature, forests and environmental systems |- |[[d:Q138359220|Q138359220]] |energy citizenship |involvement of citizens in energy-related decisions |- |[[d:Q16869822|Q16869822]] |energy consumption |amount of energy or power used |- |[[d:Q1358789|Q1358789]] |senior |elderly person |- |[[d:Q14944319|Q14944319]] |energy democracy |concept in environmental justice movement |- |[[d:Q192704|Q192704]] |energy efficiency |ratio between the useful energy output and the input of a machine |- |[[d:Q24965464|Q24965464]] |energy modeling |process of building computer models of energy systems in order to analyze them |- |[[d:Q1805337|Q1805337]] |energy policy |policy addressing energy issues |- |[[d:Q1341244|Q1341244]] |energy poverty |lack of access to modern energy services |- |[[d:Q3406659|Q3406659]] |energy production |conversion of energy from a primary source into a form useful to humans |- |[[d:Q117091181|Q117091181]] |energy justice |subconcept of economic equality |- |[[d:Q3456219|Q3456219]] |energy renovation |building works aimed at reducing energy consumption and decarbonising the energy sources used |- |[[d:Q2700433|Q2700433]] |energy security |national security considerations of energy availability |- |[[d:Q837718|Q837718]] |energy storage |capture of energy produced at one time for use at a later time |- |[[d:Q795757|Q795757]] |energy transition |long-term structural change towards sustainable energy systems |- |[[d:Q1479527|Q1479527]] |environmental justice |system of fairness |- |[[d:Q771773|Q771773]] |fairness |concept in sociology and generally the interaction of society |- |[[d:Q56395513|Q56395513]] |farming system |method of agricultural production defined by its physical practices and economic characteristics |- |[[d:Q5465532|Q5465532]] |food system |all processes and infrastructure involved in feeding a population |- |[[d:Q4421|Q4421]] |forest |dense collection of trees covering a relatively large area |- |[[d:Q48277|Q48277]] |gender |social concept which distinguish the different gender categories |- |[[d:Q1553864|Q1553864]] |governance |all of the processes of governing, whether undertaken by a government, market or network, whether over a family, tribe, formal or informal organization or territory and whether through the laws, norms, power or language of an organized society |- |[[d:Q8458|Q8458]] |human rights |inalienable fundamental rights to which a person is inherently entitled |- |[[d:Q11376059|Q11376059]] |human rights violation |act or omission which contravene the principles of human rights |- |[[d:Q103817|Q103817]] |indigenous people |first inhabitants of an area and their descendants |- |[[d:Q113561794|Q113561794]] |indigenous science |indigenous knowledge applied to the scientific method |- |[[d:Q770480|Q770480]] |injustice |quality relating to unfairness or undeserved outcomes |- |[[d:Q17142211|Q17142211]] |interactional justice |the perceived appropriateness of interpersonal treatment |- |[[d:Q1516555|Q1516555]] |intersectionnality |theoretical framework of multidimensional oppression |- |[[d:Q6316391|Q6316391]] |just transition |Framework developed by the trade union movement to encompass wide range of social interventions needed to secure decent work opportunities and a greener economy. |- |[[d:Q366139|Q366139]] |legitimation |the process of making something acceptable and normative to a group |- |[[d:Q3027857|Q3027857]] |living lab |user-centered, open innovation ecosystem integrating research and innovation in real life communities |- |[[d:Q59679511|Q59679511]] |low income |home with little money |- |[[d:Q43619|Q43619]] |natural environment |all living and non-living things occurring naturally on Earth or some region thereof |- |[[d:Q127514833|Q127514833]] |nature-positive |global goal to halt and reverse nature loss by 2030 |- |[[d:Q13023682|Q13023682]] |non-human |organism not in the genus Homo |- |[[d:Q728646|Q728646]] |partnership |arrangement in which parties agree to cooperate to advance their mutual interests |- |[[d:Q3907287|Q3907287]] |policy making |the act of developing policy |- |[[d:Q9357091|Q9357091]] |political theory |class of theory |- |[[d:Q265425|Q265425]] |postcolonialism |academic discipline |- |[[d:Q25107|Q25107]] |power |ability to influence the behavior of others |- |[[d:Q442100|Q442100]] |procedural justice |fairness in the processes that resolve disputes and allocate resources |- |[[d:Q7249406|Q7249406]] |project governance |management framework |- |[[d:Q7257735|Q7257735]] |public engagement |Policy-making practice |- |[[d:Q541936|Q541936]] |public participation |participation of citizens in various policy decisions and planning processes |- |[[d:Q6142016|Q6142016]] |recognition justice |social philosophy theory |- |[[d:Q10509953|Q10509953]] |renewable electricity |electricity from renweable sources |- |[[d:Q12705|Q12705]] |renewable energy |energy collected from renewable resources |- |[[d:Q56510941|Q56510941]] |renewable energy policy | |- |[[d:Q1165392|Q1165392]] |restorative justice |approach to justice where victims and perpetrators mediate a restitution agreement |- |[[d:Q4414036|Q4414036]] |rural population |inhabitants of rural areas or of small towns classified as rural |- |[[d:Q17152351|Q17152351]] |smart system |adaptive intelligent systems |- |[[d:Q187588|Q187588]] |social class |group of people categorized in a hierarchy based on socioeconomic factors |- |[[d:Q264892|Q264892]] |social justice |concept that discrimination recognized in society should be remedied |- |[[d:Q34749|Q34749]] |social science |academic disciplines concerned with society and the relationships between individuals in society |- |[[d:Q2930198|Q2930198]] |stakeholder participation |involvement of groups or individuals affected by the actions of an entity |- |[[d:Q125359881|Q125359881]] |sustainability transition | |- |[[d:Q219416|Q219416]] |sustainability |ability of human civilization to coexist with the biosphere in a steady state |- |[[d:Q131201|Q131201]] |sustainable development |mode of human development that meets current demands without compromising the needs of future generations |- |[[d:Q7649586|Q7649586]] |Sustainable Development Goals |set of United Nations-defined global development goals and climate change |- |[[d:Q69883|Q69883]] |urban planning |technical and political process concerned with the use of land and design of the urban environment |- |[[d:Q920600|Q920600]] |urban renewal |program of land redevelopment in cities, often where there is urban decay |- |[[d:Q3376054|Q3376054]] |vulnerable population |group of persons whose range of options is severely limited, are subjected to coercion, or who may be compromised in their ability to give informed consent |- |[[d:Q107389921|Q107389921]] |water-management | |- |[[d:Q7981051|Q7981051]] |well-being |measure of how well life is to someone or a group with factors such as health, happiness and satisfaction |- |[[d:Q467|Q467]] |woman |female adult human |- |[[d:Q188867|Q188867]] |future studies |study of possible, probable, and preferable social, technological and political futures |- |[[d:Q1038171|Q1038171]] |participatory design |active involvement of all stakeholders in the design process |}Then, for each article, we inferred what the {{Wikidata entity link|P921}} was from the abstracts and author provided keywords. ==== Adding {{Wikidata entity link|P8363}} ==== The sample of article we selected included only litterature reviews, but we wanted to describ what kind of literature review it was. We first read abstracts to identify all the different types of litterature reviews present in the corpus and created wikidata items which did not exist, for example {{Wikidata entity link|Q137209848}} and {{Wikidata entity link|Q137174203}}. We improved some of these method items using the methodological references cited in the reviewed papers. For example, we added a statement saying that {{Wikidata entity link|Q101116078}} can have {{Wikidata entity link|Q653137}} as {{Wikidata entity link|P13391}}.<ref>{{Cite Q|Q115443776}}</ref> After this step, the {{Wikidata entity link|P279}} of {{Wikidata entity link|Q2412849}} in Wikidata were : {| class="wikitable" |+ !Qid !Study type !Description |- |[[d:Q603441|Q603441]] |bibliometrics |statistical analysis of written publications, such as books or articles |- |[[d:Q472342|Q472342]] |scientometrics |study of measuring and analysing science, technology and innovation |- |[[d:Q815382|Q815382]] |meta-analysis |statistical method that summarizes data from multiple sources |- |[[d:Q1504425|Q1504425]] |systematic review |publication type, study that gathers, analyzes, and communicates the results of research and information on a topic |- |[[d:Q2412849|Q2412849]] |literature review |process of information search and text of a review article (Q7318358), which includes the current knowledge including substantive findings, as well as theoretical and methodological contributions to a particular topic |- |[[d:Q6822263|Q6822263]] |meta-regression |statistical tool used in meta-analyses |- |[[d:Q7301211|Q7301211]] |realist evaluation |theory-driven evaluation used in evaluating social programmes |- |[[d:Q17007303|Q17007303]] |combinatorial meta-analysis |study of the statistical properties of combinations of studies from a meta-analytic dataset |- |[[d:Q70470634|Q70470634]] |network meta-analysis |meta-analysis of randomized trials in which estimates of comparative treatment effects are visualized and interpreted from a network of interventions |- |[[d:Q101116078|Q101116078]] |scoping review |search for concepts by mapping the language and data which surrounds those concepts and adjusting the search method iteratively to synthesize evidence and assess the scope of an area of inquiry |- |[[d:Q110665014|Q110665014]] |narrative review |type of literature review, without structured method of retrieval and analysis |- |[[d:Q137174203|Q137174203]] |conceptual review |academic research aiming to review existing concepts and definitions in the litterature |- |[[d:Q137174450|Q137174450]] |critical review |type of literature review analysing strenghts, major contributions, mistakes and neglected issues in an academic field of research |- |[[d:Q137209848|Q137209848]] |integrative literature review |type of literature review |- |[[d:Q110665014|Q137211242]] |narrative review |type of literature review, without structured method of retrieval and analysis |}For each article, we added the {{Wikidata entity link|P8363}} based on the abstract and method sections. In case of doubt, we compared our interpretation. ==== Adding {{Wikidata entity link|P6153}} ==== When an article had a specific geographical focus, we used the property {{Wikidata entity link|P6153}} to describe it. For example, the article "{{Wikidata entity link|Q137901202}}" focused on {{Wikidata entity link|Q132959}}. ==== Adding {{Wikidata entity link|P50}} ==== When scholarly metadata are imported into Wikidata, the name of authors are stored as a chain of characters and linked to the property {{Wikidata entity link|P2093}}. The property {{Wikidata entity link|P50}} allows to make a link with a Wikidata item representing the author. This avoids the problem of homonym authors by linking a unique identifyer to authors in Wikidata and linking this identifier to existing ones such as ORCID. We used the [https://author-disambiguator.toolforge.org/ Author Disambiguator] tool to create Wikidata items for researchers who did not yet have one. This tool helps to minimise errors caused by homonyms among researchers by categorizing scientific publications into thematic groups. It also automatically searches for [[d:Wikidata:ORCIDator|ORCID]], ResearchGate and VIAF pages. ==== Adding {{Wikidata entity link|P6977}} ==== We explored the possibility to model review networks, that is linking review paper to reviewed papers (and not broadly cited papers). We selected one of the paper which had the most detailed list of reviewed papers ({{Wikidata entity link|Q114306483}}), then we added this list in Wikidata using Open refine. Then we snowballed this process for the reviewed papers which were also litterature reviews. === Advantages and limitations of Wikidata to build a rich living academic corpus === To share the result of our work, we exported the dataset we build on Wikidata and shared it on the open archive Zenodo : https://doi.org/10.5281/zenodo.20749973. The data is also available directly in Wikidata. The goal of this step was to test '''Hypothesis 1''' (Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations)'''.''' The sections below discuss the advantages and limitations of wikidata regarding this hypothesis. ==== Advantages of Wikidata ==== Key advantages of Wikidata are its flexible and collaborative nature as well as its interoperability. Wikidata ontology (that is how the data are structured) is collaboratively defined and properties can be added if relevant (after validation by the community). Compared to global databases like WOS or OpenAlex, Wikidata allows anyone to enter more metadata about each academic articles. Another notable advantage is that Wikidata items can be used as an interoperable [[wikipedia:Controlled_vocabulary|controlled vocabulary]]. For example, when we stated that the {{Wikidata entity link|P921}} of the article {{Wikidata entity link|Q114306483}} was {{Wikidata entity link|Q795757}}, "energy transition" was not just a word but a concept with its unique identifyer, linked to identifiers in other databases such as the Google Knowledge Graph ID or BNCF Thesaurus ID. Wikidata's collaborative nature is here adain an advantage. Contrary to institutional thesaurus, Wikidata allows anyone to add new concepts. This is particularly interesting as existing controlled vocabularies rarely reflect the degree of precision that researchers need in their work. The multilingual nature of Wikidata was also a strengh, some Wikidata contributors added labels for the concepts we used into different languages (For example, contributors added labels for {{Wikidata entity link|Q14944319}} in Armenian and Slovenian, languages we do not speak at all). ==== Limitations of Wikidata ==== The limitations of Wikidata is that it is not yet well integrated with the tools researchers use to do literature reviews (kowledge management softwares and bibliographic databases). Compared to reference management softwares (Zenodo, Mendeley…) and knowledge management softwares (Obsidian, Zettlr, Room Research, Notion, Logseq, Reflect…), Wikidata is too general and does not allow to work on full texts. References and knowledge management softwares allow researcher to build their own specialised knowledge base, by taking notes and highlighting the content of the full texts. Wikidata is not connected to this process and there is a missing tool to facilitate the construction of graphs from the qualitative analysis of texts. In addition, when one is working on a specific corpus of item in Wikidata, it is also difficult to keep track of this corpus. We linked each academic item we were working on to our research project by adding a statement {{Wikidata entity link|P6104}} {{Wikidata entity link|Q134545539}}, but it was still relatively difficult to "filter" the part of the knowledge graph we were working on. Compared to bilbiographic catalogues (OpenAlex, Web Of Science, GoTriple...), Wikidata will never be as exhaustive and do not offer user-friendly search functions. Since 2014, an important amount of bibliographic data was imported in Wikidata with the project [[d:Wikidata:WikiCite|Wikicite]]. At the time of its creation, Wikicite was adressing the issue of closed bibliographic data and was trying to make these data open, many academic items were imported automatically in Wikidata through scraping. This practice was abandoned because the large amont of bibliographic data congested queries on Wikidata (this led to the decision to split the Wikidata graph between academic and non academic entities), and because new open science initiatives, notably OpenAlex (2022), are now taking on the task of creating a exhaustive catalogues of all scholarly production. In this context, the community has to rethink the purpose of Wikidata regarding bilbiographic data. ==== Future possbilities ==== A solution to the limitations would be to developp the role of Wikidata as a link between other tools of the open science ecosystem. For example, developping and maintaining plugins or extensions for specialised softwares like Zotero, Wikibase, and Omeka could connect Wikidata with more specialised graphs. Such extensions could help building local graphs by allowing the reuse of wikidata item (eg. autocompletion), but also help contributing to Wikidata thanks to export features. (Example :<ref>{{Cite Q|Q118139086}}</ref>) Wikidata could then be an intermediary between locally curated corpus and more exhaustive bilbiographic catalogues such as OpenAlex. For example, Wikidata items could be used to tag articles in a more precise way instead of using keywords and sharing enriched corpus in Wikidata could help to train more precise taging algorythms. == 2.Modelling the content of litterature reviews == The goal of this step was to test '''Hypothesis 2''' (Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference) by modelling the content of our selected articles into Wikidata. [[wikipedia:Knowledge_modeling|Knowledge modelling]] is the process of making a machine readable model of knowledge. As we have a background in social sciences, we felt the need to question the relationship between this process and other methodologies such as concept mapping, thematic networks and causal networks. We present these methodologies before describing our current knowledge modelling experimentations. === Concept mapping, thematic networks and causal networks === This section presents social science methodology that presents similarities with knowledge modelling. ==== Concept maps ==== [[File:Conceptual_Diagram_-_Example.svg|link=https://en.wikipedia.org/wiki/File:Conceptual_Diagram_-_Example.svg|thumb|Example conceptual diagram|251x251px]]Concept maps are ''concepts'' (boxes) and ''propositions'' (arrow indicating the relationship between two boxes)<ref name="Cañasal2004">{{Cite Q|Q141613640}}</ref>. Concept maps can be a powerful literature review tool<ref>{{Cite Q|Q134545591}}</ref> allowing to synthetize theoretical statements about relationship between concepts.<ref>{{Cite Q|Q30884964}}</ref> They can be built using specialised softwares (e.g. [https://cmap.ihmc.us/ Cmap]<ref name="Cañasal2004"/>, Altas.Ti "network" feature...). The "box and arrow" logic is similar to how knowledge is modelled on Wikidata : the equivalent of concepts is ''item'' and the equivalent of propositions are ''statements''. The difference between a softwares like Cmap and Wikidata is the underlying format of the data. ==== Thematic networks ==== [[File:Thematic network example.jpg|thumb|447x447px|Structure of a thematic network (Source: based on Attride-Stirling 2001)]] A thematic network is “simply a way of organizing a thematic analysis of qualitative data”<ref name="Attride-Stirling2001">{{Cite Q|Q134545550}}</ref>. It is compatible with classical coding strategies such as [[grounded theory]]<ref>{{Cite Q|Q140050249}}</ref>. Thematic networks can be used to visualise the data structure after identifying themes and help structure and interpret the data<ref name="Attride-Stirling2001"/>. The principle is to assemble basic themes into more general themes. Qualitative researchers usually use {{Wikidata entity link|Q4550939}} and qualitative coding to identify themes and sub-themes. However, the nature of the relationship between these various themes and sub-themes is often not specified. [[File:Adoption_CLD.svg|link=https://en.wikipedia.org/wiki/File:Adoption_CLD.svg|thumb|421x421px|Causal loop diagram of ''Adoption'' model, used to demonstrate systems dynamics]] ==== Causal diagrams ==== The use of diagrams to represent causal relationship exist in various research practices. In statistics, researchers sometime present models with boxes and arrows representing correlations and/or causations<ref>{{Cite Q|Q141622061}}</ref>. In qualitative research, building grounded theory models is about "[accounting] for not only all the major emergent concepts, themes, and dimensions, but also for their dynamic interrelationships. Speaking in classic boxes-and-arrows terms, this process amounts to assembling the constellation of boxes with a special focus on the arrows."<ref name="Gioiaal2013">{{Cite Q|Q141609039}}</ref> After identifying themes, qualitative researchers are expected to theorize the "arrows" between themes<ref name="Gioiaal2013"/> Researchers relying on system theory also use causal loop diagram where boxes represent variables and arrows represent causal influence (positive or negative), causal relationship can "feedback" (two variables can influence each other).<ref>{{Cite Q|Q141609011}}</ref> === Knowledge modelling in Wikidata : first round of analysis === This section presents our knowledge modelling experimentation in Wikidata. ==== Conceptual modelling ==== Our first step was to reflect on what is a "concept" and what kind of wikidata properties could be used to model concepts in Wikidata. Scholars in management have called for more rigorous ways to define concepts<ref name="Podsakoffal2016">{{Cite Q|Q141609106}}</ref> and modelling concepts in Wikidata could help to build less ambiguous concepts. Concept definition encompass various aspects such as the nature of the phenomenon, its characteristics, the links with prototypical cases or examples, the contrast with other concepts, the links with causes and consequences...<ref name="Podsakoffal2016"/>, and scholars have advised to take insight from philosophy to work on concepts<ref>{{Cite Q|Q141609085}}</ref>. We thus read work in cognitive science which was summarizing psychology and philsosophy approaches on the determination of the content of concepts.{{Cite Q|Q141622252}} We summarize these approaches below and examine which wikidata properties exist to represent them. *Definition: the content of a concept can be formed by its decomposition into other concepts. Many Wikidata properties can be relevant to model definitions, for example: {{Wikidata entity link|P1269}}, {{Wikidata entity link|P361}}/{{Wikidata entity link|P527}}, {{Wikidata entity link|P2670}}, {{Wikidata entity link|P1552}}/{{Wikidata entity link|P6477}}, {{Wikidata entity link|P3712}}... *Categorization: the content of a concept is formed by its illustration by an exemplar (a [[wikipedia:Prototype_theory|prototype]]) that best represent the concept. (The closer a phenomenon is to the prototype, the more likely it belong to the category). Apart from the inclusion of images to illustrate an item, Wikidata structure do not highlight exemplars. However, properties signifying relations of categorizations are among the most used with {{Wikidata entity link|P31}} and {{Wikidata entity link|P279}} (see discussion here https://www.wikidata.org/wiki/Help:Basic_membership_properties). *Theory: the content of a concept is formed by its role in providing explanation of the world. Wikidata includes several properties to describe causal relationships: {{Wikidata entity link|P828}}/{{Wikidata entity link|P1542}}, {{Wikidata entity link|P1537}}/{{Wikidata entity link|P1479}}, {{P|1478}}, {{P|P9353}} (see discussions here : https://www.wikidata.org/wiki/Help:Modeling_causes/en). *Essence: the content of a concept is "something" deep explaning the entity's existence and its properties. We can use concepts before knowing what they mean, and this is what allows us to revise our knowledge about it. The idea of essence is well represented by the QID of Wikidata entities: it is independent of language and definitions and we can use it before really knowing what its properties will be. *Origin: the content of the concept is determined causally by social and historial factors (e.g. someone inventing the concept and introducing its use in a language community). This can be represented by the property {{Wikidata entity link|P3938}}. ==== Testing concept modelling on {{Wikidata entity link|Q14944319}} ==== To test concept modelling, we started by experimenting with the concept of {{Wikidata entity link|Q14944319}}. We selected a subset of papers which had energy democracy as main topic : *{{Wikidata entity link|Q137901202}} *{{Wikidata entity link|Q137901196}} *{{Wikidata entity link|Q137901182}} *{{Wikidata entity link|Q136447761}} *{{Wikidata entity link|Q129652515}} *{{Wikidata entity link|Q114306483}} We read each paper and used them as source in manually entered statements in the item {{Wikidata entity link|Q14944319}}. For example, Droubi et. Al stated "Energy democracy is both an ideal and a process"<ref>{{Cite Q|Q137901182}}</ref>, we thus entered the wikidata statement {{Wikidata entity link|Q14944319}} is an {{Wikidata entity link|P31}} {{Wikidata entity link|Q840396}} and {{Wikidata entity link|Q3249551}}, using the paper as reference (see screenshot below). The result of this first step is visible in the archival version of the item (22 May 2026) here https://www.wikidata.org/w/index.php?title=Q14944319&oldid=2495982191. [[File:Wikidata statement- energy democracy is an instance of ideal.png|915x915px|border]] We listed the difficulties encountered as we worked and we also asked the Wikidata community to give us feedback on our modelling on the item discussion page (https://www.wikidata.org/wiki/Talk:Q14944319). These issues were related to contradictions, precision, concision and ontology. We discuss each issue and draft recommandations to refine our modelling process. ===== Contradictions ===== Wikidata contributor's feedback highlighted some apparent contradictions (The values in "does not have effect" seems contrary to what is listed in "has goal".) We would however argue this is not a problem because "statements essentially point to referenceable sources of information and different sources may provide contradicting information, it's possible to represent a plurality of perspectives on Wikidata"<ref>{{Cite web|url=https://www.wikidata.org/wiki/Help:Statements#Plurality_and_consensus|title=Help:Statements - Wikidata|website=www.wikidata.org|language=en|access-date=2026-06-08}}</ref>. Wikidata essentially supports epistemic pluralism : different worldviews can be represented in wikidata<ref name="DoğanPatel-Schneider2025">{{Cite Q|Q141613019}}</ref>, as long as they are supported by references.<ref>{{Cite Q|Q112038343}}</ref> Besides, in the case of goals versus effects statements, it is not contradictory because one can have a goal and fail to achieve it. In the case of energy democracy, some authors specifically critique the discrepancy between the movement's stated goals and what it actually achieves.<ref name="Droubial2022"/> Recommandations : Contradictions are allowed in Wikidata. ===== Precision ===== We noted that conceptual modelling requires an important degree of formalization and precision. This is a key advantage of Wikidata to be able to create links toward precise concepts which have their own identifiers. For example, we were able to create statements about specific laws and their unique identifiers in legal databases (e.g. {{Wikidata entity link|Q139764294}} and its identifier in the EUR-Lex database). However, the sources we are working with are not always precise enough and when concepts are not precisely defined, statements cannot be modelled correctly. For example, in the sentence "management of social affairs by voluntary and self-governing associations is deemed to ensure that both citizen choice and public welfare are best served"<ref>{{Cite Q|Q129652515}}.</ref>, "choice" could refer to {{Wikidata entity link|Q111986453}}, {{Wikidata entity link|Q1331926}}, {{Wikidata entity link|Q12888920}}... We can see here that academic texts are using natural language and thus are using ambiguous terms. As a result, we received feedbacks regarding a lack of precision in our statements (too many and too vague statements). In addition to the ambiguity of sources, a reason why we ended up with very general statements is because we avoided the creation of new Wikidata items. While following this implicit rule allowed us to focus on the most notable concepts, creating new items could also help make the statements more precise. Recommandations : If a concept is ambiguous it should not be included in the modelled statements. Create more precise relevant concepts if they do not exist in Wikidata. [[File:Wikidata visualisation screenshot of subclasses relationships including the item political concept.png|thumb|298x298px|Subclass relationships between "concept" and "political concept".]] ===== Concision ===== Wikidata contributor's feedback indicated a lack of concision. Some of it coming from the fact that some values were "in the tree of another value". The rule we take from this feeback is a need of logical simplification. Two examples illustrate possible logical simplification : *We stated that {{Wikidata entity link|Q14944319}} was an {{Wikidata entity link|P31}} {{Wikidata entity link|Q33104069}} and an {{Wikidata entity link|P31}} {{Wikidata entity link|Q151885}}. But in that case, it is not necessary to state that it is an {{Wikidata entity link|P31}} {{Wikidata entity link|Q151885}}, because {{Wikidata entity link|Q33104069}} is a {{Wikidata entity link|P279}} {{Wikidata entity link|Q131362181}}, which is a {{Wikidata entity link|P279}} {{Wikidata entity link|Q151885}} (see diagram on the right). Here, we have to keep only the more precise item. This reasonning is based on the assumption that {{Wikidata entity link|P279}} is transitive. It seems this reasonning could be generalized (we opened a discussion about this here https://www.wikidata.org/wiki/Wikidata:WikiProject_Reasoning/Use_cases#Parcimonious_statement_constraints_based_on_subclass_of_(P279)_and_part_of_(P361)_transitivity<nowiki/>) The [https://angryloki.github.io/wikidata-graph-builder/ Wikidata graph builder] is usefull to visualize this kind of relationship (using "instance of" as transversal property and checking "instance of or subclass of"). *We stated that {{Wikidata entity link|Q14944319}} {{Wikidata entity link|P2670}} {{Wikidata entity link|Q15991216}} and {{Wikidata entity link|Q113514984}}. But if we consider that {{Wikidata entity link|Q15991216}} is a {{Wikidata entity link|P279}} of {{Wikidata entity link|Q113514984}}, then the inclusion of {{Wikidata entity link|Q15991216}} is implied. Here we could keep only the broader item {{Wikidata entity link|Q113514984}}. But unlike the reasonning above, we could not identify a way to generalize this reasonning. For example, {{Wikidata entity link|Q113514984}} can be a subclass of {{Wikidata entity link|Q43229}}, but using the former item is more informative than using the later. For the property {{Wikidata entity link|P2670}}, using a value that is too precise results in too many statements and using a value that is too general results in too trivial statements. Choosing the degree of precision is a problem similar to choosing whether or not to create a new item. Recommandations : When possible, use logical simplification to make statements more parcimonious. The [https://angryloki.github.io/wikidata-graph-builder/ Wikidata graph builder] is usefull to visualize redundancies. ===== Quantification ===== Modelling quantitative statements was challenging. We mostly skipped those but made an attempt for one case : the paper {{Wikidata entity link|Q137901196}} states that "9.8% of the final energy consumed in developing countries comes from modern renewable energy sources".<ref>{{Cite Q|Q137901196}}.</ref> Modelling this sentence by adding a statement in the item {{Wikidata entity link|Q177323}} would require creating a specific property for "final energy consumption". There are such properties in Wikidata : for example, for renewable energy subsidies, there is {{Wikidata entity link|P6826}}. This type of property is notably useful to display information about an item (e.g. the population of a town) on Wikipedia through dynamic infoboxes that are updated with Wikidata information. But the current informal rule on Wikidata property creation is to prefer the use of general properties and avoid the creation of specific properties. Therefore creating properties for every quantifiable characteristic may not be possible, nor desirable. An alternative way to model quantity is to create a specific item to represent what is quantified and use other properties to represent quantities (see example below). [[File:Wikidata screenshot of percentage modelling.png|border|783x783px]] Since Wikidata is optimized for statements with a few discrete values, it is also more convenient to store quantitative (tabular) data elsewhere<ref>{{Cite journal|last=Larrañaga|first=Galder Gonzalez|last2=Pintscher|first2=Lydia|last3=Ainali|first3=Jan|last4=Fauconnier|first4=Sandra|date=July 2026|title=Tabular data vs structured data.pptx|url=https://docs.google.com/presentation/d/1k37UX-VPwMgJbXoB7ZxsztE5LdKR_isM|journal=Wikimania 2026}}.</ref>. It is also possible to link the item that is quantified to an external dataset about it. This can be done using the property {{Wikidata entity link|P1325}}. Since our aim is not to display or analyse quantitative data, we opted for this last solution. Recommandation : Use existing properties for the quantity if it exists. If it does not exist, create an item representing what is measured and link it toward an external datasets containing the quantitative data. ===== Ontology ===== Ultimately, several of our difficulties were linked to some ontology challenges reflecting the complexity of the concept we were working on. According to the litterature, {{Wikidata entity link|Q14944319}} refer to multiple types of entities. It represents a concept, an ideal, a process and an outcome. We reflected this with multiple {{Wikidata entity link|P31}} statements, but encountered struggles to model differences between ''process versus outcomes'', ''ideal versus reality'', ''phenomenon versus theory'' and ''discourses versus practices''. The wikidata community recommands having different items for ''process and outcome'' (criterion "{{Wikidata entity link|Q127270577}}"). For example, {{Wikidata entity link|Q11629}} (practice of applying paint) is different from {{Wikidata entity link|Q3305213}} (visual artwork). However, this distinction is less straightforward for social processes which are are ongoing and evolving without a clear ending. Another problem was to separate ''ideal versus reality,'' we used {{Wikidata entity link|P3712}} to describe ideals and {{Wikidata entity link|P2670}} to describe processes attempting to reach it. It was also difficult to separate ''phenomenon versus theory,'' for example, we did not manage to model the idea that the literature on energy democracy is fragmented. Finally, we also would have needed more distinctions between ''discourses and practices.'' Our sources suggested that energy democracy discourses and practices may have different causes, we used {{Wikidata entity link|P3938}} to indicate the origins of the concept or the movments promoting it, but this was not a very precise way to model this idea. Our first attempt to multiple "natures" of energy democracy into a single item is not satisfactory, and implementing the modelling recommandations we identified above may not be sufficient to build more parcimonious statements. Creating new items to reflect the different aspects of energy democracy may here be necessary. To do so we have to decide how to split the different natures {{Wikidata entity link|Q14944319}} and what will be the relationship between the resulting items. Here the definition of an {{Wikidata entity link|Q324254}} (formal representation) in Wikidata can quickly escalate into questionning {{Wikidata entity link|Q44325}} (metaphysical reflexion on the nature of things), and especially {{Wikidata entity link|Q1713511}} (the nature of the social world). Indeed, the relations between the different types of entities constituting the social worls are not simple nor consensual among philosophers of social science. For example, {{Wikidata entity link|Q15080858}} posits that different things have different ways of being (modes of reality). They propose to classify entities in four categories : material entities (that can exist independently of humans), conceptual entities (concepts, discourses, ideas, meaning…), artefactual entities (human-made and combining conceptual and material elements) and social entities (that depends on human activity to exist)<ref>{{Cite Q|Q141612935}}.</ref>. A complex concept like {{Wikidata entity link|Q14944319}} is concerned with all these types of entities. The energy system include many material entities such as oil fields, the sun, seas, trees... and artefacts such as energy production unit, power lines, home appliances, trucks... (Including conceptual entities such as the name of these artefacts or the knowledge to make them function.). There are the social entities in which they are encompassed (the enregy sectors, energy businesses, energy policies...). There are conceptual entities like normative/political discourses discussing how these artefact and social system should work and there are conceptual entities in the academic sphere building theories about how all this works or should work. In theory, such ontology can be implemented in Wikidata as it "supports multiple coexisting classification" and allow multiple ontological frameworks to coexist.<ref name="DoğanPatel-Schneider2025"/> Current Wikidata ontology is structured with dischotomies such as {{Wikidata entity link|Q7048977}}/{{Wikidata entity link|Q4406616}}, {{Wikidata entity link|Q1970309}}/{{Wikidata entity link|Q16686448}}, {{Wikidata entity link|Q99527517}}/{{Wikidata entity link|Q23958946}}, {{Wikidata entity link|Q67518978}}/{{Wikidata entity link|Q103940464}}, {{Wikidata entity link|Q30241068}}/{{Wikidata entity link|Q3799040}}... A quick search seem to show that entities related to the social reality can quickly fall into heterogeneous and sometime contradictory root classes (see table below). {| class="wikitable" |+ !Item !Existing root class entity |- |{{Wikidata entity link|Q190539}} |{{Wikidata entity link|Q7048977}} {{Wikidata entity link|Q30241068}} {{Wikidata entity link|Q67518978}} |- |{{Wikidata entity link|Q34770}} |{{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q9081}} |{{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q43229}} |{{Wikidata entity link|Q99527517}}{{Wikidata entity link|Q30241068}} {{Wikidata entity link|Q103940464}} |- |{{Wikidata entity link|Q49773}} |{{Wikidata entity link|Q67518978}}/{{Wikidata entity link|Q103940464}} {{Wikidata entity link|Q99527517}} {{Wikidata entity link|Q30241068}} {{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q12705}} |{{Wikidata entity link|Q4406616}}/{{Wikidata entity link|Q7048977}} {{Wikidata entity link|Q1970309}}/{{Wikidata entity link|Q16686448}} {{Wikidata entity link|Q99527517}}/{{Wikidata entity link|Q132907471}} |} Current {{Wikidata entity link|Q3882785}} in Wikidata do not seem very informative to classify the aspects of our concept in a top-down manner. We discussed with the Wikidata community<ref>{{Cite web|url=https://www.wikidata.org/wiki/Wikidata_talk:WikiProject_Ontology#Social_ontology|title=Wikidata talk:WikiProject Ontology - Wikidata|website=www.wikidata.org|language=en|access-date=2026-07-28}}</ref> and explored existing ontologies that could be relevant to our project. Some colleagues social science and humanities recommended CIDOC-CRM (https://cidoc-crm.org/crmsoc/fm_releases) because of the active community maintaining it. The conclusion of this exploration is that Wikidata, because of its collaborative nature, may not be the best plateform to implement a rigorous, interoperable, high-level ontology. We thus decided to focus on a lower ontological level. === Knowledge modelling in Wikidata : second round of analysis === Our first round of analysis resulted in : * Add links to exported files + insert graphs screenshots After our first round of analysis, we decided to focus on the strenghs of wikidata, which seem to be its ability to be a hub for concepts linked to external identifiers. We reframed our modelling goals to focus on identifying the main concepts in our corpus, their definition, their relationships, and their potential existing identifiers. Our next steps are * Read articles of the corpus again and model more precise statements * Include pages in references * Create new items to reflect the different facets of {{Wikidata entity link|Q14944319}} : the social movement advocating for it, the political concept theorizing it, the concrete initiatives implementing it, the litterature theorizing it, etc... based on a new reading of our sample of article and aligned with existing ontologies. We started by relying on {{Wikidata entity link|Q136447761}}, which states more clearly the different facets of {{Wikidata entity link|Q14944319}}. We kept the first item {{Wikidata entity link|Q14944319}} as the main conceptual entity, representing the ideal of energy democracy as a goal. We created other items such as {{Wikidata entity link|Q141224129}} to represent the social movement advocating for energy democracy, {{Wikidata entity link|Q141224695}} to represent policies havin energy democracy as goal, {{Wikidata entity link|Q141223998}} to represent the scholarly study of energy democracy (to separate ''phenomenon versus theory)'', {{Wikidata entity link|Q141224432}} to represent energy democracy as an outcome (to separate ''process versus outcome).'' Creating these different facets of {{Wikidata entity link|Q14944319}} allowed more precise modelling. Then existing statements were sorted to match the different types of entity. For example, {{Wikidata entity link|Q3109572}} was linked to {{Wikidata entity link|Q141224129}} and {{Wikidata entity link|Q1951366}} to {{Wikidata entity link|Q141224695}}. To reflect the dimensions of the concept of {{Wikidata entity link|Q14944319}}, we used {{Wikidata entity link|P527}}. For example, the sentence "Becker and Naumann list decentralized energy generation, public and cooperative ownership and energy sovereignty as the dimensions of energy democracy<ref>{{Cite Q|Q139492906}}</ref><ref>{{Cite Q|Q136447761}}</ref>, was modeled as {{Wikidata entity link|Q14944319}} {{Wikidata entity link|P527}} : {{Wikidata entity link|Q861135}}, {{Wikidata entity link|Q119080352}}, {{Wikidata entity link|Q4227971}} and {{Wikidata entity link|Q130487674}}. We removed some statements, following logical simplifications. For example, there is no need to mention the broad concept of {{Wikidata entity link|Q6498684}}, while there are mentions of more precise concepts such as {{Wikidata entity link|Q119080352}} and {{Wikidata entity link|Q4227971}}. == 3. Data visualisation == The goal of this step is to test '''Hypothesis 3''' (SPARQL-based queries and visualizations can be used to navigate  scientific corpora and scientific knowledge graphs). At this stage we started to identify visualization use cases we would like to test, they are listed below. === Visualizing the characteristics of our bibliographic sample === * Visualize the list of articles and the data we added about them[[File:TABernacle_visualization_of_academic_articles_on_just_transitions.pdf|center|thumb|TABernacle visualization of academic articles on just transitions]] === Filter statements === *Visualize only items which are part of the present project (all the academic items of the project include the statement {{Wikidata entity link|P6104}} {{Wikidata entity link|Q134545539}}). === Visualize the statements supported by a specific source === * https://synia.toolforge.org/#work/Q114306483 === Properties visualisation === *Visualise the "tree" of a property used in an item : Wikidata graph builder seem to be the most user friendly, robust and versatile tool to visualise a graph of a single property (https://angryloki.github.io/wikidata-graph-builder/) [[File:Visualisation of the "instance of" values for energy democracy in Wikidata.png|center|thumb|553x553px|Visualisation of the "{{Wikidata entity link|P31}}" values for {{Wikidata entity link|Q14944319}} in Wikidata. Made with the [https://angryloki.github.io/wikidata-graph-builder/ Wikidata Graph Builder].]] === Concepts visualisation === *Map all statements related to a single item (e.g. [[d:Wikidata:Scholia|Scholia]] request "topic in context")[[File:Screenshot of Energy democracy wikidata graph.png|center|thumb|450x450px|Graph of the {{Wikidata entity link|Q14944319}} concept generated with [https://scholia.toolforge.org Scholia]'s "The topic in context" query.]]Map the statements that two items have in common to make comparisons. [[File:Community energy and energy democracy.png|center|thumb|440x440px|Data visualisation of the concepts of {{Wikidata entity link|Q14944319}} and {{Wikidata entity link|Q113514984}}. Made with [https://think.resoneo.com/wikidata-search/ Wikidata Knowledge Explorer] .]]Find the relationships between two concepts. === Mapping sources consensus === *Queries can help visualize which concept is central across sources : https://query.wikidata.org/#%23defaultView%3AGraph%0ASELECT%20%0A%20%20%3Fvalue%20%3FvalueLabel%20%3Fpublication%0A%0AWHERE%20%7B%0A%20%20wd%3AQ14944319%20%3Fp%20%3Fobject_statement%20.%0A%20%20%3Fobject_statement%20prov%3AwasDerivedFrom%20%3Freference%20%3B%0A%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%3Fps%20%20%3Fvalue%20.%0A%20%20%3Fvalue%20rdfs%3Alabel%20%3FvalueLabel%20.%0A%20%20FILTER%20%28lang%28%3FvalueLabel%29%20%3D%20%27en%27%29%0A%20%20%3Freference%20pr%3AP248%20%3Fpublication%20.%0A%7D[[File:Link between concepts and references in the Energy Democracy wikidata item.png|center|thumb|396x396px|Link between concepts and references in the Energy Democracy wikidata item.]] *Visualise graphs and use the number of references to determine edge thickness/weight in order to make consensual statements more visible.[[File:Number of references supporting statements about a chain of contributing factors of energy democracy.png|center|thumb|454x454px|Visualisation of the number of references supporting statements about the chain of contributing factors of energy democracy.]] == 4. Writing == The goal of this step is to test '''Hypothesis 4''' (Wikiversity pages can be used to write literature reviews collaboratively in text format augmented by interwiki links). * To do idea : write a Wikiversity page for each central concept (e.g. energy democracy, energy community, energy citizenship...) === Advantages of Wikiversity === Writing on a Wikiversity page offers some advantages to implement the principles of open linked data in text format. We could cite academic items using their Wikidata QID to generate the citations below (but if we use an URL to cite a paper, it does not automatically check if there is an existing QID for it), and also link toward Wikidata entities using a template ([[Template:Wikidata entity link|Wikidata entity link]]). Although we did not translate the present page for now, Wikiversity offers the possibility to translate a page in multiple languages (an interesting possibility in the context of the The FAIRisation of scholarly communication).<ref>{{Cite Q|Q110684311}}</ref> The possibility to view the page history provide an exhaustive versionning of a paper, which constitute interesting data documenting the academic writing process (at first we did not comment the nature of our modifications but after thinking about this reuse possibility, we described it with more details). The contribution statistics based on the history also offers a new way to track author's contributions to a paper in a transparent way. Some researchers experimented relationships between the wikimedia community and researchers by making researchers review wikipedia articles.<ref>{{Cite Q|Q136659684}}.</ref> === The issue of text interoperability === A key issue we are encountering is the question of the interoperability of texts. While the interoperability of data is starting to be well discussed in the open science community, the interoperability of texts do not seem to benefit from the same level of discussion. We encountered several interoperability issues regarding our writing. First, copying texts written on a word processor software (e.g. microsoft word) into a wiki page (or the other way around) is relatively seamless in terms of formatting, but the management of references is lacking. Reformatting references is very time consuming and a real barrier for text interoperability in academic context : it is difficult to copy text from an academic publication into a wiki text, and difficult to turn a wiki text into a publication (the only possibility is to export the page as a PDF and you may be reading this article in this format). There are also uncertaineties regarding how to reuse texts published under creative common licences. Academic texts published under CC-BY-SA licences can in theory be remixed and reused. But academia does not have established practices regarding how this can be done. If we want to reuse a whole page, should we put it in quotation marks and simply cite the paper ? Should the original authors be listed as co-authors ? To what extent academic publisher will accept to publish "remixed" texts while they usually require that publications contain mainly unpublished content ? The norms of what is appropriate remix and reuse practices in academia has yet to be decided... and this could be an interesting conversation to have in the open science community. == Discussion == Our goal was to assess the potential of Wikidata and Wikiversity to build a living literature review method and tackle issues of information overload, knowledge synthesis and knowledge dissemination, following open science principles. By conducting a meta-review on just sustainability transition (that is a review of existing literature reviews), and experimenting with existing technical solutions, we were able to identify the strenghs and limitations of the Wikidata ecosystem. First Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations (Hypothesis 1 is verified). However, the technical barriers to do so are still high and the Wikidata database is too general to allow a community to work on a specific curated corpus of scientific items. Secondly, Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference (Hypothesis 2 is verified). However, this requires developping new methodological standards regarding what is a rigorous modelling in social science, as well as building specific {{Wikidata entity link|Q324254}}. An unexpected finding is that the formalization necessary for knowledge modelling in wikidata invites to formalize the reasonning behind modelling choices, a process that is rarely done in qualitative analysis even though such reasonning are likely present. The modelling process also responds to calls in management sciences to engage in more systematic categorizing to avoid semantic confusion.<ref>{{Cite Q|Q141609095}}.</ref> Thirdly, SPARQL-based queries can be used to vizualised scientific corpora and scientific knowledge graphs, but we cannot completely say they allow users to "navigate" it (Hypothesis 3 is partially verified). SPARQL-based queries are powerful but they require technical knowledge, especially now that the split between academic and non-academic items in Wikidata requires to write federated queries. To be able to "navigate" scientific corpora and scientific knowledge graphs on Wikidata, more user-friendly tools would be needed. Finally, we did see advantaged in using Wikiversity pages to write collaboratively in text format augmented by hypertext links, but there are still important technical and instittional barriers (Hypothesis 3 is partially verified) : the interoperability of text is a key issue to reuse publications. The main issues we encountered were the management of references and uncertainty regarding the compatibilities between writing publicly on a wiki page and engaging in classical publication processes. A potential solution to the issues encountered could be to develop a specialised literature review software that would allow researchers to build living literature reviews including knowledge graphs and wiki pages. This kind of tool should be user-friendly and include the missing tools we identified. In addition, it could include more advanced analysis functions such as logical reasonning based on the knowledge graph.<ref name="Hoganal2022"/> === Quality assessment === <ref>{{Cite Q|Q141622289}}</ref> Methods for assessing Wikidata's data quality are still under development: following the questions raised by Piscopo and Simperl about the accuracy and reliability of the data<ref>{{Cite Q|Q66776851}}.</ref>, Shenov et al. (2022) propose a framework combining several indicators to detect low-quality statements, revealing issues such as duplicate entities, missing triples, and unmet constraints.<ref>{{Cite Q|Q107425133}}</ref> Two studies address the quality of ''referencing'' in Wikidata — that is, the reliability of sources cited to support claims — a distinct but complementary aspect of data quality itself. Amaral et al. (2021)<ref>{{Cite Q|Q112038343}}.</ref> use a mixed-methods approach (crowdsourcing, statistics, machine learning) to assess the relevance, accessibility, and authority of Wikidata's references at scale and across languages. Beghaeiraveri et al. (2023) build on this by proposing the RQSS, a system that quantifies referencing quality through scores, allowing contributors and project leads to identify and fix gaps.<ref>{{Cite Q|Q130478432}}</ref> Together, these works mark a shift from exploratory assessment of reference quality toward standardized measurement tools — though this raises the question of whether a numerical score can adequately capture a notion as contextual as a source's "authority". The community develops tools for detecting vandalism (intentional additions of low-quality contributions), relying on machine learning approaches adapted to the specific features of RDF triples, up to the current deployment of the ORES service in Wikidata.<ref>{{Cite Q|Q27579144}}.</ref><ref>{{Cite Q|Q28942543}}</ref> === Future research === - Can we "reason" with Wikidata (See: https://www.wikidata.org/wiki/Wikidata:WikiProject_Reasoning) : neurosymbolic AI ? - Compare grounded theory/CAQDAS with knowledge modelling methods, test annotation softwares : https://inception-project.github.io/ ; https://pacte.crim.ca/index_en.html ==== Supporting inductive research ==== Inductive research with an empirical phenomenon and then use of abstract concepts to describe it, a process called “Framing”, theorizing or conceptualizing.<ref name="CasanaveLi2015">{{cite Q|Q141609034}}</ref> Conceptualization require to answer the question « what are our data examples of? ».<ref name="CasanaveLi2015"/> This step is particularly challenging in inductive research since the same empirical phenomenon can be described through different concepts that leads to different perspectives or lenses the phenomenon and will refer to different theoretical traditions or disciplines.<ref name="CasanaveLi2015"/> Building a collection of concepts and their relationship to specific concrete cases in Wikidata could support inductive process by giving researchers access to relevant conceptualizations made by others. == Funding == This project is funded by the [[m:Grants:Programs/Wikimedia_Research_&_Technology_Fund/Wikimedia_Research_Fund|Wikimedia Research Fund]], Grant ID: G-RS-2504-18935. The text of the initial research proposal is available here : https://doi.org/10.5281/zenodo.20760603. == Data == {| class="wikitable sortable" ! QID !! Year !! DOI !! Title |- | [[d:Q137901191|Q137901191]] || 2025 || [https://doi.org/10.1002/GEO2.70040 10.1002/GEO2.70040] || Place-Based Sustainability Transformations for Just Futures: A Systematic Review |- | [[d:Q137901187|Q137901187]] || 2025 || [https://doi.org/10.1002/WCC.932 10.1002/WCC.932] || Public Communication of Climate and Justice: A Scoping Review |- | [[d:Q135979013|Q135979013]] || 2025 || [https://doi.org/10.1007/S13280-025-02202-Z 10.1007/S13280-025-02202-Z] || Participatory approaches to climate adaptation, resilience, and mitigation: A systematic review |- | [[d:Q137901223|Q137901223]] || 2022 || [https://doi.org/10.1007/S13412-021-00726-W 10.1007/S13412-021-00726-W] || A review of stakeholder participation studies in renewable electricity and water: does the resource context matter? |- | [[d:Q137901184|Q137901184]] || 2021 || [https://doi.org/10.1007/S40518-021-00184-6 10.1007/S40518-021-00184-6] || Energy Storage as an Equity Asset. |- | [[d:Q114204627|Q114204627]] || 2021 || [https://doi.org/10.1007/S43621-021-00024-Z 10.1007/S43621-021-00024-Z] || Can public awareness, knowledge and engagement improve climate change adaptation policies? |- | [[d:Q137901209|Q137901209]] || 2026 || [https://doi.org/10.1016/J.AGSY.2025.104512 10.1016/J.AGSY.2025.104512] || Designing with non-humans for agricultural systems transformation: An interdisciplinary review and framework for reflection |- | [[d:Q137901201|Q137901201]] || 2025 || [https://doi.org/10.1016/J.COPSYC.2024.101987 10.1016/J.COPSYC.2024.101987] || Individual and community catalysts for Renewable Energy Communities (RECs) development |- | [[d:Q114197507|Q114197507]] || 2022 || [https://doi.org/10.1016/J.CRM.2022.100438 10.1016/J.CRM.2022.100438] || Advancements of sustainable development goals in co-production for climate change adaptation research |- | [[d:Q129203992|Q129203992]] || 2024 || [https://doi.org/10.1016/J.EGYR.2024.01.040 10.1016/J.EGYR.2024.01.040] || Empowering energy citizenship: Exploring dimensions and drivers in citizen engagement during the energy transition |- | [[d:Q137901216|Q137901216]] || 2026 || [https://doi.org/10.1016/J.EIAR.2025.108187 10.1016/J.EIAR.2025.108187] || From participation to partnership: A systematic review of public engagement in sustainable urban planning |- | [[d:Q137210566|Q137210566]] || 2016 || [https://doi.org/10.1016/J.ERSS.2015.10.004 10.1016/J.ERSS.2015.10.004] || Energy justice: A conceptual review |- | [[d:Q115448818|Q115448818]] || 2016 || [https://doi.org/10.1016/J.ERSS.2016.04.001 10.1016/J.ERSS.2016.04.001] || Stakeholder involvement in sustainability science—A critical view |- | [[d:Q129652515|Q129652515]] || 2018 || [https://doi.org/10.1016/J.ERSS.2018.06.010 10.1016/J.ERSS.2018.06.010] || What is energy democracy? Connecting social science energy research and political theory |- | [[d:Q137901196|Q137901196]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101716 10.1016/J.ERSS.2020.101716] || Of renewable energy, energy democracy, and sustainable development: A roadmap to accelerate the energy transition in developing countries |- | [[d:Q136447761|Q136447761]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101768 10.1016/J.ERSS.2020.101768] || Energy democracy as a process, an outcome and a goal: A conceptual review |- | [[d:Q137901204|Q137901204]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101834 10.1016/J.ERSS.2020.101834] || Identities, innovation, and governance: A systematic review of co-creation in wind energy transitions |- | [[d:Q137901183|Q137901183]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101837 10.1016/J.ERSS.2020.101837] || Renewable energy for whom? A global systematic review of the environmental justice implications of renewable energy technologies |- | [[d:Q137901207|Q137901207]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101871 10.1016/J.ERSS.2020.101871] || Rethinking community empowerment in the energy transformation: A critical review of the definitions, drivers and outcomes |- | [[d:Q137901215|Q137901215]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101876 10.1016/J.ERSS.2020.101876] || Co-production in the wind energy sector: A systematic literature review of public engagement beyond invited stakeholder participation |- | [[d:Q114306511|Q114306511]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101907 10.1016/J.ERSS.2020.101907] || From consultation toward co-production in science and policy: A critical systematic review of participatory climate and energy initiatives |- | [[d:Q137901221|Q137901221]] || 2021 || [https://doi.org/10.1016/J.ERSS.2021.102257 10.1016/J.ERSS.2021.102257] || The challenges of engaging island communities: Lessons on renewable energy from a review of 17 case studies |- | [[d:Q137901218|Q137901218]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102333 10.1016/J.ERSS.2021.102333] || The (in)justices of smart local energy systems: A systematic review, integrated framework, and future research agenda |- | [[d:Q137901182|Q137901182]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102444 10.1016/J.ERSS.2021.102444] || A critical review of energy democracy: A failure to deliver justice? |- | [[d:Q114306483|Q114306483]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102482 10.1016/J.ERSS.2021.102482] || The role of energy democracy and energy citizenship for participatory energy transitions: A comprehensive review |- | [[d:Q114306476|Q114306476]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102714 10.1016/J.ERSS.2022.102714] || What about citizens? A literature review of citizen engagement in sustainability transitions research |- | [[d:Q137901193|Q137901193]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102862 10.1016/J.ERSS.2022.102862] || When energy justice is contested: A systematic review of a decade of research on Sweden?s conflicted energy landscape |- | [[d:Q137901219|Q137901219]] || 2023 || [https://doi.org/10.1016/J.ERSS.2022.102913 10.1016/J.ERSS.2022.102913] || Can we optimise for justice? Reviewing the inclusion of energy justice in energy system optimisation models |- | [[d:Q137901186|Q137901186]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103010 10.1016/J.ERSS.2023.103010] || Analysing intersections of justice with energy transitions in India- A systematic literature review |- | [[d:Q137901181|Q137901181]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103053 10.1016/J.ERSS.2023.103053] || Fostering justice through engagement: A literature review of public engagement in energy transitions |- | [[d:Q137211155|Q137211155]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103213 10.1016/J.ERSS.2023.103213] || A fairway to fairness: Toward a richer conceptualization of fairness perceptions for just energy transitions |- | [[d:Q137901217|Q137901217]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103221 10.1016/J.ERSS.2023.103221] || Powering just energy transitions: A review of the justice implications of community choice aggregation |- | [[d:Q137901199|Q137901199]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104016 10.1016/J.ERSS.2025.104016] || Making energy renovations equitable: A literature review of decision-making criteria for a just energy transition in residential buildings |- | [[d:Q137901188|Q137901188]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104036 10.1016/J.ERSS.2025.104036] || Community energy justice: A review of origins, convergence, and a research agenda |- | [[d:Q137901211|Q137901211]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104067 10.1016/J.ERSS.2025.104067] || Psychological and social factors driving citizen involvement in renewable energy communities: A systematic review |- | [[d:Q137901192|Q137901192]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104149 10.1016/J.ERSS.2025.104149] || Assessing social impacts and Energy Justice along green hydrogen supply chains: a capability-based framework |- | [[d:Q137901195|Q137901195]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104422 10.1016/J.ERSS.2025.104422] || Out of place, scale and time? Navigating injustices across mission arenas of the German Energiewende |- | [[d:Q137901185|Q137901185]] || 2024 || [https://doi.org/10.1016/J.ESD.2024.101546 10.1016/J.ESD.2024.101546] || Characterizing 'injustices' in clean energy transitions in Africa |- | [[d:Q137901226|Q137901226]] || 2024 || [https://doi.org/10.1016/J.JCLEPRO.2024.143470 10.1016/J.JCLEPRO.2024.143470] || Energy justice and sustainable urban renewal: A systematic review of low-income old town communities |- | [[d:Q137901222|Q137901222]] || 2024 || [https://doi.org/10.1016/J.JENVMAN.2024.120804 10.1016/J.JENVMAN.2024.120804] || Forest, climate, and policy literature lacks acknowledgement of environmental justice, diversity, equity, and inclusion |- | [[d:Q115441381|Q115441381]] || 2021 || [https://doi.org/10.1016/J.RSER.2021.111504 10.1016/J.RSER.2021.111504] || Participatory methods in energy system modelling and planning – A review |- | [[d:Q137901205|Q137901205]] || 2025 || [https://doi.org/10.1016/J.RSER.2025.115892 10.1016/J.RSER.2025.115892] || A systematic review of the intersection between energy justice and human rights |- | [[d:Q137901225|Q137901225]] || 2024 || [https://doi.org/10.1017/SUS.2024.24 10.1017/SUS.2024.24] || Blue carbon as just transition? A structured literature review |- | [[d:Q137901220|Q137901220]] || 2025 || [https://doi.org/10.1017/SUS.2025.2 10.1017/SUS.2025.2] || Toward an intersectional equity approach in social-ecological transformations |- | [[d:Q137901203|Q137901203]] || 2024 || [https://doi.org/10.1080/14693062.2023.2256697 10.1080/14693062.2023.2256697] || Exploring the democracy-climate nexus: a review of correlations between democracy and climate policy performance |- | [[d:Q137901164|Q137901164]] || 2022 || [https://doi.org/10.1111/GEC3.12662 10.1111/GEC3.12662] || Creating fairer futures for sustainability transitions |- | [[d:Q137901227|Q137901227]] || 2025 || [https://doi.org/10.1139/ER-2024-0018 10.1139/ER-2024-0018] || Community engagement in nature-positive food systems programming and research in East and Southern Africa: a review |- | [[d:Q119955266|Q119955266]] || 2019 || [https://doi.org/10.1146/ANNUREV-ENVIRON-101718-033103 10.1146/ANNUREV-ENVIRON-101718-033103] || Co-Producing Sustainability: Reordering the Governance of Science, Policy, and Practice |- | [[d:Q137901206|Q137901206]] || 2023 || [https://doi.org/10.1146/ANNUREV-ENVIRON-112621-063400 10.1146/ANNUREV-ENVIRON-112621-063400] || Metrics for Decision-Making in Energy Justice |- | [[d:Q137901213|Q137901213]] || 2022 || [https://doi.org/10.1186/S13705-021-00330-4 10.1186/S13705-021-00330-4] || Mapping emergent public engagement in societal transitions: a scoping review |- | [[d:Q137901163|Q137901163]] || 2025 || [https://doi.org/10.17573/CEPAR.2025.2.09 10.17573/CEPAR.2025.2.09] || From Co-Creation to Circular Cities: Exploring Living Labs in EU Governance Frameworks - A Literature Review |- | [[d:Q137901197|Q137901197]] || 2024 || [https://doi.org/10.3390/EN17143512 10.3390/EN17143512] || A Systematic Review on the Path to Inclusive and Sustainable Energy Transitions |- | [[d:Q104887325|Q104887325]] || 2019 || [https://doi.org/10.3390/SU11041023 10.3390/SU11041023] || Deliberation and the Promise of a Deeply Democratic Sustainability Transition |- | [[d:Q137901202|Q137901202]] || 2021 || [https://doi.org/10.3390/SU13042128 10.3390/SU13042128] || A Review of Energy Communities in Sub-Saharan Africa as a Transition Pathway to Energy Democracy |- | [[d:Q137901210|Q137901210]] || 2023 || [https://doi.org/10.3390/SU15032441 10.3390/SU15032441] || Sustainable Project Governance: Scientometric Analysis and Emerging Trends |- | [[d:Q137901224|Q137901224]] || 2024 || [https://doi.org/10.3390/SU16198700 10.3390/SU16198700] || Empowering Communities to Act for a Change: A Review of the Community Empowerment Programs towards Sustainability and Resilience |} == References == {{References}} 80kc1mmwh2rb9yszp2eukttbb4kmehs 0 326318 2841554 2829100 2026-10-19T17:21:46Z TMorata 860721 added citation 2841554 wikitext text/x-wiki {{:Global Audiology/Authors-3|Aderdour Lahcen|Madison Saunders|Gabriella Green|Aderdour Lahcen||https://www.linkedin.com/in/lahcen-aderdour-05914b30/|https://www.linkedin.com/in/mcmsaunders/|https://www.linkedin.com/in/gabriellagreen206/}} == Mozambique == Shafer, D. 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PMID: 18781514.<ref>{{Cite journal|last=Clark|first=Jackie L.|date=2008-01|title=Hearing loss in Mozambique: Current data from Inhambane Province|url=http://www.tandfonline.com/doi/full/10.1080/14992020802291723|journal=International Journal of Audiology|language=en|volume=47|issue=sup1|pages=S49–S56|doi=10.1080/14992020802291723|issn=1499-2027}}</ref> == Greece == greece <ref>{{Cite journal|last=Athanasopoulos|first=Michail|last2=Samara|first2=Pinelopi|last3=Batsaouras|first3=Georgios|last4=Athanasopoulos|first4=Ioannis|date=2024-12-03|title=Making a Difference from Day One: The Urgent Need for Universal Neonatal Hearing Screening|url=https://www.mdpi.com/2227-9067/11/12/1479|journal=Children|language=en|volume=11|issue=12|pages=1479|doi=10.3390/children11121479|issn=2227-9067|pmc=11674813|pmid=39767909}}</ref> == Nicaragua == deaf education <ref>{{Cite journal|last=Polich|first=L.|date=2001-09-01|title=Education of the Deaf in Nicaragua|url=https://academic.oup.com/jdsde/article-lookup/doi/10.1093/deafed/6.4.315|journal=Journal of Deaf Studies and Deaf Education|volume=6|issue=4|pages=315–326|doi=10.1093/deafed/6.4.315}}</ref> A study in rural northern Nicaragua<ref>{{Cite journal|last=Saunders|first=James E.|last2=Vaz|first2=Sharon|last3=Greinwald|first3=John H.|last4=Lai|first4=James|last5=Morin|first5=Leonor|last6=Mojica|first6=Karen|date=2007-03|title=Prevalence and Etiology of Hearing Loss in Rural Nicaraguan Children|url=https://onlinelibrary.wiley.com/doi/10.1097/MLG.0b013e31802e3726|journal=The Laryngoscope|language=en|volume=117|issue=3|pages=387–398|doi=10.1097/MLG.0b013e31802e3726|issn=0023-852X}}</ref> prevalence of hearing loss (all types) at 18.3<ref>{{Cite journal|last=Saunders|first=James E.|last2=Bessen|first2=Sarah|last3=Magro|first3=Isabelle|last4=Cowan|first4=Devin|last5=Gonzalez Quiroz|first5=Marvin|last6=Mojica-Alvarez|first6=Karen|last7=Penalba|first7=Donoso|last8=Reike|first8=Catherine|last9=Neimczak|first9=Chris|date=2022-12|title=School Hearing Screening With a Portable, Tablet-Based, Noise-Attenuating Audiometric Headset in Rural Nicaragua|url=https://journals.lww.com/10.1097/MAO.0000000000003692|journal=Otology & Neurotology|language=en|volume=43|issue=10|pages=1196–1204|doi=10.1097/MAO.0000000000003692|issn=1537-4505}}</ref> infections factors<ref>{{Cite journal|last=Saunders|first=James E.|last2=Greinwald|first2=John H.|last3=Vaz|first3=Sharon|last4=Guo|first4=Yinshi|date=2009-01|title=Aminoglycoside Ototoxicity in Nicaraguan children: Patient risk Factors and Mitochondrial DNA Results|url=https://aao-hnsfjournals.onlinelibrary.wiley.com/doi/10.1016/j.otohns.2008.09.027|journal=Otolaryngology–Head and Neck Surgery|language=en|volume=140|issue=1|pages=103–107|doi=10.1016/j.otohns.2008.09.027|issn=0194-5998}}</ref> == Costa Rica == 1) Mencher GT, Madriz Alfaro JJ. 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Charles|last3=Northrop|first3=Clarinda|date=2011-10|title=Selective Inner Hair Cell Loss in Prematurity: A Temporal Bone Study of Infants from a Neonatal Intensive Care Unit|url=http://link.springer.com/10.1007/s10162-011-0273-4|journal=Journal of the Association for Research in Otolaryngology|language=en|volume=12|issue=5|pages=595–604|doi=10.1007/s10162-011-0273-4|issn=1525-3961|pmc=3173554|pmid=21674215}}</ref> Chacon Rodrigues research<ref>{{Cite journal|last=Chacón Rodríguez|first=Adriana|last2=Jiménez Gómez|first2=Jorge Antonio|last3=Dávila Rojas|first3=Mónica|date=2022-09|title=Perfil audiológico y grados de discapacidad en las personas con alteraciones vestibulares pertenecientes a la consulta del Centro Equilibra, Vértigo y Equilibrio, San José, Costa Rica|url=https://linkinghub.elsevier.com/retrieve/pii/S0001651921000844|journal=Acta Otorrinolaringológica Española|language=en|volume=73|issue=5|pages=271–278|doi=10.1016/j.otorri.2021.04.004}}</ref> Bhutta<ref>{{Cite journal|last=Bhutta|first=M F|date=2019-01|title=Models of service delivery for ear and hearing care in remote or resource-constrained environments|url=https://www.cambridge.org/core/product/identifier/S0022215118002116/type/journal_article|journal=The Journal of Laryngology & Otology|language=en|volume=133|issue=1|pages=39–48|doi=10.1017/S0022215118002116|issn=0022-2151}}</ref> == El Salvador == 1) https://www.hear-the-world.com/project/fundacion-su-nino-no-puede-esperar/ 2) Cornejo Rodríguez, I. 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B.|last4=Gopinath|first4=Bamini|last5=Tang|first5=Diana|last6=Venning|first6=Anthony|last7=May|first7=David|last8=Muzaffar|first8=Jameel|last9=Bidargaddi|first9=Niranjan|date=2025-01-02|title=Australian hearing healthcare stakeholders’ experiences of and attitudes towards teleaudiology uptake: a qualitative study|url=https://www.tandfonline.com/doi/full/10.1080/2050571X.2024.2372171|journal=Speech, Language and Hearing|language=en|volume=28|issue=1|doi=10.1080/2050571X.2024.2372171|issn=2050-571X}}</ref> # <nowiki>https://doi.org/10.1080/14992027.2025.2554236</nowiki><ref>{{Cite journal|last=El-Saifi|first=Najwan|last2=Campbell|first2=Megan E.J.|last3=George|first3=Neha|last4=Keay|first4=Lisa|last5=Kumaran|first5=Sheela|last6=Meyer|first6=Carly|last7=Miller Amberber|first7=Amanda|last8=Newall|first8=John|last9=Dawes|first9=Piers|date=2025-09-05|title=Barriers and enablers to hearing service provision in aged care settings in Australia: perspectives from hearing clinicians|url=https://www.tandfonline.com/doi/full/10.1080/14992027.2025.2554236|journal=International Journal of Audiology|language=en|pages=1–12|doi=10.1080/14992027.2025.2554236|issn=1499-2027}}</ref> == Srilanka == === Ext links === Consumer Affairs Authority Act, No. 9 of 2003 (Sri Lanka). https://www.caa.gov.lk/web/index.php?option=com_content&view=article&id=111&Itemid=560&lang=en Medical Ordinance, Chapter 105 (Sri Lanka) (as amended). https://cmcc.lk/medical-ordinancechapter-105/ Ministry of Health. 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Audiologists – Registration services. <nowiki>https://slmc.gov.lk</nowiki> Sri Lanka Medical Council. (n.d.). Audiologists – Registration services. Retrieved from <nowiki>https://slmc.gov.lk</nowiki> University of Kelaniya. (n.d.). BSc (Speech and Hearing Sciences) degree programme. Faculty of Medicine, University of Kelaniya. Retrieved from <nowiki>https://medicine.kln.ac.lk</nowiki> ENT Society of Sri Lanka. (n.d.). ENT for primary care physicians [PDF]. <nowiki>https://entsrilanka.org/wp-content/uploads/ENT-for-primary-care.pdf</nowiki>[entsrilanka] The Eargang team, Sri Lanka. (2022, July/August). Bringing ear care and hearing services to the hardest-to-reach. ''ENT & Audiology News'', ''31''(3). <code><nowiki>https://www.entandaudiologynews.com/features/ent-features/post/bringing-ear-care-and-hearing-services-to-the-hardest-to-reach</nowiki></code> Lanka Talks. (2025, July 23). 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Indian Journal of Otolaryngology and Head & Neck Surgery, 64(1), 100–101. <nowiki>https://doi.org/10.1007/s12070-011-0313-8</nowiki><ref>{{Cite journal|last=Vijayendra|first=H.|date=2012-03|title=Past, Present and Future of Otology|url=http://link.springer.com/10.1007/s12070-011-0313-8|journal=Indian Journal of Otolaryngology and Head & Neck Surgery|language=en|volume=64|issue=1|pages=100–101|doi=10.1007/s12070-011-0313-8|issn=2231-3796|pmc=3244588|pmid=23449096}}</ref> == Tanzania == Prevalence of Age-Related Sensorineural Hearing Loss and Related Factors in Elderly Patients Attending Tertiary Hospital in Tanzania<ref>{{Cite journal|last=Massawe|first=Enica Richard|last2=Rahib|first2=Jaria Suleiman|date=2024-02|title=Prevalence of Age-Related Sensorineural Hearing Loss and Related Factors in Elderly Patients Attending Tertiary Hospital in Tanzania|url=https://pubmed.ncbi.nlm.nih.gov/38440513|journal=Indian Journal of Otolaryngology and Head and Neck Surgery: Official Publication of the Association of Otolaryngologists of India|volume=76|issue=1|pages=788–793|doi=10.1007/s12070-023-04281-4|issn=2231-3796|pmc=10908963|pmid=38440513}}</ref> Kimario, O., Shemsi, H., Massaga, F., Massenga, A., Kidenya, B., Abraham, Z., & Richard, E. 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[https://www.afro.who.int/news/burden-hearing-loss-africa-could-rise-54-million-2030-who-report Burden of hearing loss in Africa could rise to 54 million by 2030: WHO report | WHO | Regional Office for Africa] 4. Mulwafu W, et al. Survey of ENT services in sub-Saharan Africa. 2017.<ref>{{Cite journal|last=Mulwafu|first=Wakisa|last2=Ensink|first2=Robbert|last3=Kuper|first3=Hannah|last4=Fagan|first4=Johannes|date=2017|title=Survey of ENT services in sub-Saharan Africa: little progress between 2009 and 2015|url=https://pubmed.ncbi.nlm.nih.gov/28485648|journal=Global Health Action|volume=10|issue=1|pages=1289736|doi=10.1080/16549716.2017.1289736|issn=1654-9880|pmc=5496047|pmid=28485648}}</ref> 5. Kimario O, et al. 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Population size of Tanzania. == Pakistan == Hearing loss affects a substantial portion of the Pakistani population. About 14.5 million individuals in Pakistan are estimated to suffer from some form of hearing loss.<ref>{{Cite journal|last=Naz|first=Sadaf|date=2022-04|title=Molecular genetic landscape of hereditary hearing loss in Pakistan|url=https://link.springer.com/10.1007/s00439-021-02320-0|journal=Human Genetics|language=en|volume=141|issue=3-4|pages=633–648|doi=10.1007/s00439-021-02320-0|issn=0340-6717}}</ref> This includes both genetic and environmental causes, with a prevalence of genetic mutations such as GJB2, which accounts for 6.1% to 9.2% of cases.<ref>{{Cite journal|last=Ali|first=Ejaz|last2=Hussain|first2=Nageen|date=2022|title=Analysis of the GJB2 Gene and its Mutated Protein in Non-Syndromic Hearing Loss Patients of Gilgit-Baltistan|url=http://researcherslinks.com/current-issues/Analysis-the-GJB-Gene-Mutated-Protein-Non-Syndromic-Hearing-Loss/20/1/4872/html|journal=Pakistan Journal of Zoology|volume=54|issue=4|doi=10.17582/journal.pjz/20200527140529}}</ref><ref>{{Cite journal|last=Ahmed|first=Ashfaque|last2=Wang|first2=Meng|last3=Khan|first3=Rizwan|last4=Shah|first4=Abid Ali|last5=Guo|first5=Hui|last6=Malik|first6=Sajid|last7=Xia|first7=Kun|last8=Hu|first8=Zhengmao|date=2021-12|title=A splice-site variant (c.3289-1G>T) in OTOF underlies profound hearing loss in a Pakistani kindred|url=https://bmcmedgenomics.biomedcentral.com/articles/10.1186/s12920-020-00859-x|journal=BMC Medical Genomics|language=en|volume=14|issue=1|doi=10.1186/s12920-020-00859-x|issn=1755-8794|pmc=7784026|pmid=33397372}}</ref> The prevalence of childhood hearing loss in Pakistan is reported to be over double the global average.<ref>{{Cite journal|last=Mazlan|first=Rafidah|last2=Dar|first2=Hamza Mushtaq|date=2024-11-15|title=Evaluating parental knowledge and attitudes toward childhood hearing loss: a cross-sectional study in Rawalpindi, Pakistan|url=https://bmcpediatr.biomedcentral.com/articles/10.1186/s12887-024-05230-y|journal=BMC Pediatrics|language=en|volume=24|issue=1|doi=10.1186/s12887-024-05230-y|issn=1471-2431}}</ref> Hearing loss following acute episodes of meningitis in children is reported at 22% among patients being treated in the Children's Hospital in Lahore.<ref>{{Cite journal|last=Zeeshan|first=Fatima|last2=Bari|first2=Attia|last3=Dugal|first3=Mubeen Nazar|last4=Saeed|first4=Fauzia|date=2018-05-24|title=Hearing impairment after acute bacterial meningitis in children|url=http://pjms.com.pk/index.php/pjms/article/view/14373|journal=Pakistan Journal of Medical Sciences|volume=34|issue=3|doi=10.12669/pjms.343.14373|issn=1681-715X}}</ref> The incidence of hearing impairment associated with otitis media is estimated at 40 per 10,000 population.<ref>{{Cite journal|last=Shakoor|first=Sadia|last2=Malik|first2=Faisal Riaz|last3=Khan|first3=Erum|date=2016-01-02|title=Bacterial aetiology of otitis media in children in Pakistan aged 0–59 months; laboratory surveillance data from 2004 to 2013: comparison between before and after the introduction of Hib vaccination|url=https://www.tandfonline.com/doi/full/10.1179/2046905514Y.0000000170|journal=Paediatrics and International Child Health|language=en|volume=36|issue=1|pages=34–38|doi=10.1179/2046905514Y.0000000170|issn=2046-9047}}</ref> Hearing loss is estimated to be more prevalent in males and those aged 15-35 years.<ref>{{Cite journal|last=Naz|first=Erum|last2=Saqulain|first2=Ghulam|last3=Mumtaz|first3=Nazia|last4=Babur|first4=Muhammad Naveed|date=2021-05-07|title=A Hospital based study on sudden sensorineural Hearing Loss: It’s audiological characteristics and prevalence|url=http://pjms.org.pk/index.php/pjms/article/view/3851|journal=Pakistan Journal of Medical Sciences|volume=37|issue=4|doi=10.12669/pjms.37.4.3851|issn=1681-715X|pmc=8281165|pmid=34290796}}</ref> Additionally, a significant portion of children with profound bilateral hearing loss have a positive family history of the condition, with 76.9% of their parents being first-degree relatives.<ref>{{Cite journal|last=Raza|first=Syed Hashim|last2=Waris|first2=Rehmana|last3=Akhtar|first3=Samina|last4=Riaz|first4=Ramish|date=2020-10|title=Precochlear Implant Assessment: Clinical Profile and Family History of Children with Severe Bilateral Prelingual Hearing Loss|url=http://www.thieme-connect.de/DOI/DOI?10.1055/s-0039-3402442|journal=International Archives of Otorhinolaryngology|language=en|volume=24|issue=04|pages=e457–e461|doi=10.1055/s-0039-3402442|issn=1809-9777|pmc=7575360|pmid=33101511}}</ref> === External Links === Bhatti, M. A., Khan, M. N., Ali, S., & Ahmed, S. (2024). Prevalence and early detection challenges of childhood hearing loss in Pakistan. Journal of Pakistan Medical Association, 74(3), 215–221. Dawn. (2015, November 22). Only two audiologists in Punjab’s public hospitals. Dawn News. <nowiki>https://www.dawn.com</nowiki> Glantz, G. (2021). Pricing strategies in hearing healthcare. The Hearing Journal, 74(8), 22–23. Hafeez, A., Mohamud, B. K., Shiekh, M. R., Shah, S. A., & Jooma, R. (2011). Lady health workers programme in Pakistan: Challenges, achievements, and the way forward. Journal of the Pakistan Medical Association, 61(3), 210–215. Indus Hospital & Health Network. (2023). Cochlear Implant Treatment Program Report 2022–2023. Lahore, Pakistan: TIH. Irfan, M. (2024). Outcomes of newborn hearing screening in a tertiary care hospital in Lahore. Pakistan Journal of Otolaryngology, 40(1), 17–22. International Medical Relief Agency. (2021). IMRA Medical Society has completed 100 cochlear implants in Pakistan. Medical News PK. <nowiki>https://www.medicalnews.pk</nowiki> Mashhadi, S. F., Khan, N., Malik, I. A., Anwaar, R., Sultan, H., & Shahbaz, R. (2024). Post-cochlear implant rehabilitation outcomes in children: A cross-sectional analysis. Pakistan Armed Forces Medical Journal, 74(Suppl-4), 854–858.<ref>{{Cite journal|last=Mashhadi|first=Syed Fawad|last2=Khan|first2=Nazish|last3=Malik|first3=Izza Afaq|last4=Anwaar|first4=Rahma|last5=Sultan|first5=Hadia|last6=Shahbaz|first6=Rohma|date=2022-12-12|title=After the Implant-a Study on Post Cochlear Implant Rehabilitation of Congenitally Deaf Children|url=https://www.pafmj.org/index.php/PAFMJ/article/view/9679|journal=Pakistan Armed Forces Medical Journal|volume=72|issue=SUPPL-4|pages=S854–58|doi=10.51253/pafmj.v72iSUPPL-4.9679|issn=2411-8842}}</ref> Mazlan, R., & Dar, H. (2024). Parental attitudes and awareness regarding childhood hearing loss in Pakistan. BMC Pediatrics, 24, Article 740. Mumtaz, Z., Levay, A., Bhatti, A., & Salway, S. (1995). Exploring health-seeking behaviour in Pakistan. Health Policy and Planning, 10(3), 242–248. Pakistan Bait-ul-Mal. (2024). Cochlear Implant Sponsorship and Assistive Devices Program. Government of Pakistan. Pakistan Bureau of Statistics. (2023). Population and housing census 2023: National results. Government of Pakistan. <nowiki>https://www.pbs.gov.pk</nowiki> Pakistan Institute of Rehabilitation Sciences. (2012). BS Audiology program overview. Islamabad: PIRS. Pyarali, M., Akhtar, S., Adeel, M., Mallick, S. A., Uneeb, S. N., & Aslam, A. (2023). Universal newborn hearing screening: A tertiary-care pilot study in Karachi. Journal of the Pakistan Medical Association, 73(9), 1788–1793. Rentech Digital. (2024). Count of registered audiologists in Pakistan. Pakistan Business Directory Dataset. Saqulain, G., Pervaiz, A., Qazafi, L., Zahid, K., & Sami, M. (2024). Awareness and practices related to hearing healthcare in Pakistan: A cross-sectional study. Pakistan BioMedical Journal, 7(5), 8–13. Shaikh, R. (2024). Prevalence and risk factors of congenital hearing loss in school-aged children in Sindh. Sindh Journal of Public Health, 12(2), 45–52. Shah, S. I., Rehman, A., Siddiqui, A., & Yasmeen, S. (2024). Speech and auditory outcomes after cochlear implantation in Pakistani children. Journal of Ear, Nose & Throat Disorders, 9(1), 12–19. The News. (2024). 14.5 million Pakistanis suffer from hearing loss, seminar told. The News International. World Health Organization. (2021). World report on hearing. WHO. Ziauddin College of Speech Language & Hearing Sciences. (2013). Bachelor of Audiology and Speech-Language Therapy program outline. Karachi: Ziauddin University. == Iran == # Asghari, A., Farhadi, M., Daneshi, A., Khabazkhoob, M., Mohazzab-Torabi, S., Jalessi, M., & Emamjomeh, H. (2017). The prevalence of hearing impairment by age and gender in a population-based study. ''Iranian Journal of Public Health'', ''46''(9), 1237–1246.<ref>{{Cite journal|last=Asghari|first=Alimohamad|last2=Farhadi|first2=Mohammad|last3=Daneshi|first3=Ahmad|last4=Khabazkhoob|first4=Mehdi|last5=Mohazzab-Torabi|first5=Saman|last6=Jalessi|first6=Maryam|last7=Emamjomeh|first7=Hesamedin|date=2017-09|title=The Prevalence of Hearing Impairment by Age and Gender in a Population-based Study|url=https://pubmed.ncbi.nlm.nih.gov/29026790|journal=Iranian Journal of Public Health|volume=46|issue=9|pages=1237–1246|issn=2251-6085|pmc=5632326|pmid=29026790}}</ref> # Azizi, M.-H. (2007). The otorhinolaryngologic concepts as viewed by Rhazes and Avicenna. ''Archives of Iranian Medicine'', ''10''(4), 552.<ref>{{Cite journal|last=Azizi|first=Mohammad-Hossein|date=2007-10|title=The otorhinolaryngologic concepts as viewed by Rhazes and Avicenna|url=https://pubmed.ncbi.nlm.nih.gov/17903069|journal=Archives of Iranian Medicine|volume=10|issue=4|pages=552–555|issn=1029-2977|pmid=17903069}}</ref> # ''Heyat Omana Arzi – HOA|HOA is a nongovernmental public organization''. (n.d.). http://www.hoa-ir.com # ''IRI Medical Council > home''. (n.d.). https://irimc.org/ # Rahimi, F., Firoozbakht, M., Esmaeelzadeh, M., Mahmoudin, M., Alaeddini, F., & Rafiee, M. (2014). ''برنامه ملی کشوری، برنامه جامع غربال فراگیر شنوایی نوزادان  [National program- The comprehensive program of neonatal hearing screening]''. Birjand: Chaharderakht Publisher; Persian. Another study in southwest Iran reported a prevalence of 51.3% among adults aged 35-70 years. Hoveyzeh Ear Cohort Study in Southwest Iran: A Pilot Study<ref>{{Cite journal|last=Saki|first=Nader|last2=Cheraghian|first2=Bahman|last3=Zarandi|first3=Masoud Motasaddi|last4=Nemati|first4=Shadman|last5=Rahimi|first5=Zahra|last6=Rahim|first6=Fakher|last7=Poustchi|first7=Hossein|last8=Saki|first8=Sara|last9=Nikakhlagh|first9=Soheila|date=2023-09-10|title=Hoveyzeh Ear Cohort Study in Southwest Iran: A Pilot Study|url=https://publish.kne-publishing.com/index.php/AVR/article/view/13597|journal=Auditory and Vestibular Research|doi=10.18502/avr.v32i4.13597|issn=2008-2657}}</ref> A 2016 study found that 65% of children with profound hearing impairments had consanguineous parents. Consanguinity among parents of iranian deaf children<ref>{{Cite journal|last=Ajallouyan|first=Mohammad|last2=Radfar|first2=Shokofeh|last3=Nouhi|first3=Sima|last4=Tavallaie|first4=Seid Abbas|last5=Amirsalari|first5=Susan|last6=Yousefi|first6=Jaleh|last7=Hasanali Fard|first7=Mahdieh|date=2016-08-07|title=Consanguinity Among Parents of Iranian Deaf Children|url=https://archive.ircmj.com/article/18/11/16465-pdf.pdf|journal=Iranian Red Crescent Medical Journal|volume=18|issue=11|doi=10.5812/ircmj.22038|issn=2074-1804|pmc=5292111|pmid=28191326}}</ref> Genetic factors play a significant role in hearing loss in Iran, with a high prevalence of consanguineous marriages contributing to the incidence. Variants in genes such as GJB2, SLC26A4, MYO15A, MYO7A, CDH23, and TMC1 are common . The overall diagnosis rate of Hereditary Hearing Loss in Iran is about 83%. <ref>{{Cite journal|last=Aliazami|first=Farnoush|last2=Gilani|first2=Sapideh|last3=Farhud|first3=Dariush|last4=Naraghi|first4=Mohsen|last5=Afshari|first5=Mahdi|last6=Eslami|first6=Maryam|date=2023-05|title=Epidemiology, etiology, genetic variants in non- syndromic hearing loss in Iran: A systematic review and meta‐analysis|url=https://linkinghub.elsevier.com/retrieve/pii/S0165587623000782|journal=International Journal of Pediatric Otorhinolaryngology|language=en|volume=168|pages=111512|doi=10.1016/j.ijporl.2023.111512}}</ref> == Tunisia == '''Nouaili, E.B.H., et al. (2010).''' ''Dépistage systématique de la surdité en maternité par oto-émissions acoustiques provoquées (O.T.E.A.P): Étude pilote.'' '''La Tunisie Médicale, 88(7), 482–485.'''<ref>{{Cite journal|last=Nouaili|first=Emira Ben Hamida|last2=Chaouachi|first2=Sihem|last3=Bezzine|first3=Ahlem|last4=Hamadi|first4=Majda|last5=Mbarek|first5=Chiraz|last6=Benlallehom|first6=Lotfi|last7=Marrakchi|first7=Zahra|date=2010-07|title=[Neonatal hearing screening with transient otoacoustic emissions: pilot study]|url=https://pubmed.ncbi.nlm.nih.gov/20582884|journal=La Tunisie Medicale|volume=88|issue=7|pages=482–485|issn=0041-4131|pmid=20582884}}</ref> Abed, A. B., Saad, H., Mustpha, R., Chiha, M., & Ben Gamra, S. (2013). Early hearing  screening by otoacoustic emissions and auditory brain stem response in Nabeul. ''La Tunisie Medicale'', ''91''(11), 643–647.<ref>{{Cite journal|last=Abed|first=Asma Bouaziz|last2=Saad|first2=Hamida|last3=Mustpha|first3=Rafiaa|last4=Chiha|first4=Mouna|last5=Ben Gamra|first5=Sana|date=2013-11|title=[Early hearning screening by otoacoustic emissions and auditory brain stem response in Nabeul]|url=https://pubmed.ncbi.nlm.nih.gov/24343487|journal=La Tunisie Medicale|volume=91|issue=11|pages=643–647|issn=0041-4131|pmid=24343487}}</ref> Diplôme d’Etat d’audioprothésiste. (n.d.). Onisep. [https://www.onisep.fr/ressources/univers-formation/formations/post-bac/diplome-d-etat-d-audioprothesiste?utm_source=chatgpt.com Diplôme d'État d'audioprothésiste - Onisep] '''Licence en Audioprothèse (3 ans, Tunisia)''' — Orientation portal entry: <nowiki>https://www.orientini.com/AR/Fiche_Orientation_Universitaire_Tunisie/310753/index.php</nowiki> Melliti, A., Melliti, S., & Sherwood, L. (2019). ''The history of audiology in Tunisia: Student audiogram.'' Student Academy of Doctors of Audiology Mokdad, M., Brayek, A., Abidi, B., & Gam, W. (2019, March). ''Santé Tunisie en chiffre 2017.'' (pp. 93–94). Tunisian Ministry of Health. http://www.santetunisie.rns.tn/ The World Bank. ''Country Profile – Tunisia | Data''. (n.d.).  https://www.worldbank.org/en/country/tunisia/overview?utm_source=chatgpt.com ''The economic context of Tunisia.'' (2020, July). Nordea https://www.nordea.com/en/news-insights/sign-up-for-the-nordea-economic-outlook?utm_source=chatgpt.com Tunisia [Map]. (2019). ''In One World- Nations Online''. == Germany == Epidemiological data on the prevalence of hearing disorders in Germany are sparse. A 2019 systematic review examinedstudies on prevalence or incidence of hearing impairment among German adults. The prevalences ascertained showed a broad range of between 16% and 25% and varied according to age, study setting, definition of hearing loss and method of data capture. <ref>{{Cite journal|last=Löhler|first=Jan|last2=Walther|first2=Leif Erik|last3=Hansen|first3=Fynn|last4=Kapp|first4=Philipp|last5=Meerpohl|first5=Jörg|last6=Wollenberg|first6=Barbara|last7=Schönweiler|first7=Rainer|last8=Schmucker|first8=Christine|date=2019-04|title=The prevalence of hearing loss and use of hearing aids among adults in Germany: a systematic review|url=https://pubmed.ncbi.nlm.nih.gov/30737583|journal=European archives of oto-rhino-laryngology: official journal of the European Federation of Oto-Rhino-Laryngological Societies (EUFOS): affiliated with the German Society for Oto-Rhino-Laryngology - Head and Neck Surgery|volume=276|issue=4|pages=945–956|doi=10.1007/s00405-019-05312-z|issn=1434-4726|pmc=6426811|pmid=30737583}}</ref> A 2023 study investigated the prevalence of hearing disorders and the actual provision with hearing aids in the city of Mainz and the neighboring Mainz‒Bingen district..<ref>{{Cite journal|last=Döge|first=Julia|last2=Hackenberg|first2=Berit|last3=O Brien|first3=Karoline|last4=Bohnert|first4=Andrea|last5=Rader|first5=Tobias|last6=Beutel|first6=Manfred E.|last7=Münzel|first7=Thomas|last8=Pfeiffer|first8=Norbert|last9=Nagler|first9=Markus|date=2023-02-17|title=The Prevalence of Hearing Loss and Provision With Hearing Aids in the Gutenberg Health Study|url=https://pubmed.ncbi.nlm.nih.gov/36519221|journal=Deutsches Arzteblatt International|volume=120|issue=Forthcoming|pages=99–106|doi=10.3238/arztebl.m2022.0385|issn=1866-0452|pmc=10132285|pmid=36519221}}</ref> The prevalence of hearing loss (regardless of severity) -in at least one ear was 40.6% in this study population. The hearing loss was mild in 22.5% of the participants, moderate in 8.3%. Some 2.8% had severe hearing loss. In this group, the women had better hearing than the men (by a mean 4.3 dB). The prevalence of hearing disorders rose with increasing age. Only 7.7% of the participants already had hearing aids for both ears. A 2021 study conducted in the same region of German reported the prevalence of 28.2% of hearing impairment of different degrees of severity. <ref>{{Cite journal|last=Hackenberg|first=Berit|last2=Döge|first2=Julia|last3=Lackner|first3=Karl J.|last4=Beutel|first4=Manfred E.|last5=Münzel|first5=Thomas|last6=Pfeiffer|first6=Norbert|last7=Nagler|first7=Markus|last8=Schmidtmann|first8=Irene|last9=Wild|first9=Philipp S.|date=2022-09|title=Hearing Loss and Its Burden of Disease in a Large German Cohort-Hearing Loss in Germany|url=https://pubmed.ncbi.nlm.nih.gov/34904723|journal=The Laryngoscope|volume=132|issue=9|pages=1843–1849|doi=10.1002/lary.29980|issn=1531-4995|pmid=34904723}}</ref> In 2024. a self-report study on the prevalence and co-prevalence of the audiovestibular symptoms hearing loss, tinnitus and dizziness in the Pomerania region of Germany reported a weighted prevalence of 14.2% for hearing loss, 9.7% for tinnitus, and 13.5% for dizziness in the population of 8134 study participants. Prevalence increased with age and differed among the sexes. Twenty eight of the study participants reported more than one symptom at once.<ref>{{Cite journal|last=Ihler|first=Friedrich|last2=Brzoska|first2=Tina|last3=Altindal|first3=Reyhan|last4=Dziemba|first4=Oliver|last5=Völzke|first5=Henry|last6=Busch|first6=Chia-Jung|last7=Ittermann|first7=Till|date=2024-07-31|title=Prevalence and risk factors of self-reported hearing loss, tinnitus, and dizziness in a population-based sample from rural northeastern Germany|url=https://pubmed.ncbi.nlm.nih.gov/39085387|journal=Scientific Reports|volume=14|issue=1|pages=17739|doi=10.1038/s41598-024-68577-3|issn=2045-2322|pmc=11291685|pmid=39085387}}</ref> A population-based two-staged ‘screening’ and ‘follow-up’ newborn hearing screening program in North-Rhine, Germany and a hospital-based screening at a University Hospital was conducted for the 2007–2016 period. The 10-year coverage rate for these newborns was 98.7%, the referral rate after a failed two-step screening was 3.4%, and the lost-to-follow-up rate was 1% but no information on final diagnosis was provided.<ref>{{Cite journal|last=Thangavelu|first=Kruthika|last2=Martakis|first2=Kyriakos|last3=Feldmann|first3=Silke|last4=Roth|first4=Bernhard|last5=Herkenrath|first5=Peter|last6=Lang-Roth|first6=Ruth|date=2023-10-23|title=Universal Newborn Hearing Screening Program: 10-Year Outcome and Follow-Up from a Screening Center in Germany|url=https://www.mdpi.com/2409-515X/9/4/61|journal=International Journal of Neonatal Screening|language=en|volume=9|issue=4|pages=61|doi=10.3390/ijns9040061|issn=2409-515X|pmc=10594500|pmid=37873852}}</ref> == Saudi Arabia == # Alanazi, A. A. (2017). Audiology and speech-pathology practice in Saudi Arabia. ''International Journal of Health Sciences, 11''(5), 43-55.<ref>{{Cite journal|last=Alanazi|first=Ahmad A.|date=2017|title=Audiology and speech-language pathology practice in Saudi Arabia|url=https://pubmed.ncbi.nlm.nih.gov/29114194|journal=International Journal of Health Sciences|volume=11|issue=5|pages=43–55|issn=1658-3639|pmc=5669511|pmid=29114194}}</ref> # Al-Rowaily, M, A, AlFayez, AI., AlJomiey, M. S., AlBadr, A. M., & Abolfotouh, M. A. (2012). Hearing impairments among Saudi preschool children. ''International Journal of Pediatric Otorhinolaryngology, 76''(11), 1674-1677. <ref>{{Cite journal|last=Al-Rowaily|first=Mohammed A.|last2=AlFayez|first2=Abdulrhman I.|last3=AlJomiey|first3=Mohammed S.|last4=AlBadr|first4=Adil M.|last5=Abolfotouh|first5=Mostafa A.|date=2012-11|title=Hearing impairments among Saudi preschool children|url=https://linkinghub.elsevier.com/retrieve/pii/S016558761200448X|journal=International Journal of Pediatric Otorhinolaryngology|language=en|volume=76|issue=11|pages=1674–1677|doi=10.1016/j.ijporl.2012.08.004}}</ref> # Habib, H. S., & Abdelgaffar, H. (2005). Neonatal hearing screening with transient evoked otoacoustic emissions in Western Saudi Arabia. ''International Journal of pediatric Otorhinolaryngology, 69''(6), 839-842.<ref>{{Cite journal|last=Habib|first=H.S.|last2=Abdelgaffar|first2=H.|date=2005-06|title=Neonatal hearing screening with transient evoked otoacoustic emissions in Western Saudi Arabia|url=https://linkinghub.elsevier.com/retrieve/pii/S0165587605000595|journal=International Journal of Pediatric Otorhinolaryngology|language=en|volume=69|issue=6|pages=839–842|doi=10.1016/j.ijporl.2005.01.018}}</ref> # Olusanya, B. O. (2012). Neonatal hearing screening and intervention in resource-limited settings: An overview. ''Archives of Disease in Childhood, 97'', 654-659.<ref>{{Cite journal|last=Olusanya|first=Bolajoko O.|date=2012-07|title=Neonatal hearing screening and intervention in resource-limited settings: an overview|url=https://pubmed.ncbi.nlm.nih.gov/22611062|journal=Archives of Disease in Childhood|volume=97|issue=7|pages=654–659|doi=10.1136/archdischild-2012-301786|issn=1468-2044|pmid=22611062}}</ref> # '''Bafaqeeh SA, Zakzouk SM, al Muhaimeid H, Essa A.''' ''Relevant demographic factors and hearing impairment in Saudi children: epidemiological study.'' – ''J Laryngol Otol.'' 1994 Apr;108(4):294-298.<ref>{{Cite journal|last=Bafaqeeh|first=S. A.|last2=Zakzouk|first2=S. M.|last3=al Muhaimeid|first3=H.|last4=Essa|first4=A.|date=1994-04|title=Relevant demographic factors and hearing impairment in Saudi children: epidemiological study|url=https://pubmed.ncbi.nlm.nih.gov/8182312|journal=The Journal of Laryngology and Otology|volume=108|issue=4|pages=294–298|doi=10.1017/s0022215100126581|issn=0022-2151|pmid=8182312}}</ref> #'''Zakzouk SM; Jamal TS; Daghistani KJ, et al.''' ''The prevalence of sensorineural hearing loss among Saudi children.''<ref>{{Cite journal|last=Al-Abduljawad|first=Khayria A|last2=Zakzouk|first2=Siraj M|date=2003-10|title=The prevalence of sensorineural hearing loss among Saudi children|url=https://linkinghub.elsevier.com/retrieve/pii/S0531513103009130|journal=International Congress Series|language=en|volume=1240|pages=199–204|doi=10.1016/S0531-5131(03)00913-0}}</ref> == Japan == # Ministry of Foreign Affairs: https://www.mofa.go.jp/territory/page1we_000006.html # Ministry of Internal Affairs and Communications. STATISTICAL HANDBOOK OF JAPAN 2023. https://www.stat.go.jp/english/data/handbook/index.html # The Infant and Child Committee Report of the Japanese Society of Otorhinolaryngology Head and Neck Surgery. Nippon Jibiinkoka Tokeibugeka Gakkai Kaiho Tokyo. 107: 529-546; 2004<ref>{{Cite journal|last=Otorhinolaryngology Head and Neck Surgery|first=Japanese Society|date=2004|title=The Infant and Child Committee Report|journal=Nippon Jibiinkoka Tokeibugeka Gakkai Kaiho Tokyo|volume=107|pages=529-564}}</ref> # Fukuda S, et al. Newborn Hearing Screening in Okayama Prefecture. the Japanese Journal of Voice and Speech Disorders 47: 379-383; 2006<ref>{{Cite journal|last=Fukuda|first=S|date=2006|title=Newborn Hearing Screening in Okayama Prefecture|journal=The Japanese Journal of Voice and Speech Disorders|volume=47|pages=379-383}}</ref> # Japan Hearing instruments manufacturers association. JapanTrak 2018. https://www.hear-it.org/japan-one-in-eight-say-they-have-a-hearing-loss. # Wasano K, et al. Patterns of hearing changes in women and men from denarians to nonagenarians. The Lancet Regional Health - Western Pacific. 9: 100131; 2021<ref>{{Cite journal|last=Wasano|first=Koichiro|last2=Kaga|first2=Kimitaka|last3=Ogawa|first3=Kaoru|date=2021-04|title=Patterns of hearing changes in women and men from denarians to nonagenarians|url=https://linkinghub.elsevier.com/retrieve/pii/S2666606521000407|journal=The Lancet Regional Health - Western Pacific|language=en|volume=9|pages=100131|doi=10.1016/j.lanwpc.2021.100131|pmc=8315603|pmid=34327440}}</ref> # Uchida Y, et al. Estimates of the size of the hearing-impaired elderly population in Japan and 10-year incidence of hearing loss by age, based on data from the National Institute for Longevity Sciences-Longitudinal Study of Aging (NILS-LSA). Japanese Journal of Geriatrics<ref>{{Cite journal|last=Uchida|first=Yasue|last2=Sugiura|first2=Saiko|last3=Nakashima|first3=Tsutomu|last4=Ando|first4=Fujiko|last5=Shimokata|first5=Hiroshi|date=2012|title=Estimates of the size of the hearing-impaired elderly population in Japan and 10-year incidence of hearing loss by age, based on data from the National Institute for Longevity Sciences-Longitudinal Study of Aging (NILS-LSA)|url=https://www.jstage.jst.go.jp/article/geriatrics/49/2/49_222/_article/-char/ja/|journal=Nippon Ronen Igakkai Zasshi. Japanese Journal of Geriatrics|language=en|volume=49|issue=2|pages=222–227|doi=10.3143/geriatrics.49.222|issn=0300-9173}}</ref> # 2026 Prevalence, Age-Standardized Prevalence, and Incidence Rates of Bilateral High-Frequency Hearing Loss among Japanese Individuals Undergoing Comprehensive Health Checkup System (''Ningen Dock'') from 2014 to 2020: A Descriptive Study <ref>{{Cite journal|date=2026|title=Prevalence, Age-Standardized Prevalence, and Incidence Rates of Bilateral High-Frequency Hearing Loss among Japanese Individuals Undergoing Comprehensive Health Checkup System (Ningen Dock) from 2014 to 2020: A Descriptive Study|url=https://www.jmaj.jp/detail.php?id=10.31662/jmaj.2024-0328|journal=JMA Journal|language=en|volume=9|issue=1|doi=10.31662/jmaj.2024-0328|issn=2433-3298}}</ref> the prevalence was < 4% in the early 50s, reaching 46.5% and 20.2% in males and females, respectively, in their 70s. Incidence rates were 10.8 and 2.1, respectively, in the 50s, increasing to 106.7 and 43.5, respectively, in the 80s. Age-standardized prevalence slightly decreased from 2014 to 2020 in both sexes. == Malawi == [https://pubs.asha.org/doi/10.1044/2024_PERSP-24-00190 Facilitators and Barriers to Audiologic Follow-Up in Malawi | Perspectives of the ASHA Special Interest Groups]<ref>{{Cite journal|last=Dissi|first=Alex|last2=Makoka|first2=Alinafe|last3=Dowdy|first3=Madison|last4=Curtis|first4=Danielle|last5=Toman|first5=Julia|last6=Porterfield|first6=J. Zachary|last7=Arnold|first7=Michelle|last8=Vallario|first8=Jenna|date=2025-12-08|title=Facilitators and Barriers to Audiologic Follow-Up in Malawi|url=https://pubs.asha.org/doi/10.1044/2024_PERSP-24-00190|journal=Perspectives of the ASHA Special Interest Groups|language=en|volume=10|issue=6|pages=1888–1905|doi=10.1044/2024_PERSP-24-00190|issn=2381-4764}}</ref> Hearing Health Awareness and the Need for Educational Outreach Amongst Teachers in Malawi<ref>{{Cite journal|last=Kapalamula|first=Grant|last2=Gordie|first2=Kelly|last3=Khomera|first3=Memory|last4=Porterfield|first4=J. Zachary|last5=Toman|first5=Julia|last6=Vallario|first6=Jenna|date=2023-04-12|title=Hearing Health Awareness and the Need for Educational Outreach Amongst Teachers in Malawi|url=https://www.mdpi.com/2039-4349/13/2/24|journal=Audiology Research|language=en|volume=13|issue=2|pages=271–284|doi=10.3390/audiolres13020024|issn=2039-4349|pmc=10135795|pmid=37102774}}</ref> African Bible Colleges (2018). Rationale for the Development of the Audiology Program in Malawi, ''Bachelor of Science in Audiology Curriculum, Malawi.'' [https://www.whed.net/institutions/IAU-030890 African Bible College, Malawi - WHED - IAU's World Higher Education Database] Arizona State University Hearing for Humanity. (2021). ''Hearing for Humanity: Who are we?'' [https://hearingforhumanity.wordpress.com/about/ About | Hearing for Humanity] Bright, T., Mulwafu, W., Thindwa, R., Zuurmond, M., & Polack, S. (2017). Reasons for low uptake of referrals to ear and hearing services for children in Malawi. ''PLoS One, 12''(12), e0188703.<ref>{{Cite journal|last=Bright|first=Tess|last2=Mulwafu|first2=Wakisa|last3=Thindwa|first3=Richard|last4=Zuurmond|first4=Maria|last5=Polack|first5=Sarah|date=2017-12-19|editor-last=Federici|editor-first=Stefano|title=Reasons for low uptake of referrals to ear and hearing services for children in Malawi|url=https://dx.plos.org/10.1371/journal.pone.0188703|journal=PLOS ONE|language=en|volume=12|issue=12|pages=e0188703|doi=10.1371/journal.pone.0188703|issn=1932-6203|pmc=5736203|pmid=29261683}}</ref> Caron, C. (2016, March 10). ''So you want to be a Humanitarian audiologist?'' [Interview] Student Academy of Audiology. Deaf Kidz International. (2021). ''We are Deaf Kidz International'' EARS Incorporated. (2021). ''About us.'' Geography of Malawi. (2021, March 23). In ''Wikipedia.'' Hear the World Foundation. (n.d.). ''Equal Opportunities and Improved Quality of Life.'' Hrapcak, S., Kuper, H., Bartlett, P., Devendra, A., Makawa, A., Kim, M., Kazembe, E., & Ahmed, S. (2016). Hearing Loss in HIV-Infected Children in Lilongwe, Malawi. ''PLoS ONE'' 11(8): e0161421.<ref>{{Cite journal|last=Hrapcak|first=Susan|last2=Kuper|first2=Hannah|last3=Bartlett|first3=Peter|last4=Devendra|first4=Akash|last5=Makawa|first5=Atupele|last6=Kim|first6=Maria|last7=Kazembe|first7=Peter|last8=Ahmed|first8=Saeed|date=2016|title=Hearing Loss in HIV-Infected Children in Lilongwe, Malawi|url=https://pubmed.ncbi.nlm.nih.gov/27551970|journal=PloS One|volume=11|issue=8|pages=e0161421|doi=10.1371/journal.pone.0161421|issn=1932-6203|pmc=4995021|pmid=27551970}}</ref> Hunt, L., Mulwafu, W., Knott, V., Ndamala, C. B., Naunje, A. W., Dewhurst, S., … & Mortimer, K. (2017). Prevalence of paediatric chronic suppurative otitis media and hearing impairment in rural Malawi: A cross-sectional survey. ''PLoS One, 12''(12), e0188950.<ref>{{Cite journal|last=Hunt|first=Luke|last2=Mulwafu|first2=Wakisa|last3=Knott|first3=Victoria|last4=Ndamala|first4=Chifundo B.|last5=Naunje|first5=Andrew W.|last6=Dewhurst|first6=Sam|last7=Hall|first7=Andrew|last8=Mortimer|first8=Kevin|date=2017|title=Prevalence of paediatric chronic suppurative otitis media and hearing impairment in rural Malawi: A cross-sectional survey|url=https://pubmed.ncbi.nlm.nih.gov/29267304|journal=PloS One|volume=12|issue=12|pages=e0188950|doi=10.1371/journal.pone.0188950|issn=1932-6203|pmc=5739401|pmid=29267304}}</ref> Makwero M. T. (2018). Delivery of primary health care in Malawi. ''African Journal of Primary Health Care & Family Medicine'', ''10''(1), e1–e3.<ref>{{Cite journal|last=Makwero|first=Martha T.|date=2018-06-21|title=Delivery of primary health care in Malawi|url=https://pubmed.ncbi.nlm.nih.gov/29943590|journal=African Journal of Primary Health Care & Family Medicine|volume=10|issue=1|pages=e1–e3|doi=10.4102/phcfm.v10i1.1799|issn=2071-2936|pmc=6018651|pmid=29943590}}</ref> Malawi Demographics''.'' (2020). ''Worldometer.info''. Mulwafu, W., Thindwa, R., Prescott, C., Nyirenda, T. E. (2017). Strategies to combat ear and hearing disorders in a poor African country, the Malawi National Plan. 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''Bulletin of the World Health Organization, 97''(10), 654.<ref>{{Cite journal|last=Mulwafu|first=Wakisa|last2=Tataryn|first2=Myroslava|last3=Polack|first3=Sarah|last4=Viste|first4=Asgaut|last5=Goplen|first5=Frederik Kragerud|last6=Kuper|first6=Hannah|date=2019-10-01|title=Children with hearing impairment in Malawi, a cohort study|url=https://pubmed.ncbi.nlm.nih.gov/31656330|journal=Bulletin of the World Health Organization|volume=97|issue=10|pages=654–662|doi=10.2471/BLT.18.226241|issn=1564-0604|pmc=6796677|pmid=31656330}}</ref> Olusanya, B. O., Neumann, K. J., & Saunders, J. E. (2014). The global burden of disabling hearing impairment: a call to action. 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[https://data.worldbank.org/indicator/SI.POV.NAHC?locations=MW Poverty headcount ratio at national poverty lines (% of population) - Malawi | Data] == Ethiopia == <ref>{{Cite journal|last=Mulwafu|first=Wakisa|last2=Ensink|first2=Robbert|last3=Kuper|first3=Hannah|last4=Fagan|first4=Johannes|date=2017-01|title=Survey of ENT services in sub-Saharan Africa: little progress between 2009 and 2015|url=https://www.tandfonline.com/doi/full/10.1080/16549716.2017.1289736|journal=Global Health Action|language=en|volume=10|issue=1|doi=10.1080/16549716.2017.1289736|issn=1654-9716|pmc=5496047|pmid=28485648}}</ref> <ref>{{Cite journal|last=Smith|first=Alden F.|last2=Ianacone|first2=David C.|last3=Ensink|first3=Robbert J. H.|last4=Melaku|first4=Abebe|last5=Casselbrant|first5=Margaretha L.|last6=Isaacson|first6=Glenn|date=2017-07|title=Prevalence of hearing-loss among HAART-treated children in the Horn of Africa|url=https://pubmed.ncbi.nlm.nih.gov/28583495|journal=International Journal of Pediatric Otorhinolaryngology|volume=98|pages=166–170|doi=10.1016/j.ijporl.2017.04.050|issn=1872-8464|pmid=28583495}}</ref> == Mexico == More recently, in 2028, approximately 10 million people in Mexico were estimated to have some type of hearing disorder, with 200,000 to 400,000 experiencing total deafness.<ref>{{Cite journal|last=Socorro|first=PA, Contreras-Rivas PI|date=2018|title=Prevalencia de hipoacusia en recién nacidos sanos en un hospital de tercer nivel de atención. Detección mediante tamiz auditivo neonatal|journal=Revista Mexicana de Pediatria|volume=85|pages=130-134}}</ref> Self report data from 2019 indicated high prevalence of hearing loss in various age groups. <ref>{{Cite journal|last=Graue-Hernández|first=Enrique O|last2=Gómez-Dantés|first2=Héctor|last3=Romero-Martínez|first3=Martín|last4=Bravo|first4=Gerardo|last5=Arrieta-Camacho|first5=Jesús|last6=Jiménez-Corona|first6=Aida|date=2019-10-23|title=Self-reported hearing loss and visual impairment in adults from Central Mexico|url=http://www.saludpublica.mx/index.php/spm/article/view/10086|journal=Salud Pública de México|volume=61|issue=5, sep-oct|pages=629|doi=10.21149/10086|issn=1606-7916}}</ref> == Guatemala == Direct studies on the epidemiology of hearing loss in Guatemala are limited, but information on key demographic factors that can play a role can shed some light on the possible burden of hearing loss for the country. Guatemala is a multi-ethnic country with major populations including Maya, Ladino, Xinca, and Garifuna. Genetic studies have shown that specific mutations, such as in the GJB2 gene, are prevalent among the Mayan population, suggesting a genetic predisposition to hearing loss in this ethnic group.<ref>{{Cite journal|last=Carranza|first=C.|last2=Menendez|first2=I.|last3=Herrera|first3=M.|last4=Castellanos|first4=P.|last5=Amado|first5=C.|last6=Maldonado|first6=F.|last7=Rosales|first7=L.|last8=Escobar|first8=N.|last9=Guerra|first9=M.|date=2016-04|title=A Mayan founder mutation is a common cause of deafness in Guatemala|url=https://onlinelibrary.wiley.com/doi/10.1111/cge.12676|journal=Clinical Genetics|language=en|volume=89|issue=4|pages=461–465|doi=10.1111/cge.12676|issn=0009-9163|pmc=5484753|pmid=26346709}}</ref> Socioeconomic status has been associated with hearing loss. A 2020 study conducted in Guatemala reported that the provision of hearing aids was shown to improve economic circumstances, quality of life, and mental health among affected individuals.<ref>{{Cite journal|last=Spreckley|first=Mark|last2=Macleod|first2=David|last3=González Trampe|first3=Brenda|last4=Smith|first4=Andrew|last5=Kuper|first5=Hannah|date=2020-05-15|title=Impact of Hearing Aids on Poverty, Quality of Life and Mental Health in Guatemala: Results of a before and after Study|url=https://www.mdpi.com/1660-4601/17/10/3470|journal=International Journal of Environmental Research and Public Health|language=en|volume=17|issue=10|pages=3470|doi=10.3390/ijerph17103470|issn=1660-4601|pmc=7277678|pmid=32429252}}</ref> The availability and quality of audiological services in Guatemala are limited (see Challenges below). There is a lack of culturally sensitive client-family counseling and community-based counseling services, which are crucial for addressing the needs of those with hearing impairment. <ref>{{Cite book|title=Audiology in developing countries|date=2008|publisher=Nova Science Publishers|isbn=978-1-60456-945-2|editor-last=McPherson|editor-first=Bradley|location=New York|editor-last2=Brouillette|editor-first2=Ron}}</ref> == Nigeria == [https://www.worldometers.info/ Worldometer - real time world statistics] In Nigeria, while specific nationwide data is limited there are some recent regional or subgroup specific estimates of the prevalence and incidence of hearing loss. A study conducted in North Central Nigeria found a significant prevalence of hearing loss among patients attending an otolaryngology clinic. The prevalence of sensorineural hearing loss (SNHL) was notably high, with 24-28% of patients affected, which is higher than global estimates of 1.7-8.4%. <ref>{{Cite journal|last=Ma’an|first=Nuhu D.|last2=Turaki|first2=Ishaku|last3=Shwe|first3=David|last4=Nansak|first4=Bulus|last5=Babson|first5=Benjamin|last6=Gomerep|first6=Simji|last7=Malaya|first7=Lauren|last8=Moffatt|first8=David|last9=Shakibai|first9=Nasim|date=2023-04-25|editor-last=Robinson|editor-first=Julia|title=Analysis of sensorineural hearing loss in patients attending an otolaryngology clinic in North Central Nigeria|url=https://dx.plos.org/10.1371/journal.pgph.0000685|journal=PLOS Global Public Health|language=en|volume=3|issue=4|pages=e0000685|doi=10.1371/journal.pgph.0000685|issn=2767-3375|pmc=10128921|pmid=37097989}}</ref> The incidence of hearing impairment in children being treated at a private audiology clinic in Port Harcourt was significant, with 48.9% of the children showing evidence of hearing impairment.<ref>{{Cite journal|last=Alikor|first=E. a. D.|last2=Otana|first2=A. O.|date=2005|title=Pattern of childhood deafness in an audiologic centre in Port Harcourt, Nigeria|url=https://pubmed.ncbi.nlm.nih.gov/16350704|journal=Nigerian Journal of Medicine: Journal of the National Association of Resident Doctors of Nigeria|volume=14|issue=3|pages=307–310|issn=1115-2613|pmid=16350704}}</ref> The majority of these cases were of profound or severe severity. Rates reaching 47%, 57% and 87% were reported among individuals affected respectively by diabetes, HIV or chronic kidney disease.<ref>{{Cite journal|last=Nwosu|first=Jones Ndubuisi|last2=Chime|first2=Ethel Nkechi|date=2017-05-02|title=Hearing thresholds in adult Nigerians with diabetes mellitus: a case&ndash;control study|url=https://www.dovepress.com/hearing-thresholds-in-adult-nigerians-with-diabetes-mellitus-a-case-co-peer-reviewed-fulltext-article-DMSO|journal=Diabetes, Metabolic Syndrome and Obesity|language=English|volume=10|pages=155–160|doi=10.2147/DMSO.S128502}}</ref> <ref>{{Cite journal|last=Alabi|first=B. S.|last2=Salami|first2=A. K.|last3=Afolabi|first3=O. A.|last4=Aremu|first4=S. K.|last5=Olawumi|first5=H. O.|last6=Odeigah|first6=L. O.|last7=Akande|first7=H. J.|date=2013|title=Otologic and audiological evaluation among HIV patients in Ilorin, Nigeria|url=https://pubmed.ncbi.nlm.nih.gov/24579491|journal=Nigerian Quarterly Journal of Hospital Medicine|volume=23|issue=1|pages=29–32|issn=0189-2657|pmid=24579491}}</ref><ref>{{Cite journal|last=Fufore|first=MohammedBello|last2=Kirfi|first2=AbdullahiMusa|last3=Salisu|first3=AbubakarDanjuma|last4=Samdi|first4=ThomasMusa|last5=Abubakar|first5=AbdulhameedBala|last6=Onakoya|first6=PaulAdekunle|date=2019|title=Prevalence and pattern of hearing loss in patients with chronic kidney disease in Kaduna, Northwestern Nigeria|url=http://www.indianjotol.org/text.asp?2019/25/4/201/272254|journal=Indian Journal of Otology|language=en|volume=25|issue=4|pages=201|doi=10.4103/indianjotol.INDIANJOTOL_94_19|issn=0971-7749}}</ref> A study among sawmillers in Kaduna found a prevalence of SNHL at 26.7%, with noise levels at the workplace ranging from 85 to 105 dB.<ref>{{Cite journal|last=Abubakar|first=TijjaniSa'idu|last2=Labaran|first2=AbimikuSolomon|last3=Mohammed|first3=GarbaMainasara|last4=Kirfi|first4=AbdullahiMusa|last5=Nwaorgu|first5=OnyekwereGeorge Benjamin|date=2016|title=Hearing threshold of sawmillers in Kaduna, Nigeria|url=http://www.indianjotol.org/text.asp?2016/22/3/152/187974|journal=Indian Journal of Otology|language=en|volume=22|issue=3|pages=152|doi=10.4103/0971-7749.187974|issn=0971-7749}}</ref> In the Yoruba-speaking regions, the prevalence of hearing impairment among individuals aged 65 and older was found to be 6.1.<ref>{{Cite journal|last=Lasisi|first=Akeem O.|last2=Abiona|first2=Taiwo|last3=Gureje|first3=Oye|date=2010-08|title=The prevalence and correlates of self-reported hearing impairment in the Ibadan Study of Ageing|url=https://academic.oup.com/trstmh/article-lookup/doi/10.1016/j.trstmh.2010.03.009|journal=Transactions of the Royal Society of Tropical Medicine and Hygiene|language=en|volume=104|issue=8|pages=518–523|doi=10.1016/j.trstmh.2010.03.009|pmc=2904808|pmid=20462622}}</ref> Increasing age was associated with a higher prevalence of hearing impairment. of 15 years had evidence of hearing impairment. Recently, the Federal University of Health Sciences Ila, Orangun Osun State, and the University of Medical Sciences Ondo State are the latest institutions that have been accredited by the National University Commission (NUC) to commence full-fledged Audiology programs in a medical/health institution in 2022 (Owolawi, 2024<ref>{{Cite journal|last=Agbu|first=Ikong Michael|last2=Oluwadunni|first2=James Ruth|last3=Agbonmeire|first3=Ademola-Sokoya Grace|last4=Grace|first4=Ogunniyi|last5=Ogechi|first5=Dr. Akpalaba Immaculata|last6=Oyetunde|first6=Dr. Olarinoye Timothy|last7=Oyedele|first7=Owolawi Wahab|last8=Abiola|first8=Ademokoya Julius|date=2024-07-01|title=Awareness and knowledge level of audiology and speech language pathology/therapy among university students in Nigeria|url=https://www.rehabilitationjournals.com/speech-and-audiology-journal/archives/2024.v5.i2.A.60|journal=International Journal of Speech and Audiology|volume=5|issue=2|pages=37–42|doi=10.22271/27103846.2024.v5.i2a.60}}</ref>). == India == # Archana, G., Krishna, Y., & Shiny, R. 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Journal of Indian Speech Language & Hearing Association, 36(1), 25–30.<ref>{{Cite journal|last=Singh|first=Niraj Kumar|last2=Rao|first2=Amulya P.|last3=Krishna|first3=Y.|last4=Arun|first4=B.|last5=Yathiraj|first5=Asha|last6=Indranil|first6=C.|last7=Sunil|first7=K. R|last8=Pradeep|last9=Kumar|first9=Prawin|date=2022-01|title=Factors Leading to Brain Drain of Speech and Hearing Professionals in India|url=https://journals.lww.com/10.4103/jisha.jisha_25_21|journal=Journal of Indian Speech Language & Hearing Association|language=en|volume=36|issue=1|pages=25–30|doi=10.4103/jisha.jisha_25_21|issn=0974-2131}}</ref> # Jepson, J. (1991, March). Urban and Rural Sign Language in India.<ref>{{Cite journal|last=Jepson|first=Jill|date=1991-03|title=Urban and rural sign language in India|url=https://www.cambridge.org/core/product/identifier/S0047404500016067/type/journal_article|journal=Language in Society|language=en|volume=20|issue=1|pages=37–57|doi=10.1017/S0047404500016067|issn=0047-4045}}</ref> # Varshney, S. (2016). Deafness in India. Indian Journal of Otology, 22(2), 73–76.<ref>{{Cite journal|last=Varshney|first=Saurabh|date=2016|title=Deafness in India|url=http://www.indianjotol.org/text.asp?2016/22/2/73/182281|journal=Indian Journal of Otology|language=en|volume=22|issue=2|pages=73|doi=10.4103/0971-7749.182281|issn=0971-7749}}</ref> # Vasishta, M. M., Woodward, J. C., & Wilson, K. L. (1978). Sign Language in India: regional variation with deaf population. Indian Journal of Applied Linguistics, 4, 66–74. [https://cnlse.es/es/recursos/biblioteca/sign-language-india-regional-variation-within-deaf-population Sign language in India: Regional variation within the deaf population — Español] # Verma, R. R., Konkimalla, A., Thakar, A., Sikka, K., Singh, A. C., & Khanna, T. (2021). Prevalence of hearing loss in India. The National Medical Journal of India, 34(4), 216–222.<ref>{{Cite journal|last=Verma|first=Ravneet Ravinder|last2=Konkimalla|first2=Abhilash|last3=Thakar|first3=Alok|last4=Sikka|first4=Kapil|last5=Singh|first5=Amit Chirom|last6=Khanna|first6=Tripti|date=2021|title=Prevalence of hearing loss in India|url=https://pubmed.ncbi.nlm.nih.gov/35112547|journal=The National Medical Journal of India|volume=34|issue=4|pages=216–222|doi=10.25259/NMJI_66_21|issn=2583-150X|pmid=35112547}}</ref> <nowiki>https://doi.org/10.25259/NMJI_66_21</nowiki> # Zeshan, U., Vasishta, M. N., & Sethna, M. (2005). Implementation of Indian Sign Language in educational settings. Asia Pacific Disability Rehabilitation Journal, 16(1), 16–40.<ref>{{Cite journal|last=Zeshan|first=U, Vasishta MN, Sethna M|date=2005|title=Implementation of Indian Sign Language in educational settings|journal=Asia Pacific Disability Rehabilitation Journal|volume=16|pages=16-40}}</ref> == Ethyopia == Prevalence of hearing loss and factors associated with hearing loss in Ethiopia: findings from the 2023 National Ethiopia Hearing Survey 10.1136/bmjopen-2024-086288 <ref>{{Cite journal|last=Meshesha|first=Alene|last2=Fröschl|first2=Uta|last3=Kebede|first3=Michael|last4=Biratu|first4=Tolesa Diriba|last5=Worku|first5=Yoseph|last6=Hunduma|first6=Fufa|date=2025-01|title=Prevalence of hearing loss and factors associated with hearing loss in Ethiopia: findings from the 2023 National Ethiopia Hearing Survey|url=https://bmjopen.bmj.com/lookup/doi/10.1136/bmjopen-2024-086288|journal=BMJ Open|language=en|volume=15|issue=1|pages=e086288|doi=10.1136/bmjopen-2024-086288|issn=2044-6055|pmc=11883615|pmid=39753268}}</ref> == Argentina == Recent research on hearing care in Argentina addresses various aspects of hearing health, from prevention and early detection to the challenges faced by the deaf community. Efforts are also being made to develop intervention programs and improve diagnostic procedures. These initiatives are crucial for enhancing hearing health and care in Argentina. Here are some key areas of ongoing research: * Hearing Loss Among Adolescents <ref>{{Cite journal|last=Serra|first=MarioR|last2=Villalobo|first2=JorgePérez|last3=Yacci|first3=MaríaR|last4=Abraham|first4=Mónica|last5=Biassoni|first5=EsterC|last6=Curet|first6=Carlos|last7=Hinalaf|first7=María|last8=Joekes|first8=Silvia|last9=Pavlik|first9=Marta|date=2014|title=Hearing and loud music exposure in 14-15 years old adolescents|url=http://www.noiseandhealth.org/text.asp?2014/16/72/320/140512|journal=Noise and Health|language=en|volume=16|issue=72|pages=320|doi=10.4103/1463-1741.140512|issn=1463-1741}}</ref> * Audiometric and Otoacoustic Emissions (OAEs) Testing<ref>{{Cite journal|last=Gaetán|first=Sara|last2=Muratore|first2=Jimena|last3=Maggi|first3=Ana Luz|last4=Villalobo|first4=Jorge Pérez|last5=de los Ángeles Hinalaf|first5=María|date=2021-06-14|title=Hearing and Exposure to Music in Adolescents From Four Schools of Córdoba, Argentina|url=http://pubs.asha.org/doi/10.1044/2021_AJA-20-00076|journal=American Journal of Audiology|language=en|volume=30|issue=2|pages=281–294|doi=10.1044/2021_AJA-20-00076|issn=1059-0889}}</ref> * Hearing Impairment Detection and Management<ref>{{Cite journal|date=2021-04-01|title=New recommendations for the care of patients with mucopolysaccharidosis type I|url=https://www.sap.org.ar/docs/publicaciones/archivosarg/2021/v119n2a11e.pdf|journal=Archivos Argentinos de Pediatria|volume=119|issue=2|doi=10.5546/aap.2021.eng.e121}}</ref> * Challenges in Deaf Community<ref>{{Cite journal|date=2018-10-01|title=Prevalence of deaf people who have a professional Argentine Sign Language interpreter during their children’s medical consultations|url=http://www.sap.org.ar/docs/publicaciones/archivosarg/2018/v116n5a03e.pdf|journal=Archivos Argentinos de Pediatria|volume=116|issue=5|doi=10.5546/aap.2018.eng.310}}</ref> *Several key issues can be identified as challenges in delivering hearing care in Argentina including:<ref>{{Cite journal|last=Waterworth|first=Christopher J.|last2=Marella|first2=Manjula|last3=O’Donovan|first3=James|last4=Bright|first4=Tess|last5=Dowell|first5=Richard|last6=Bhutta|first6=Mahmood F.|date=2022-12-02|title=Barriers to access to ear and hearing care services in low- and middle- income countries: A scoping review|url=https://www.tandfonline.com/doi/full/10.1080/17441692.2022.2053734|journal=Global Public Health|language=en|volume=17|issue=12|pages=3869–3893|doi=10.1080/17441692.2022.2053734|issn=1744-1692}}</ref> * '''Integration into Primary Care''' * Expanding '''Telehealth and Innovative Approaches''' * '''Communication Barriers''' * '''Lack of Trained Personnel''' * '''Resource Constraints''' * '''Equipment and Facilities''' * '''Funding''' '''for resources and''' infrastructure . * '''Awareness and Education''' == Palestine == 8.Le Monde (2026-01-08). “In Gaza, the war is creating a new generation of deaf children”. Le Monde. <nowiki>https://www.lemonde.fr/en/international/article/2026/01/08/in-gaza-the-war-is-creating-a-newgeneration-of-deaf-children_6749191_4.html</nowiki> . Retrieved 2026-01-10. 9.The Independent (2024). “UN warns of growing number of people with disabilities in Gaza amid war”. The Independent. <nowiki>https://www.independent.co.uk/news/gaza-united-nations-israeli-hamas-netherlandsb2817776.html</nowiki> . Retrieved 2025-01-15. 10. UN News (2024-04). “Gaza: Surge in disability amid ongoing hostilities”. United Nations News. <nowiki>https://news.un.org/en/story/2024/04/1149091</nowiki> . Retrieved 2025-01-15. 11. Palestine Chronicle (2026). “35,000 partially or completely deaf in Gaza due to Israeli bombings”. Palestine Chronicle. <nowiki>https://www.palestinechronicle.com/35000-partially-or-completely-deaf-in-gaza-dueto-israeli-bombings-report/</nowiki> . Retrieved 2026-01-12. 12. American Speech-Language-Hearing Association (2024). “Addressing hearing loss among Palestinians living in refugee camps”. ASHA Perspectives. doi:10.1044/2024_PERSP-23-00251<ref>{{Cite journal|last=Pakulski|first=Lori A.|date=2024-08|title=Addressing Hearing Loss of Palestinians Living in Refugee Camps|url=https://pubs.asha.org/doi/10.1044/2024_PERSP-23-00251|journal=Perspectives of the ASHA Special Interest Groups|language=en|volume=9|issue=4|pages=1188–1196|doi=10.1044/2024_PERSP-23-00251|issn=2381-4764}}</ref>. 13. Office of the United Nations High Commissioner for Human Rights (2025). “The percentage of persons with disabilities in Gaza has increased due to the excessive use of force”. OHCHR. <nowiki>https://www.ohchr.org/en/meeting-summaries/2025/08/percentage-persons-disabilities-gaza-hasincreased-because-excessive-use</nowiki> . Retrieved 2025-08-20. 14. United Nations Children’s Fund (2024). “UNICEF delivers critical hearing aids to children in Gaza”. UNICEF. <nowiki>https://www.unicef.org/sop/stories/unicef-delivers-critical-hearing-aids-gaza-children</nowiki> . Retrieved 2025-01-18. 15. Atfaluna Society for Deaf Children (2024a). “In Gaza: Hearing loss – A growing concern and urgent audiology responses”. PNGO Portal. <nowiki>https://en.pngoportal.org/post/3906/In-Gaza-HearingLoss-a-Growing-Concern-Urgent-Audiology-Responses-in-Gaza-by-Atfaluna-Society</nowiki> . Retrieved 2025-01-18. 16. Atfaluna Society for Deaf Children (2024b). “Organizational reports and advocacy on hearing disability in Gaza”. ReliefWeb. <nowiki>https://reliefweb.int/organization/atfaluna</nowiki> . Retrieved 2025-01-18. == Australia == * '''Permanent Childhood Hearing Impairment:''' The prevalence of moderate and more severe hearing loss (≥ 40 dB HL) in children rises from 1.04 per 1000 live births at 3 years of age to 1.57 per 1000 live births for children between 9 and 16 years of age. Mild hearing loss (< 40 dB HL) increases from 0.28 per 1000 live births at 3 years to 1.68 per 1000 live births at 9 years and older- The ages of intervention in regions with and without universal newborn hearing screening and prevalence of childhood hearing impairment in Australia <ref>{{Cite journal|title=The Ages of Intervention in Regions With and Without Universal Newborn Hearing Screening and Prevalence of Childhood Hearing Impairment in Australia|url=http://www.portico.org/Portico/article?article=pf16jrb3hm|journal=Australian and New Zealand Journal of Audiology|date=2006-11-01|pages=137–150|volume=28|issue=2|doi=10.1375/audi.28.2.137|first=Teresa Y.C|last=Ching|first2=Ron|last2=Oong|first3=Emma van|last3=Wanrooy}}</ref> *#* '''School-Aged Children:''' Among urban Australian school-aged children (5 to 7 years), the prevalence of bilateral hearing loss ≥26 dB was 2.1% 10.21037/ajo.2020.02.02<ref>{{Cite journal|title=Cross-sectional prevalence and risk factors for otitis media and hearing loss in Australian children aged 5 to 7 years: a prospective cohort study|url=https://www.theajo.com/article/view/4259/html|journal=Australian Journal of Otolaryngology|date=2020-03|pages=0–0|volume=3|doi=10.21037/ajo.2020.02.02|first=Christopher G.|last=Brennan-Jones|first2=Hrehan H.|last2=Hakeem|first3=Cheryl Da|last3=Costa|first4=Weijie|last4=Weng|first5=Andrew J. O.|last5=Whitehouse|first6=Sarra E.|last6=Jamieson|first7=Robert H.|last7=Eikelboom}}</ref> . *#* '''11-12 Year Olds:''' In a national study, the prevalence of bilateral and unilateral hearing loss ≥16 dB HL was 9.3% and 13.3%, respectively. Slight losses (16-25 dB HL) were more prevalent than mild or greater losses (≥26 dB HL) 10.1136/archdischild-2017-313505<ref>{{Cite journal|title=Cross-sectional epidemiology of hearing loss in Australian children aged 11–12 years old and 25-year secular trends|url=https://adc.bmj.com/lookup/doi/10.1136/archdischild-2017-313505|journal=Archives of Disease in Childhood|date=2018-06|issn=0003-9888|pages=579–585|volume=103|issue=6|doi=10.1136/archdischild-2017-313505|language=en|first=Jing|last=Wang|first2=Carlijn M P|last2=le Clercq|first3=Valerie|last3=Sung|first4=Peter|last4=Carew|first5=Richard S|last5=Liu|first6=Fiona K|last6=Mensah|first7=Rachel A|last7=Burt|first8=Lisa|last8=Gold|first9=Melissa|last9=Wake}}</ref> . *# '''Older Adults:''' *#* '''General Population:''' In the Blue Mountains Hearing Study, 33% of older adults had some degree of hearing loss at baseline, with a 5-year incidence of 17.9% <ref>{{Cite journal|title=Five-Year Incidence and Progression of Hearing Impairment in an Older Population|url=https://journals.lww.com/00003446-201103000-00010|journal=Ear & Hearing|date=2011-03|issn=0196-0202|pages=251–257|volume=32|issue=2|doi=10.1097/AUD.0b013e3181fc98bd|language=en|first=Paul|last=Mitchell|first2=Bamini|last2=Gopinath|first3=Jie Jin|last3=Wang|first4=Catherine M.|last4=McMahon|first5=Julie|last5=Schneider|first6=Elena|last6=Rochtchina|first7=Stephen R.|last7=Leeder}}</ref> . *#* '''Age-Related Hearing Loss:''' Hearing loss affects 74% of people aged over 70 in Australia <ref>{{Cite journal|title=Hearing loss, cognition, and risk of neurocognitive disorder: evidence from a longitudinal cohort study of older adult Australians|url=https://www.tandfonline.com/doi/full/10.1080/13825585.2020.1857328|journal=Aging, Neuropsychology, and Cognition|date=2022-01-02|issn=1382-5585|pages=121–138|volume=29|issue=1|doi=10.1080/13825585.2020.1857328|language=en|first=Paul A.|last=Strutt|first2=Amanda J.|last2=Barnier|first3=Greg|last3=Savage|first4=Gabrielle|last4=Picard|first5=Nicole A.|last5=Kochan|first6=Perminder|last6=Sachdev|first7=Brian|last7=Draper|first8=Henry|last8=Brodaty}}</ref> *#* == New Zealand == * 26365841<ref>{{Cite journal|title=The projected burden of hearing loss in New Zealand (2011-2061) and the implications for the hearing health workforce|url=https://pubmed.ncbi.nlm.nih.gov/26365841|journal=The New Zealand Medical Journal|date=2015-08-07|issn=1175-8716|pmid=26365841|pages=12–21|volume=128|issue=1419|first=Daniel J.|last=Exeter|first2=Billy|last2=Wu|first3=Arier C.|last3=Lee|first4=Grant D.|last4=Searchfield}}</ref> * '''Prevalence''': As of the latest estimates, there were 330,269 people aged 14 years and older with hearing loss in New Zealand, which is projected to increase to 449,453 by 2061. This increase is attributed to the aging population, with a higher prevalence among males and older adults Exeter 2025 . * '''Age and Gender''': The prevalence of hearing loss is higher in males compared to females. While the prevalence among those aged 14-49 years is expected to decrease, it is projected to double among those aged 70 years and older by 2061 . === Noise-Induced Hearing Loss (NIHL) === * '''Incidence''': The number of new NIHL claims in New Zealand has significantly increased from 2,823 in 1995-1996 to 5,580 in 2005-2006, indicating a rising trend despite existing health and safety regulations <ref>{{Cite journal|title=Epidemiology of noise-induced hearing loss in New Zealand|url=https://pubmed.ncbi.nlm.nih.gov/18791626|journal=The New Zealand Medical Journal|date=2008-08-22|issn=1175-8716|pmid=18791626|pages=33–44|volume=121|issue=1280|first=Peter R.|last=Thorne|first2=Shanthi N.|last2=Ameratunga|first3=Joanna|last3=Stewart|first4=Nicolas|last4=Reid|first5=Warwick|last5=Williams|first6=Suzanne C.|last6=Purdy|first7=George|last7=Dodd|first8=John|last8=Wallaart}}</ref> . * '''Prevalence''': NIHL contributes to 17-25% of cases of hearing impairment, making it a significant modifiable risk factor<ref>{{Cite journal|title=Noise-Induced Hearing Loss and strategies for its prevention in the New Zealand population: The Kiwi connection|url=https://pubs.aip.org/asa/poma/article/963713|date=2013|pages=050056–050056|doi=10.1121/1.4800089|first=Peter R.|last=Thorne|first2=Gavin|last2=Coad|first3=Ravi|last3=Reddy|first4=David|last4=Welch}}</ref> == Korea == 10.3346/jkms.2025.40.e3<ref>{{Cite journal|title=Revisiting Age-Related Normative Hearing Levels in Korea|url=https://jkms.org/DOIx.php?id=10.3346/jkms.2025.40.e3|journal=Journal of Korean Medical Science|date=2025|issn=1011-8934|pmc=11729231|pmid=39807003|volume=40|issue=2|doi=10.3346/jkms.2025.40.e3|language=en|first=Sang-Yoon|last=Han|first2=Hee Won|last2=Seo|first3=Seung Hwan|last3=Lee|first4=Jae Ho|last4=Chung}}</ref> == Nepal == <ref>{{Cite journal|title=Developing rubella vaccination policy in Nepal--results from rubella surveillance and seroprevalence and congenital rubella syndrome studies|url=https://pubmed.ncbi.nlm.nih.gov/21666196|journal=The Journal of Infectious Diseases|date=2011-07|issn=1537-6613|pmid=21666196|pages=S433–438|volume=204 Suppl 1|doi=10.1093/infdis/jir078|first=Shyam Raj|last=Upreti|first2=Kusum|last2=Thapa|first3=Yasho Vardan|last3=Pradhan|first4=Geeta|last4=Shakya|first5=Yuddha Dhoj|last5=Sapkota|first6=Abhijeet|last6=Anand|first7=Thomas|last7=Taylor|first8=Ondrej|last8=Mach|first9=Susan|last9=Reef}}</ref> == Morocco == Overview of Deaf Education in Morocco<ref>{{Cite journal|last=Department of Didactics, Faculty of Education Sciences, Mohammed V University, Rabat, Morocco|last2=Arssi|first2=Abdelaziz|last3=Omari|first3=Otmane|date=2024-06-08|title=Overview of Deaf Education in Morocco|url=https://www.mecs-press.org/ijmecs/ijmecs-v16-n3/v16n3-7.html|journal=International Journal of Modern Education and Computer Science|volume=16|issue=3|pages=86–100|doi=10.5815/ijmecs.2024.03.07}}</ref> Toward the Creation of a Large-Scale Moroccan Sign Language Corpus<ref>{{Cite journal|last=Soudi|first=Abdelhadi|last2=Vinopol|first2=Corinne|last3=Van Laerhoven|first3=Kristof|date=2025-04|title=Toward the Creation of a Large-Scale Moroccan Sign Language Corpus|url=https://muse.jhu.edu/article/970568|journal=Sign Language Studies|language=en|volume=25|issue=4|pages=741–767|doi=10.1353/sls.2025.a970568|issn=1533-6263}}</ref> Disability in Morocco: Study of adequation between care supply and rehabilitation needs<ref>{{Cite journal|last=Hajjioui|first=A.|last2=Fourtassi|first2=M.|last3=Nejjari|first3=C.|date=2015-03|title=Le handicap au Maroc : étude d’adéquation entre l’offre de soins et le besoin en rééducation|url=https://linkinghub.elsevier.com/retrieve/pii/S0242648X14001182|journal=Journal de Réadaptation Médicale : Pratique et Formation en Médecine Physique et de Réadaptation|language=fr|volume=35|issue=1|pages=33–37|doi=10.1016/j.jrm.2014.11.001}}</ref> Management of Digital Health Technologies in Morocco: Bibliometric Analysis of Trends and Challenges<ref>{{Cite book|url=https://link.springer.com/10.1007/978-3-032-01967-7_27|title=Management of Digital Health Technologies in Morocco: Bibliometric Analysis of Trends and Challenges|last=Lyaakobi|first=Amal|last2=Dadouh|first2=Achraf|last3=Kharmoum|first3=Nassim|last4=El Abbadi|first4=Abderrazak|date=2026|publisher=Springer Nature Switzerland|isbn=978-3-032-01966-0|editor-last=Rhalem|editor-first=Wajih|volume=1586|location=Cham|pages=273–287|language=en|doi=10.1007/978-3-032-01967-7_27|editor-last2=AL Idrissi|editor-first2=Najib|editor-last3=Lazaar|editor-first3=Mohamed}}</ref> World Bank, 2022. "Economic and Social Data for Morocco." Moroccan Ministry of Health, 2020. "Public Health and Infrastructure Report." Cherkaoui I, Elalaoui S, Sbiti A, Elkerh F, Belmahi L, Sefiani A (2009) Consanguineous marriages in Morocco and the consequence for the incidence of autosomal recessive disorders. J Biosocial Sci 1 Juin 41:575–581<ref>{{Cite journal|title=CONSANGUINEOUS MARRIAGES IN MOROCCO AND THE CONSEQUENCE FOR THE INCIDENCE OF AUTOSOMAL RECESSIVE DISORDERS|url=https://www.cambridge.org/core/product/identifier/S0021932009003393/type/journal_article|journal=Journal of Biosocial Science|date=2009-09|issn=0021-9320|pages=575–581|volume=41|issue=5|doi=10.1017/S0021932009003393|language=en|first=I. Cherkaoui|last=Jaouad|first2=S. Chafaï|last2=Elalaoui|first3=A.|last3=Sbiti|first4=F.|last4=Elkerh|first5=L.|last5=Belmahi|first6=A.|last6=Sefiani}}</ref> RTI International. Situation and Needs Assessment for Students Who are Blind/Low Vision or Deaf/Hard of Hearing in Morocco. Washington, D.C.: USAID, <nowiki>https://shared.rti.org/content/situation-and-needs-assessment-students-who-are-blindlow-vision-or-deafhard-hearing-morocco</nowiki> (October 2016, accessed 2 September 2023). Arssi, Abdelaziz, and Otmane Omari. "Overview of Deaf Education in Morocco."<ref>{{Cite journal|title=Overview of Deaf Education in Morocco|url=https://www.mecs-press.org/ijmecs/ijmecs-v16-n3/v16n3-7.html|journal=International Journal of Modern Education and Computer Science|date=2024-06-08|pages=86–100|volume=16|issue=3|doi=10.5815/ijmecs.2024.03.07|last=Department of Didactics, Faculty of Education Sciences, Mohammed V University, Rabat, Morocco|first2=Abdelaziz|last2=Arssi|first3=Otmane|last3=Omari}}</ref> Loudghiri Myriam, Larhrabli Ibtissam, Oukessou Youssef, Mahtar Mohamed, Redalah Larb Abada, and Roubal Mohamed. 2023. "Prevalence of Presbycusis in Casablanca". Asian Journal of Research in Surgery 6(1):48–55.<ref>{{Cite journal|title=Prevalence of Presbycusis in Casablanca|url=https://journalajrs.com/index.php/AJRS/article/view/130|journal=Asian Journal of Research in Surgery|date=2023-04-18|pages=48–55|language=en|first=Loudghiri|last=Myriam|first2=Larhrabli|last2=Ibtissam|first3=Oukessou|last3=Youssef|first4=Mahtar|last4=Mohamed|first5=Redalah Larb|last5=Abada|first6=Roubal|last6=Mohamed}}</ref> Ministère de la Solidarité, du Développement Social, de l’Égalité et de la Famille. (2021). National programme for the diagnosis and management of children and young people with hearing disabilities and deafness (“Programme Nasmaa”). social.gov.ma. <nowiki>https://social.gov.ma/personnes-en-situation-de-handicap-personnes-handicapees/programme-national-de-diagnostic-et-de-prise-en-charge-des-enfants-et-des-jeunes-en-situation-de-handicap-auditif-et-de-surdite-programme-nasmaa/</nowiki> == Cameroon == [[wikipedia:CBM_(charity)|CBM (charity) - Wikipedia]] <nowiki>https://cbchealthservices.org/</nowiki> [https://cbchealthservices.org/ CBC Health Services – Quality Healthcare to All] <nowiki>https://cbchealthservices.org/cbchs-cbm-pilot-audiology-training-in-cameron/</nowiki> [https://cbchealthservices.org/cbchs-cbm-pilot-audiology-training-in-cameron/ CBCHS/CBM Pilot Audiology Training in Cameroon – CBC Health Services] <nowiki>https://www.cbm.org/news/news-articles/2025/BMZ-Funded-Project-on-Ear-Diseases-and-Hearing-Loss-in-Cameroon.html</nowiki> [https://www.cbm.org/news/news-articles/2025/BMZ-Funded-Project-on-Ear-Diseases-and-Hearing-Loss-in-Cameroon.html This BMZ-funded project aims to address ear diseases and hearing loss for over 112,000 Cameroonians | startpage] Wonkam Tingang E, Noubiap JJ, F Fokouo JV, Oluwole OG, Nguefack S, Chimusa ER, Wonkam A. Hearing Impairment Overview in Africa: the Case of Cameroon. Genes (Basel). 2020 Feb 22;11(2):233. doi: 10.3390/genes11020233. PMID: 32098311; PMCID: PMC7073999. <ref>{{Cite journal|title=Hearing Impairment Overview in Africa: the Case of Cameroon|url=https://pubmed.ncbi.nlm.nih.gov/32098311|journal=Genes|date=2020-02-22|issn=2073-4425|pmc=7073999|pmid=32098311|pages=233|volume=11|issue=2|doi=10.3390/genes11020233|first=Edmond|last=Wonkam Tingang|first2=Jean Jacques|last2=Noubiap|first3=Jean Valentin|last3=F Fokouo|first4=Oluwafemi Gabriel|last4=Oluwole|first5=Séraphin|last5=Nguefack|first6=Emile R.|last6=Chimusa|first7=Ambroise|last7=Wonkam}}</ref> Approach and solutions to congenital hearing impairment in Cameroon: perspective of hearing professionals<ref>{{Cite journal|last=Choffor-Nchinda|first=Emmanuel|last2=Fokouo Fogha|first2=Jean Valentin|last3=Ngo Nyeki|first3=Adèle-Rose|last4=Dalil|first4=Asmaou Bouba|last5=Meva’a Biouélé|first5=Roger Christian|last6=Me-Meke|first6=Geschiere Peter|date=2022-12|title=Approach and solutions to congenital hearing impairment in Cameroon: perspective of hearing professionals|url=https://tropmedhealth.biomedcentral.com/articles/10.1186/s41182-022-00430-7|journal=Tropical Medicine and Health|language=en|volume=50|issue=1|doi=10.1186/s41182-022-00430-7|issn=1349-4147|pmc=9150302|pmid=35637511}}</ref> Aetiology of childhood hearing loss in Cameroon (sub-Saharan Africa)<ref>{{Cite journal|last=Wonkam|first=Ambroise|last2=Noubiap|first2=Jean Jacques N.|last3=Djomou|first3=François|last4=Fieggen|first4=Karen|last5=Njock|first5=Richard|last6=Toure|first6=Geneviève Bengono|date=2013-01|title=Aetiology of childhood hearing loss in Cameroon (sub-Saharan Africa)|url=https://linkinghub.elsevier.com/retrieve/pii/S1769721212002777|journal=European Journal of Medical Genetics|language=en|volume=56|issue=1|pages=20–25|doi=10.1016/j.ejmg.2012.09.010}}</ref> Prevalence and causes of hearing impairment in Fundong Health District, North-West Cameroon<ref>{{Cite journal|last=Ferrite|first=Silvia|last2=Mactaggart|first2=Islay|last3=Kuper|first3=Hannah|last4=Oye|first4=Joseph|last5=Polack|first5=Sarah|date=2017-04|title=Prevalence and causes of hearing impairment in Fundong Health District, North‐West Cameroon|url=https://onlinelibrary.wiley.com/doi/10.1111/tmi.12840|journal=Tropical Medicine & International Health|language=en|volume=22|issue=4|pages=485–492|doi=10.1111/tmi.12840|issn=1360-2276}}</ref> Knowledge and Challenges Associated With Hearing Impairment in Affected Individuals From Cameroon (Sub-Saharan Africa)<ref>{{Cite journal|last=Wonkam-Tingang|first=Edmond|last2=Kengne Kamga|first2=Karen|last3=Adadey|first3=Samuel Mawuli|last4=Nguefack|first4=Seraphin|last5=De Kock|first5=Carmen|last6=Munung|first6=Nchangwi Syntia|last7=Wonkam|first7=Ambroise|date=2021-11-18|title=Knowledge and Challenges Associated With Hearing Impairment in Affected Individuals From Cameroon (Sub-Saharan Africa)|url=https://www.frontiersin.org/articles/10.3389/fresc.2021.726761/full|journal=Frontiers in Rehabilitation Sciences|volume=2|doi=10.3389/fresc.2021.726761|issn=2673-6861|pmc=9397862|pmid=36188771}}</ref> == Brazil == # Arakawa, A. M., Sitta, É. I., Caldana, M. de L., & Sales-Peres, S. H. de C. (2011). Literature review on epidemiological studies conducted in Audiology in Brazil. ''CEFAC'', ''13''(1), 152–158. <ref>{{Cite journal|last=Arakawa|first=Aline Megumi|last2=Sitta|first2=Érica Ibelli|last3=Caldana|first3=Magali de Lourdes|last4=Sales-Peres|first4=Sílvia Helena de Carvalho|date=2010-08-13|title=Análise de diferentes estudos epidemiológicos em Audiologia realizados no Brasil|url=http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1516-18462011000100018&lng=pt&tlng=pt|journal=Revista CEFAC|volume=13|issue=1|pages=152–158|doi=10.1590/S1516-18462010005000089|issn=1982-0216}}</ref> # Berberian, A. P. (2001). Speech Pathology and Audiology: A historical analysis. ''Distúrbios da Comunicação'', ''12''(2). # Béria, J. U., Raymann, B. C. W., Gigante, L. P., Figueiredo, A. C. L., Jotz, G., Roithman, R., Selaimen da Costa, S., Garcez, V., Scherer, C., & Smith, A. (2007). Hearing impairment and socioeconomic factors: A population-based       survey of an urban locality in southern Brazil. ''Revista Panamericana De Salud Publica = Pan American Journal of Public Health'', ''21''(6), 381–387. '''DOI:''' 10.1590/s1020-49892007000500006 '''PMID:''' 17761050 <ref>{{Cite journal|last=Béria|first=Jorge Umberto|last2=Raymann|first2=Beatriz Carmen Warth|last3=Gigante|first3=Luciana Petrucci|last4=Figueiredo|first4=Andréia Cristina Leal|last5=Jotz|first5=Geraldo|last6=Roithman|first6=Renato|last7=Selaimen da Costa|first7=Sady|last8=Garcez|first8=Vera|last9=Scherer|first9=Caroline|date=2007-06|title=Hearing impairment and socioeconomic factors: a population-based survey of an urban locality in southern Brazil|url=https://pubmed.ncbi.nlm.nih.gov/17761050|journal=Revista Panamericana De Salud Publica = Pan American Journal of Public Health|volume=21|issue=6|pages=381–387|doi=10.1590/s1020-49892007000500006|issn=1020-4989|pmid=17761050}}</ref> # Bevilacqua, M. C., Alvarenga, K. de F., Costa, O. A., & Moret, A. L. M. (2010). The universal newborn hearing screening in Brazil: From identification to intervention. ''International Journal of Pediatric Otorhinolaryngology'', ''74''(5), 510–515.<ref>{{Cite journal|last=Bevilacqua|first=Maria Cecilia|last2=Alvarenga|first2=Kátia de Freitas|last3=Costa|first3=Orozimbo Alves|last4=Moret|first4=Adriane Lima Mortari|date=2010-05|title=The universal newborn hearing screening in Brazil: from identification to intervention|url=https://pubmed.ncbi.nlm.nih.gov/20303604|journal=International Journal of Pediatric Otorhinolaryngology|volume=74|issue=5|pages=510–515|doi=10.1016/j.ijporl.2010.02.009|issn=1872-8464|pmid=20303604}}</ref> # Bevilacqua, M. C., Banhara, M. R., de Oliveira, A. N., Moret, A. L. M., Alvarenga, K. de F., Caldana, M. de L., Camargo, L. M. A., Costa, O. A., Bastos, J. R. de M., Bevilacqua, M. C., Banhara, M. R., de Oliveira, A. N., Moret, A. L. M., Alvarenga, K. de F., Caldana, M. de L., Camargo, L. M. A., Costa, O. A., & Bastos, J. R. de M. (2013). Survey of hearing disorders in an urban population in Rondonia, Northern Brazil. ''Revista de Saúde Pública'', ''47''(2), 309–315.<ref>{{Cite journal|last=Bevilacqua|first=Maria Cecilia|last2=Banhara|first2=Marcos Roberto|last3=Oliveira|first3=Ariádnes Nóbrega de|last4=Moret|first4=Adriane Lima Mortari|last5=Alvarenga|first5=Kátia de Freitas|last6=Caldana|first6=Magali de Lourdes|last7=Camargo|first7=Luís Marcelo Aranha|last8=Costa|first8=Orozimbo Alves|last9=Bastos|first9=José Roberto de Magalhães|date=2013-04|title=Survey of hearing disorders in an urban population in Rondonia, Northern Brazil|url=https://pubmed.ncbi.nlm.nih.gov/24037358|journal=Revista De Saude Publica|volume=47|issue=2|pages=309–315|doi=10.1590/S0034-8910.2013047004059|issn=1518-8787|pmid=24037358}}</ref> # Bevilacqua, M. C., Novaes, B. C., & Morata, T. C. (2008). Audiology in brazil. ''International Journal of Audiology'', ''47''(2), 45–50.<ref>{{Cite journal|last=Bevilacqua|first=Maria Cecilia|last2=Novaes|first2=Beatriz Caiuby|last3=Morata|first3=Thais C.|date=2008-02|title=Audiology in Brazil|url=https://pubmed.ncbi.nlm.nih.gov/18236235|journal=International Journal of Audiology|volume=47|issue=2|pages=45–50|doi=10.1080/14992020701770843|issn=1708-8186|pmid=18236235}}</ref> # Brasil. Ministério da Saúde. (2012). Health Care Secretary. Department of Strategic Programmatic Actions. Neonatal Hearing Screening Guidelines. 1a. Brasília. [https://www.gov.br/saude/pt-br/assuntos/saude-de-a-a-z/s/saude-da-pessoa-com-deficiencia/publicacoes/diretrizes-de-atencao-da-triagem-auditiva-neonatal.pdf diretrizes-de-atencao-da-triagem-auditiva-neonatal.pdf] # Brasil. Ministério da Saúde. Management Report 2018 [Internet]. (2018). Retrieved October 2, 2020. Available from: # ''CAPA''. (n.d.). Ministério da Saúde. Retrieved December 1, 2020. 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Hearing loss in the elderly: relationship between self-report, audiological diagnosis and verify the occurrence of use of personal hearing aids. ''Revista Kairós: Gerontologia'', ''17''(2), 179–192. # Danesi, M. C., & Martinez, Z. O. (org.). (2001). Historical reconstruction of Speech Therapy and Audiology in Rio Grande do Sul. 1. ed. Porto Alegre: IMEC. # ''Demographic Census| IBGE''. (2010). # Lewis, D. R., Marone, S. A. M., Mendes, B. C. A., Cruz, O. L. M., & Nóbrega, M. de. (2010). Multiprofessional committee on auditory health: COMUSA. ''Brazilian Journal of Otorhinolaryngology'', ''76''(1), 121–128.<ref>{{Cite journal|last=Lewis|first=Doris Ruthy|last2=Marone|first2=Silvio Antonio Monteiro|last3=Mendes|first3=Beatriz C. 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Rachel|date=2005-01|title=Clinical Protocols for Hearing Instrument Fitting in the Desired Sensation Level Method|url=https://journals.sagepub.com/doi/10.1177/108471380500900404|journal=Trends in Amplification|language=en|volume=9|issue=4|pages=199–226|doi=10.1177/108471380500900404|issn=1084-7138}}</ref> * Prevalence of hearing loss among Canadians aged 20 to 79: Audiometric results from the 2012/2013 Canadian health measures survey <ref>{{Cite journal|last=Feder|first=Katya|last2=Michaud|first2=David|last3=Ramage-Morin|first3=Pamela|last4=McNamee|first4=James|last5=Beauregard|first5=Yves|date=2015-07|title=Prevalence of hearing loss among Canadians aged 20 to 79: Audiometric results from the 2012/2013 Canadian Health Measures Survey|url=https://pubmed.ncbi.nlm.nih.gov/26177043|journal=Health Reports|volume=26|issue=7|pages=18–25|issn=1209-1367|pmid=26177043}}</ref> * The Prevalence of Hearing, Vision, and Dual Sensory Loss in Older Canadians: An Analysis of Data from the Canadian Longitudinal Study on Aging<ref>{{Cite journal|last=Mick|first=Paul Thomas|last2=Hämäläinen|first2=Anni|last3=Kolisang|first3=Lebo|last4=Pichora-Fuller|first4=M. Kathleen|last5=Phillips|first5=Natalie|last6=Guthrie|first6=Dawn|last7=Wittich|first7=Walter|date=2021-03|title=The Prevalence of Hearing, Vision, and Dual Sensory Loss in Older Canadians: An Analysis of Data from the Canadian Longitudinal Study on Aging|url=https://www.cambridge.org/core/product/identifier/S0714980820000070/type/journal_article|journal=Canadian Journal on Aging / La Revue canadienne du vieillissement|language=en|volume=40|issue=1|pages=1–22|doi=10.1017/S0714980820000070|issn=0714-9808}}</ref> * Prevalence of sensory impairments in home care and long-term care using interRAI data from across Canada<ref>{{Cite journal|last=Guthrie|first=Dawn M.|last2=Williams|first2=Nicole|last3=Jaiswal|first3=Atul|last4=Mick|first4=Paul|last5=O’Rourke|first5=Hannah M.|last6=Pichora-Fuller|first6=M. 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F.|last2=Kiio|first2=Francis|last3=Carosone-Link|first3=Phyllis J.|last4=Ndegwa|first4=Serah N.|last5=Ayugi|first5=John|last6=Macharia|first6=Isaac M.|date=2016-12|title=Otitis Media and Its Sequelae in Kenyan Schoolchildren|url=https://academic.oup.com/jpids/article-lookup/doi/10.1093/jpids/piv038|journal=Journal of the Pediatric Infectious Diseases Society|language=en|volume=5|issue=4|pages=375–384|doi=10.1093/jpids/piv038|issn=2048-7193|pmc=5181359|pmid=26407271}}</ref> 1. <nowiki>https://annalsofglobalhealth.org/articles/10.5334/aogh.4336?utm_source=chatgpt.com</nowiki> <ref>{{Cite journal|last=Ndegwa|first=Serah|last2=Pavlik|first2=Michelle|last3=Gallagher|first3=Emily R.|last4=King’e|first4=Maureen|last5=Bocha|first5=Manaseh|last6=Mokoh|first6=Lilian Wairimu|last7=Macharia|first7=Isaac|last8=Stringer|first8=Paige|last9=Njuguna|first9=Irene|date=2024-02-05|title=Hearing Loss Detection and Early Intervention Strategies in Kenya|url=https://annalsofglobalhealth.org/articles/10.5334/aogh.4336/|journal=Annals of Global Health|language=en|volume=90|issue=1|doi=10.5334/aogh.4336|issn=2214-9996|pmc=10854416|pmid=38344005}}</ref> 2. <nowiki>https://pmc.ncbi.nlm.nih.gov/articles/PMC11217834/</nowiki> <ref>{{Cite journal|last=Ndegwa|first=Serah|last2=Tucci|first2=Debara|last3=Lemons|first3=James|last4=Murila|first4=Florence|last5=Shepherd|first5=Susan|last6=Mwangi|first6=Moses|last7=Macharia|first7=Isaac|last8=Ayugi|first8=John|date=2024-03|title=Newborn and infant hearing screening for early detection of hearing loss in Nairobi, Kenya|url=https://pmc.ncbi.nlm.nih.gov/articles/PMC11217834/|journal=African Health Sciences|volume=24|issue=1|pages=228–238|doi=10.4314/ahs.v24i1.28|issn=1729-0503|pmc=11217834|pmid=38962342}}</ref> 3. <nowiki>https://surgery.uonbi.ac.ke/programs/bachelor-science-audiology-speech-and-language-pathology-baslp</nowiki> https://surgery.uonbi.ac.ke/programs/bachelor-science-audiology-speech-and-language-pathology-baslp 4. https://childrenwithhearingloss.org/kenya-program/ == USA == * Audiology, A. A. o. (2014). Too Many Neurotologists? ''In the News.'' * Disorders, N. I. o. D. a. O. C. (2016, June 17, 2016). Quick Statistics about Hearing. https://www.nidcd.nih.gov/health/statistics/quick-statistics-hearing<ref>{{Cite web|url=https://www.nidcd.nih.gov/health/statistics/quick-statistics-hearing|title=Quick Statistics About Hearing, Balance, & Dizziness {{!}} NIDCD|date=2024-09-20|website=www.nidcd.nih.gov|language=en|access-date=2025-12-18}}</ref> * Jerger, J. (2009). ''Audiology in the USA.'' Plural Pub.” after Disorders, N. I. o. D. a. O. C. (2016, June 17, 2016). Quick Statistics about Hearing. 9781597563161<ref>{{Cite book|title=Audiology in the USA|last=Jerger|first=James|date=2009|publisher=Plural Pub|isbn=978-1-59756-316-1|location=San Diego}}</ref> * * Kim, J. S. C., Cooper, R., & Kennedy, D. (2012). Otolaryngology- Head and Neck Surgery Physician Work Force Issues: An Analysis for Future Specialty Planning. ''Otolaryngology-Head And Neck Surgery, 146''(2). 10.1177/0194599811433977<ref>{{Cite journal|last=Kim|first=Jin Suk C.|last2=Cooper|first2=Richard A.|last3=Kennedy|first3=David W.|date=2012-02|title=Otolaryngology–Head and Neck Surgery Physician Work Force Issues: An Analysis for Future Specialty Planning|url=https://aao-hnsfjournals.onlinelibrary.wiley.com/doi/10.1177/0194599811433977|journal=Otolaryngology–Head and Neck Surgery|language=en|volume=146|issue=2|pages=196–202|doi=10.1177/0194599811433977|issn=0194-5998}}</ref> == Ghana == Adjase, E. T. (2015). Physician Assistants in Ghana. Journal of the Academy of Physician Assistants. 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Mode of Administration of LittlEARS® (MED-EL) Auditory Questionnaire (LEAQ) as a Screening Tool in Ghana: Are there any differences in final test scores between “Self Administration” and “Interview”? Journal of Education and Practice 5 (35) 77-81. * 37874204<ref>{{Cite journal|last=Akotey|first=Sesi Collins|last2=Fynn|first2=Jemima Anowa|last3=Danful|first3=George Kweku|last4=Offei|first4=Yaw Nyadu|last5=Amedofu|first5=Geoffrey K.|date=2024-09|title=Development of audiology in Ghana: past, present, and future|url=https://pubmed.ncbi.nlm.nih.gov/37874204|journal=International Journal of Audiology|volume=63|issue=9|pages=655–658|doi=10.1080/14992027.2023.2263813|issn=1708-8186|pmid=37874204}}</ref> Olusanya, B.O., (2008). Priorities for early hearing detection and intervention in sub-saharan Africa. International Journal of Audiology (Suppl. 1): S3-S 13. <ref>{{Cite journal|last=Olusanya|first=Bolajoko O.|date=2008|title=Priorities for early hearing detection and intervention in sub-Saharan Africa|url=https://pubmed.ncbi.nlm.nih.gov/18781508|journal=International Journal of Audiology|volume=47 Suppl 1|pages=S3–13|doi=10.1080/14992020802287143|issn=1708-8186|pmid=18781508}}</ref> Osam, E.K., (2004). The Trondheim Lectures-An Introduction to the structure of Akan: Its verbal and multiverbal systems. Legon: Department of Linguistics Speech Therapists and Audiologists Association of Ghana https://staag.org.gh/ == Russia == * Chibisova, S.S., Markova, T.G., Alekseeva, N.N., Yasinskaya, A.A., Tsygankova, E.R., Bliznetz, E.A., Polyakov, A.V., & Tavartkiladze G.A. (2018). [Epidemiology of hearing loss in children of the first year of life]. ''Vestnik Otorinolaringologii, 83''(4), 37-42. <ref>{{Cite journal|last=Chibisova|first=S. S.|last2=Markova|first2=T. G.|last3=Alekseeva|first3=N. 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R.|date=2016|title=[The Russian and international experience with the implementation of the programs of universal audiological screening of the newborn infants]|url=https://pubmed.ncbi.nlm.nih.gov/27213647|journal=Vestnik Otorinolaringologii|volume=81|issue=2|pages=7–12|doi=10.17116/otorino20168127-12|issn=0042-4668|pmid=27213647}}</ref> * '''30113578'''<ref>{{Cite journal|last=Chibisova|first=S. S.|last2=Markova|first2=T. G.|last3=Alekseeva|first3=N. N.|last4=Yasinskaya|first4=A. A.|last5=Tsygankova|first5=E. R.|last6=Bliznetz|first6=E. A.|last7=Polyakov|first7=A. V.|last8=Tavartkiladze|first8=G. A.|date=2018|title=[Epidemiology of hearing loss in children of the first year of life]|url=https://pubmed.ncbi.nlm.nih.gov/30113578|journal=Vestnik Otorinolaringologii|volume=83|issue=4|pages=37–42|doi=10.17116/otorino201883437|issn=0042-4668|pmid=30113578}}</ref> == Nepal == # Acharya, K. (1997). History of the Deaf in Nepal (E. Hoffmann-Dilloway & D. Chemjong, Trans). Kathmandu: National Association of the Deaf and Hard of Hearing. # Bhattarai, N. K., & Bacala, T. M. (2017). Promoting Hearing Health Care in Nepal. ''The Hearing Journal'', ''70''(3), 22-24. 10.1097/01.HJ.0000513794.52052.db <ref>{{Cite journal|last=Bhattarai|first=Neeta Keshary|last2=Bacala|first2=Toni Marie|date=2017-03|title=Promoting Hearing Health Care in Nepal|url=https://journals.lww.com/00025572-201703000-00005|journal=The Hearing Journal|language=en|volume=70|issue=3|pages=22,24|doi=10.1097/01.HJ.0000513794.52052.db|issn=0745-7472}}</ref> # Hoffmann, E.G. (2008). Standardization beyond form: Ideologies, institutions, and the semiotics of Nepali Sign Language. Unpublished doctoral dissertation, University of Michigan. https://deepblue.lib.umich.edu/bitstream/handle/2027.42/58405/eghoffma_1.pdf?sequence=1 # Hoffmann-Dilloway, E. (2011). Lending a hand: Competence through cooperation in Nepal’s Deaf associations. 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Karachi: Ziauddin University. b27xwsyeogybuutny1mw64o8a7m8ysh 0 329548 2841665 2835482 2026-10-20T04:53:43Z Athene241 3100061 2841665 wikitext text/x-wiki {{mathematics}} '''Athena problem''' is an [[:w:List of unsolved problems in mathematics|unsolved problem]] in [[:w:Number theory|number theory]] and [[:w:Formal language theory|formal language theory]] and [[:w:Order theory|order theory]], this problem is named after the ancient Greek goddess [[:w:Athena|Athena]] (which is associated with [[:w:Wisdom|wisdom]]). Athena problem is: Give a [[:w:Natural number|natural number]] ''b'' > 1, find the [[:w:Set (mathematics)|set]] of the [[:w:Minimal element|minimal element]]s of the set of the "[[:w:Prime number|prime number]] [[:w:Greater than|>]] ''b''" [[:w:Numerical digit|digit]] [[:w:String (computer science)|string]]s in the [[:w:Positional numeral system|positional numeral system]] with [[:w:Radix|base]] ''b'' for the [[:w:Subsequence|subsequence]] [[:w:Partially ordered set|ordering]]. (A string ''x'' is a subsequence of another string ''y'', if ''x'' can be obtained from ''y'' by deleting zero or more of the [[:w:Character (computing)|character]]s in ''y''. For example, 514 is a subsequence of 352148, "string" is a subsequence of "meistersinger". In contrast, 758 is not a subsequence of 378259, "abc" is not a subsequence of "cbacacba", since the characters must be in the same order) (Unlike [[:w:Substring|substring]], subsequence is not required to occupy consecutive positions within the original sequences, e.g. the [[:w:Longest common subsequence|longest common subsequence problem]] is different from the [[:w:Longest common substring|longest common substring problem]]) Using [[:w:Formal language theory|formal language theory]] terminology, Athena problem is finding the [[:w:Set (mathematics)|set]] of the [[:w:Minimal element|minimal element]]s of the [[:w:Formal language|language]] of base-''b'' [[:w:Representation (mathematics)|representation]]s of the [[:w:Prime number|prime number]]s [[:w:Greater than|>]] ''b'' (which is a set of [[:w:String (computer science)|string]]s of [[:w:Symbol|symbol]]s over the [[:w:Alphabet (formal languages)|alphabet]] ''Σ''_''b'' := {0, 1, ..., ''b''−1}), under the subsequence ordering (i.e. the [[:w:Binary relation|binary relation]] "is a subsequence of", which is a [[:w:Partially ordered set|partial ordering]]), for a given natural number ''b'' > 1 (You can draw this partial ordering as a [[:w:Hasse diagram|Hasse diagram]] to find all [[:w:Minimal element|minimal element]]s), this set is called '''Athena set''', and the prime numbers in this set are called '''Athena primes'''. The set of all strings ordered by [[:w:Subsequence|subsequence]] (i.e. under the [[:w:Binary relation|binary relation]] "is a subsequence of") is a [[:w:Partially ordered set|partially ordered set]] (i.e. the binary relation "is a subsequence of" is a [[:w:Partially ordered set|partial order]] relation, since this binary relation is [[:w:Reflexive relation|reflexive]], [[:w:Antisymmetric relation|antisymmetric]], and [[:w:Transitive relation|transitive]]), hence, any given ([[:w:Finite set|finite]] or [[:w:Infinite set|infinite]]) set (e.g. the set of the "[[:w:Prime number|prime number]]s [[:w:Greater than|>]] ''b''" strings in [[:w:Radix|base]] ''b'', for 2 ≤ ''b'' ≤ 36), which is exactly the Athena problem) of strings ordered by subsequence is also a partially ordered set, and thus we can draw its [[:w:Hasse diagram|Hasse diagram]] and find its [[:w:Greatest element|greatest element]], [[:w:Least element|least element]], [[:w:Maximal element|maximal element]]s, and [[:w:Minimal element|minimal element]]s, however, the greatest element and least element may not exist, and for an infinite set, the maximal elements also may not exist, thus we are only interested on finding the minimal elements of such sets, and we define minimal set of a set as the set of the minimal elements of this set, under a given partially ordered binary relation (this binary relation is "is a subsequence of" in the Athena problem), and we use ''M''(''S'') to denote the minimal set of the set ''S''. A [[:w:Partially ordered set|partially ordered set]] is a [[:w:Totally ordered set|totally ordered set]] if the elements in this set are pairwise [[:w:Comparability|comparable]], two elements ''x'' and ''y'' are comparable with respect to a binary relation "≤" if at least one of ''x'' ≤ ''y'' or ''y'' ≤ ''x'' is true, thus, under the binary relation "is a subsequence of", two strings ''x'' and ''y'' are comparable if either ''x'' is a subsequence of ''y'', or ''y'' is a subsequence of ''x''. A surprising result from formal language theory is that every set of pairwise incomparable (i.e. not comparable) strings is finite (note that this is not true for general partially ordered binary relations, e.g. the set of the positive integers, under the binary relation “is a divisor of”, the infinite set of the prime numbers (proofs for that this set is infinite) is pairwise incomparable, in fact, this set is exactly the minimal set of the set of the positive integers >1 under this binary relation). At first sight this theorem is hard to believe, since we may make a set of pairwise incomparable strings as large as we want, e.g. all the strings with length 20 are pairwise incomparable, and if our alphabet has n elements, then there are n20 such strings! Even if our alphabet are Σb := {0, 1, ..., b − 1} (the set of the base-b digits), which has b elements and we do not count the strings with leading zeros, there are still b20−b19 such strings (i.e. there are b20−b19 20-digit numbers in base b), e.g. for the case of decimal (base b = 10), there are as many as 9×1019 such strings (i.e. there are 9×1019 20-digit numbers in base b = 10)! And nothing prevents us from 20 with 50 or 100 or 10100. Nevertheless, the result is true, and in fact the proof is not that hard (the proof is like Bolzano–Weierstrass theorem in real analysis, i.e. all bounded sequence has a convergent subsequence). This means that from any set of strings we can find its minimal elements. A string x in a set of strings S is a minimal string (minimal element of a set of strings ordered by subsequence) if whenever y (an element of S) is a subsequence of x, we have y = x. By [[:w:Higman's lemma|Higman's lemma]], there are no [[:w:Infinite set|infinite]] [[:w:Antichain|antichain]]s for the subsequence ordering (i.e. the subsequence ordering is always a [[:w:Well-quasi-ordering|well quasi order]]) (i.e. under the subsequence ordering (i.e. the [[:w:Binary relation|binary relation]] "is a subsequence of", which is a [[:w:Partially ordered set|partial ordering]]), every set of pairwise incomparable (i.e. not [[:w:Comparability|comparable]]) strings is finite), thus there must be only finitely many such minimal elements. In other words, the Athena set in every base ''b'' must be a [[:w:Finite set|finite set]], and every base ''b'' ≥ 2 has only finitely many Athena primes, e.g. in [[:w:Decimal|decimal]] (base ''b'' = 10), the Athena set has exactly 77 [[:w:Element of a set|element]]s (they are exactly the Athena primes in decimal (base ''b'' = 10)): {11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47, 53, 59, 61, 67, 71, 73, 79, 83, 89, 97, 227, 251, 257, 277, 281, 349, 409, 449, 499, 521, 557, 577, 587, 727, 757, 787, 821, 827, 857, 877, 881, 887, 991, 2087, 2221, 5051, 5081, 5501, 5581, 5801, 5851, 6469, 6949, 8501, 9001, 9049, 9221, 9551, 9649, 9851, 9949, 20021, 20201, 50207, 60649, 80051, 666649, 946669, 5200007, 22000001, 60000049, 66000049, 66600049, 80555551, 555555555551, 5000000000000000000000000000027}. Determining the set of the minimal elements of a arbitrary set of strings under the subsequence ordering is in general [[:w:List of unsolved problems in mathematics|unsolvable]], and can be difficult even when this set is relatively simple (such as the base ''b'' representations of the prime numbers > ''b'', whose set is exactly the Athena set in base ''b''). Although the set ''M''(''S'') of minimal strings is necessarily [[:w:Finite set|finite]], determining it explicitly for a given ''S'' can be a difficult computational problem. We use some [[:w:Number theory|numbertheoretic]] [[:w:Heuristic argument|heuristic]]s to [[:w:Computing|compute]] ''M''(''L''_''b'') (i.e. to compute the Athena set in base ''b''), where ''L''_''b'' is the [[:w:Formal language|language]] of [[:w:Radix|base]]-''b'' representations of the [[:w:Prime number|prime number]]s which are [[:w:Greater than|>]] ''b'', for 2 ≤ ''b'' ≤ 36. For bases 2 ≤ ''b'' ≤ 36, Athena problem is fully solved in bases ''b'' = 2, 3, 4, 5, 6, 7, 8, 9, 10, 12, 14, 15, 18, 20, 24, and also solved in bases ''b'' = 11, 13, 16, 22, 30 if [[:w:Probable prime|probable prime]]s are allowed. For the unsolved bases ''b'' = 17, 19, 21, 23, 25, 26, 27, 28, 29, 31, 32, 34, 35, 36, Athena problem is solved (if probable primes are allowed) except 771 [[:w:Indexed family|families]] of the form ''x''{''y''}''z'' (where ''x'' and ''z'' are strings (may be [[:w:Empty string|empty]]) of digits in base ''b'', ''y'' is a digit in base ''b'') = sequence {''xz'', ''xyz'', ''xyyz'', ''xyyyz'', ''xyyyyz'', ''xyyyyyz'', ...} (i.e. "''xy''⁺''z''" in [[:w:Regular expression|regular expression]]), all of these 771 families contain no primes > ''b'' or probable primes > ''b'' with length ≤ 100000. (The chance that an unproven probable prime in these sets is in fact composite is less than 10⁻²⁰⁰⁰, see https://t5k.org/notes/prp_prob.html) Below, family ''x''{''y''}''z'' (where ''x'' and ''z'' are strings (may be [[:w:Empty string|empty]]) of digits in base ''b'', ''y'' is a digit in base ''b'') means sequence {''xz'', ''xyz'', ''xyyz'', ''xyyyz'', ''xyyyyz'', ''xyyyyyz'', ...} (i.e. "''xy''⁺''z''" in [[:w:Regular expression|regular expression]]), where the members are expressed as base ''b'' strings, like the numbers in https://stdkmd.net/nrr/aaaab.htm, https://stdkmd.net/nrr/abbbb.htm, https://stdkmd.net/nrr/aaaba.htm, https://stdkmd.net/nrr/abaaa.htm, https://stdkmd.net/nrr/abbba.htm, https://stdkmd.net/nrr/abbbc.htm, e.g. 1{3} (in decimal) is the numbers in https://stdkmd.net/nrr/1/13333.htm#about_first, and {1}3 (in decimal) is the numbers in https://stdkmd.net/nrr/1/11113.htm#about_first, and 31{3} (in decimal) is the numbers in https://stdkmd.net/nrr/3/31333.htm#about_first, and {1}31 (in decimal) is the numbers in https://stdkmd.net/nrr/1/11131.htm#about_first, and 1{2}3 (in decimal) is the numbers in https://stdkmd.net/nrr/1/12223.htm#about_first, also, superscripts always means exponents, subscripts are always used to indicate repetitions of digits, e.g. 123₄567 = 123333567, all subscripts are written in decimal. == Solve the problem == To solve the Athena problem for a given base ''b'', we must [[:w:Computing|compute]] the elements up to families of the form ''x''{''y''}''z'' (where ''x'' and ''z'' are strings (may be empty) of digits in base ''b'', ''y'' is a digit in base ''b''), and find the smallest prime > ''b'' in all such families. We call families of the form ''x''{''y''}''z'' (where ''x'' and ''z'' are strings (may be empty) of digits in base ''b'', ''y'' is a digit in base ''b'') "linear" families, and we reduce these families by removing all trailing digits ''y'' from ''x'', and removing all leading digits ''y'' from ''z'', to make the families be easier, e.g. family 12333{3}33345 in base ''b'' is reduced to family 12{3}45 in base ''b'', since they are in fact the same family. Our [[:w:Algorithm|algorithm]] then proceeds as follows: * 1. ''M'' := {minimal primes in base ''b'' of length 2 or 3}, ''L'' := union of all ''x''{''Y''}''z'' (where ''x'' and ''z'' are strings (may be empty) of digits in base ''b'') such that ''x'' ≠ 0 and ''gcd''(''z'', ''b'') = 1 and ''Y'' is the set of digits ''y'' in base ''b'' such that ''xyz'' has no subsequence in ''M''. * 2. While ''L'' contains nonlinear families (families which are not linear families): Explore each family of ''L'', and update ''L''. Examine each family of ''L'' by: * 2.1. Let ''w'' be the shortest string in the family. If ''w'' has a subsequence in ''M'', then remove the family from ''L''. If ''w'' represents a prime, then add ''w'' to ''M'' and remove the family from ''L''. * 2.2. If possible, simplify the family. * 2.3. Using the techniques below (covering congruence, algebraic factorization, or combine of them), check if the family can be proven to only contain composites (only count the numbers > ''b''), and if so then remove the family from ''L''. * 3. Update ''L'', after each split examine the new families as in step 2. e.g. in decimal (base ''b'' = 10): ''M'' := {11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47, 53, 59, 61, 67, 71, 73, 79, 83, 89, 97, 227, 251, 257, 277, 281, 349, 409, 449, 499, 521, 557, 577, 587, 727, 757, 787, 821, 827, 857, 877, 881, 887, 991} ''L'' := {2{0,2}1, 2{0,8}7, 3{0,3,6,9}3, 3{0,3,6,9}9, 4{6}9, 5{0,5,8}1, 5{0,2}7, 6{0,3,6,9}3, 6{0,3,4,6,9}9, 7{0,7}7, 8{0,5}1, 8{0}7, 9{0,2,5,8}1, 9{0,3,6,9}3, 9{0,3,4,6,9}9} and since 2221 is prime, it follows that the family 2{0,2}1 splits into the families 2{0}1 and 2{0}2{0}1 and since the family 2{0}1 can be proven to contain no primes > base (since all numbers in this family are divisible by 3), it can be removed and since 20201 is prime, it follows that the family 2{0}2{0}1 splits into the families 2{0}21 and 22{0}1 221 and 2021 are composites, but 20021 is prime, thus add 20021 to ''L'' none of 221, 2201, 22001, 220001, 2200001 are primes, but 22000001 is prime, thus add 22000001 to ''L'' and since the family 3{0,3,6,9}3 can be proven to contain no primes > base (since all numbers in this family are divisible by 3), it can be removed etc. Since the number of possible (first digit,last digit) (also called (initial digit,final digit)) combos ([[:w:Ordered pair|ordered pair]]s) of a prime > ''b'' in base ''b'' is (''b''−1)×''[[:w:Euler's totient function|eulerphi]]''(''b'') (all digits except 0 can be the first digit of a prime > ''b'' in base ''b'' (thus ''b''−1 possible digits), but only the digits coprime to ''b'' can be the last digit of a prime > ''b'' in base ''b'' (thus ''eulerphi''(''b'') possible digits), and by the [[:w:Rule of product|rule of product]], there are (''b''−1)×''eulerphi''(''b'') choices of the (first digit,last digit) combo, also, both "numbers of Athena primes in base ''b''" and "length of the largest Athena prime in base ''b''" are [[:w:Asymptotic analysis|roughly]] ''[[:w:E (mathematical_constant)|e]]''^{''[[:w:Euler's constant|γ]]''×(''b''−1)×''[[:w:Euler's totient function|eulerphi]]''(*b*)}. Shrinking the family ''x''{''Y''}''z'' (where ''x'' and ''z'' are strings (may be empty) of digits in base ''b'', ''Y'' is a set of digits in base ''b'') * If ''y'' ∈ ''Y'' and the string ''xyyz'' represents a prime > ''b'' in base ''b'' (in this case, add this prime to the list) or has a subsequence which represents a prime > ''b'' in base ''b'', then ''x''{''Y''}''z'' can be replaced with ''x''{''Y'' \ ''y''}''z'' ∪ ''x''{''Y'' \ ''y''}''y''{''Y'' \ ''y''}''z''. * If ''y''₁ ∈ ''Y'' and ''y''₂ ∈ ''Y'' and ''y''₁ ≠ ''y''₂ and the string ''xy''₁''y''₂''z'' represents a prime > ''b'' in base ''b'' (in this case, add this prime to the list) or has a subsequence which represents a prime > ''b'' in base ''b'', then ''x''{''Y''}''z'' can be replaced with ''x''{''Y'' \ ''y''₁}{''Y'' \ ''y''₂}''z''. * If ''y''₁ ∈ ''Y'' and ''y''₂ ∈ ''Y'' and ''y''₁ ≠ ''y''₂ and both the strings ''xy''₁''y''₂''z'' and ''xy''₂''y''₁''z'' represent a prime > ''b'' in base ''b'' (in this case, add this prime to the list) or have a subsequence which represents a prime > ''b'' in base ''b'', then ''x''{''Y''}''z'' can be replaced with ''x''{''Y'' \ ''y''₁}''z'' ∪ ''x''{''Y'' \ ''y''₂}''z''. e.g. in decimal (base ''b'' = 10): * 2221 is a prime > 10, thus the family 2{0,2}1 splits into the two families 2{0}1 and 2{0}2{0}1. * 227 is a prime > 10, and it is a subsequence of 5227, thus the family 5{0,2}7 splits into the two families 5{0}7 and 5{0}2{0}7. * 449 is a prime > 10, and it is a subsequence of 6449, thus the family 6{0,3,4,6,9}9 splits into the two families 6{0,3,6,9}9 and 6{0,3,6,9}4{0,3,6,9}9. * Both 5051 and 5501 are primes > 10, thus the family 5{0,5}1 splits into the two families 5{0}1 and 5{5}1 = {5}1. * 8501 is a prime > 10, thus the family 8{0,5}1 splits into the family 8{0}{5}1. * 887 is a prime > 10, and it is a subsequence of 2887, also 2087 is a prime > 10, thus the family 2{0,8}7 splits into the two families 2{0}7 and 28{0}7. * 349 and 449 are primes > 10, and they are subsequences of 9349 and 9449, respectively, also 9049, 9649, 9949 are primes > 10, thus the family 9{0,3,4,6,9}9 splits into the two families 9{0,3,6,9}9 and 94{0,3,6,9}9. * 251, 281, 521, 821, 881 are primes > 10, and they are subsequences of 9251, 9281, 9521, 9821, 9881, respectively, also 9001, 9221, 9551, 9851 are primes > 10, thus the family 9{0,2,5,8}1 splits into the numbers {91, 901, 921, 951, 981, 9021, 9051, 9081, 9201, 9501, 9581, 9801, 90581, 95081, 95801}. If the methods we have discussed cannot be used to rule out or shrink ''x''{''Y''}''z'' where ''Y'' = {''y''₁, ''y''₂, ..., ''y''_''n''}, then we can replace ''x''{''Y''}''z'' by ''xy''₁{''Y''}''z'' ∪ ''xy''₂{''Y''}''z'' ∪ ... ∪ ''xy''_''n''{''Y''}''z'' and re-run the methods on this new [[:w:Formal language|language]]. If all remain families are linear families (i.e. of the form ''x''{''y''}''z'', where ''x'' and ''z'' are strings (may be empty) of digits in base ''b'', ''y'' is a digit in base ''b''), then we search the smallest (probable) primes in these families and add these primes to the list. e.g. in decimal (base ''b'' = 10): * The smallest prime in the family 5{0}27 is 5000000000000000000000000000027. * The smallest prime in the family {5}1 is 555555555551. * The smallest prime in the family 8{5}1 is 8555555555555555555551, but 8555555555555555555551 is not a minimal element since 555555555551 is a subsequence of 8555555555555555555551. There is no guarantee that the techniques discussed will ever terminate, but in practice they often do. They are able to determine the Athena set in base ''b'' for 2 ≤ ''b'' ≤ 16 and ''b'' = 18, 20, 22, 24, 30. The bases ''b'' = 17, 19, 21, 23, 25 ≤ ''b'' ≤ 29, 31 ≤ ''b'' ≤ 36 are solved with the exception of 771 families of the form ''x''{''y''}''z'' (where ''x'' and ''z'' are strings (may be empty) of digits in base ''b'', ''y'' is a digit in base ''b''). The following is a "[[:w:Semi-algorithm|semi-algorithm]]" that is guaranteed to solve the Athena problem for a given base ''b'', but it is not so easy to implement: # ''M'' = ''[[:w:Empty string|∅]]'' # while (''L'' ≠ ''∅'') do # choose ''x'', a shortest string in ''L'' # ''M'' := ''M'' ∪ {''x''} # ''L'' := ''L'' − ''sup''({''x''}) In practice, for arbitrary ''L'', we cannot feasibly carry out step 5. Instead, we work with ''L''&#39;, some regular overapproximation to ''L'', until we can show ''L''&#39; = ''∅'' (which implies ''L'' = ''∅''). In practice, ''L''&#39; is usually chosen to be a finite [[:w:Union (set theory)|union]] of sets of the form ''L''₁{''L''₂}''L''₃, where each of ''L''₁, ''L''₂, ''L''₃ is finite. In the case we consider in this project, we then have to determine whether such a family contains a prime or not. Thus, the [[:w:Time complexity|time complexity]] of the Athena problem in base ''b'' may be ''[[:w:Big O notation|O]]''(''[[:w:E (mathematical_constant)|e]]''^{''[[:w:Euler's constant|γ]]''×(''b''−1)×''[[:w:Euler's totient function|eulerphi]]''(*b*)}), and the [[:w:CPU time|CPU time]] of the Athena problem in base ''b'' may be longer than [[:w:Age of the universe|the age of the universe]] for bases ''b'' = 19, 23, 25, 27, 29, 31, 32, 33, 34, 35, also, Athena problem in bases ''b'' around 500 may be [[:w:NP-complete|NP-complete]] or [[:w:NP-hard|NP-hard]], or an [[:w:Undecidable problem|undecidable problem]], or an example of [[:w:Gödel's incompleteness theorems|Gödel's incompleteness theorems]] (like the [[:w:Continuum hypothesis|continuum hypothesis]] and the [[:w:Halting problem|halting problem]]). To solve the Athena problem (i.e. to compute the Athena set), we need to determine whether a given family contains a prime. In practice, if family ''x''{''Y''}''z'' (where ''x'' and ''z'' are strings (may be empty) of digits in base ''b'', ''Y'' is a set of digits in base ''b'') could not be ruled out as only containing composites and ''Y'' contains two or more digits, then a relatively small prime > ''b'' could always be found in this family. Intuitively, this is because there are a large number of small strings in such a family, and at least one is likely to be prime (e.g. there are 2^''n''−2 strings of length ''n'' in the family 1{3,7}9, and there are over a thousand strings of length 12 in the family 1{3,7}9, thus it is very impossible that these numbers are all composite). In the case ''Y'' contains only one digit, this family is of the form ''x''{''y''}''z'', and there is only a single string of each length > (the length of ''x'' + the length of ''z''), and it is not known if the following [[:w:Decision problem|decision problem]] is recursively solvable (just like [[:w:Sierpiński number|Sierpiński problem]] and [[:w:Riesel number|Riesel problem]], Sierpiński problem and Riesel problem can be generalized to other bases ''b'' (references: http://www.noprimeleftbehind.net/crus/Sierp-conjectures.htm, http://www.noprimeleftbehind.net/crus/Riesel-conjectures.htm, http://www.noprimeleftbehind.net/crus/Sierp-conjectures-powers2.htm, http://www.noprimeleftbehind.net/crus/Riesel-conjectures-powers2.htm, http://www.noprimeleftbehind.net/crus/Sierp-conjecture-reserves.htm, http://www.noprimeleftbehind.net/crus/Riesel-conjecture-reserves.htm), in fact, Athena problem base ''b'' covers the Sierpiński problem base ''b'' and the Riesel problem base ''b'' with ''k'' < ''b'', i.e. finding the smallest prime of the form ''k''×''b''^''n''+1 and ''k''×''b''^''n''−1 (or prove such prime does not exist) with ''k'' < ''b'' (specially, for bases ''b'' such that the conjectured smallest Sierpiński number or the conjectured smallest Riesel number is < ''b'', Athena problem base ''b'' covers the Sierpiński problem base ''b'' or the Riesel problem base ''b'', respectively), since the smallest prime of the form ''k''×''b''^''n''+1 and ''k''×''b''^''n''−1 (if exists) must be a minimal element in base ''b'', also, Athena problem base ''b'' covers finding the smallest prime of these forms in base ''b'' (or proving that such prime does not exist) (in fact, it is known that exactly what bases 2 ≤ ''b'' ≤ 1024 have the families listed in the table below as unsolved families, all of these families in all bases 2 ≤ ''b'' ≤ 1024 have been searched to length ≥ 10000 (for the family (''sqrt''(''b'')×''b''^''n''+1)/(''sqrt''(''b'')+1), bases 2 ≤ ''b'' ≤ 1048576, searched to length ≥ 5000)): (''b''^''n''−1)/(''b''−1) (for this form, ''n'' must be prime, and we want ''n'' ≥ 2) (references of this form: http://www.fermatquotient.com/PrimSerien/GenRepu.txt, https://web.archive.org/web/20021111141203/http://www.users.globalnet.co.uk/~aads/primes.html, http://www.primenumbers.net/Henri/us/MersFermus.htm, http://www.bitman.name/math/table/379, https://pzktupel.de/Primetables/TableRepunitGen.php, https://oeis.org/A084740, https://oeis.org/A084738, https://oeis.org/A128164, https://oeis.org/A285642; or for prime bases ''b'': https://oeis.org/A065854, https://oeis.org/A279068), ''b''^''n''+1 (for this form, ''n'' must be power of 2, and we want ''n'' ≥ 1) (references of this form: http://jeppesn.dk/generalized-fermat.html, http://www.noprimeleftbehind.net/crus/GFN-primes.htm, https://web.archive.org/web/20231002190634/http://yves.gallot.pagesperso-orange.fr/primes/index.html, https://pzktupel.de/Primetables/TableFermatGFBB.php, https://oeis.org/A079706, https://oeis.org/A084712, https://oeis.org/A228101), (''b''^''n''+1)/2 (for odd ''b'') (for this form, ''n'' must be power of 2, and we want ''n'' ≥ 2) (reference of this form: http://www.fermatquotient.com/PrimSerien/GenFermOdd.txt), (''sqrt''(''b'')×''b''^''n''+1)/(''sqrt''(''b'')+1) (for square ''b'') (for this form, 2×''n''+1 must be prime, and we want ''n'' ≥ 2) (references of this form: http://www.fermatquotient.com/PrimSerien/GenRepuP.txt, http://www.primenumbers.net/Henri/us/MersFermus.htm, http://www.bitman.name/math/table/488, https://pzktupel.de/Primetables/TableWagstaffGen.php, https://oeis.org/A084742, https://oeis.org/A084741; or for bases ''b'' with ''sqrt''(''b'') prime: https://oeis.org/A065507), ((''b''−2)×''b''^''n''+1)/(''b''−1) (''n'' ≥ 2) (reference of this form: https://oeis.org/A243404), 2×''b''^''n''+1 (''n'' ≥ 1) (references of this form: https://www.mersenneforum.org/showthread.php?t=6918, https://www.mersenneforum.org/showthread.php?t=19725, https://oeis.org/A119624), 2×''b''^''n''−1 (''n'' ≥ 1) (references of this form: https://www.mersenneforum.org/showthread.php?t=24576, https://www.mersenneforum.org/attachment.php?attachmentid=20976&d=1567314217, https://oeis.org/A119591), ''b''^''n''+2 (''n'' ≥ 1) (references of this form: https://oeis.org/A138066, https://oeis.org/A084713, https://oeis.org/A138067), ''b''^''n''−2 (''n'' ≥ 2) (references of this form: https://www.primepuzzles.net/puzzles/puzz_887.htm, https://oeis.org/A250200, https://oeis.org/A255707, https://oeis.org/A084714; or for prime bases ''b'': https://oeis.org/A292201), (''b''−1)×''b''^''n''+1 (''n'' ≥ 1) (references of this form: http://www.noprimeleftbehind.net/Williams-primes-MP.htm, http://www.bitman.name/math/table/477, https://pzktupel.de/Primetables/TableWilliams2.php, https://oeis.org/A305531; or for prime bases ''b'': https://oeis.org/A087139), (''b''−1)×''b''^''n''−1 (''n'' ≥ 1) (references of this form: https://harvey563.tripod.com/wills.txt, http://www.noprimeleftbehind.net/Williams-primes-MM.htm, http://www.bitman.name/math/table/484, https://pzktupel.de/Primetables/TableWilliams1.php; or for prime bases ''b'': https://oeis.org/A122396), ''b''^''n''+(''b''−1) (''n'' ≥ 1) (references of this form: http://www.bitman.name/math/table/795, https://pzktupel.de/Primetables/TableWilliams6.php, https://oeis.org/A076845, https://oeis.org/A076846, https://oeis.org/A078178, https://oeis.org/A078179), ''b''^''n''−(''b''−1) (''n'' ≥ 2) (references of this form: http://www.bitman.name/math/table/792, https://pzktupel.de/Primetables/TableWilliams5.php, https://oeis.org/A113516, https://oeis.org/A343589; or for prime bases ''b'': https://cs.uwaterloo.ca/journals/JIS/VOL3/mccranie.html, http://www.bitman.name/math/table/435)): '''Problem: Given strings ''x'', ''z'' (may be empty), a digit ''y'', and a base ''b'' (''x'' does not [[:w:Leading zero|start with the digit 0]], ''z'' ends with a digit which [[:w:Coprime integers|coprime]] to ''b'', ''y'' is not 0 if ''x'' is empty, ''y'' is coprime to ''b'' if ''z'' is empty), does there exist a prime number whose base-''b'' expansion is of the form ''xy''_''n''''z'' for some ''n'' ≥ 0?''' An [[:w:Algorithm|algorithm]] to solve this problem, for example, would allow us to decide if there are any additional [[:w:Fermat prime|Fermat prime]]s other than the known ones (corresponding to ''n'' = 0, 1, 2, 3, 4). To see this, take ''b'' = 2, ''x'' = 1, ''y'' = 0, and ''z'' = 0₁₆1. Since if 2^''n''+1 is prime then ''n'' must be a [[:w:Power of 2|power of two]], a prime of the form ''xy''_''n''''z'' in base ''b'' must be a new Fermat prime. Besides, it would allow us to decide if there are infinitely many [[:w:Mersenne prime|Mersenne prime]]s (of the form 2^''p''−1 with prime ''p''). To see this, take ''b'' = 2, ''x'' = ''𝜆'' (the [[:w:Empty string|empty string]]), ''y'' = 1, and ''z'' = 1_''n''+1, where ''n'' is the exponent of the Mersenne prime which we want to know whether it is the largest Mersenne prime or not. Since if 2^''n''−1 is prime then ''n'' must be a [[:w:Prime number|prime]], a prime of the form ''xy''_''n''''z'' in base ''b'' must be a new Mersenne prime. Also, it would allow us to decide whether 78557 is the smallest [[:w:Sierpinski number|Sierpinski number]] (i.e. odd numbers ''k'' such that ''k''×2^''n''+1 is composite for all ''n'' ≥ 1) and whether 509203 is the smallest [[:w:Riesel number|Riesel number]] (i.e. odd numbers ''k'' such that ''k''×2^*n*−1 is composite for all ''n'' ≥ 1), etc. '''Conjecture (this conjecture is very important for the Athena problem): If family ''xy''_''n''''z'' (with fixed strings ''x'', ''z'' (may be empty), fixed digit ''y'', and variable ''n'') in base ''b'' (with fixed ''b'' ≥ 2) (''x'' does not start with the digit 0, ''z'' ends with a digit which coprime to ''b'', ''y'' is not 0 if ''x'' is empty, ''y'' is coprime to ''b'' if ''z'' is empty) cannot be proven to only contain composites or only contain finitely many primes (by covering congruence, algebraic factorization, or combine of them), then family ''xy''_''n''''z'' in base ''b'' contains infinitely many primes (this is equivalent to: If form (''a''×''b''^''n''+''c'')/''gcd''(''a''+''c'',''b''−1) (with fixed integers ''a'' ≥ 1, ''b'' ≥ 2, ''c'' ≠ 0 (with ''gcd''(''a'',''c'') = 1 and ''gcd''(''b'',''c'') = 1), and variable ''n'') cannot be proven to only contain composites or only contain finitely many primes (by covering congruence, algebraic factorization, or combine of them), then form (''a''×''b''^''n''+''c'')/''gcd''(''a''+''c'',''b''−1) contains infinitely many primes).''' (in fact, this conjecture is equivalent to the conjecture (to prove this, by change the base (''b'') to a power of ''b'' which is larger than the largest prime in a given family (in base ''b'') which only contains finitely many primes): If family ''xy''_''n''''z'' (with fixed strings ''x'', ''z'' (may be empty), fixed digit ''y'', and variable ''n'') in base ''b'' (with fixed ''b'' ≥ 2) (''x'' does not start with the digit 0, ''z'' ends with a digit which coprime to ''b'', ''y'' is not 0 if ''x'' is empty, ''y'' is coprime to ''b'' if ''z'' is empty) cannot be proven to only contain composites (by covering congruence, algebraic factorization, or combine of them), then family ''xy''_''n''''z'' in base ''b'' contains at least one prime (this is equivalent to: If form (''a''×''b''^''n''+''c'')/''gcd''(''a''+''c'',''b''−1) (with fixed integers ''a'' ≥ 1, ''b'' ≥ 2, ''c'' ≠ 0 (with ''gcd''(''a'',''c'') = 1 and ''gcd''(''b'',''c'') = 1), and variable ''n'') cannot be proven to only contain composites (by covering congruence, algebraic factorization, or combine of them), then form (''a''×''b''^''n''+''c'')/''gcd''(''a''+''c'',''b''−1) contains at least one prime), like the [[:w:Bunyakovsky conjecture|Bunyakovsky conjecture]] and the [[:w:Dickson's conjecture|Dickson's conjecture]] and the [[:w:Schinzel's hypothesis H|Schinzel's hypothesis ''H'']], if such ''n'' always exists, then there must be always infinitely many such ''n'', to prove this, add another polynomial for the cases of the Dickson's conjecture and the Schinzel's hypothesis ''H'', also, change the polynomial (e.g. change ''n'' to ''r''×''n'' or ''n''^''r'' for all integers ''r'' > 1) for the cases of the Bunyakovsky conjecture and the Schinzel's hypothesis ''H'') Some families can be ruled out to contain no prime > ''b'' by [[:w:Covering set|covering congruence]], [[:w:Factorization of polynomials|algebraic factorization]] (e.g. [[:w:Difference of two squares|difference of two squares]], [[:w:Sum of two cubes|sum of two cubes]], [[:w:Sophie Germain's identity|Sophie Germain's identity of ''x''⁴+4×''y''⁴]]), or combine of them, e.g. * The base 9 family 2{7}: Always divisible by 2 or 5 * The base 11 family 2{5}: Always divisible by 2 or 3 * The base 14 family B{0}1: Always divisible by 3 or 5 * The base 13 family 95{0}3: Always divisible by 5, 7, or 17 * The base 16 family {4}D: Always divisible by 3, 7, or 13 * The base 16 family {8}F: Always divisible by 3, 7, or 13 * The base 21 family {7}D: Always divisible by 2, 13, or 17 * The base 23 family {D}GA: Always divisible by 2, 5, 7, 37, or 79 * The base 9 family {1}: Can be written as (9^''n''−1)/8 and can be factored as (3^''n''−1) × (3^''n''+1) / 8 * The base 8 family 1{0}1: Can be written as 8^''n''+1 and can be factored as (2^''n''+1) × (4^''n''−2^''n''+1) * The base 9 family 3{8}: Can be written as 4×9^''n''−1 and can be factored as (2×3^''n''−1) × (2×3^''n''+1) * The base 16 family 1{5}: Can be written as (4×16^''n''−1)/3 and can be factored as (2×3^''n''−1) × (2×3^''n''+1) / 3 * The base 16 family {4}1: Can be written as (4×16^''n''−49)/15 and can be factored as (2×3^''n''−7) × (2×3^''n''+7) / 15 * The base 27 family 7{Q}: Can be written as 8×27^''n''−1 and can be factored as (2×3^''n''−1) × (4×9^''n''+2×3^''n''+1) * The base 27 family 9{G}: Can be written as (125×27^''n''−8)/13 and can be factored as (5×3^''n''−2) × (25×9^''n''+10×3^''n''+4) * The base 16 family {C}D: Can be written as (4×16^''n''+1)/5 and can be factored as (2×4^''n''−2×2^''n''+1) × (2×4^''n''+2×2^''n''+1) / 5 * The base 14 family 8{D}: Can be written as 9×14^''n''−1, it is divisible by 5 if ''n'' is odd and can be factored as (3×14^''n''/2−1) × (3×14^''n''/2+1) if ''n'' is even * The base 12 family {B}9B: Can be written as 12^''n''−25, it is divisible by 13 if ''n'' is odd and can be factored as (12^''n''/2−5) × (12^''n''/2+5) if ''n'' is even * The base 14 family {D}5: Can be written as 14^''n''−9, it is divisible by 5 if ''n'' is odd and can be factored as (14^''n''/2−3) × (14^''n''/2+3) if ''n'' is even * The base 17 family 1{9}: Can be written as (25×17^''n''−9)/16, it is divisible by 2 if ''n'' is odd and can be factored as (5×17^''n''/2−3) × (5×17^''n''/2+3) / 16 if ''n'' is even * The base 17 family 7{9}: Can be written as (121×17^''n''−9)/16, it is divisible by 2 if ''n'' is odd and can be factored as (11×17^''n''/2−3) × (11×17^''n''/2+3) / 16 if ''n'' is even * The base 24 family 3{N}: Can be written as 4×24^''n''−1, it is divisible by 5 if ''n'' is odd and can be factored as (2×24^''n''/2−1) × (2×24^''n''/2+1) if ''n'' is even * The base 24 family 5{N}: Can be written as 6×24^''n''−1, it is divisible by 5 if ''n'' is even and can be factored as (12×24^{(''n''−1)/2}−1) × (12×24^{(''n''−1)/2}+1) if ''n'' is odd * The base 33 family F{W}: Can be written as 16×33^''n''−1, it is divisible by 17 if ''n'' is odd and can be factored as (4×33^''n''/2−1) × (4×33^''n''/2+1) if ''n'' is even If the conjecture above is true, then the [[:w:Sierpiński number|Sierpiński conjecture]] and [[:w:Riesel number|Riesel conjecture]] are also true, and the [https://www.mersenneforum.org/showthread.php?t=10761 dual Sierpiński conjecture] and the [https://www.mersenneforum.org/showthread.php?t=6545 dual Riesel conjecture] are also true, and the [http://www.noprimeleftbehind.net/crus/Sierp-conjectures.htm Sierpiński conjectures] and the [http://www.noprimeleftbehind.net/crus/Riesel-conjectures.htm Riesel conjectures] in all bases ''b'' are also true, and the [http://www.noprimeleftbehind.net/crus/SNOB-Sierp-conjectures.htm real Sierpiński conjectures] and the [http://www.noprimeleftbehind.net/crus/Real-Riesel-conjectures.htm real Riesel conjectures] are also true, also, if the Athena conjecture is true, then there are infinitely many primes of these forms for fixed bases ''b'' ≥ 2 and variable exponents ''n'': * (''b''^''n''−1)/(''b''−1) for all bases ''b'' which are not [[:w:Perfect power|perfect power]]s (for this form, ''n'' must be prime) (references of this form: http://www.fermatquotient.com/PrimSerien/GenRepu.txt, https://web.archive.org/web/20021111141203/http://www.users.globalnet.co.uk/~aads/primes.html, http://www.primenumbers.net/Henri/us/MersFermus.htm, http://www.bitman.name/math/table/379, https://pzktupel.de/Primetables/TableRepunitGen.php, https://oeis.org/A084740, https://oeis.org/A084738, https://oeis.org/A128164, https://oeis.org/A285642; or for prime bases ''b'': https://oeis.org/A065854, https://oeis.org/A279068) * ''b''^''n''+1 for all even bases ''b'' which are not of the form ''m''^''r'' with odd ''r'' > 1 (for this form, ''n'' must be power of 2) (references of this form: http://jeppesn.dk/generalized-fermat.html, http://www.noprimeleftbehind.net/crus/GFN-primes.htm, https://web.archive.org/web/20231002190634/http://yves.gallot.pagesperso-orange.fr/primes/index.html, https://pzktupel.de/Primetables/TableFermatGFBB.php, https://oeis.org/A079706, https://oeis.org/A084712, https://oeis.org/A228101) * (''b''^''n''+1)/2 for all odd bases ''b'' which are not of the form ''m''^''r'' with odd ''r'' > 1 (for this form, ''n'' must be power of 2) (reference of this form: http://www.fermatquotient.com/PrimSerien/GenFermOdd.txt) * (''b''^''n''+1)/(''b''+1) for all bases ''b'' which are neither of the form ''m''^''r'' with odd ''r'' > 1 nor of the form 4×''m''⁴ (for this form, ''n'' must be prime) (references of this form: http://www.fermatquotient.com/PrimSerien/GenRepuP.txt, http://www.primenumbers.net/Henri/us/MersFermus.htm, http://www.bitman.name/math/table/488, https://pzktupel.de/Primetables/TableWagstaffGen.php, https://oeis.org/A084742, https://oeis.org/A084741; or for prime bases ''b'': https://oeis.org/A065507) * ((''b''−2)×''b''^''n''+1)/(''b''−1) for all bases ''b'' > 2 (reference of this form: https://oeis.org/A243404) * 2×''b''^''n''+1 for all bases ''b'' < 201446503145165177, not == 1 mod 3 (references of this form: https://www.mersenneforum.org/showthread.php?t=6918, https://www.mersenneforum.org/showthread.php?t=19725, https://oeis.org/A119624) * 2×''b''^''n''−1 for all bases ''b'' (references of this form: https://www.mersenneforum.org/showthread.php?t=24576, https://www.mersenneforum.org/attachment.php?attachmentid=20976&d=1567314217, https://oeis.org/A119591) * 3×''b''^''n''+1 for all even bases ''b'' * 3×''b''^''n''−1 for all even bases ''b'' * 4×''b''^''n''+1 for all bases ''b'' not == 1 mod 5, not == 14 mod 15, not [[:w:Fourth power|fourth power]]s * 4×''b''^''n''−1 for all bases ''b'' not == 1 mod 3, not == 4 mod 5, not [[:w:Square number|square]]s * 5×''b''^''n''+1 for all even bases ''b'' < 140324348, not == 1 mod 3 * 5×''b''^''n''−1 for all even bases ''b'' * 6×''b''^''n''+1 for all bases ''b'' not == 1 mod 7, not == 34 mod 35 * 6×''b''^''n''−1 for all bases ''b'' not == 1 mod 5, not == 34 mod 35, not of the form 6×''m''² with ''m'' == 2, 3 mod 5 * 7×''b''^''n''+1 for all even bases ''b'' * 7×''b''^''n''−1 for all even bases ''b'' < 9162668342, not == 1 mod 3 * 8×''b''^''n''+1 for all bases ''b'' not == 1 mod 3, not == 20 mod 21, not == 47, 83 mod 195, not == 467, 4343, 9887, 25448, 35978, 41522, 42647, 57083 mod 73815, not == 722, 83813, 206672, 239432, 322523, 1283843, 1519577, 1522553 mod 1551615, ..., not [[:w:Cube (algebra)|cube]]s * 8×''b''^''n''−1 for all bases ''b'' not == 1 mod 7, not == 20 mod 21, not == 83, 307 mod 455, not == 1266, 13593, 27292, 46353 mod 63973, ..., not [[:w:Cube (algebra)|cube]]s * 9×''b''^''n''+1 for all even bases ''b'' < 177744, not == 1 mod 5 * 9×''b''^''n''−1 for all even bases ''b'' not == 4 mod 5, not [[:w:Square number|square]]s * 10×''b''^''n''+1 for all bases ''b'' not == 1 mod 11, not == 32 mod 33 (references of this form: https://oeis.org/A088782) * 10×''b''^''n''−1 for all bases ''b'' not == 1 mod 3, not == 32 mod 33 * 11×''b''^''n''+1 for all even bases ''b'' not == 1 mod 3, not == 14 mod 15 * 11×''b''^''n''−1 for all even bases ''b'' not == 1 mod 5, not == 14 mod 15, not of the form 11×''m''² with ''m'' == 2, 3 mod 5 * 12×''b''^''n''+1 for all bases ''b'' not == 1 mod 13, not == 142 mod 143, not == 562, 828, 900, 1166 mod 1729, not == 597, 1143 mod 1885, not == 296, 901, 1759, 3090, 4553, 5521, 5807, 6016, 6984, 7094, 7270, 7380, 7479, 8447, 8557, 8733, 8843, 9910, 10020, 10196, 10306, 11483, 11769, 12737, 14200, 15531, 16994, 18457 mod 19019, not == 563, 1433, 13212, 15097, 19848, 20718, 32497, 34382, 39133, 51782, 53667, 58418, 58452, 60337, 60883, 71067, 72952, 77737, 79622, 80168, 94267, 97022, 98583, 98907, 113552, 116307, 117868, 118192, 131967, 132513, 132837, 134398, 151252, 151798, 152122, 153683, 170537, 171083, 172968, 177753, 179638, 189822, 190368, 192253, 192287, 197038, 198923, 211572, 213568, 216323, 218208, 229987, 232853, 235608, 237493, 249272 mod 250705, ... * 12×''b''^''n''−1 for all bases ''b'' not == 1 mod 11, not == 142 mod 143, not == 307, 1143 mod 1595, not == 901, 6016, 7479, 18457 mod 19019, ... * ''b''^''n''+2 for all odd bases ''b'' < 201446503145165177, not == 1 mod 3 (references of this form: https://oeis.org/A138066, https://oeis.org/A084713, https://oeis.org/A138067) * ''b''^''n''−2 for all odd bases ''b'' (references of this form: https://www.primepuzzles.net/puzzles/puzz_887.htm, https://oeis.org/A250200, https://oeis.org/A255707, https://oeis.org/A084714; or for prime bases ''b'': https://oeis.org/A292201) * ''b''^''n''+3 for all even bases ''b'' not divisible by 3 * ''b''^''n''−3 for all even bases ''b'' not divisible by 3 * ''b''^''n''+4 for all odd bases ''b'' not == 1 mod 5, not == 14 mod 15, not [[:w:Fourth power|fourth power]]s * ''b''^''n''−4 for all odd bases ''b'' not == 1 mod 3, not == 4 mod 5, not [[:w:Square number|square]]s * (''b''−1)×''b''^''n''+1 for all bases ''b'' (references of this form: http://www.noprimeleftbehind.net/Williams-primes-MP.htm, http://www.bitman.name/math/table/477, https://pzktupel.de/Primetables/TableWilliams2.php, https://oeis.org/A305531; or for prime bases ''b'': https://oeis.org/A087139) * (''b''−1)×''b''^''n''−1 for all bases ''b'' (references of this form: https://harvey563.tripod.com/wills.txt, http://www.noprimeleftbehind.net/Williams-primes-MM.htm, http://www.bitman.name/math/table/484, https://pzktupel.de/Primetables/TableWilliams1.php; or for prime bases ''b'': https://oeis.org/A122396) * (''b''+1)×''b''^''n''+1 for all bases ''b'' not == 1 mod 3 (references of this form: http://www.noprimeleftbehind.net/Williams-primes-PP.htm, http://www.bitman.name/math/table/474, https://pzktupel.de/Primetables/TableWilliams4.php) * (''b''+1)×''b''^''n''−1 for all bases ''b'' (references of this form: http://www.noprimeleftbehind.net/Williams-primes-PM.htm, http://www.bitman.name/math/table/471, https://pzktupel.de/Primetables/TableWilliams3.php) * ''b''^''n''+(''b''−1) for all bases ''b'' (references of this form: http://www.bitman.name/math/table/795, https://pzktupel.de/Primetables/TableWilliams6.php, https://oeis.org/A076845, https://oeis.org/A076846, https://oeis.org/A078178, https://oeis.org/A078179) * ''b''^''n''−(''b''−1) for all bases ''b'' (references of this form: http://www.bitman.name/math/table/792, https://pzktupel.de/Primetables/TableWilliams5.php, https://oeis.org/A113516, https://oeis.org/A343589; or for prime bases ''b'': https://cs.uwaterloo.ca/journals/JIS/VOL3/mccranie.html, http://www.bitman.name/math/table/435) * ''b''^''n''+(''b''+1) for all bases ''b'' not == 1 mod 3 (references of this form: http://www.bitman.name/math/table/801, https://pzktupel.de/Primetables/TableWilliams8.php, https://oeis.org/A346149, https://oeis.org/A346154) * ''b''^''n''−(''b''+1) for all bases ''b'' (references of this form: http://www.bitman.name/math/table/798, https://pzktupel.de/Primetables/TableWilliams7.php, https://oeis.org/A178250) By the [[:w:Prime number theorem|prime number theorem]], the [[:w:Probability|chance]] that a [[:w:Random number|random]] ''n''-digit base ''b'' number is prime is [[:w:Asymptotic analysis|approximately]] 1/''n'' (more accurately, the chance is approximately 1/(''n''×''ln''(''b'')), where ''ln'' is the [[:w:Natural logarithm|natural logarithm]]). If one conjectures the numbers ''x''{''y''}''z'' behave similarly (i.e. the numbers ''x''{''y''}''z'' is a [[:w:Pseudorandomness|pseudorandom sequence]]) you would expect [[:w:Harmonic_series (mathematics)|1/1 + 1/2 + 1/3 + 1/4 + ... = ∞]] primes of the form ''x''{''y''}''z'' (of course, this does not always happen, since some ''x''{''y''}''z'' families can be ruled out to contain no prime > ''b'' (by covering congruence, algebraic factorization, or combine of them), but it is at least a reasonable conjecture in the absence of evidence to the contrary. Hence, the [[:w:Heuristic argument|heuristic argument]] suggests there are always infinitely many primes in family ''x''{''y''}''z'' (where ''x'' and ''z'' are strings (may be empty) of digits in base ''b'', ''y'' is a digit in base ''b'') if it cannot be ruled out to contain no prime or only contain finitely many primes, by covering congruence, algebraic factorization, or combine of them. However, some families ''x''{''y''}''z'' could not be proven to contain no primes > ''b'' (by covering congruence, algebraic factorization, or combine of them) but no primes > ''b'' could be found in the family, even after searching through numbers with over 100000 digits. In such a case, the only way to proceed is to [[:w:Primality test|test the primality]] of larger and larger numbers of such form and hope a prime is eventually discovered. e.g. the smallest (probable) prime in the family A{3}A in base ''b'' = 13 is A3₅₉₂₁₉₇A, its algebraic form is (41×13⁵⁹²¹⁹⁸+27)/4, when written in decimal contains 659677 digits (it is only probable prime, i.e. not definitely prime, since technically, probable primality tests were used to show this (which have a ''very'' small chance of making an error, see https://t5k.org/notes/prp_prob.html) because all known primality tests run far too slowly to run on numbers of this size unless either [https://t5k.org/prove/prove3_1.html ''N''−1] or [https://t5k.org/prove/prove3_2.html ''N''+1] (or both) can be ≥ 1/3 factored). The numbers in family ''x''{''y''}''z'' (where ''x'' and ''z'' are strings (may be empty) of digits in base ''b'', ''y'' is a digit in base ''b'') are of the form (''a''×''b''^''n''+''c'')/''gcd''(''a''+''c'',''b''−1) for some fixed ''a'', ''b'', ''c'' such that ''a'' ≥ 1, ''b'' ≥ 2 (''b'' is the base), ''c'' ≠ 0, ''gcd''(''a'',''c'') = 1, ''gcd''(''b'',''c'') = 1. Except in the [[:w:Special case|special case]] ''c'' = ±1 and ''gcd''(''a''+''c'',''b''−1) = 1 (the only case which [https://t5k.org/prove/prove3_1.html ''N''−1] or [https://t5k.org/prove/prove3_2.html ''N''+1] is [[:w:Triviality (mathematics)|trivially]] fully factored), when ''n'' is large the known [[:w:Primality test|primality test]]s for such a number are too inefficient to run (since they are [https://t5k.org/glossary/xpage/OrdinaryPrime.html ordinary primes]). In this case one must resort to a [[:w:Probabilistic algorithm|probable]] primality test such as a [[:w:Miller–Rabin primality test|Miller–Rabin primality test]] or a [[:w:Baillie–PSW primality test|Baillie–PSW primality test]], unless a divisor of the number can be found. Since we are testing many numbers in an [[:w:Exponential growth|exponential sequence]], it is possible to use a sieving process to find divisors rather than using [[:w:Trial division|trial division]]. To do this, we made use of Geoffrey Reynolds' ''srsieve'' software (download: https://pzktupel.de/Software/srsieve_1.1.4.7z). This program uses the [[:w:Baby-step giant-step|baby-step giant-step]] [[:w:Algorithm|algorithm]] to find all primes ''p'' which divide ''a''×''b''^''n''+''c'' where ''p'' and ''n'' lie in a [[:w:Interval_(mathematics)|specified range]]. Since this program cannot handle the general case (''a''×''b''^''n''+''c'')/''gcd''(''a''+''c'',''b''−1) when ''gcd''(''a''+''c'',''b''−1) > 1 we only used it to sieve the sequence ''a''×''b''^''n''+''c'' for primes ''p'' not dividing ''gcd''(''a''+''c'',''b''−1), and initialized the list of candidates to not include ''n'' for which there is some prime ''p'' dividing ''gcd''(''a''+''c'',''b''−1) for which ''p'' dividing (''a''×''b''^''n''+''c'')/''gcd''(''a''+''c'',''b''−1). The program had to be modified slightly to remove a check which would prevent it from running in the case when ''a'', ''b'', and ''c'' were all odd (since then 2 divides ''a''×''b''^''n''+''c'', but 2 may not divide (''a''×''b''^''n''+''c'')/''gcd''(''a''+''c'',''b''−1)). Once the numbers with small divisors had been removed, it remained to test the remaining numbers using a probable primality test. For this we used the software ''LLR'' by Jean Penné. (download: http://jpenne.free.fr/index2.html). Although undocumented, it is possible to run this program on numbers of the form (''a''×''b''^''n''+''c'')/''gcd''(''a''+''c'',''b''−1) when ''gcd''(''a''+''c'',''b''−1) > 1, so this program required no modifications. A script was also written which allowed one to run ''srsieve'' while ''LLR'' was testing the remaining candidates, so that when a divisor was found by srsieve on a number which had not yet been tested by ''LLR'' it would be removed from the list of candidates. For the primes < 10²⁵⁰⁰⁰ for the "easy" bases (bases ''b'' with ≤ 150 primes > 10²⁹⁹ (base ''b'' = 26 has 83 known primes > 10²⁹⁹ and 3 unsolved families, base ''b'' = 36 has 75 known primes > 10²⁹⁹ and 4 unsolved families, base ''b'' = 17 has 99 known primes > 10²⁹⁹ and 18 unsolved families, base ''b'' = 21 has 80 known primes > 10²⁹⁹ and 12 unsolved families, base ''b'' = 19 has 201 known primes > 10²⁹⁹ and 23 unsolved families), i.e. bases *b* = 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 20, 21, 22, 24, 26, 28, 30, 36), we employed ''CM'' by Andreas Enge (download: https://www.multiprecision.org/cm/download.html), an elliptic curve primality proving implementation. Currently, the final goal of the Athena problem project is finding the Athena set (i.e. finding all Athena primes) and proving that this set is exactly the Athena set (i.e. proving that these are all Athena primes (including the primality proving for the probable primes)) in all bases 2 ≤ ''b'' ≤ 36, i.e. solving all families in all bases 2 ≤ ''b'' ≤ 36. Solving all (unsolved) families in all bases 2 ≤ ''b'' ≤ 36 (and proving the primality of all probable primes in the sets of all bases 2 ≤ ''b'' ≤ 36) is not possible but we aim to solve many of them (and proving the primality of many of them), at least find a ''probable'' prime for many of them (since the smallest prime in a family may be too large (> 10²⁵⁰⁰⁰) to be proved primality, unless its ''N''−1 or/and ''N''+1 can be ≥ 25% factored). == Data == These are the results of the Athena problem in bases 2 ≤ ''b'' ≤ 36 (we stop at base 36 since this base is the maximum base for which it is possible to write the numbers with the [[:w:Symbol|symbol]]s 0, 1, 2, ..., 9 and A, B, C, ..., Z (i.e. the 10 [[:w:Arabic numerals|Arabic numerals]] and the 26 [[:w:Latin script|Latin letters]]): (some large Athena primes are only probable primes, i.e. not definitely primes, since they are too large to be [[:w:Elliptic curve primality|ECPP proved]] and [[:w:Pocklington primality test#Extensions and variants|neither ''N''−1 nor ''N''+1 can be ≥ 1/3 factored]] (Brillhart-Lehmer-Selfridge primality test), all of them pass the [[:w:Baillie–PSW primality test|Baillie–PSW primality test]] and the [[:w:Strong pseudoprime|strong primality test]] (i.e. the [[:w:Miller–Rabin primality test|Miller–Rabin primality test]]) with all prime bases ''p'' ≤ 61, however, all Athena primes < 10²⁵⁰⁰⁰ for bases ''b'' = 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 18, 20, 22, 24, 26, 28, 30, 36 are definitely primes, most of them > 10²⁹⁹ are proven primes with [[:w:Elliptic curve primality|ECPP proving]], others > 10²⁹⁹ are proven primes with [[:w:Pocklington primality test#Extensions and variants|''N''−1 or ''N''+1 proving]]) The Athena primes > 10²⁹⁹ in bases ''b'' = 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 20, 21, 22, 24, 26, 28, 30, 36 which are proven primes with ''N''−1 or ''N''+1 proving includes the Athena primes whose ''N''−1 or ''N''+1 is trivially fully factored: * the 3176th Athena prime in base 13, 81010₄₁₅1, which equals 17746×13⁴¹⁶+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000003590431555, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000003590431556&open=ecm * the 3177th Athena prime in base 13, 8110₄₃₅1, which equals 1366×13⁴³⁶+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000002373259109, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000002373259124&open=ecm * the 3188th Athena prime in base 13, 930₁₅₅₁1, which equals 120×13¹⁵⁵²+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000765961452, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000000765961453&open=ecm * the 3191st Athena prime in base 13, 390₆₂₆₆1, which equals 48×13⁶²⁶⁷+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000765961441, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000000765961451&open=ecm * the 649th Athena prime in base 14, 34D₇₀₈, which equals 47×14⁷⁰⁸−1, ''N''+1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000001540144903, for the factorization of ''N''+1 in ''factordb'' see http://factordb.com/index.php?id=1100000001540144907&open=ecm * the 650th Athena prime in base 14, 4D₁₉₆₉₈, which equals 5×14¹⁹⁶⁹⁸−1, ''N''+1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000884560233, for the factorization of ''N''+1 in ''factordb'' see http://factordb.com/index.php?id=1100000000884560625&open=ecm * the 2335th Athena prime in base 16, 88F₅₄₅, which equals 137×16⁵⁴⁵−1, ''N''+1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000413679658, for the factorization of ''N''+1 in ''factordb'' see http://factordb.com/index.php?id=1100000000413877337&open=ecm * the 10317th Athena prime in base 17, 5A70₂₇₄1, which equals 1622×17²⁷⁵+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000003782940709, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000003782941930&open=ecm * the 10359th Athena prime in base 17, 9D0₁₀₆₇1, which equals 166×17¹⁰⁶⁸+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000765961369, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000000765961370&open=ecm * the 10370th Athena prime in base 17, A0₁₃₅₅1, which equals 10×17¹³⁵⁶+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000034167087, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000000271866825&open=ecm * the 10386th Athena prime in base 17, 530₄₈₆₇1, which equals 88×17⁴⁸⁶⁸+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000762660735, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000000762660737&open=ecm * the 10408th Athena prime in base 17, 570₅₁₃₁₀1, which equals 92×17⁵¹³¹¹+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000765961389, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000000785469616&open=ecm * the 10412th Athena prime in base 17, 970₁₆₆₀₄₇1, which equals 160×17¹⁶⁶⁰⁴⁸+1, ''N''−1 is trivially fully factored, but it has no helper file in ''factordb'' since it is too large (>10¹⁹⁹⁹⁹⁹) to be PRP-tested in ''factordb'', for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000000890817312&open=ecm * the 10413th Athena prime in base 17, F70₁₈₆₇₆₇1, which equals 262×17¹⁸⁶⁷⁶⁸+1, ''N''−1 is trivially fully factored, but it has no helper file in ''factordb'' since it is too large (>10¹⁹⁹⁹⁹⁹) to be PRP-tested in ''factordb'', for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000000890817317&open=ecm * the 3310th Athena prime in base 20, JCJ₆₂₉, which equals 393×20⁶²⁹−1, ''N''+1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000001559454258, for the factorization of ''N''+1 in ''factordb'' see http://factordb.com/index.php?id=1100000001559454271&open=ecm * the 13373rd Athena prime in base 21, 5D0₁₉₈₄₈1, which equals 118×21¹⁹⁸⁴⁹+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000777265872, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000000785469310&open=ecm * the 3408th Athena prime in base 24, 88N₅₉₅₁, which equals 201×24⁵⁹⁵¹−1, ''N''+1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000003593275880, for the factorization of ''N''+1 in ''factordb'' see http://factordb.com/index.php?id=1100000003593373246&open=ecm * the 25509th Athena prime in base 28, EB0₄₀₅1, which equals 403×28⁴⁰⁶+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000001534442374, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000001534442380&open=ecm * the 2616th Athena prime in base 30, C0₁₀₂₂1, which equals 12×30¹⁰²³+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000785448736, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000000785448737&open=ecm * the 2619th Athena prime in base 30, OT₃₄₂₀₅, which equals 25×30³⁴²⁰⁵−1, ''N''+1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000800812865, for the factorization of ''N''+1 in ''factordb'' see http://factordb.com/index.php?id=1100000000819405041&open=ecm * the 35237th Athena prime in base 36, P8Z₃₉₀, which equals 909×36³⁹⁰−1, ''N''+1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000764100228, for the factorization of ''N''+1 in ''factordb'' see http://factordb.com/index.php?id=1100000000764100231&open=ecm and the Athena primes > 10²⁹⁹ in bases ''b'' = 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 20, 21, 22, 24, 26, 28, 30, 36 whose ''N''−1 or ''N''+1 is ≥ 1/3 factored: (''R''_''n''(''b'') means the [[:w:Repunit|repunit]] in base ''b'' with length ''n''), i.e. ''R''_''n''(''b'') = (''b''^''n''−1)/(''b''−1), "''S''_''n''(''b'')" means ''b''^''n''+1) * the 3168th Athena prime in base 13, 9₃₀₈1, ''N''−1 is 117×''R''₃₀₈(13), thus factor ''N''−1 is equivalent to factor the Cunningham number 13³⁰⁸−1, and for the algebraic factors of 13³⁰⁸−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showExplorer?Base=13&Exp=308&LBIDPMList=A&LBIDLODList=D, and for the prime factorization of 13³⁰⁸−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showSingleEntry?Base=13&Exp=308&c0=-&EN=&LM= * the 3179th Athena prime in base 13, B₅₆₃C, ''N''−1 is 11×''R''₅₆₄(13), thus factor ''N''−1 is equivalent to factor the Cunningham number 13⁵⁶⁴−1, and for the algebraic factors of 13⁵⁶⁴−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showExplorer?Base=13&Exp=564&LBIDPMList=A&LBIDLODList=D, and for the prime factorization of 13⁵⁶⁴−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showSingleEntry?Base=13&Exp=564&c0=-&EN=&LM= * the 3180th Athena prime in base 13, 1B₅₇₆, ''N''−1 is 23×''R''₅₇₆(13), thus factor ''N''−1 is equivalent to factor the Cunningham number 13⁵⁷⁶−1, and for the algebraic factors of 13⁵⁷⁶−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showExplorer?Base=13&Exp=576&LBIDPMList=A&LBIDLODList=D, and for the prime factorization of 13⁵⁷⁶−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showSingleEntry?Base=13&Exp=576&c0=-&EN=&LM= * the 10320th Athena prime in base 17, 9₂₉₂1, ''N''−1 is 153×''R''₂₉₂(17), thus factor ''N''−1 is equivalent to factor the Cunningham number 17²⁹²−1, and for the algebraic factors of 17²⁹²−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showExplorer?Base=17&Exp=292&LBIDPMList=A&LBIDLODList=D, and for the prime factorization of 17²⁹²−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showSingleEntry?Base=17&Exp=292&c0=-&EN=&LM= * the 13304th Athena prime in base 21, 7₂₃₀1, ''N''−1 is 147×''R''₂₃₀(21), thus factor ''N''−1 is equivalent to factor the Cunningham number 21²³⁰−1, and for the algebraic factors of 21²³⁰−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showExplorer?Base=21&Exp=230&LBIDPMList=A&LBIDLODList=D, and for the prime factorization of 21²³⁰−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showSingleEntry?Base=21&Exp=230&c0=-&EN=&LM= * the 13355th Athena prime in base 21, 3₁₀₆₃2, ''N''+1 is 3×''R''₁₀₆₄(21), thus factor ''N''−1 is equivalent to factor the Cunningham number 21¹⁰⁶⁴−1, and for the algebraic factors of 21¹⁰⁶⁴−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showExplorer?Base=21&Exp=1064&LBIDPMList=A&LBIDLODList=D, and for the prime factorization of 21¹⁰⁶⁴−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showSingleEntry?Base=21&Exp=1064&c0=-&EN=&LM= * the 25199th Athena prime in base 26, 9K₃₄₃AP, ''N''+1 is 6370×''R''₃₄₄(26), thus factor ''N''+1 is equivalent to factor the Cunningham number 26³⁴⁴−1, and for the algebraic factors of 26³⁴⁴−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showExplorer?Base=26&Exp=344&LBIDPMList=A&LBIDLODList=D, and for the prime factorization of 26³⁴⁴−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showSingleEntry?Base=26&Exp=344&c0=-&EN=&LM= * the 25200th Athena prime in base 26, 8₃₅₄1, ''N''−1 is 208×''R''₃₅₄(26), thus factor ''N''−1 is equivalent to factor the Cunningham number 26³⁵⁴−1, and for the algebraic factors of 26³⁵⁴−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showExplorer?Base=26&Exp=354&LBIDPMList=A&LBIDLODList=D, and for the prime factorization of 26³⁵⁴−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showSingleEntry?Base=26&Exp=354&c0=-&EN=&LM= All numbers are written in base ''b'', [[:w:Senary#Base 36 as senary compression|using A to Z to represent digit values 10 to 35]], "{}" means repeating, e.g. family 12{3}45 means the sequence {1245, 12345, 123345, 1233345, 12333345, 123333345, ...} (where the members are expressed as base ''b'' strings), subscripts are used to indicate repetitions of digits, e.g. 123₄567 means 123333567 (all subscripts are written in decimal). Base 2: 1 Athena prime (the largest of which has 2 digits (it is 11, and its value is 3 in decimal)): {11} Base 3: 3 Athena primes (the largest of which has 3 digits (it is 111, and its value is 13 in decimal)): {12, 21, 111} Base 4: 5 Athena primes (the largest of which has 3 digits (it is 221, and its value is 41 in decimal)): {11, 13, 23, 31, 221} Base 5: 22 Athena primes (the largest of which has 96 digits (it is 10₉₃13, and its algebraic form is 5⁹⁵+8)): {12, 21, 23, 32, 34, 43, 104, 111, 131, 133, 313, 401, 414, 3101, 10103, 14444, 30301, 33001, 33331, 44441, 300031, 100000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000013} Base 6: 11 Athena primes (the largest of which has 5 digits (it is 40041, and its value is 5209 in decimal)): {11, 15, 21, 25, 31, 35, 45, 51, 4401, 4441, 40041} Base 7: 71 Athena primes (the largest of which has 17 digits (it is 3₁₆1, and its algebraic form is (7¹⁷−5)/2)): {14, 16, 23, 25, 32, 41, 43, 52, 56, 61, 65, 113, 115, 131, 133, 155, 212, 221, 304, 313, 335, 344, 346, 364, 445, 515, 533, 535, 544, 551, 553, 1022, 1051, 1112, 1202, 1211, 1222, 2111, 3031, 3055, 3334, 3503, 3505, 3545, 4504, 4555, 5011, 5455, 5545, 5554, 6034, 6634, 11111, 11201, 30011, 30101, 31001, 31111, 33001, 33311, 35555, 40054, 100121, 150001, 300053, 351101, 531101, 1100021, 33333301, 5100000001, 33333333333333331} Base 8: 75 Athena primes (the largest of which has 221 digits (it is 4₂₂₀7, and its algebraic form is (4×8²²¹+17)/7)): {13, 15, 21, 23, 27, 35, 37, 45, 51, 53, 57, 65, 73, 75, 107, 111, 117, 141, 147, 161, 177, 225, 255, 301, 343, 361, 401, 407, 417, 431, 433, 463, 467, 471, 631, 643, 661, 667, 701, 711, 717, 747, 767, 3331, 3411, 4043, 4443, 4611, 5205, 6007, 6101, 6441, 6477, 6707, 6777, 7461, 7641, 47777, 60171, 60411, 60741, 444641, 500025, 505525, 3344441, 4444477, 5500525, 5550525, 55555025, 444444441, 744444441, 77774444441, 7777777777771, 555555555555525, 44444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444447} Base 9: 151 Athena primes (the largest of which has 1161 digits (it is 30₁₁₅₈11, and its algebraic form is 3×9¹¹⁶⁰+10)): {12, 14, 18, 21, 25, 32, 34, 41, 45, 47, 52, 58, 65, 67, 74, 78, 81, 87, 117, 131, 135, 151, 155, 175, 177, 238, 272, 308, 315, 331, 337, 355, 371, 375, 377, 438, 504, 515, 517, 531, 537, 557, 564, 601, 638, 661, 702, 711, 722, 735, 737, 751, 755, 757, 771, 805, 838, 1011, 1015, 1101, 1701, 2027, 2207, 3017, 3057, 3101, 3501, 3561, 3611, 3688, 3868, 5035, 5051, 5071, 5101, 5501, 5554, 5705, 5707, 7017, 7075, 7105, 7301, 8535, 8544, 8555, 8854, 20777, 22227, 22777, 30161, 33388, 50161, 50611, 53335, 55111, 55535, 55551, 57061, 57775, 70631, 71007, 77207, 100037, 100071, 100761, 105007, 270707, 301111, 305111, 333035, 333385, 333835, 338885, 350007, 500075, 530005, 555611, 631111, 720707, 2770007, 3030335, 7776662, 30300005, 30333335, 38333335, 51116111, 70000361, 300030005, 300033305, 351111111, 1300000007, 5161111111, 8333333335, 300000000035, 311111111161, 544444444444, 2000000000007, 5700000000001, 7270000000007, 88888888833335, 100000000000507, 5111111111111161, 7277777777777777707, 8888888888888888888335, 30000000000000000000051, 1000000000000000000000000057, 56111111111111111111111111111111111111, 7666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666662, 27777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777707, 300000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000011} Base 10: 77 Athena primes (the largest of which has 31 digits (it is 50₂₈27, and its algebraic form is 5×10³⁰+27)): {11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47, 53, 59, 61, 67, 71, 73, 79, 83, 89, 97, 227, 251, 257, 277, 281, 349, 409, 449, 499, 521, 557, 577, 587, 727, 757, 787, 821, 827, 857, 877, 881, 887, 991, 2087, 2221, 5051, 5081, 5501, 5581, 5801, 5851, 6469, 6949, 8501, 9001, 9049, 9221, 9551, 9649, 9851, 9949, 20021, 20201, 50207, 60649, 80051, 666649, 946669, 5200007, 22000001, 60000049, 66000049, 66600049, 80555551, 555555555551, 5000000000000000000000000000027} Base 11: 1068 Athena (probable) primes (including 1 unproven probable prime: 57₆₂₆₆₈), the largest of which has 62669 digits (it is 57₆₂₆₆₈, and its algebraic form is (57×11⁶²⁶⁶⁸−7)/10), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel11 Data of Athena (probable) primes base 11] Base 12: 106 Athena primes (the largest of which has 42 digits (it is 40₃₉77, and its algebraic form is 4×12⁴¹+91)): {11, 15, 17, 1B, 25, 27, 31, 35, 37, 3B, 45, 4B, 51, 57, 5B, 61, 67, 6B, 75, 81, 85, 87, 8B, 91, 95, A7, AB, B5, B7, 221, 241, 2A1, 2B1, 2BB, 401, 421, 447, 471, 497, 565, 655, 665, 701, 70B, 721, 747, 771, 77B, 797, 7A1, 7BB, 907, 90B, 9BB, A41, B21, B2B, 2001, 200B, 202B, 222B, 229B, 292B, 299B, 4441, 4707, 4777, 6A05, 6AA5, 729B, 7441, 7B41, 929B, 9777, 992B, 9947, 997B, 9997, A0A1, A201, A605, A6A5, AA65, B001, B0B1, BB01, BB41, 600A5, 7999B, 9999B, AAAA1, B04A1, B0B9B, BAA01, BAAA1, BB09B, BBBB1, 44AAA1, A00065, BBBAA1, AAA0001, B00099B, AA000001, BBBBBB99B, B0000000000000000000000000009B, 400000000000000000000000000000000000000077} Base 13: 3197 Athena (probable) primes (including 4 unproven probable primes: C5₂₃₇₅₅C, 80₃₂₀₁₇111, 95₁₉₇₄₂₀, A3₅₉₂₁₉₇A), the largest of which has 592199 digits (it is A3₅₉₂₁₉₇A, and its algebraic form is (41×13⁵⁹²¹⁹⁸+27)/4), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel13 Data of Athena (probable) primes base 13] Base 14: 650 Athena primes, the largest of which has 19699 digits (it is 4D₁₉₆₉₈, and its algebraic form is 5×14¹⁹⁶⁹⁸−1), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel14 Data of Athena primes base 14] Base 15: 1284 Athena primes, the largest of which has 157 digits (it is 7₁₅₅97, and its algebraic form is (15¹⁵⁷+59)/2), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel15 Data of Athena primes base 15] Base 16: 2347 Athena (probable) primes (including 3 unproven probable primes: DB₃₂₂₃₄, 4₇₂₇₈₅DD, 3₁₁₆₁₃₇AF), the largest of which has 116139 digits (it is 3₁₁₆₁₃₇AF, and its algebraic form is (16¹¹⁶¹³⁹+619)/5), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel16 Data of Athena (probable) primes base 16] Base 17: 10415 known Athena (probable) primes (including many unproven probable primes) and 12 unsolved families (1{7}, 1F{0}7, 4{7}A, 70F{0}D, 8{B}9, 9{5}9, A{D}F, B{0}B3, {B}E9, {B}EE, F1{9}, FD0{D}, no primes or probable primes with length ≤ 200000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel17 Data of known Athena (probable) primes base 17] Base 18: 549 Athena primes, the largest of which has 6271 digits (it is C0₆₂₆₈C5, and its algebraic form is 12×18⁶²⁷⁰+221), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel18 Data of Athena primes base 18] Base 19: 31417 known Athena (probable) primes (including many unproven probable primes) and 17 unsolved families (4B5{0}H, {5}3, 5{H}05, 5{H}0H, 5{H}5, 66{B}, 71{0}177, 7AF{0}H, 97{0}3, C{H}C, EE1{6}, F{7}5, F{B}G, F{D}F, H0F{0}7A, HB{0}5B5, II{D}, no primes or probable primes with length ≤ 200000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel19 Data of known Athena (probable) primes base 19] Base 20: 3314 Athena primes, the largest of which has 6271 digits (it is G0₆₂₆₉D, and its algebraic form is 16×20⁶²⁷⁰+13), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel20 Data of Athena primes base 20] Base 21: 13386 known Athena (probable) primes (including many unproven probable primes) and 8 unsolved families (5{0}DJ, {9}D, B3{0}EB, B{H}6H, C{F}0K, {F}35, G{0}FK, H{0}7771, no primes or probable primes with length ≤ 200000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel21 Data of known Athena (probable) primes base 21] Base 22: 8003 Athena (probable) primes (including 1 unproven probable prime: BK₂₂₀₀₁5), the largest of which has 22003 digits (it is BK₂₂₀₀₁5, and its algebraic form is (251×22²²⁰⁰²−335)/21), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel22 Data of Athena (probable) primes base 22] Base 23: 65178 known Athena (probable) primes (including many unproven probable primes) and 87 unsolved families (no primes or probable primes with length ≤ 100000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel23 Data of known Athena (probable) primes base 23] and [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/left23 Data of unsolved families for Athena problem base 23] Base 24: 3409 Athena primes, the largest of which has 8134 digits (it is N00N₈₁₂₉LN, and its algebraic form is 13249×24⁸¹³¹−49), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel24 Data of Athena primes base 24] Base 25: 133639 known Athena (probable) primes (including many unproven probable primes) and 85 unsolved families (no primes or probable primes with length ≤ 100000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel25 Data of known Athena (probable) primes base 25] and [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/left25 Data of unsolved families for Athena problem base 25] Base 26: 25256 known Athena (probable) primes (including 7 unproven probable primes: 5₁₉₃₉₁6F, 7₂₀₂₇₉OL, LD0₂₀₉₇₅7, 6K₂₃₃₀₀5, J0₄₄₃₀₃KCB, M0₆₁₁₈₆2BB, 85M₁₉₇₀₆₀B) and 3 unsolved families ({A}6F, {H}MH, {I}GL, no primes or probable primes with length ≤ 200000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel26 Data of known Athena (probable) primes base 26] Base 27: 102852 known Athena (probable) primes (including many unproven probable primes) and 44 unsolved families (no primes or probable primes with length ≤ 100000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel27 Data of known Athena (probable) primes base 27] and [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/left27 Data of unsolved families for Athena problem base 27] Base 28: 25528 known Athena (probable) primes (including 3 unproven probable primes: N6₂₄₀₅₁LR, 5OA₃₁₂₃₈F, O4O₉₄₅₃₅9) and 1 unsolved family (O{A}F, no primes or probable primes with length ≤ 900000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel28 Data of known Athena (probable) primes base 28] Base 29: 355242 known Athena (probable) primes (including many unproven probable primes) and 125 unsolved families (no primes or probable primes with length ≤ 100000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel29 Data of known Athena (probable) primes base 29] and [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/left29 Data of unsolved families for Athena problem base 29] Base 30: 2619 Athena (probable) primes (including 1 unproven probable prime: I0₂₄₆₀₈D), the largest of which has 34206 digits (it is OT₃₄₂₀₅, and its algebraic form is 25×30³⁴²⁰⁵−1), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel30 Data of Athena (probable) primes base 30] Base 31: 569323 known Athena (probable) primes (including many unproven probable primes) and 77 unsolved families (no primes or probable primes with length ≤ 100000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel31 Data of known Athena (probable) primes base 31] and [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/left31 Data of unsolved families for Athena problem base 31] Base 32: 168882 known Athena (probable) primes (including many unproven probable primes) and 120 unsolved families (no primes or probable primes with length ≤ 100000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel32 Data of known Athena (probable) primes base 32] and [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/left32 Data of unsolved families for Athena problem base 32] Base 33: 280012 known Athena (probable) primes (including many unproven probable primes) and 81 unsolved families (no primes or probable primes with length ≤ 100000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel33 Data of known Athena (probable) primes base 33] and [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/left33 Data of unsolved families for Athena problem base 33] Base 34: 184785 known Athena (probable) primes (including many unproven probable primes) and 47 unsolved families (no primes or probable primes with length ≤ 100000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel34 Data of known Athena (probable) primes base 34] and [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/left34 Data of unsolved families for Athena problem base 34] Base 35: 720002 known Athena (probable) primes (including many unproven probable primes) and 60 unsolved families (no primes or probable primes with length ≤ 100000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel35 Data of known Athena (probable) primes base 35] and [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/left35 Data of unsolved families for Athena problem base 35] Base 36: 35286 known Athena (probable) primes (including 3 unproven probable primes: 7K₂₆₅₆₇Z, S0₇₅₀₀₇8H, P₈₁₉₉₃SZ) and 4 unsolved families (B{0}EUV, HM{0}N, N{0}YYN, O{L}Z, no primes or probable primes with length ≤ 200000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel36 Data of known Athena (probable) primes base 36] == Condensed table for bases 2 ≤ ''b'' ≤ 36 == {|class="wikitable" ||''b''||number of Athena primes (or probable primes, which are Athena primes assuming their primality) in base ''b''||base-''b'' form of the top 10 known Athena primes (or probable primes, which are Athena primes assuming their primality) in base ''b'' (write "''d''_''n''" if there are 5 or more (''n'') consecutive same digits ''d'')||length of the top 10 known Athena primes (or probable primes, which are Athena primes assuming their primality) in base ''b''||length of the top 10 known Athena primes (or probable primes, which are Athena primes assuming their primality) in base ''b'' in decimal||algebraic ((''a''×''b''^''n''+''c'')/''gcd''(''a''+''c'',''b''−1)) form of the top 10 known Athena primes (or probable primes, which are Athena primes assuming their primality) in base ''b''||''factordb'' entry of the top 10 known Athena primes (or probable primes, which are Athena primes assuming their primality) in base ''b''||the top 10 known Athena primes (or probable primes, which are Athena primes assuming their primality) in base ''b'' written in base ''b'' (use lower case letters instead of upper case letters)||number of unsolved families in the Athena problem in base ''b'' (all of these left families are linear families)||searching limit of length for the unsolved families in the Athena problem in base ''b'' (if there are different searching limits for the unsolved families in the Athena problem in base ''b'', choose the lowest searching limit)|| |- ||2||1||11||2||1||3||http://factordb.com/index.php?id=3&open=ecm||http://factordb.com/index.php?showid=3&base=2||0||–|| |- ||3||3||111<br>21<br>12||3<br>2<br>2||2<br>1<br>1||13<br>7<br>5||http://factordb.com/index.php?id=13&open=ecm<br>http://factordb.com/index.php?id=7&open=ecm<br>http://factordb.com/index.php?id=5&open=ecm<nowiki/>||http://factordb.com/index.php?showid=13&base=3<br>http://factordb.com/index.php?showid=7&base=3<br>http://factordb.com/index.php?showid=5&base=3<nowiki/>||0||–|| |- ||4||5||221<br>31<br>23<br>13<br>11||3<br>2<br>2<br>2<br>2||2<br>2<br>2<br>1<br>1||41<br>13<br>11<br>7<br>5||http://factordb.com/index.php?id=41&open=ecm<br>http://factordb.com/index.php?id=13&open=ecm<br>http://factordb.com/index.php?id=11&open=ecm<br>http://factordb.com/index.php?id=7&open=ecm<br>http://factordb.com/index.php?id=5&open=ecm<nowiki/>||http://factordb.com/index.php?showid=41&base=4<br>http://factordb.com/index.php?showid=13&base=4<br>http://factordb.com/index.php?showid=11&base=4<br>http://factordb.com/index.php?showid=7&base=4<br>http://factordb.com/index.php?showid=5&base=4<nowiki/>||0||–|| |- ||5||22||10₉₃13<br>300031<br>44441<br>33331<br>33001<br>30301<br>14444<br>10103<br>3101<br>414||96<br>6<br>5<br>5<br>5<br>5<br>5<br>5<br>4<br>3||67<br>4<br>4<br>4<br>4<br>4<br>4<br>3<br>3<br>3||5⁹⁵+8<br>9391<br>3121<br>2341<br>2251<br>1951<br>1249<br>653<br>401<br>109||http://factordb.com/index.php?id=1100000000034686071&open=ecm<br>http://factordb.com/index.php?id=9391&open=ecm<br>http://factordb.com/index.php?id=3121&open=ecm<br>http://factordb.com/index.php?id=2341&open=ecm<br>http://factordb.com/index.php?id=2251&open=ecm<br>http://factordb.com/index.php?id=1951&open=ecm<br>http://factordb.com/index.php?id=1249&open=ecm<br>http://factordb.com/index.php?id=653&open=ecm<br>http://factordb.com/index.php?id=401&open=ecm<br>http://factordb.com/index.php?id=109&open=ecm<nowiki/>||http://factordb.com/index.php?showid=1100000000034686071&base=5<br>http://factordb.com/index.php?showid=9391&base=5<br>http://factordb.com/index.php?showid=3121&base=5<br>http://factordb.com/index.php?showid=2341&base=5<br>http://factordb.com/index.php?showid=2251&base=5<br>http://factordb.com/index.php?showid=1951&base=5<br>http://factordb.com/index.php?showid=1249&base=5<br>http://factordb.com/index.php?showid=653&base=5<br>http://factordb.com/index.php?showid=401&base=5<br>http://factordb.com/index.php?showid=109&base=5<nowiki/>||0||–|| |- ||6||11||40041<br>4441<br>4401<br>51<br>45<br>35<br>31<br>25<br>21<br>15||5<br>4<br>4<br>2<br>2<br>2<br>2<br>2<br>2<br>2||4<br>4<br>4<br>2<br>2<br>2<br>2<br>2<br>2<br>2||5209<br>1033<br>1009<br>31<br>29<br>23<br>19<br>17<br>13<br>11||http://factordb.com/index.php?id=5209&open=ecm<br>http://factordb.com/index.php?id=1033&open=ecm<br>http://factordb.com/index.php?id=1009&open=ecm<br>http://factordb.com/index.php?id=31&open=ecm<br>http://factordb.com/index.php?id=29&open=ecm<br>http://factordb.com/index.php?id=23&open=ecm<br>http://factordb.com/index.php?id=19&open=ecm<br>http://factordb.com/index.php?id=17&open=ecm<br>http://factordb.com/index.php?id=13&open=ecm<br>http://factordb.com/index.php?id=11&open=ecm<nowiki/>||http://factordb.com/index.php?showid=5209&base=6<br>http://factordb.com/index.php?showid=1033&base=6<br>http://factordb.com/index.php?showid=1009&base=6<br>http://factordb.com/index.php?showid=31&base=6<br>http://factordb.com/index.php?showid=29&base=6<br>http://factordb.com/index.php?showid=23&base=6<br>http://factordb.com/index.php?showid=19&base=6<br>http://factordb.com/index.php?showid=17&base=6<br>http://factordb.com/index.php?showid=13&base=6<br>http://factordb.com/index.php?showid=11&base=6<nowiki/>||0||–|| |- ||7||71||3₁₆1<br>510₇1<br>3₆01<br>1100021<br>531101<br>351101<br>300053<br>150001<br>100121<br>40054||17<br>10<br>8<br>7<br>6<br>6<br>6<br>6<br>6<br>5||15<br>9<br>7<br>6<br>5<br>5<br>5<br>5<br>5<br>4||(7¹⁷−5)/2<br>36×7⁸+1<br>(7⁸−47)/2<br>134471<br>91631<br>62819<br>50459<br>28813<br>16871<br>9643||http://factordb.com/index.php?id=116315256993601&open=ecm<br>http://factordb.com/index.php?id=207532837&open=ecm<br>http://factordb.com/index.php?id=2882377&open=ecm<br>http://factordb.com/index.php?id=134471&open=ecm<br>http://factordb.com/index.php?id=91631&open=ecm<br>http://factordb.com/index.php?id=62819&open=ecm<br>http://factordb.com/index.php?id=50459&open=ecm<br>http://factordb.com/index.php?id=28813&open=ecm<br>http://factordb.com/index.php?id=16871&open=ecm<br>http://factordb.com/index.php?id=9643&open=ecm<nowiki/>||http://factordb.com/index.php?showid=116315256993601&base=7<br>http://factordb.com/index.php?showid=207532837&base=7<br>http://factordb.com/index.php?showid=2882377&base=7<br>http://factordb.com/index.php?showid=134471&base=7<br>http://factordb.com/index.php?showid=91631&base=7<br>http://factordb.com/index.php?showid=62819&base=7<br>http://factordb.com/index.php?showid=50459&base=7<br>http://factordb.com/index.php?showid=28813&base=7<br>http://factordb.com/index.php?showid=16871&base=7<br>http://factordb.com/index.php?showid=9643&base=7<nowiki/>||0||–|| |- ||8||75||4₂₂₀7<br>5₁₃25<br>7₁₂1<br>77774₆1<br>74₇1<br>4₈1<br>5₅025<br>5550525<br>5500525<br>4₅77||221<br>15<br>13<br>11<br>9<br>9<br>8<br>7<br>7<br>7||200<br>14<br>12<br>10<br>9<br>8<br>8<br>7<br>7<br>7||(4×8²²¹+17)/7<br>(5×8¹⁵−173)/7<br>8¹³−7<br>(28669×8⁷−25)/7<br>(53×8⁸−25)/7<br>(4×8⁹−25)/7<br>(5×8⁸−2413)/7<br>1495381<br>1474901<br>(4×8⁷+185)/7||http://factordb.com/index.php?id=1100000000416605822&open=ecm<br>http://factordb.com/index.php?id=25131694349141&open=ecm<br>http://factordb.com/index.php?id=549755813881&open=ecm<br>http://factordb.com/index.php?id=8589035809&open=ecm<br>http://factordb.com/index.php?id=127027489&open=ecm<br>http://factordb.com/index.php?id=76695841&open=ecm<br>http://factordb.com/index.php?id=11983381&open=ecm<br>http://factordb.com/index.php?id=1495381&open=ecm<br>http://factordb.com/index.php?id=1474901&open=ecm<br>http://factordb.com/index.php?id=1198399&open=ecm<nowiki/>||http://factordb.com/index.php?showid=1100000000416605822&base=8<br>http://factordb.com/index.php?showid=25131694349141&base=8<br>http://factordb.com/index.php?showid=549755813881&base=8<br>http://factordb.com/index.php?showid=8589035809&base=8<br>http://factordb.com/index.php?showid=127027489&base=8<br>http://factordb.com/index.php?showid=76695841&base=8<br>http://factordb.com/index.php?showid=11983381&base=8<br>http://factordb.com/index.php?showid=1495381&base=8<br>http://factordb.com/index.php?showid=1474901&base=8<br>http://factordb.com/index.php?showid=1198399&base=8<nowiki/>||0||–|| |- ||9||151||30₁₁₅₈11<br>27₆₈₆07<br>76₃₂₉2<br>561₃₆<br>10₂₅57<br>30₂₀51<br>8₁₉335<br>727₁₅07<br>51₁₃61<br>10₁₁507||1161<br>689<br>331<br>38<br>28<br>23<br>22<br>19<br>16<br>15||1108<br>657<br>316<br>37<br>26<br>22<br>21<br>19<br>16<br>14||3×9¹¹⁶⁰+10<br>(23×9⁶⁸⁸−511)/8<br>(31×9³³⁰−19)/4<br>(409×9³⁶−1)/8<br>9²⁷+52<br>3×9²²+46<br>9²²−454<br>(527×9¹⁷−511)/8<br>(41×9¹⁵+359)/8<br>9¹⁴+412||http://factordb.com/index.php?id=1100000002376318423&open=prime<br>http://factordb.com/index.php?id=1100000002495467486&open=prime<br>http://factordb.com/index.php?id=1100000002359003642&open=prime<br>http://factordb.com/index.php?id=1100000001554010824&open=ecm<br>http://factordb.com/index.php?id=1100000002512830927&open=ecm<br>http://factordb.com/index.php?id=1100000000032261811&open=ecm<br>http://factordb.com/index.php?id=1100000002495736583&open=ecm<br>http://factordb.com/index.php?id=1100000003446800389&open=ecm<br>http://factordb.com/index.php?id=1055192051985121&open=ecm<br>http://factordb.com/index.php?id=22876792455373&open=ecm<nowiki/>||http://factordb.com/index.php?showid=1100000002376318423&base=9<br>http://factordb.com/index.php?showid=1100000002495467486&base=9<br>http://factordb.com/index.php?showid=1100000002359003642&base=9<br>http://factordb.com/index.php?showid=1100000001554010824&base=9<br>http://factordb.com/index.php?showid=1100000002512830927&base=9<br>http://factordb.com/index.php?showid=1100000000032261811&base=9<br>http://factordb.com/index.php?showid=1100000002495736583&base=9<br>http://factordb.com/index.php?showid=1100000003446800389&base=9<br>http://factordb.com/index.php?showid=1055192051985121&base=9<br>http://factordb.com/index.php?showid=22876792455373&base=9<nowiki/>||0||–|| |- ||10||77||50₂₈27<br>5₁₁1<br>805₅1<br>66600049<br>66000049<br>60₅49<br>220₅1<br>5200007<br>946669<br>666649||31<br>12<br>8<br>8<br>8<br>8<br>8<br>7<br>6<br>6||31<br>12<br>8<br>8<br>8<br>8<br>8<br>7<br>6<br>6||5×10³⁰+27<br>(5×10¹²−41)/9<br>(725×10⁶−41)/9<br>66600049<br>66000049<br>6×10⁷+49<br>22×10⁶+1<br>5200007<br>946669<br>666649||http://factordb.com/index.php?id=1100000000204142046&open=ecm<br>http://factordb.com/index.php?id=555555555551&open=ecm<br>http://factordb.com/index.php?id=80555551&open=ecm<br>http://factordb.com/index.php?id=66600049&open=ecm<br>http://factordb.com/index.php?id=66000049&open=ecm<br>http://factordb.com/index.php?id=60000049&open=ecm<br>http://factordb.com/index.php?id=22000001&open=ecm<br>http://factordb.com/index.php?id=5200007&open=ecm<br>http://factordb.com/index.php?id=946669&open=ecm<br>http://factordb.com/index.php?id=666649&open=ecm<nowiki/>||http://factordb.com/index.php?showid=1100000000204142046&base=10<br>http://factordb.com/index.php?showid=555555555551&base=10<br>http://factordb.com/index.php?showid=80555551&base=10<br>http://factordb.com/index.php?showid=66600049&base=10<br>http://factordb.com/index.php?showid=66000049&base=10<br>http://factordb.com/index.php?showid=60000049&base=10<br>http://factordb.com/index.php?showid=22000001&base=10<br>http://factordb.com/index.php?showid=5200007&base=10<br>http://factordb.com/index.php?showid=946669&base=10<br>http://factordb.com/index.php?showid=666649&base=10<nowiki/>||0||–|| |- ||11||1068||57₆₂₆₆₈<br>557₁₀₁₁<br>7₇₅₉44<br>A₇₁₃58<br>85₂₂₀05<br>507₂₀₆<br>5₁₆₁2A<br>50₁₂₆57<br>10₁₂₅51<br>326₁₂₂||62669<br>1013<br>761<br>715<br>223<br>208<br>163<br>129<br>128<br>124||65263<br>1055<br>793<br>745<br>233<br>217<br>170<br>134<br>133<br>129||(57×11⁶²⁶⁶⁸−7)/10<br>(607×11¹⁰¹¹−7)/10<br>(7×11⁷⁶¹−367)/10<br>11⁷¹⁵−58<br>(17×11²²²−111)/2<br>(557×11²⁰⁶−7)/10<br>(11¹⁶³−57)/2<br>5×11¹²⁸+62<br>11¹²⁷+56<br>(178×11¹²²−3)/5||http://factordb.com/index.php?id=1100000003573679860&open=prime<br>http://factordb.com/index.php?id=1100000002361376522&open=prime<br>http://factordb.com/index.php?id=1100000002505568840&open=prime<br>http://factordb.com/index.php?id=1100000003576826487&open=prime<br>http://factordb.com/index.php?id=1100000003576826769&open=ecm<br>http://factordb.com/index.php?id=1100000002518512744&open=ecm<br>http://factordb.com/index.php?id=1100000002391585327&open=ecm<br>http://factordb.com/index.php?id=1100000002632393378&open=ecm<br>http://factordb.com/index.php?id=1100000002391531300&open=ecm<br>http://factordb.com/index.php?id=1100000003576826781&open=ecm<nowiki/>||http://factordb.com/index.php?showid=1100000003573679860&base=11<br>http://factordb.com/index.php?showid=1100000002361376522&base=11<br>http://factordb.com/index.php?showid=1100000002505568840&base=11<br>http://factordb.com/index.php?showid=1100000003576826487&base=11<br>http://factordb.com/index.php?showid=1100000003576826769&base=11<br>http://factordb.com/index.php?showid=1100000002518512744&base=11<br>http://factordb.com/index.php?showid=1100000002391585327&base=11<br>http://factordb.com/index.php?showid=1100000002632393378&base=11<br>http://factordb.com/index.php?showid=1100000002391531300&base=11<br>http://factordb.com/index.php?showid=1100000003576826781&base=11<nowiki/>||0||–|| |- ||12||106||40₃₉77<br>B0₂₇9B<br>B₆99B<br>AA0₅1<br>B00099B<br>AAA0001<br>BBBAA1<br>A00065<br>44AAA1<br>BBBB1||42<br>30<br>9<br>8<br>7<br>7<br>6<br>6<br>6<br>5||45<br>33<br>10<br>9<br>8<br>8<br>7<br>7<br>7<br>6||4×12⁴¹+91<br>11×12²⁹+119<br>12⁹−313<br>130×12⁶+1<br>32847239<br>32555521<br>2985817<br>2488397<br>1097113<br>248821||http://factordb.com/index.php?id=1100000002375054575&open=ecm<br>http://factordb.com/index.php?id=1100000002354113100&open=ecm<br>http://factordb.com/index.php?id=5159780039&open=ecm<br>http://factordb.com/index.php?id=388177921&open=ecm<br>http://factordb.com/index.php?id=32847239&open=ecm<br>http://factordb.com/index.php?id=32555521&open=ecm<br>http://factordb.com/index.php?id=2985817&open=ecm<br>http://factordb.com/index.php?id=2488397&open=ecm<br>http://factordb.com/index.php?id=1097113&open=ecm<br>http://factordb.com/index.php?id=248821&open=ecm<nowiki/>||http://factordb.com/index.php?showid=1100000002375054575&base=12<br>http://factordb.com/index.php?showid=1100000002354113100&base=12<br>http://factordb.com/index.php?showid=5159780039&base=12<br>http://factordb.com/index.php?showid=388177921&base=12<br>http://factordb.com/index.php?showid=32847239&base=12<br>http://factordb.com/index.php?showid=32555521&base=12<br>http://factordb.com/index.php?showid=2985817&base=12<br>http://factordb.com/index.php?showid=2488397&base=12<br>http://factordb.com/index.php?showid=1097113&base=12<br>http://factordb.com/index.php?showid=248821&base=12<nowiki/>||0||–|| |- ||13||3197||A3₅₉₂₁₉₇A<br>95₁₉₇₄₂₀<br>80₃₂₀₁₇111<br>C5₂₃₇₅₅C<br>C₁₀₆₃₁92<br>B0₆₅₄₀BBA<br>390₆₂₆₆1<br>1770₂₇₀₃17<br>720₂₂₉₇2<br>930₁₅₅₁1||592199<br>197421<br>32021<br>23757<br>10633<br>6544<br>6269<br>2708<br>2300<br>1554||659677<br>219916<br>35670<br>26464<br>11845<br>7290<br>6983<br>3016<br>2562<br>1731||(41×13⁵⁹²¹⁹⁸+27)/4<br>(113×13¹⁹⁷⁴²⁰−5)/12<br>8×13³²⁰²⁰+183<br>(149×13²³⁷⁵⁶+79)/12<br>13¹⁰⁶³³−50<br>11×13⁶⁵⁴³+2012<br>48×13⁶²⁶⁷+1<br>267×13²⁷⁰⁵+20<br>93×13²²⁹⁸+2<br>120×13¹⁵⁵²+1||http://factordb.com/index.php?id=1100000005489162806&open=prime<br>http://factordb.com/index.php?id=1100000003943359311&open=prime<br>http://factordb.com/index.php?id=1100000000490878060&open=prime<br>http://factordb.com/index.php?id=1100000003590647776&open=prime<br>http://factordb.com/index.php?id=1100000003590493750&open=prime<br>http://factordb.com/index.php?id=1100000002616382906&open=prime<br>http://factordb.com/index.php?id=1100000000765961441&open=prime<br>http://factordb.com/index.php?id=1100000003590430825&open=prime<br>http://factordb.com/index.php?id=1100000002632396910&open=prime<br>http://factordb.com/index.php?id=1100000000765961452&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000005489162806&base=13<br>http://factordb.com/index.php?showid=1100000003943359311&base=13<br>http://factordb.com/index.php?showid=1100000000490878060&base=13<br>http://factordb.com/index.php?showid=1100000003590647776&base=13<br>http://factordb.com/index.php?showid=1100000003590493750&base=13<br>http://factordb.com/index.php?showid=1100000002616382906&base=13<br>http://factordb.com/index.php?showid=1100000000765961441&base=13<br>http://factordb.com/index.php?showid=1100000003590430825&base=13<br>http://factordb.com/index.php?showid=1100000002632396910&base=13<br>http://factordb.com/index.php?showid=1100000000765961452&base=13<nowiki/>||0||–|| |- ||14||650||4D₁₉₆₉₈<br>34D₇₀₈<br>8D₁₄₁85<br>8₈₆B<br>40₈₃49<br>8C₇₉3<br>18₇₉B<br>6B₇₇2B<br>4₆₃09<br>A₅₉3||19699<br>710<br>144<br>87<br>86<br>81<br>81<br>80<br>65<br>60||22578<br>814<br>165<br>100<br>99<br>93<br>92<br>92<br>74<br>69||5×14¹⁹⁶⁹⁸−1<br>47×14⁷⁰⁸−1<br>9×14¹⁴³−79<br>(8×14⁸⁷+31)/13<br>4×14⁸⁵+65<br>(116×14⁸⁰−129)/13<br>(21×14⁸⁰+31)/13<br>(89×14⁷⁹−1649)/13<br>(4×14⁶⁵−667)/13<br>(10×14⁶⁰−101)/13||http://factordb.com/index.php?id=1100000000884560233&open=prime<br>http://factordb.com/index.php?id=1100000001540144903&open=prime<br>http://factordb.com/index.php?id=1100000003575856650&open=ecm<br>http://factordb.com/index.php?id=1100000002321014379&open=ecm<br>http://factordb.com/index.php?id=1100000000823937973&open=ecm<br>http://factordb.com/index.php?id=1100000002631073246&open=ecm<br>http://factordb.com/index.php?id=1100000002384401372&open=ecm<br>http://factordb.com/index.php?id=1100000002631077787&open=ecm<br>http://factordb.com/index.php?id=1100000000840126683&open=ecm<br>http://factordb.com/index.php?id=1100000002321038522&open=ecm<nowiki/>||http://factordb.com/index.php?showid=1100000000884560233&base=14<br>http://factordb.com/index.php?showid=1100000001540144903&base=14<br>http://factordb.com/index.php?showid=1100000003575856650&base=14<br>http://factordb.com/index.php?showid=1100000002321014379&base=14<br>http://factordb.com/index.php?showid=1100000000823937973&base=14<br>http://factordb.com/index.php?showid=1100000002631073246&base=14<br>http://factordb.com/index.php?showid=1100000002384401372&base=14<br>http://factordb.com/index.php?showid=1100000002631077787&base=14<br>http://factordb.com/index.php?showid=1100000000840126683&base=14<br>http://factordb.com/index.php?showid=1100000002321038522&base=14<nowiki/>||0||–|| |- ||15||1284||7₁₅₅97<br>E₁₄₅397<br>96₁₀₄08<br>7₇₃CE<br>7₅₉CCE<br>50₃₃17<br>EB₃₁<br>6330₂₆1<br>7050₂₄B<br>B70₂₄1||157<br>148<br>107<br>75<br>62<br>36<br>32<br>30<br>28<br>27||185<br>175<br>126<br>88<br>73<br>42<br>38<br>35<br>33<br>32||(15¹⁵⁷+59)/2<br>15¹⁴⁸−2558<br>(66×15¹⁰⁶−619)/7<br>(15⁷⁵+163)/2<br>(15⁶²+2413)/2<br>5×15³⁵+22<br>(207×15³¹−11)/14<br>1398×15²⁷+1<br>1580×15²⁵+11<br>172×15²⁵+1||http://factordb.com/index.php?id=1100000002454891840&open=ecm<br>http://factordb.com/index.php?id=1100000002454900849&open=ecm<br>http://factordb.com/index.php?id=1100000000823937997&open=ecm<br>http://factordb.com/index.php?id=1100000003588407143&open=ecm<br>http://factordb.com/index.php?id=1100000003588407386&open=ecm<br>http://factordb.com/index.php?id=1100000002632398579&open=ecm<br>http://factordb.com/index.php?id=1100000002321033312&open=ecm<br>http://factordb.com/index.php?id=1100000002391199877&open=ecm<br>http://factordb.com/index.php?id=1100000003588407806&open=ecm<br>http://factordb.com/index.php?id=1100000000851967288&open=ecm<nowiki/>||http://factordb.com/index.php?showid=1100000002454891840&base=15<br>http://factordb.com/index.php?showid=1100000002454900849&base=15<br>http://factordb.com/index.php?showid=1100000000823937997&base=15<br>http://factordb.com/index.php?showid=1100000003588407143&base=15<br>http://factordb.com/index.php?showid=1100000003588407386&base=15<br>http://factordb.com/index.php?showid=1100000002632398579&base=15<br>http://factordb.com/index.php?showid=1100000002321033312&base=15<br>http://factordb.com/index.php?showid=1100000002391199877&base=15<br>http://factordb.com/index.php?showid=1100000003588407806&base=15<br>http://factordb.com/index.php?showid=1100000000851967288&base=15<nowiki/>||0||–|| |- ||16||2347||3₁₁₆₁₃₇AF<br>4₇₂₇₈₅DD<br>DB₃₂₂₃₄<br>D0B₁₇₈₀₄<br>5BC₃₇₀₀D<br>90₃₅₄₂91<br>300F₁₉₆₀AF<br>20₁₇₁₃321<br>F8₁₅₁₇F<br>FAF₁₀₆₂45||116139<br>72787<br>32235<br>17806<br>3703<br>3545<br>1965<br>1717<br>1519<br>1066||139845<br>87644<br>38815<br>21441<br>4459<br>4269<br>2366<br>2067<br>1830<br>1284||(16¹¹⁶¹³⁹+619)/5<br>(4×16⁷²⁷⁸⁷+2291)/15<br>(206×16³²²³⁴−11)/15<br>(3131×16¹⁷⁸⁰⁴−11)/15<br>(459×16³⁷⁰¹+1)/5<br>9×16³⁵⁴⁴+145<br>769×16¹⁹⁶²−81<br>2×16¹⁷¹⁶+801<br>(233×16¹⁵¹⁸+97)/15<br>251×16¹⁰⁶⁴−187||http://factordb.com/index.php?id=1100000003851731988&open=prime<br>http://factordb.com/index.php?id=1100000003615909841&open=prime<br>http://factordb.com/index.php?id=1100000002383583629&open=prime<br>http://factordb.com/index.php?id=1100000003589278511&open=prime<br>http://factordb.com/index.php?id=1100000000993764322&open=prime<br>http://factordb.com/index.php?id=1100000000633424191&open=prime<br>http://factordb.com/index.php?id=1100000003588368750&open=prime<br>http://factordb.com/index.php?id=1100000003588386735&open=prime<br>http://factordb.com/index.php?id=1100000000633744824&open=prime<br>http://factordb.com/index.php?id=1100000003588387610&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000003851731988&base=16<br>http://factordb.com/index.php?showid=1100000003615909841&base=16<br>http://factordb.com/index.php?showid=1100000002383583629&base=16<br>http://factordb.com/index.php?showid=1100000003589278511&base=16<br>http://factordb.com/index.php?showid=1100000000993764322&base=16<br>http://factordb.com/index.php?showid=1100000000633424191&base=16<br>http://factordb.com/index.php?showid=1100000003588368750&base=16<br>http://factordb.com/index.php?showid=1100000003588386735&base=16<br>http://factordb.com/index.php?showid=1100000000633744824&base=16<br>http://factordb.com/index.php?showid=1100000003588387610&base=16<nowiki/>||0||–|| |- ||17||10415~10427||95F₁₉₈₈₅₅<br>B0₁₈₉₀₈₃DB<br>F70₁₈₆₇₆₇1<br>970₁₆₆₀₄₇1<br>510₁₂₄₀₇₄D<br>49₁₁₁₃₃₃<br>B₆₇₁₀₃2E<br>570₅₁₃₁₀1<br>E9B₄₄₇₃₂<br>D0GD₃₇₀₉₆||198857<br>189086<br>186770<br>166050<br>124077<br>111334<br>67105<br>51313<br>44734<br>37099||244684<br>232661<br>229811<br>204316<br>152670<br>136991<br>82570<br>63138<br>55043<br>45649||(2543×17¹⁹⁸⁸⁵⁵−15)/16<br>11×17¹⁸⁹⁰⁸⁵+232<br>262×17¹⁸⁶⁷⁶⁸+1<br>160×17¹⁶⁶⁰⁴⁸+1<br>86×17¹²⁴⁰⁷⁵+13<br>(73×17¹¹¹³³³−9)/16<br>(11×17⁶⁷¹⁰⁵−2411)/16<br>92×17⁵¹³¹¹+1<br>(3963×17⁴⁴⁷³²−11)/16<br>(60381×17³⁷⁰⁹⁶−13)/16||http://factordb.com/index.php?id=1100000008610514108&open=prime<br>http://factordb.com/index.php?id=1100000008610515753&open=prime<br>http://factordb.com/index.php?id=1100000000765961429&open=prime<br>http://factordb.com/index.php?id=1100000000765961411&open=prime<br>http://factordb.com/index.php?id=1100000008610516879&open=prime<br>http://factordb.com/index.php?id=1100000000808118219&open=prime<br>http://factordb.com/index.php?id=1100000003993647842&open=prime<br>http://factordb.com/index.php?id=1100000000765961389&open=prime<br>http://factordb.com/index.php?id=1100000003883765450&open=prime<br>http://factordb.com/index.php?id=1100000003848346668&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000008610514108&base=17<br>http://factordb.com/index.php?showid=1100000008610515753&base=17<br>http://factordb.com/index.php?showid=1100000000765961429&base=17<br>http://factordb.com/index.php?showid=1100000000765961411&base=17<br>http://factordb.com/index.php?showid=1100000008610516879&base=17<br>http://factordb.com/index.php?showid=1100000000808118219&base=17<br>http://factordb.com/index.php?showid=1100000003993647842&base=17<br>http://factordb.com/index.php?showid=1100000000765961389&base=17<br>http://factordb.com/index.php?showid=1100000003883765450&base=17<br>http://factordb.com/index.php?showid=1100000003848346668&base=17<nowiki/>||12||200000|| |- ||18||549||C0₆₂₆₈C5<br>H₇₆₆FH<br>80₂₉₈B<br>C0₁₁₆F5<br>HD₉₃<br>GG0₃₀1<br>CF₃₀5<br>B₁₉6B<br>CCF₁₄5<br>7₁₄G7||6271<br>768<br>300<br>119<br>94<br>33<br>32<br>21<br>17<br>16||7872<br>965<br>377<br>150<br>118<br>42<br>41<br>27<br>22<br>20||12×18⁶²⁷⁰+221<br>18⁷⁶⁸−37<br>8×18²⁹⁹+11<br>12×18¹¹⁸+275<br>(302×18⁹³−13)/17<br>304×18³¹+1<br>(219×18³¹−185)/17<br>(11×18²¹−1541)/17<br>(3891×18¹⁵−185)/17<br>(7×18¹⁶+2747)/17||http://factordb.com/index.php?id=1100000003590442437&open=prime<br>http://factordb.com/index.php?id=1100000003590430490&open=prime<br>http://factordb.com/index.php?id=1100000002355574745&open=prime<br>http://factordb.com/index.php?id=1100000002632837015&open=ecm<br>http://factordb.com/index.php?id=1100000002321052894&open=ecm<br>http://factordb.com/index.php?id=1100000000819230161&open=ecm<br>http://factordb.com/index.php?id=1100000002631240657&open=ecm<br>http://factordb.com/index.php?id=1100000003590430474&open=ecm<br>http://factordb.com/index.php?id=1100000003590430470&open=ecm<br>http://factordb.com/index.php?id=1100000003590430465&open=ecm<nowiki/>||http://factordb.com/index.php?showid=1100000003590442437&base=18<br>http://factordb.com/index.php?showid=1100000003590430490&base=18<br>http://factordb.com/index.php?showid=1100000002355574745&base=18<br>http://factordb.com/index.php?showid=1100000002632837015&base=18<br>http://factordb.com/index.php?showid=1100000002321052894&base=18<br>http://factordb.com/index.php?showid=1100000000819230161&base=18<br>http://factordb.com/index.php?showid=1100000002631240657&base=18<br>http://factordb.com/index.php?showid=1100000003590430474&base=18<br>http://factordb.com/index.php?showid=1100000003590430470&base=18<br>http://factordb.com/index.php?showid=1100000003590430465&base=18<nowiki/>||0||–|| |- ||19||31417~31434||1E70₁₂₂₈₉₆1<br>40₁₂₁₈₄₆HB5<br>35₁₂₀₅₆₂<br>FH0H₁₁₂₆₅₉<br>FG6₁₁₀₉₈₄<br>H₈₆₂₉₁6<br>D90₇₃₀₄₆9<br>4F0₄₉₈₄₇6<br>2₄₈₂₂₄7<br>2₄₅₈₈₆7A||122900<br>121850<br>120563<br>112662<br>110986<br>86292<br>73049<br>49850<br>48225<br>45888||157158<br>155816<br>154170<br>144067<br>110347<br>141924<br>93412<br>63746<br>61667<br>58679||634×19¹²²⁸⁹⁷+1<br>4×19¹²¹⁸⁴⁹+6351<br>(59×19¹²⁰⁵⁶²−5)/18<br>(103301×19¹¹²⁶⁵⁹−17)/18<br>(904×19¹¹⁰⁹⁸⁴−1)/3<br>(17×19⁸⁶²⁹²−215)/18<br>256×19⁷³⁰⁴⁷+9<br>91×19⁴⁹⁸⁴⁸+6<br>(19⁴⁸²²⁵+44)/9<br>(19⁴⁵⁸⁸⁸+926)/9||http://factordb.com/index.php?id=1100000001582289581&open=prime<br>http://factordb.com/index.php?id=1100000008755307222&open=prime<br>http://factordb.com/index.php?id=1100000005513825027&open=prime<br>http://factordb.com/index.php?id=1100000008755311453&open=prime<br>http://factordb.com/index.php?id=1100000000808118212&open=prime<br>http://factordb.com/index.php?id=1100000004163040839&open=prime<br>http://factordb.com/index.php?id=1100000003998413751&open=prime<br>http://factordb.com/index.php?id=1100000000808118332&open=prime<br>http://factordb.com/index.php?id=1100000003949188041&open=prime<br>http://factordb.com/index.php?id=1100000003949189035&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000001582289581&base=19<br>http://factordb.com/index.php?showid=1100000008755307222&base=19<br>http://factordb.com/index.php?showid=1100000005513825027&base=19<br>http://factordb.com/index.php?showid=1100000008755311453&base=19<br>http://factordb.com/index.php?showid=1100000000808118212&base=19<br>http://factordb.com/index.php?showid=1100000004163040839&base=19<br>http://factordb.com/index.php?showid=1100000003998413751&base=19<br>http://factordb.com/index.php?showid=1100000000808118332&base=19<br>http://factordb.com/index.php?showid=1100000003949188041&base=19<br>http://factordb.com/index.php?showid=1100000003949189035&base=19<nowiki/>||17||200000|| |- ||20||3314||G0₆₂₆₉D<br>CD₂₄₄₉<br>50₁₁₆₃AJ<br>J₆₅₅05J<br>JCJ₆₂₉<br>E₅₆₆C7<br>3A₅₂₇3<br>G₄₄₇99<br>EC0₄₂₉7<br>40₃₈₇404B||6271<br>2450<br>1166<br>658<br>631<br>568<br>529<br>449<br>432<br>392||8159<br>3188<br>1517<br>857<br>821<br>739<br>688<br>585<br>562<br>510||16×20⁶²⁷⁰+13<br>(241×20²⁴⁴⁹−13)/19<br>5×20¹¹⁶⁵+219<br>20⁶⁵⁸−7881<br>393×20⁶²⁹−1<br>(14×20⁵⁶⁸−907)/19<br>(67×20⁵²⁸−143)/19<br>(16×20⁴⁴⁹−2809)/19<br>292×20⁴³⁰+7<br>4×20³⁹¹+32091||http://factordb.com/index.php?id=1100000003590539457&open=prime<br>http://factordb.com/index.php?id=1100000002325393915&open=prime<br>http://factordb.com/index.php?id=1100000003590502412&open=prime<br>http://factordb.com/index.php?id=1100000003590502490&open=prime<br>http://factordb.com/index.php?id=1100000001559454258&open=prime<br>http://factordb.com/index.php?id=1100000003590502516&open=prime<br>http://factordb.com/index.php?id=1100000003590502531&open=prime<br>http://factordb.com/index.php?id=1100000000840126753&open=prime<br>http://factordb.com/index.php?id=1100000002633348702&open=prime<br>http://factordb.com/index.php?id=1100000003590502563&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000003590539457&base=20<br>http://factordb.com/index.php?showid=1100000002325393915&base=20<br>http://factordb.com/index.php?showid=1100000003590502412&base=20<br>http://factordb.com/index.php?showid=1100000003590502490&base=20<br>http://factordb.com/index.php?showid=1100000001559454258&base=20<br>http://factordb.com/index.php?showid=1100000003590502516&base=20<br>http://factordb.com/index.php?showid=1100000003590502531&base=20<br>http://factordb.com/index.php?showid=1100000000840126753&base=20<br>http://factordb.com/index.php?showid=1100000002633348702&base=20<br>http://factordb.com/index.php?showid=1100000003590502563&base=20<nowiki/>||0||–|| |- ||21||13386~13394||27₁₈₄₄₉₉9D<br>F9₁₇₈₇₇₁D<br>2FC₁₁₂₀₂₂A<br>7₁₀₈₄₅₀ID<br>40₄₇₃₃₃9G<br>B90₄₅₀₁₉E5<br>HD₃₇₄₁₄<br>BD₃₅₀₂₇B<br>990₃₃₂₃₉99H<br>5₃₀₆₀₆FEK||184502<br>178773<br>112025<br>108452<br>47336<br>45023<br>37415<br>35029<br>33244<br>30609||243952<br>236377<br>148121<br>143397<br>62588<br>59531<br>49471<br>46316<br>43956<br>40472||(47×21¹⁸⁴⁵⁰¹+953)/20<br>(309×21¹⁷⁸⁷⁷²+71)/20<br>(288×21¹¹²⁰²³−13)/5<br>(7×21¹⁰⁸⁴⁵²+4733)/20<br>4×21⁴⁷³³⁵+205<br>240×21⁴⁵⁰²¹+299<br>(353×21³⁷⁴¹⁴−13)/20<br>(233×21³⁵⁰²⁸−53)/20<br>198×21³³²⁴²+4175<br>(21³⁰⁶⁰⁹+18455)/4||http://factordb.com/index.php?id=1100000008700600990&open=prime<br>http://factordb.com/index.php?id=1100000008700596669&open=prime<br>http://factordb.com/index.php?id=1100000008700593358&open=prime<br>http://factordb.com/index.php?id=1100000008700586183&open=prime<br>http://factordb.com/index.php?id=1100000000808118331&open=prime<br>http://factordb.com/index.php?id=1100000003996110311&open=prime<br>http://factordb.com/index.php?id=1100000003996110479&open=prime<br>http://factordb.com/index.php?id=1100000003996110718&open=prime<br>http://factordb.com/index.php?id=1100000003996110944&open=prime<br>http://factordb.com/index.php?id=1100000003996111130&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000008700600990&base=21<br>http://factordb.com/index.php?showid=1100000008700596669&base=21<br>http://factordb.com/index.php?showid=1100000008700593358&base=21<br>http://factordb.com/index.php?showid=1100000008700586183&base=21<br>http://factordb.com/index.php?showid=1100000000808118331&base=21<br>http://factordb.com/index.php?showid=1100000003996110311&base=21<br>http://factordb.com/index.php?showid=1100000003996110479&base=21<br>http://factordb.com/index.php?showid=1100000003996110718&base=21<br>http://factordb.com/index.php?showid=1100000003996110944&base=21<br>http://factordb.com/index.php?showid=1100000003996111130&base=21<nowiki/>||8||200000|| |- ||22||8003||BK₂₂₀₀₁5<br>7₃₈₁₅2L<br>L₂₃₈₅KE7<br>7₉₅₉K7<br>J0₇₆₇IGGJ<br>K0₇₆₀EC1<br>I₆₂₆AF<br>E60₄₉₆L<br>L₄₈₃G3<br>L0₄₅₄B63||22003<br>3817<br>2388<br>961<br>772<br>764<br>628<br>499<br>485<br>458||29538<br>5124<br>3206<br>1290<br>1037<br>1026<br>843<br>670<br>652<br>615||(251×22²²⁰⁰²−335)/21<br>(22³⁸¹⁷−289)/3<br>22²³⁸⁸−653<br>(22⁹⁶¹+857)/3<br>19×22⁷⁷¹+199779<br>20×22⁷⁶³+7041<br>(6×22⁶²⁸−1259)/7<br>314×22⁴⁹⁷+21<br>22⁴⁸⁵−129<br>21×22⁴⁵⁷+5459||http://factordb.com/index.php?id=1100000003594696838&open=prime<br>http://factordb.com/index.php?id=1100000003591359839&open=prime<br>http://factordb.com/index.php?id=1100000003591360774&open=prime<br>http://factordb.com/index.php?id=1100000003591361817&open=prime<br>http://factordb.com/index.php?id=1100000003591362567&open=prime<br>http://factordb.com/index.php?id=1100000000632724415&open=prime<br>http://factordb.com/index.php?id=1100000000632724334&open=prime<br>http://factordb.com/index.php?id=1100000000632703239&open=prime<br>http://factordb.com/index.php?id=1100000003591364730&open=prime<br>http://factordb.com/index.php?id=1100000003591365331&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000003594696838&base=22<br>http://factordb.com/index.php?showid=1100000003591359839&base=22<br>http://factordb.com/index.php?showid=1100000003591360774&base=22<br>http://factordb.com/index.php?showid=1100000003591361817&base=22<br>http://factordb.com/index.php?showid=1100000003591362567&base=22<br>http://factordb.com/index.php?showid=1100000000632724415&base=22<br>http://factordb.com/index.php?showid=1100000000632724334&base=22<br>http://factordb.com/index.php?showid=1100000000632703239&base=22<br>http://factordb.com/index.php?showid=1100000003591364730&base=22<br>http://factordb.com/index.php?showid=1100000003591365331&base=22<nowiki/>||0||–|| |- ||23||65178~65265||B0₉₃₀₄₆FB<br>L₈₆₄₄₄D<br>AJ₈₁₀₆₅4<br>20₇₃₅₆₀98<br>J₆₈₂₁₇G4<br>D70₆₆₇₇₀B<br>5F₆₂₃₄₀6<br>A7M7₆₁₅₃₂<br>B30₆₁₁₃₆5<br>EJ₅₂₁₆₉||93049<br>86445<br>81067<br>73563<br>68219<br>66773<br>62342<br>61535<br>61139<br>52170||126708<br>117715<br>110391<br>100172<br>92896<br>90927<br>84893<br>83794<br>83255<br>71042||11×23⁹³⁰⁴⁸+356<br>(21×23⁸⁶⁴⁴⁵−197)/22<br>(239×23⁸¹⁰⁶⁶−349)/22<br>2×23⁷³⁵⁶²+215<br>(19×23⁶⁸²¹⁹−1867)/22<br>306×23⁶⁶⁷⁷¹+11<br>(125×23⁶²³⁴¹−213)/22<br>(120413×23⁶¹⁵³²−7)/22<br>256×23⁶¹¹³⁷+5<br>(327×23⁵²¹⁶⁹−19)/22||http://factordb.com/index.php?id=1100000004691540361&open=prime<br>http://factordb.com/index.php?id=1100000004691546739&open=prime<br>http://factordb.com/index.php?id=1100000004691548070&open=prime<br>http://factordb.com/index.php?id=1100000004691548569&open=prime<br>http://factordb.com/index.php?id=1100000004691549462&open=prime<br>http://factordb.com/index.php?id=1100000004691549803&open=prime<br>http://factordb.com/index.php?id=1100000004691551005&open=prime<br>http://factordb.com/index.php?id=1100000004691556967&open=prime<br>http://factordb.com/index.php?id=1100000004691557254&open=prime<br>http://factordb.com/index.php?id=1100000004691557548&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000004691540361&base=23<br>http://factordb.com/index.php?showid=1100000004691546739&base=23<br>http://factordb.com/index.php?showid=1100000004691548070&base=23<br>http://factordb.com/index.php?showid=1100000004691548569&base=23<br>http://factordb.com/index.php?showid=1100000004691549462&base=23<br>http://factordb.com/index.php?showid=1100000004691549803&base=23<br>http://factordb.com/index.php?showid=1100000004691551005&base=23<br>http://factordb.com/index.php?showid=1100000004691556967&base=23<br>http://factordb.com/index.php?showid=1100000004691557254&base=23<br>http://factordb.com/index.php?showid=1100000004691557548&base=23<nowiki/>||87||100000|| |- ||24||3409||N00N₈₁₂₉LN<br>88N₅₉₅₁<br>A0₂₉₅₁8ID<br>D₂₆₉₈LD<br>N₂₆₄₄LLN<br>BC0₃₃₁B<br>20₃₁₃7<br>C7₂₉₈<br>D0₂₅₉KKD<br>I0₂₄₁I5||8134<br>5953<br>2955<br>2700<br>2647<br>334<br>315<br>299<br>263<br>244||11227<br>8216<br>4079<br>3727<br>3654<br>461<br>434<br>413<br>363<br>337||13249×24⁸¹³¹−49<br>201×24⁵⁹⁵¹−1<br>10×24²⁹⁵⁴+5053<br>(13×24²⁷⁰⁰+4403)/23<br>24²⁶⁴⁷−1201<br>276×24³³²+11<br>2×24³¹⁴+7<br>(283×24²⁹⁸−7)/23<br>13×24²⁶²+12013<br>18×24²⁴³+437||http://factordb.com/index.php?id=1100000003593391606&open=prime<br>http://factordb.com/index.php?id=1100000003593275880&open=prime<br>http://factordb.com/index.php?id=1100000003593269654&open=prime<br>http://factordb.com/index.php?id=1100000003593269876&open=prime<br>http://factordb.com/index.php?id=1100000003593270089&open=prime<br>http://factordb.com/index.php?id=1100000002633359842&open=prime<br>http://factordb.com/index.php?id=1100000002355610241&open=prime<br>http://factordb.com/index.php?id=1100000002326181235&open=prime<br>http://factordb.com/index.php?id=1100000003593270725&open=prime<br>http://factordb.com/index.php?id=1100000002633360037&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000003593391606&base=24<br>http://factordb.com/index.php?showid=1100000003593275880&base=24<br>http://factordb.com/index.php?showid=1100000003593269654&base=24<br>http://factordb.com/index.php?showid=1100000003593269876&base=24<br>http://factordb.com/index.php?showid=1100000003593270089&base=24<br>http://factordb.com/index.php?showid=1100000002633359842&base=24<br>http://factordb.com/index.php?showid=1100000002355610241&base=24<br>http://factordb.com/index.php?showid=1100000002326181235&base=24<br>http://factordb.com/index.php?showid=1100000003593270725&base=24<br>http://factordb.com/index.php?showid=1100000002633360037&base=24<nowiki/>||0||–|| |- ||25||133639~133724||E₉₈₃₉₆FOO<br>1J710₉₆₂₇₂1<br>NB0₈₅₅₉₈5NH<br>D70₈₁₅₈₁JJ7<br>F0₈₀₀₅₄HL<br>J010₇₅₉₄₃E7<br>K₆₇₇₇₁5I<br>LO₆₆₃₇₇KC<br>KJD0₆₃₃₉₉1<br>70₆₀₈₉₂D711||98399<br>96277<br>85603<br>81586<br>80057<br>75948<br>67773<br>66380<br>63403<br>60897||137556<br>134589<br>119668<br>114053<br>111915<br>106171<br>94743<br>92796<br>88634<br>85130||(7×25⁹⁸³⁹⁹+10613)/12<br>27676×25⁹⁶²⁷³+1<br>586×25⁸⁵⁶⁰¹+3717<br>332×25⁸¹⁵⁸⁴+12357<br>15×25⁸⁰⁰⁵⁶+446<br>11876×25⁷⁵⁹⁴⁵+357<br>(5×25⁶⁷⁷⁷³−2267)/6<br>22×25⁶⁶³⁷⁹−113<br>12988×25⁶³⁴⁰⁰+1<br>7×25⁶⁰⁸⁹⁶+207526||http://factordb.com/index.php?id=1100000000808118215&open=prime<br>http://factordb.com/index.php?id=1100000003983674902&open=prime<br>http://factordb.com/index.php?id=1100000004909706420&open=prime<br>http://factordb.com/index.php?id=1100000004909733266&open=prime<br>http://factordb.com/index.php?id=1100000004909750102&open=prime<br>http://factordb.com/index.php?id=1100000004909770736&open=prime<br>http://factordb.com/index.php?id=1100000004586986394&open=prime<br>http://factordb.com/index.php?id=1100000000808118270&open=prime<br>http://factordb.com/index.php?id=1100000004586986664&open=prime<br>http://factordb.com/index.php?id=1100000004586986798&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000000808118215&base=25<br>http://factordb.com/index.php?showid=1100000003983674902&base=25<br>http://factordb.com/index.php?showid=1100000004909706420&base=25<br>http://factordb.com/index.php?showid=1100000004909733266&base=25<br>http://factordb.com/index.php?showid=1100000004909750102&base=25<br>http://factordb.com/index.php?showid=1100000004909770736&base=25<br>http://factordb.com/index.php?showid=1100000004586986394&base=25<br>http://factordb.com/index.php?showid=1100000000808118270&base=25<br>http://factordb.com/index.php?showid=1100000004586986664&base=25<br>http://factordb.com/index.php?showid=1100000004586986798&base=25<nowiki/>||85||100000|| |- ||26||25256~25259||85M₁₉₇₀₆₀B<br>M0₆₁₁₈₆2BB<br>J0₄₄₃₀₃KCB<br>6K₂₃₃₀₀5<br>LD0₂₀₉₇₅7<br>7₂₀₂₇₉OL<br>5₁₉₃₉₁6F<br>9GDK₁₅₉₂₀P<br>M₈₇₇₂P<br>K0₄₃₆₄I5||197063<br>61190<br>44307<br>23302<br>20978<br>20281<br>19393<br>15924<br>8773<br>4367||278839<br>86583<br>62694<br>32972<br>29684<br>28697<br>27440<br>22532<br>12414<br>6180||(5347×26¹⁹⁷⁰⁶¹−297)/25<br>22×26⁶¹¹⁸⁹+1649<br>19×26⁴⁴³⁰⁶+13843<br>(34×26²³³⁰¹−79)/5<br>559×26²⁰⁹⁷⁶+7<br>(7×26²⁰²⁸¹+11393)/25<br>(26¹⁹³⁹³+179)/5<br>(32569×26¹⁵⁹²¹+21)/5<br>(22×26⁸⁷⁷³+53)/25<br>20×26⁴³⁶⁶+473||http://factordb.com/index.php?id=1100000008573990023&open=prime<br>http://factordb.com/index.php?id=1100000003968169875&open=prime<br>http://factordb.com/index.php?id=1100000003968156595&open=prime<br>http://factordb.com/index.php?id=1100000003892628745&open=prime<br>http://factordb.com/index.php?id=1100000003892628658&open=prime<br>http://factordb.com/index.php?id=1100000003892628605&open=prime<br>http://factordb.com/index.php?id=1100000003850151202&open=prime<br>http://factordb.com/index.php?id=1100000003850155316&open=prime<br>http://factordb.com/index.php?id=1100000000758011195&open=prime<br>http://factordb.com/index.php?id=1100000002634136508&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000008573990023&base=26<br>http://factordb.com/index.php?showid=1100000003968169875&base=26<br>http://factordb.com/index.php?showid=1100000003968156595&base=26<br>http://factordb.com/index.php?showid=1100000003892628745&base=26<br>http://factordb.com/index.php?showid=1100000003892628658&base=26<br>http://factordb.com/index.php?showid=1100000003892628605&base=26<br>http://factordb.com/index.php?showid=1100000003850151202&base=26<br>http://factordb.com/index.php?showid=1100000003850155316&base=26<br>http://factordb.com/index.php?showid=1100000000758011195&base=26<br>http://factordb.com/index.php?showid=1100000002634136508&base=26<nowiki/>||3||200000|| |- ||27||102852~102896||CA0F₈₈₈₈₃A<br>GNN0₇₈₇₉₅N<br>O44L₆₆₀₁₆7<br>NJ0₆₄₃₆₉H<br>ME₄₉₆₄₀9G<br>PH0₄₇₈₉₀1<br>QF₄₇₁₆₅AF5<br>J0₄₀₇₉₁PD<br>510₃₉₁₆₄I07<br>NGN0₃₆₃₂₉N||88887<br>78799<br>66020<br>64372<br>49643<br>47893<br>47169<br>40794<br>39169<br>36333||127230<br>112790<br>94499<br>92140<br>71058<br>68553<br>67516<br>58391<br>56065<br>52006||(234483×27⁸⁸⁸⁸⁴−145)/26<br>12308×27⁷⁸⁷⁹⁶+23<br>(457829×27⁶⁶⁰¹⁷−385)/26<br>640×27⁶⁴³⁷⁰+17<br>(293×27⁴⁹⁶⁴²−1736)/13<br>692×27⁴⁷⁸⁹¹+1<br>(691×27⁴⁷¹⁶⁸−95045)/26<br>19×27⁴⁰⁷⁹³+688<br>136×27³⁹¹⁶⁷+13129<br>17222×27³⁶³³⁰+23||http://factordb.com/index.php?id=1100000000808118233&open=prime<br>http://factordb.com/index.php?id=1100000004681348398&open=prime<br>http://factordb.com/index.php?id=1100000004374140861&open=prime<br>http://factordb.com/index.php?id=1100000004374138999&open=prime<br>http://factordb.com/index.php?id=1100000000819229859&open=prime<br>http://factordb.com/index.php?id=1100000004102754118&open=prime<br>http://factordb.com/index.php?id=1100000004102755880&open=prime<br>http://factordb.com/index.php?id=1100000004102758254&open=prime<br>http://factordb.com/index.php?id=1100000004102875088&open=prime<br>http://factordb.com/index.php?id=1100000004103372866&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000000808118233&base=27<br>http://factordb.com/index.php?showid=1100000004681348398&base=27<br>http://factordb.com/index.php?showid=1100000004374140861&base=27<br>http://factordb.com/index.php?showid=1100000004374138999&base=27<br>http://factordb.com/index.php?showid=1100000000819229859&base=27<br>http://factordb.com/index.php?showid=1100000004102754118&base=27<br>http://factordb.com/index.php?showid=1100000004102755880&base=27<br>http://factordb.com/index.php?showid=1100000004102758254&base=27<br>http://factordb.com/index.php?showid=1100000004102875088&base=27<br>http://factordb.com/index.php?showid=1100000004103372866&base=27<nowiki/>||44||100000|| |- ||28||25528~25529||O4O₉₄₅₃₅9<br>5OA₃₁₂₃₈F<br>N6₂₄₀₅₁LR<br>D0₅₂₆₇77D<br>QO₄₂₃₉69<br>5₃₇₄₆8P<br>G0₁₈₉₉AN<br>A₁₄₂₃6F<br>5I₁₃₇₀F<br>5₁₃₃₂P8P||94538<br>31241<br>24054<br>5271<br>4242<br>3748<br>1902<br>1425<br>1372<br>1335||136812<br>45210<br>34810<br>7628<br>6139<br>5424<br>2753<br>2062<br>1985<br>1932||(6092×28⁹⁴⁵³⁶−143)/9<br>(4438×28³¹²³⁹+125)/27<br>(209×28²⁴⁰⁵³+3967)/9<br>13×28⁵²⁷⁰+5697<br>(242×28⁴²⁴¹−4679)/9<br>(5×28³⁷⁴⁸+2803)/27<br>16×28¹⁹⁰¹+303<br>(10×28¹⁴²⁵−2899)/27<br>(17×28¹³⁷¹−11)/3<br>(5×28¹³³⁵+426163)/27||http://factordb.com/index.php?id=1100000000808118231&open=prime<br>http://factordb.com/index.php?id=1100000003880455200&open=prime<br>http://factordb.com/index.php?id=1100000003879667576&open=prime<br>http://factordb.com/index.php?id=1100000003850151420&open=prime<br>http://factordb.com/index.php?id=1100000000840839934&open=prime<br>http://factordb.com/index.php?id=1100000003850161974&open=prime<br>http://factordb.com/index.php?id=1100000003850161973&open=prime<br>http://factordb.com/index.php?id=1100000000840839947&open=prime<br>http://factordb.com/index.php?id=1100000003850161972&open=prime<br>http://factordb.com/index.php?id=1100000003850161965&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000000808118231&base=28<br>http://factordb.com/index.php?showid=1100000003880455200&base=28<br>http://factordb.com/index.php?showid=1100000003879667576&base=28<br>http://factordb.com/index.php?showid=1100000003850151420&base=28<br>http://factordb.com/index.php?showid=1100000000840839934&base=28<br>http://factordb.com/index.php?showid=1100000003850161974&base=28<br>http://factordb.com/index.php?showid=1100000003850161973&base=28<br>http://factordb.com/index.php?showid=1100000000840839947&base=28<br>http://factordb.com/index.php?showid=1100000003850161972&base=28<br>http://factordb.com/index.php?showid=1100000003850161965&base=28<nowiki/>||1||900000|| |- ||29||355242~355367||830₉₉₃₇₇4<br>GP5J₉₄₉₃₅<br>P05J₉₀₂₈₉<br>BBD0₈₈₈₈₈PB<br>8B₈₅₃₃₃G<br>L0₈₁₅₇₁5955<br>E0₇₇₃₇₂L7B<br>LPC₇₅₁₅₁9<br>JR0₇₄₆₂₂7<br>B₇₄₅₀₁0RP||99380<br>94938<br>90292<br>88893<br>85335<br>81576<br>77376<br>75154<br>74625<br>74504||145333<br>138837<br>132043<br>129997<br>124794<br>119297<br>113155<br>109905<br>109132<br>108955||235×29⁹⁹³⁷⁸+4<br>(397227×29⁹⁴⁹³⁵−19)/28<br>(588859×29⁹⁰²⁸⁹−19)/28<br>9583×29⁸⁸⁸⁹⁰+736<br>(235×29⁸⁵³³⁴+129)/14<br>21×29⁸¹⁵⁷⁵+129664<br>14×29⁷⁷³⁷⁵+17875<br>(4441×29⁷⁵¹⁵²−24)/7<br>578×29⁷⁴⁶²³+7<br>(11×29⁷⁴⁵⁰⁴−245655)/28||http://factordb.com/index.php?id=1100000008253882372&open=prime<br>http://factordb.com/index.php?id=1100000008253893542&open=prime<br>http://factordb.com/index.php?id=1100000008253899083&open=prime<br>http://factordb.com/index.php?id=1100000008253909183&open=prime<br>http://factordb.com/index.php?id=1100000008253921388&open=prime<br>http://factordb.com/index.php?id=1100000008253925955&open=prime<br>http://factordb.com/index.php?id=1100000008253931446&open=prime<br>http://factordb.com/index.php?id=1100000000808118236&open=prime<br>http://factordb.com/index.php?id=1100000008253934219&open=prime<br>http://factordb.com/index.php?id=1100000008253936120&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000008253882372&base=29<br>http://factordb.com/index.php?showid=1100000008253893542&base=29<br>http://factordb.com/index.php?showid=1100000008253899083&base=29<br>http://factordb.com/index.php?showid=1100000008253909183&base=29<br>http://factordb.com/index.php?showid=1100000008253921388&base=29<br>http://factordb.com/index.php?showid=1100000008253925955&base=29<br>http://factordb.com/index.php?showid=1100000008253931446&base=29<br>http://factordb.com/index.php?showid=1100000000808118236&base=29<br>http://factordb.com/index.php?showid=1100000008253934219&base=29<br>http://factordb.com/index.php?showid=1100000008253936120&base=29<nowiki/>||125||100000|| |- ||30||2619||OT₃₄₂₀₅<br>I0₂₄₆₀₈D<br>5₄₈₈₂J<br>C0₁₀₂₂1<br>M0₅₄₇SS7<br>M₂₄₁QB<br>AN₂₀₆<br>50₁₆₄B<br>J₁₅₃QJ<br>J₉₄QQJ||34206<br>24610<br>4883<br>1024<br>551<br>243<br>207<br>166<br>155<br>97||50527<br>36352<br>7213<br>1513<br>814<br>359<br>306<br>245<br>229<br>144||25×30³⁴²⁰⁵−1<br>18×30²⁴⁶⁰⁹+13<br>(5×30⁴⁸⁸³+401)/29<br>12×30¹⁰²³+1<br>22×30⁵⁵⁰+26047<br>(22×30²⁴³+3139)/29<br>(313×30²⁰⁶−23)/29<br>5×30¹⁶⁵+11<br>(19×30¹⁵⁵+6071)/29<br>(19×30⁹⁷+188771)/29||http://factordb.com/index.php?id=1100000000800812865&open=prime<br>http://factordb.com/index.php?id=1100000003593967511&open=prime<br>http://factordb.com/index.php?id=1100000002327649423&open=prime<br>http://factordb.com/index.php?id=1100000000785448736&open=prime<br>http://factordb.com/index.php?id=1100000003593407988&open=prime<br>http://factordb.com/index.php?id=1100000003593408295&open=prime<br>http://factordb.com/index.php?id=1100000002327651073&open=prime<br>http://factordb.com/index.php?id=1100000002356282476&open=ecm<br>http://factordb.com/index.php?id=1100000003593409109&open=ecm<br>http://factordb.com/index.php?id=1100000003593409165&open=ecm<nowiki/>||http://factordb.com/index.php?showid=1100000000800812865&base=30<br>http://factordb.com/index.php?showid=1100000003593967511&base=30<br>http://factordb.com/index.php?showid=1100000002327649423&base=30<br>http://factordb.com/index.php?showid=1100000000785448736&base=30<br>http://factordb.com/index.php?showid=1100000003593407988&base=30<br>http://factordb.com/index.php?showid=1100000003593408295&base=30<br>http://factordb.com/index.php?showid=1100000002327651073&base=30<br>http://factordb.com/index.php?showid=1100000002356282476&base=30<br>http://factordb.com/index.php?showid=1100000003593409109&base=30<br>http://factordb.com/index.php?showid=1100000003593409165&base=30<nowiki/>||0||–|| |- ||31||569323~569400||2IIF₉₁₈₀₅<br>B0₈₈₃₀₉APO9<br>J0T₇₇₅₁₆<br>J090₇₇₁₂₈NNN<br>D₆₉₈₆₁QO<br>9MH0₆₈₆₃₇D<br>J₆₇₁₆₂D<br>N0₆₆₉₇₁32P<br>DDDQ0₆₄₀₈₈TD<br>U₆₃₈₆₁CM3||91808<br>88314<br>77518<br>77134<br>69863<br>68641<br>67163<br>66975<br>64094<br>63864||136918<br>131708<br>115608<br>115035<br>104191<br>102369<br>100165<br>99884<br>95587<br>95245||(4997×31⁹¹⁸⁰⁵−1)/2<br>11×31⁸⁸³¹³+322688<br>(17699×31⁷⁷⁵¹⁶−29)/30<br>18268×31⁷⁷¹³¹+22839<br>(13×31⁶⁹⁸⁶³+12407)/30<br>9348×31⁶⁸⁶³⁸+13<br>(19×31⁶⁷¹⁶³−199)/30<br>23×31⁶⁶⁹⁷⁴+2970<br>400205×31⁶⁴⁰⁹⁰+912<br>31⁶³⁸⁶⁴−17574||http://factordb.com/index.php?id=1100000007050395732&open=prime<br>http://factordb.com/index.php?id=1100000007050397309&open=prime<br>http://factordb.com/index.php?id=1100000007050398940&open=prime<br>http://factordb.com/index.php?id=1100000007050400178&open=prime<br>http://factordb.com/index.php?id=1100000006965878559&open=prime<br>http://factordb.com/index.php?id=1100000006965875678&open=prime<br>http://factordb.com/index.php?id=1100000006965873668&open=prime<br>http://factordb.com/index.php?id=1100000006965870538&open=prime<br>http://factordb.com/index.php?id=1100000006965868103&open=prime<br>http://factordb.com/index.php?id=1100000006965865343&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000007050395732&base=31<br>http://factordb.com/index.php?showid=1100000007050397309&base=31<br>http://factordb.com/index.php?showid=1100000007050398940&base=31<br>http://factordb.com/index.php?showid=1100000007050400178&base=31<br>http://factordb.com/index.php?showid=1100000006965878559&base=31<br>http://factordb.com/index.php?showid=1100000006965875678&base=31<br>http://factordb.com/index.php?showid=1100000006965873668&base=31<br>http://factordb.com/index.php?showid=1100000006965870538&base=31<br>http://factordb.com/index.php?showid=1100000006965868103&base=31<br>http://factordb.com/index.php?showid=1100000006965865343&base=31<nowiki/>||77||100000|| |- ||32||168882~169002||V₉₉₅₈₃63<br>6₈₉₀₇₄AF<br>8₇₇₇₀₀H<br>Q₇₇₄₀₁EQQQ3<br>8₇₇₂₄₉3<br>JM₇₆₀₂₈L<br>E₇₂₉₁₉IL<br>B0₆₇₆₈₀CB<br>GK₆₆₀₇₆F<br>KN₆₅₀₂₂||99585<br>89076<br>77701<br>77406<br>77250<br>76030<br>72921<br>67683<br>66078<br>65023||149891<br>134073<br>116952<br>116508<br>116273<br>114437<br>109757<br>101873<br>99458<br>97870||32⁹⁹⁵⁸⁵−829<br>(6×32⁸⁹⁰⁷⁶+4241)/31<br>(8×32⁷⁷⁷⁰¹+271)/31<br>(26×32⁷⁷⁴⁰⁶−390071011)/31<br>(8×32⁷⁷²⁵⁰−163)/31<br>(611×32⁷⁶⁰²⁹−53)/31<br>(14×32⁷²⁹²¹+4171)/31<br>11×32⁶⁷⁶⁸²+395<br>(516×32⁶⁶⁰⁷⁷−175)/31<br>(643×32⁶⁵⁰²²−23)/31||http://factordb.com/index.php?id=1100000005514892191&open=prime<br>http://factordb.com/index.php?id=1100000005514897129&open=prime<br>http://factordb.com/index.php?id=1100000005514901700&open=prime<br>http://factordb.com/index.php?id=1100000005514915338&open=prime<br>http://factordb.com/index.php?id=1100000005514918574&open=prime<br>http://factordb.com/index.php?id=1100000005514922523&open=prime<br>http://factordb.com/index.php?id=1100000004591654373&open=prime<br>http://factordb.com/index.php?id=1100000004591654467&open=prime<br>http://factordb.com/index.php?id=1100000004591654632&open=prime<br>http://factordb.com/index.php?id=1100000004591654952&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000005514892191&base=32<br>http://factordb.com/index.php?showid=1100000005514897129&base=32<br>http://factordb.com/index.php?showid=1100000005514901700&base=32<br>http://factordb.com/index.php?showid=1100000005514915338&base=32<br>http://factordb.com/index.php?showid=1100000005514918574&base=32<br>http://factordb.com/index.php?showid=1100000005514922523&base=32<br>http://factordb.com/index.php?showid=1100000004591654373&base=32<br>http://factordb.com/index.php?showid=1100000004591654467&base=32<br>http://factordb.com/index.php?showid=1100000004591654632&base=32<br>http://factordb.com/index.php?showid=1100000004591654952&base=32<nowiki/>||120||100000|| |- ||33||280012~280093||DP₉₅₀₉₃M5<br>HJ0₉₄₂₉₅J<br>90₉₃₅₉₇Q<br>9F0₉₃₁₅₇N<br>7₈₉₄₄₉333H<br>K3₈₀₇₅₁6K<br>D₈₀₁₀₇9UD<br>VFU₇₂₂₀₄FK<br>J₆₈₇₁₅2BJ<br>DF0₆₈₃₆₇J||95096<br>94298<br>93599<br>93160<br>89453<br>80754<br>80110<br>72208<br>68718<br>68370||144405<br>143193<br>142131<br>141465<br>135835<br>122626<br>121648<br>109649<br>104350<br>103821||(441×33⁹⁵⁰⁹⁵−3833)/32<br>580×33⁹⁴²⁹⁶+19<br>9×33⁹³⁵⁹⁸+26<br>312×33⁹³¹⁵⁸+23<br>(7×33⁸⁹⁴⁵³−4743239)/32<br>(643×33⁸⁰⁷⁵³+3709)/32<br>(13×33⁸⁰¹¹⁰−121453)/32<br>(16623×33⁷²²⁰⁶−8095)/16<br>(19×33⁶⁸⁷¹⁸−600883)/32<br>444×33⁶⁸³⁶⁸+19||http://factordb.com/index.php?id=1100000005652348775&open=prime<br>http://factordb.com/index.php?id=1100000005652362811&open=prime<br>http://factordb.com/index.php?id=1100000005652375073&open=prime<br>http://factordb.com/index.php?id=1100000005652389776&open=prime<br>http://factordb.com/index.php?id=1100000005652430746&open=prime<br>http://factordb.com/index.php?id=1100000005652446200&open=prime<br>http://factordb.com/index.php?id=1100000005652461592&open=prime<br>http://factordb.com/index.php?id=1100000004614764298&open=prime<br>http://factordb.com/index.php?id=1100000004614770536&open=prime<br>http://factordb.com/index.php?id=1100000004614784274&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000005652348775&base=33<br>http://factordb.com/index.php?showid=1100000005652362811&base=33<br>http://factordb.com/index.php?showid=1100000005652375073&base=33<br>http://factordb.com/index.php?showid=1100000005652389776&base=33<br>http://factordb.com/index.php?showid=1100000005652430746&base=33<br>http://factordb.com/index.php?showid=1100000005652446200&base=33<br>http://factordb.com/index.php?showid=1100000005652461592&base=33<br>http://factordb.com/index.php?showid=1100000004614764298&base=33<br>http://factordb.com/index.php?showid=1100000004614770536&base=33<br>http://factordb.com/index.php?showid=1100000004614784274&base=33<nowiki/>||81||100000|| |- ||34||184785~184832||GFGC₉₉₉₉₆5<br>90₉₇₉₅₀FJ<br>NM0₈₅₂₁₈KX<br>F₈₃₁₈₉H2HP<br>P₇₉₄₄₁444P<br>6₇₇₀₂₇8X<br>XQIQ₇₂₂₄₁D<br>T₆₆₅₃₀IF<br>4₆₆₁₅₂B<br>2EEC₆₆₀₃₉7||100000<br>97953<br>85222<br>83193<br>79445<br>77029<br>72245<br>66532<br>66153<br>66043||153148<br>150013<br>130516<br>127408<br>121669<br>117968<br>110642<br>101893<br>101312<br>101143||(209246×34⁹⁹⁹⁹⁷−81)/11<br>9×34⁹⁷⁹⁵²+529<br>804×34⁸⁵²²⁰+713<br>(5×34⁸³¹⁹³+700233)/11<br>(25×34⁷⁹⁴⁴⁵−28062367)/33<br>(2×34⁷⁷⁰²⁹+1043)/11<br>(1288676×34⁷²²⁴²−455)/33<br>(29×34⁶⁶⁵³²−12833)/33<br>(4×34⁶⁶¹⁵³+227)/33<br>(30826×34⁶⁶⁰⁴⁰−59)/11||http://factordb.com/index.php?id=1100000004702891268&open=prime<br>http://factordb.com/index.php?id=1100000004702894713&open=prime<br>http://factordb.com/index.php?id=1100000004702900996&open=prime<br>http://factordb.com/index.php?id=1100000004702910376&open=prime<br>http://factordb.com/index.php?id=1100000004702913746&open=prime<br>http://factordb.com/index.php?id=1100000004702918600&open=prime<br>http://factordb.com/index.php?id=1100000004399656529&open=prime<br>http://factordb.com/index.php?id=1100000004399657696&open=prime<br>http://factordb.com/index.php?id=1100000004399658651&open=prime<br>http://factordb.com/index.php?id=1100000004399659716&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000004702891268&base=34<br>http://factordb.com/index.php?showid=1100000004702894713&base=34<br>http://factordb.com/index.php?showid=1100000004702900996&base=34<br>http://factordb.com/index.php?showid=1100000004702910376&base=34<br>http://factordb.com/index.php?showid=1100000004702913746&base=34<br>http://factordb.com/index.php?showid=1100000004702918600&base=34<br>http://factordb.com/index.php?showid=1100000004399656529&base=34<br>http://factordb.com/index.php?showid=1100000004399657696&base=34<br>http://factordb.com/index.php?showid=1100000004399658651&base=34<br>http://factordb.com/index.php?showid=1100000004399659716&base=34<nowiki/>||47||100000|| |- ||35||720002~720062||N0N₉₉₉₇₁9<br>V0₈₃₆₆₉E73<br>N₈₁₅₆₃K7N<br>BJ0₈₁₂₇₉N<br>J0₈₀₀₆₂FUH<br>43V₇₉₇₅₄<br>9₇₆₆₀₀K3<br>LB₇₁₃₆₆PB<br>Q₆₄₁₅₀H<br>50₆₃₃₉₇5R||99974<br>83673<br>81566<br>81282<br>80066<br>79756<br>76602<br>71369<br>64151<br>63400||154367<br>129197<br>125944<br>125505<br>123628<br>123148<br>118279<br>110199<br>99054<br>97894||(27393×35⁹⁹⁹⁷²−499)/34<br>31×35⁸³⁶⁷²+17398<br>(23×35⁸¹⁵⁶⁶−144013)/34<br>404×35⁸¹²⁸⁰+23<br>19×35⁸⁰⁰⁶⁵+19442<br>(4893×35⁷⁹⁷⁵⁴−31)/34<br>(9×35⁷⁶⁶⁰²+12877)/34<br>(725×35⁷¹³⁶⁸+16649)/34<br>(13×35⁶⁴¹⁵¹−166)/17<br>5×35⁶³³⁹⁹+202||http://factordb.com/index.php?id=1100000008248342445&open=prime<br>http://factordb.com/index.php?id=1100000008248353306&open=prime<br>http://factordb.com/index.php?id=1100000008248375642&open=prime<br>http://factordb.com/index.php?id=1100000008248397018&open=prime<br>http://factordb.com/index.php?id=1100000008248412468&open=prime<br>http://factordb.com/index.php?id=1100000008248418540&open=prime<br>http://factordb.com/index.php?id=1100000008248423670&open=prime<br>http://factordb.com/index.php?id=1100000008192119974&open=prime<br>http://factordb.com/index.php?id=1100000008192126630&open=prime<br>http://factordb.com/index.php?id=1100000008192129294&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000008248342445&base=35<br>http://factordb.com/index.php?showid=1100000008248353306&base=35<br>http://factordb.com/index.php?showid=1100000008248375642&base=35<br>http://factordb.com/index.php?showid=1100000008248397018&base=35<br>http://factordb.com/index.php?showid=1100000008248412468&base=35<br>http://factordb.com/index.php?showid=1100000008248418540&base=35<br>http://factordb.com/index.php?showid=1100000008248423670&base=35<br>http://factordb.com/index.php?showid=1100000008192119974&base=35<br>http://factordb.com/index.php?showid=1100000008192126630&base=35<br>http://factordb.com/index.php?showid=1100000008192129294&base=35<nowiki/>||60||100000|| |- ||36||35286~35290||P₈₁₉₉₃SZ<br>S0₇₅₀₀₇8H<br>7K₂₆₅₆₇Z<br>J₁₀₁₁₇LJ<br>VL0₇₂₅₈J<br>EO0₆₁₇₇V<br>FZ₅₇₇₇3P<br>T09₄₆₁₈1<br>RY₄₅₆₂H<br>OZ₃₉₃₂AZ||81995<br>75010<br>26569<br>10119<br>7261<br>6180<br>5780<br>4621<br>4564<br>3935||127609<br>116739<br>41349<br>15748<br>11301<br>9618<br>8996<br>7192<br>7103<br>6124||(5×36⁸¹⁹⁹⁵+821)/7<br>28×36⁷⁵⁰⁰⁹+305<br>(53×36²⁶⁵⁶⁸+101)/7<br>(19×36¹⁰¹¹⁹+2501)/35<br>1137×36⁷²⁵⁹+19<br>528×36⁶¹⁷⁸+31<br>16×36⁵⁷⁷⁹−1163<br>(36549×36⁴⁶¹⁹−289)/35<br>(979×36⁴⁵⁶³−629)/35<br>25×36³⁹³⁴−901||http://factordb.com/index.php?id=1100000002394962083&open=prime<br>http://factordb.com/index.php?id=1100000004020085177&open=prime<br>http://factordb.com/index.php?id=1100000003896952461&open=prime<br>http://factordb.com/index.php?id=1100000003807362491&open=prime<br>http://factordb.com/index.php?id=1100000003807362489&open=prime<br>http://factordb.com/index.php?id=1100000003807362488&open=prime<br>http://factordb.com/index.php?id=1100000003807362487&open=prime<br>http://factordb.com/index.php?id=1100000003807362486&open=prime<br>http://factordb.com/index.php?id=1100000003807362485&open=prime<br>http://factordb.com/index.php?id=1100000000840634476&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000002394962083&base=36<br>http://factordb.com/index.php?showid=1100000004020085177&base=36<br>http://factordb.com/index.php?showid=1100000003896952461&base=36<br>http://factordb.com/index.php?showid=1100000003807362491&base=36<br>http://factordb.com/index.php?showid=1100000003807362489&base=36<br>http://factordb.com/index.php?showid=1100000003807362488&base=36<br>http://factordb.com/index.php?showid=1100000003807362487&base=36<br>http://factordb.com/index.php?showid=1100000003807362486&base=36<br>http://factordb.com/index.php?showid=1100000003807362485&base=36<br>http://factordb.com/index.php?showid=1100000000840634476&base=36<nowiki/>||4||200000|| |} == The fully proof of Athena problem in decimal (base ''b'' = 10) == '''Bold''' for the Athena primes, ''x'' ◁ ''y'' means ''x'' is a subsequence of ''y''. Assume ''p'' is a prime > 10, and the last digit of ''p'' must lie in {1,3,7,9}. Case 1: ''p'' ends with 1. In this case we can write ''p'' = ''x''1. If ''x'' contains 1, 3, 4, 6, or 7, then (respectively) '''11''' ◁ ''p'', '''31''' ◁ ''p'', '''41''' ◁ ''p'', '''61''' ◁ ''p'', or '''71''' ◁ ''p''. Hence we may assume all digits of ''x'' are 0, 2, 5, 8, or 9. Case 1.1: ''p'' begins with 2. In this case we can write ''p'' = 2''y''1. If 5 ◁ ''y'', then '''251''' ◁ ''p''. If 8 ◁ ''y'', then '''281''' ◁ ''p''. If 9 ◁ ''y'', then 29 ◁ ''p''. Hence we may assume all digits of ''y'' are 0 or 2. If 22 ◁ ''y'', then '''2221''' ◁ ''p''. Hence we may assume ''y'' contains zero or one 2's. If ''y'' contains no 2's, then ''p'' ∈ 2{0}1. But then, since the sum of the digits of ''p'' is 3, ''p'' is divisible by 3, so ''p'' cannot be prime. If ''y'' contains exactly one 2, then we can write ''p'' = 2''z''2''w''1, where ''z'',''w'' ∈ {0}. If 0 ◁ ''z'' and 0 ◁ ''w'', then '''20201''' ◁ ''p''. Hence we may assume either ''z'' or ''w'' is empty. If ''z'' is empty, then ''p'' ∈ 22{0}1, and the smallest prime ''p'' ∈ 22{0}1 is '''22000001'''. If ''w'' is empty, then ''p'' ∈ 2{0}21, and the smallest prime ''p'' ∈ 2{0}21 is '''20021'''. Case 1.2: ''p'' begins with 5. In this case we can write ''p'' = 5''y''1. If 2 ◁ ''y'', then '''521''' ◁ ''p''. If 9 ◁ ''y'', then 59 ◁ ''p''. Hence we may assume all digits of ''y'' are 0, 5, or 8. If 05 ◁ ''y'', then '''5051''' ◁ ''p''. If 08 ◁ ''y'', then '''5081''' ◁ ''p''. If 50 ◁ ''y'', then '''5501''' ◁ ''p''. If 58 ◁ ''y'', then '''5581''' ◁ ''p''. If 80 ◁ ''y'', then '''5801''' ◁ ''p''. If 85 ◁ ''y'', then '''5851''' ◁ ''p''. Hence we may assume ''y'' ∈ {0} ∪ {5} ∪ {8}. If ''y'' ∈ {0}, then ''p'' ∈ 5{0}1. But then, since the sum of the digits of ''p'' is 6, ''p'' is divisible by 3, so ''p'' cannot be prime. If ''y'' ∈ {5}, then ''p'' ∈ 5{5}1, and the smallest prime ''p'' ∈ 5{5}1 is '''555555555551'''. If ''y'' ∈ {8}, since if 88 ◁ ''y'', then 881 ◁ ''p'', hence we may assume ''y'' ∈ {''𝜆'',8}, and thus ''p'' ∈ {51,581}, but 51 and 581 are both composite. Case 1.3: ''p'' begins with 8. In this case we can write p = 8''y''1. If 2 ◁ ''y'', then '''821''' ◁ ''p''. If 8 ◁ ''y'', then '''881''' ◁ ''p''. If 9 ◁ ''y'', then 89 ◁ ''p''. Hence we may assume all digits of ''y'' are 0 or 5. If 50 ◁ ''y'', then '''8501''' ◁ ''p''. Hence we may assume y ∈ {0}{5}. If 005 ◁ ''y'', then '''80051''' ◁ p. Hence we may assume y ∈ {0} ∪ {5} ∪ 0{5}. If y ∈ {0}, then ''p'' ∈ 8{0}1. But then, since the sum of the digits of ''p'' is 9, ''p'' is divisible by 3, so ''p'' cannot be prime. If y ∈ {5}, since if 55555555555 ◁ ''y'', then 555555555551 ◁ ''p'', hence we may assume ''y'' ∈ {''𝜆'', 5, 55, 555, 5555, 55555, 555555, 5555555, 55555555, 555555555, 5555555555}, and thus ''p'' ∈ {81, 851, 8551, 85551, 855551, 8555551, 85555551, 855555551, 8555555551, 85555555551, 855555555551}, but all of these numbers are composite. If y ∈ 0{5}, since if 55555555555 ◁ ''y'', then 555555555551 ◁ ''p'', hence we may assume ''y'' ∈ {0, 05, 055, 0555, 05555, 055555, 0555555, 05555555, 055555555, 0555555555, 05555555555}, and thus ''p'' ∈ {801, 8051, 80551, 805551, 8055551, 80555551, 805555551, 8055555551, 80555555551, 805555555551, 8055555555551}, and of these numbers only 80555551 and 8055555551 are primes, but 80555551 ◁ 8055555551, thus only '''80555551''' is a minimal element. Case 1.4: ''p'' begins with 9. In this case we can write p = 9''y''1. If 9 ◁ ''y'', then '''991''' ◁ ''p''. Hence we may assume all digits of ''y'' are 0, 2, 5, or 8. If 00 ◁ ''y'', then '''9001''' ◁ ''p''. If 22 ◁ ''y'', then '''9221''' ◁ ''p''. If 55 ◁ ''y'', then '''9551''' ◁ ''p''. If 88 ◁ ''y'', then 881 ◁ ''p''. Hence we may assume ''y'' contains at most one 0, at most one 2, at most one 5, and at most one 8. If ''y'' only contains at most one 0 and does not contain any of {2,5,8}, then ''y'' ∈ {''𝜆'',0}, and thus ''p'' ∈ {91,901}, but 91 and 901 are both composite. If ''y'' only contains at most one 0 and only one of {2,5,8}, then the sum of the digits of ''p'' is divisible by 3, ''p'' is divisible by 3, so ''p'' cannot be prime. Hence we may assume ''y'' contains at least two of {2,5,8}. If 25 ◁ ''y'', then 251 ◁ ''p''. If 28 ◁ ''y'', then 281 ◁ ''p''. If 52 ◁ ''y'', then 521 ◁ ''p''. If 82 ◁ ''y'', then 821 ◁ ''p''. Hence we may assume ''y'' contains no 2's (since if ''y'' contains 2, then ''y'' cannot contain either 5's or 8's, which is a contradiction). If 85 ◁ ''y'', then '''9851''' ◁ ''p''. Hence we may assume ''y'' ∈ {58,580,508,058}, and thus ''p'' ∈ {9581,95801,95081,90581}, and of these numbers only 95801 is prime, but 95801 is not a minimal element since 5801 ◁ 95801. Case 2: ''p'' ends with 3. In this case we can write p = ''x''3. If ''x'' contains 1, 2, 4, 5, 7, or 8, then (respectively) '''13''' ◁ ''p'', '''23''' ◁ ''p'', '''43''' ◁ ''p'', '''53''' ◁ ''p'', '''73''' ◁ ''p'', or '''83''' ◁ ''p''. Hence we may assume all digits of ''x'' are 0, 3, 6, or 9, and thus all digits of ''p'' are 0, 3, 6, or 9. But then, since the digits of ''p'' all have a common factor 3, ''p'' is divisible by 3, so ''p'' cannot be prime. Case 3: ''p'' ends with 7. In this case we can write ''p'' = ''x''7. If ''x'' contains 1, 3, 4, 6, or 9, then (respectively) '''17''' ◁ ''p'', '''37''' ◁ ''p'', '''47''' ◁ ''p'', '''67''' ◁ ''p'', or '''97''' ◁ ''p''. Hence we may assume all digits of ''x'' are 0, 2, 5, 7, or 8. Case 3.1: ''p'' begins with 2. In this case we can write ''p'' = 2''y''7. If 2 ◁ ''y'', then '''227''' ◁ ''p''. If 5 ◁ ''y'', then '''257''' ◁ ''p''. If 7 ◁ ''y'', then '''277''' ◁ ''p''. Hence we may assume all digits of ''y'' are 0 or 8. If 08 ◁ ''y'', then '''2087''' ◁ ''p''. If 88 ◁ ''y'', then 887 ◁ ''p''. Hence we may assume ''y'' ∈ {0} ∪ 8{0}. If ''y'' ∈ {0}, then ''p'' ∈ 2{0}7. But then, since the sum of the digits of ''p'' is 9, ''p'' is divisible by 3, so ''p'' cannot be prime. If y ∈ 8{0}, then ''p'' ∈ 28{0}7. But then ''p'' is divisible by 7, since for ''n'' ≥ 0 we have 7 × 40_''n''1 = 280_''n''7. Case 3.2: ''p'' begins with 5. In this case we can write ''p'' = 5''y''7. If 5 ◁ ''y'', then '''557''' ◁ ''p''. If 7 ◁ ''y'', then '''577''' ◁ ''p''. If 8 ◁ ''y'', then '''587''' ◁ ''p''. Hence we may assume all digits of ''y'' are 0 or 2. If 22 ◁ ''y'', then 227 ◁ ''p''. Hence we may assume ''y'' contains zero or one 2's. If ''y'' contains no 2's, then ''p'' ∈ 5{0}7. But then, since the sum of the digits of ''p'' is 12, ''p'' is divisible by 3, so ''p'' cannot be prime. If ''y'' contains exactly one 2, then we can write ''p'' = 5''z''2''w''7, where ''z'',''w'' ∈ {0}. If 0 ◁ ''z'' and 0 ◁ ''w'', then '''50207''' ◁ ''p''. Hence we may assume either ''z'' or ''w'' is empty. If ''z'' is empty, then ''p'' ∈ 52{0}7, and the smallest prime ''p'' ∈ 52{0}7 is '''5200007'''. If ''w'' is empty, then ''p'' ∈ 5{0}27, and the smallest prime ''p'' ∈ 5{0}27 is '''5000000000000000000000000000027'''. Case 3.3: ''p'' begins with 7. In this case we can write ''p'' = 7''y''7. If 2 ◁ ''y'', then '''727''' ◁ ''p''. If 5 ◁ ''y'', then '''757''' ◁ ''p''. If 8 ◁ ''y'', then '''787''' ◁ ''p''. Hence we may assume all digits of ''y'' are 0 or 7, and thus all digits of ''p'' are 0 or 7. But then, since the digits of ''p'' all have a common factor 7, ''p'' is divisible by 7, so ''p'' cannot be prime. Case 3.4: ''p'' begins with 8. In this case we can write ''p'' = 8''y''7. If 2 ◁ ''y'', then '''827''' ◁ ''p''. If 5 ◁ ''y'', then '''857''' ◁ ''p''. If 7 ◁ ''y'', then '''877''' ◁ ''p''. If 8 ◁ ''y'', then '''887''' ◁ ''p''. Hence we may assume ''y'' ∈ {0}, and thus ''p'' ∈ 8{0}7. But then, since the sum of the digits of ''p'' is 15, ''p'' is divisible by 3, so ''p'' cannot be prime. Case 4: ''p'' ends with 9. In this case we can write ''p'' = ''x''9. If ''x'' contains 1, 2, 5, 7, or 8, then (respectively) '''19''' ◁ ''p'', '''29''' ◁ ''p'', '''59''' ◁ ''p'', '''79''' ◁ ''p'', or '''89''' ◁ ''p''. Hence we may assume all digits of ''x'' are 0, 3, 4, 6, or 9. If 44 ◁ ''x'', then '''449''' ◁ ''p''. Hence we may assume ''x'' contains zero or one 4's. If x contains no 4's, then all digits of ''x'' are 0, 3, 6, or 9, and thus all digits of ''p'' are 0, 3, 6, or 9. But then, since the digits of ''p'' all have a common factor 3, ''p'' is divisible by 3, so ''p'' cannot be prime. Hence we may assume that ''x'' contains exactly one 4. Case 4.1: ''p'' begins with 3. In this case we can write ''p'' = 3''y''4''z''9, where all digits of ''y'', ''z'' are 0, 3, 6, or 9. We must have '''349''' ◁ ''p''. Case 4.2: ''p'' begins with 4. In this case we can write ''p'' = 4''y''9, where all digits of ''y'' are 0, 3, 6, or 9. If 0 ◁ ''y'', then '''409''' ◁ ''p''. If 3 ◁ ''y'', then 43 ◁ ''p''. If 9 ◁ ''y'', then '''499''' ◁ ''p''. Hence we may assume ''y'' ∈ {6}, and thus ''p'' ∈ 4{6}9. But then ''p'' is divisible by 7, since for ''n'' ≥ 0 we have 7 × 6_''n''7 = 46_''n''9. Case 4.3: ''p'' begins with 6. In this case we can write p = 6''y''4''z''9, where all digits of ''y'', ''z'' are 0, 3, 6, or 9. If 0 ◁ ''z'', then 409 ◁ ''p''. If 3 ◁ ''z'', then 43 ◁ ''p''. If 6 ◁ ''z'', then '''6469''' ◁ ''p''. If 9 ◁ ''z'', then 499 ◁ ''p''. Hence we may assume ''z'' is empty. If 3 ◁ ''y'', then 349 ◁ ''p''. If 9 ◁ ''y'', then '''6949''' ◁ ''p''. Hence we may assume all digits of ''y'' are 0 or 6. If 06 ◁ ''y'', then '''60649''' ◁ ''p''. Hence we may assume ''y'' ∈ {6}{0}. If 666 ◁ ''y'', then '''666649''' ◁ ''p''. If 00000 ◁ ''y'', then '''60000049''' ◁ ''p''. Hence we may assume ''y'' ∈ {''𝜆'', 0, 00, 000, 0000, 6, 60, 600, 6000, 60000, 66, 660, 6600, 66000, 660000}, and thus ''p'' ∈ {649, 6049, 60049, 600049, 6000049, 6649, 66049, 660049, 6600049, 66000049, 66649, 666049, 6660049, 66600049, 666000049}, and of these numbers only '''66000049''' and '''66600049''' are primes. Case 4.4: ''p'' begins with 9. In this case we can write p = 9''y''4''z''9, where all digits of ''y'', ''z'' are 0, 3, 6, or 9. If 0 ◁ ''y'', then '''9049''' ◁ ''p''. If 3 ◁ ''y'', then 349 ◁ ''p''. If 6 ◁ ''y'', then '''9649''' ◁ ''p''. If 9 ◁ ''y'', then '''9949''' ◁ ''p''. Hence we may assume ''y'' is empty. If 0 ◁ ''z'', then 409 ◁ ''p''. If 3 ◁ ''z'', then 43 ◁ ''p''. If 9 ◁ ''z'', then 499 ◁ ''p''. Hence we may assume ''z'' ∈ {6}, and thus ''p'' ∈ 94{6}9, and the smallest prime ''p'' ∈ 94{6}9 is 946669. [[Category:Number theory]] 0qfuwge25gduclxnsu2zphebulxdb79 2841693 2841665 2026-10-20T08:55:56Z Athene241 3100061 2841693 wikitext text/x-wiki {{mathematics}} '''Athena problem''' is an [[:w:List of unsolved problems in mathematics|unsolved problem]] in [[:w:Number theory|number theory]] and [[:w:Formal language theory|formal language theory]] and [[:w:Order theory|order theory]], this problem is named after the ancient Greek goddess [[:w:Athena|Athena]] (which is associated with [[:w:Wisdom|wisdom]]). Athena problem is: Give a [[:w:Natural number|natural number]] ''b'' > 1, find the [[:w:Set (mathematics)|set]] of the [[:w:Minimal element|minimal element]]s of the set of the "[[:w:Prime number|prime number]] [[:w:Greater than|>]] ''b''" [[:w:Numerical digit|digit]] [[:w:String (computer science)|string]]s in the [[:w:Positional numeral system|positional numeral system]] with [[:w:Radix|base]] ''b'' for the [[:w:Subsequence|subsequence]] [[:w:Partially ordered set|ordering]]. (A string ''x'' is a subsequence of another string ''y'', if ''x'' can be obtained from ''y'' by deleting zero or more of the [[:w:Character (computing)|character]]s in ''y''. For example, 514 is a subsequence of 352148, "string" is a subsequence of "meistersinger". In contrast, 758 is not a subsequence of 378259, "abc" is not a subsequence of "cbacacba", since the characters must be in the same order) (Unlike [[:w:Substring|substring]], subsequence is not required to occupy consecutive positions within the original sequences, e.g. the [[:w:Longest common subsequence|longest common subsequence problem]] is different from the [[:w:Longest common substring|longest common substring problem]]) Using [[:w:Formal language theory|formal language theory]] terminology, Athena problem is finding the [[:w:Set (mathematics)|set]] of the [[:w:Minimal element|minimal element]]s of the [[:w:Formal language|language]] of base-''b'' [[:w:Representation (mathematics)|representation]]s of the [[:w:Prime number|prime number]]s [[:w:Greater than|>]] ''b'' (which is a set of [[:w:String (computer science)|string]]s of [[:w:Symbol|symbol]]s over the [[:w:Alphabet (formal languages)|alphabet]] ''Σ''_''b'' := {0, 1, ..., ''b''−1}), under the subsequence ordering (i.e. the [[:w:Binary relation|binary relation]] "is a subsequence of", which is a [[:w:Partially ordered set|partial ordering]]), for a given natural number ''b'' > 1 (You can draw this partial ordering as a [[:w:Hasse diagram|Hasse diagram]] to find all [[:w:Minimal element|minimal element]]s), this set is called '''Athena set''', and the prime numbers in this set are called '''Athena primes'''. The set of all strings ordered by [[:w:Subsequence|subsequence]] (i.e. under the [[:w:Binary relation|binary relation]] "is a subsequence of") is a [[:w:Partially ordered set|partially ordered set]] (i.e. the binary relation "is a subsequence of" is a [[:w:Partially ordered set|partial order]] relation, since this binary relation is [[:w:Reflexive relation|reflexive]], [[:w:Antisymmetric relation|antisymmetric]], and [[:w:Transitive relation|transitive]]), hence, any given ([[:w:Finite set|finite]] or [[:w:Infinite set|infinite]]) set (e.g. the set of the "[[:w:Prime number|prime number]]s [[:w:Greater than|>]] ''b''" strings in [[:w:Radix|base]] ''b'', for 2 ≤ ''b'' ≤ 36), which is exactly the Athena problem) of strings ordered by subsequence is also a partially ordered set, and thus we can draw its [[:w:Hasse diagram|Hasse diagram]] and find its [[:w:Greatest element|greatest element]], [[:w:Least element|least element]], [[:w:Maximal element|maximal element]]s, and [[:w:Minimal element|minimal element]]s, however, the greatest element and least element may not exist, and for an infinite set, the maximal elements also may not exist, thus we are only interested on finding the minimal elements of such sets, and we define minimal set of a set as the set of the minimal elements of this set, under a given partially ordered binary relation (this binary relation is "is a subsequence of" in the Athena problem), and we use ''M''(''S'') to denote the minimal set of the set ''S''. A [[:w:Partially ordered set|partially ordered set]] is a [[:w:Totally ordered set|totally ordered set]] if the elements in this set are pairwise [[:w:Comparability|comparable]], two elements ''x'' and ''y'' are comparable with respect to a binary relation "≤" if at least one of ''x'' ≤ ''y'' or ''y'' ≤ ''x'' is true, thus, under the binary relation "is a subsequence of", two strings ''x'' and ''y'' are comparable if either ''x'' is a subsequence of ''y'', or ''y'' is a subsequence of ''x''. A surprising result from [[:w:Formal language theory|formal language theory]] is that every set of pairwise incomparable (i.e. not comparable) strings is [[:w:Finite set|finite]] (note that this is not true for general partially ordered binary relations, e.g. the set of the positive integers, under the binary relation "is a [[:w:Divisor|divisor]] of", the infinite set of the [[:w:Prime number|prime number]]s (by [[:w:Euclid theorem|Euclid theorem]], this set is infinite) is pairwise incomparable, in fact, this set is exactly the minimal set of the set of the positive integers > 1 under this binary relation). At first sight this theorem is hard to believe, since we may make a set of pairwise incomparable strings as large as we want, e.g. all the strings with length 20 are pairwise incomparable, and if our [[:w:Alphabet (formal languages)|alphabet]] has ''n'' elements, then there are ''n''²⁰ such strings. Even if our alphabet are ''Σ''_''b'' = {0, 1, ..., 'b'' − 1} (the set of the [[:w:Radix|base]]-''b'' digits), which has ''b'' elements and we do not count the strings with [[Leading zero|leading zero]]s, there are still ''b''²⁰−''b''¹⁹ such strings (i.e. there are ''b''²⁰−''b''¹⁹ 20-digit numbers in base ''b''), e.g. for the case of decimal (base ''b'' = 10), there are as many as 9×10¹⁹ such strings (i.e. there are 9×10¹⁹ 20-digit numbers in base ''b'' = 10). And nothing prevents us from 20 with 50 or 100 or 10¹⁰⁰. Nevertheless, the result is true, and in fact the proof is not that hard (the proof is like Bolzano–Weierstrass theorem in real analysis, i.e. all bounded sequence has a convergent subsequence). This means that from any set of strings we can find its minimal elements. A string x in a set of strings S is a minimal string (minimal element of a set of strings ordered by subsequence) if whenever y (an element of S) is a subsequence of x, we have y = x. By [[:w:Higman's lemma|Higman's lemma]], there are no [[:w:Infinite set|infinite]] [[:w:Antichain|antichain]]s for the subsequence ordering (i.e. the subsequence ordering is always a [[:w:Well-quasi-ordering|well quasi order]]) (i.e. under the subsequence ordering (i.e. the [[:w:Binary relation|binary relation]] "is a subsequence of", which is a [[:w:Partially ordered set|partial ordering]]), every set of pairwise incomparable (i.e. not [[:w:Comparability|comparable]]) strings is finite), thus there must be only finitely many such minimal elements. In other words, the Athena set in every base ''b'' must be a [[:w:Finite set|finite set]], and every base ''b'' ≥ 2 has only finitely many Athena primes, e.g. in [[:w:Decimal|decimal]] (base ''b'' = 10), the Athena set has exactly 77 [[:w:Element of a set|element]]s (they are exactly the Athena primes in decimal (base ''b'' = 10)): {11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47, 53, 59, 61, 67, 71, 73, 79, 83, 89, 97, 227, 251, 257, 277, 281, 349, 409, 449, 499, 521, 557, 577, 587, 727, 757, 787, 821, 827, 857, 877, 881, 887, 991, 2087, 2221, 5051, 5081, 5501, 5581, 5801, 5851, 6469, 6949, 8501, 9001, 9049, 9221, 9551, 9649, 9851, 9949, 20021, 20201, 50207, 60649, 80051, 666649, 946669, 5200007, 22000001, 60000049, 66000049, 66600049, 80555551, 555555555551, 5000000000000000000000000000027}. Determining the set of the minimal elements of a arbitrary set of strings under the subsequence ordering is in general [[:w:List of unsolved problems in mathematics|unsolvable]], and can be difficult even when this set is relatively simple (such as the base ''b'' representations of the prime numbers > ''b'', whose set is exactly the Athena set in base ''b''). Although the set ''M''(''S'') of minimal strings is necessarily [[:w:Finite set|finite]], determining it explicitly for a given ''S'' can be a difficult computational problem. We use some [[:w:Number theory|numbertheoretic]] [[:w:Heuristic argument|heuristic]]s to [[:w:Computing|compute]] ''M''(''L''_''b'') (i.e. to compute the Athena set in base ''b''), where ''L''_''b'' is the [[:w:Formal language|language]] of [[:w:Radix|base]]-''b'' representations of the [[:w:Prime number|prime number]]s which are [[:w:Greater than|>]] ''b'', for 2 ≤ ''b'' ≤ 36. For bases 2 ≤ ''b'' ≤ 36, Athena problem is fully solved in bases ''b'' = 2, 3, 4, 5, 6, 7, 8, 9, 10, 12, 14, 15, 18, 20, 24, and also solved in bases ''b'' = 11, 13, 16, 22, 30 if [[:w:Probable prime|probable prime]]s are allowed. For the unsolved bases ''b'' = 17, 19, 21, 23, 25, 26, 27, 28, 29, 31, 32, 34, 35, 36, Athena problem is solved (if probable primes are allowed) except 771 [[:w:Indexed family|families]] of the form ''x''{''y''}''z'' (where ''x'' and ''z'' are strings (may be [[:w:Empty string|empty]]) of digits in base ''b'', ''y'' is a digit in base ''b'') = sequence {''xz'', ''xyz'', ''xyyz'', ''xyyyz'', ''xyyyyz'', ''xyyyyyz'', ...} (i.e. "''xy''⁺''z''" in [[:w:Regular expression|regular expression]]), all of these 771 families contain no primes > ''b'' or probable primes > ''b'' with length ≤ 100000. (The chance that an unproven probable prime in these sets is in fact composite is less than 10⁻²⁰⁰⁰, see https://t5k.org/notes/prp_prob.html) Below, family ''x''{''y''}''z'' (where ''x'' and ''z'' are strings (may be [[:w:Empty string|empty]]) of digits in base ''b'', ''y'' is a digit in base ''b'') means sequence {''xz'', ''xyz'', ''xyyz'', ''xyyyz'', ''xyyyyz'', ''xyyyyyz'', ...} (i.e. "''xy''⁺''z''" in [[:w:Regular expression|regular expression]]), where the members are expressed as base ''b'' strings, like the numbers in https://stdkmd.net/nrr/aaaab.htm, https://stdkmd.net/nrr/abbbb.htm, https://stdkmd.net/nrr/aaaba.htm, https://stdkmd.net/nrr/abaaa.htm, https://stdkmd.net/nrr/abbba.htm, https://stdkmd.net/nrr/abbbc.htm, e.g. 1{3} (in decimal) is the numbers in https://stdkmd.net/nrr/1/13333.htm#about_first, and {1}3 (in decimal) is the numbers in https://stdkmd.net/nrr/1/11113.htm#about_first, and 31{3} (in decimal) is the numbers in https://stdkmd.net/nrr/3/31333.htm#about_first, and {1}31 (in decimal) is the numbers in https://stdkmd.net/nrr/1/11131.htm#about_first, and 1{2}3 (in decimal) is the numbers in https://stdkmd.net/nrr/1/12223.htm#about_first, also, superscripts always means exponents, subscripts are always used to indicate repetitions of digits, e.g. 123₄567 = 123333567, all subscripts are written in decimal. == Solve the problem == To solve the Athena problem for a given base ''b'', we must [[:w:Computing|compute]] the elements up to families of the form ''x''{''y''}''z'' (where ''x'' and ''z'' are strings (may be empty) of digits in base ''b'', ''y'' is a digit in base ''b''), and find the smallest prime > ''b'' in all such families. We call families of the form ''x''{''y''}''z'' (where ''x'' and ''z'' are strings (may be empty) of digits in base ''b'', ''y'' is a digit in base ''b'') "linear" families, and we reduce these families by removing all trailing digits ''y'' from ''x'', and removing all leading digits ''y'' from ''z'', to make the families be easier, e.g. family 12333{3}33345 in base ''b'' is reduced to family 12{3}45 in base ''b'', since they are in fact the same family. Our [[:w:Algorithm|algorithm]] then proceeds as follows: * 1. ''M'' := {minimal primes in base ''b'' of length 2 or 3}, ''L'' := union of all ''x''{''Y''}''z'' (where ''x'' and ''z'' are strings (may be empty) of digits in base ''b'') such that ''x'' ≠ 0 and ''gcd''(''z'', ''b'') = 1 and ''Y'' is the set of digits ''y'' in base ''b'' such that ''xyz'' has no subsequence in ''M''. * 2. While ''L'' contains nonlinear families (families which are not linear families): Explore each family of ''L'', and update ''L''. Examine each family of ''L'' by: * 2.1. Let ''w'' be the shortest string in the family. If ''w'' has a subsequence in ''M'', then remove the family from ''L''. If ''w'' represents a prime, then add ''w'' to ''M'' and remove the family from ''L''. * 2.2. If possible, simplify the family. * 2.3. Using the techniques below (covering congruence, algebraic factorization, or combine of them), check if the family can be proven to only contain composites (only count the numbers > ''b''), and if so then remove the family from ''L''. * 3. Update ''L'', after each split examine the new families as in step 2. e.g. in decimal (base ''b'' = 10): ''M'' := {11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47, 53, 59, 61, 67, 71, 73, 79, 83, 89, 97, 227, 251, 257, 277, 281, 349, 409, 449, 499, 521, 557, 577, 587, 727, 757, 787, 821, 827, 857, 877, 881, 887, 991} ''L'' := {2{0,2}1, 2{0,8}7, 3{0,3,6,9}3, 3{0,3,6,9}9, 4{6}9, 5{0,5,8}1, 5{0,2}7, 6{0,3,6,9}3, 6{0,3,4,6,9}9, 7{0,7}7, 8{0,5}1, 8{0}7, 9{0,2,5,8}1, 9{0,3,6,9}3, 9{0,3,4,6,9}9} and since 2221 is prime, it follows that the family 2{0,2}1 splits into the families 2{0}1 and 2{0}2{0}1 and since the family 2{0}1 can be proven to contain no primes > base (since all numbers in this family are divisible by 3), it can be removed and since 20201 is prime, it follows that the family 2{0}2{0}1 splits into the families 2{0}21 and 22{0}1 221 and 2021 are composites, but 20021 is prime, thus add 20021 to ''L'' none of 221, 2201, 22001, 220001, 2200001 are primes, but 22000001 is prime, thus add 22000001 to ''L'' and since the family 3{0,3,6,9}3 can be proven to contain no primes > base (since all numbers in this family are divisible by 3), it can be removed etc. Since the number of possible (first digit,last digit) (also called (initial digit,final digit)) combos ([[:w:Ordered pair|ordered pair]]s) of a prime > ''b'' in base ''b'' is (''b''−1)×''[[:w:Euler's totient function|eulerphi]]''(''b'') (all digits except 0 can be the first digit of a prime > ''b'' in base ''b'' (thus ''b''−1 possible digits), but only the digits coprime to ''b'' can be the last digit of a prime > ''b'' in base ''b'' (thus ''eulerphi''(''b'') possible digits), and by the [[:w:Rule of product|rule of product]], there are (''b''−1)×''eulerphi''(''b'') choices of the (first digit,last digit) combo, also, both "numbers of Athena primes in base ''b''" and "length of the largest Athena prime in base ''b''" are [[:w:Asymptotic analysis|roughly]] ''[[:w:E (mathematical_constant)|e]]''^{''[[:w:Euler's constant|γ]]''×(''b''−1)×''[[:w:Euler's totient function|eulerphi]]''(*b*)}. Shrinking the family ''x''{''Y''}''z'' (where ''x'' and ''z'' are strings (may be empty) of digits in base ''b'', ''Y'' is a set of digits in base ''b'') * If ''y'' ∈ ''Y'' and the string ''xyyz'' represents a prime > ''b'' in base ''b'' (in this case, add this prime to the list) or has a subsequence which represents a prime > ''b'' in base ''b'', then ''x''{''Y''}''z'' can be replaced with ''x''{''Y'' \ ''y''}''z'' ∪ ''x''{''Y'' \ ''y''}''y''{''Y'' \ ''y''}''z''. * If ''y''₁ ∈ ''Y'' and ''y''₂ ∈ ''Y'' and ''y''₁ ≠ ''y''₂ and the string ''xy''₁''y''₂''z'' represents a prime > ''b'' in base ''b'' (in this case, add this prime to the list) or has a subsequence which represents a prime > ''b'' in base ''b'', then ''x''{''Y''}''z'' can be replaced with ''x''{''Y'' \ ''y''₁}{''Y'' \ ''y''₂}''z''. * If ''y''₁ ∈ ''Y'' and ''y''₂ ∈ ''Y'' and ''y''₁ ≠ ''y''₂ and both the strings ''xy''₁''y''₂''z'' and ''xy''₂''y''₁''z'' represent a prime > ''b'' in base ''b'' (in this case, add this prime to the list) or have a subsequence which represents a prime > ''b'' in base ''b'', then ''x''{''Y''}''z'' can be replaced with ''x''{''Y'' \ ''y''₁}''z'' ∪ ''x''{''Y'' \ ''y''₂}''z''. e.g. in decimal (base ''b'' = 10): * 2221 is a prime > 10, thus the family 2{0,2}1 splits into the two families 2{0}1 and 2{0}2{0}1. * 227 is a prime > 10, and it is a subsequence of 5227, thus the family 5{0,2}7 splits into the two families 5{0}7 and 5{0}2{0}7. * 449 is a prime > 10, and it is a subsequence of 6449, thus the family 6{0,3,4,6,9}9 splits into the two families 6{0,3,6,9}9 and 6{0,3,6,9}4{0,3,6,9}9. * Both 5051 and 5501 are primes > 10, thus the family 5{0,5}1 splits into the two families 5{0}1 and 5{5}1 = {5}1. * 8501 is a prime > 10, thus the family 8{0,5}1 splits into the family 8{0}{5}1. * 887 is a prime > 10, and it is a subsequence of 2887, also 2087 is a prime > 10, thus the family 2{0,8}7 splits into the two families 2{0}7 and 28{0}7. * 349 and 449 are primes > 10, and they are subsequences of 9349 and 9449, respectively, also 9049, 9649, 9949 are primes > 10, thus the family 9{0,3,4,6,9}9 splits into the two families 9{0,3,6,9}9 and 94{0,3,6,9}9. * 251, 281, 521, 821, 881 are primes > 10, and they are subsequences of 9251, 9281, 9521, 9821, 9881, respectively, also 9001, 9221, 9551, 9851 are primes > 10, thus the family 9{0,2,5,8}1 splits into the numbers {91, 901, 921, 951, 981, 9021, 9051, 9081, 9201, 9501, 9581, 9801, 90581, 95081, 95801}. If the methods we have discussed cannot be used to rule out or shrink ''x''{''Y''}''z'' where ''Y'' = {''y''₁, ''y''₂, ..., ''y''_''n''}, then we can replace ''x''{''Y''}''z'' by ''xy''₁{''Y''}''z'' ∪ ''xy''₂{''Y''}''z'' ∪ ... ∪ ''xy''_''n''{''Y''}''z'' and re-run the methods on this new [[:w:Formal language|language]]. If all remain families are linear families (i.e. of the form ''x''{''y''}''z'', where ''x'' and ''z'' are strings (may be empty) of digits in base ''b'', ''y'' is a digit in base ''b''), then we search the smallest (probable) primes in these families and add these primes to the list. e.g. in decimal (base ''b'' = 10): * The smallest prime in the family 5{0}27 is 5000000000000000000000000000027. * The smallest prime in the family {5}1 is 555555555551. * The smallest prime in the family 8{5}1 is 8555555555555555555551, but 8555555555555555555551 is not a minimal element since 555555555551 is a subsequence of 8555555555555555555551. There is no guarantee that the techniques discussed will ever terminate, but in practice they often do. They are able to determine the Athena set in base ''b'' for 2 ≤ ''b'' ≤ 16 and ''b'' = 18, 20, 22, 24, 30. The bases ''b'' = 17, 19, 21, 23, 25 ≤ ''b'' ≤ 29, 31 ≤ ''b'' ≤ 36 are solved with the exception of 771 families of the form ''x''{''y''}''z'' (where ''x'' and ''z'' are strings (may be empty) of digits in base ''b'', ''y'' is a digit in base ''b''). The following is a "[[:w:Semi-algorithm|semi-algorithm]]" that is guaranteed to solve the Athena problem for a given base ''b'', but it is not so easy to implement: # ''M'' = ''[[:w:Empty string|∅]]'' # while (''L'' ≠ ''∅'') do # choose ''x'', a shortest string in ''L'' # ''M'' := ''M'' ∪ {''x''} # ''L'' := ''L'' − ''sup''({''x''}) In practice, for arbitrary ''L'', we cannot feasibly carry out step 5. Instead, we work with ''L''&#39;, some regular overapproximation to ''L'', until we can show ''L''&#39; = ''∅'' (which implies ''L'' = ''∅''). In practice, ''L''&#39; is usually chosen to be a finite [[:w:Union (set theory)|union]] of sets of the form ''L''₁{''L''₂}''L''₃, where each of ''L''₁, ''L''₂, ''L''₃ is finite. In the case we consider in this project, we then have to determine whether such a family contains a prime or not. Thus, the [[:w:Time complexity|time complexity]] of the Athena problem in base ''b'' may be ''[[:w:Big O notation|O]]''(''[[:w:E (mathematical_constant)|e]]''^{''[[:w:Euler's constant|γ]]''×(''b''−1)×''[[:w:Euler's totient function|eulerphi]]''(*b*)}), and the [[:w:CPU time|CPU time]] of the Athena problem in base ''b'' may be longer than [[:w:Age of the universe|the age of the universe]] for bases ''b'' = 19, 23, 25, 27, 29, 31, 32, 33, 34, 35, also, Athena problem in bases ''b'' around 500 may be [[:w:NP-complete|NP-complete]] or [[:w:NP-hard|NP-hard]], or an [[:w:Undecidable problem|undecidable problem]], or an example of [[:w:Gödel's incompleteness theorems|Gödel's incompleteness theorems]] (like the [[:w:Continuum hypothesis|continuum hypothesis]] and the [[:w:Halting problem|halting problem]]). To solve the Athena problem (i.e. to compute the Athena set), we need to determine whether a given family contains a prime. In practice, if family ''x''{''Y''}''z'' (where ''x'' and ''z'' are strings (may be empty) of digits in base ''b'', ''Y'' is a set of digits in base ''b'') could not be ruled out as only containing composites and ''Y'' contains two or more digits, then a relatively small prime > ''b'' could always be found in this family. Intuitively, this is because there are a large number of small strings in such a family, and at least one is likely to be prime (e.g. there are 2^''n''−2 strings of length ''n'' in the family 1{3,7}9, and there are over a thousand strings of length 12 in the family 1{3,7}9, thus it is very impossible that these numbers are all composite). In the case ''Y'' contains only one digit, this family is of the form ''x''{''y''}''z'', and there is only a single string of each length > (the length of ''x'' + the length of ''z''), and it is not known if the following [[:w:Decision problem|decision problem]] is recursively solvable (just like [[:w:Sierpiński number|Sierpiński problem]] and [[:w:Riesel number|Riesel problem]], Sierpiński problem and Riesel problem can be generalized to other bases ''b'' (references: http://www.noprimeleftbehind.net/crus/Sierp-conjectures.htm, http://www.noprimeleftbehind.net/crus/Riesel-conjectures.htm, http://www.noprimeleftbehind.net/crus/Sierp-conjectures-powers2.htm, http://www.noprimeleftbehind.net/crus/Riesel-conjectures-powers2.htm, http://www.noprimeleftbehind.net/crus/Sierp-conjecture-reserves.htm, http://www.noprimeleftbehind.net/crus/Riesel-conjecture-reserves.htm), in fact, Athena problem base ''b'' covers the Sierpiński problem base ''b'' and the Riesel problem base ''b'' with ''k'' < ''b'', i.e. finding the smallest prime of the form ''k''×''b''^''n''+1 and ''k''×''b''^''n''−1 (or prove such prime does not exist) with ''k'' < ''b'' (specially, for bases ''b'' such that the conjectured smallest Sierpiński number or the conjectured smallest Riesel number is < ''b'', Athena problem base ''b'' covers the Sierpiński problem base ''b'' or the Riesel problem base ''b'', respectively), since the smallest prime of the form ''k''×''b''^''n''+1 and ''k''×''b''^''n''−1 (if exists) must be a minimal element in base ''b'', also, Athena problem base ''b'' covers finding the smallest prime of these forms in base ''b'' (or proving that such prime does not exist) (in fact, it is known that exactly what bases 2 ≤ ''b'' ≤ 1024 have the families listed in the table below as unsolved families, all of these families in all bases 2 ≤ ''b'' ≤ 1024 have been searched to length ≥ 10000 (for the family (''sqrt''(''b'')×''b''^''n''+1)/(''sqrt''(''b'')+1), bases 2 ≤ ''b'' ≤ 1048576, searched to length ≥ 5000)): (''b''^''n''−1)/(''b''−1) (for this form, ''n'' must be prime, and we want ''n'' ≥ 2) (references of this form: http://www.fermatquotient.com/PrimSerien/GenRepu.txt, https://web.archive.org/web/20021111141203/http://www.users.globalnet.co.uk/~aads/primes.html, http://www.primenumbers.net/Henri/us/MersFermus.htm, http://www.bitman.name/math/table/379, https://pzktupel.de/Primetables/TableRepunitGen.php, https://oeis.org/A084740, https://oeis.org/A084738, https://oeis.org/A128164, https://oeis.org/A285642; or for prime bases ''b'': https://oeis.org/A065854, https://oeis.org/A279068), ''b''^''n''+1 (for this form, ''n'' must be power of 2, and we want ''n'' ≥ 1) (references of this form: http://jeppesn.dk/generalized-fermat.html, http://www.noprimeleftbehind.net/crus/GFN-primes.htm, https://web.archive.org/web/20231002190634/http://yves.gallot.pagesperso-orange.fr/primes/index.html, https://pzktupel.de/Primetables/TableFermatGFBB.php, https://oeis.org/A079706, https://oeis.org/A084712, https://oeis.org/A228101), (''b''^''n''+1)/2 (for odd ''b'') (for this form, ''n'' must be power of 2, and we want ''n'' ≥ 2) (reference of this form: http://www.fermatquotient.com/PrimSerien/GenFermOdd.txt), (''sqrt''(''b'')×''b''^''n''+1)/(''sqrt''(''b'')+1) (for square ''b'') (for this form, 2×''n''+1 must be prime, and we want ''n'' ≥ 2) (references of this form: http://www.fermatquotient.com/PrimSerien/GenRepuP.txt, http://www.primenumbers.net/Henri/us/MersFermus.htm, http://www.bitman.name/math/table/488, https://pzktupel.de/Primetables/TableWagstaffGen.php, https://oeis.org/A084742, https://oeis.org/A084741; or for bases ''b'' with ''sqrt''(''b'') prime: https://oeis.org/A065507), ((''b''−2)×''b''^''n''+1)/(''b''−1) (''n'' ≥ 2) (reference of this form: https://oeis.org/A243404), 2×''b''^''n''+1 (''n'' ≥ 1) (references of this form: https://www.mersenneforum.org/showthread.php?t=6918, https://www.mersenneforum.org/showthread.php?t=19725, https://oeis.org/A119624), 2×''b''^''n''−1 (''n'' ≥ 1) (references of this form: https://www.mersenneforum.org/showthread.php?t=24576, https://www.mersenneforum.org/attachment.php?attachmentid=20976&d=1567314217, https://oeis.org/A119591), ''b''^''n''+2 (''n'' ≥ 1) (references of this form: https://oeis.org/A138066, https://oeis.org/A084713, https://oeis.org/A138067), ''b''^''n''−2 (''n'' ≥ 2) (references of this form: https://www.primepuzzles.net/puzzles/puzz_887.htm, https://oeis.org/A250200, https://oeis.org/A255707, https://oeis.org/A084714; or for prime bases ''b'': https://oeis.org/A292201), (''b''−1)×''b''^''n''+1 (''n'' ≥ 1) (references of this form: http://www.noprimeleftbehind.net/Williams-primes-MP.htm, http://www.bitman.name/math/table/477, https://pzktupel.de/Primetables/TableWilliams2.php, https://oeis.org/A305531; or for prime bases ''b'': https://oeis.org/A087139), (''b''−1)×''b''^''n''−1 (''n'' ≥ 1) (references of this form: https://harvey563.tripod.com/wills.txt, http://www.noprimeleftbehind.net/Williams-primes-MM.htm, http://www.bitman.name/math/table/484, https://pzktupel.de/Primetables/TableWilliams1.php; or for prime bases ''b'': https://oeis.org/A122396), ''b''^''n''+(''b''−1) (''n'' ≥ 1) (references of this form: http://www.bitman.name/math/table/795, https://pzktupel.de/Primetables/TableWilliams6.php, https://oeis.org/A076845, https://oeis.org/A076846, https://oeis.org/A078178, https://oeis.org/A078179), ''b''^''n''−(''b''−1) (''n'' ≥ 2) (references of this form: http://www.bitman.name/math/table/792, https://pzktupel.de/Primetables/TableWilliams5.php, https://oeis.org/A113516, https://oeis.org/A343589; or for prime bases ''b'': https://cs.uwaterloo.ca/journals/JIS/VOL3/mccranie.html, http://www.bitman.name/math/table/435)): '''Problem: Given strings ''x'', ''z'' (may be empty), a digit ''y'', and a base ''b'' (''x'' does not [[:w:Leading zero|start with the digit 0]], ''z'' ends with a digit which [[:w:Coprime integers|coprime]] to ''b'', ''y'' is not 0 if ''x'' is empty, ''y'' is coprime to ''b'' if ''z'' is empty), does there exist a prime number whose base-''b'' expansion is of the form ''xy''_''n''''z'' for some ''n'' ≥ 0?''' An [[:w:Algorithm|algorithm]] to solve this problem, for example, would allow us to decide if there are any additional [[:w:Fermat prime|Fermat prime]]s other than the known ones (corresponding to ''n'' = 0, 1, 2, 3, 4). To see this, take ''b'' = 2, ''x'' = 1, ''y'' = 0, and ''z'' = 0₁₆1. Since if 2^''n''+1 is prime then ''n'' must be a [[:w:Power of 2|power of two]], a prime of the form ''xy''_''n''''z'' in base ''b'' must be a new Fermat prime. Besides, it would allow us to decide if there are infinitely many [[:w:Mersenne prime|Mersenne prime]]s (of the form 2^''p''−1 with prime ''p''). To see this, take ''b'' = 2, ''x'' = ''𝜆'' (the [[:w:Empty string|empty string]]), ''y'' = 1, and ''z'' = 1_''n''+1, where ''n'' is the exponent of the Mersenne prime which we want to know whether it is the largest Mersenne prime or not. Since if 2^''n''−1 is prime then ''n'' must be a [[:w:Prime number|prime]], a prime of the form ''xy''_''n''''z'' in base ''b'' must be a new Mersenne prime. Also, it would allow us to decide whether 78557 is the smallest [[:w:Sierpinski number|Sierpinski number]] (i.e. odd numbers ''k'' such that ''k''×2^''n''+1 is composite for all ''n'' ≥ 1) and whether 509203 is the smallest [[:w:Riesel number|Riesel number]] (i.e. odd numbers ''k'' such that ''k''×2^*n*−1 is composite for all ''n'' ≥ 1), etc. '''Conjecture (this conjecture is very important for the Athena problem): If family ''xy''_''n''''z'' (with fixed strings ''x'', ''z'' (may be empty), fixed digit ''y'', and variable ''n'') in base ''b'' (with fixed ''b'' ≥ 2) (''x'' does not start with the digit 0, ''z'' ends with a digit which coprime to ''b'', ''y'' is not 0 if ''x'' is empty, ''y'' is coprime to ''b'' if ''z'' is empty) cannot be proven to only contain composites or only contain finitely many primes (by covering congruence, algebraic factorization, or combine of them), then family ''xy''_''n''''z'' in base ''b'' contains infinitely many primes (this is equivalent to: If form (''a''×''b''^''n''+''c'')/''gcd''(''a''+''c'',''b''−1) (with fixed integers ''a'' ≥ 1, ''b'' ≥ 2, ''c'' ≠ 0 (with ''gcd''(''a'',''c'') = 1 and ''gcd''(''b'',''c'') = 1), and variable ''n'') cannot be proven to only contain composites or only contain finitely many primes (by covering congruence, algebraic factorization, or combine of them), then form (''a''×''b''^''n''+''c'')/''gcd''(''a''+''c'',''b''−1) contains infinitely many primes).''' (in fact, this conjecture is equivalent to the conjecture (to prove this, by change the base (''b'') to a power of ''b'' which is larger than the largest prime in a given family (in base ''b'') which only contains finitely many primes): If family ''xy''_''n''''z'' (with fixed strings ''x'', ''z'' (may be empty), fixed digit ''y'', and variable ''n'') in base ''b'' (with fixed ''b'' ≥ 2) (''x'' does not start with the digit 0, ''z'' ends with a digit which coprime to ''b'', ''y'' is not 0 if ''x'' is empty, ''y'' is coprime to ''b'' if ''z'' is empty) cannot be proven to only contain composites (by covering congruence, algebraic factorization, or combine of them), then family ''xy''_''n''''z'' in base ''b'' contains at least one prime (this is equivalent to: If form (''a''×''b''^''n''+''c'')/''gcd''(''a''+''c'',''b''−1) (with fixed integers ''a'' ≥ 1, ''b'' ≥ 2, ''c'' ≠ 0 (with ''gcd''(''a'',''c'') = 1 and ''gcd''(''b'',''c'') = 1), and variable ''n'') cannot be proven to only contain composites (by covering congruence, algebraic factorization, or combine of them), then form (''a''×''b''^''n''+''c'')/''gcd''(''a''+''c'',''b''−1) contains at least one prime), like the [[:w:Bunyakovsky conjecture|Bunyakovsky conjecture]] and the [[:w:Dickson's conjecture|Dickson's conjecture]] and the [[:w:Schinzel's hypothesis H|Schinzel's hypothesis ''H'']], if such ''n'' always exists, then there must be always infinitely many such ''n'', to prove this, add another polynomial for the cases of the Dickson's conjecture and the Schinzel's hypothesis ''H'', also, change the polynomial (e.g. change ''n'' to ''r''×''n'' or ''n''^''r'' for all integers ''r'' > 1) for the cases of the Bunyakovsky conjecture and the Schinzel's hypothesis ''H'') Some families can be ruled out to contain no prime > ''b'' by [[:w:Covering set|covering congruence]], [[:w:Factorization of polynomials|algebraic factorization]] (e.g. [[:w:Difference of two squares|difference of two squares]], [[:w:Sum of two cubes|sum of two cubes]], [[:w:Sophie Germain's identity|Sophie Germain's identity of ''x''⁴+4×''y''⁴]]), or combine of them, e.g. * The base 9 family 2{7}: Always divisible by 2 or 5 * The base 11 family 2{5}: Always divisible by 2 or 3 * The base 14 family B{0}1: Always divisible by 3 or 5 * The base 13 family 95{0}3: Always divisible by 5, 7, or 17 * The base 16 family {4}D: Always divisible by 3, 7, or 13 * The base 16 family {8}F: Always divisible by 3, 7, or 13 * The base 21 family {7}D: Always divisible by 2, 13, or 17 * The base 23 family {D}GA: Always divisible by 2, 5, 7, 37, or 79 * The base 9 family {1}: Can be written as (9^''n''−1)/8 and can be factored as (3^''n''−1) × (3^''n''+1) / 8 * The base 8 family 1{0}1: Can be written as 8^''n''+1 and can be factored as (2^''n''+1) × (4^''n''−2^''n''+1) * The base 9 family 3{8}: Can be written as 4×9^''n''−1 and can be factored as (2×3^''n''−1) × (2×3^''n''+1) * The base 16 family 1{5}: Can be written as (4×16^''n''−1)/3 and can be factored as (2×3^''n''−1) × (2×3^''n''+1) / 3 * The base 16 family {4}1: Can be written as (4×16^''n''−49)/15 and can be factored as (2×3^''n''−7) × (2×3^''n''+7) / 15 * The base 27 family 7{Q}: Can be written as 8×27^''n''−1 and can be factored as (2×3^''n''−1) × (4×9^''n''+2×3^''n''+1) * The base 27 family 9{G}: Can be written as (125×27^''n''−8)/13 and can be factored as (5×3^''n''−2) × (25×9^''n''+10×3^''n''+4) * The base 16 family {C}D: Can be written as (4×16^''n''+1)/5 and can be factored as (2×4^''n''−2×2^''n''+1) × (2×4^''n''+2×2^''n''+1) / 5 * The base 14 family 8{D}: Can be written as 9×14^''n''−1, it is divisible by 5 if ''n'' is odd and can be factored as (3×14^''n''/2−1) × (3×14^''n''/2+1) if ''n'' is even * The base 12 family {B}9B: Can be written as 12^''n''−25, it is divisible by 13 if ''n'' is odd and can be factored as (12^''n''/2−5) × (12^''n''/2+5) if ''n'' is even * The base 14 family {D}5: Can be written as 14^''n''−9, it is divisible by 5 if ''n'' is odd and can be factored as (14^''n''/2−3) × (14^''n''/2+3) if ''n'' is even * The base 17 family 1{9}: Can be written as (25×17^''n''−9)/16, it is divisible by 2 if ''n'' is odd and can be factored as (5×17^''n''/2−3) × (5×17^''n''/2+3) / 16 if ''n'' is even * The base 17 family 7{9}: Can be written as (121×17^''n''−9)/16, it is divisible by 2 if ''n'' is odd and can be factored as (11×17^''n''/2−3) × (11×17^''n''/2+3) / 16 if ''n'' is even * The base 24 family 3{N}: Can be written as 4×24^''n''−1, it is divisible by 5 if ''n'' is odd and can be factored as (2×24^''n''/2−1) × (2×24^''n''/2+1) if ''n'' is even * The base 24 family 5{N}: Can be written as 6×24^''n''−1, it is divisible by 5 if ''n'' is even and can be factored as (12×24^{(''n''−1)/2}−1) × (12×24^{(''n''−1)/2}+1) if ''n'' is odd * The base 33 family F{W}: Can be written as 16×33^''n''−1, it is divisible by 17 if ''n'' is odd and can be factored as (4×33^''n''/2−1) × (4×33^''n''/2+1) if ''n'' is even If the conjecture above is true, then the [[:w:Sierpiński number|Sierpiński conjecture]] and [[:w:Riesel number|Riesel conjecture]] are also true, and the [https://www.mersenneforum.org/showthread.php?t=10761 dual Sierpiński conjecture] and the [https://www.mersenneforum.org/showthread.php?t=6545 dual Riesel conjecture] are also true, and the [http://www.noprimeleftbehind.net/crus/Sierp-conjectures.htm Sierpiński conjectures] and the [http://www.noprimeleftbehind.net/crus/Riesel-conjectures.htm Riesel conjectures] in all bases ''b'' are also true, and the [http://www.noprimeleftbehind.net/crus/SNOB-Sierp-conjectures.htm real Sierpiński conjectures] and the [http://www.noprimeleftbehind.net/crus/Real-Riesel-conjectures.htm real Riesel conjectures] are also true, also, if the Athena conjecture is true, then there are infinitely many primes of these forms for fixed bases ''b'' ≥ 2 and variable exponents ''n'': * (''b''^''n''−1)/(''b''−1) for all bases ''b'' which are not [[:w:Perfect power|perfect power]]s (for this form, ''n'' must be prime) (references of this form: http://www.fermatquotient.com/PrimSerien/GenRepu.txt, https://web.archive.org/web/20021111141203/http://www.users.globalnet.co.uk/~aads/primes.html, http://www.primenumbers.net/Henri/us/MersFermus.htm, http://www.bitman.name/math/table/379, https://pzktupel.de/Primetables/TableRepunitGen.php, https://oeis.org/A084740, https://oeis.org/A084738, https://oeis.org/A128164, https://oeis.org/A285642; or for prime bases ''b'': https://oeis.org/A065854, https://oeis.org/A279068) * ''b''^''n''+1 for all even bases ''b'' which are not of the form ''m''^''r'' with odd ''r'' > 1 (for this form, ''n'' must be power of 2) (references of this form: http://jeppesn.dk/generalized-fermat.html, http://www.noprimeleftbehind.net/crus/GFN-primes.htm, https://web.archive.org/web/20231002190634/http://yves.gallot.pagesperso-orange.fr/primes/index.html, https://pzktupel.de/Primetables/TableFermatGFBB.php, https://oeis.org/A079706, https://oeis.org/A084712, https://oeis.org/A228101) * (''b''^''n''+1)/2 for all odd bases ''b'' which are not of the form ''m''^''r'' with odd ''r'' > 1 (for this form, ''n'' must be power of 2) (reference of this form: http://www.fermatquotient.com/PrimSerien/GenFermOdd.txt) * (''b''^''n''+1)/(''b''+1) for all bases ''b'' which are neither of the form ''m''^''r'' with odd ''r'' > 1 nor of the form 4×''m''⁴ (for this form, ''n'' must be prime) (references of this form: http://www.fermatquotient.com/PrimSerien/GenRepuP.txt, http://www.primenumbers.net/Henri/us/MersFermus.htm, http://www.bitman.name/math/table/488, https://pzktupel.de/Primetables/TableWagstaffGen.php, https://oeis.org/A084742, https://oeis.org/A084741; or for prime bases ''b'': https://oeis.org/A065507) * ((''b''−2)×''b''^''n''+1)/(''b''−1) for all bases ''b'' > 2 (reference of this form: https://oeis.org/A243404) * 2×''b''^''n''+1 for all bases ''b'' < 201446503145165177, not == 1 mod 3 (references of this form: https://www.mersenneforum.org/showthread.php?t=6918, https://www.mersenneforum.org/showthread.php?t=19725, https://oeis.org/A119624) * 2×''b''^''n''−1 for all bases ''b'' (references of this form: https://www.mersenneforum.org/showthread.php?t=24576, https://www.mersenneforum.org/attachment.php?attachmentid=20976&d=1567314217, https://oeis.org/A119591) * 3×''b''^''n''+1 for all even bases ''b'' * 3×''b''^''n''−1 for all even bases ''b'' * 4×''b''^''n''+1 for all bases ''b'' not == 1 mod 5, not == 14 mod 15, not [[:w:Fourth power|fourth power]]s * 4×''b''^''n''−1 for all bases ''b'' not == 1 mod 3, not == 4 mod 5, not [[:w:Square number|square]]s * 5×''b''^''n''+1 for all even bases ''b'' < 140324348, not == 1 mod 3 * 5×''b''^''n''−1 for all even bases ''b'' * 6×''b''^''n''+1 for all bases ''b'' not == 1 mod 7, not == 34 mod 35 * 6×''b''^''n''−1 for all bases ''b'' not == 1 mod 5, not == 34 mod 35, not of the form 6×''m''² with ''m'' == 2, 3 mod 5 * 7×''b''^''n''+1 for all even bases ''b'' * 7×''b''^''n''−1 for all even bases ''b'' < 9162668342, not == 1 mod 3 * 8×''b''^''n''+1 for all bases ''b'' not == 1 mod 3, not == 20 mod 21, not == 47, 83 mod 195, not == 467, 4343, 9887, 25448, 35978, 41522, 42647, 57083 mod 73815, not == 722, 83813, 206672, 239432, 322523, 1283843, 1519577, 1522553 mod 1551615, ..., not [[:w:Cube (algebra)|cube]]s * 8×''b''^''n''−1 for all bases ''b'' not == 1 mod 7, not == 20 mod 21, not == 83, 307 mod 455, not == 1266, 13593, 27292, 46353 mod 63973, ..., not [[:w:Cube (algebra)|cube]]s * 9×''b''^''n''+1 for all even bases ''b'' < 177744, not == 1 mod 5 * 9×''b''^''n''−1 for all even bases ''b'' not == 4 mod 5, not [[:w:Square number|square]]s * 10×''b''^''n''+1 for all bases ''b'' not == 1 mod 11, not == 32 mod 33 (references of this form: https://oeis.org/A088782) * 10×''b''^''n''−1 for all bases ''b'' not == 1 mod 3, not == 32 mod 33 * 11×''b''^''n''+1 for all even bases ''b'' not == 1 mod 3, not == 14 mod 15 * 11×''b''^''n''−1 for all even bases ''b'' not == 1 mod 5, not == 14 mod 15, not of the form 11×''m''² with ''m'' == 2, 3 mod 5 * 12×''b''^''n''+1 for all bases ''b'' not == 1 mod 13, not == 142 mod 143, not == 562, 828, 900, 1166 mod 1729, not == 597, 1143 mod 1885, not == 296, 901, 1759, 3090, 4553, 5521, 5807, 6016, 6984, 7094, 7270, 7380, 7479, 8447, 8557, 8733, 8843, 9910, 10020, 10196, 10306, 11483, 11769, 12737, 14200, 15531, 16994, 18457 mod 19019, not == 563, 1433, 13212, 15097, 19848, 20718, 32497, 34382, 39133, 51782, 53667, 58418, 58452, 60337, 60883, 71067, 72952, 77737, 79622, 80168, 94267, 97022, 98583, 98907, 113552, 116307, 117868, 118192, 131967, 132513, 132837, 134398, 151252, 151798, 152122, 153683, 170537, 171083, 172968, 177753, 179638, 189822, 190368, 192253, 192287, 197038, 198923, 211572, 213568, 216323, 218208, 229987, 232853, 235608, 237493, 249272 mod 250705, ... * 12×''b''^''n''−1 for all bases ''b'' not == 1 mod 11, not == 142 mod 143, not == 307, 1143 mod 1595, not == 901, 6016, 7479, 18457 mod 19019, ... * ''b''^''n''+2 for all odd bases ''b'' < 201446503145165177, not == 1 mod 3 (references of this form: https://oeis.org/A138066, https://oeis.org/A084713, https://oeis.org/A138067) * ''b''^''n''−2 for all odd bases ''b'' (references of this form: https://www.primepuzzles.net/puzzles/puzz_887.htm, https://oeis.org/A250200, https://oeis.org/A255707, https://oeis.org/A084714; or for prime bases ''b'': https://oeis.org/A292201) * ''b''^''n''+3 for all even bases ''b'' not divisible by 3 * ''b''^''n''−3 for all even bases ''b'' not divisible by 3 * ''b''^''n''+4 for all odd bases ''b'' not == 1 mod 5, not == 14 mod 15, not [[:w:Fourth power|fourth power]]s * ''b''^''n''−4 for all odd bases ''b'' not == 1 mod 3, not == 4 mod 5, not [[:w:Square number|square]]s * (''b''−1)×''b''^''n''+1 for all bases ''b'' (references of this form: http://www.noprimeleftbehind.net/Williams-primes-MP.htm, http://www.bitman.name/math/table/477, https://pzktupel.de/Primetables/TableWilliams2.php, https://oeis.org/A305531; or for prime bases ''b'': https://oeis.org/A087139) * (''b''−1)×''b''^''n''−1 for all bases ''b'' (references of this form: https://harvey563.tripod.com/wills.txt, http://www.noprimeleftbehind.net/Williams-primes-MM.htm, http://www.bitman.name/math/table/484, https://pzktupel.de/Primetables/TableWilliams1.php; or for prime bases ''b'': https://oeis.org/A122396) * (''b''+1)×''b''^''n''+1 for all bases ''b'' not == 1 mod 3 (references of this form: http://www.noprimeleftbehind.net/Williams-primes-PP.htm, http://www.bitman.name/math/table/474, https://pzktupel.de/Primetables/TableWilliams4.php) * (''b''+1)×''b''^''n''−1 for all bases ''b'' (references of this form: http://www.noprimeleftbehind.net/Williams-primes-PM.htm, http://www.bitman.name/math/table/471, https://pzktupel.de/Primetables/TableWilliams3.php) * ''b''^''n''+(''b''−1) for all bases ''b'' (references of this form: http://www.bitman.name/math/table/795, https://pzktupel.de/Primetables/TableWilliams6.php, https://oeis.org/A076845, https://oeis.org/A076846, https://oeis.org/A078178, https://oeis.org/A078179) * ''b''^''n''−(''b''−1) for all bases ''b'' (references of this form: http://www.bitman.name/math/table/792, https://pzktupel.de/Primetables/TableWilliams5.php, https://oeis.org/A113516, https://oeis.org/A343589; or for prime bases ''b'': https://cs.uwaterloo.ca/journals/JIS/VOL3/mccranie.html, http://www.bitman.name/math/table/435) * ''b''^''n''+(''b''+1) for all bases ''b'' not == 1 mod 3 (references of this form: http://www.bitman.name/math/table/801, https://pzktupel.de/Primetables/TableWilliams8.php, https://oeis.org/A346149, https://oeis.org/A346154) * ''b''^''n''−(''b''+1) for all bases ''b'' (references of this form: http://www.bitman.name/math/table/798, https://pzktupel.de/Primetables/TableWilliams7.php, https://oeis.org/A178250) By the [[:w:Prime number theorem|prime number theorem]], the [[:w:Probability|chance]] that a [[:w:Random number|random]] ''n''-digit base ''b'' number is prime is [[:w:Asymptotic analysis|approximately]] 1/''n'' (more accurately, the chance is approximately 1/(''n''×''ln''(''b'')), where ''ln'' is the [[:w:Natural logarithm|natural logarithm]]). If one conjectures the numbers ''x''{''y''}''z'' behave similarly (i.e. the numbers ''x''{''y''}''z'' is a [[:w:Pseudorandomness|pseudorandom sequence]]) you would expect [[:w:Harmonic_series (mathematics)|1/1 + 1/2 + 1/3 + 1/4 + ... = ∞]] primes of the form ''x''{''y''}''z'' (of course, this does not always happen, since some ''x''{''y''}''z'' families can be ruled out to contain no prime > ''b'' (by covering congruence, algebraic factorization, or combine of them), but it is at least a reasonable conjecture in the absence of evidence to the contrary. Hence, the [[:w:Heuristic argument|heuristic argument]] suggests there are always infinitely many primes in family ''x''{''y''}''z'' (where ''x'' and ''z'' are strings (may be empty) of digits in base ''b'', ''y'' is a digit in base ''b'') if it cannot be ruled out to contain no prime or only contain finitely many primes, by covering congruence, algebraic factorization, or combine of them. However, some families ''x''{''y''}''z'' could not be proven to contain no primes > ''b'' (by covering congruence, algebraic factorization, or combine of them) but no primes > ''b'' could be found in the family, even after searching through numbers with over 100000 digits. In such a case, the only way to proceed is to [[:w:Primality test|test the primality]] of larger and larger numbers of such form and hope a prime is eventually discovered. e.g. the smallest (probable) prime in the family A{3}A in base ''b'' = 13 is A3₅₉₂₁₉₇A, its algebraic form is (41×13⁵⁹²¹⁹⁸+27)/4, when written in decimal contains 659677 digits (it is only probable prime, i.e. not definitely prime, since technically, probable primality tests were used to show this (which have a ''very'' small chance of making an error, see https://t5k.org/notes/prp_prob.html) because all known primality tests run far too slowly to run on numbers of this size unless either [https://t5k.org/prove/prove3_1.html ''N''−1] or [https://t5k.org/prove/prove3_2.html ''N''+1] (or both) can be ≥ 1/3 factored). The numbers in family ''x''{''y''}''z'' (where ''x'' and ''z'' are strings (may be empty) of digits in base ''b'', ''y'' is a digit in base ''b'') are of the form (''a''×''b''^''n''+''c'')/''gcd''(''a''+''c'',''b''−1) for some fixed ''a'', ''b'', ''c'' such that ''a'' ≥ 1, ''b'' ≥ 2 (''b'' is the base), ''c'' ≠ 0, ''gcd''(''a'',''c'') = 1, ''gcd''(''b'',''c'') = 1. Except in the [[:w:Special case|special case]] ''c'' = ±1 and ''gcd''(''a''+''c'',''b''−1) = 1 (the only case which [https://t5k.org/prove/prove3_1.html ''N''−1] or [https://t5k.org/prove/prove3_2.html ''N''+1] is [[:w:Triviality (mathematics)|trivially]] fully factored), when ''n'' is large the known [[:w:Primality test|primality test]]s for such a number are too inefficient to run (since they are [https://t5k.org/glossary/xpage/OrdinaryPrime.html ordinary primes]). In this case one must resort to a [[:w:Probabilistic algorithm|probable]] primality test such as a [[:w:Miller–Rabin primality test|Miller–Rabin primality test]] or a [[:w:Baillie–PSW primality test|Baillie–PSW primality test]], unless a divisor of the number can be found. Since we are testing many numbers in an [[:w:Exponential growth|exponential sequence]], it is possible to use a sieving process to find divisors rather than using [[:w:Trial division|trial division]]. To do this, we made use of Geoffrey Reynolds' ''srsieve'' software (download: https://pzktupel.de/Software/srsieve_1.1.4.7z). This program uses the [[:w:Baby-step giant-step|baby-step giant-step]] [[:w:Algorithm|algorithm]] to find all primes ''p'' which divide ''a''×''b''^''n''+''c'' where ''p'' and ''n'' lie in a [[:w:Interval_(mathematics)|specified range]]. Since this program cannot handle the general case (''a''×''b''^''n''+''c'')/''gcd''(''a''+''c'',''b''−1) when ''gcd''(''a''+''c'',''b''−1) > 1 we only used it to sieve the sequence ''a''×''b''^''n''+''c'' for primes ''p'' not dividing ''gcd''(''a''+''c'',''b''−1), and initialized the list of candidates to not include ''n'' for which there is some prime ''p'' dividing ''gcd''(''a''+''c'',''b''−1) for which ''p'' dividing (''a''×''b''^''n''+''c'')/''gcd''(''a''+''c'',''b''−1). The program had to be modified slightly to remove a check which would prevent it from running in the case when ''a'', ''b'', and ''c'' were all odd (since then 2 divides ''a''×''b''^''n''+''c'', but 2 may not divide (''a''×''b''^''n''+''c'')/''gcd''(''a''+''c'',''b''−1)). Once the numbers with small divisors had been removed, it remained to test the remaining numbers using a probable primality test. For this we used the software ''LLR'' by Jean Penné. (download: http://jpenne.free.fr/index2.html). Although undocumented, it is possible to run this program on numbers of the form (''a''×''b''^''n''+''c'')/''gcd''(''a''+''c'',''b''−1) when ''gcd''(''a''+''c'',''b''−1) > 1, so this program required no modifications. A script was also written which allowed one to run ''srsieve'' while ''LLR'' was testing the remaining candidates, so that when a divisor was found by srsieve on a number which had not yet been tested by ''LLR'' it would be removed from the list of candidates. For the primes < 10²⁵⁰⁰⁰ for the "easy" bases (bases ''b'' with ≤ 150 primes > 10²⁹⁹ (base ''b'' = 26 has 83 known primes > 10²⁹⁹ and 3 unsolved families, base ''b'' = 36 has 75 known primes > 10²⁹⁹ and 4 unsolved families, base ''b'' = 17 has 99 known primes > 10²⁹⁹ and 18 unsolved families, base ''b'' = 21 has 80 known primes > 10²⁹⁹ and 12 unsolved families, base ''b'' = 19 has 201 known primes > 10²⁹⁹ and 23 unsolved families), i.e. bases *b* = 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 20, 21, 22, 24, 26, 28, 30, 36), we employed ''CM'' by Andreas Enge (download: https://www.multiprecision.org/cm/download.html), an elliptic curve primality proving implementation. Currently, the final goal of the Athena problem project is finding the Athena set (i.e. finding all Athena primes) and proving that this set is exactly the Athena set (i.e. proving that these are all Athena primes (including the primality proving for the probable primes)) in all bases 2 ≤ ''b'' ≤ 36, i.e. solving all families in all bases 2 ≤ ''b'' ≤ 36. Solving all (unsolved) families in all bases 2 ≤ ''b'' ≤ 36 (and proving the primality of all probable primes in the sets of all bases 2 ≤ ''b'' ≤ 36) is not possible but we aim to solve many of them (and proving the primality of many of them), at least find a ''probable'' prime for many of them (since the smallest prime in a family may be too large (> 10²⁵⁰⁰⁰) to be proved primality, unless its ''N''−1 or/and ''N''+1 can be ≥ 25% factored). == Data == These are the results of the Athena problem in bases 2 ≤ ''b'' ≤ 36 (we stop at base 36 since this base is the maximum base for which it is possible to write the numbers with the [[:w:Symbol|symbol]]s 0, 1, 2, ..., 9 and A, B, C, ..., Z (i.e. the 10 [[:w:Arabic numerals|Arabic numerals]] and the 26 [[:w:Latin script|Latin letters]]): (some large Athena primes are only probable primes, i.e. not definitely primes, since they are too large to be [[:w:Elliptic curve primality|ECPP proved]] and [[:w:Pocklington primality test#Extensions and variants|neither ''N''−1 nor ''N''+1 can be ≥ 1/3 factored]] (Brillhart-Lehmer-Selfridge primality test), all of them pass the [[:w:Baillie–PSW primality test|Baillie–PSW primality test]] and the [[:w:Strong pseudoprime|strong primality test]] (i.e. the [[:w:Miller–Rabin primality test|Miller–Rabin primality test]]) with all prime bases ''p'' ≤ 61, however, all Athena primes < 10²⁵⁰⁰⁰ for bases ''b'' = 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 18, 20, 22, 24, 26, 28, 30, 36 are definitely primes, most of them > 10²⁹⁹ are proven primes with [[:w:Elliptic curve primality|ECPP proving]], others > 10²⁹⁹ are proven primes with [[:w:Pocklington primality test#Extensions and variants|''N''−1 or ''N''+1 proving]]) The Athena primes > 10²⁹⁹ in bases ''b'' = 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 20, 21, 22, 24, 26, 28, 30, 36 which are proven primes with ''N''−1 or ''N''+1 proving includes the Athena primes whose ''N''−1 or ''N''+1 is trivially fully factored: * the 3176th Athena prime in base 13, 81010₄₁₅1, which equals 17746×13⁴¹⁶+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000003590431555, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000003590431556&open=ecm * the 3177th Athena prime in base 13, 8110₄₃₅1, which equals 1366×13⁴³⁶+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000002373259109, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000002373259124&open=ecm * the 3188th Athena prime in base 13, 930₁₅₅₁1, which equals 120×13¹⁵⁵²+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000765961452, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000000765961453&open=ecm * the 3191st Athena prime in base 13, 390₆₂₆₆1, which equals 48×13⁶²⁶⁷+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000765961441, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000000765961451&open=ecm * the 649th Athena prime in base 14, 34D₇₀₈, which equals 47×14⁷⁰⁸−1, ''N''+1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000001540144903, for the factorization of ''N''+1 in ''factordb'' see http://factordb.com/index.php?id=1100000001540144907&open=ecm * the 650th Athena prime in base 14, 4D₁₉₆₉₈, which equals 5×14¹⁹⁶⁹⁸−1, ''N''+1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000884560233, for the factorization of ''N''+1 in ''factordb'' see http://factordb.com/index.php?id=1100000000884560625&open=ecm * the 2335th Athena prime in base 16, 88F₅₄₅, which equals 137×16⁵⁴⁵−1, ''N''+1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000413679658, for the factorization of ''N''+1 in ''factordb'' see http://factordb.com/index.php?id=1100000000413877337&open=ecm * the 10317th Athena prime in base 17, 5A70₂₇₄1, which equals 1622×17²⁷⁵+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000003782940709, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000003782941930&open=ecm * the 10359th Athena prime in base 17, 9D0₁₀₆₇1, which equals 166×17¹⁰⁶⁸+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000765961369, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000000765961370&open=ecm * the 10370th Athena prime in base 17, A0₁₃₅₅1, which equals 10×17¹³⁵⁶+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000034167087, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000000271866825&open=ecm * the 10386th Athena prime in base 17, 530₄₈₆₇1, which equals 88×17⁴⁸⁶⁸+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000762660735, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000000762660737&open=ecm * the 10408th Athena prime in base 17, 570₅₁₃₁₀1, which equals 92×17⁵¹³¹¹+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000765961389, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000000785469616&open=ecm * the 10412th Athena prime in base 17, 970₁₆₆₀₄₇1, which equals 160×17¹⁶⁶⁰⁴⁸+1, ''N''−1 is trivially fully factored, but it has no helper file in ''factordb'' since it is too large (>10¹⁹⁹⁹⁹⁹) to be PRP-tested in ''factordb'', for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000000890817312&open=ecm * the 10413th Athena prime in base 17, F70₁₈₆₇₆₇1, which equals 262×17¹⁸⁶⁷⁶⁸+1, ''N''−1 is trivially fully factored, but it has no helper file in ''factordb'' since it is too large (>10¹⁹⁹⁹⁹⁹) to be PRP-tested in ''factordb'', for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000000890817317&open=ecm * the 3310th Athena prime in base 20, JCJ₆₂₉, which equals 393×20⁶²⁹−1, ''N''+1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000001559454258, for the factorization of ''N''+1 in ''factordb'' see http://factordb.com/index.php?id=1100000001559454271&open=ecm * the 13373rd Athena prime in base 21, 5D0₁₉₈₄₈1, which equals 118×21¹⁹⁸⁴⁹+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000777265872, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000000785469310&open=ecm * the 3408th Athena prime in base 24, 88N₅₉₅₁, which equals 201×24⁵⁹⁵¹−1, ''N''+1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000003593275880, for the factorization of ''N''+1 in ''factordb'' see http://factordb.com/index.php?id=1100000003593373246&open=ecm * the 25509th Athena prime in base 28, EB0₄₀₅1, which equals 403×28⁴⁰⁶+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000001534442374, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000001534442380&open=ecm * the 2616th Athena prime in base 30, C0₁₀₂₂1, which equals 12×30¹⁰²³+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000785448736, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000000785448737&open=ecm * the 2619th Athena prime in base 30, OT₃₄₂₀₅, which equals 25×30³⁴²⁰⁵−1, ''N''+1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000800812865, for the factorization of ''N''+1 in ''factordb'' see http://factordb.com/index.php?id=1100000000819405041&open=ecm * the 35237th Athena prime in base 36, P8Z₃₉₀, which equals 909×36³⁹⁰−1, ''N''+1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000764100228, for the factorization of ''N''+1 in ''factordb'' see http://factordb.com/index.php?id=1100000000764100231&open=ecm and the Athena primes > 10²⁹⁹ in bases ''b'' = 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 20, 21, 22, 24, 26, 28, 30, 36 whose ''N''−1 or ''N''+1 is ≥ 1/3 factored: (''R''_''n''(''b'') means the [[:w:Repunit|repunit]] in base ''b'' with length ''n''), i.e. ''R''_''n''(''b'') = (''b''^''n''−1)/(''b''−1), "''S''_''n''(''b'')" means ''b''^''n''+1) * the 3168th Athena prime in base 13, 9₃₀₈1, ''N''−1 is 117×''R''₃₀₈(13), thus factor ''N''−1 is equivalent to factor the Cunningham number 13³⁰⁸−1, and for the algebraic factors of 13³⁰⁸−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showExplorer?Base=13&Exp=308&LBIDPMList=A&LBIDLODList=D, and for the prime factorization of 13³⁰⁸−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showSingleEntry?Base=13&Exp=308&c0=-&EN=&LM= * the 3179th Athena prime in base 13, B₅₆₃C, ''N''−1 is 11×''R''₅₆₄(13), thus factor ''N''−1 is equivalent to factor the Cunningham number 13⁵⁶⁴−1, and for the algebraic factors of 13⁵⁶⁴−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showExplorer?Base=13&Exp=564&LBIDPMList=A&LBIDLODList=D, and for the prime factorization of 13⁵⁶⁴−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showSingleEntry?Base=13&Exp=564&c0=-&EN=&LM= * the 3180th Athena prime in base 13, 1B₅₇₆, ''N''−1 is 23×''R''₅₇₆(13), thus factor ''N''−1 is equivalent to factor the Cunningham number 13⁵⁷⁶−1, and for the algebraic factors of 13⁵⁷⁶−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showExplorer?Base=13&Exp=576&LBIDPMList=A&LBIDLODList=D, and for the prime factorization of 13⁵⁷⁶−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showSingleEntry?Base=13&Exp=576&c0=-&EN=&LM= * the 10320th Athena prime in base 17, 9₂₉₂1, ''N''−1 is 153×''R''₂₉₂(17), thus factor ''N''−1 is equivalent to factor the Cunningham number 17²⁹²−1, and for the algebraic factors of 17²⁹²−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showExplorer?Base=17&Exp=292&LBIDPMList=A&LBIDLODList=D, and for the prime factorization of 17²⁹²−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showSingleEntry?Base=17&Exp=292&c0=-&EN=&LM= * the 13304th Athena prime in base 21, 7₂₃₀1, ''N''−1 is 147×''R''₂₃₀(21), thus factor ''N''−1 is equivalent to factor the Cunningham number 21²³⁰−1, and for the algebraic factors of 21²³⁰−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showExplorer?Base=21&Exp=230&LBIDPMList=A&LBIDLODList=D, and for the prime factorization of 21²³⁰−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showSingleEntry?Base=21&Exp=230&c0=-&EN=&LM= * the 13355th Athena prime in base 21, 3₁₀₆₃2, ''N''+1 is 3×''R''₁₀₆₄(21), thus factor ''N''−1 is equivalent to factor the Cunningham number 21¹⁰⁶⁴−1, and for the algebraic factors of 21¹⁰⁶⁴−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showExplorer?Base=21&Exp=1064&LBIDPMList=A&LBIDLODList=D, and for the prime factorization of 21¹⁰⁶⁴−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showSingleEntry?Base=21&Exp=1064&c0=-&EN=&LM= * the 25199th Athena prime in base 26, 9K₃₄₃AP, ''N''+1 is 6370×''R''₃₄₄(26), thus factor ''N''+1 is equivalent to factor the Cunningham number 26³⁴⁴−1, and for the algebraic factors of 26³⁴⁴−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showExplorer?Base=26&Exp=344&LBIDPMList=A&LBIDLODList=D, and for the prime factorization of 26³⁴⁴−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showSingleEntry?Base=26&Exp=344&c0=-&EN=&LM= * the 25200th Athena prime in base 26, 8₃₅₄1, ''N''−1 is 208×''R''₃₅₄(26), thus factor ''N''−1 is equivalent to factor the Cunningham number 26³⁵⁴−1, and for the algebraic factors of 26³⁵⁴−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showExplorer?Base=26&Exp=354&LBIDPMList=A&LBIDLODList=D, and for the prime factorization of 26³⁵⁴−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showSingleEntry?Base=26&Exp=354&c0=-&EN=&LM= All numbers are written in base ''b'', [[:w:Senary#Base 36 as senary compression|using A to Z to represent digit values 10 to 35]], "{}" means repeating, e.g. family 12{3}45 means the sequence {1245, 12345, 123345, 1233345, 12333345, 123333345, ...} (where the members are expressed as base ''b'' strings), subscripts are used to indicate repetitions of digits, e.g. 123₄567 means 123333567 (all subscripts are written in decimal). Base 2: 1 Athena prime (the largest of which has 2 digits (it is 11, and its value is 3 in decimal)): {11} Base 3: 3 Athena primes (the largest of which has 3 digits (it is 111, and its value is 13 in decimal)): {12, 21, 111} Base 4: 5 Athena primes (the largest of which has 3 digits (it is 221, and its value is 41 in decimal)): {11, 13, 23, 31, 221} Base 5: 22 Athena primes (the largest of which has 96 digits (it is 10₉₃13, and its algebraic form is 5⁹⁵+8)): {12, 21, 23, 32, 34, 43, 104, 111, 131, 133, 313, 401, 414, 3101, 10103, 14444, 30301, 33001, 33331, 44441, 300031, 100000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000013} Base 6: 11 Athena primes (the largest of which has 5 digits (it is 40041, and its value is 5209 in decimal)): {11, 15, 21, 25, 31, 35, 45, 51, 4401, 4441, 40041} Base 7: 71 Athena primes (the largest of which has 17 digits (it is 3₁₆1, and its algebraic form is (7¹⁷−5)/2)): {14, 16, 23, 25, 32, 41, 43, 52, 56, 61, 65, 113, 115, 131, 133, 155, 212, 221, 304, 313, 335, 344, 346, 364, 445, 515, 533, 535, 544, 551, 553, 1022, 1051, 1112, 1202, 1211, 1222, 2111, 3031, 3055, 3334, 3503, 3505, 3545, 4504, 4555, 5011, 5455, 5545, 5554, 6034, 6634, 11111, 11201, 30011, 30101, 31001, 31111, 33001, 33311, 35555, 40054, 100121, 150001, 300053, 351101, 531101, 1100021, 33333301, 5100000001, 33333333333333331} Base 8: 75 Athena primes (the largest of which has 221 digits (it is 4₂₂₀7, and its algebraic form is (4×8²²¹+17)/7)): {13, 15, 21, 23, 27, 35, 37, 45, 51, 53, 57, 65, 73, 75, 107, 111, 117, 141, 147, 161, 177, 225, 255, 301, 343, 361, 401, 407, 417, 431, 433, 463, 467, 471, 631, 643, 661, 667, 701, 711, 717, 747, 767, 3331, 3411, 4043, 4443, 4611, 5205, 6007, 6101, 6441, 6477, 6707, 6777, 7461, 7641, 47777, 60171, 60411, 60741, 444641, 500025, 505525, 3344441, 4444477, 5500525, 5550525, 55555025, 444444441, 744444441, 77774444441, 7777777777771, 555555555555525, 44444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444447} Base 9: 151 Athena primes (the largest of which has 1161 digits (it is 30₁₁₅₈11, and its algebraic form is 3×9¹¹⁶⁰+10)): {12, 14, 18, 21, 25, 32, 34, 41, 45, 47, 52, 58, 65, 67, 74, 78, 81, 87, 117, 131, 135, 151, 155, 175, 177, 238, 272, 308, 315, 331, 337, 355, 371, 375, 377, 438, 504, 515, 517, 531, 537, 557, 564, 601, 638, 661, 702, 711, 722, 735, 737, 751, 755, 757, 771, 805, 838, 1011, 1015, 1101, 1701, 2027, 2207, 3017, 3057, 3101, 3501, 3561, 3611, 3688, 3868, 5035, 5051, 5071, 5101, 5501, 5554, 5705, 5707, 7017, 7075, 7105, 7301, 8535, 8544, 8555, 8854, 20777, 22227, 22777, 30161, 33388, 50161, 50611, 53335, 55111, 55535, 55551, 57061, 57775, 70631, 71007, 77207, 100037, 100071, 100761, 105007, 270707, 301111, 305111, 333035, 333385, 333835, 338885, 350007, 500075, 530005, 555611, 631111, 720707, 2770007, 3030335, 7776662, 30300005, 30333335, 38333335, 51116111, 70000361, 300030005, 300033305, 351111111, 1300000007, 5161111111, 8333333335, 300000000035, 311111111161, 544444444444, 2000000000007, 5700000000001, 7270000000007, 88888888833335, 100000000000507, 5111111111111161, 7277777777777777707, 8888888888888888888335, 30000000000000000000051, 1000000000000000000000000057, 56111111111111111111111111111111111111, 7666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666662, 27777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777707, 300000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000011} Base 10: 77 Athena primes (the largest of which has 31 digits (it is 50₂₈27, and its algebraic form is 5×10³⁰+27)): {11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47, 53, 59, 61, 67, 71, 73, 79, 83, 89, 97, 227, 251, 257, 277, 281, 349, 409, 449, 499, 521, 557, 577, 587, 727, 757, 787, 821, 827, 857, 877, 881, 887, 991, 2087, 2221, 5051, 5081, 5501, 5581, 5801, 5851, 6469, 6949, 8501, 9001, 9049, 9221, 9551, 9649, 9851, 9949, 20021, 20201, 50207, 60649, 80051, 666649, 946669, 5200007, 22000001, 60000049, 66000049, 66600049, 80555551, 555555555551, 5000000000000000000000000000027} Base 11: 1068 Athena (probable) primes (including 1 unproven probable prime: 57₆₂₆₆₈), the largest of which has 62669 digits (it is 57₆₂₆₆₈, and its algebraic form is (57×11⁶²⁶⁶⁸−7)/10), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel11 Data of Athena (probable) primes base 11] Base 12: 106 Athena primes (the largest of which has 42 digits (it is 40₃₉77, and its algebraic form is 4×12⁴¹+91)): {11, 15, 17, 1B, 25, 27, 31, 35, 37, 3B, 45, 4B, 51, 57, 5B, 61, 67, 6B, 75, 81, 85, 87, 8B, 91, 95, A7, AB, B5, B7, 221, 241, 2A1, 2B1, 2BB, 401, 421, 447, 471, 497, 565, 655, 665, 701, 70B, 721, 747, 771, 77B, 797, 7A1, 7BB, 907, 90B, 9BB, A41, B21, B2B, 2001, 200B, 202B, 222B, 229B, 292B, 299B, 4441, 4707, 4777, 6A05, 6AA5, 729B, 7441, 7B41, 929B, 9777, 992B, 9947, 997B, 9997, A0A1, A201, A605, A6A5, AA65, B001, B0B1, BB01, BB41, 600A5, 7999B, 9999B, AAAA1, B04A1, B0B9B, BAA01, BAAA1, BB09B, BBBB1, 44AAA1, A00065, BBBAA1, AAA0001, B00099B, AA000001, BBBBBB99B, B0000000000000000000000000009B, 400000000000000000000000000000000000000077} Base 13: 3197 Athena (probable) primes (including 4 unproven probable primes: C5₂₃₇₅₅C, 80₃₂₀₁₇111, 95₁₉₇₄₂₀, A3₅₉₂₁₉₇A), the largest of which has 592199 digits (it is A3₅₉₂₁₉₇A, and its algebraic form is (41×13⁵⁹²¹⁹⁸+27)/4), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel13 Data of Athena (probable) primes base 13] Base 14: 650 Athena primes, the largest of which has 19699 digits (it is 4D₁₉₆₉₈, and its algebraic form is 5×14¹⁹⁶⁹⁸−1), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel14 Data of Athena primes base 14] Base 15: 1284 Athena primes, the largest of which has 157 digits (it is 7₁₅₅97, and its algebraic form is (15¹⁵⁷+59)/2), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel15 Data of Athena primes base 15] Base 16: 2347 Athena (probable) primes (including 3 unproven probable primes: DB₃₂₂₃₄, 4₇₂₇₈₅DD, 3₁₁₆₁₃₇AF), the largest of which has 116139 digits (it is 3₁₁₆₁₃₇AF, and its algebraic form is (16¹¹⁶¹³⁹+619)/5), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel16 Data of Athena (probable) primes base 16] Base 17: 10415 known Athena (probable) primes (including many unproven probable primes) and 12 unsolved families (1{7}, 1F{0}7, 4{7}A, 70F{0}D, 8{B}9, 9{5}9, A{D}F, B{0}B3, {B}E9, {B}EE, F1{9}, FD0{D}, no primes or probable primes with length ≤ 200000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel17 Data of known Athena (probable) primes base 17] Base 18: 549 Athena primes, the largest of which has 6271 digits (it is C0₆₂₆₈C5, and its algebraic form is 12×18⁶²⁷⁰+221), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel18 Data of Athena primes base 18] Base 19: 31417 known Athena (probable) primes (including many unproven probable primes) and 17 unsolved families (4B5{0}H, {5}3, 5{H}05, 5{H}0H, 5{H}5, 66{B}, 71{0}177, 7AF{0}H, 97{0}3, C{H}C, EE1{6}, F{7}5, F{B}G, F{D}F, H0F{0}7A, HB{0}5B5, II{D}, no primes or probable primes with length ≤ 200000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel19 Data of known Athena (probable) primes base 19] Base 20: 3314 Athena primes, the largest of which has 6271 digits (it is G0₆₂₆₉D, and its algebraic form is 16×20⁶²⁷⁰+13), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel20 Data of Athena primes base 20] Base 21: 13386 known Athena (probable) primes (including many unproven probable primes) and 8 unsolved families (5{0}DJ, {9}D, B3{0}EB, B{H}6H, C{F}0K, {F}35, G{0}FK, H{0}7771, no primes or probable primes with length ≤ 200000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel21 Data of known Athena (probable) primes base 21] Base 22: 8003 Athena (probable) primes (including 1 unproven probable prime: BK₂₂₀₀₁5), the largest of which has 22003 digits (it is BK₂₂₀₀₁5, and its algebraic form is (251×22²²⁰⁰²−335)/21), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel22 Data of Athena (probable) primes base 22] Base 23: 65178 known Athena (probable) primes (including many unproven probable primes) and 87 unsolved families (no primes or probable primes with length ≤ 100000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel23 Data of known Athena (probable) primes base 23] and [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/left23 Data of unsolved families for Athena problem base 23] Base 24: 3409 Athena primes, the largest of which has 8134 digits (it is N00N₈₁₂₉LN, and its algebraic form is 13249×24⁸¹³¹−49), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel24 Data of Athena primes base 24] Base 25: 133639 known Athena (probable) primes (including many unproven probable primes) and 85 unsolved families (no primes or probable primes with length ≤ 100000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel25 Data of known Athena (probable) primes base 25] and [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/left25 Data of unsolved families for Athena problem base 25] Base 26: 25256 known Athena (probable) primes (including 7 unproven probable primes: 5₁₉₃₉₁6F, 7₂₀₂₇₉OL, LD0₂₀₉₇₅7, 6K₂₃₃₀₀5, J0₄₄₃₀₃KCB, M0₆₁₁₈₆2BB, 85M₁₉₇₀₆₀B) and 3 unsolved families ({A}6F, {H}MH, {I}GL, no primes or probable primes with length ≤ 200000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel26 Data of known Athena (probable) primes base 26] Base 27: 102852 known Athena (probable) primes (including many unproven probable primes) and 44 unsolved families (no primes or probable primes with length ≤ 100000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel27 Data of known Athena (probable) primes base 27] and [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/left27 Data of unsolved families for Athena problem base 27] Base 28: 25528 known Athena (probable) primes (including 3 unproven probable primes: N6₂₄₀₅₁LR, 5OA₃₁₂₃₈F, O4O₉₄₅₃₅9) and 1 unsolved family (O{A}F, no primes or probable primes with length ≤ 900000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel28 Data of known Athena (probable) primes base 28] Base 29: 355242 known Athena (probable) primes (including many unproven probable primes) and 125 unsolved families (no primes or probable primes with length ≤ 100000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel29 Data of known Athena (probable) primes base 29] and [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/left29 Data of unsolved families for Athena problem base 29] Base 30: 2619 Athena (probable) primes (including 1 unproven probable prime: I0₂₄₆₀₈D), the largest of which has 34206 digits (it is OT₃₄₂₀₅, and its algebraic form is 25×30³⁴²⁰⁵−1), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel30 Data of Athena (probable) primes base 30] Base 31: 569323 known Athena (probable) primes (including many unproven probable primes) and 77 unsolved families (no primes or probable primes with length ≤ 100000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel31 Data of known Athena (probable) primes base 31] and [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/left31 Data of unsolved families for Athena problem base 31] Base 32: 168882 known Athena (probable) primes (including many unproven probable primes) and 120 unsolved families (no primes or probable primes with length ≤ 100000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel32 Data of known Athena (probable) primes base 32] and [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/left32 Data of unsolved families for Athena problem base 32] Base 33: 280012 known Athena (probable) primes (including many unproven probable primes) and 81 unsolved families (no primes or probable primes with length ≤ 100000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel33 Data of known Athena (probable) primes base 33] and [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/left33 Data of unsolved families for Athena problem base 33] Base 34: 184785 known Athena (probable) primes (including many unproven probable primes) and 47 unsolved families (no primes or probable primes with length ≤ 100000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel34 Data of known Athena (probable) primes base 34] and [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/left34 Data of unsolved families for Athena problem base 34] Base 35: 720002 known Athena (probable) primes (including many unproven probable primes) and 60 unsolved families (no primes or probable primes with length ≤ 100000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel35 Data of known Athena (probable) primes base 35] and [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/left35 Data of unsolved families for Athena problem base 35] Base 36: 35286 known Athena (probable) primes (including 3 unproven probable primes: 7K₂₆₅₆₇Z, S0₇₅₀₀₇8H, P₈₁₉₉₃SZ) and 4 unsolved families (B{0}EUV, HM{0}N, N{0}YYN, O{L}Z, no primes or probable primes with length ≤ 200000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel36 Data of known Athena (probable) primes base 36] == Condensed table for bases 2 ≤ ''b'' ≤ 36 == {|class="wikitable" ||''b''||number of Athena primes (or probable primes, which are Athena primes assuming their primality) in base ''b''||base-''b'' form of the top 10 known Athena primes (or probable primes, which are Athena primes assuming their primality) in base ''b'' (write "''d''_''n''" if there are 5 or more (''n'') consecutive same digits ''d'')||length of the top 10 known Athena primes (or probable primes, which are Athena primes assuming their primality) in base ''b''||length of the top 10 known Athena primes (or probable primes, which are Athena primes assuming their primality) in base ''b'' in decimal||algebraic ((''a''×''b''^''n''+''c'')/''gcd''(''a''+''c'',''b''−1)) form of the top 10 known Athena primes (or probable primes, which are Athena primes assuming their primality) in base ''b''||''factordb'' entry of the top 10 known Athena primes (or probable primes, which are Athena primes assuming their primality) in base ''b''||the top 10 known Athena primes (or probable primes, which are Athena primes assuming their primality) in base ''b'' written in base ''b'' (use lower case letters instead of upper case letters)||number of unsolved families in the Athena problem in base ''b'' (all of these left families are linear families)||searching limit of length for the unsolved families in the Athena problem in base ''b'' (if there are different searching limits for the unsolved families in the Athena problem in base ''b'', choose the lowest searching limit)|| |- ||2||1||11||2||1||3||http://factordb.com/index.php?id=3&open=ecm||http://factordb.com/index.php?showid=3&base=2||0||–|| |- ||3||3||111<br>21<br>12||3<br>2<br>2||2<br>1<br>1||13<br>7<br>5||http://factordb.com/index.php?id=13&open=ecm<br>http://factordb.com/index.php?id=7&open=ecm<br>http://factordb.com/index.php?id=5&open=ecm<nowiki/>||http://factordb.com/index.php?showid=13&base=3<br>http://factordb.com/index.php?showid=7&base=3<br>http://factordb.com/index.php?showid=5&base=3<nowiki/>||0||–|| |- ||4||5||221<br>31<br>23<br>13<br>11||3<br>2<br>2<br>2<br>2||2<br>2<br>2<br>1<br>1||41<br>13<br>11<br>7<br>5||http://factordb.com/index.php?id=41&open=ecm<br>http://factordb.com/index.php?id=13&open=ecm<br>http://factordb.com/index.php?id=11&open=ecm<br>http://factordb.com/index.php?id=7&open=ecm<br>http://factordb.com/index.php?id=5&open=ecm<nowiki/>||http://factordb.com/index.php?showid=41&base=4<br>http://factordb.com/index.php?showid=13&base=4<br>http://factordb.com/index.php?showid=11&base=4<br>http://factordb.com/index.php?showid=7&base=4<br>http://factordb.com/index.php?showid=5&base=4<nowiki/>||0||–|| |- ||5||22||10₉₃13<br>300031<br>44441<br>33331<br>33001<br>30301<br>14444<br>10103<br>3101<br>414||96<br>6<br>5<br>5<br>5<br>5<br>5<br>5<br>4<br>3||67<br>4<br>4<br>4<br>4<br>4<br>4<br>3<br>3<br>3||5⁹⁵+8<br>9391<br>3121<br>2341<br>2251<br>1951<br>1249<br>653<br>401<br>109||http://factordb.com/index.php?id=1100000000034686071&open=ecm<br>http://factordb.com/index.php?id=9391&open=ecm<br>http://factordb.com/index.php?id=3121&open=ecm<br>http://factordb.com/index.php?id=2341&open=ecm<br>http://factordb.com/index.php?id=2251&open=ecm<br>http://factordb.com/index.php?id=1951&open=ecm<br>http://factordb.com/index.php?id=1249&open=ecm<br>http://factordb.com/index.php?id=653&open=ecm<br>http://factordb.com/index.php?id=401&open=ecm<br>http://factordb.com/index.php?id=109&open=ecm<nowiki/>||http://factordb.com/index.php?showid=1100000000034686071&base=5<br>http://factordb.com/index.php?showid=9391&base=5<br>http://factordb.com/index.php?showid=3121&base=5<br>http://factordb.com/index.php?showid=2341&base=5<br>http://factordb.com/index.php?showid=2251&base=5<br>http://factordb.com/index.php?showid=1951&base=5<br>http://factordb.com/index.php?showid=1249&base=5<br>http://factordb.com/index.php?showid=653&base=5<br>http://factordb.com/index.php?showid=401&base=5<br>http://factordb.com/index.php?showid=109&base=5<nowiki/>||0||–|| |- ||6||11||40041<br>4441<br>4401<br>51<br>45<br>35<br>31<br>25<br>21<br>15||5<br>4<br>4<br>2<br>2<br>2<br>2<br>2<br>2<br>2||4<br>4<br>4<br>2<br>2<br>2<br>2<br>2<br>2<br>2||5209<br>1033<br>1009<br>31<br>29<br>23<br>19<br>17<br>13<br>11||http://factordb.com/index.php?id=5209&open=ecm<br>http://factordb.com/index.php?id=1033&open=ecm<br>http://factordb.com/index.php?id=1009&open=ecm<br>http://factordb.com/index.php?id=31&open=ecm<br>http://factordb.com/index.php?id=29&open=ecm<br>http://factordb.com/index.php?id=23&open=ecm<br>http://factordb.com/index.php?id=19&open=ecm<br>http://factordb.com/index.php?id=17&open=ecm<br>http://factordb.com/index.php?id=13&open=ecm<br>http://factordb.com/index.php?id=11&open=ecm<nowiki/>||http://factordb.com/index.php?showid=5209&base=6<br>http://factordb.com/index.php?showid=1033&base=6<br>http://factordb.com/index.php?showid=1009&base=6<br>http://factordb.com/index.php?showid=31&base=6<br>http://factordb.com/index.php?showid=29&base=6<br>http://factordb.com/index.php?showid=23&base=6<br>http://factordb.com/index.php?showid=19&base=6<br>http://factordb.com/index.php?showid=17&base=6<br>http://factordb.com/index.php?showid=13&base=6<br>http://factordb.com/index.php?showid=11&base=6<nowiki/>||0||–|| |- ||7||71||3₁₆1<br>510₇1<br>3₆01<br>1100021<br>531101<br>351101<br>300053<br>150001<br>100121<br>40054||17<br>10<br>8<br>7<br>6<br>6<br>6<br>6<br>6<br>5||15<br>9<br>7<br>6<br>5<br>5<br>5<br>5<br>5<br>4||(7¹⁷−5)/2<br>36×7⁸+1<br>(7⁸−47)/2<br>134471<br>91631<br>62819<br>50459<br>28813<br>16871<br>9643||http://factordb.com/index.php?id=116315256993601&open=ecm<br>http://factordb.com/index.php?id=207532837&open=ecm<br>http://factordb.com/index.php?id=2882377&open=ecm<br>http://factordb.com/index.php?id=134471&open=ecm<br>http://factordb.com/index.php?id=91631&open=ecm<br>http://factordb.com/index.php?id=62819&open=ecm<br>http://factordb.com/index.php?id=50459&open=ecm<br>http://factordb.com/index.php?id=28813&open=ecm<br>http://factordb.com/index.php?id=16871&open=ecm<br>http://factordb.com/index.php?id=9643&open=ecm<nowiki/>||http://factordb.com/index.php?showid=116315256993601&base=7<br>http://factordb.com/index.php?showid=207532837&base=7<br>http://factordb.com/index.php?showid=2882377&base=7<br>http://factordb.com/index.php?showid=134471&base=7<br>http://factordb.com/index.php?showid=91631&base=7<br>http://factordb.com/index.php?showid=62819&base=7<br>http://factordb.com/index.php?showid=50459&base=7<br>http://factordb.com/index.php?showid=28813&base=7<br>http://factordb.com/index.php?showid=16871&base=7<br>http://factordb.com/index.php?showid=9643&base=7<nowiki/>||0||–|| |- ||8||75||4₂₂₀7<br>5₁₃25<br>7₁₂1<br>77774₆1<br>74₇1<br>4₈1<br>5₅025<br>5550525<br>5500525<br>4₅77||221<br>15<br>13<br>11<br>9<br>9<br>8<br>7<br>7<br>7||200<br>14<br>12<br>10<br>9<br>8<br>8<br>7<br>7<br>7||(4×8²²¹+17)/7<br>(5×8¹⁵−173)/7<br>8¹³−7<br>(28669×8⁷−25)/7<br>(53×8⁸−25)/7<br>(4×8⁹−25)/7<br>(5×8⁸−2413)/7<br>1495381<br>1474901<br>(4×8⁷+185)/7||http://factordb.com/index.php?id=1100000000416605822&open=ecm<br>http://factordb.com/index.php?id=25131694349141&open=ecm<br>http://factordb.com/index.php?id=549755813881&open=ecm<br>http://factordb.com/index.php?id=8589035809&open=ecm<br>http://factordb.com/index.php?id=127027489&open=ecm<br>http://factordb.com/index.php?id=76695841&open=ecm<br>http://factordb.com/index.php?id=11983381&open=ecm<br>http://factordb.com/index.php?id=1495381&open=ecm<br>http://factordb.com/index.php?id=1474901&open=ecm<br>http://factordb.com/index.php?id=1198399&open=ecm<nowiki/>||http://factordb.com/index.php?showid=1100000000416605822&base=8<br>http://factordb.com/index.php?showid=25131694349141&base=8<br>http://factordb.com/index.php?showid=549755813881&base=8<br>http://factordb.com/index.php?showid=8589035809&base=8<br>http://factordb.com/index.php?showid=127027489&base=8<br>http://factordb.com/index.php?showid=76695841&base=8<br>http://factordb.com/index.php?showid=11983381&base=8<br>http://factordb.com/index.php?showid=1495381&base=8<br>http://factordb.com/index.php?showid=1474901&base=8<br>http://factordb.com/index.php?showid=1198399&base=8<nowiki/>||0||–|| |- ||9||151||30₁₁₅₈11<br>27₆₈₆07<br>76₃₂₉2<br>561₃₆<br>10₂₅57<br>30₂₀51<br>8₁₉335<br>727₁₅07<br>51₁₃61<br>10₁₁507||1161<br>689<br>331<br>38<br>28<br>23<br>22<br>19<br>16<br>15||1108<br>657<br>316<br>37<br>26<br>22<br>21<br>19<br>16<br>14||3×9¹¹⁶⁰+10<br>(23×9⁶⁸⁸−511)/8<br>(31×9³³⁰−19)/4<br>(409×9³⁶−1)/8<br>9²⁷+52<br>3×9²²+46<br>9²²−454<br>(527×9¹⁷−511)/8<br>(41×9¹⁵+359)/8<br>9¹⁴+412||http://factordb.com/index.php?id=1100000002376318423&open=prime<br>http://factordb.com/index.php?id=1100000002495467486&open=prime<br>http://factordb.com/index.php?id=1100000002359003642&open=prime<br>http://factordb.com/index.php?id=1100000001554010824&open=ecm<br>http://factordb.com/index.php?id=1100000002512830927&open=ecm<br>http://factordb.com/index.php?id=1100000000032261811&open=ecm<br>http://factordb.com/index.php?id=1100000002495736583&open=ecm<br>http://factordb.com/index.php?id=1100000003446800389&open=ecm<br>http://factordb.com/index.php?id=1055192051985121&open=ecm<br>http://factordb.com/index.php?id=22876792455373&open=ecm<nowiki/>||http://factordb.com/index.php?showid=1100000002376318423&base=9<br>http://factordb.com/index.php?showid=1100000002495467486&base=9<br>http://factordb.com/index.php?showid=1100000002359003642&base=9<br>http://factordb.com/index.php?showid=1100000001554010824&base=9<br>http://factordb.com/index.php?showid=1100000002512830927&base=9<br>http://factordb.com/index.php?showid=1100000000032261811&base=9<br>http://factordb.com/index.php?showid=1100000002495736583&base=9<br>http://factordb.com/index.php?showid=1100000003446800389&base=9<br>http://factordb.com/index.php?showid=1055192051985121&base=9<br>http://factordb.com/index.php?showid=22876792455373&base=9<nowiki/>||0||–|| |- ||10||77||50₂₈27<br>5₁₁1<br>805₅1<br>66600049<br>66000049<br>60₅49<br>220₅1<br>5200007<br>946669<br>666649||31<br>12<br>8<br>8<br>8<br>8<br>8<br>7<br>6<br>6||31<br>12<br>8<br>8<br>8<br>8<br>8<br>7<br>6<br>6||5×10³⁰+27<br>(5×10¹²−41)/9<br>(725×10⁶−41)/9<br>66600049<br>66000049<br>6×10⁷+49<br>22×10⁶+1<br>5200007<br>946669<br>666649||http://factordb.com/index.php?id=1100000000204142046&open=ecm<br>http://factordb.com/index.php?id=555555555551&open=ecm<br>http://factordb.com/index.php?id=80555551&open=ecm<br>http://factordb.com/index.php?id=66600049&open=ecm<br>http://factordb.com/index.php?id=66000049&open=ecm<br>http://factordb.com/index.php?id=60000049&open=ecm<br>http://factordb.com/index.php?id=22000001&open=ecm<br>http://factordb.com/index.php?id=5200007&open=ecm<br>http://factordb.com/index.php?id=946669&open=ecm<br>http://factordb.com/index.php?id=666649&open=ecm<nowiki/>||http://factordb.com/index.php?showid=1100000000204142046&base=10<br>http://factordb.com/index.php?showid=555555555551&base=10<br>http://factordb.com/index.php?showid=80555551&base=10<br>http://factordb.com/index.php?showid=66600049&base=10<br>http://factordb.com/index.php?showid=66000049&base=10<br>http://factordb.com/index.php?showid=60000049&base=10<br>http://factordb.com/index.php?showid=22000001&base=10<br>http://factordb.com/index.php?showid=5200007&base=10<br>http://factordb.com/index.php?showid=946669&base=10<br>http://factordb.com/index.php?showid=666649&base=10<nowiki/>||0||–|| |- ||11||1068||57₆₂₆₆₈<br>557₁₀₁₁<br>7₇₅₉44<br>A₇₁₃58<br>85₂₂₀05<br>507₂₀₆<br>5₁₆₁2A<br>50₁₂₆57<br>10₁₂₅51<br>326₁₂₂||62669<br>1013<br>761<br>715<br>223<br>208<br>163<br>129<br>128<br>124||65263<br>1055<br>793<br>745<br>233<br>217<br>170<br>134<br>133<br>129||(57×11⁶²⁶⁶⁸−7)/10<br>(607×11¹⁰¹¹−7)/10<br>(7×11⁷⁶¹−367)/10<br>11⁷¹⁵−58<br>(17×11²²²−111)/2<br>(557×11²⁰⁶−7)/10<br>(11¹⁶³−57)/2<br>5×11¹²⁸+62<br>11¹²⁷+56<br>(178×11¹²²−3)/5||http://factordb.com/index.php?id=1100000003573679860&open=prime<br>http://factordb.com/index.php?id=1100000002361376522&open=prime<br>http://factordb.com/index.php?id=1100000002505568840&open=prime<br>http://factordb.com/index.php?id=1100000003576826487&open=prime<br>http://factordb.com/index.php?id=1100000003576826769&open=ecm<br>http://factordb.com/index.php?id=1100000002518512744&open=ecm<br>http://factordb.com/index.php?id=1100000002391585327&open=ecm<br>http://factordb.com/index.php?id=1100000002632393378&open=ecm<br>http://factordb.com/index.php?id=1100000002391531300&open=ecm<br>http://factordb.com/index.php?id=1100000003576826781&open=ecm<nowiki/>||http://factordb.com/index.php?showid=1100000003573679860&base=11<br>http://factordb.com/index.php?showid=1100000002361376522&base=11<br>http://factordb.com/index.php?showid=1100000002505568840&base=11<br>http://factordb.com/index.php?showid=1100000003576826487&base=11<br>http://factordb.com/index.php?showid=1100000003576826769&base=11<br>http://factordb.com/index.php?showid=1100000002518512744&base=11<br>http://factordb.com/index.php?showid=1100000002391585327&base=11<br>http://factordb.com/index.php?showid=1100000002632393378&base=11<br>http://factordb.com/index.php?showid=1100000002391531300&base=11<br>http://factordb.com/index.php?showid=1100000003576826781&base=11<nowiki/>||0||–|| |- ||12||106||40₃₉77<br>B0₂₇9B<br>B₆99B<br>AA0₅1<br>B00099B<br>AAA0001<br>BBBAA1<br>A00065<br>44AAA1<br>BBBB1||42<br>30<br>9<br>8<br>7<br>7<br>6<br>6<br>6<br>5||45<br>33<br>10<br>9<br>8<br>8<br>7<br>7<br>7<br>6||4×12⁴¹+91<br>11×12²⁹+119<br>12⁹−313<br>130×12⁶+1<br>32847239<br>32555521<br>2985817<br>2488397<br>1097113<br>248821||http://factordb.com/index.php?id=1100000002375054575&open=ecm<br>http://factordb.com/index.php?id=1100000002354113100&open=ecm<br>http://factordb.com/index.php?id=5159780039&open=ecm<br>http://factordb.com/index.php?id=388177921&open=ecm<br>http://factordb.com/index.php?id=32847239&open=ecm<br>http://factordb.com/index.php?id=32555521&open=ecm<br>http://factordb.com/index.php?id=2985817&open=ecm<br>http://factordb.com/index.php?id=2488397&open=ecm<br>http://factordb.com/index.php?id=1097113&open=ecm<br>http://factordb.com/index.php?id=248821&open=ecm<nowiki/>||http://factordb.com/index.php?showid=1100000002375054575&base=12<br>http://factordb.com/index.php?showid=1100000002354113100&base=12<br>http://factordb.com/index.php?showid=5159780039&base=12<br>http://factordb.com/index.php?showid=388177921&base=12<br>http://factordb.com/index.php?showid=32847239&base=12<br>http://factordb.com/index.php?showid=32555521&base=12<br>http://factordb.com/index.php?showid=2985817&base=12<br>http://factordb.com/index.php?showid=2488397&base=12<br>http://factordb.com/index.php?showid=1097113&base=12<br>http://factordb.com/index.php?showid=248821&base=12<nowiki/>||0||–|| |- ||13||3197||A3₅₉₂₁₉₇A<br>95₁₉₇₄₂₀<br>80₃₂₀₁₇111<br>C5₂₃₇₅₅C<br>C₁₀₆₃₁92<br>B0₆₅₄₀BBA<br>390₆₂₆₆1<br>1770₂₇₀₃17<br>720₂₂₉₇2<br>930₁₅₅₁1||592199<br>197421<br>32021<br>23757<br>10633<br>6544<br>6269<br>2708<br>2300<br>1554||659677<br>219916<br>35670<br>26464<br>11845<br>7290<br>6983<br>3016<br>2562<br>1731||(41×13⁵⁹²¹⁹⁸+27)/4<br>(113×13¹⁹⁷⁴²⁰−5)/12<br>8×13³²⁰²⁰+183<br>(149×13²³⁷⁵⁶+79)/12<br>13¹⁰⁶³³−50<br>11×13⁶⁵⁴³+2012<br>48×13⁶²⁶⁷+1<br>267×13²⁷⁰⁵+20<br>93×13²²⁹⁸+2<br>120×13¹⁵⁵²+1||http://factordb.com/index.php?id=1100000005489162806&open=prime<br>http://factordb.com/index.php?id=1100000003943359311&open=prime<br>http://factordb.com/index.php?id=1100000000490878060&open=prime<br>http://factordb.com/index.php?id=1100000003590647776&open=prime<br>http://factordb.com/index.php?id=1100000003590493750&open=prime<br>http://factordb.com/index.php?id=1100000002616382906&open=prime<br>http://factordb.com/index.php?id=1100000000765961441&open=prime<br>http://factordb.com/index.php?id=1100000003590430825&open=prime<br>http://factordb.com/index.php?id=1100000002632396910&open=prime<br>http://factordb.com/index.php?id=1100000000765961452&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000005489162806&base=13<br>http://factordb.com/index.php?showid=1100000003943359311&base=13<br>http://factordb.com/index.php?showid=1100000000490878060&base=13<br>http://factordb.com/index.php?showid=1100000003590647776&base=13<br>http://factordb.com/index.php?showid=1100000003590493750&base=13<br>http://factordb.com/index.php?showid=1100000002616382906&base=13<br>http://factordb.com/index.php?showid=1100000000765961441&base=13<br>http://factordb.com/index.php?showid=1100000003590430825&base=13<br>http://factordb.com/index.php?showid=1100000002632396910&base=13<br>http://factordb.com/index.php?showid=1100000000765961452&base=13<nowiki/>||0||–|| |- ||14||650||4D₁₉₆₉₈<br>34D₇₀₈<br>8D₁₄₁85<br>8₈₆B<br>40₈₃49<br>8C₇₉3<br>18₇₉B<br>6B₇₇2B<br>4₆₃09<br>A₅₉3||19699<br>710<br>144<br>87<br>86<br>81<br>81<br>80<br>65<br>60||22578<br>814<br>165<br>100<br>99<br>93<br>92<br>92<br>74<br>69||5×14¹⁹⁶⁹⁸−1<br>47×14⁷⁰⁸−1<br>9×14¹⁴³−79<br>(8×14⁸⁷+31)/13<br>4×14⁸⁵+65<br>(116×14⁸⁰−129)/13<br>(21×14⁸⁰+31)/13<br>(89×14⁷⁹−1649)/13<br>(4×14⁶⁵−667)/13<br>(10×14⁶⁰−101)/13||http://factordb.com/index.php?id=1100000000884560233&open=prime<br>http://factordb.com/index.php?id=1100000001540144903&open=prime<br>http://factordb.com/index.php?id=1100000003575856650&open=ecm<br>http://factordb.com/index.php?id=1100000002321014379&open=ecm<br>http://factordb.com/index.php?id=1100000000823937973&open=ecm<br>http://factordb.com/index.php?id=1100000002631073246&open=ecm<br>http://factordb.com/index.php?id=1100000002384401372&open=ecm<br>http://factordb.com/index.php?id=1100000002631077787&open=ecm<br>http://factordb.com/index.php?id=1100000000840126683&open=ecm<br>http://factordb.com/index.php?id=1100000002321038522&open=ecm<nowiki/>||http://factordb.com/index.php?showid=1100000000884560233&base=14<br>http://factordb.com/index.php?showid=1100000001540144903&base=14<br>http://factordb.com/index.php?showid=1100000003575856650&base=14<br>http://factordb.com/index.php?showid=1100000002321014379&base=14<br>http://factordb.com/index.php?showid=1100000000823937973&base=14<br>http://factordb.com/index.php?showid=1100000002631073246&base=14<br>http://factordb.com/index.php?showid=1100000002384401372&base=14<br>http://factordb.com/index.php?showid=1100000002631077787&base=14<br>http://factordb.com/index.php?showid=1100000000840126683&base=14<br>http://factordb.com/index.php?showid=1100000002321038522&base=14<nowiki/>||0||–|| |- ||15||1284||7₁₅₅97<br>E₁₄₅397<br>96₁₀₄08<br>7₇₃CE<br>7₅₉CCE<br>50₃₃17<br>EB₃₁<br>6330₂₆1<br>7050₂₄B<br>B70₂₄1||157<br>148<br>107<br>75<br>62<br>36<br>32<br>30<br>28<br>27||185<br>175<br>126<br>88<br>73<br>42<br>38<br>35<br>33<br>32||(15¹⁵⁷+59)/2<br>15¹⁴⁸−2558<br>(66×15¹⁰⁶−619)/7<br>(15⁷⁵+163)/2<br>(15⁶²+2413)/2<br>5×15³⁵+22<br>(207×15³¹−11)/14<br>1398×15²⁷+1<br>1580×15²⁵+11<br>172×15²⁵+1||http://factordb.com/index.php?id=1100000002454891840&open=ecm<br>http://factordb.com/index.php?id=1100000002454900849&open=ecm<br>http://factordb.com/index.php?id=1100000000823937997&open=ecm<br>http://factordb.com/index.php?id=1100000003588407143&open=ecm<br>http://factordb.com/index.php?id=1100000003588407386&open=ecm<br>http://factordb.com/index.php?id=1100000002632398579&open=ecm<br>http://factordb.com/index.php?id=1100000002321033312&open=ecm<br>http://factordb.com/index.php?id=1100000002391199877&open=ecm<br>http://factordb.com/index.php?id=1100000003588407806&open=ecm<br>http://factordb.com/index.php?id=1100000000851967288&open=ecm<nowiki/>||http://factordb.com/index.php?showid=1100000002454891840&base=15<br>http://factordb.com/index.php?showid=1100000002454900849&base=15<br>http://factordb.com/index.php?showid=1100000000823937997&base=15<br>http://factordb.com/index.php?showid=1100000003588407143&base=15<br>http://factordb.com/index.php?showid=1100000003588407386&base=15<br>http://factordb.com/index.php?showid=1100000002632398579&base=15<br>http://factordb.com/index.php?showid=1100000002321033312&base=15<br>http://factordb.com/index.php?showid=1100000002391199877&base=15<br>http://factordb.com/index.php?showid=1100000003588407806&base=15<br>http://factordb.com/index.php?showid=1100000000851967288&base=15<nowiki/>||0||–|| |- ||16||2347||3₁₁₆₁₃₇AF<br>4₇₂₇₈₅DD<br>DB₃₂₂₃₄<br>D0B₁₇₈₀₄<br>5BC₃₇₀₀D<br>90₃₅₄₂91<br>300F₁₉₆₀AF<br>20₁₇₁₃321<br>F8₁₅₁₇F<br>FAF₁₀₆₂45||116139<br>72787<br>32235<br>17806<br>3703<br>3545<br>1965<br>1717<br>1519<br>1066||139845<br>87644<br>38815<br>21441<br>4459<br>4269<br>2366<br>2067<br>1830<br>1284||(16¹¹⁶¹³⁹+619)/5<br>(4×16⁷²⁷⁸⁷+2291)/15<br>(206×16³²²³⁴−11)/15<br>(3131×16¹⁷⁸⁰⁴−11)/15<br>(459×16³⁷⁰¹+1)/5<br>9×16³⁵⁴⁴+145<br>769×16¹⁹⁶²−81<br>2×16¹⁷¹⁶+801<br>(233×16¹⁵¹⁸+97)/15<br>251×16¹⁰⁶⁴−187||http://factordb.com/index.php?id=1100000003851731988&open=prime<br>http://factordb.com/index.php?id=1100000003615909841&open=prime<br>http://factordb.com/index.php?id=1100000002383583629&open=prime<br>http://factordb.com/index.php?id=1100000003589278511&open=prime<br>http://factordb.com/index.php?id=1100000000993764322&open=prime<br>http://factordb.com/index.php?id=1100000000633424191&open=prime<br>http://factordb.com/index.php?id=1100000003588368750&open=prime<br>http://factordb.com/index.php?id=1100000003588386735&open=prime<br>http://factordb.com/index.php?id=1100000000633744824&open=prime<br>http://factordb.com/index.php?id=1100000003588387610&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000003851731988&base=16<br>http://factordb.com/index.php?showid=1100000003615909841&base=16<br>http://factordb.com/index.php?showid=1100000002383583629&base=16<br>http://factordb.com/index.php?showid=1100000003589278511&base=16<br>http://factordb.com/index.php?showid=1100000000993764322&base=16<br>http://factordb.com/index.php?showid=1100000000633424191&base=16<br>http://factordb.com/index.php?showid=1100000003588368750&base=16<br>http://factordb.com/index.php?showid=1100000003588386735&base=16<br>http://factordb.com/index.php?showid=1100000000633744824&base=16<br>http://factordb.com/index.php?showid=1100000003588387610&base=16<nowiki/>||0||–|| |- ||17||10415~10427||95F₁₉₈₈₅₅<br>B0₁₈₉₀₈₃DB<br>F70₁₈₆₇₆₇1<br>970₁₆₆₀₄₇1<br>510₁₂₄₀₇₄D<br>49₁₁₁₃₃₃<br>B₆₇₁₀₃2E<br>570₅₁₃₁₀1<br>E9B₄₄₇₃₂<br>D0GD₃₇₀₉₆||198857<br>189086<br>186770<br>166050<br>124077<br>111334<br>67105<br>51313<br>44734<br>37099||244684<br>232661<br>229811<br>204316<br>152670<br>136991<br>82570<br>63138<br>55043<br>45649||(2543×17¹⁹⁸⁸⁵⁵−15)/16<br>11×17¹⁸⁹⁰⁸⁵+232<br>262×17¹⁸⁶⁷⁶⁸+1<br>160×17¹⁶⁶⁰⁴⁸+1<br>86×17¹²⁴⁰⁷⁵+13<br>(73×17¹¹¹³³³−9)/16<br>(11×17⁶⁷¹⁰⁵−2411)/16<br>92×17⁵¹³¹¹+1<br>(3963×17⁴⁴⁷³²−11)/16<br>(60381×17³⁷⁰⁹⁶−13)/16||http://factordb.com/index.php?id=1100000008610514108&open=prime<br>http://factordb.com/index.php?id=1100000008610515753&open=prime<br>http://factordb.com/index.php?id=1100000000765961429&open=prime<br>http://factordb.com/index.php?id=1100000000765961411&open=prime<br>http://factordb.com/index.php?id=1100000008610516879&open=prime<br>http://factordb.com/index.php?id=1100000000808118219&open=prime<br>http://factordb.com/index.php?id=1100000003993647842&open=prime<br>http://factordb.com/index.php?id=1100000000765961389&open=prime<br>http://factordb.com/index.php?id=1100000003883765450&open=prime<br>http://factordb.com/index.php?id=1100000003848346668&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000008610514108&base=17<br>http://factordb.com/index.php?showid=1100000008610515753&base=17<br>http://factordb.com/index.php?showid=1100000000765961429&base=17<br>http://factordb.com/index.php?showid=1100000000765961411&base=17<br>http://factordb.com/index.php?showid=1100000008610516879&base=17<br>http://factordb.com/index.php?showid=1100000000808118219&base=17<br>http://factordb.com/index.php?showid=1100000003993647842&base=17<br>http://factordb.com/index.php?showid=1100000000765961389&base=17<br>http://factordb.com/index.php?showid=1100000003883765450&base=17<br>http://factordb.com/index.php?showid=1100000003848346668&base=17<nowiki/>||12||200000|| |- ||18||549||C0₆₂₆₈C5<br>H₇₆₆FH<br>80₂₉₈B<br>C0₁₁₆F5<br>HD₉₃<br>GG0₃₀1<br>CF₃₀5<br>B₁₉6B<br>CCF₁₄5<br>7₁₄G7||6271<br>768<br>300<br>119<br>94<br>33<br>32<br>21<br>17<br>16||7872<br>965<br>377<br>150<br>118<br>42<br>41<br>27<br>22<br>20||12×18⁶²⁷⁰+221<br>18⁷⁶⁸−37<br>8×18²⁹⁹+11<br>12×18¹¹⁸+275<br>(302×18⁹³−13)/17<br>304×18³¹+1<br>(219×18³¹−185)/17<br>(11×18²¹−1541)/17<br>(3891×18¹⁵−185)/17<br>(7×18¹⁶+2747)/17||http://factordb.com/index.php?id=1100000003590442437&open=prime<br>http://factordb.com/index.php?id=1100000003590430490&open=prime<br>http://factordb.com/index.php?id=1100000002355574745&open=prime<br>http://factordb.com/index.php?id=1100000002632837015&open=ecm<br>http://factordb.com/index.php?id=1100000002321052894&open=ecm<br>http://factordb.com/index.php?id=1100000000819230161&open=ecm<br>http://factordb.com/index.php?id=1100000002631240657&open=ecm<br>http://factordb.com/index.php?id=1100000003590430474&open=ecm<br>http://factordb.com/index.php?id=1100000003590430470&open=ecm<br>http://factordb.com/index.php?id=1100000003590430465&open=ecm<nowiki/>||http://factordb.com/index.php?showid=1100000003590442437&base=18<br>http://factordb.com/index.php?showid=1100000003590430490&base=18<br>http://factordb.com/index.php?showid=1100000002355574745&base=18<br>http://factordb.com/index.php?showid=1100000002632837015&base=18<br>http://factordb.com/index.php?showid=1100000002321052894&base=18<br>http://factordb.com/index.php?showid=1100000000819230161&base=18<br>http://factordb.com/index.php?showid=1100000002631240657&base=18<br>http://factordb.com/index.php?showid=1100000003590430474&base=18<br>http://factordb.com/index.php?showid=1100000003590430470&base=18<br>http://factordb.com/index.php?showid=1100000003590430465&base=18<nowiki/>||0||–|| |- ||19||31417~31434||1E70₁₂₂₈₉₆1<br>40₁₂₁₈₄₆HB5<br>35₁₂₀₅₆₂<br>FH0H₁₁₂₆₅₉<br>FG6₁₁₀₉₈₄<br>H₈₆₂₉₁6<br>D90₇₃₀₄₆9<br>4F0₄₉₈₄₇6<br>2₄₈₂₂₄7<br>2₄₅₈₈₆7A||122900<br>121850<br>120563<br>112662<br>110986<br>86292<br>73049<br>49850<br>48225<br>45888||157158<br>155816<br>154170<br>144067<br>110347<br>141924<br>93412<br>63746<br>61667<br>58679||634×19¹²²⁸⁹⁷+1<br>4×19¹²¹⁸⁴⁹+6351<br>(59×19¹²⁰⁵⁶²−5)/18<br>(103301×19¹¹²⁶⁵⁹−17)/18<br>(904×19¹¹⁰⁹⁸⁴−1)/3<br>(17×19⁸⁶²⁹²−215)/18<br>256×19⁷³⁰⁴⁷+9<br>91×19⁴⁹⁸⁴⁸+6<br>(19⁴⁸²²⁵+44)/9<br>(19⁴⁵⁸⁸⁸+926)/9||http://factordb.com/index.php?id=1100000001582289581&open=prime<br>http://factordb.com/index.php?id=1100000008755307222&open=prime<br>http://factordb.com/index.php?id=1100000005513825027&open=prime<br>http://factordb.com/index.php?id=1100000008755311453&open=prime<br>http://factordb.com/index.php?id=1100000000808118212&open=prime<br>http://factordb.com/index.php?id=1100000004163040839&open=prime<br>http://factordb.com/index.php?id=1100000003998413751&open=prime<br>http://factordb.com/index.php?id=1100000000808118332&open=prime<br>http://factordb.com/index.php?id=1100000003949188041&open=prime<br>http://factordb.com/index.php?id=1100000003949189035&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000001582289581&base=19<br>http://factordb.com/index.php?showid=1100000008755307222&base=19<br>http://factordb.com/index.php?showid=1100000005513825027&base=19<br>http://factordb.com/index.php?showid=1100000008755311453&base=19<br>http://factordb.com/index.php?showid=1100000000808118212&base=19<br>http://factordb.com/index.php?showid=1100000004163040839&base=19<br>http://factordb.com/index.php?showid=1100000003998413751&base=19<br>http://factordb.com/index.php?showid=1100000000808118332&base=19<br>http://factordb.com/index.php?showid=1100000003949188041&base=19<br>http://factordb.com/index.php?showid=1100000003949189035&base=19<nowiki/>||17||200000|| |- ||20||3314||G0₆₂₆₉D<br>CD₂₄₄₉<br>50₁₁₆₃AJ<br>J₆₅₅05J<br>JCJ₆₂₉<br>E₅₆₆C7<br>3A₅₂₇3<br>G₄₄₇99<br>EC0₄₂₉7<br>40₃₈₇404B||6271<br>2450<br>1166<br>658<br>631<br>568<br>529<br>449<br>432<br>392||8159<br>3188<br>1517<br>857<br>821<br>739<br>688<br>585<br>562<br>510||16×20⁶²⁷⁰+13<br>(241×20²⁴⁴⁹−13)/19<br>5×20¹¹⁶⁵+219<br>20⁶⁵⁸−7881<br>393×20⁶²⁹−1<br>(14×20⁵⁶⁸−907)/19<br>(67×20⁵²⁸−143)/19<br>(16×20⁴⁴⁹−2809)/19<br>292×20⁴³⁰+7<br>4×20³⁹¹+32091||http://factordb.com/index.php?id=1100000003590539457&open=prime<br>http://factordb.com/index.php?id=1100000002325393915&open=prime<br>http://factordb.com/index.php?id=1100000003590502412&open=prime<br>http://factordb.com/index.php?id=1100000003590502490&open=prime<br>http://factordb.com/index.php?id=1100000001559454258&open=prime<br>http://factordb.com/index.php?id=1100000003590502516&open=prime<br>http://factordb.com/index.php?id=1100000003590502531&open=prime<br>http://factordb.com/index.php?id=1100000000840126753&open=prime<br>http://factordb.com/index.php?id=1100000002633348702&open=prime<br>http://factordb.com/index.php?id=1100000003590502563&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000003590539457&base=20<br>http://factordb.com/index.php?showid=1100000002325393915&base=20<br>http://factordb.com/index.php?showid=1100000003590502412&base=20<br>http://factordb.com/index.php?showid=1100000003590502490&base=20<br>http://factordb.com/index.php?showid=1100000001559454258&base=20<br>http://factordb.com/index.php?showid=1100000003590502516&base=20<br>http://factordb.com/index.php?showid=1100000003590502531&base=20<br>http://factordb.com/index.php?showid=1100000000840126753&base=20<br>http://factordb.com/index.php?showid=1100000002633348702&base=20<br>http://factordb.com/index.php?showid=1100000003590502563&base=20<nowiki/>||0||–|| |- ||21||13386~13394||27₁₈₄₄₉₉9D<br>F9₁₇₈₇₇₁D<br>2FC₁₁₂₀₂₂A<br>7₁₀₈₄₅₀ID<br>40₄₇₃₃₃9G<br>B90₄₅₀₁₉E5<br>HD₃₇₄₁₄<br>BD₃₅₀₂₇B<br>990₃₃₂₃₉99H<br>5₃₀₆₀₆FEK||184502<br>178773<br>112025<br>108452<br>47336<br>45023<br>37415<br>35029<br>33244<br>30609||243952<br>236377<br>148121<br>143397<br>62588<br>59531<br>49471<br>46316<br>43956<br>40472||(47×21¹⁸⁴⁵⁰¹+953)/20<br>(309×21¹⁷⁸⁷⁷²+71)/20<br>(288×21¹¹²⁰²³−13)/5<br>(7×21¹⁰⁸⁴⁵²+4733)/20<br>4×21⁴⁷³³⁵+205<br>240×21⁴⁵⁰²¹+299<br>(353×21³⁷⁴¹⁴−13)/20<br>(233×21³⁵⁰²⁸−53)/20<br>198×21³³²⁴²+4175<br>(21³⁰⁶⁰⁹+18455)/4||http://factordb.com/index.php?id=1100000008700600990&open=prime<br>http://factordb.com/index.php?id=1100000008700596669&open=prime<br>http://factordb.com/index.php?id=1100000008700593358&open=prime<br>http://factordb.com/index.php?id=1100000008700586183&open=prime<br>http://factordb.com/index.php?id=1100000000808118331&open=prime<br>http://factordb.com/index.php?id=1100000003996110311&open=prime<br>http://factordb.com/index.php?id=1100000003996110479&open=prime<br>http://factordb.com/index.php?id=1100000003996110718&open=prime<br>http://factordb.com/index.php?id=1100000003996110944&open=prime<br>http://factordb.com/index.php?id=1100000003996111130&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000008700600990&base=21<br>http://factordb.com/index.php?showid=1100000008700596669&base=21<br>http://factordb.com/index.php?showid=1100000008700593358&base=21<br>http://factordb.com/index.php?showid=1100000008700586183&base=21<br>http://factordb.com/index.php?showid=1100000000808118331&base=21<br>http://factordb.com/index.php?showid=1100000003996110311&base=21<br>http://factordb.com/index.php?showid=1100000003996110479&base=21<br>http://factordb.com/index.php?showid=1100000003996110718&base=21<br>http://factordb.com/index.php?showid=1100000003996110944&base=21<br>http://factordb.com/index.php?showid=1100000003996111130&base=21<nowiki/>||8||200000|| |- ||22||8003||BK₂₂₀₀₁5<br>7₃₈₁₅2L<br>L₂₃₈₅KE7<br>7₉₅₉K7<br>J0₇₆₇IGGJ<br>K0₇₆₀EC1<br>I₆₂₆AF<br>E60₄₉₆L<br>L₄₈₃G3<br>L0₄₅₄B63||22003<br>3817<br>2388<br>961<br>772<br>764<br>628<br>499<br>485<br>458||29538<br>5124<br>3206<br>1290<br>1037<br>1026<br>843<br>670<br>652<br>615||(251×22²²⁰⁰²−335)/21<br>(22³⁸¹⁷−289)/3<br>22²³⁸⁸−653<br>(22⁹⁶¹+857)/3<br>19×22⁷⁷¹+199779<br>20×22⁷⁶³+7041<br>(6×22⁶²⁸−1259)/7<br>314×22⁴⁹⁷+21<br>22⁴⁸⁵−129<br>21×22⁴⁵⁷+5459||http://factordb.com/index.php?id=1100000003594696838&open=prime<br>http://factordb.com/index.php?id=1100000003591359839&open=prime<br>http://factordb.com/index.php?id=1100000003591360774&open=prime<br>http://factordb.com/index.php?id=1100000003591361817&open=prime<br>http://factordb.com/index.php?id=1100000003591362567&open=prime<br>http://factordb.com/index.php?id=1100000000632724415&open=prime<br>http://factordb.com/index.php?id=1100000000632724334&open=prime<br>http://factordb.com/index.php?id=1100000000632703239&open=prime<br>http://factordb.com/index.php?id=1100000003591364730&open=prime<br>http://factordb.com/index.php?id=1100000003591365331&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000003594696838&base=22<br>http://factordb.com/index.php?showid=1100000003591359839&base=22<br>http://factordb.com/index.php?showid=1100000003591360774&base=22<br>http://factordb.com/index.php?showid=1100000003591361817&base=22<br>http://factordb.com/index.php?showid=1100000003591362567&base=22<br>http://factordb.com/index.php?showid=1100000000632724415&base=22<br>http://factordb.com/index.php?showid=1100000000632724334&base=22<br>http://factordb.com/index.php?showid=1100000000632703239&base=22<br>http://factordb.com/index.php?showid=1100000003591364730&base=22<br>http://factordb.com/index.php?showid=1100000003591365331&base=22<nowiki/>||0||–|| |- ||23||65178~65265||B0₉₃₀₄₆FB<br>L₈₆₄₄₄D<br>AJ₈₁₀₆₅4<br>20₇₃₅₆₀98<br>J₆₈₂₁₇G4<br>D70₆₆₇₇₀B<br>5F₆₂₃₄₀6<br>A7M7₆₁₅₃₂<br>B30₆₁₁₃₆5<br>EJ₅₂₁₆₉||93049<br>86445<br>81067<br>73563<br>68219<br>66773<br>62342<br>61535<br>61139<br>52170||126708<br>117715<br>110391<br>100172<br>92896<br>90927<br>84893<br>83794<br>83255<br>71042||11×23⁹³⁰⁴⁸+356<br>(21×23⁸⁶⁴⁴⁵−197)/22<br>(239×23⁸¹⁰⁶⁶−349)/22<br>2×23⁷³⁵⁶²+215<br>(19×23⁶⁸²¹⁹−1867)/22<br>306×23⁶⁶⁷⁷¹+11<br>(125×23⁶²³⁴¹−213)/22<br>(120413×23⁶¹⁵³²−7)/22<br>256×23⁶¹¹³⁷+5<br>(327×23⁵²¹⁶⁹−19)/22||http://factordb.com/index.php?id=1100000004691540361&open=prime<br>http://factordb.com/index.php?id=1100000004691546739&open=prime<br>http://factordb.com/index.php?id=1100000004691548070&open=prime<br>http://factordb.com/index.php?id=1100000004691548569&open=prime<br>http://factordb.com/index.php?id=1100000004691549462&open=prime<br>http://factordb.com/index.php?id=1100000004691549803&open=prime<br>http://factordb.com/index.php?id=1100000004691551005&open=prime<br>http://factordb.com/index.php?id=1100000004691556967&open=prime<br>http://factordb.com/index.php?id=1100000004691557254&open=prime<br>http://factordb.com/index.php?id=1100000004691557548&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000004691540361&base=23<br>http://factordb.com/index.php?showid=1100000004691546739&base=23<br>http://factordb.com/index.php?showid=1100000004691548070&base=23<br>http://factordb.com/index.php?showid=1100000004691548569&base=23<br>http://factordb.com/index.php?showid=1100000004691549462&base=23<br>http://factordb.com/index.php?showid=1100000004691549803&base=23<br>http://factordb.com/index.php?showid=1100000004691551005&base=23<br>http://factordb.com/index.php?showid=1100000004691556967&base=23<br>http://factordb.com/index.php?showid=1100000004691557254&base=23<br>http://factordb.com/index.php?showid=1100000004691557548&base=23<nowiki/>||87||100000|| |- ||24||3409||N00N₈₁₂₉LN<br>88N₅₉₅₁<br>A0₂₉₅₁8ID<br>D₂₆₉₈LD<br>N₂₆₄₄LLN<br>BC0₃₃₁B<br>20₃₁₃7<br>C7₂₉₈<br>D0₂₅₉KKD<br>I0₂₄₁I5||8134<br>5953<br>2955<br>2700<br>2647<br>334<br>315<br>299<br>263<br>244||11227<br>8216<br>4079<br>3727<br>3654<br>461<br>434<br>413<br>363<br>337||13249×24⁸¹³¹−49<br>201×24⁵⁹⁵¹−1<br>10×24²⁹⁵⁴+5053<br>(13×24²⁷⁰⁰+4403)/23<br>24²⁶⁴⁷−1201<br>276×24³³²+11<br>2×24³¹⁴+7<br>(283×24²⁹⁸−7)/23<br>13×24²⁶²+12013<br>18×24²⁴³+437||http://factordb.com/index.php?id=1100000003593391606&open=prime<br>http://factordb.com/index.php?id=1100000003593275880&open=prime<br>http://factordb.com/index.php?id=1100000003593269654&open=prime<br>http://factordb.com/index.php?id=1100000003593269876&open=prime<br>http://factordb.com/index.php?id=1100000003593270089&open=prime<br>http://factordb.com/index.php?id=1100000002633359842&open=prime<br>http://factordb.com/index.php?id=1100000002355610241&open=prime<br>http://factordb.com/index.php?id=1100000002326181235&open=prime<br>http://factordb.com/index.php?id=1100000003593270725&open=prime<br>http://factordb.com/index.php?id=1100000002633360037&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000003593391606&base=24<br>http://factordb.com/index.php?showid=1100000003593275880&base=24<br>http://factordb.com/index.php?showid=1100000003593269654&base=24<br>http://factordb.com/index.php?showid=1100000003593269876&base=24<br>http://factordb.com/index.php?showid=1100000003593270089&base=24<br>http://factordb.com/index.php?showid=1100000002633359842&base=24<br>http://factordb.com/index.php?showid=1100000002355610241&base=24<br>http://factordb.com/index.php?showid=1100000002326181235&base=24<br>http://factordb.com/index.php?showid=1100000003593270725&base=24<br>http://factordb.com/index.php?showid=1100000002633360037&base=24<nowiki/>||0||–|| |- ||25||133639~133724||E₉₈₃₉₆FOO<br>1J710₉₆₂₇₂1<br>NB0₈₅₅₉₈5NH<br>D70₈₁₅₈₁JJ7<br>F0₈₀₀₅₄HL<br>J010₇₅₉₄₃E7<br>K₆₇₇₇₁5I<br>LO₆₆₃₇₇KC<br>KJD0₆₃₃₉₉1<br>70₆₀₈₉₂D711||98399<br>96277<br>85603<br>81586<br>80057<br>75948<br>67773<br>66380<br>63403<br>60897||137556<br>134589<br>119668<br>114053<br>111915<br>106171<br>94743<br>92796<br>88634<br>85130||(7×25⁹⁸³⁹⁹+10613)/12<br>27676×25⁹⁶²⁷³+1<br>586×25⁸⁵⁶⁰¹+3717<br>332×25⁸¹⁵⁸⁴+12357<br>15×25⁸⁰⁰⁵⁶+446<br>11876×25⁷⁵⁹⁴⁵+357<br>(5×25⁶⁷⁷⁷³−2267)/6<br>22×25⁶⁶³⁷⁹−113<br>12988×25⁶³⁴⁰⁰+1<br>7×25⁶⁰⁸⁹⁶+207526||http://factordb.com/index.php?id=1100000000808118215&open=prime<br>http://factordb.com/index.php?id=1100000003983674902&open=prime<br>http://factordb.com/index.php?id=1100000004909706420&open=prime<br>http://factordb.com/index.php?id=1100000004909733266&open=prime<br>http://factordb.com/index.php?id=1100000004909750102&open=prime<br>http://factordb.com/index.php?id=1100000004909770736&open=prime<br>http://factordb.com/index.php?id=1100000004586986394&open=prime<br>http://factordb.com/index.php?id=1100000000808118270&open=prime<br>http://factordb.com/index.php?id=1100000004586986664&open=prime<br>http://factordb.com/index.php?id=1100000004586986798&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000000808118215&base=25<br>http://factordb.com/index.php?showid=1100000003983674902&base=25<br>http://factordb.com/index.php?showid=1100000004909706420&base=25<br>http://factordb.com/index.php?showid=1100000004909733266&base=25<br>http://factordb.com/index.php?showid=1100000004909750102&base=25<br>http://factordb.com/index.php?showid=1100000004909770736&base=25<br>http://factordb.com/index.php?showid=1100000004586986394&base=25<br>http://factordb.com/index.php?showid=1100000000808118270&base=25<br>http://factordb.com/index.php?showid=1100000004586986664&base=25<br>http://factordb.com/index.php?showid=1100000004586986798&base=25<nowiki/>||85||100000|| |- ||26||25256~25259||85M₁₉₇₀₆₀B<br>M0₆₁₁₈₆2BB<br>J0₄₄₃₀₃KCB<br>6K₂₃₃₀₀5<br>LD0₂₀₉₇₅7<br>7₂₀₂₇₉OL<br>5₁₉₃₉₁6F<br>9GDK₁₅₉₂₀P<br>M₈₇₇₂P<br>K0₄₃₆₄I5||197063<br>61190<br>44307<br>23302<br>20978<br>20281<br>19393<br>15924<br>8773<br>4367||278839<br>86583<br>62694<br>32972<br>29684<br>28697<br>27440<br>22532<br>12414<br>6180||(5347×26¹⁹⁷⁰⁶¹−297)/25<br>22×26⁶¹¹⁸⁹+1649<br>19×26⁴⁴³⁰⁶+13843<br>(34×26²³³⁰¹−79)/5<br>559×26²⁰⁹⁷⁶+7<br>(7×26²⁰²⁸¹+11393)/25<br>(26¹⁹³⁹³+179)/5<br>(32569×26¹⁵⁹²¹+21)/5<br>(22×26⁸⁷⁷³+53)/25<br>20×26⁴³⁶⁶+473||http://factordb.com/index.php?id=1100000008573990023&open=prime<br>http://factordb.com/index.php?id=1100000003968169875&open=prime<br>http://factordb.com/index.php?id=1100000003968156595&open=prime<br>http://factordb.com/index.php?id=1100000003892628745&open=prime<br>http://factordb.com/index.php?id=1100000003892628658&open=prime<br>http://factordb.com/index.php?id=1100000003892628605&open=prime<br>http://factordb.com/index.php?id=1100000003850151202&open=prime<br>http://factordb.com/index.php?id=1100000003850155316&open=prime<br>http://factordb.com/index.php?id=1100000000758011195&open=prime<br>http://factordb.com/index.php?id=1100000002634136508&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000008573990023&base=26<br>http://factordb.com/index.php?showid=1100000003968169875&base=26<br>http://factordb.com/index.php?showid=1100000003968156595&base=26<br>http://factordb.com/index.php?showid=1100000003892628745&base=26<br>http://factordb.com/index.php?showid=1100000003892628658&base=26<br>http://factordb.com/index.php?showid=1100000003892628605&base=26<br>http://factordb.com/index.php?showid=1100000003850151202&base=26<br>http://factordb.com/index.php?showid=1100000003850155316&base=26<br>http://factordb.com/index.php?showid=1100000000758011195&base=26<br>http://factordb.com/index.php?showid=1100000002634136508&base=26<nowiki/>||3||200000|| |- ||27||102852~102896||CA0F₈₈₈₈₃A<br>GNN0₇₈₇₉₅N<br>O44L₆₆₀₁₆7<br>NJ0₆₄₃₆₉H<br>ME₄₉₆₄₀9G<br>PH0₄₇₈₉₀1<br>QF₄₇₁₆₅AF5<br>J0₄₀₇₉₁PD<br>510₃₉₁₆₄I07<br>NGN0₃₆₃₂₉N||88887<br>78799<br>66020<br>64372<br>49643<br>47893<br>47169<br>40794<br>39169<br>36333||127230<br>112790<br>94499<br>92140<br>71058<br>68553<br>67516<br>58391<br>56065<br>52006||(234483×27⁸⁸⁸⁸⁴−145)/26<br>12308×27⁷⁸⁷⁹⁶+23<br>(457829×27⁶⁶⁰¹⁷−385)/26<br>640×27⁶⁴³⁷⁰+17<br>(293×27⁴⁹⁶⁴²−1736)/13<br>692×27⁴⁷⁸⁹¹+1<br>(691×27⁴⁷¹⁶⁸−95045)/26<br>19×27⁴⁰⁷⁹³+688<br>136×27³⁹¹⁶⁷+13129<br>17222×27³⁶³³⁰+23||http://factordb.com/index.php?id=1100000000808118233&open=prime<br>http://factordb.com/index.php?id=1100000004681348398&open=prime<br>http://factordb.com/index.php?id=1100000004374140861&open=prime<br>http://factordb.com/index.php?id=1100000004374138999&open=prime<br>http://factordb.com/index.php?id=1100000000819229859&open=prime<br>http://factordb.com/index.php?id=1100000004102754118&open=prime<br>http://factordb.com/index.php?id=1100000004102755880&open=prime<br>http://factordb.com/index.php?id=1100000004102758254&open=prime<br>http://factordb.com/index.php?id=1100000004102875088&open=prime<br>http://factordb.com/index.php?id=1100000004103372866&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000000808118233&base=27<br>http://factordb.com/index.php?showid=1100000004681348398&base=27<br>http://factordb.com/index.php?showid=1100000004374140861&base=27<br>http://factordb.com/index.php?showid=1100000004374138999&base=27<br>http://factordb.com/index.php?showid=1100000000819229859&base=27<br>http://factordb.com/index.php?showid=1100000004102754118&base=27<br>http://factordb.com/index.php?showid=1100000004102755880&base=27<br>http://factordb.com/index.php?showid=1100000004102758254&base=27<br>http://factordb.com/index.php?showid=1100000004102875088&base=27<br>http://factordb.com/index.php?showid=1100000004103372866&base=27<nowiki/>||44||100000|| |- ||28||25528~25529||O4O₉₄₅₃₅9<br>5OA₃₁₂₃₈F<br>N6₂₄₀₅₁LR<br>D0₅₂₆₇77D<br>QO₄₂₃₉69<br>5₃₇₄₆8P<br>G0₁₈₉₉AN<br>A₁₄₂₃6F<br>5I₁₃₇₀F<br>5₁₃₃₂P8P||94538<br>31241<br>24054<br>5271<br>4242<br>3748<br>1902<br>1425<br>1372<br>1335||136812<br>45210<br>34810<br>7628<br>6139<br>5424<br>2753<br>2062<br>1985<br>1932||(6092×28⁹⁴⁵³⁶−143)/9<br>(4438×28³¹²³⁹+125)/27<br>(209×28²⁴⁰⁵³+3967)/9<br>13×28⁵²⁷⁰+5697<br>(242×28⁴²⁴¹−4679)/9<br>(5×28³⁷⁴⁸+2803)/27<br>16×28¹⁹⁰¹+303<br>(10×28¹⁴²⁵−2899)/27<br>(17×28¹³⁷¹−11)/3<br>(5×28¹³³⁵+426163)/27||http://factordb.com/index.php?id=1100000000808118231&open=prime<br>http://factordb.com/index.php?id=1100000003880455200&open=prime<br>http://factordb.com/index.php?id=1100000003879667576&open=prime<br>http://factordb.com/index.php?id=1100000003850151420&open=prime<br>http://factordb.com/index.php?id=1100000000840839934&open=prime<br>http://factordb.com/index.php?id=1100000003850161974&open=prime<br>http://factordb.com/index.php?id=1100000003850161973&open=prime<br>http://factordb.com/index.php?id=1100000000840839947&open=prime<br>http://factordb.com/index.php?id=1100000003850161972&open=prime<br>http://factordb.com/index.php?id=1100000003850161965&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000000808118231&base=28<br>http://factordb.com/index.php?showid=1100000003880455200&base=28<br>http://factordb.com/index.php?showid=1100000003879667576&base=28<br>http://factordb.com/index.php?showid=1100000003850151420&base=28<br>http://factordb.com/index.php?showid=1100000000840839934&base=28<br>http://factordb.com/index.php?showid=1100000003850161974&base=28<br>http://factordb.com/index.php?showid=1100000003850161973&base=28<br>http://factordb.com/index.php?showid=1100000000840839947&base=28<br>http://factordb.com/index.php?showid=1100000003850161972&base=28<br>http://factordb.com/index.php?showid=1100000003850161965&base=28<nowiki/>||1||900000|| |- ||29||355242~355367||830₉₉₃₇₇4<br>GP5J₉₄₉₃₅<br>P05J₉₀₂₈₉<br>BBD0₈₈₈₈₈PB<br>8B₈₅₃₃₃G<br>L0₈₁₅₇₁5955<br>E0₇₇₃₇₂L7B<br>LPC₇₅₁₅₁9<br>JR0₇₄₆₂₂7<br>B₇₄₅₀₁0RP||99380<br>94938<br>90292<br>88893<br>85335<br>81576<br>77376<br>75154<br>74625<br>74504||145333<br>138837<br>132043<br>129997<br>124794<br>119297<br>113155<br>109905<br>109132<br>108955||235×29⁹⁹³⁷⁸+4<br>(397227×29⁹⁴⁹³⁵−19)/28<br>(588859×29⁹⁰²⁸⁹−19)/28<br>9583×29⁸⁸⁸⁹⁰+736<br>(235×29⁸⁵³³⁴+129)/14<br>21×29⁸¹⁵⁷⁵+129664<br>14×29⁷⁷³⁷⁵+17875<br>(4441×29⁷⁵¹⁵²−24)/7<br>578×29⁷⁴⁶²³+7<br>(11×29⁷⁴⁵⁰⁴−245655)/28||http://factordb.com/index.php?id=1100000008253882372&open=prime<br>http://factordb.com/index.php?id=1100000008253893542&open=prime<br>http://factordb.com/index.php?id=1100000008253899083&open=prime<br>http://factordb.com/index.php?id=1100000008253909183&open=prime<br>http://factordb.com/index.php?id=1100000008253921388&open=prime<br>http://factordb.com/index.php?id=1100000008253925955&open=prime<br>http://factordb.com/index.php?id=1100000008253931446&open=prime<br>http://factordb.com/index.php?id=1100000000808118236&open=prime<br>http://factordb.com/index.php?id=1100000008253934219&open=prime<br>http://factordb.com/index.php?id=1100000008253936120&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000008253882372&base=29<br>http://factordb.com/index.php?showid=1100000008253893542&base=29<br>http://factordb.com/index.php?showid=1100000008253899083&base=29<br>http://factordb.com/index.php?showid=1100000008253909183&base=29<br>http://factordb.com/index.php?showid=1100000008253921388&base=29<br>http://factordb.com/index.php?showid=1100000008253925955&base=29<br>http://factordb.com/index.php?showid=1100000008253931446&base=29<br>http://factordb.com/index.php?showid=1100000000808118236&base=29<br>http://factordb.com/index.php?showid=1100000008253934219&base=29<br>http://factordb.com/index.php?showid=1100000008253936120&base=29<nowiki/>||125||100000|| |- ||30||2619||OT₃₄₂₀₅<br>I0₂₄₆₀₈D<br>5₄₈₈₂J<br>C0₁₀₂₂1<br>M0₅₄₇SS7<br>M₂₄₁QB<br>AN₂₀₆<br>50₁₆₄B<br>J₁₅₃QJ<br>J₉₄QQJ||34206<br>24610<br>4883<br>1024<br>551<br>243<br>207<br>166<br>155<br>97||50527<br>36352<br>7213<br>1513<br>814<br>359<br>306<br>245<br>229<br>144||25×30³⁴²⁰⁵−1<br>18×30²⁴⁶⁰⁹+13<br>(5×30⁴⁸⁸³+401)/29<br>12×30¹⁰²³+1<br>22×30⁵⁵⁰+26047<br>(22×30²⁴³+3139)/29<br>(313×30²⁰⁶−23)/29<br>5×30¹⁶⁵+11<br>(19×30¹⁵⁵+6071)/29<br>(19×30⁹⁷+188771)/29||http://factordb.com/index.php?id=1100000000800812865&open=prime<br>http://factordb.com/index.php?id=1100000003593967511&open=prime<br>http://factordb.com/index.php?id=1100000002327649423&open=prime<br>http://factordb.com/index.php?id=1100000000785448736&open=prime<br>http://factordb.com/index.php?id=1100000003593407988&open=prime<br>http://factordb.com/index.php?id=1100000003593408295&open=prime<br>http://factordb.com/index.php?id=1100000002327651073&open=prime<br>http://factordb.com/index.php?id=1100000002356282476&open=ecm<br>http://factordb.com/index.php?id=1100000003593409109&open=ecm<br>http://factordb.com/index.php?id=1100000003593409165&open=ecm<nowiki/>||http://factordb.com/index.php?showid=1100000000800812865&base=30<br>http://factordb.com/index.php?showid=1100000003593967511&base=30<br>http://factordb.com/index.php?showid=1100000002327649423&base=30<br>http://factordb.com/index.php?showid=1100000000785448736&base=30<br>http://factordb.com/index.php?showid=1100000003593407988&base=30<br>http://factordb.com/index.php?showid=1100000003593408295&base=30<br>http://factordb.com/index.php?showid=1100000002327651073&base=30<br>http://factordb.com/index.php?showid=1100000002356282476&base=30<br>http://factordb.com/index.php?showid=1100000003593409109&base=30<br>http://factordb.com/index.php?showid=1100000003593409165&base=30<nowiki/>||0||–|| |- ||31||569323~569400||2IIF₉₁₈₀₅<br>B0₈₈₃₀₉APO9<br>J0T₇₇₅₁₆<br>J090₇₇₁₂₈NNN<br>D₆₉₈₆₁QO<br>9MH0₆₈₆₃₇D<br>J₆₇₁₆₂D<br>N0₆₆₉₇₁32P<br>DDDQ0₆₄₀₈₈TD<br>U₆₃₈₆₁CM3||91808<br>88314<br>77518<br>77134<br>69863<br>68641<br>67163<br>66975<br>64094<br>63864||136918<br>131708<br>115608<br>115035<br>104191<br>102369<br>100165<br>99884<br>95587<br>95245||(4997×31⁹¹⁸⁰⁵−1)/2<br>11×31⁸⁸³¹³+322688<br>(17699×31⁷⁷⁵¹⁶−29)/30<br>18268×31⁷⁷¹³¹+22839<br>(13×31⁶⁹⁸⁶³+12407)/30<br>9348×31⁶⁸⁶³⁸+13<br>(19×31⁶⁷¹⁶³−199)/30<br>23×31⁶⁶⁹⁷⁴+2970<br>400205×31⁶⁴⁰⁹⁰+912<br>31⁶³⁸⁶⁴−17574||http://factordb.com/index.php?id=1100000007050395732&open=prime<br>http://factordb.com/index.php?id=1100000007050397309&open=prime<br>http://factordb.com/index.php?id=1100000007050398940&open=prime<br>http://factordb.com/index.php?id=1100000007050400178&open=prime<br>http://factordb.com/index.php?id=1100000006965878559&open=prime<br>http://factordb.com/index.php?id=1100000006965875678&open=prime<br>http://factordb.com/index.php?id=1100000006965873668&open=prime<br>http://factordb.com/index.php?id=1100000006965870538&open=prime<br>http://factordb.com/index.php?id=1100000006965868103&open=prime<br>http://factordb.com/index.php?id=1100000006965865343&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000007050395732&base=31<br>http://factordb.com/index.php?showid=1100000007050397309&base=31<br>http://factordb.com/index.php?showid=1100000007050398940&base=31<br>http://factordb.com/index.php?showid=1100000007050400178&base=31<br>http://factordb.com/index.php?showid=1100000006965878559&base=31<br>http://factordb.com/index.php?showid=1100000006965875678&base=31<br>http://factordb.com/index.php?showid=1100000006965873668&base=31<br>http://factordb.com/index.php?showid=1100000006965870538&base=31<br>http://factordb.com/index.php?showid=1100000006965868103&base=31<br>http://factordb.com/index.php?showid=1100000006965865343&base=31<nowiki/>||77||100000|| |- ||32||168882~169002||V₉₉₅₈₃63<br>6₈₉₀₇₄AF<br>8₇₇₇₀₀H<br>Q₇₇₄₀₁EQQQ3<br>8₇₇₂₄₉3<br>JM₇₆₀₂₈L<br>E₇₂₉₁₉IL<br>B0₆₇₆₈₀CB<br>GK₆₆₀₇₆F<br>KN₆₅₀₂₂||99585<br>89076<br>77701<br>77406<br>77250<br>76030<br>72921<br>67683<br>66078<br>65023||149891<br>134073<br>116952<br>116508<br>116273<br>114437<br>109757<br>101873<br>99458<br>97870||32⁹⁹⁵⁸⁵−829<br>(6×32⁸⁹⁰⁷⁶+4241)/31<br>(8×32⁷⁷⁷⁰¹+271)/31<br>(26×32⁷⁷⁴⁰⁶−390071011)/31<br>(8×32⁷⁷²⁵⁰−163)/31<br>(611×32⁷⁶⁰²⁹−53)/31<br>(14×32⁷²⁹²¹+4171)/31<br>11×32⁶⁷⁶⁸²+395<br>(516×32⁶⁶⁰⁷⁷−175)/31<br>(643×32⁶⁵⁰²²−23)/31||http://factordb.com/index.php?id=1100000005514892191&open=prime<br>http://factordb.com/index.php?id=1100000005514897129&open=prime<br>http://factordb.com/index.php?id=1100000005514901700&open=prime<br>http://factordb.com/index.php?id=1100000005514915338&open=prime<br>http://factordb.com/index.php?id=1100000005514918574&open=prime<br>http://factordb.com/index.php?id=1100000005514922523&open=prime<br>http://factordb.com/index.php?id=1100000004591654373&open=prime<br>http://factordb.com/index.php?id=1100000004591654467&open=prime<br>http://factordb.com/index.php?id=1100000004591654632&open=prime<br>http://factordb.com/index.php?id=1100000004591654952&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000005514892191&base=32<br>http://factordb.com/index.php?showid=1100000005514897129&base=32<br>http://factordb.com/index.php?showid=1100000005514901700&base=32<br>http://factordb.com/index.php?showid=1100000005514915338&base=32<br>http://factordb.com/index.php?showid=1100000005514918574&base=32<br>http://factordb.com/index.php?showid=1100000005514922523&base=32<br>http://factordb.com/index.php?showid=1100000004591654373&base=32<br>http://factordb.com/index.php?showid=1100000004591654467&base=32<br>http://factordb.com/index.php?showid=1100000004591654632&base=32<br>http://factordb.com/index.php?showid=1100000004591654952&base=32<nowiki/>||120||100000|| |- ||33||280012~280093||DP₉₅₀₉₃M5<br>HJ0₉₄₂₉₅J<br>90₉₃₅₉₇Q<br>9F0₉₃₁₅₇N<br>7₈₉₄₄₉333H<br>K3₈₀₇₅₁6K<br>D₈₀₁₀₇9UD<br>VFU₇₂₂₀₄FK<br>J₆₈₇₁₅2BJ<br>DF0₆₈₃₆₇J||95096<br>94298<br>93599<br>93160<br>89453<br>80754<br>80110<br>72208<br>68718<br>68370||144405<br>143193<br>142131<br>141465<br>135835<br>122626<br>121648<br>109649<br>104350<br>103821||(441×33⁹⁵⁰⁹⁵−3833)/32<br>580×33⁹⁴²⁹⁶+19<br>9×33⁹³⁵⁹⁸+26<br>312×33⁹³¹⁵⁸+23<br>(7×33⁸⁹⁴⁵³−4743239)/32<br>(643×33⁸⁰⁷⁵³+3709)/32<br>(13×33⁸⁰¹¹⁰−121453)/32<br>(16623×33⁷²²⁰⁶−8095)/16<br>(19×33⁶⁸⁷¹⁸−600883)/32<br>444×33⁶⁸³⁶⁸+19||http://factordb.com/index.php?id=1100000005652348775&open=prime<br>http://factordb.com/index.php?id=1100000005652362811&open=prime<br>http://factordb.com/index.php?id=1100000005652375073&open=prime<br>http://factordb.com/index.php?id=1100000005652389776&open=prime<br>http://factordb.com/index.php?id=1100000005652430746&open=prime<br>http://factordb.com/index.php?id=1100000005652446200&open=prime<br>http://factordb.com/index.php?id=1100000005652461592&open=prime<br>http://factordb.com/index.php?id=1100000004614764298&open=prime<br>http://factordb.com/index.php?id=1100000004614770536&open=prime<br>http://factordb.com/index.php?id=1100000004614784274&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000005652348775&base=33<br>http://factordb.com/index.php?showid=1100000005652362811&base=33<br>http://factordb.com/index.php?showid=1100000005652375073&base=33<br>http://factordb.com/index.php?showid=1100000005652389776&base=33<br>http://factordb.com/index.php?showid=1100000005652430746&base=33<br>http://factordb.com/index.php?showid=1100000005652446200&base=33<br>http://factordb.com/index.php?showid=1100000005652461592&base=33<br>http://factordb.com/index.php?showid=1100000004614764298&base=33<br>http://factordb.com/index.php?showid=1100000004614770536&base=33<br>http://factordb.com/index.php?showid=1100000004614784274&base=33<nowiki/>||81||100000|| |- ||34||184785~184832||GFGC₉₉₉₉₆5<br>90₉₇₉₅₀FJ<br>NM0₈₅₂₁₈KX<br>F₈₃₁₈₉H2HP<br>P₇₉₄₄₁444P<br>6₇₇₀₂₇8X<br>XQIQ₇₂₂₄₁D<br>T₆₆₅₃₀IF<br>4₆₆₁₅₂B<br>2EEC₆₆₀₃₉7||100000<br>97953<br>85222<br>83193<br>79445<br>77029<br>72245<br>66532<br>66153<br>66043||153148<br>150013<br>130516<br>127408<br>121669<br>117968<br>110642<br>101893<br>101312<br>101143||(209246×34⁹⁹⁹⁹⁷−81)/11<br>9×34⁹⁷⁹⁵²+529<br>804×34⁸⁵²²⁰+713<br>(5×34⁸³¹⁹³+700233)/11<br>(25×34⁷⁹⁴⁴⁵−28062367)/33<br>(2×34⁷⁷⁰²⁹+1043)/11<br>(1288676×34⁷²²⁴²−455)/33<br>(29×34⁶⁶⁵³²−12833)/33<br>(4×34⁶⁶¹⁵³+227)/33<br>(30826×34⁶⁶⁰⁴⁰−59)/11||http://factordb.com/index.php?id=1100000004702891268&open=prime<br>http://factordb.com/index.php?id=1100000004702894713&open=prime<br>http://factordb.com/index.php?id=1100000004702900996&open=prime<br>http://factordb.com/index.php?id=1100000004702910376&open=prime<br>http://factordb.com/index.php?id=1100000004702913746&open=prime<br>http://factordb.com/index.php?id=1100000004702918600&open=prime<br>http://factordb.com/index.php?id=1100000004399656529&open=prime<br>http://factordb.com/index.php?id=1100000004399657696&open=prime<br>http://factordb.com/index.php?id=1100000004399658651&open=prime<br>http://factordb.com/index.php?id=1100000004399659716&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000004702891268&base=34<br>http://factordb.com/index.php?showid=1100000004702894713&base=34<br>http://factordb.com/index.php?showid=1100000004702900996&base=34<br>http://factordb.com/index.php?showid=1100000004702910376&base=34<br>http://factordb.com/index.php?showid=1100000004702913746&base=34<br>http://factordb.com/index.php?showid=1100000004702918600&base=34<br>http://factordb.com/index.php?showid=1100000004399656529&base=34<br>http://factordb.com/index.php?showid=1100000004399657696&base=34<br>http://factordb.com/index.php?showid=1100000004399658651&base=34<br>http://factordb.com/index.php?showid=1100000004399659716&base=34<nowiki/>||47||100000|| |- ||35||720002~720062||N0N₉₉₉₇₁9<br>V0₈₃₆₆₉E73<br>N₈₁₅₆₃K7N<br>BJ0₈₁₂₇₉N<br>J0₈₀₀₆₂FUH<br>43V₇₉₇₅₄<br>9₇₆₆₀₀K3<br>LB₇₁₃₆₆PB<br>Q₆₄₁₅₀H<br>50₆₃₃₉₇5R||99974<br>83673<br>81566<br>81282<br>80066<br>79756<br>76602<br>71369<br>64151<br>63400||154367<br>129197<br>125944<br>125505<br>123628<br>123148<br>118279<br>110199<br>99054<br>97894||(27393×35⁹⁹⁹⁷²−499)/34<br>31×35⁸³⁶⁷²+17398<br>(23×35⁸¹⁵⁶⁶−144013)/34<br>404×35⁸¹²⁸⁰+23<br>19×35⁸⁰⁰⁶⁵+19442<br>(4893×35⁷⁹⁷⁵⁴−31)/34<br>(9×35⁷⁶⁶⁰²+12877)/34<br>(725×35⁷¹³⁶⁸+16649)/34<br>(13×35⁶⁴¹⁵¹−166)/17<br>5×35⁶³³⁹⁹+202||http://factordb.com/index.php?id=1100000008248342445&open=prime<br>http://factordb.com/index.php?id=1100000008248353306&open=prime<br>http://factordb.com/index.php?id=1100000008248375642&open=prime<br>http://factordb.com/index.php?id=1100000008248397018&open=prime<br>http://factordb.com/index.php?id=1100000008248412468&open=prime<br>http://factordb.com/index.php?id=1100000008248418540&open=prime<br>http://factordb.com/index.php?id=1100000008248423670&open=prime<br>http://factordb.com/index.php?id=1100000008192119974&open=prime<br>http://factordb.com/index.php?id=1100000008192126630&open=prime<br>http://factordb.com/index.php?id=1100000008192129294&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000008248342445&base=35<br>http://factordb.com/index.php?showid=1100000008248353306&base=35<br>http://factordb.com/index.php?showid=1100000008248375642&base=35<br>http://factordb.com/index.php?showid=1100000008248397018&base=35<br>http://factordb.com/index.php?showid=1100000008248412468&base=35<br>http://factordb.com/index.php?showid=1100000008248418540&base=35<br>http://factordb.com/index.php?showid=1100000008248423670&base=35<br>http://factordb.com/index.php?showid=1100000008192119974&base=35<br>http://factordb.com/index.php?showid=1100000008192126630&base=35<br>http://factordb.com/index.php?showid=1100000008192129294&base=35<nowiki/>||60||100000|| |- ||36||35286~35290||P₈₁₉₉₃SZ<br>S0₇₅₀₀₇8H<br>7K₂₆₅₆₇Z<br>J₁₀₁₁₇LJ<br>VL0₇₂₅₈J<br>EO0₆₁₇₇V<br>FZ₅₇₇₇3P<br>T09₄₆₁₈1<br>RY₄₅₆₂H<br>OZ₃₉₃₂AZ||81995<br>75010<br>26569<br>10119<br>7261<br>6180<br>5780<br>4621<br>4564<br>3935||127609<br>116739<br>41349<br>15748<br>11301<br>9618<br>8996<br>7192<br>7103<br>6124||(5×36⁸¹⁹⁹⁵+821)/7<br>28×36⁷⁵⁰⁰⁹+305<br>(53×36²⁶⁵⁶⁸+101)/7<br>(19×36¹⁰¹¹⁹+2501)/35<br>1137×36⁷²⁵⁹+19<br>528×36⁶¹⁷⁸+31<br>16×36⁵⁷⁷⁹−1163<br>(36549×36⁴⁶¹⁹−289)/35<br>(979×36⁴⁵⁶³−629)/35<br>25×36³⁹³⁴−901||http://factordb.com/index.php?id=1100000002394962083&open=prime<br>http://factordb.com/index.php?id=1100000004020085177&open=prime<br>http://factordb.com/index.php?id=1100000003896952461&open=prime<br>http://factordb.com/index.php?id=1100000003807362491&open=prime<br>http://factordb.com/index.php?id=1100000003807362489&open=prime<br>http://factordb.com/index.php?id=1100000003807362488&open=prime<br>http://factordb.com/index.php?id=1100000003807362487&open=prime<br>http://factordb.com/index.php?id=1100000003807362486&open=prime<br>http://factordb.com/index.php?id=1100000003807362485&open=prime<br>http://factordb.com/index.php?id=1100000000840634476&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000002394962083&base=36<br>http://factordb.com/index.php?showid=1100000004020085177&base=36<br>http://factordb.com/index.php?showid=1100000003896952461&base=36<br>http://factordb.com/index.php?showid=1100000003807362491&base=36<br>http://factordb.com/index.php?showid=1100000003807362489&base=36<br>http://factordb.com/index.php?showid=1100000003807362488&base=36<br>http://factordb.com/index.php?showid=1100000003807362487&base=36<br>http://factordb.com/index.php?showid=1100000003807362486&base=36<br>http://factordb.com/index.php?showid=1100000003807362485&base=36<br>http://factordb.com/index.php?showid=1100000000840634476&base=36<nowiki/>||4||200000|| |} == The fully proof of Athena problem in decimal (base ''b'' = 10) == '''Bold''' for the Athena primes, ''x'' ◁ ''y'' means ''x'' is a subsequence of ''y''. Assume ''p'' is a prime > 10, and the last digit of ''p'' must lie in {1,3,7,9}. Case 1: ''p'' ends with 1. In this case we can write ''p'' = ''x''1. If ''x'' contains 1, 3, 4, 6, or 7, then (respectively) '''11''' ◁ ''p'', '''31''' ◁ ''p'', '''41''' ◁ ''p'', '''61''' ◁ ''p'', or '''71''' ◁ ''p''. Hence we may assume all digits of ''x'' are 0, 2, 5, 8, or 9. Case 1.1: ''p'' begins with 2. In this case we can write ''p'' = 2''y''1. If 5 ◁ ''y'', then '''251''' ◁ ''p''. If 8 ◁ ''y'', then '''281''' ◁ ''p''. If 9 ◁ ''y'', then 29 ◁ ''p''. Hence we may assume all digits of ''y'' are 0 or 2. If 22 ◁ ''y'', then '''2221''' ◁ ''p''. Hence we may assume ''y'' contains zero or one 2's. If ''y'' contains no 2's, then ''p'' ∈ 2{0}1. But then, since the sum of the digits of ''p'' is 3, ''p'' is divisible by 3, so ''p'' cannot be prime. If ''y'' contains exactly one 2, then we can write ''p'' = 2''z''2''w''1, where ''z'',''w'' ∈ {0}. If 0 ◁ ''z'' and 0 ◁ ''w'', then '''20201''' ◁ ''p''. Hence we may assume either ''z'' or ''w'' is empty. If ''z'' is empty, then ''p'' ∈ 22{0}1, and the smallest prime ''p'' ∈ 22{0}1 is '''22000001'''. If ''w'' is empty, then ''p'' ∈ 2{0}21, and the smallest prime ''p'' ∈ 2{0}21 is '''20021'''. Case 1.2: ''p'' begins with 5. In this case we can write ''p'' = 5''y''1. If 2 ◁ ''y'', then '''521''' ◁ ''p''. If 9 ◁ ''y'', then 59 ◁ ''p''. Hence we may assume all digits of ''y'' are 0, 5, or 8. If 05 ◁ ''y'', then '''5051''' ◁ ''p''. If 08 ◁ ''y'', then '''5081''' ◁ ''p''. If 50 ◁ ''y'', then '''5501''' ◁ ''p''. If 58 ◁ ''y'', then '''5581''' ◁ ''p''. If 80 ◁ ''y'', then '''5801''' ◁ ''p''. If 85 ◁ ''y'', then '''5851''' ◁ ''p''. Hence we may assume ''y'' ∈ {0} ∪ {5} ∪ {8}. If ''y'' ∈ {0}, then ''p'' ∈ 5{0}1. But then, since the sum of the digits of ''p'' is 6, ''p'' is divisible by 3, so ''p'' cannot be prime. If ''y'' ∈ {5}, then ''p'' ∈ 5{5}1, and the smallest prime ''p'' ∈ 5{5}1 is '''555555555551'''. If ''y'' ∈ {8}, since if 88 ◁ ''y'', then 881 ◁ ''p'', hence we may assume ''y'' ∈ {''𝜆'',8}, and thus ''p'' ∈ {51,581}, but 51 and 581 are both composite. Case 1.3: ''p'' begins with 8. In this case we can write p = 8''y''1. If 2 ◁ ''y'', then '''821''' ◁ ''p''. If 8 ◁ ''y'', then '''881''' ◁ ''p''. If 9 ◁ ''y'', then 89 ◁ ''p''. Hence we may assume all digits of ''y'' are 0 or 5. If 50 ◁ ''y'', then '''8501''' ◁ ''p''. Hence we may assume y ∈ {0}{5}. If 005 ◁ ''y'', then '''80051''' ◁ p. Hence we may assume y ∈ {0} ∪ {5} ∪ 0{5}. If y ∈ {0}, then ''p'' ∈ 8{0}1. But then, since the sum of the digits of ''p'' is 9, ''p'' is divisible by 3, so ''p'' cannot be prime. If y ∈ {5}, since if 55555555555 ◁ ''y'', then 555555555551 ◁ ''p'', hence we may assume ''y'' ∈ {''𝜆'', 5, 55, 555, 5555, 55555, 555555, 5555555, 55555555, 555555555, 5555555555}, and thus ''p'' ∈ {81, 851, 8551, 85551, 855551, 8555551, 85555551, 855555551, 8555555551, 85555555551, 855555555551}, but all of these numbers are composite. If y ∈ 0{5}, since if 55555555555 ◁ ''y'', then 555555555551 ◁ ''p'', hence we may assume ''y'' ∈ {0, 05, 055, 0555, 05555, 055555, 0555555, 05555555, 055555555, 0555555555, 05555555555}, and thus ''p'' ∈ {801, 8051, 80551, 805551, 8055551, 80555551, 805555551, 8055555551, 80555555551, 805555555551, 8055555555551}, and of these numbers only 80555551 and 8055555551 are primes, but 80555551 ◁ 8055555551, thus only '''80555551''' is a minimal element. Case 1.4: ''p'' begins with 9. In this case we can write p = 9''y''1. If 9 ◁ ''y'', then '''991''' ◁ ''p''. Hence we may assume all digits of ''y'' are 0, 2, 5, or 8. If 00 ◁ ''y'', then '''9001''' ◁ ''p''. If 22 ◁ ''y'', then '''9221''' ◁ ''p''. If 55 ◁ ''y'', then '''9551''' ◁ ''p''. If 88 ◁ ''y'', then 881 ◁ ''p''. Hence we may assume ''y'' contains at most one 0, at most one 2, at most one 5, and at most one 8. If ''y'' only contains at most one 0 and does not contain any of {2,5,8}, then ''y'' ∈ {''𝜆'',0}, and thus ''p'' ∈ {91,901}, but 91 and 901 are both composite. If ''y'' only contains at most one 0 and only one of {2,5,8}, then the sum of the digits of ''p'' is divisible by 3, ''p'' is divisible by 3, so ''p'' cannot be prime. Hence we may assume ''y'' contains at least two of {2,5,8}. If 25 ◁ ''y'', then 251 ◁ ''p''. If 28 ◁ ''y'', then 281 ◁ ''p''. If 52 ◁ ''y'', then 521 ◁ ''p''. If 82 ◁ ''y'', then 821 ◁ ''p''. Hence we may assume ''y'' contains no 2's (since if ''y'' contains 2, then ''y'' cannot contain either 5's or 8's, which is a contradiction). If 85 ◁ ''y'', then '''9851''' ◁ ''p''. Hence we may assume ''y'' ∈ {58,580,508,058}, and thus ''p'' ∈ {9581,95801,95081,90581}, and of these numbers only 95801 is prime, but 95801 is not a minimal element since 5801 ◁ 95801. Case 2: ''p'' ends with 3. In this case we can write p = ''x''3. If ''x'' contains 1, 2, 4, 5, 7, or 8, then (respectively) '''13''' ◁ ''p'', '''23''' ◁ ''p'', '''43''' ◁ ''p'', '''53''' ◁ ''p'', '''73''' ◁ ''p'', or '''83''' ◁ ''p''. Hence we may assume all digits of ''x'' are 0, 3, 6, or 9, and thus all digits of ''p'' are 0, 3, 6, or 9. But then, since the digits of ''p'' all have a common factor 3, ''p'' is divisible by 3, so ''p'' cannot be prime. Case 3: ''p'' ends with 7. In this case we can write ''p'' = ''x''7. If ''x'' contains 1, 3, 4, 6, or 9, then (respectively) '''17''' ◁ ''p'', '''37''' ◁ ''p'', '''47''' ◁ ''p'', '''67''' ◁ ''p'', or '''97''' ◁ ''p''. Hence we may assume all digits of ''x'' are 0, 2, 5, 7, or 8. Case 3.1: ''p'' begins with 2. In this case we can write ''p'' = 2''y''7. If 2 ◁ ''y'', then '''227''' ◁ ''p''. If 5 ◁ ''y'', then '''257''' ◁ ''p''. If 7 ◁ ''y'', then '''277''' ◁ ''p''. Hence we may assume all digits of ''y'' are 0 or 8. If 08 ◁ ''y'', then '''2087''' ◁ ''p''. If 88 ◁ ''y'', then 887 ◁ ''p''. Hence we may assume ''y'' ∈ {0} ∪ 8{0}. If ''y'' ∈ {0}, then ''p'' ∈ 2{0}7. But then, since the sum of the digits of ''p'' is 9, ''p'' is divisible by 3, so ''p'' cannot be prime. If y ∈ 8{0}, then ''p'' ∈ 28{0}7. But then ''p'' is divisible by 7, since for ''n'' ≥ 0 we have 7 × 40_''n''1 = 280_''n''7. Case 3.2: ''p'' begins with 5. In this case we can write ''p'' = 5''y''7. If 5 ◁ ''y'', then '''557''' ◁ ''p''. If 7 ◁ ''y'', then '''577''' ◁ ''p''. If 8 ◁ ''y'', then '''587''' ◁ ''p''. Hence we may assume all digits of ''y'' are 0 or 2. If 22 ◁ ''y'', then 227 ◁ ''p''. Hence we may assume ''y'' contains zero or one 2's. If ''y'' contains no 2's, then ''p'' ∈ 5{0}7. But then, since the sum of the digits of ''p'' is 12, ''p'' is divisible by 3, so ''p'' cannot be prime. If ''y'' contains exactly one 2, then we can write ''p'' = 5''z''2''w''7, where ''z'',''w'' ∈ {0}. If 0 ◁ ''z'' and 0 ◁ ''w'', then '''50207''' ◁ ''p''. Hence we may assume either ''z'' or ''w'' is empty. If ''z'' is empty, then ''p'' ∈ 52{0}7, and the smallest prime ''p'' ∈ 52{0}7 is '''5200007'''. If ''w'' is empty, then ''p'' ∈ 5{0}27, and the smallest prime ''p'' ∈ 5{0}27 is '''5000000000000000000000000000027'''. Case 3.3: ''p'' begins with 7. In this case we can write ''p'' = 7''y''7. If 2 ◁ ''y'', then '''727''' ◁ ''p''. If 5 ◁ ''y'', then '''757''' ◁ ''p''. If 8 ◁ ''y'', then '''787''' ◁ ''p''. Hence we may assume all digits of ''y'' are 0 or 7, and thus all digits of ''p'' are 0 or 7. But then, since the digits of ''p'' all have a common factor 7, ''p'' is divisible by 7, so ''p'' cannot be prime. Case 3.4: ''p'' begins with 8. In this case we can write ''p'' = 8''y''7. If 2 ◁ ''y'', then '''827''' ◁ ''p''. If 5 ◁ ''y'', then '''857''' ◁ ''p''. If 7 ◁ ''y'', then '''877''' ◁ ''p''. If 8 ◁ ''y'', then '''887''' ◁ ''p''. Hence we may assume ''y'' ∈ {0}, and thus ''p'' ∈ 8{0}7. But then, since the sum of the digits of ''p'' is 15, ''p'' is divisible by 3, so ''p'' cannot be prime. Case 4: ''p'' ends with 9. In this case we can write ''p'' = ''x''9. If ''x'' contains 1, 2, 5, 7, or 8, then (respectively) '''19''' ◁ ''p'', '''29''' ◁ ''p'', '''59''' ◁ ''p'', '''79''' ◁ ''p'', or '''89''' ◁ ''p''. Hence we may assume all digits of ''x'' are 0, 3, 4, 6, or 9. If 44 ◁ ''x'', then '''449''' ◁ ''p''. Hence we may assume ''x'' contains zero or one 4's. If x contains no 4's, then all digits of ''x'' are 0, 3, 6, or 9, and thus all digits of ''p'' are 0, 3, 6, or 9. But then, since the digits of ''p'' all have a common factor 3, ''p'' is divisible by 3, so ''p'' cannot be prime. Hence we may assume that ''x'' contains exactly one 4. Case 4.1: ''p'' begins with 3. In this case we can write ''p'' = 3''y''4''z''9, where all digits of ''y'', ''z'' are 0, 3, 6, or 9. We must have '''349''' ◁ ''p''. Case 4.2: ''p'' begins with 4. In this case we can write ''p'' = 4''y''9, where all digits of ''y'' are 0, 3, 6, or 9. If 0 ◁ ''y'', then '''409''' ◁ ''p''. If 3 ◁ ''y'', then 43 ◁ ''p''. If 9 ◁ ''y'', then '''499''' ◁ ''p''. Hence we may assume ''y'' ∈ {6}, and thus ''p'' ∈ 4{6}9. But then ''p'' is divisible by 7, since for ''n'' ≥ 0 we have 7 × 6_''n''7 = 46_''n''9. Case 4.3: ''p'' begins with 6. In this case we can write p = 6''y''4''z''9, where all digits of ''y'', ''z'' are 0, 3, 6, or 9. If 0 ◁ ''z'', then 409 ◁ ''p''. If 3 ◁ ''z'', then 43 ◁ ''p''. If 6 ◁ ''z'', then '''6469''' ◁ ''p''. If 9 ◁ ''z'', then 499 ◁ ''p''. Hence we may assume ''z'' is empty. If 3 ◁ ''y'', then 349 ◁ ''p''. If 9 ◁ ''y'', then '''6949''' ◁ ''p''. Hence we may assume all digits of ''y'' are 0 or 6. If 06 ◁ ''y'', then '''60649''' ◁ ''p''. Hence we may assume ''y'' ∈ {6}{0}. If 666 ◁ ''y'', then '''666649''' ◁ ''p''. If 00000 ◁ ''y'', then '''60000049''' ◁ ''p''. Hence we may assume ''y'' ∈ {''𝜆'', 0, 00, 000, 0000, 6, 60, 600, 6000, 60000, 66, 660, 6600, 66000, 660000}, and thus ''p'' ∈ {649, 6049, 60049, 600049, 6000049, 6649, 66049, 660049, 6600049, 66000049, 66649, 666049, 6660049, 66600049, 666000049}, and of these numbers only '''66000049''' and '''66600049''' are primes. Case 4.4: ''p'' begins with 9. In this case we can write p = 9''y''4''z''9, where all digits of ''y'', ''z'' are 0, 3, 6, or 9. If 0 ◁ ''y'', then '''9049''' ◁ ''p''. If 3 ◁ ''y'', then 349 ◁ ''p''. If 6 ◁ ''y'', then '''9649''' ◁ ''p''. If 9 ◁ ''y'', then '''9949''' ◁ ''p''. Hence we may assume ''y'' is empty. If 0 ◁ ''z'', then 409 ◁ ''p''. If 3 ◁ ''z'', then 43 ◁ ''p''. If 9 ◁ ''z'', then 499 ◁ ''p''. Hence we may assume ''z'' ∈ {6}, and thus ''p'' ∈ 94{6}9, and the smallest prime ''p'' ∈ 94{6}9 is 946669. [[Category:Number theory]] 4cvm9dkwgnw5rari23splcvpv27vco3 2841694 2841693 2026-10-20T08:56:26Z Athene241 3100061 2841694 wikitext text/x-wiki {{mathematics}} '''Athena problem''' is an [[:w:List of unsolved problems in mathematics|unsolved problem]] in [[:w:Number theory|number theory]] and [[:w:Formal language theory|formal language theory]] and [[:w:Order theory|order theory]], this problem is named after the ancient Greek goddess [[:w:Athena|Athena]] (which is associated with [[:w:Wisdom|wisdom]]). Athena problem is: Give a [[:w:Natural number|natural number]] ''b'' > 1, find the [[:w:Set (mathematics)|set]] of the [[:w:Minimal element|minimal element]]s of the set of the "[[:w:Prime number|prime number]] [[:w:Greater than|>]] ''b''" [[:w:Numerical digit|digit]] [[:w:String (computer science)|string]]s in the [[:w:Positional numeral system|positional numeral system]] with [[:w:Radix|base]] ''b'' for the [[:w:Subsequence|subsequence]] [[:w:Partially ordered set|ordering]]. (A string ''x'' is a subsequence of another string ''y'', if ''x'' can be obtained from ''y'' by deleting zero or more of the [[:w:Character (computing)|character]]s in ''y''. For example, 514 is a subsequence of 352148, "string" is a subsequence of "meistersinger". In contrast, 758 is not a subsequence of 378259, "abc" is not a subsequence of "cbacacba", since the characters must be in the same order) (Unlike [[:w:Substring|substring]], subsequence is not required to occupy consecutive positions within the original sequences, e.g. the [[:w:Longest common subsequence|longest common subsequence problem]] is different from the [[:w:Longest common substring|longest common substring problem]]) Using [[:w:Formal language theory|formal language theory]] terminology, Athena problem is finding the [[:w:Set (mathematics)|set]] of the [[:w:Minimal element|minimal element]]s of the [[:w:Formal language|language]] of base-''b'' [[:w:Representation (mathematics)|representation]]s of the [[:w:Prime number|prime number]]s [[:w:Greater than|>]] ''b'' (which is a set of [[:w:String (computer science)|string]]s of [[:w:Symbol|symbol]]s over the [[:w:Alphabet (formal languages)|alphabet]] ''Σ''_''b'' := {0, 1, ..., ''b''−1}), under the subsequence ordering (i.e. the [[:w:Binary relation|binary relation]] "is a subsequence of", which is a [[:w:Partially ordered set|partial ordering]]), for a given natural number ''b'' > 1 (You can draw this partial ordering as a [[:w:Hasse diagram|Hasse diagram]] to find all [[:w:Minimal element|minimal element]]s), this set is called '''Athena set''', and the prime numbers in this set are called '''Athena primes'''. The set of all strings ordered by [[:w:Subsequence|subsequence]] (i.e. under the [[:w:Binary relation|binary relation]] "is a subsequence of") is a [[:w:Partially ordered set|partially ordered set]] (i.e. the binary relation "is a subsequence of" is a [[:w:Partially ordered set|partial order]] relation, since this binary relation is [[:w:Reflexive relation|reflexive]], [[:w:Antisymmetric relation|antisymmetric]], and [[:w:Transitive relation|transitive]]), hence, any given ([[:w:Finite set|finite]] or [[:w:Infinite set|infinite]]) set (e.g. the set of the "[[:w:Prime number|prime number]]s [[:w:Greater than|>]] ''b''" strings in [[:w:Radix|base]] ''b'', for 2 ≤ ''b'' ≤ 36), which is exactly the Athena problem) of strings ordered by subsequence is also a partially ordered set, and thus we can draw its [[:w:Hasse diagram|Hasse diagram]] and find its [[:w:Greatest element|greatest element]], [[:w:Least element|least element]], [[:w:Maximal element|maximal element]]s, and [[:w:Minimal element|minimal element]]s, however, the greatest element and least element may not exist, and for an infinite set, the maximal elements also may not exist, thus we are only interested on finding the minimal elements of such sets, and we define minimal set of a set as the set of the minimal elements of this set, under a given partially ordered binary relation (this binary relation is "is a subsequence of" in the Athena problem), and we use ''M''(''S'') to denote the minimal set of the set ''S''. A [[:w:Partially ordered set|partially ordered set]] is a [[:w:Totally ordered set|totally ordered set]] if the elements in this set are pairwise [[:w:Comparability|comparable]], two elements ''x'' and ''y'' are comparable with respect to a binary relation "≤" if at least one of ''x'' ≤ ''y'' or ''y'' ≤ ''x'' is true, thus, under the binary relation "is a subsequence of", two strings ''x'' and ''y'' are comparable if either ''x'' is a subsequence of ''y'', or ''y'' is a subsequence of ''x''. A surprising result from [[:w:Formal language theory|formal language theory]] is that every set of pairwise incomparable (i.e. not comparable) strings is [[:w:Finite set|finite]] (note that this is not true for general partially ordered binary relations, e.g. the set of the positive integers, under the binary relation "is a [[:w:Divisor|divisor]] of", the infinite set of the [[:w:Prime number|prime number]]s (by [[:w:Euclid theorem|Euclid theorem]], this set is infinite) is pairwise incomparable, in fact, this set is exactly the minimal set of the set of the positive integers > 1 under this binary relation). At first sight this theorem is hard to believe, since we may make a set of pairwise incomparable strings as large as we want, e.g. all the strings with length 20 are pairwise incomparable, and if our [[:w:Alphabet (formal languages)|alphabet]] has ''n'' elements, then there are ''n''²⁰ such strings. Even if our alphabet are ''Σ''_''b'' = {0, 1, ..., 'b'' − 1} (the set of the [[:w:Radix|base]]-''b'' digits), which has ''b'' elements and we do not count the strings with [[Leading zero|leading zero]]s, there are still ''b''²⁰−''b''¹⁹ such strings (i.e. there are ''b''²⁰−''b''¹⁹ 20-digit numbers in base ''b''), e.g. for the case of decimal (base ''b'' = 10), there are as many as 9×10¹⁹ such strings (i.e. there are 9×10¹⁹ 20-digit numbers in base ''b'' = 10). And nothing prevents us from 20 with 50 or 100 or 10¹⁰⁰. Nevertheless, the result is true, and in fact the proof is not that hard (the proof is like Bolzano–Weierstrass theorem in real analysis, i.e. all bounded sequence has a convergent subsequence). This means that from any set of strings we can find its minimal elements. A string ''x'' in a set of strings ''S'' is a minimal string (minimal element of a set of strings ordered by subsequence) if whenever ''y'' (an element of ''S'') is a subsequence of ''x'', we have ''y'' = ''x''. By [[:w:Higman's lemma|Higman's lemma]], there are no [[:w:Infinite set|infinite]] [[:w:Antichain|antichain]]s for the subsequence ordering (i.e. the subsequence ordering is always a [[:w:Well-quasi-ordering|well quasi order]]) (i.e. under the subsequence ordering (i.e. the [[:w:Binary relation|binary relation]] "is a subsequence of", which is a [[:w:Partially ordered set|partial ordering]]), every set of pairwise incomparable (i.e. not [[:w:Comparability|comparable]]) strings is finite), thus there must be only finitely many such minimal elements. In other words, the Athena set in every base ''b'' must be a [[:w:Finite set|finite set]], and every base ''b'' ≥ 2 has only finitely many Athena primes, e.g. in [[:w:Decimal|decimal]] (base ''b'' = 10), the Athena set has exactly 77 [[:w:Element of a set|element]]s (they are exactly the Athena primes in decimal (base ''b'' = 10)): {11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47, 53, 59, 61, 67, 71, 73, 79, 83, 89, 97, 227, 251, 257, 277, 281, 349, 409, 449, 499, 521, 557, 577, 587, 727, 757, 787, 821, 827, 857, 877, 881, 887, 991, 2087, 2221, 5051, 5081, 5501, 5581, 5801, 5851, 6469, 6949, 8501, 9001, 9049, 9221, 9551, 9649, 9851, 9949, 20021, 20201, 50207, 60649, 80051, 666649, 946669, 5200007, 22000001, 60000049, 66000049, 66600049, 80555551, 555555555551, 5000000000000000000000000000027}. Determining the set of the minimal elements of a arbitrary set of strings under the subsequence ordering is in general [[:w:List of unsolved problems in mathematics|unsolvable]], and can be difficult even when this set is relatively simple (such as the base ''b'' representations of the prime numbers > ''b'', whose set is exactly the Athena set in base ''b''). Although the set ''M''(''S'') of minimal strings is necessarily [[:w:Finite set|finite]], determining it explicitly for a given ''S'' can be a difficult computational problem. We use some [[:w:Number theory|numbertheoretic]] [[:w:Heuristic argument|heuristic]]s to [[:w:Computing|compute]] ''M''(''L''_''b'') (i.e. to compute the Athena set in base ''b''), where ''L''_''b'' is the [[:w:Formal language|language]] of [[:w:Radix|base]]-''b'' representations of the [[:w:Prime number|prime number]]s which are [[:w:Greater than|>]] ''b'', for 2 ≤ ''b'' ≤ 36. For bases 2 ≤ ''b'' ≤ 36, Athena problem is fully solved in bases ''b'' = 2, 3, 4, 5, 6, 7, 8, 9, 10, 12, 14, 15, 18, 20, 24, and also solved in bases ''b'' = 11, 13, 16, 22, 30 if [[:w:Probable prime|probable prime]]s are allowed. For the unsolved bases ''b'' = 17, 19, 21, 23, 25, 26, 27, 28, 29, 31, 32, 34, 35, 36, Athena problem is solved (if probable primes are allowed) except 771 [[:w:Indexed family|families]] of the form ''x''{''y''}''z'' (where ''x'' and ''z'' are strings (may be [[:w:Empty string|empty]]) of digits in base ''b'', ''y'' is a digit in base ''b'') = sequence {''xz'', ''xyz'', ''xyyz'', ''xyyyz'', ''xyyyyz'', ''xyyyyyz'', ...} (i.e. "''xy''⁺''z''" in [[:w:Regular expression|regular expression]]), all of these 771 families contain no primes > ''b'' or probable primes > ''b'' with length ≤ 100000. (The chance that an unproven probable prime in these sets is in fact composite is less than 10⁻²⁰⁰⁰, see https://t5k.org/notes/prp_prob.html) Below, family ''x''{''y''}''z'' (where ''x'' and ''z'' are strings (may be [[:w:Empty string|empty]]) of digits in base ''b'', ''y'' is a digit in base ''b'') means sequence {''xz'', ''xyz'', ''xyyz'', ''xyyyz'', ''xyyyyz'', ''xyyyyyz'', ...} (i.e. "''xy''⁺''z''" in [[:w:Regular expression|regular expression]]), where the members are expressed as base ''b'' strings, like the numbers in https://stdkmd.net/nrr/aaaab.htm, https://stdkmd.net/nrr/abbbb.htm, https://stdkmd.net/nrr/aaaba.htm, https://stdkmd.net/nrr/abaaa.htm, https://stdkmd.net/nrr/abbba.htm, https://stdkmd.net/nrr/abbbc.htm, e.g. 1{3} (in decimal) is the numbers in https://stdkmd.net/nrr/1/13333.htm#about_first, and {1}3 (in decimal) is the numbers in https://stdkmd.net/nrr/1/11113.htm#about_first, and 31{3} (in decimal) is the numbers in https://stdkmd.net/nrr/3/31333.htm#about_first, and {1}31 (in decimal) is the numbers in https://stdkmd.net/nrr/1/11131.htm#about_first, and 1{2}3 (in decimal) is the numbers in https://stdkmd.net/nrr/1/12223.htm#about_first, also, superscripts always means exponents, subscripts are always used to indicate repetitions of digits, e.g. 123₄567 = 123333567, all subscripts are written in decimal. == Solve the problem == To solve the Athena problem for a given base ''b'', we must [[:w:Computing|compute]] the elements up to families of the form ''x''{''y''}''z'' (where ''x'' and ''z'' are strings (may be empty) of digits in base ''b'', ''y'' is a digit in base ''b''), and find the smallest prime > ''b'' in all such families. We call families of the form ''x''{''y''}''z'' (where ''x'' and ''z'' are strings (may be empty) of digits in base ''b'', ''y'' is a digit in base ''b'') "linear" families, and we reduce these families by removing all trailing digits ''y'' from ''x'', and removing all leading digits ''y'' from ''z'', to make the families be easier, e.g. family 12333{3}33345 in base ''b'' is reduced to family 12{3}45 in base ''b'', since they are in fact the same family. Our [[:w:Algorithm|algorithm]] then proceeds as follows: * 1. ''M'' := {minimal primes in base ''b'' of length 2 or 3}, ''L'' := union of all ''x''{''Y''}''z'' (where ''x'' and ''z'' are strings (may be empty) of digits in base ''b'') such that ''x'' ≠ 0 and ''gcd''(''z'', ''b'') = 1 and ''Y'' is the set of digits ''y'' in base ''b'' such that ''xyz'' has no subsequence in ''M''. * 2. While ''L'' contains nonlinear families (families which are not linear families): Explore each family of ''L'', and update ''L''. Examine each family of ''L'' by: * 2.1. Let ''w'' be the shortest string in the family. If ''w'' has a subsequence in ''M'', then remove the family from ''L''. If ''w'' represents a prime, then add ''w'' to ''M'' and remove the family from ''L''. * 2.2. If possible, simplify the family. * 2.3. Using the techniques below (covering congruence, algebraic factorization, or combine of them), check if the family can be proven to only contain composites (only count the numbers > ''b''), and if so then remove the family from ''L''. * 3. Update ''L'', after each split examine the new families as in step 2. e.g. in decimal (base ''b'' = 10): ''M'' := {11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47, 53, 59, 61, 67, 71, 73, 79, 83, 89, 97, 227, 251, 257, 277, 281, 349, 409, 449, 499, 521, 557, 577, 587, 727, 757, 787, 821, 827, 857, 877, 881, 887, 991} ''L'' := {2{0,2}1, 2{0,8}7, 3{0,3,6,9}3, 3{0,3,6,9}9, 4{6}9, 5{0,5,8}1, 5{0,2}7, 6{0,3,6,9}3, 6{0,3,4,6,9}9, 7{0,7}7, 8{0,5}1, 8{0}7, 9{0,2,5,8}1, 9{0,3,6,9}3, 9{0,3,4,6,9}9} and since 2221 is prime, it follows that the family 2{0,2}1 splits into the families 2{0}1 and 2{0}2{0}1 and since the family 2{0}1 can be proven to contain no primes > base (since all numbers in this family are divisible by 3), it can be removed and since 20201 is prime, it follows that the family 2{0}2{0}1 splits into the families 2{0}21 and 22{0}1 221 and 2021 are composites, but 20021 is prime, thus add 20021 to ''L'' none of 221, 2201, 22001, 220001, 2200001 are primes, but 22000001 is prime, thus add 22000001 to ''L'' and since the family 3{0,3,6,9}3 can be proven to contain no primes > base (since all numbers in this family are divisible by 3), it can be removed etc. Since the number of possible (first digit,last digit) (also called (initial digit,final digit)) combos ([[:w:Ordered pair|ordered pair]]s) of a prime > ''b'' in base ''b'' is (''b''−1)×''[[:w:Euler's totient function|eulerphi]]''(''b'') (all digits except 0 can be the first digit of a prime > ''b'' in base ''b'' (thus ''b''−1 possible digits), but only the digits coprime to ''b'' can be the last digit of a prime > ''b'' in base ''b'' (thus ''eulerphi''(''b'') possible digits), and by the [[:w:Rule of product|rule of product]], there are (''b''−1)×''eulerphi''(''b'') choices of the (first digit,last digit) combo, also, both "numbers of Athena primes in base ''b''" and "length of the largest Athena prime in base ''b''" are [[:w:Asymptotic analysis|roughly]] ''[[:w:E (mathematical_constant)|e]]''^{''[[:w:Euler's constant|γ]]''×(''b''−1)×''[[:w:Euler's totient function|eulerphi]]''(*b*)}. Shrinking the family ''x''{''Y''}''z'' (where ''x'' and ''z'' are strings (may be empty) of digits in base ''b'', ''Y'' is a set of digits in base ''b'') * If ''y'' ∈ ''Y'' and the string ''xyyz'' represents a prime > ''b'' in base ''b'' (in this case, add this prime to the list) or has a subsequence which represents a prime > ''b'' in base ''b'', then ''x''{''Y''}''z'' can be replaced with ''x''{''Y'' \ ''y''}''z'' ∪ ''x''{''Y'' \ ''y''}''y''{''Y'' \ ''y''}''z''. * If ''y''₁ ∈ ''Y'' and ''y''₂ ∈ ''Y'' and ''y''₁ ≠ ''y''₂ and the string ''xy''₁''y''₂''z'' represents a prime > ''b'' in base ''b'' (in this case, add this prime to the list) or has a subsequence which represents a prime > ''b'' in base ''b'', then ''x''{''Y''}''z'' can be replaced with ''x''{''Y'' \ ''y''₁}{''Y'' \ ''y''₂}''z''. * If ''y''₁ ∈ ''Y'' and ''y''₂ ∈ ''Y'' and ''y''₁ ≠ ''y''₂ and both the strings ''xy''₁''y''₂''z'' and ''xy''₂''y''₁''z'' represent a prime > ''b'' in base ''b'' (in this case, add this prime to the list) or have a subsequence which represents a prime > ''b'' in base ''b'', then ''x''{''Y''}''z'' can be replaced with ''x''{''Y'' \ ''y''₁}''z'' ∪ ''x''{''Y'' \ ''y''₂}''z''. e.g. in decimal (base ''b'' = 10): * 2221 is a prime > 10, thus the family 2{0,2}1 splits into the two families 2{0}1 and 2{0}2{0}1. * 227 is a prime > 10, and it is a subsequence of 5227, thus the family 5{0,2}7 splits into the two families 5{0}7 and 5{0}2{0}7. * 449 is a prime > 10, and it is a subsequence of 6449, thus the family 6{0,3,4,6,9}9 splits into the two families 6{0,3,6,9}9 and 6{0,3,6,9}4{0,3,6,9}9. * Both 5051 and 5501 are primes > 10, thus the family 5{0,5}1 splits into the two families 5{0}1 and 5{5}1 = {5}1. * 8501 is a prime > 10, thus the family 8{0,5}1 splits into the family 8{0}{5}1. * 887 is a prime > 10, and it is a subsequence of 2887, also 2087 is a prime > 10, thus the family 2{0,8}7 splits into the two families 2{0}7 and 28{0}7. * 349 and 449 are primes > 10, and they are subsequences of 9349 and 9449, respectively, also 9049, 9649, 9949 are primes > 10, thus the family 9{0,3,4,6,9}9 splits into the two families 9{0,3,6,9}9 and 94{0,3,6,9}9. * 251, 281, 521, 821, 881 are primes > 10, and they are subsequences of 9251, 9281, 9521, 9821, 9881, respectively, also 9001, 9221, 9551, 9851 are primes > 10, thus the family 9{0,2,5,8}1 splits into the numbers {91, 901, 921, 951, 981, 9021, 9051, 9081, 9201, 9501, 9581, 9801, 90581, 95081, 95801}. If the methods we have discussed cannot be used to rule out or shrink ''x''{''Y''}''z'' where ''Y'' = {''y''₁, ''y''₂, ..., ''y''_''n''}, then we can replace ''x''{''Y''}''z'' by ''xy''₁{''Y''}''z'' ∪ ''xy''₂{''Y''}''z'' ∪ ... ∪ ''xy''_''n''{''Y''}''z'' and re-run the methods on this new [[:w:Formal language|language]]. If all remain families are linear families (i.e. of the form ''x''{''y''}''z'', where ''x'' and ''z'' are strings (may be empty) of digits in base ''b'', ''y'' is a digit in base ''b''), then we search the smallest (probable) primes in these families and add these primes to the list. e.g. in decimal (base ''b'' = 10): * The smallest prime in the family 5{0}27 is 5000000000000000000000000000027. * The smallest prime in the family {5}1 is 555555555551. * The smallest prime in the family 8{5}1 is 8555555555555555555551, but 8555555555555555555551 is not a minimal element since 555555555551 is a subsequence of 8555555555555555555551. There is no guarantee that the techniques discussed will ever terminate, but in practice they often do. They are able to determine the Athena set in base ''b'' for 2 ≤ ''b'' ≤ 16 and ''b'' = 18, 20, 22, 24, 30. The bases ''b'' = 17, 19, 21, 23, 25 ≤ ''b'' ≤ 29, 31 ≤ ''b'' ≤ 36 are solved with the exception of 771 families of the form ''x''{''y''}''z'' (where ''x'' and ''z'' are strings (may be empty) of digits in base ''b'', ''y'' is a digit in base ''b''). The following is a "[[:w:Semi-algorithm|semi-algorithm]]" that is guaranteed to solve the Athena problem for a given base ''b'', but it is not so easy to implement: # ''M'' = ''[[:w:Empty string|∅]]'' # while (''L'' ≠ ''∅'') do # choose ''x'', a shortest string in ''L'' # ''M'' := ''M'' ∪ {''x''} # ''L'' := ''L'' − ''sup''({''x''}) In practice, for arbitrary ''L'', we cannot feasibly carry out step 5. Instead, we work with ''L''&#39;, some regular overapproximation to ''L'', until we can show ''L''&#39; = ''∅'' (which implies ''L'' = ''∅''). In practice, ''L''&#39; is usually chosen to be a finite [[:w:Union (set theory)|union]] of sets of the form ''L''₁{''L''₂}''L''₃, where each of ''L''₁, ''L''₂, ''L''₃ is finite. In the case we consider in this project, we then have to determine whether such a family contains a prime or not. Thus, the [[:w:Time complexity|time complexity]] of the Athena problem in base ''b'' may be ''[[:w:Big O notation|O]]''(''[[:w:E (mathematical_constant)|e]]''^{''[[:w:Euler's constant|γ]]''×(''b''−1)×''[[:w:Euler's totient function|eulerphi]]''(*b*)}), and the [[:w:CPU time|CPU time]] of the Athena problem in base ''b'' may be longer than [[:w:Age of the universe|the age of the universe]] for bases ''b'' = 19, 23, 25, 27, 29, 31, 32, 33, 34, 35, also, Athena problem in bases ''b'' around 500 may be [[:w:NP-complete|NP-complete]] or [[:w:NP-hard|NP-hard]], or an [[:w:Undecidable problem|undecidable problem]], or an example of [[:w:Gödel's incompleteness theorems|Gödel's incompleteness theorems]] (like the [[:w:Continuum hypothesis|continuum hypothesis]] and the [[:w:Halting problem|halting problem]]). To solve the Athena problem (i.e. to compute the Athena set), we need to determine whether a given family contains a prime. In practice, if family ''x''{''Y''}''z'' (where ''x'' and ''z'' are strings (may be empty) of digits in base ''b'', ''Y'' is a set of digits in base ''b'') could not be ruled out as only containing composites and ''Y'' contains two or more digits, then a relatively small prime > ''b'' could always be found in this family. Intuitively, this is because there are a large number of small strings in such a family, and at least one is likely to be prime (e.g. there are 2^''n''−2 strings of length ''n'' in the family 1{3,7}9, and there are over a thousand strings of length 12 in the family 1{3,7}9, thus it is very impossible that these numbers are all composite). In the case ''Y'' contains only one digit, this family is of the form ''x''{''y''}''z'', and there is only a single string of each length > (the length of ''x'' + the length of ''z''), and it is not known if the following [[:w:Decision problem|decision problem]] is recursively solvable (just like [[:w:Sierpiński number|Sierpiński problem]] and [[:w:Riesel number|Riesel problem]], Sierpiński problem and Riesel problem can be generalized to other bases ''b'' (references: http://www.noprimeleftbehind.net/crus/Sierp-conjectures.htm, http://www.noprimeleftbehind.net/crus/Riesel-conjectures.htm, http://www.noprimeleftbehind.net/crus/Sierp-conjectures-powers2.htm, http://www.noprimeleftbehind.net/crus/Riesel-conjectures-powers2.htm, http://www.noprimeleftbehind.net/crus/Sierp-conjecture-reserves.htm, http://www.noprimeleftbehind.net/crus/Riesel-conjecture-reserves.htm), in fact, Athena problem base ''b'' covers the Sierpiński problem base ''b'' and the Riesel problem base ''b'' with ''k'' < ''b'', i.e. finding the smallest prime of the form ''k''×''b''^''n''+1 and ''k''×''b''^''n''−1 (or prove such prime does not exist) with ''k'' < ''b'' (specially, for bases ''b'' such that the conjectured smallest Sierpiński number or the conjectured smallest Riesel number is < ''b'', Athena problem base ''b'' covers the Sierpiński problem base ''b'' or the Riesel problem base ''b'', respectively), since the smallest prime of the form ''k''×''b''^''n''+1 and ''k''×''b''^''n''−1 (if exists) must be a minimal element in base ''b'', also, Athena problem base ''b'' covers finding the smallest prime of these forms in base ''b'' (or proving that such prime does not exist) (in fact, it is known that exactly what bases 2 ≤ ''b'' ≤ 1024 have the families listed in the table below as unsolved families, all of these families in all bases 2 ≤ ''b'' ≤ 1024 have been searched to length ≥ 10000 (for the family (''sqrt''(''b'')×''b''^''n''+1)/(''sqrt''(''b'')+1), bases 2 ≤ ''b'' ≤ 1048576, searched to length ≥ 5000)): (''b''^''n''−1)/(''b''−1) (for this form, ''n'' must be prime, and we want ''n'' ≥ 2) (references of this form: http://www.fermatquotient.com/PrimSerien/GenRepu.txt, https://web.archive.org/web/20021111141203/http://www.users.globalnet.co.uk/~aads/primes.html, http://www.primenumbers.net/Henri/us/MersFermus.htm, http://www.bitman.name/math/table/379, https://pzktupel.de/Primetables/TableRepunitGen.php, https://oeis.org/A084740, https://oeis.org/A084738, https://oeis.org/A128164, https://oeis.org/A285642; or for prime bases ''b'': https://oeis.org/A065854, https://oeis.org/A279068), ''b''^''n''+1 (for this form, ''n'' must be power of 2, and we want ''n'' ≥ 1) (references of this form: http://jeppesn.dk/generalized-fermat.html, http://www.noprimeleftbehind.net/crus/GFN-primes.htm, https://web.archive.org/web/20231002190634/http://yves.gallot.pagesperso-orange.fr/primes/index.html, https://pzktupel.de/Primetables/TableFermatGFBB.php, https://oeis.org/A079706, https://oeis.org/A084712, https://oeis.org/A228101), (''b''^''n''+1)/2 (for odd ''b'') (for this form, ''n'' must be power of 2, and we want ''n'' ≥ 2) (reference of this form: http://www.fermatquotient.com/PrimSerien/GenFermOdd.txt), (''sqrt''(''b'')×''b''^''n''+1)/(''sqrt''(''b'')+1) (for square ''b'') (for this form, 2×''n''+1 must be prime, and we want ''n'' ≥ 2) (references of this form: http://www.fermatquotient.com/PrimSerien/GenRepuP.txt, http://www.primenumbers.net/Henri/us/MersFermus.htm, http://www.bitman.name/math/table/488, https://pzktupel.de/Primetables/TableWagstaffGen.php, https://oeis.org/A084742, https://oeis.org/A084741; or for bases ''b'' with ''sqrt''(''b'') prime: https://oeis.org/A065507), ((''b''−2)×''b''^''n''+1)/(''b''−1) (''n'' ≥ 2) (reference of this form: https://oeis.org/A243404), 2×''b''^''n''+1 (''n'' ≥ 1) (references of this form: https://www.mersenneforum.org/showthread.php?t=6918, https://www.mersenneforum.org/showthread.php?t=19725, https://oeis.org/A119624), 2×''b''^''n''−1 (''n'' ≥ 1) (references of this form: https://www.mersenneforum.org/showthread.php?t=24576, https://www.mersenneforum.org/attachment.php?attachmentid=20976&d=1567314217, https://oeis.org/A119591), ''b''^''n''+2 (''n'' ≥ 1) (references of this form: https://oeis.org/A138066, https://oeis.org/A084713, https://oeis.org/A138067), ''b''^''n''−2 (''n'' ≥ 2) (references of this form: https://www.primepuzzles.net/puzzles/puzz_887.htm, https://oeis.org/A250200, https://oeis.org/A255707, https://oeis.org/A084714; or for prime bases ''b'': https://oeis.org/A292201), (''b''−1)×''b''^''n''+1 (''n'' ≥ 1) (references of this form: http://www.noprimeleftbehind.net/Williams-primes-MP.htm, http://www.bitman.name/math/table/477, https://pzktupel.de/Primetables/TableWilliams2.php, https://oeis.org/A305531; or for prime bases ''b'': https://oeis.org/A087139), (''b''−1)×''b''^''n''−1 (''n'' ≥ 1) (references of this form: https://harvey563.tripod.com/wills.txt, http://www.noprimeleftbehind.net/Williams-primes-MM.htm, http://www.bitman.name/math/table/484, https://pzktupel.de/Primetables/TableWilliams1.php; or for prime bases ''b'': https://oeis.org/A122396), ''b''^''n''+(''b''−1) (''n'' ≥ 1) (references of this form: http://www.bitman.name/math/table/795, https://pzktupel.de/Primetables/TableWilliams6.php, https://oeis.org/A076845, https://oeis.org/A076846, https://oeis.org/A078178, https://oeis.org/A078179), ''b''^''n''−(''b''−1) (''n'' ≥ 2) (references of this form: http://www.bitman.name/math/table/792, https://pzktupel.de/Primetables/TableWilliams5.php, https://oeis.org/A113516, https://oeis.org/A343589; or for prime bases ''b'': https://cs.uwaterloo.ca/journals/JIS/VOL3/mccranie.html, http://www.bitman.name/math/table/435)): '''Problem: Given strings ''x'', ''z'' (may be empty), a digit ''y'', and a base ''b'' (''x'' does not [[:w:Leading zero|start with the digit 0]], ''z'' ends with a digit which [[:w:Coprime integers|coprime]] to ''b'', ''y'' is not 0 if ''x'' is empty, ''y'' is coprime to ''b'' if ''z'' is empty), does there exist a prime number whose base-''b'' expansion is of the form ''xy''_''n''''z'' for some ''n'' ≥ 0?''' An [[:w:Algorithm|algorithm]] to solve this problem, for example, would allow us to decide if there are any additional [[:w:Fermat prime|Fermat prime]]s other than the known ones (corresponding to ''n'' = 0, 1, 2, 3, 4). To see this, take ''b'' = 2, ''x'' = 1, ''y'' = 0, and ''z'' = 0₁₆1. Since if 2^''n''+1 is prime then ''n'' must be a [[:w:Power of 2|power of two]], a prime of the form ''xy''_''n''''z'' in base ''b'' must be a new Fermat prime. Besides, it would allow us to decide if there are infinitely many [[:w:Mersenne prime|Mersenne prime]]s (of the form 2^''p''−1 with prime ''p''). To see this, take ''b'' = 2, ''x'' = ''𝜆'' (the [[:w:Empty string|empty string]]), ''y'' = 1, and ''z'' = 1_''n''+1, where ''n'' is the exponent of the Mersenne prime which we want to know whether it is the largest Mersenne prime or not. Since if 2^''n''−1 is prime then ''n'' must be a [[:w:Prime number|prime]], a prime of the form ''xy''_''n''''z'' in base ''b'' must be a new Mersenne prime. Also, it would allow us to decide whether 78557 is the smallest [[:w:Sierpinski number|Sierpinski number]] (i.e. odd numbers ''k'' such that ''k''×2^''n''+1 is composite for all ''n'' ≥ 1) and whether 509203 is the smallest [[:w:Riesel number|Riesel number]] (i.e. odd numbers ''k'' such that ''k''×2^*n*−1 is composite for all ''n'' ≥ 1), etc. '''Conjecture (this conjecture is very important for the Athena problem): If family ''xy''_''n''''z'' (with fixed strings ''x'', ''z'' (may be empty), fixed digit ''y'', and variable ''n'') in base ''b'' (with fixed ''b'' ≥ 2) (''x'' does not start with the digit 0, ''z'' ends with a digit which coprime to ''b'', ''y'' is not 0 if ''x'' is empty, ''y'' is coprime to ''b'' if ''z'' is empty) cannot be proven to only contain composites or only contain finitely many primes (by covering congruence, algebraic factorization, or combine of them), then family ''xy''_''n''''z'' in base ''b'' contains infinitely many primes (this is equivalent to: If form (''a''×''b''^''n''+''c'')/''gcd''(''a''+''c'',''b''−1) (with fixed integers ''a'' ≥ 1, ''b'' ≥ 2, ''c'' ≠ 0 (with ''gcd''(''a'',''c'') = 1 and ''gcd''(''b'',''c'') = 1), and variable ''n'') cannot be proven to only contain composites or only contain finitely many primes (by covering congruence, algebraic factorization, or combine of them), then form (''a''×''b''^''n''+''c'')/''gcd''(''a''+''c'',''b''−1) contains infinitely many primes).''' (in fact, this conjecture is equivalent to the conjecture (to prove this, by change the base (''b'') to a power of ''b'' which is larger than the largest prime in a given family (in base ''b'') which only contains finitely many primes): If family ''xy''_''n''''z'' (with fixed strings ''x'', ''z'' (may be empty), fixed digit ''y'', and variable ''n'') in base ''b'' (with fixed ''b'' ≥ 2) (''x'' does not start with the digit 0, ''z'' ends with a digit which coprime to ''b'', ''y'' is not 0 if ''x'' is empty, ''y'' is coprime to ''b'' if ''z'' is empty) cannot be proven to only contain composites (by covering congruence, algebraic factorization, or combine of them), then family ''xy''_''n''''z'' in base ''b'' contains at least one prime (this is equivalent to: If form (''a''×''b''^''n''+''c'')/''gcd''(''a''+''c'',''b''−1) (with fixed integers ''a'' ≥ 1, ''b'' ≥ 2, ''c'' ≠ 0 (with ''gcd''(''a'',''c'') = 1 and ''gcd''(''b'',''c'') = 1), and variable ''n'') cannot be proven to only contain composites (by covering congruence, algebraic factorization, or combine of them), then form (''a''×''b''^''n''+''c'')/''gcd''(''a''+''c'',''b''−1) contains at least one prime), like the [[:w:Bunyakovsky conjecture|Bunyakovsky conjecture]] and the [[:w:Dickson's conjecture|Dickson's conjecture]] and the [[:w:Schinzel's hypothesis H|Schinzel's hypothesis ''H'']], if such ''n'' always exists, then there must be always infinitely many such ''n'', to prove this, add another polynomial for the cases of the Dickson's conjecture and the Schinzel's hypothesis ''H'', also, change the polynomial (e.g. change ''n'' to ''r''×''n'' or ''n''^''r'' for all integers ''r'' > 1) for the cases of the Bunyakovsky conjecture and the Schinzel's hypothesis ''H'') Some families can be ruled out to contain no prime > ''b'' by [[:w:Covering set|covering congruence]], [[:w:Factorization of polynomials|algebraic factorization]] (e.g. [[:w:Difference of two squares|difference of two squares]], [[:w:Sum of two cubes|sum of two cubes]], [[:w:Sophie Germain's identity|Sophie Germain's identity of ''x''⁴+4×''y''⁴]]), or combine of them, e.g. * The base 9 family 2{7}: Always divisible by 2 or 5 * The base 11 family 2{5}: Always divisible by 2 or 3 * The base 14 family B{0}1: Always divisible by 3 or 5 * The base 13 family 95{0}3: Always divisible by 5, 7, or 17 * The base 16 family {4}D: Always divisible by 3, 7, or 13 * The base 16 family {8}F: Always divisible by 3, 7, or 13 * The base 21 family {7}D: Always divisible by 2, 13, or 17 * The base 23 family {D}GA: Always divisible by 2, 5, 7, 37, or 79 * The base 9 family {1}: Can be written as (9^''n''−1)/8 and can be factored as (3^''n''−1) × (3^''n''+1) / 8 * The base 8 family 1{0}1: Can be written as 8^''n''+1 and can be factored as (2^''n''+1) × (4^''n''−2^''n''+1) * The base 9 family 3{8}: Can be written as 4×9^''n''−1 and can be factored as (2×3^''n''−1) × (2×3^''n''+1) * The base 16 family 1{5}: Can be written as (4×16^''n''−1)/3 and can be factored as (2×3^''n''−1) × (2×3^''n''+1) / 3 * The base 16 family {4}1: Can be written as (4×16^''n''−49)/15 and can be factored as (2×3^''n''−7) × (2×3^''n''+7) / 15 * The base 27 family 7{Q}: Can be written as 8×27^''n''−1 and can be factored as (2×3^''n''−1) × (4×9^''n''+2×3^''n''+1) * The base 27 family 9{G}: Can be written as (125×27^''n''−8)/13 and can be factored as (5×3^''n''−2) × (25×9^''n''+10×3^''n''+4) * The base 16 family {C}D: Can be written as (4×16^''n''+1)/5 and can be factored as (2×4^''n''−2×2^''n''+1) × (2×4^''n''+2×2^''n''+1) / 5 * The base 14 family 8{D}: Can be written as 9×14^''n''−1, it is divisible by 5 if ''n'' is odd and can be factored as (3×14^''n''/2−1) × (3×14^''n''/2+1) if ''n'' is even * The base 12 family {B}9B: Can be written as 12^''n''−25, it is divisible by 13 if ''n'' is odd and can be factored as (12^''n''/2−5) × (12^''n''/2+5) if ''n'' is even * The base 14 family {D}5: Can be written as 14^''n''−9, it is divisible by 5 if ''n'' is odd and can be factored as (14^''n''/2−3) × (14^''n''/2+3) if ''n'' is even * The base 17 family 1{9}: Can be written as (25×17^''n''−9)/16, it is divisible by 2 if ''n'' is odd and can be factored as (5×17^''n''/2−3) × (5×17^''n''/2+3) / 16 if ''n'' is even * The base 17 family 7{9}: Can be written as (121×17^''n''−9)/16, it is divisible by 2 if ''n'' is odd and can be factored as (11×17^''n''/2−3) × (11×17^''n''/2+3) / 16 if ''n'' is even * The base 24 family 3{N}: Can be written as 4×24^''n''−1, it is divisible by 5 if ''n'' is odd and can be factored as (2×24^''n''/2−1) × (2×24^''n''/2+1) if ''n'' is even * The base 24 family 5{N}: Can be written as 6×24^''n''−1, it is divisible by 5 if ''n'' is even and can be factored as (12×24^{(''n''−1)/2}−1) × (12×24^{(''n''−1)/2}+1) if ''n'' is odd * The base 33 family F{W}: Can be written as 16×33^''n''−1, it is divisible by 17 if ''n'' is odd and can be factored as (4×33^''n''/2−1) × (4×33^''n''/2+1) if ''n'' is even If the conjecture above is true, then the [[:w:Sierpiński number|Sierpiński conjecture]] and [[:w:Riesel number|Riesel conjecture]] are also true, and the [https://www.mersenneforum.org/showthread.php?t=10761 dual Sierpiński conjecture] and the [https://www.mersenneforum.org/showthread.php?t=6545 dual Riesel conjecture] are also true, and the [http://www.noprimeleftbehind.net/crus/Sierp-conjectures.htm Sierpiński conjectures] and the [http://www.noprimeleftbehind.net/crus/Riesel-conjectures.htm Riesel conjectures] in all bases ''b'' are also true, and the [http://www.noprimeleftbehind.net/crus/SNOB-Sierp-conjectures.htm real Sierpiński conjectures] and the [http://www.noprimeleftbehind.net/crus/Real-Riesel-conjectures.htm real Riesel conjectures] are also true, also, if the Athena conjecture is true, then there are infinitely many primes of these forms for fixed bases ''b'' ≥ 2 and variable exponents ''n'': * (''b''^''n''−1)/(''b''−1) for all bases ''b'' which are not [[:w:Perfect power|perfect power]]s (for this form, ''n'' must be prime) (references of this form: http://www.fermatquotient.com/PrimSerien/GenRepu.txt, https://web.archive.org/web/20021111141203/http://www.users.globalnet.co.uk/~aads/primes.html, http://www.primenumbers.net/Henri/us/MersFermus.htm, http://www.bitman.name/math/table/379, https://pzktupel.de/Primetables/TableRepunitGen.php, https://oeis.org/A084740, https://oeis.org/A084738, https://oeis.org/A128164, https://oeis.org/A285642; or for prime bases ''b'': https://oeis.org/A065854, https://oeis.org/A279068) * ''b''^''n''+1 for all even bases ''b'' which are not of the form ''m''^''r'' with odd ''r'' > 1 (for this form, ''n'' must be power of 2) (references of this form: http://jeppesn.dk/generalized-fermat.html, http://www.noprimeleftbehind.net/crus/GFN-primes.htm, https://web.archive.org/web/20231002190634/http://yves.gallot.pagesperso-orange.fr/primes/index.html, https://pzktupel.de/Primetables/TableFermatGFBB.php, https://oeis.org/A079706, https://oeis.org/A084712, https://oeis.org/A228101) * (''b''^''n''+1)/2 for all odd bases ''b'' which are not of the form ''m''^''r'' with odd ''r'' > 1 (for this form, ''n'' must be power of 2) (reference of this form: http://www.fermatquotient.com/PrimSerien/GenFermOdd.txt) * (''b''^''n''+1)/(''b''+1) for all bases ''b'' which are neither of the form ''m''^''r'' with odd ''r'' > 1 nor of the form 4×''m''⁴ (for this form, ''n'' must be prime) (references of this form: http://www.fermatquotient.com/PrimSerien/GenRepuP.txt, http://www.primenumbers.net/Henri/us/MersFermus.htm, http://www.bitman.name/math/table/488, https://pzktupel.de/Primetables/TableWagstaffGen.php, https://oeis.org/A084742, https://oeis.org/A084741; or for prime bases ''b'': https://oeis.org/A065507) * ((''b''−2)×''b''^''n''+1)/(''b''−1) for all bases ''b'' > 2 (reference of this form: https://oeis.org/A243404) * 2×''b''^''n''+1 for all bases ''b'' < 201446503145165177, not == 1 mod 3 (references of this form: https://www.mersenneforum.org/showthread.php?t=6918, https://www.mersenneforum.org/showthread.php?t=19725, https://oeis.org/A119624) * 2×''b''^''n''−1 for all bases ''b'' (references of this form: https://www.mersenneforum.org/showthread.php?t=24576, https://www.mersenneforum.org/attachment.php?attachmentid=20976&d=1567314217, https://oeis.org/A119591) * 3×''b''^''n''+1 for all even bases ''b'' * 3×''b''^''n''−1 for all even bases ''b'' * 4×''b''^''n''+1 for all bases ''b'' not == 1 mod 5, not == 14 mod 15, not [[:w:Fourth power|fourth power]]s * 4×''b''^''n''−1 for all bases ''b'' not == 1 mod 3, not == 4 mod 5, not [[:w:Square number|square]]s * 5×''b''^''n''+1 for all even bases ''b'' < 140324348, not == 1 mod 3 * 5×''b''^''n''−1 for all even bases ''b'' * 6×''b''^''n''+1 for all bases ''b'' not == 1 mod 7, not == 34 mod 35 * 6×''b''^''n''−1 for all bases ''b'' not == 1 mod 5, not == 34 mod 35, not of the form 6×''m''² with ''m'' == 2, 3 mod 5 * 7×''b''^''n''+1 for all even bases ''b'' * 7×''b''^''n''−1 for all even bases ''b'' < 9162668342, not == 1 mod 3 * 8×''b''^''n''+1 for all bases ''b'' not == 1 mod 3, not == 20 mod 21, not == 47, 83 mod 195, not == 467, 4343, 9887, 25448, 35978, 41522, 42647, 57083 mod 73815, not == 722, 83813, 206672, 239432, 322523, 1283843, 1519577, 1522553 mod 1551615, ..., not [[:w:Cube (algebra)|cube]]s * 8×''b''^''n''−1 for all bases ''b'' not == 1 mod 7, not == 20 mod 21, not == 83, 307 mod 455, not == 1266, 13593, 27292, 46353 mod 63973, ..., not [[:w:Cube (algebra)|cube]]s * 9×''b''^''n''+1 for all even bases ''b'' < 177744, not == 1 mod 5 * 9×''b''^''n''−1 for all even bases ''b'' not == 4 mod 5, not [[:w:Square number|square]]s * 10×''b''^''n''+1 for all bases ''b'' not == 1 mod 11, not == 32 mod 33 (references of this form: https://oeis.org/A088782) * 10×''b''^''n''−1 for all bases ''b'' not == 1 mod 3, not == 32 mod 33 * 11×''b''^''n''+1 for all even bases ''b'' not == 1 mod 3, not == 14 mod 15 * 11×''b''^''n''−1 for all even bases ''b'' not == 1 mod 5, not == 14 mod 15, not of the form 11×''m''² with ''m'' == 2, 3 mod 5 * 12×''b''^''n''+1 for all bases ''b'' not == 1 mod 13, not == 142 mod 143, not == 562, 828, 900, 1166 mod 1729, not == 597, 1143 mod 1885, not == 296, 901, 1759, 3090, 4553, 5521, 5807, 6016, 6984, 7094, 7270, 7380, 7479, 8447, 8557, 8733, 8843, 9910, 10020, 10196, 10306, 11483, 11769, 12737, 14200, 15531, 16994, 18457 mod 19019, not == 563, 1433, 13212, 15097, 19848, 20718, 32497, 34382, 39133, 51782, 53667, 58418, 58452, 60337, 60883, 71067, 72952, 77737, 79622, 80168, 94267, 97022, 98583, 98907, 113552, 116307, 117868, 118192, 131967, 132513, 132837, 134398, 151252, 151798, 152122, 153683, 170537, 171083, 172968, 177753, 179638, 189822, 190368, 192253, 192287, 197038, 198923, 211572, 213568, 216323, 218208, 229987, 232853, 235608, 237493, 249272 mod 250705, ... * 12×''b''^''n''−1 for all bases ''b'' not == 1 mod 11, not == 142 mod 143, not == 307, 1143 mod 1595, not == 901, 6016, 7479, 18457 mod 19019, ... * ''b''^''n''+2 for all odd bases ''b'' < 201446503145165177, not == 1 mod 3 (references of this form: https://oeis.org/A138066, https://oeis.org/A084713, https://oeis.org/A138067) * ''b''^''n''−2 for all odd bases ''b'' (references of this form: https://www.primepuzzles.net/puzzles/puzz_887.htm, https://oeis.org/A250200, https://oeis.org/A255707, https://oeis.org/A084714; or for prime bases ''b'': https://oeis.org/A292201) * ''b''^''n''+3 for all even bases ''b'' not divisible by 3 * ''b''^''n''−3 for all even bases ''b'' not divisible by 3 * ''b''^''n''+4 for all odd bases ''b'' not == 1 mod 5, not == 14 mod 15, not [[:w:Fourth power|fourth power]]s * ''b''^''n''−4 for all odd bases ''b'' not == 1 mod 3, not == 4 mod 5, not [[:w:Square number|square]]s * (''b''−1)×''b''^''n''+1 for all bases ''b'' (references of this form: http://www.noprimeleftbehind.net/Williams-primes-MP.htm, http://www.bitman.name/math/table/477, https://pzktupel.de/Primetables/TableWilliams2.php, https://oeis.org/A305531; or for prime bases ''b'': https://oeis.org/A087139) * (''b''−1)×''b''^''n''−1 for all bases ''b'' (references of this form: https://harvey563.tripod.com/wills.txt, http://www.noprimeleftbehind.net/Williams-primes-MM.htm, http://www.bitman.name/math/table/484, https://pzktupel.de/Primetables/TableWilliams1.php; or for prime bases ''b'': https://oeis.org/A122396) * (''b''+1)×''b''^''n''+1 for all bases ''b'' not == 1 mod 3 (references of this form: http://www.noprimeleftbehind.net/Williams-primes-PP.htm, http://www.bitman.name/math/table/474, https://pzktupel.de/Primetables/TableWilliams4.php) * (''b''+1)×''b''^''n''−1 for all bases ''b'' (references of this form: http://www.noprimeleftbehind.net/Williams-primes-PM.htm, http://www.bitman.name/math/table/471, https://pzktupel.de/Primetables/TableWilliams3.php) * ''b''^''n''+(''b''−1) for all bases ''b'' (references of this form: http://www.bitman.name/math/table/795, https://pzktupel.de/Primetables/TableWilliams6.php, https://oeis.org/A076845, https://oeis.org/A076846, https://oeis.org/A078178, https://oeis.org/A078179) * ''b''^''n''−(''b''−1) for all bases ''b'' (references of this form: http://www.bitman.name/math/table/792, https://pzktupel.de/Primetables/TableWilliams5.php, https://oeis.org/A113516, https://oeis.org/A343589; or for prime bases ''b'': https://cs.uwaterloo.ca/journals/JIS/VOL3/mccranie.html, http://www.bitman.name/math/table/435) * ''b''^''n''+(''b''+1) for all bases ''b'' not == 1 mod 3 (references of this form: http://www.bitman.name/math/table/801, https://pzktupel.de/Primetables/TableWilliams8.php, https://oeis.org/A346149, https://oeis.org/A346154) * ''b''^''n''−(''b''+1) for all bases ''b'' (references of this form: http://www.bitman.name/math/table/798, https://pzktupel.de/Primetables/TableWilliams7.php, https://oeis.org/A178250) By the [[:w:Prime number theorem|prime number theorem]], the [[:w:Probability|chance]] that a [[:w:Random number|random]] ''n''-digit base ''b'' number is prime is [[:w:Asymptotic analysis|approximately]] 1/''n'' (more accurately, the chance is approximately 1/(''n''×''ln''(''b'')), where ''ln'' is the [[:w:Natural logarithm|natural logarithm]]). If one conjectures the numbers ''x''{''y''}''z'' behave similarly (i.e. the numbers ''x''{''y''}''z'' is a [[:w:Pseudorandomness|pseudorandom sequence]]) you would expect [[:w:Harmonic_series (mathematics)|1/1 + 1/2 + 1/3 + 1/4 + ... = ∞]] primes of the form ''x''{''y''}''z'' (of course, this does not always happen, since some ''x''{''y''}''z'' families can be ruled out to contain no prime > ''b'' (by covering congruence, algebraic factorization, or combine of them), but it is at least a reasonable conjecture in the absence of evidence to the contrary. Hence, the [[:w:Heuristic argument|heuristic argument]] suggests there are always infinitely many primes in family ''x''{''y''}''z'' (where ''x'' and ''z'' are strings (may be empty) of digits in base ''b'', ''y'' is a digit in base ''b'') if it cannot be ruled out to contain no prime or only contain finitely many primes, by covering congruence, algebraic factorization, or combine of them. However, some families ''x''{''y''}''z'' could not be proven to contain no primes > ''b'' (by covering congruence, algebraic factorization, or combine of them) but no primes > ''b'' could be found in the family, even after searching through numbers with over 100000 digits. In such a case, the only way to proceed is to [[:w:Primality test|test the primality]] of larger and larger numbers of such form and hope a prime is eventually discovered. e.g. the smallest (probable) prime in the family A{3}A in base ''b'' = 13 is A3₅₉₂₁₉₇A, its algebraic form is (41×13⁵⁹²¹⁹⁸+27)/4, when written in decimal contains 659677 digits (it is only probable prime, i.e. not definitely prime, since technically, probable primality tests were used to show this (which have a ''very'' small chance of making an error, see https://t5k.org/notes/prp_prob.html) because all known primality tests run far too slowly to run on numbers of this size unless either [https://t5k.org/prove/prove3_1.html ''N''−1] or [https://t5k.org/prove/prove3_2.html ''N''+1] (or both) can be ≥ 1/3 factored). The numbers in family ''x''{''y''}''z'' (where ''x'' and ''z'' are strings (may be empty) of digits in base ''b'', ''y'' is a digit in base ''b'') are of the form (''a''×''b''^''n''+''c'')/''gcd''(''a''+''c'',''b''−1) for some fixed ''a'', ''b'', ''c'' such that ''a'' ≥ 1, ''b'' ≥ 2 (''b'' is the base), ''c'' ≠ 0, ''gcd''(''a'',''c'') = 1, ''gcd''(''b'',''c'') = 1. Except in the [[:w:Special case|special case]] ''c'' = ±1 and ''gcd''(''a''+''c'',''b''−1) = 1 (the only case which [https://t5k.org/prove/prove3_1.html ''N''−1] or [https://t5k.org/prove/prove3_2.html ''N''+1] is [[:w:Triviality (mathematics)|trivially]] fully factored), when ''n'' is large the known [[:w:Primality test|primality test]]s for such a number are too inefficient to run (since they are [https://t5k.org/glossary/xpage/OrdinaryPrime.html ordinary primes]). In this case one must resort to a [[:w:Probabilistic algorithm|probable]] primality test such as a [[:w:Miller–Rabin primality test|Miller–Rabin primality test]] or a [[:w:Baillie–PSW primality test|Baillie–PSW primality test]], unless a divisor of the number can be found. Since we are testing many numbers in an [[:w:Exponential growth|exponential sequence]], it is possible to use a sieving process to find divisors rather than using [[:w:Trial division|trial division]]. To do this, we made use of Geoffrey Reynolds' ''srsieve'' software (download: https://pzktupel.de/Software/srsieve_1.1.4.7z). This program uses the [[:w:Baby-step giant-step|baby-step giant-step]] [[:w:Algorithm|algorithm]] to find all primes ''p'' which divide ''a''×''b''^''n''+''c'' where ''p'' and ''n'' lie in a [[:w:Interval_(mathematics)|specified range]]. Since this program cannot handle the general case (''a''×''b''^''n''+''c'')/''gcd''(''a''+''c'',''b''−1) when ''gcd''(''a''+''c'',''b''−1) > 1 we only used it to sieve the sequence ''a''×''b''^''n''+''c'' for primes ''p'' not dividing ''gcd''(''a''+''c'',''b''−1), and initialized the list of candidates to not include ''n'' for which there is some prime ''p'' dividing ''gcd''(''a''+''c'',''b''−1) for which ''p'' dividing (''a''×''b''^''n''+''c'')/''gcd''(''a''+''c'',''b''−1). The program had to be modified slightly to remove a check which would prevent it from running in the case when ''a'', ''b'', and ''c'' were all odd (since then 2 divides ''a''×''b''^''n''+''c'', but 2 may not divide (''a''×''b''^''n''+''c'')/''gcd''(''a''+''c'',''b''−1)). Once the numbers with small divisors had been removed, it remained to test the remaining numbers using a probable primality test. For this we used the software ''LLR'' by Jean Penné. (download: http://jpenne.free.fr/index2.html). Although undocumented, it is possible to run this program on numbers of the form (''a''×''b''^''n''+''c'')/''gcd''(''a''+''c'',''b''−1) when ''gcd''(''a''+''c'',''b''−1) > 1, so this program required no modifications. A script was also written which allowed one to run ''srsieve'' while ''LLR'' was testing the remaining candidates, so that when a divisor was found by srsieve on a number which had not yet been tested by ''LLR'' it would be removed from the list of candidates. For the primes < 10²⁵⁰⁰⁰ for the "easy" bases (bases ''b'' with ≤ 150 primes > 10²⁹⁹ (base ''b'' = 26 has 83 known primes > 10²⁹⁹ and 3 unsolved families, base ''b'' = 36 has 75 known primes > 10²⁹⁹ and 4 unsolved families, base ''b'' = 17 has 99 known primes > 10²⁹⁹ and 18 unsolved families, base ''b'' = 21 has 80 known primes > 10²⁹⁹ and 12 unsolved families, base ''b'' = 19 has 201 known primes > 10²⁹⁹ and 23 unsolved families), i.e. bases *b* = 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 20, 21, 22, 24, 26, 28, 30, 36), we employed ''CM'' by Andreas Enge (download: https://www.multiprecision.org/cm/download.html), an elliptic curve primality proving implementation. Currently, the final goal of the Athena problem project is finding the Athena set (i.e. finding all Athena primes) and proving that this set is exactly the Athena set (i.e. proving that these are all Athena primes (including the primality proving for the probable primes)) in all bases 2 ≤ ''b'' ≤ 36, i.e. solving all families in all bases 2 ≤ ''b'' ≤ 36. Solving all (unsolved) families in all bases 2 ≤ ''b'' ≤ 36 (and proving the primality of all probable primes in the sets of all bases 2 ≤ ''b'' ≤ 36) is not possible but we aim to solve many of them (and proving the primality of many of them), at least find a ''probable'' prime for many of them (since the smallest prime in a family may be too large (> 10²⁵⁰⁰⁰) to be proved primality, unless its ''N''−1 or/and ''N''+1 can be ≥ 25% factored). == Data == These are the results of the Athena problem in bases 2 ≤ ''b'' ≤ 36 (we stop at base 36 since this base is the maximum base for which it is possible to write the numbers with the [[:w:Symbol|symbol]]s 0, 1, 2, ..., 9 and A, B, C, ..., Z (i.e. the 10 [[:w:Arabic numerals|Arabic numerals]] and the 26 [[:w:Latin script|Latin letters]]): (some large Athena primes are only probable primes, i.e. not definitely primes, since they are too large to be [[:w:Elliptic curve primality|ECPP proved]] and [[:w:Pocklington primality test#Extensions and variants|neither ''N''−1 nor ''N''+1 can be ≥ 1/3 factored]] (Brillhart-Lehmer-Selfridge primality test), all of them pass the [[:w:Baillie–PSW primality test|Baillie–PSW primality test]] and the [[:w:Strong pseudoprime|strong primality test]] (i.e. the [[:w:Miller–Rabin primality test|Miller–Rabin primality test]]) with all prime bases ''p'' ≤ 61, however, all Athena primes < 10²⁵⁰⁰⁰ for bases ''b'' = 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 18, 20, 22, 24, 26, 28, 30, 36 are definitely primes, most of them > 10²⁹⁹ are proven primes with [[:w:Elliptic curve primality|ECPP proving]], others > 10²⁹⁹ are proven primes with [[:w:Pocklington primality test#Extensions and variants|''N''−1 or ''N''+1 proving]]) The Athena primes > 10²⁹⁹ in bases ''b'' = 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 20, 21, 22, 24, 26, 28, 30, 36 which are proven primes with ''N''−1 or ''N''+1 proving includes the Athena primes whose ''N''−1 or ''N''+1 is trivially fully factored: * the 3176th Athena prime in base 13, 81010₄₁₅1, which equals 17746×13⁴¹⁶+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000003590431555, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000003590431556&open=ecm * the 3177th Athena prime in base 13, 8110₄₃₅1, which equals 1366×13⁴³⁶+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000002373259109, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000002373259124&open=ecm * the 3188th Athena prime in base 13, 930₁₅₅₁1, which equals 120×13¹⁵⁵²+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000765961452, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000000765961453&open=ecm * the 3191st Athena prime in base 13, 390₆₂₆₆1, which equals 48×13⁶²⁶⁷+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000765961441, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000000765961451&open=ecm * the 649th Athena prime in base 14, 34D₇₀₈, which equals 47×14⁷⁰⁸−1, ''N''+1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000001540144903, for the factorization of ''N''+1 in ''factordb'' see http://factordb.com/index.php?id=1100000001540144907&open=ecm * the 650th Athena prime in base 14, 4D₁₉₆₉₈, which equals 5×14¹⁹⁶⁹⁸−1, ''N''+1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000884560233, for the factorization of ''N''+1 in ''factordb'' see http://factordb.com/index.php?id=1100000000884560625&open=ecm * the 2335th Athena prime in base 16, 88F₅₄₅, which equals 137×16⁵⁴⁵−1, ''N''+1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000413679658, for the factorization of ''N''+1 in ''factordb'' see http://factordb.com/index.php?id=1100000000413877337&open=ecm * the 10317th Athena prime in base 17, 5A70₂₇₄1, which equals 1622×17²⁷⁵+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000003782940709, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000003782941930&open=ecm * the 10359th Athena prime in base 17, 9D0₁₀₆₇1, which equals 166×17¹⁰⁶⁸+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000765961369, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000000765961370&open=ecm * the 10370th Athena prime in base 17, A0₁₃₅₅1, which equals 10×17¹³⁵⁶+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000034167087, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000000271866825&open=ecm * the 10386th Athena prime in base 17, 530₄₈₆₇1, which equals 88×17⁴⁸⁶⁸+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000762660735, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000000762660737&open=ecm * the 10408th Athena prime in base 17, 570₅₁₃₁₀1, which equals 92×17⁵¹³¹¹+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000765961389, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000000785469616&open=ecm * the 10412th Athena prime in base 17, 970₁₆₆₀₄₇1, which equals 160×17¹⁶⁶⁰⁴⁸+1, ''N''−1 is trivially fully factored, but it has no helper file in ''factordb'' since it is too large (>10¹⁹⁹⁹⁹⁹) to be PRP-tested in ''factordb'', for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000000890817312&open=ecm * the 10413th Athena prime in base 17, F70₁₈₆₇₆₇1, which equals 262×17¹⁸⁶⁷⁶⁸+1, ''N''−1 is trivially fully factored, but it has no helper file in ''factordb'' since it is too large (>10¹⁹⁹⁹⁹⁹) to be PRP-tested in ''factordb'', for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000000890817317&open=ecm * the 3310th Athena prime in base 20, JCJ₆₂₉, which equals 393×20⁶²⁹−1, ''N''+1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000001559454258, for the factorization of ''N''+1 in ''factordb'' see http://factordb.com/index.php?id=1100000001559454271&open=ecm * the 13373rd Athena prime in base 21, 5D0₁₉₈₄₈1, which equals 118×21¹⁹⁸⁴⁹+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000777265872, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000000785469310&open=ecm * the 3408th Athena prime in base 24, 88N₅₉₅₁, which equals 201×24⁵⁹⁵¹−1, ''N''+1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000003593275880, for the factorization of ''N''+1 in ''factordb'' see http://factordb.com/index.php?id=1100000003593373246&open=ecm * the 25509th Athena prime in base 28, EB0₄₀₅1, which equals 403×28⁴⁰⁶+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000001534442374, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000001534442380&open=ecm * the 2616th Athena prime in base 30, C0₁₀₂₂1, which equals 12×30¹⁰²³+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000785448736, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000000785448737&open=ecm * the 2619th Athena prime in base 30, OT₃₄₂₀₅, which equals 25×30³⁴²⁰⁵−1, ''N''+1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000800812865, for the factorization of ''N''+1 in ''factordb'' see http://factordb.com/index.php?id=1100000000819405041&open=ecm * the 35237th Athena prime in base 36, P8Z₃₉₀, which equals 909×36³⁹⁰−1, ''N''+1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000764100228, for the factorization of ''N''+1 in ''factordb'' see http://factordb.com/index.php?id=1100000000764100231&open=ecm and the Athena primes > 10²⁹⁹ in bases ''b'' = 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 20, 21, 22, 24, 26, 28, 30, 36 whose ''N''−1 or ''N''+1 is ≥ 1/3 factored: (''R''_''n''(''b'') means the [[:w:Repunit|repunit]] in base ''b'' with length ''n''), i.e. ''R''_''n''(''b'') = (''b''^''n''−1)/(''b''−1), "''S''_''n''(''b'')" means ''b''^''n''+1) * the 3168th Athena prime in base 13, 9₃₀₈1, ''N''−1 is 117×''R''₃₀₈(13), thus factor ''N''−1 is equivalent to factor the Cunningham number 13³⁰⁸−1, and for the algebraic factors of 13³⁰⁸−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showExplorer?Base=13&Exp=308&LBIDPMList=A&LBIDLODList=D, and for the prime factorization of 13³⁰⁸−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showSingleEntry?Base=13&Exp=308&c0=-&EN=&LM= * the 3179th Athena prime in base 13, B₅₆₃C, ''N''−1 is 11×''R''₅₆₄(13), thus factor ''N''−1 is equivalent to factor the Cunningham number 13⁵⁶⁴−1, and for the algebraic factors of 13⁵⁶⁴−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showExplorer?Base=13&Exp=564&LBIDPMList=A&LBIDLODList=D, and for the prime factorization of 13⁵⁶⁴−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showSingleEntry?Base=13&Exp=564&c0=-&EN=&LM= * the 3180th Athena prime in base 13, 1B₅₇₆, ''N''−1 is 23×''R''₅₇₆(13), thus factor ''N''−1 is equivalent to factor the Cunningham number 13⁵⁷⁶−1, and for the algebraic factors of 13⁵⁷⁶−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showExplorer?Base=13&Exp=576&LBIDPMList=A&LBIDLODList=D, and for the prime factorization of 13⁵⁷⁶−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showSingleEntry?Base=13&Exp=576&c0=-&EN=&LM= * the 10320th Athena prime in base 17, 9₂₉₂1, ''N''−1 is 153×''R''₂₉₂(17), thus factor ''N''−1 is equivalent to factor the Cunningham number 17²⁹²−1, and for the algebraic factors of 17²⁹²−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showExplorer?Base=17&Exp=292&LBIDPMList=A&LBIDLODList=D, and for the prime factorization of 17²⁹²−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showSingleEntry?Base=17&Exp=292&c0=-&EN=&LM= * the 13304th Athena prime in base 21, 7₂₃₀1, ''N''−1 is 147×''R''₂₃₀(21), thus factor ''N''−1 is equivalent to factor the Cunningham number 21²³⁰−1, and for the algebraic factors of 21²³⁰−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showExplorer?Base=21&Exp=230&LBIDPMList=A&LBIDLODList=D, and for the prime factorization of 21²³⁰−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showSingleEntry?Base=21&Exp=230&c0=-&EN=&LM= * the 13355th Athena prime in base 21, 3₁₀₆₃2, ''N''+1 is 3×''R''₁₀₆₄(21), thus factor ''N''−1 is equivalent to factor the Cunningham number 21¹⁰⁶⁴−1, and for the algebraic factors of 21¹⁰⁶⁴−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showExplorer?Base=21&Exp=1064&LBIDPMList=A&LBIDLODList=D, and for the prime factorization of 21¹⁰⁶⁴−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showSingleEntry?Base=21&Exp=1064&c0=-&EN=&LM= * the 25199th Athena prime in base 26, 9K₃₄₃AP, ''N''+1 is 6370×''R''₃₄₄(26), thus factor ''N''+1 is equivalent to factor the Cunningham number 26³⁴⁴−1, and for the algebraic factors of 26³⁴⁴−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showExplorer?Base=26&Exp=344&LBIDPMList=A&LBIDLODList=D, and for the prime factorization of 26³⁴⁴−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showSingleEntry?Base=26&Exp=344&c0=-&EN=&LM= * the 25200th Athena prime in base 26, 8₃₅₄1, ''N''−1 is 208×''R''₃₅₄(26), thus factor ''N''−1 is equivalent to factor the Cunningham number 26³⁵⁴−1, and for the algebraic factors of 26³⁵⁴−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showExplorer?Base=26&Exp=354&LBIDPMList=A&LBIDLODList=D, and for the prime factorization of 26³⁵⁴−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showSingleEntry?Base=26&Exp=354&c0=-&EN=&LM= All numbers are written in base ''b'', [[:w:Senary#Base 36 as senary compression|using A to Z to represent digit values 10 to 35]], "{}" means repeating, e.g. family 12{3}45 means the sequence {1245, 12345, 123345, 1233345, 12333345, 123333345, ...} (where the members are expressed as base ''b'' strings), subscripts are used to indicate repetitions of digits, e.g. 123₄567 means 123333567 (all subscripts are written in decimal). Base 2: 1 Athena prime (the largest of which has 2 digits (it is 11, and its value is 3 in decimal)): {11} Base 3: 3 Athena primes (the largest of which has 3 digits (it is 111, and its value is 13 in decimal)): {12, 21, 111} Base 4: 5 Athena primes (the largest of which has 3 digits (it is 221, and its value is 41 in decimal)): {11, 13, 23, 31, 221} Base 5: 22 Athena primes (the largest of which has 96 digits (it is 10₉₃13, and its algebraic form is 5⁹⁵+8)): {12, 21, 23, 32, 34, 43, 104, 111, 131, 133, 313, 401, 414, 3101, 10103, 14444, 30301, 33001, 33331, 44441, 300031, 100000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000013} Base 6: 11 Athena primes (the largest of which has 5 digits (it is 40041, and its value is 5209 in decimal)): {11, 15, 21, 25, 31, 35, 45, 51, 4401, 4441, 40041} Base 7: 71 Athena primes (the largest of which has 17 digits (it is 3₁₆1, and its algebraic form is (7¹⁷−5)/2)): {14, 16, 23, 25, 32, 41, 43, 52, 56, 61, 65, 113, 115, 131, 133, 155, 212, 221, 304, 313, 335, 344, 346, 364, 445, 515, 533, 535, 544, 551, 553, 1022, 1051, 1112, 1202, 1211, 1222, 2111, 3031, 3055, 3334, 3503, 3505, 3545, 4504, 4555, 5011, 5455, 5545, 5554, 6034, 6634, 11111, 11201, 30011, 30101, 31001, 31111, 33001, 33311, 35555, 40054, 100121, 150001, 300053, 351101, 531101, 1100021, 33333301, 5100000001, 33333333333333331} Base 8: 75 Athena primes (the largest of which has 221 digits (it is 4₂₂₀7, and its algebraic form is (4×8²²¹+17)/7)): {13, 15, 21, 23, 27, 35, 37, 45, 51, 53, 57, 65, 73, 75, 107, 111, 117, 141, 147, 161, 177, 225, 255, 301, 343, 361, 401, 407, 417, 431, 433, 463, 467, 471, 631, 643, 661, 667, 701, 711, 717, 747, 767, 3331, 3411, 4043, 4443, 4611, 5205, 6007, 6101, 6441, 6477, 6707, 6777, 7461, 7641, 47777, 60171, 60411, 60741, 444641, 500025, 505525, 3344441, 4444477, 5500525, 5550525, 55555025, 444444441, 744444441, 77774444441, 7777777777771, 555555555555525, 44444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444447} Base 9: 151 Athena primes (the largest of which has 1161 digits (it is 30₁₁₅₈11, and its algebraic form is 3×9¹¹⁶⁰+10)): {12, 14, 18, 21, 25, 32, 34, 41, 45, 47, 52, 58, 65, 67, 74, 78, 81, 87, 117, 131, 135, 151, 155, 175, 177, 238, 272, 308, 315, 331, 337, 355, 371, 375, 377, 438, 504, 515, 517, 531, 537, 557, 564, 601, 638, 661, 702, 711, 722, 735, 737, 751, 755, 757, 771, 805, 838, 1011, 1015, 1101, 1701, 2027, 2207, 3017, 3057, 3101, 3501, 3561, 3611, 3688, 3868, 5035, 5051, 5071, 5101, 5501, 5554, 5705, 5707, 7017, 7075, 7105, 7301, 8535, 8544, 8555, 8854, 20777, 22227, 22777, 30161, 33388, 50161, 50611, 53335, 55111, 55535, 55551, 57061, 57775, 70631, 71007, 77207, 100037, 100071, 100761, 105007, 270707, 301111, 305111, 333035, 333385, 333835, 338885, 350007, 500075, 530005, 555611, 631111, 720707, 2770007, 3030335, 7776662, 30300005, 30333335, 38333335, 51116111, 70000361, 300030005, 300033305, 351111111, 1300000007, 5161111111, 8333333335, 300000000035, 311111111161, 544444444444, 2000000000007, 5700000000001, 7270000000007, 88888888833335, 100000000000507, 5111111111111161, 7277777777777777707, 8888888888888888888335, 30000000000000000000051, 1000000000000000000000000057, 56111111111111111111111111111111111111, 7666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666662, 27777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777707, 300000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000011} Base 10: 77 Athena primes (the largest of which has 31 digits (it is 50₂₈27, and its algebraic form is 5×10³⁰+27)): {11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47, 53, 59, 61, 67, 71, 73, 79, 83, 89, 97, 227, 251, 257, 277, 281, 349, 409, 449, 499, 521, 557, 577, 587, 727, 757, 787, 821, 827, 857, 877, 881, 887, 991, 2087, 2221, 5051, 5081, 5501, 5581, 5801, 5851, 6469, 6949, 8501, 9001, 9049, 9221, 9551, 9649, 9851, 9949, 20021, 20201, 50207, 60649, 80051, 666649, 946669, 5200007, 22000001, 60000049, 66000049, 66600049, 80555551, 555555555551, 5000000000000000000000000000027} Base 11: 1068 Athena (probable) primes (including 1 unproven probable prime: 57₆₂₆₆₈), the largest of which has 62669 digits (it is 57₆₂₆₆₈, and its algebraic form is (57×11⁶²⁶⁶⁸−7)/10), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel11 Data of Athena (probable) primes base 11] Base 12: 106 Athena primes (the largest of which has 42 digits (it is 40₃₉77, and its algebraic form is 4×12⁴¹+91)): {11, 15, 17, 1B, 25, 27, 31, 35, 37, 3B, 45, 4B, 51, 57, 5B, 61, 67, 6B, 75, 81, 85, 87, 8B, 91, 95, A7, AB, B5, B7, 221, 241, 2A1, 2B1, 2BB, 401, 421, 447, 471, 497, 565, 655, 665, 701, 70B, 721, 747, 771, 77B, 797, 7A1, 7BB, 907, 90B, 9BB, A41, B21, B2B, 2001, 200B, 202B, 222B, 229B, 292B, 299B, 4441, 4707, 4777, 6A05, 6AA5, 729B, 7441, 7B41, 929B, 9777, 992B, 9947, 997B, 9997, A0A1, A201, A605, A6A5, AA65, B001, B0B1, BB01, BB41, 600A5, 7999B, 9999B, AAAA1, B04A1, B0B9B, BAA01, BAAA1, BB09B, BBBB1, 44AAA1, A00065, BBBAA1, AAA0001, B00099B, AA000001, BBBBBB99B, B0000000000000000000000000009B, 400000000000000000000000000000000000000077} Base 13: 3197 Athena (probable) primes (including 4 unproven probable primes: C5₂₃₇₅₅C, 80₃₂₀₁₇111, 95₁₉₇₄₂₀, A3₅₉₂₁₉₇A), the largest of which has 592199 digits (it is A3₅₉₂₁₉₇A, and its algebraic form is (41×13⁵⁹²¹⁹⁸+27)/4), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel13 Data of Athena (probable) primes base 13] Base 14: 650 Athena primes, the largest of which has 19699 digits (it is 4D₁₉₆₉₈, and its algebraic form is 5×14¹⁹⁶⁹⁸−1), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel14 Data of Athena primes base 14] Base 15: 1284 Athena primes, the largest of which has 157 digits (it is 7₁₅₅97, and its algebraic form is (15¹⁵⁷+59)/2), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel15 Data of Athena primes base 15] Base 16: 2347 Athena (probable) primes (including 3 unproven probable primes: DB₃₂₂₃₄, 4₇₂₇₈₅DD, 3₁₁₆₁₃₇AF), the largest of which has 116139 digits (it is 3₁₁₆₁₃₇AF, and its algebraic form is (16¹¹⁶¹³⁹+619)/5), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel16 Data of Athena (probable) primes base 16] Base 17: 10415 known Athena (probable) primes (including many unproven probable primes) and 12 unsolved families (1{7}, 1F{0}7, 4{7}A, 70F{0}D, 8{B}9, 9{5}9, A{D}F, B{0}B3, {B}E9, {B}EE, F1{9}, FD0{D}, no primes or probable primes with length ≤ 200000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel17 Data of known Athena (probable) primes base 17] Base 18: 549 Athena primes, the largest of which has 6271 digits (it is C0₆₂₆₈C5, and its algebraic form is 12×18⁶²⁷⁰+221), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel18 Data of Athena primes base 18] Base 19: 31417 known Athena (probable) primes (including many unproven probable primes) and 17 unsolved families (4B5{0}H, {5}3, 5{H}05, 5{H}0H, 5{H}5, 66{B}, 71{0}177, 7AF{0}H, 97{0}3, C{H}C, EE1{6}, F{7}5, F{B}G, F{D}F, H0F{0}7A, HB{0}5B5, II{D}, no primes or probable primes with length ≤ 200000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel19 Data of known Athena (probable) primes base 19] Base 20: 3314 Athena primes, the largest of which has 6271 digits (it is G0₆₂₆₉D, and its algebraic form is 16×20⁶²⁷⁰+13), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel20 Data of Athena primes base 20] Base 21: 13386 known Athena (probable) primes (including many unproven probable primes) and 8 unsolved families (5{0}DJ, {9}D, B3{0}EB, B{H}6H, C{F}0K, {F}35, G{0}FK, H{0}7771, no primes or probable primes with length ≤ 200000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel21 Data of known Athena (probable) primes base 21] Base 22: 8003 Athena (probable) primes (including 1 unproven probable prime: BK₂₂₀₀₁5), the largest of which has 22003 digits (it is BK₂₂₀₀₁5, and its algebraic form is (251×22²²⁰⁰²−335)/21), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel22 Data of Athena (probable) primes base 22] Base 23: 65178 known Athena (probable) primes (including many unproven probable primes) and 87 unsolved families (no primes or probable primes with length ≤ 100000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel23 Data of known Athena (probable) primes base 23] and [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/left23 Data of unsolved families for Athena problem base 23] Base 24: 3409 Athena primes, the largest of which has 8134 digits (it is N00N₈₁₂₉LN, and its algebraic form is 13249×24⁸¹³¹−49), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel24 Data of Athena primes base 24] Base 25: 133639 known Athena (probable) primes (including many unproven probable primes) and 85 unsolved families (no primes or probable primes with length ≤ 100000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel25 Data of known Athena (probable) primes base 25] and [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/left25 Data of unsolved families for Athena problem base 25] Base 26: 25256 known Athena (probable) primes (including 7 unproven probable primes: 5₁₉₃₉₁6F, 7₂₀₂₇₉OL, LD0₂₀₉₇₅7, 6K₂₃₃₀₀5, J0₄₄₃₀₃KCB, M0₆₁₁₈₆2BB, 85M₁₉₇₀₆₀B) and 3 unsolved families ({A}6F, {H}MH, {I}GL, no primes or probable primes with length ≤ 200000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel26 Data of known Athena (probable) primes base 26] Base 27: 102852 known Athena (probable) primes (including many unproven probable primes) and 44 unsolved families (no primes or probable primes with length ≤ 100000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel27 Data of known Athena (probable) primes base 27] and [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/left27 Data of unsolved families for Athena problem base 27] Base 28: 25528 known Athena (probable) primes (including 3 unproven probable primes: N6₂₄₀₅₁LR, 5OA₃₁₂₃₈F, O4O₉₄₅₃₅9) and 1 unsolved family (O{A}F, no primes or probable primes with length ≤ 900000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel28 Data of known Athena (probable) primes base 28] Base 29: 355242 known Athena (probable) primes (including many unproven probable primes) and 125 unsolved families (no primes or probable primes with length ≤ 100000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel29 Data of known Athena (probable) primes base 29] and [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/left29 Data of unsolved families for Athena problem base 29] Base 30: 2619 Athena (probable) primes (including 1 unproven probable prime: I0₂₄₆₀₈D), the largest of which has 34206 digits (it is OT₃₄₂₀₅, and its algebraic form is 25×30³⁴²⁰⁵−1), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel30 Data of Athena (probable) primes base 30] Base 31: 569323 known Athena (probable) primes (including many unproven probable primes) and 77 unsolved families (no primes or probable primes with length ≤ 100000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel31 Data of known Athena (probable) primes base 31] and [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/left31 Data of unsolved families for Athena problem base 31] Base 32: 168882 known Athena (probable) primes (including many unproven probable primes) and 120 unsolved families (no primes or probable primes with length ≤ 100000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel32 Data of known Athena (probable) primes base 32] and [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/left32 Data of unsolved families for Athena problem base 32] Base 33: 280012 known Athena (probable) primes (including many unproven probable primes) and 81 unsolved families (no primes or probable primes with length ≤ 100000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel33 Data of known Athena (probable) primes base 33] and [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/left33 Data of unsolved families for Athena problem base 33] Base 34: 184785 known Athena (probable) primes (including many unproven probable primes) and 47 unsolved families (no primes or probable primes with length ≤ 100000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel34 Data of known Athena (probable) primes base 34] and [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/left34 Data of unsolved families for Athena problem base 34] Base 35: 720002 known Athena (probable) primes (including many unproven probable primes) and 60 unsolved families (no primes or probable primes with length ≤ 100000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel35 Data of known Athena (probable) primes base 35] and [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/left35 Data of unsolved families for Athena problem base 35] Base 36: 35286 known Athena (probable) primes (including 3 unproven probable primes: 7K₂₆₅₆₇Z, S0₇₅₀₀₇8H, P₈₁₉₉₃SZ) and 4 unsolved families (B{0}EUV, HM{0}N, N{0}YYN, O{L}Z, no primes or probable primes with length ≤ 200000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel36 Data of known Athena (probable) primes base 36] == Condensed table for bases 2 ≤ ''b'' ≤ 36 == {|class="wikitable" ||''b''||number of Athena primes (or probable primes, which are Athena primes assuming their primality) in base ''b''||base-''b'' form of the top 10 known Athena primes (or probable primes, which are Athena primes assuming their primality) in base ''b'' (write "''d''_''n''" if there are 5 or more (''n'') consecutive same digits ''d'')||length of the top 10 known Athena primes (or probable primes, which are Athena primes assuming their primality) in base ''b''||length of the top 10 known Athena primes (or probable primes, which are Athena primes assuming their primality) in base ''b'' in decimal||algebraic ((''a''×''b''^''n''+''c'')/''gcd''(''a''+''c'',''b''−1)) form of the top 10 known Athena primes (or probable primes, which are Athena primes assuming their primality) in base ''b''||''factordb'' entry of the top 10 known Athena primes (or probable primes, which are Athena primes assuming their primality) in base ''b''||the top 10 known Athena primes (or probable primes, which are Athena primes assuming their primality) in base ''b'' written in base ''b'' (use lower case letters instead of upper case letters)||number of unsolved families in the Athena problem in base ''b'' (all of these left families are linear families)||searching limit of length for the unsolved families in the Athena problem in base ''b'' (if there are different searching limits for the unsolved families in the Athena problem in base ''b'', choose the lowest searching limit)|| |- ||2||1||11||2||1||3||http://factordb.com/index.php?id=3&open=ecm||http://factordb.com/index.php?showid=3&base=2||0||–|| |- ||3||3||111<br>21<br>12||3<br>2<br>2||2<br>1<br>1||13<br>7<br>5||http://factordb.com/index.php?id=13&open=ecm<br>http://factordb.com/index.php?id=7&open=ecm<br>http://factordb.com/index.php?id=5&open=ecm<nowiki/>||http://factordb.com/index.php?showid=13&base=3<br>http://factordb.com/index.php?showid=7&base=3<br>http://factordb.com/index.php?showid=5&base=3<nowiki/>||0||–|| |- ||4||5||221<br>31<br>23<br>13<br>11||3<br>2<br>2<br>2<br>2||2<br>2<br>2<br>1<br>1||41<br>13<br>11<br>7<br>5||http://factordb.com/index.php?id=41&open=ecm<br>http://factordb.com/index.php?id=13&open=ecm<br>http://factordb.com/index.php?id=11&open=ecm<br>http://factordb.com/index.php?id=7&open=ecm<br>http://factordb.com/index.php?id=5&open=ecm<nowiki/>||http://factordb.com/index.php?showid=41&base=4<br>http://factordb.com/index.php?showid=13&base=4<br>http://factordb.com/index.php?showid=11&base=4<br>http://factordb.com/index.php?showid=7&base=4<br>http://factordb.com/index.php?showid=5&base=4<nowiki/>||0||–|| |- ||5||22||10₉₃13<br>300031<br>44441<br>33331<br>33001<br>30301<br>14444<br>10103<br>3101<br>414||96<br>6<br>5<br>5<br>5<br>5<br>5<br>5<br>4<br>3||67<br>4<br>4<br>4<br>4<br>4<br>4<br>3<br>3<br>3||5⁹⁵+8<br>9391<br>3121<br>2341<br>2251<br>1951<br>1249<br>653<br>401<br>109||http://factordb.com/index.php?id=1100000000034686071&open=ecm<br>http://factordb.com/index.php?id=9391&open=ecm<br>http://factordb.com/index.php?id=3121&open=ecm<br>http://factordb.com/index.php?id=2341&open=ecm<br>http://factordb.com/index.php?id=2251&open=ecm<br>http://factordb.com/index.php?id=1951&open=ecm<br>http://factordb.com/index.php?id=1249&open=ecm<br>http://factordb.com/index.php?id=653&open=ecm<br>http://factordb.com/index.php?id=401&open=ecm<br>http://factordb.com/index.php?id=109&open=ecm<nowiki/>||http://factordb.com/index.php?showid=1100000000034686071&base=5<br>http://factordb.com/index.php?showid=9391&base=5<br>http://factordb.com/index.php?showid=3121&base=5<br>http://factordb.com/index.php?showid=2341&base=5<br>http://factordb.com/index.php?showid=2251&base=5<br>http://factordb.com/index.php?showid=1951&base=5<br>http://factordb.com/index.php?showid=1249&base=5<br>http://factordb.com/index.php?showid=653&base=5<br>http://factordb.com/index.php?showid=401&base=5<br>http://factordb.com/index.php?showid=109&base=5<nowiki/>||0||–|| |- ||6||11||40041<br>4441<br>4401<br>51<br>45<br>35<br>31<br>25<br>21<br>15||5<br>4<br>4<br>2<br>2<br>2<br>2<br>2<br>2<br>2||4<br>4<br>4<br>2<br>2<br>2<br>2<br>2<br>2<br>2||5209<br>1033<br>1009<br>31<br>29<br>23<br>19<br>17<br>13<br>11||http://factordb.com/index.php?id=5209&open=ecm<br>http://factordb.com/index.php?id=1033&open=ecm<br>http://factordb.com/index.php?id=1009&open=ecm<br>http://factordb.com/index.php?id=31&open=ecm<br>http://factordb.com/index.php?id=29&open=ecm<br>http://factordb.com/index.php?id=23&open=ecm<br>http://factordb.com/index.php?id=19&open=ecm<br>http://factordb.com/index.php?id=17&open=ecm<br>http://factordb.com/index.php?id=13&open=ecm<br>http://factordb.com/index.php?id=11&open=ecm<nowiki/>||http://factordb.com/index.php?showid=5209&base=6<br>http://factordb.com/index.php?showid=1033&base=6<br>http://factordb.com/index.php?showid=1009&base=6<br>http://factordb.com/index.php?showid=31&base=6<br>http://factordb.com/index.php?showid=29&base=6<br>http://factordb.com/index.php?showid=23&base=6<br>http://factordb.com/index.php?showid=19&base=6<br>http://factordb.com/index.php?showid=17&base=6<br>http://factordb.com/index.php?showid=13&base=6<br>http://factordb.com/index.php?showid=11&base=6<nowiki/>||0||–|| |- ||7||71||3₁₆1<br>510₇1<br>3₆01<br>1100021<br>531101<br>351101<br>300053<br>150001<br>100121<br>40054||17<br>10<br>8<br>7<br>6<br>6<br>6<br>6<br>6<br>5||15<br>9<br>7<br>6<br>5<br>5<br>5<br>5<br>5<br>4||(7¹⁷−5)/2<br>36×7⁸+1<br>(7⁸−47)/2<br>134471<br>91631<br>62819<br>50459<br>28813<br>16871<br>9643||http://factordb.com/index.php?id=116315256993601&open=ecm<br>http://factordb.com/index.php?id=207532837&open=ecm<br>http://factordb.com/index.php?id=2882377&open=ecm<br>http://factordb.com/index.php?id=134471&open=ecm<br>http://factordb.com/index.php?id=91631&open=ecm<br>http://factordb.com/index.php?id=62819&open=ecm<br>http://factordb.com/index.php?id=50459&open=ecm<br>http://factordb.com/index.php?id=28813&open=ecm<br>http://factordb.com/index.php?id=16871&open=ecm<br>http://factordb.com/index.php?id=9643&open=ecm<nowiki/>||http://factordb.com/index.php?showid=116315256993601&base=7<br>http://factordb.com/index.php?showid=207532837&base=7<br>http://factordb.com/index.php?showid=2882377&base=7<br>http://factordb.com/index.php?showid=134471&base=7<br>http://factordb.com/index.php?showid=91631&base=7<br>http://factordb.com/index.php?showid=62819&base=7<br>http://factordb.com/index.php?showid=50459&base=7<br>http://factordb.com/index.php?showid=28813&base=7<br>http://factordb.com/index.php?showid=16871&base=7<br>http://factordb.com/index.php?showid=9643&base=7<nowiki/>||0||–|| |- ||8||75||4₂₂₀7<br>5₁₃25<br>7₁₂1<br>77774₆1<br>74₇1<br>4₈1<br>5₅025<br>5550525<br>5500525<br>4₅77||221<br>15<br>13<br>11<br>9<br>9<br>8<br>7<br>7<br>7||200<br>14<br>12<br>10<br>9<br>8<br>8<br>7<br>7<br>7||(4×8²²¹+17)/7<br>(5×8¹⁵−173)/7<br>8¹³−7<br>(28669×8⁷−25)/7<br>(53×8⁸−25)/7<br>(4×8⁹−25)/7<br>(5×8⁸−2413)/7<br>1495381<br>1474901<br>(4×8⁷+185)/7||http://factordb.com/index.php?id=1100000000416605822&open=ecm<br>http://factordb.com/index.php?id=25131694349141&open=ecm<br>http://factordb.com/index.php?id=549755813881&open=ecm<br>http://factordb.com/index.php?id=8589035809&open=ecm<br>http://factordb.com/index.php?id=127027489&open=ecm<br>http://factordb.com/index.php?id=76695841&open=ecm<br>http://factordb.com/index.php?id=11983381&open=ecm<br>http://factordb.com/index.php?id=1495381&open=ecm<br>http://factordb.com/index.php?id=1474901&open=ecm<br>http://factordb.com/index.php?id=1198399&open=ecm<nowiki/>||http://factordb.com/index.php?showid=1100000000416605822&base=8<br>http://factordb.com/index.php?showid=25131694349141&base=8<br>http://factordb.com/index.php?showid=549755813881&base=8<br>http://factordb.com/index.php?showid=8589035809&base=8<br>http://factordb.com/index.php?showid=127027489&base=8<br>http://factordb.com/index.php?showid=76695841&base=8<br>http://factordb.com/index.php?showid=11983381&base=8<br>http://factordb.com/index.php?showid=1495381&base=8<br>http://factordb.com/index.php?showid=1474901&base=8<br>http://factordb.com/index.php?showid=1198399&base=8<nowiki/>||0||–|| |- ||9||151||30₁₁₅₈11<br>27₆₈₆07<br>76₃₂₉2<br>561₃₆<br>10₂₅57<br>30₂₀51<br>8₁₉335<br>727₁₅07<br>51₁₃61<br>10₁₁507||1161<br>689<br>331<br>38<br>28<br>23<br>22<br>19<br>16<br>15||1108<br>657<br>316<br>37<br>26<br>22<br>21<br>19<br>16<br>14||3×9¹¹⁶⁰+10<br>(23×9⁶⁸⁸−511)/8<br>(31×9³³⁰−19)/4<br>(409×9³⁶−1)/8<br>9²⁷+52<br>3×9²²+46<br>9²²−454<br>(527×9¹⁷−511)/8<br>(41×9¹⁵+359)/8<br>9¹⁴+412||http://factordb.com/index.php?id=1100000002376318423&open=prime<br>http://factordb.com/index.php?id=1100000002495467486&open=prime<br>http://factordb.com/index.php?id=1100000002359003642&open=prime<br>http://factordb.com/index.php?id=1100000001554010824&open=ecm<br>http://factordb.com/index.php?id=1100000002512830927&open=ecm<br>http://factordb.com/index.php?id=1100000000032261811&open=ecm<br>http://factordb.com/index.php?id=1100000002495736583&open=ecm<br>http://factordb.com/index.php?id=1100000003446800389&open=ecm<br>http://factordb.com/index.php?id=1055192051985121&open=ecm<br>http://factordb.com/index.php?id=22876792455373&open=ecm<nowiki/>||http://factordb.com/index.php?showid=1100000002376318423&base=9<br>http://factordb.com/index.php?showid=1100000002495467486&base=9<br>http://factordb.com/index.php?showid=1100000002359003642&base=9<br>http://factordb.com/index.php?showid=1100000001554010824&base=9<br>http://factordb.com/index.php?showid=1100000002512830927&base=9<br>http://factordb.com/index.php?showid=1100000000032261811&base=9<br>http://factordb.com/index.php?showid=1100000002495736583&base=9<br>http://factordb.com/index.php?showid=1100000003446800389&base=9<br>http://factordb.com/index.php?showid=1055192051985121&base=9<br>http://factordb.com/index.php?showid=22876792455373&base=9<nowiki/>||0||–|| |- ||10||77||50₂₈27<br>5₁₁1<br>805₅1<br>66600049<br>66000049<br>60₅49<br>220₅1<br>5200007<br>946669<br>666649||31<br>12<br>8<br>8<br>8<br>8<br>8<br>7<br>6<br>6||31<br>12<br>8<br>8<br>8<br>8<br>8<br>7<br>6<br>6||5×10³⁰+27<br>(5×10¹²−41)/9<br>(725×10⁶−41)/9<br>66600049<br>66000049<br>6×10⁷+49<br>22×10⁶+1<br>5200007<br>946669<br>666649||http://factordb.com/index.php?id=1100000000204142046&open=ecm<br>http://factordb.com/index.php?id=555555555551&open=ecm<br>http://factordb.com/index.php?id=80555551&open=ecm<br>http://factordb.com/index.php?id=66600049&open=ecm<br>http://factordb.com/index.php?id=66000049&open=ecm<br>http://factordb.com/index.php?id=60000049&open=ecm<br>http://factordb.com/index.php?id=22000001&open=ecm<br>http://factordb.com/index.php?id=5200007&open=ecm<br>http://factordb.com/index.php?id=946669&open=ecm<br>http://factordb.com/index.php?id=666649&open=ecm<nowiki/>||http://factordb.com/index.php?showid=1100000000204142046&base=10<br>http://factordb.com/index.php?showid=555555555551&base=10<br>http://factordb.com/index.php?showid=80555551&base=10<br>http://factordb.com/index.php?showid=66600049&base=10<br>http://factordb.com/index.php?showid=66000049&base=10<br>http://factordb.com/index.php?showid=60000049&base=10<br>http://factordb.com/index.php?showid=22000001&base=10<br>http://factordb.com/index.php?showid=5200007&base=10<br>http://factordb.com/index.php?showid=946669&base=10<br>http://factordb.com/index.php?showid=666649&base=10<nowiki/>||0||–|| |- ||11||1068||57₆₂₆₆₈<br>557₁₀₁₁<br>7₇₅₉44<br>A₇₁₃58<br>85₂₂₀05<br>507₂₀₆<br>5₁₆₁2A<br>50₁₂₆57<br>10₁₂₅51<br>326₁₂₂||62669<br>1013<br>761<br>715<br>223<br>208<br>163<br>129<br>128<br>124||65263<br>1055<br>793<br>745<br>233<br>217<br>170<br>134<br>133<br>129||(57×11⁶²⁶⁶⁸−7)/10<br>(607×11¹⁰¹¹−7)/10<br>(7×11⁷⁶¹−367)/10<br>11⁷¹⁵−58<br>(17×11²²²−111)/2<br>(557×11²⁰⁶−7)/10<br>(11¹⁶³−57)/2<br>5×11¹²⁸+62<br>11¹²⁷+56<br>(178×11¹²²−3)/5||http://factordb.com/index.php?id=1100000003573679860&open=prime<br>http://factordb.com/index.php?id=1100000002361376522&open=prime<br>http://factordb.com/index.php?id=1100000002505568840&open=prime<br>http://factordb.com/index.php?id=1100000003576826487&open=prime<br>http://factordb.com/index.php?id=1100000003576826769&open=ecm<br>http://factordb.com/index.php?id=1100000002518512744&open=ecm<br>http://factordb.com/index.php?id=1100000002391585327&open=ecm<br>http://factordb.com/index.php?id=1100000002632393378&open=ecm<br>http://factordb.com/index.php?id=1100000002391531300&open=ecm<br>http://factordb.com/index.php?id=1100000003576826781&open=ecm<nowiki/>||http://factordb.com/index.php?showid=1100000003573679860&base=11<br>http://factordb.com/index.php?showid=1100000002361376522&base=11<br>http://factordb.com/index.php?showid=1100000002505568840&base=11<br>http://factordb.com/index.php?showid=1100000003576826487&base=11<br>http://factordb.com/index.php?showid=1100000003576826769&base=11<br>http://factordb.com/index.php?showid=1100000002518512744&base=11<br>http://factordb.com/index.php?showid=1100000002391585327&base=11<br>http://factordb.com/index.php?showid=1100000002632393378&base=11<br>http://factordb.com/index.php?showid=1100000002391531300&base=11<br>http://factordb.com/index.php?showid=1100000003576826781&base=11<nowiki/>||0||–|| |- ||12||106||40₃₉77<br>B0₂₇9B<br>B₆99B<br>AA0₅1<br>B00099B<br>AAA0001<br>BBBAA1<br>A00065<br>44AAA1<br>BBBB1||42<br>30<br>9<br>8<br>7<br>7<br>6<br>6<br>6<br>5||45<br>33<br>10<br>9<br>8<br>8<br>7<br>7<br>7<br>6||4×12⁴¹+91<br>11×12²⁹+119<br>12⁹−313<br>130×12⁶+1<br>32847239<br>32555521<br>2985817<br>2488397<br>1097113<br>248821||http://factordb.com/index.php?id=1100000002375054575&open=ecm<br>http://factordb.com/index.php?id=1100000002354113100&open=ecm<br>http://factordb.com/index.php?id=5159780039&open=ecm<br>http://factordb.com/index.php?id=388177921&open=ecm<br>http://factordb.com/index.php?id=32847239&open=ecm<br>http://factordb.com/index.php?id=32555521&open=ecm<br>http://factordb.com/index.php?id=2985817&open=ecm<br>http://factordb.com/index.php?id=2488397&open=ecm<br>http://factordb.com/index.php?id=1097113&open=ecm<br>http://factordb.com/index.php?id=248821&open=ecm<nowiki/>||http://factordb.com/index.php?showid=1100000002375054575&base=12<br>http://factordb.com/index.php?showid=1100000002354113100&base=12<br>http://factordb.com/index.php?showid=5159780039&base=12<br>http://factordb.com/index.php?showid=388177921&base=12<br>http://factordb.com/index.php?showid=32847239&base=12<br>http://factordb.com/index.php?showid=32555521&base=12<br>http://factordb.com/index.php?showid=2985817&base=12<br>http://factordb.com/index.php?showid=2488397&base=12<br>http://factordb.com/index.php?showid=1097113&base=12<br>http://factordb.com/index.php?showid=248821&base=12<nowiki/>||0||–|| |- ||13||3197||A3₅₉₂₁₉₇A<br>95₁₉₇₄₂₀<br>80₃₂₀₁₇111<br>C5₂₃₇₅₅C<br>C₁₀₆₃₁92<br>B0₆₅₄₀BBA<br>390₆₂₆₆1<br>1770₂₇₀₃17<br>720₂₂₉₇2<br>930₁₅₅₁1||592199<br>197421<br>32021<br>23757<br>10633<br>6544<br>6269<br>2708<br>2300<br>1554||659677<br>219916<br>35670<br>26464<br>11845<br>7290<br>6983<br>3016<br>2562<br>1731||(41×13⁵⁹²¹⁹⁸+27)/4<br>(113×13¹⁹⁷⁴²⁰−5)/12<br>8×13³²⁰²⁰+183<br>(149×13²³⁷⁵⁶+79)/12<br>13¹⁰⁶³³−50<br>11×13⁶⁵⁴³+2012<br>48×13⁶²⁶⁷+1<br>267×13²⁷⁰⁵+20<br>93×13²²⁹⁸+2<br>120×13¹⁵⁵²+1||http://factordb.com/index.php?id=1100000005489162806&open=prime<br>http://factordb.com/index.php?id=1100000003943359311&open=prime<br>http://factordb.com/index.php?id=1100000000490878060&open=prime<br>http://factordb.com/index.php?id=1100000003590647776&open=prime<br>http://factordb.com/index.php?id=1100000003590493750&open=prime<br>http://factordb.com/index.php?id=1100000002616382906&open=prime<br>http://factordb.com/index.php?id=1100000000765961441&open=prime<br>http://factordb.com/index.php?id=1100000003590430825&open=prime<br>http://factordb.com/index.php?id=1100000002632396910&open=prime<br>http://factordb.com/index.php?id=1100000000765961452&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000005489162806&base=13<br>http://factordb.com/index.php?showid=1100000003943359311&base=13<br>http://factordb.com/index.php?showid=1100000000490878060&base=13<br>http://factordb.com/index.php?showid=1100000003590647776&base=13<br>http://factordb.com/index.php?showid=1100000003590493750&base=13<br>http://factordb.com/index.php?showid=1100000002616382906&base=13<br>http://factordb.com/index.php?showid=1100000000765961441&base=13<br>http://factordb.com/index.php?showid=1100000003590430825&base=13<br>http://factordb.com/index.php?showid=1100000002632396910&base=13<br>http://factordb.com/index.php?showid=1100000000765961452&base=13<nowiki/>||0||–|| |- ||14||650||4D₁₉₆₉₈<br>34D₇₀₈<br>8D₁₄₁85<br>8₈₆B<br>40₈₃49<br>8C₇₉3<br>18₇₉B<br>6B₇₇2B<br>4₆₃09<br>A₅₉3||19699<br>710<br>144<br>87<br>86<br>81<br>81<br>80<br>65<br>60||22578<br>814<br>165<br>100<br>99<br>93<br>92<br>92<br>74<br>69||5×14¹⁹⁶⁹⁸−1<br>47×14⁷⁰⁸−1<br>9×14¹⁴³−79<br>(8×14⁸⁷+31)/13<br>4×14⁸⁵+65<br>(116×14⁸⁰−129)/13<br>(21×14⁸⁰+31)/13<br>(89×14⁷⁹−1649)/13<br>(4×14⁶⁵−667)/13<br>(10×14⁶⁰−101)/13||http://factordb.com/index.php?id=1100000000884560233&open=prime<br>http://factordb.com/index.php?id=1100000001540144903&open=prime<br>http://factordb.com/index.php?id=1100000003575856650&open=ecm<br>http://factordb.com/index.php?id=1100000002321014379&open=ecm<br>http://factordb.com/index.php?id=1100000000823937973&open=ecm<br>http://factordb.com/index.php?id=1100000002631073246&open=ecm<br>http://factordb.com/index.php?id=1100000002384401372&open=ecm<br>http://factordb.com/index.php?id=1100000002631077787&open=ecm<br>http://factordb.com/index.php?id=1100000000840126683&open=ecm<br>http://factordb.com/index.php?id=1100000002321038522&open=ecm<nowiki/>||http://factordb.com/index.php?showid=1100000000884560233&base=14<br>http://factordb.com/index.php?showid=1100000001540144903&base=14<br>http://factordb.com/index.php?showid=1100000003575856650&base=14<br>http://factordb.com/index.php?showid=1100000002321014379&base=14<br>http://factordb.com/index.php?showid=1100000000823937973&base=14<br>http://factordb.com/index.php?showid=1100000002631073246&base=14<br>http://factordb.com/index.php?showid=1100000002384401372&base=14<br>http://factordb.com/index.php?showid=1100000002631077787&base=14<br>http://factordb.com/index.php?showid=1100000000840126683&base=14<br>http://factordb.com/index.php?showid=1100000002321038522&base=14<nowiki/>||0||–|| |- ||15||1284||7₁₅₅97<br>E₁₄₅397<br>96₁₀₄08<br>7₇₃CE<br>7₅₉CCE<br>50₃₃17<br>EB₃₁<br>6330₂₆1<br>7050₂₄B<br>B70₂₄1||157<br>148<br>107<br>75<br>62<br>36<br>32<br>30<br>28<br>27||185<br>175<br>126<br>88<br>73<br>42<br>38<br>35<br>33<br>32||(15¹⁵⁷+59)/2<br>15¹⁴⁸−2558<br>(66×15¹⁰⁶−619)/7<br>(15⁷⁵+163)/2<br>(15⁶²+2413)/2<br>5×15³⁵+22<br>(207×15³¹−11)/14<br>1398×15²⁷+1<br>1580×15²⁵+11<br>172×15²⁵+1||http://factordb.com/index.php?id=1100000002454891840&open=ecm<br>http://factordb.com/index.php?id=1100000002454900849&open=ecm<br>http://factordb.com/index.php?id=1100000000823937997&open=ecm<br>http://factordb.com/index.php?id=1100000003588407143&open=ecm<br>http://factordb.com/index.php?id=1100000003588407386&open=ecm<br>http://factordb.com/index.php?id=1100000002632398579&open=ecm<br>http://factordb.com/index.php?id=1100000002321033312&open=ecm<br>http://factordb.com/index.php?id=1100000002391199877&open=ecm<br>http://factordb.com/index.php?id=1100000003588407806&open=ecm<br>http://factordb.com/index.php?id=1100000000851967288&open=ecm<nowiki/>||http://factordb.com/index.php?showid=1100000002454891840&base=15<br>http://factordb.com/index.php?showid=1100000002454900849&base=15<br>http://factordb.com/index.php?showid=1100000000823937997&base=15<br>http://factordb.com/index.php?showid=1100000003588407143&base=15<br>http://factordb.com/index.php?showid=1100000003588407386&base=15<br>http://factordb.com/index.php?showid=1100000002632398579&base=15<br>http://factordb.com/index.php?showid=1100000002321033312&base=15<br>http://factordb.com/index.php?showid=1100000002391199877&base=15<br>http://factordb.com/index.php?showid=1100000003588407806&base=15<br>http://factordb.com/index.php?showid=1100000000851967288&base=15<nowiki/>||0||–|| |- ||16||2347||3₁₁₆₁₃₇AF<br>4₇₂₇₈₅DD<br>DB₃₂₂₃₄<br>D0B₁₇₈₀₄<br>5BC₃₇₀₀D<br>90₃₅₄₂91<br>300F₁₉₆₀AF<br>20₁₇₁₃321<br>F8₁₅₁₇F<br>FAF₁₀₆₂45||116139<br>72787<br>32235<br>17806<br>3703<br>3545<br>1965<br>1717<br>1519<br>1066||139845<br>87644<br>38815<br>21441<br>4459<br>4269<br>2366<br>2067<br>1830<br>1284||(16¹¹⁶¹³⁹+619)/5<br>(4×16⁷²⁷⁸⁷+2291)/15<br>(206×16³²²³⁴−11)/15<br>(3131×16¹⁷⁸⁰⁴−11)/15<br>(459×16³⁷⁰¹+1)/5<br>9×16³⁵⁴⁴+145<br>769×16¹⁹⁶²−81<br>2×16¹⁷¹⁶+801<br>(233×16¹⁵¹⁸+97)/15<br>251×16¹⁰⁶⁴−187||http://factordb.com/index.php?id=1100000003851731988&open=prime<br>http://factordb.com/index.php?id=1100000003615909841&open=prime<br>http://factordb.com/index.php?id=1100000002383583629&open=prime<br>http://factordb.com/index.php?id=1100000003589278511&open=prime<br>http://factordb.com/index.php?id=1100000000993764322&open=prime<br>http://factordb.com/index.php?id=1100000000633424191&open=prime<br>http://factordb.com/index.php?id=1100000003588368750&open=prime<br>http://factordb.com/index.php?id=1100000003588386735&open=prime<br>http://factordb.com/index.php?id=1100000000633744824&open=prime<br>http://factordb.com/index.php?id=1100000003588387610&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000003851731988&base=16<br>http://factordb.com/index.php?showid=1100000003615909841&base=16<br>http://factordb.com/index.php?showid=1100000002383583629&base=16<br>http://factordb.com/index.php?showid=1100000003589278511&base=16<br>http://factordb.com/index.php?showid=1100000000993764322&base=16<br>http://factordb.com/index.php?showid=1100000000633424191&base=16<br>http://factordb.com/index.php?showid=1100000003588368750&base=16<br>http://factordb.com/index.php?showid=1100000003588386735&base=16<br>http://factordb.com/index.php?showid=1100000000633744824&base=16<br>http://factordb.com/index.php?showid=1100000003588387610&base=16<nowiki/>||0||–|| |- ||17||10415~10427||95F₁₉₈₈₅₅<br>B0₁₈₉₀₈₃DB<br>F70₁₈₆₇₆₇1<br>970₁₆₆₀₄₇1<br>510₁₂₄₀₇₄D<br>49₁₁₁₃₃₃<br>B₆₇₁₀₃2E<br>570₅₁₃₁₀1<br>E9B₄₄₇₃₂<br>D0GD₃₇₀₉₆||198857<br>189086<br>186770<br>166050<br>124077<br>111334<br>67105<br>51313<br>44734<br>37099||244684<br>232661<br>229811<br>204316<br>152670<br>136991<br>82570<br>63138<br>55043<br>45649||(2543×17¹⁹⁸⁸⁵⁵−15)/16<br>11×17¹⁸⁹⁰⁸⁵+232<br>262×17¹⁸⁶⁷⁶⁸+1<br>160×17¹⁶⁶⁰⁴⁸+1<br>86×17¹²⁴⁰⁷⁵+13<br>(73×17¹¹¹³³³−9)/16<br>(11×17⁶⁷¹⁰⁵−2411)/16<br>92×17⁵¹³¹¹+1<br>(3963×17⁴⁴⁷³²−11)/16<br>(60381×17³⁷⁰⁹⁶−13)/16||http://factordb.com/index.php?id=1100000008610514108&open=prime<br>http://factordb.com/index.php?id=1100000008610515753&open=prime<br>http://factordb.com/index.php?id=1100000000765961429&open=prime<br>http://factordb.com/index.php?id=1100000000765961411&open=prime<br>http://factordb.com/index.php?id=1100000008610516879&open=prime<br>http://factordb.com/index.php?id=1100000000808118219&open=prime<br>http://factordb.com/index.php?id=1100000003993647842&open=prime<br>http://factordb.com/index.php?id=1100000000765961389&open=prime<br>http://factordb.com/index.php?id=1100000003883765450&open=prime<br>http://factordb.com/index.php?id=1100000003848346668&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000008610514108&base=17<br>http://factordb.com/index.php?showid=1100000008610515753&base=17<br>http://factordb.com/index.php?showid=1100000000765961429&base=17<br>http://factordb.com/index.php?showid=1100000000765961411&base=17<br>http://factordb.com/index.php?showid=1100000008610516879&base=17<br>http://factordb.com/index.php?showid=1100000000808118219&base=17<br>http://factordb.com/index.php?showid=1100000003993647842&base=17<br>http://factordb.com/index.php?showid=1100000000765961389&base=17<br>http://factordb.com/index.php?showid=1100000003883765450&base=17<br>http://factordb.com/index.php?showid=1100000003848346668&base=17<nowiki/>||12||200000|| |- ||18||549||C0₆₂₆₈C5<br>H₇₆₆FH<br>80₂₉₈B<br>C0₁₁₆F5<br>HD₉₃<br>GG0₃₀1<br>CF₃₀5<br>B₁₉6B<br>CCF₁₄5<br>7₁₄G7||6271<br>768<br>300<br>119<br>94<br>33<br>32<br>21<br>17<br>16||7872<br>965<br>377<br>150<br>118<br>42<br>41<br>27<br>22<br>20||12×18⁶²⁷⁰+221<br>18⁷⁶⁸−37<br>8×18²⁹⁹+11<br>12×18¹¹⁸+275<br>(302×18⁹³−13)/17<br>304×18³¹+1<br>(219×18³¹−185)/17<br>(11×18²¹−1541)/17<br>(3891×18¹⁵−185)/17<br>(7×18¹⁶+2747)/17||http://factordb.com/index.php?id=1100000003590442437&open=prime<br>http://factordb.com/index.php?id=1100000003590430490&open=prime<br>http://factordb.com/index.php?id=1100000002355574745&open=prime<br>http://factordb.com/index.php?id=1100000002632837015&open=ecm<br>http://factordb.com/index.php?id=1100000002321052894&open=ecm<br>http://factordb.com/index.php?id=1100000000819230161&open=ecm<br>http://factordb.com/index.php?id=1100000002631240657&open=ecm<br>http://factordb.com/index.php?id=1100000003590430474&open=ecm<br>http://factordb.com/index.php?id=1100000003590430470&open=ecm<br>http://factordb.com/index.php?id=1100000003590430465&open=ecm<nowiki/>||http://factordb.com/index.php?showid=1100000003590442437&base=18<br>http://factordb.com/index.php?showid=1100000003590430490&base=18<br>http://factordb.com/index.php?showid=1100000002355574745&base=18<br>http://factordb.com/index.php?showid=1100000002632837015&base=18<br>http://factordb.com/index.php?showid=1100000002321052894&base=18<br>http://factordb.com/index.php?showid=1100000000819230161&base=18<br>http://factordb.com/index.php?showid=1100000002631240657&base=18<br>http://factordb.com/index.php?showid=1100000003590430474&base=18<br>http://factordb.com/index.php?showid=1100000003590430470&base=18<br>http://factordb.com/index.php?showid=1100000003590430465&base=18<nowiki/>||0||–|| |- ||19||31417~31434||1E70₁₂₂₈₉₆1<br>40₁₂₁₈₄₆HB5<br>35₁₂₀₅₆₂<br>FH0H₁₁₂₆₅₉<br>FG6₁₁₀₉₈₄<br>H₈₆₂₉₁6<br>D90₇₃₀₄₆9<br>4F0₄₉₈₄₇6<br>2₄₈₂₂₄7<br>2₄₅₈₈₆7A||122900<br>121850<br>120563<br>112662<br>110986<br>86292<br>73049<br>49850<br>48225<br>45888||157158<br>155816<br>154170<br>144067<br>110347<br>141924<br>93412<br>63746<br>61667<br>58679||634×19¹²²⁸⁹⁷+1<br>4×19¹²¹⁸⁴⁹+6351<br>(59×19¹²⁰⁵⁶²−5)/18<br>(103301×19¹¹²⁶⁵⁹−17)/18<br>(904×19¹¹⁰⁹⁸⁴−1)/3<br>(17×19⁸⁶²⁹²−215)/18<br>256×19⁷³⁰⁴⁷+9<br>91×19⁴⁹⁸⁴⁸+6<br>(19⁴⁸²²⁵+44)/9<br>(19⁴⁵⁸⁸⁸+926)/9||http://factordb.com/index.php?id=1100000001582289581&open=prime<br>http://factordb.com/index.php?id=1100000008755307222&open=prime<br>http://factordb.com/index.php?id=1100000005513825027&open=prime<br>http://factordb.com/index.php?id=1100000008755311453&open=prime<br>http://factordb.com/index.php?id=1100000000808118212&open=prime<br>http://factordb.com/index.php?id=1100000004163040839&open=prime<br>http://factordb.com/index.php?id=1100000003998413751&open=prime<br>http://factordb.com/index.php?id=1100000000808118332&open=prime<br>http://factordb.com/index.php?id=1100000003949188041&open=prime<br>http://factordb.com/index.php?id=1100000003949189035&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000001582289581&base=19<br>http://factordb.com/index.php?showid=1100000008755307222&base=19<br>http://factordb.com/index.php?showid=1100000005513825027&base=19<br>http://factordb.com/index.php?showid=1100000008755311453&base=19<br>http://factordb.com/index.php?showid=1100000000808118212&base=19<br>http://factordb.com/index.php?showid=1100000004163040839&base=19<br>http://factordb.com/index.php?showid=1100000003998413751&base=19<br>http://factordb.com/index.php?showid=1100000000808118332&base=19<br>http://factordb.com/index.php?showid=1100000003949188041&base=19<br>http://factordb.com/index.php?showid=1100000003949189035&base=19<nowiki/>||17||200000|| |- ||20||3314||G0₆₂₆₉D<br>CD₂₄₄₉<br>50₁₁₆₃AJ<br>J₆₅₅05J<br>JCJ₆₂₉<br>E₅₆₆C7<br>3A₅₂₇3<br>G₄₄₇99<br>EC0₄₂₉7<br>40₃₈₇404B||6271<br>2450<br>1166<br>658<br>631<br>568<br>529<br>449<br>432<br>392||8159<br>3188<br>1517<br>857<br>821<br>739<br>688<br>585<br>562<br>510||16×20⁶²⁷⁰+13<br>(241×20²⁴⁴⁹−13)/19<br>5×20¹¹⁶⁵+219<br>20⁶⁵⁸−7881<br>393×20⁶²⁹−1<br>(14×20⁵⁶⁸−907)/19<br>(67×20⁵²⁸−143)/19<br>(16×20⁴⁴⁹−2809)/19<br>292×20⁴³⁰+7<br>4×20³⁹¹+32091||http://factordb.com/index.php?id=1100000003590539457&open=prime<br>http://factordb.com/index.php?id=1100000002325393915&open=prime<br>http://factordb.com/index.php?id=1100000003590502412&open=prime<br>http://factordb.com/index.php?id=1100000003590502490&open=prime<br>http://factordb.com/index.php?id=1100000001559454258&open=prime<br>http://factordb.com/index.php?id=1100000003590502516&open=prime<br>http://factordb.com/index.php?id=1100000003590502531&open=prime<br>http://factordb.com/index.php?id=1100000000840126753&open=prime<br>http://factordb.com/index.php?id=1100000002633348702&open=prime<br>http://factordb.com/index.php?id=1100000003590502563&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000003590539457&base=20<br>http://factordb.com/index.php?showid=1100000002325393915&base=20<br>http://factordb.com/index.php?showid=1100000003590502412&base=20<br>http://factordb.com/index.php?showid=1100000003590502490&base=20<br>http://factordb.com/index.php?showid=1100000001559454258&base=20<br>http://factordb.com/index.php?showid=1100000003590502516&base=20<br>http://factordb.com/index.php?showid=1100000003590502531&base=20<br>http://factordb.com/index.php?showid=1100000000840126753&base=20<br>http://factordb.com/index.php?showid=1100000002633348702&base=20<br>http://factordb.com/index.php?showid=1100000003590502563&base=20<nowiki/>||0||–|| |- ||21||13386~13394||27₁₈₄₄₉₉9D<br>F9₁₇₈₇₇₁D<br>2FC₁₁₂₀₂₂A<br>7₁₀₈₄₅₀ID<br>40₄₇₃₃₃9G<br>B90₄₅₀₁₉E5<br>HD₃₇₄₁₄<br>BD₃₅₀₂₇B<br>990₃₃₂₃₉99H<br>5₃₀₆₀₆FEK||184502<br>178773<br>112025<br>108452<br>47336<br>45023<br>37415<br>35029<br>33244<br>30609||243952<br>236377<br>148121<br>143397<br>62588<br>59531<br>49471<br>46316<br>43956<br>40472||(47×21¹⁸⁴⁵⁰¹+953)/20<br>(309×21¹⁷⁸⁷⁷²+71)/20<br>(288×21¹¹²⁰²³−13)/5<br>(7×21¹⁰⁸⁴⁵²+4733)/20<br>4×21⁴⁷³³⁵+205<br>240×21⁴⁵⁰²¹+299<br>(353×21³⁷⁴¹⁴−13)/20<br>(233×21³⁵⁰²⁸−53)/20<br>198×21³³²⁴²+4175<br>(21³⁰⁶⁰⁹+18455)/4||http://factordb.com/index.php?id=1100000008700600990&open=prime<br>http://factordb.com/index.php?id=1100000008700596669&open=prime<br>http://factordb.com/index.php?id=1100000008700593358&open=prime<br>http://factordb.com/index.php?id=1100000008700586183&open=prime<br>http://factordb.com/index.php?id=1100000000808118331&open=prime<br>http://factordb.com/index.php?id=1100000003996110311&open=prime<br>http://factordb.com/index.php?id=1100000003996110479&open=prime<br>http://factordb.com/index.php?id=1100000003996110718&open=prime<br>http://factordb.com/index.php?id=1100000003996110944&open=prime<br>http://factordb.com/index.php?id=1100000003996111130&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000008700600990&base=21<br>http://factordb.com/index.php?showid=1100000008700596669&base=21<br>http://factordb.com/index.php?showid=1100000008700593358&base=21<br>http://factordb.com/index.php?showid=1100000008700586183&base=21<br>http://factordb.com/index.php?showid=1100000000808118331&base=21<br>http://factordb.com/index.php?showid=1100000003996110311&base=21<br>http://factordb.com/index.php?showid=1100000003996110479&base=21<br>http://factordb.com/index.php?showid=1100000003996110718&base=21<br>http://factordb.com/index.php?showid=1100000003996110944&base=21<br>http://factordb.com/index.php?showid=1100000003996111130&base=21<nowiki/>||8||200000|| |- ||22||8003||BK₂₂₀₀₁5<br>7₃₈₁₅2L<br>L₂₃₈₅KE7<br>7₉₅₉K7<br>J0₇₆₇IGGJ<br>K0₇₆₀EC1<br>I₆₂₆AF<br>E60₄₉₆L<br>L₄₈₃G3<br>L0₄₅₄B63||22003<br>3817<br>2388<br>961<br>772<br>764<br>628<br>499<br>485<br>458||29538<br>5124<br>3206<br>1290<br>1037<br>1026<br>843<br>670<br>652<br>615||(251×22²²⁰⁰²−335)/21<br>(22³⁸¹⁷−289)/3<br>22²³⁸⁸−653<br>(22⁹⁶¹+857)/3<br>19×22⁷⁷¹+199779<br>20×22⁷⁶³+7041<br>(6×22⁶²⁸−1259)/7<br>314×22⁴⁹⁷+21<br>22⁴⁸⁵−129<br>21×22⁴⁵⁷+5459||http://factordb.com/index.php?id=1100000003594696838&open=prime<br>http://factordb.com/index.php?id=1100000003591359839&open=prime<br>http://factordb.com/index.php?id=1100000003591360774&open=prime<br>http://factordb.com/index.php?id=1100000003591361817&open=prime<br>http://factordb.com/index.php?id=1100000003591362567&open=prime<br>http://factordb.com/index.php?id=1100000000632724415&open=prime<br>http://factordb.com/index.php?id=1100000000632724334&open=prime<br>http://factordb.com/index.php?id=1100000000632703239&open=prime<br>http://factordb.com/index.php?id=1100000003591364730&open=prime<br>http://factordb.com/index.php?id=1100000003591365331&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000003594696838&base=22<br>http://factordb.com/index.php?showid=1100000003591359839&base=22<br>http://factordb.com/index.php?showid=1100000003591360774&base=22<br>http://factordb.com/index.php?showid=1100000003591361817&base=22<br>http://factordb.com/index.php?showid=1100000003591362567&base=22<br>http://factordb.com/index.php?showid=1100000000632724415&base=22<br>http://factordb.com/index.php?showid=1100000000632724334&base=22<br>http://factordb.com/index.php?showid=1100000000632703239&base=22<br>http://factordb.com/index.php?showid=1100000003591364730&base=22<br>http://factordb.com/index.php?showid=1100000003591365331&base=22<nowiki/>||0||–|| |- ||23||65178~65265||B0₉₃₀₄₆FB<br>L₈₆₄₄₄D<br>AJ₈₁₀₆₅4<br>20₇₃₅₆₀98<br>J₆₈₂₁₇G4<br>D70₆₆₇₇₀B<br>5F₆₂₃₄₀6<br>A7M7₆₁₅₃₂<br>B30₆₁₁₃₆5<br>EJ₅₂₁₆₉||93049<br>86445<br>81067<br>73563<br>68219<br>66773<br>62342<br>61535<br>61139<br>52170||126708<br>117715<br>110391<br>100172<br>92896<br>90927<br>84893<br>83794<br>83255<br>71042||11×23⁹³⁰⁴⁸+356<br>(21×23⁸⁶⁴⁴⁵−197)/22<br>(239×23⁸¹⁰⁶⁶−349)/22<br>2×23⁷³⁵⁶²+215<br>(19×23⁶⁸²¹⁹−1867)/22<br>306×23⁶⁶⁷⁷¹+11<br>(125×23⁶²³⁴¹−213)/22<br>(120413×23⁶¹⁵³²−7)/22<br>256×23⁶¹¹³⁷+5<br>(327×23⁵²¹⁶⁹−19)/22||http://factordb.com/index.php?id=1100000004691540361&open=prime<br>http://factordb.com/index.php?id=1100000004691546739&open=prime<br>http://factordb.com/index.php?id=1100000004691548070&open=prime<br>http://factordb.com/index.php?id=1100000004691548569&open=prime<br>http://factordb.com/index.php?id=1100000004691549462&open=prime<br>http://factordb.com/index.php?id=1100000004691549803&open=prime<br>http://factordb.com/index.php?id=1100000004691551005&open=prime<br>http://factordb.com/index.php?id=1100000004691556967&open=prime<br>http://factordb.com/index.php?id=1100000004691557254&open=prime<br>http://factordb.com/index.php?id=1100000004691557548&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000004691540361&base=23<br>http://factordb.com/index.php?showid=1100000004691546739&base=23<br>http://factordb.com/index.php?showid=1100000004691548070&base=23<br>http://factordb.com/index.php?showid=1100000004691548569&base=23<br>http://factordb.com/index.php?showid=1100000004691549462&base=23<br>http://factordb.com/index.php?showid=1100000004691549803&base=23<br>http://factordb.com/index.php?showid=1100000004691551005&base=23<br>http://factordb.com/index.php?showid=1100000004691556967&base=23<br>http://factordb.com/index.php?showid=1100000004691557254&base=23<br>http://factordb.com/index.php?showid=1100000004691557548&base=23<nowiki/>||87||100000|| |- ||24||3409||N00N₈₁₂₉LN<br>88N₅₉₅₁<br>A0₂₉₅₁8ID<br>D₂₆₉₈LD<br>N₂₆₄₄LLN<br>BC0₃₃₁B<br>20₃₁₃7<br>C7₂₉₈<br>D0₂₅₉KKD<br>I0₂₄₁I5||8134<br>5953<br>2955<br>2700<br>2647<br>334<br>315<br>299<br>263<br>244||11227<br>8216<br>4079<br>3727<br>3654<br>461<br>434<br>413<br>363<br>337||13249×24⁸¹³¹−49<br>201×24⁵⁹⁵¹−1<br>10×24²⁹⁵⁴+5053<br>(13×24²⁷⁰⁰+4403)/23<br>24²⁶⁴⁷−1201<br>276×24³³²+11<br>2×24³¹⁴+7<br>(283×24²⁹⁸−7)/23<br>13×24²⁶²+12013<br>18×24²⁴³+437||http://factordb.com/index.php?id=1100000003593391606&open=prime<br>http://factordb.com/index.php?id=1100000003593275880&open=prime<br>http://factordb.com/index.php?id=1100000003593269654&open=prime<br>http://factordb.com/index.php?id=1100000003593269876&open=prime<br>http://factordb.com/index.php?id=1100000003593270089&open=prime<br>http://factordb.com/index.php?id=1100000002633359842&open=prime<br>http://factordb.com/index.php?id=1100000002355610241&open=prime<br>http://factordb.com/index.php?id=1100000002326181235&open=prime<br>http://factordb.com/index.php?id=1100000003593270725&open=prime<br>http://factordb.com/index.php?id=1100000002633360037&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000003593391606&base=24<br>http://factordb.com/index.php?showid=1100000003593275880&base=24<br>http://factordb.com/index.php?showid=1100000003593269654&base=24<br>http://factordb.com/index.php?showid=1100000003593269876&base=24<br>http://factordb.com/index.php?showid=1100000003593270089&base=24<br>http://factordb.com/index.php?showid=1100000002633359842&base=24<br>http://factordb.com/index.php?showid=1100000002355610241&base=24<br>http://factordb.com/index.php?showid=1100000002326181235&base=24<br>http://factordb.com/index.php?showid=1100000003593270725&base=24<br>http://factordb.com/index.php?showid=1100000002633360037&base=24<nowiki/>||0||–|| |- ||25||133639~133724||E₉₈₃₉₆FOO<br>1J710₉₆₂₇₂1<br>NB0₈₅₅₉₈5NH<br>D70₈₁₅₈₁JJ7<br>F0₈₀₀₅₄HL<br>J010₇₅₉₄₃E7<br>K₆₇₇₇₁5I<br>LO₆₆₃₇₇KC<br>KJD0₆₃₃₉₉1<br>70₆₀₈₉₂D711||98399<br>96277<br>85603<br>81586<br>80057<br>75948<br>67773<br>66380<br>63403<br>60897||137556<br>134589<br>119668<br>114053<br>111915<br>106171<br>94743<br>92796<br>88634<br>85130||(7×25⁹⁸³⁹⁹+10613)/12<br>27676×25⁹⁶²⁷³+1<br>586×25⁸⁵⁶⁰¹+3717<br>332×25⁸¹⁵⁸⁴+12357<br>15×25⁸⁰⁰⁵⁶+446<br>11876×25⁷⁵⁹⁴⁵+357<br>(5×25⁶⁷⁷⁷³−2267)/6<br>22×25⁶⁶³⁷⁹−113<br>12988×25⁶³⁴⁰⁰+1<br>7×25⁶⁰⁸⁹⁶+207526||http://factordb.com/index.php?id=1100000000808118215&open=prime<br>http://factordb.com/index.php?id=1100000003983674902&open=prime<br>http://factordb.com/index.php?id=1100000004909706420&open=prime<br>http://factordb.com/index.php?id=1100000004909733266&open=prime<br>http://factordb.com/index.php?id=1100000004909750102&open=prime<br>http://factordb.com/index.php?id=1100000004909770736&open=prime<br>http://factordb.com/index.php?id=1100000004586986394&open=prime<br>http://factordb.com/index.php?id=1100000000808118270&open=prime<br>http://factordb.com/index.php?id=1100000004586986664&open=prime<br>http://factordb.com/index.php?id=1100000004586986798&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000000808118215&base=25<br>http://factordb.com/index.php?showid=1100000003983674902&base=25<br>http://factordb.com/index.php?showid=1100000004909706420&base=25<br>http://factordb.com/index.php?showid=1100000004909733266&base=25<br>http://factordb.com/index.php?showid=1100000004909750102&base=25<br>http://factordb.com/index.php?showid=1100000004909770736&base=25<br>http://factordb.com/index.php?showid=1100000004586986394&base=25<br>http://factordb.com/index.php?showid=1100000000808118270&base=25<br>http://factordb.com/index.php?showid=1100000004586986664&base=25<br>http://factordb.com/index.php?showid=1100000004586986798&base=25<nowiki/>||85||100000|| |- ||26||25256~25259||85M₁₉₇₀₆₀B<br>M0₆₁₁₈₆2BB<br>J0₄₄₃₀₃KCB<br>6K₂₃₃₀₀5<br>LD0₂₀₉₇₅7<br>7₂₀₂₇₉OL<br>5₁₉₃₉₁6F<br>9GDK₁₅₉₂₀P<br>M₈₇₇₂P<br>K0₄₃₆₄I5||197063<br>61190<br>44307<br>23302<br>20978<br>20281<br>19393<br>15924<br>8773<br>4367||278839<br>86583<br>62694<br>32972<br>29684<br>28697<br>27440<br>22532<br>12414<br>6180||(5347×26¹⁹⁷⁰⁶¹−297)/25<br>22×26⁶¹¹⁸⁹+1649<br>19×26⁴⁴³⁰⁶+13843<br>(34×26²³³⁰¹−79)/5<br>559×26²⁰⁹⁷⁶+7<br>(7×26²⁰²⁸¹+11393)/25<br>(26¹⁹³⁹³+179)/5<br>(32569×26¹⁵⁹²¹+21)/5<br>(22×26⁸⁷⁷³+53)/25<br>20×26⁴³⁶⁶+473||http://factordb.com/index.php?id=1100000008573990023&open=prime<br>http://factordb.com/index.php?id=1100000003968169875&open=prime<br>http://factordb.com/index.php?id=1100000003968156595&open=prime<br>http://factordb.com/index.php?id=1100000003892628745&open=prime<br>http://factordb.com/index.php?id=1100000003892628658&open=prime<br>http://factordb.com/index.php?id=1100000003892628605&open=prime<br>http://factordb.com/index.php?id=1100000003850151202&open=prime<br>http://factordb.com/index.php?id=1100000003850155316&open=prime<br>http://factordb.com/index.php?id=1100000000758011195&open=prime<br>http://factordb.com/index.php?id=1100000002634136508&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000008573990023&base=26<br>http://factordb.com/index.php?showid=1100000003968169875&base=26<br>http://factordb.com/index.php?showid=1100000003968156595&base=26<br>http://factordb.com/index.php?showid=1100000003892628745&base=26<br>http://factordb.com/index.php?showid=1100000003892628658&base=26<br>http://factordb.com/index.php?showid=1100000003892628605&base=26<br>http://factordb.com/index.php?showid=1100000003850151202&base=26<br>http://factordb.com/index.php?showid=1100000003850155316&base=26<br>http://factordb.com/index.php?showid=1100000000758011195&base=26<br>http://factordb.com/index.php?showid=1100000002634136508&base=26<nowiki/>||3||200000|| |- ||27||102852~102896||CA0F₈₈₈₈₃A<br>GNN0₇₈₇₉₅N<br>O44L₆₆₀₁₆7<br>NJ0₆₄₃₆₉H<br>ME₄₉₆₄₀9G<br>PH0₄₇₈₉₀1<br>QF₄₇₁₆₅AF5<br>J0₄₀₇₉₁PD<br>510₃₉₁₆₄I07<br>NGN0₃₆₃₂₉N||88887<br>78799<br>66020<br>64372<br>49643<br>47893<br>47169<br>40794<br>39169<br>36333||127230<br>112790<br>94499<br>92140<br>71058<br>68553<br>67516<br>58391<br>56065<br>52006||(234483×27⁸⁸⁸⁸⁴−145)/26<br>12308×27⁷⁸⁷⁹⁶+23<br>(457829×27⁶⁶⁰¹⁷−385)/26<br>640×27⁶⁴³⁷⁰+17<br>(293×27⁴⁹⁶⁴²−1736)/13<br>692×27⁴⁷⁸⁹¹+1<br>(691×27⁴⁷¹⁶⁸−95045)/26<br>19×27⁴⁰⁷⁹³+688<br>136×27³⁹¹⁶⁷+13129<br>17222×27³⁶³³⁰+23||http://factordb.com/index.php?id=1100000000808118233&open=prime<br>http://factordb.com/index.php?id=1100000004681348398&open=prime<br>http://factordb.com/index.php?id=1100000004374140861&open=prime<br>http://factordb.com/index.php?id=1100000004374138999&open=prime<br>http://factordb.com/index.php?id=1100000000819229859&open=prime<br>http://factordb.com/index.php?id=1100000004102754118&open=prime<br>http://factordb.com/index.php?id=1100000004102755880&open=prime<br>http://factordb.com/index.php?id=1100000004102758254&open=prime<br>http://factordb.com/index.php?id=1100000004102875088&open=prime<br>http://factordb.com/index.php?id=1100000004103372866&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000000808118233&base=27<br>http://factordb.com/index.php?showid=1100000004681348398&base=27<br>http://factordb.com/index.php?showid=1100000004374140861&base=27<br>http://factordb.com/index.php?showid=1100000004374138999&base=27<br>http://factordb.com/index.php?showid=1100000000819229859&base=27<br>http://factordb.com/index.php?showid=1100000004102754118&base=27<br>http://factordb.com/index.php?showid=1100000004102755880&base=27<br>http://factordb.com/index.php?showid=1100000004102758254&base=27<br>http://factordb.com/index.php?showid=1100000004102875088&base=27<br>http://factordb.com/index.php?showid=1100000004103372866&base=27<nowiki/>||44||100000|| |- ||28||25528~25529||O4O₉₄₅₃₅9<br>5OA₃₁₂₃₈F<br>N6₂₄₀₅₁LR<br>D0₅₂₆₇77D<br>QO₄₂₃₉69<br>5₃₇₄₆8P<br>G0₁₈₉₉AN<br>A₁₄₂₃6F<br>5I₁₃₇₀F<br>5₁₃₃₂P8P||94538<br>31241<br>24054<br>5271<br>4242<br>3748<br>1902<br>1425<br>1372<br>1335||136812<br>45210<br>34810<br>7628<br>6139<br>5424<br>2753<br>2062<br>1985<br>1932||(6092×28⁹⁴⁵³⁶−143)/9<br>(4438×28³¹²³⁹+125)/27<br>(209×28²⁴⁰⁵³+3967)/9<br>13×28⁵²⁷⁰+5697<br>(242×28⁴²⁴¹−4679)/9<br>(5×28³⁷⁴⁸+2803)/27<br>16×28¹⁹⁰¹+303<br>(10×28¹⁴²⁵−2899)/27<br>(17×28¹³⁷¹−11)/3<br>(5×28¹³³⁵+426163)/27||http://factordb.com/index.php?id=1100000000808118231&open=prime<br>http://factordb.com/index.php?id=1100000003880455200&open=prime<br>http://factordb.com/index.php?id=1100000003879667576&open=prime<br>http://factordb.com/index.php?id=1100000003850151420&open=prime<br>http://factordb.com/index.php?id=1100000000840839934&open=prime<br>http://factordb.com/index.php?id=1100000003850161974&open=prime<br>http://factordb.com/index.php?id=1100000003850161973&open=prime<br>http://factordb.com/index.php?id=1100000000840839947&open=prime<br>http://factordb.com/index.php?id=1100000003850161972&open=prime<br>http://factordb.com/index.php?id=1100000003850161965&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000000808118231&base=28<br>http://factordb.com/index.php?showid=1100000003880455200&base=28<br>http://factordb.com/index.php?showid=1100000003879667576&base=28<br>http://factordb.com/index.php?showid=1100000003850151420&base=28<br>http://factordb.com/index.php?showid=1100000000840839934&base=28<br>http://factordb.com/index.php?showid=1100000003850161974&base=28<br>http://factordb.com/index.php?showid=1100000003850161973&base=28<br>http://factordb.com/index.php?showid=1100000000840839947&base=28<br>http://factordb.com/index.php?showid=1100000003850161972&base=28<br>http://factordb.com/index.php?showid=1100000003850161965&base=28<nowiki/>||1||900000|| |- ||29||355242~355367||830₉₉₃₇₇4<br>GP5J₉₄₉₃₅<br>P05J₉₀₂₈₉<br>BBD0₈₈₈₈₈PB<br>8B₈₅₃₃₃G<br>L0₈₁₅₇₁5955<br>E0₇₇₃₇₂L7B<br>LPC₇₅₁₅₁9<br>JR0₇₄₆₂₂7<br>B₇₄₅₀₁0RP||99380<br>94938<br>90292<br>88893<br>85335<br>81576<br>77376<br>75154<br>74625<br>74504||145333<br>138837<br>132043<br>129997<br>124794<br>119297<br>113155<br>109905<br>109132<br>108955||235×29⁹⁹³⁷⁸+4<br>(397227×29⁹⁴⁹³⁵−19)/28<br>(588859×29⁹⁰²⁸⁹−19)/28<br>9583×29⁸⁸⁸⁹⁰+736<br>(235×29⁸⁵³³⁴+129)/14<br>21×29⁸¹⁵⁷⁵+129664<br>14×29⁷⁷³⁷⁵+17875<br>(4441×29⁷⁵¹⁵²−24)/7<br>578×29⁷⁴⁶²³+7<br>(11×29⁷⁴⁵⁰⁴−245655)/28||http://factordb.com/index.php?id=1100000008253882372&open=prime<br>http://factordb.com/index.php?id=1100000008253893542&open=prime<br>http://factordb.com/index.php?id=1100000008253899083&open=prime<br>http://factordb.com/index.php?id=1100000008253909183&open=prime<br>http://factordb.com/index.php?id=1100000008253921388&open=prime<br>http://factordb.com/index.php?id=1100000008253925955&open=prime<br>http://factordb.com/index.php?id=1100000008253931446&open=prime<br>http://factordb.com/index.php?id=1100000000808118236&open=prime<br>http://factordb.com/index.php?id=1100000008253934219&open=prime<br>http://factordb.com/index.php?id=1100000008253936120&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000008253882372&base=29<br>http://factordb.com/index.php?showid=1100000008253893542&base=29<br>http://factordb.com/index.php?showid=1100000008253899083&base=29<br>http://factordb.com/index.php?showid=1100000008253909183&base=29<br>http://factordb.com/index.php?showid=1100000008253921388&base=29<br>http://factordb.com/index.php?showid=1100000008253925955&base=29<br>http://factordb.com/index.php?showid=1100000008253931446&base=29<br>http://factordb.com/index.php?showid=1100000000808118236&base=29<br>http://factordb.com/index.php?showid=1100000008253934219&base=29<br>http://factordb.com/index.php?showid=1100000008253936120&base=29<nowiki/>||125||100000|| |- ||30||2619||OT₃₄₂₀₅<br>I0₂₄₆₀₈D<br>5₄₈₈₂J<br>C0₁₀₂₂1<br>M0₅₄₇SS7<br>M₂₄₁QB<br>AN₂₀₆<br>50₁₆₄B<br>J₁₅₃QJ<br>J₉₄QQJ||34206<br>24610<br>4883<br>1024<br>551<br>243<br>207<br>166<br>155<br>97||50527<br>36352<br>7213<br>1513<br>814<br>359<br>306<br>245<br>229<br>144||25×30³⁴²⁰⁵−1<br>18×30²⁴⁶⁰⁹+13<br>(5×30⁴⁸⁸³+401)/29<br>12×30¹⁰²³+1<br>22×30⁵⁵⁰+26047<br>(22×30²⁴³+3139)/29<br>(313×30²⁰⁶−23)/29<br>5×30¹⁶⁵+11<br>(19×30¹⁵⁵+6071)/29<br>(19×30⁹⁷+188771)/29||http://factordb.com/index.php?id=1100000000800812865&open=prime<br>http://factordb.com/index.php?id=1100000003593967511&open=prime<br>http://factordb.com/index.php?id=1100000002327649423&open=prime<br>http://factordb.com/index.php?id=1100000000785448736&open=prime<br>http://factordb.com/index.php?id=1100000003593407988&open=prime<br>http://factordb.com/index.php?id=1100000003593408295&open=prime<br>http://factordb.com/index.php?id=1100000002327651073&open=prime<br>http://factordb.com/index.php?id=1100000002356282476&open=ecm<br>http://factordb.com/index.php?id=1100000003593409109&open=ecm<br>http://factordb.com/index.php?id=1100000003593409165&open=ecm<nowiki/>||http://factordb.com/index.php?showid=1100000000800812865&base=30<br>http://factordb.com/index.php?showid=1100000003593967511&base=30<br>http://factordb.com/index.php?showid=1100000002327649423&base=30<br>http://factordb.com/index.php?showid=1100000000785448736&base=30<br>http://factordb.com/index.php?showid=1100000003593407988&base=30<br>http://factordb.com/index.php?showid=1100000003593408295&base=30<br>http://factordb.com/index.php?showid=1100000002327651073&base=30<br>http://factordb.com/index.php?showid=1100000002356282476&base=30<br>http://factordb.com/index.php?showid=1100000003593409109&base=30<br>http://factordb.com/index.php?showid=1100000003593409165&base=30<nowiki/>||0||–|| |- ||31||569323~569400||2IIF₉₁₈₀₅<br>B0₈₈₃₀₉APO9<br>J0T₇₇₅₁₆<br>J090₇₇₁₂₈NNN<br>D₆₉₈₆₁QO<br>9MH0₆₈₆₃₇D<br>J₆₇₁₆₂D<br>N0₆₆₉₇₁32P<br>DDDQ0₆₄₀₈₈TD<br>U₆₃₈₆₁CM3||91808<br>88314<br>77518<br>77134<br>69863<br>68641<br>67163<br>66975<br>64094<br>63864||136918<br>131708<br>115608<br>115035<br>104191<br>102369<br>100165<br>99884<br>95587<br>95245||(4997×31⁹¹⁸⁰⁵−1)/2<br>11×31⁸⁸³¹³+322688<br>(17699×31⁷⁷⁵¹⁶−29)/30<br>18268×31⁷⁷¹³¹+22839<br>(13×31⁶⁹⁸⁶³+12407)/30<br>9348×31⁶⁸⁶³⁸+13<br>(19×31⁶⁷¹⁶³−199)/30<br>23×31⁶⁶⁹⁷⁴+2970<br>400205×31⁶⁴⁰⁹⁰+912<br>31⁶³⁸⁶⁴−17574||http://factordb.com/index.php?id=1100000007050395732&open=prime<br>http://factordb.com/index.php?id=1100000007050397309&open=prime<br>http://factordb.com/index.php?id=1100000007050398940&open=prime<br>http://factordb.com/index.php?id=1100000007050400178&open=prime<br>http://factordb.com/index.php?id=1100000006965878559&open=prime<br>http://factordb.com/index.php?id=1100000006965875678&open=prime<br>http://factordb.com/index.php?id=1100000006965873668&open=prime<br>http://factordb.com/index.php?id=1100000006965870538&open=prime<br>http://factordb.com/index.php?id=1100000006965868103&open=prime<br>http://factordb.com/index.php?id=1100000006965865343&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000007050395732&base=31<br>http://factordb.com/index.php?showid=1100000007050397309&base=31<br>http://factordb.com/index.php?showid=1100000007050398940&base=31<br>http://factordb.com/index.php?showid=1100000007050400178&base=31<br>http://factordb.com/index.php?showid=1100000006965878559&base=31<br>http://factordb.com/index.php?showid=1100000006965875678&base=31<br>http://factordb.com/index.php?showid=1100000006965873668&base=31<br>http://factordb.com/index.php?showid=1100000006965870538&base=31<br>http://factordb.com/index.php?showid=1100000006965868103&base=31<br>http://factordb.com/index.php?showid=1100000006965865343&base=31<nowiki/>||77||100000|| |- ||32||168882~169002||V₉₉₅₈₃63<br>6₈₉₀₇₄AF<br>8₇₇₇₀₀H<br>Q₇₇₄₀₁EQQQ3<br>8₇₇₂₄₉3<br>JM₇₆₀₂₈L<br>E₇₂₉₁₉IL<br>B0₆₇₆₈₀CB<br>GK₆₆₀₇₆F<br>KN₆₅₀₂₂||99585<br>89076<br>77701<br>77406<br>77250<br>76030<br>72921<br>67683<br>66078<br>65023||149891<br>134073<br>116952<br>116508<br>116273<br>114437<br>109757<br>101873<br>99458<br>97870||32⁹⁹⁵⁸⁵−829<br>(6×32⁸⁹⁰⁷⁶+4241)/31<br>(8×32⁷⁷⁷⁰¹+271)/31<br>(26×32⁷⁷⁴⁰⁶−390071011)/31<br>(8×32⁷⁷²⁵⁰−163)/31<br>(611×32⁷⁶⁰²⁹−53)/31<br>(14×32⁷²⁹²¹+4171)/31<br>11×32⁶⁷⁶⁸²+395<br>(516×32⁶⁶⁰⁷⁷−175)/31<br>(643×32⁶⁵⁰²²−23)/31||http://factordb.com/index.php?id=1100000005514892191&open=prime<br>http://factordb.com/index.php?id=1100000005514897129&open=prime<br>http://factordb.com/index.php?id=1100000005514901700&open=prime<br>http://factordb.com/index.php?id=1100000005514915338&open=prime<br>http://factordb.com/index.php?id=1100000005514918574&open=prime<br>http://factordb.com/index.php?id=1100000005514922523&open=prime<br>http://factordb.com/index.php?id=1100000004591654373&open=prime<br>http://factordb.com/index.php?id=1100000004591654467&open=prime<br>http://factordb.com/index.php?id=1100000004591654632&open=prime<br>http://factordb.com/index.php?id=1100000004591654952&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000005514892191&base=32<br>http://factordb.com/index.php?showid=1100000005514897129&base=32<br>http://factordb.com/index.php?showid=1100000005514901700&base=32<br>http://factordb.com/index.php?showid=1100000005514915338&base=32<br>http://factordb.com/index.php?showid=1100000005514918574&base=32<br>http://factordb.com/index.php?showid=1100000005514922523&base=32<br>http://factordb.com/index.php?showid=1100000004591654373&base=32<br>http://factordb.com/index.php?showid=1100000004591654467&base=32<br>http://factordb.com/index.php?showid=1100000004591654632&base=32<br>http://factordb.com/index.php?showid=1100000004591654952&base=32<nowiki/>||120||100000|| |- ||33||280012~280093||DP₉₅₀₉₃M5<br>HJ0₉₄₂₉₅J<br>90₉₃₅₉₇Q<br>9F0₉₃₁₅₇N<br>7₈₉₄₄₉333H<br>K3₈₀₇₅₁6K<br>D₈₀₁₀₇9UD<br>VFU₇₂₂₀₄FK<br>J₆₈₇₁₅2BJ<br>DF0₆₈₃₆₇J||95096<br>94298<br>93599<br>93160<br>89453<br>80754<br>80110<br>72208<br>68718<br>68370||144405<br>143193<br>142131<br>141465<br>135835<br>122626<br>121648<br>109649<br>104350<br>103821||(441×33⁹⁵⁰⁹⁵−3833)/32<br>580×33⁹⁴²⁹⁶+19<br>9×33⁹³⁵⁹⁸+26<br>312×33⁹³¹⁵⁸+23<br>(7×33⁸⁹⁴⁵³−4743239)/32<br>(643×33⁸⁰⁷⁵³+3709)/32<br>(13×33⁸⁰¹¹⁰−121453)/32<br>(16623×33⁷²²⁰⁶−8095)/16<br>(19×33⁶⁸⁷¹⁸−600883)/32<br>444×33⁶⁸³⁶⁸+19||http://factordb.com/index.php?id=1100000005652348775&open=prime<br>http://factordb.com/index.php?id=1100000005652362811&open=prime<br>http://factordb.com/index.php?id=1100000005652375073&open=prime<br>http://factordb.com/index.php?id=1100000005652389776&open=prime<br>http://factordb.com/index.php?id=1100000005652430746&open=prime<br>http://factordb.com/index.php?id=1100000005652446200&open=prime<br>http://factordb.com/index.php?id=1100000005652461592&open=prime<br>http://factordb.com/index.php?id=1100000004614764298&open=prime<br>http://factordb.com/index.php?id=1100000004614770536&open=prime<br>http://factordb.com/index.php?id=1100000004614784274&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000005652348775&base=33<br>http://factordb.com/index.php?showid=1100000005652362811&base=33<br>http://factordb.com/index.php?showid=1100000005652375073&base=33<br>http://factordb.com/index.php?showid=1100000005652389776&base=33<br>http://factordb.com/index.php?showid=1100000005652430746&base=33<br>http://factordb.com/index.php?showid=1100000005652446200&base=33<br>http://factordb.com/index.php?showid=1100000005652461592&base=33<br>http://factordb.com/index.php?showid=1100000004614764298&base=33<br>http://factordb.com/index.php?showid=1100000004614770536&base=33<br>http://factordb.com/index.php?showid=1100000004614784274&base=33<nowiki/>||81||100000|| |- ||34||184785~184832||GFGC₉₉₉₉₆5<br>90₉₇₉₅₀FJ<br>NM0₈₅₂₁₈KX<br>F₈₃₁₈₉H2HP<br>P₇₉₄₄₁444P<br>6₇₇₀₂₇8X<br>XQIQ₇₂₂₄₁D<br>T₆₆₅₃₀IF<br>4₆₆₁₅₂B<br>2EEC₆₆₀₃₉7||100000<br>97953<br>85222<br>83193<br>79445<br>77029<br>72245<br>66532<br>66153<br>66043||153148<br>150013<br>130516<br>127408<br>121669<br>117968<br>110642<br>101893<br>101312<br>101143||(209246×34⁹⁹⁹⁹⁷−81)/11<br>9×34⁹⁷⁹⁵²+529<br>804×34⁸⁵²²⁰+713<br>(5×34⁸³¹⁹³+700233)/11<br>(25×34⁷⁹⁴⁴⁵−28062367)/33<br>(2×34⁷⁷⁰²⁹+1043)/11<br>(1288676×34⁷²²⁴²−455)/33<br>(29×34⁶⁶⁵³²−12833)/33<br>(4×34⁶⁶¹⁵³+227)/33<br>(30826×34⁶⁶⁰⁴⁰−59)/11||http://factordb.com/index.php?id=1100000004702891268&open=prime<br>http://factordb.com/index.php?id=1100000004702894713&open=prime<br>http://factordb.com/index.php?id=1100000004702900996&open=prime<br>http://factordb.com/index.php?id=1100000004702910376&open=prime<br>http://factordb.com/index.php?id=1100000004702913746&open=prime<br>http://factordb.com/index.php?id=1100000004702918600&open=prime<br>http://factordb.com/index.php?id=1100000004399656529&open=prime<br>http://factordb.com/index.php?id=1100000004399657696&open=prime<br>http://factordb.com/index.php?id=1100000004399658651&open=prime<br>http://factordb.com/index.php?id=1100000004399659716&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000004702891268&base=34<br>http://factordb.com/index.php?showid=1100000004702894713&base=34<br>http://factordb.com/index.php?showid=1100000004702900996&base=34<br>http://factordb.com/index.php?showid=1100000004702910376&base=34<br>http://factordb.com/index.php?showid=1100000004702913746&base=34<br>http://factordb.com/index.php?showid=1100000004702918600&base=34<br>http://factordb.com/index.php?showid=1100000004399656529&base=34<br>http://factordb.com/index.php?showid=1100000004399657696&base=34<br>http://factordb.com/index.php?showid=1100000004399658651&base=34<br>http://factordb.com/index.php?showid=1100000004399659716&base=34<nowiki/>||47||100000|| |- ||35||720002~720062||N0N₉₉₉₇₁9<br>V0₈₃₆₆₉E73<br>N₈₁₅₆₃K7N<br>BJ0₈₁₂₇₉N<br>J0₈₀₀₆₂FUH<br>43V₇₉₇₅₄<br>9₇₆₆₀₀K3<br>LB₇₁₃₆₆PB<br>Q₆₄₁₅₀H<br>50₆₃₃₉₇5R||99974<br>83673<br>81566<br>81282<br>80066<br>79756<br>76602<br>71369<br>64151<br>63400||154367<br>129197<br>125944<br>125505<br>123628<br>123148<br>118279<br>110199<br>99054<br>97894||(27393×35⁹⁹⁹⁷²−499)/34<br>31×35⁸³⁶⁷²+17398<br>(23×35⁸¹⁵⁶⁶−144013)/34<br>404×35⁸¹²⁸⁰+23<br>19×35⁸⁰⁰⁶⁵+19442<br>(4893×35⁷⁹⁷⁵⁴−31)/34<br>(9×35⁷⁶⁶⁰²+12877)/34<br>(725×35⁷¹³⁶⁸+16649)/34<br>(13×35⁶⁴¹⁵¹−166)/17<br>5×35⁶³³⁹⁹+202||http://factordb.com/index.php?id=1100000008248342445&open=prime<br>http://factordb.com/index.php?id=1100000008248353306&open=prime<br>http://factordb.com/index.php?id=1100000008248375642&open=prime<br>http://factordb.com/index.php?id=1100000008248397018&open=prime<br>http://factordb.com/index.php?id=1100000008248412468&open=prime<br>http://factordb.com/index.php?id=1100000008248418540&open=prime<br>http://factordb.com/index.php?id=1100000008248423670&open=prime<br>http://factordb.com/index.php?id=1100000008192119974&open=prime<br>http://factordb.com/index.php?id=1100000008192126630&open=prime<br>http://factordb.com/index.php?id=1100000008192129294&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000008248342445&base=35<br>http://factordb.com/index.php?showid=1100000008248353306&base=35<br>http://factordb.com/index.php?showid=1100000008248375642&base=35<br>http://factordb.com/index.php?showid=1100000008248397018&base=35<br>http://factordb.com/index.php?showid=1100000008248412468&base=35<br>http://factordb.com/index.php?showid=1100000008248418540&base=35<br>http://factordb.com/index.php?showid=1100000008248423670&base=35<br>http://factordb.com/index.php?showid=1100000008192119974&base=35<br>http://factordb.com/index.php?showid=1100000008192126630&base=35<br>http://factordb.com/index.php?showid=1100000008192129294&base=35<nowiki/>||60||100000|| |- ||36||35286~35290||P₈₁₉₉₃SZ<br>S0₇₅₀₀₇8H<br>7K₂₆₅₆₇Z<br>J₁₀₁₁₇LJ<br>VL0₇₂₅₈J<br>EO0₆₁₇₇V<br>FZ₅₇₇₇3P<br>T09₄₆₁₈1<br>RY₄₅₆₂H<br>OZ₃₉₃₂AZ||81995<br>75010<br>26569<br>10119<br>7261<br>6180<br>5780<br>4621<br>4564<br>3935||127609<br>116739<br>41349<br>15748<br>11301<br>9618<br>8996<br>7192<br>7103<br>6124||(5×36⁸¹⁹⁹⁵+821)/7<br>28×36⁷⁵⁰⁰⁹+305<br>(53×36²⁶⁵⁶⁸+101)/7<br>(19×36¹⁰¹¹⁹+2501)/35<br>1137×36⁷²⁵⁹+19<br>528×36⁶¹⁷⁸+31<br>16×36⁵⁷⁷⁹−1163<br>(36549×36⁴⁶¹⁹−289)/35<br>(979×36⁴⁵⁶³−629)/35<br>25×36³⁹³⁴−901||http://factordb.com/index.php?id=1100000002394962083&open=prime<br>http://factordb.com/index.php?id=1100000004020085177&open=prime<br>http://factordb.com/index.php?id=1100000003896952461&open=prime<br>http://factordb.com/index.php?id=1100000003807362491&open=prime<br>http://factordb.com/index.php?id=1100000003807362489&open=prime<br>http://factordb.com/index.php?id=1100000003807362488&open=prime<br>http://factordb.com/index.php?id=1100000003807362487&open=prime<br>http://factordb.com/index.php?id=1100000003807362486&open=prime<br>http://factordb.com/index.php?id=1100000003807362485&open=prime<br>http://factordb.com/index.php?id=1100000000840634476&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000002394962083&base=36<br>http://factordb.com/index.php?showid=1100000004020085177&base=36<br>http://factordb.com/index.php?showid=1100000003896952461&base=36<br>http://factordb.com/index.php?showid=1100000003807362491&base=36<br>http://factordb.com/index.php?showid=1100000003807362489&base=36<br>http://factordb.com/index.php?showid=1100000003807362488&base=36<br>http://factordb.com/index.php?showid=1100000003807362487&base=36<br>http://factordb.com/index.php?showid=1100000003807362486&base=36<br>http://factordb.com/index.php?showid=1100000003807362485&base=36<br>http://factordb.com/index.php?showid=1100000000840634476&base=36<nowiki/>||4||200000|| |} == The fully proof of Athena problem in decimal (base ''b'' = 10) == '''Bold''' for the Athena primes, ''x'' ◁ ''y'' means ''x'' is a subsequence of ''y''. Assume ''p'' is a prime > 10, and the last digit of ''p'' must lie in {1,3,7,9}. Case 1: ''p'' ends with 1. In this case we can write ''p'' = ''x''1. If ''x'' contains 1, 3, 4, 6, or 7, then (respectively) '''11''' ◁ ''p'', '''31''' ◁ ''p'', '''41''' ◁ ''p'', '''61''' ◁ ''p'', or '''71''' ◁ ''p''. Hence we may assume all digits of ''x'' are 0, 2, 5, 8, or 9. Case 1.1: ''p'' begins with 2. In this case we can write ''p'' = 2''y''1. If 5 ◁ ''y'', then '''251''' ◁ ''p''. If 8 ◁ ''y'', then '''281''' ◁ ''p''. If 9 ◁ ''y'', then 29 ◁ ''p''. Hence we may assume all digits of ''y'' are 0 or 2. If 22 ◁ ''y'', then '''2221''' ◁ ''p''. Hence we may assume ''y'' contains zero or one 2's. If ''y'' contains no 2's, then ''p'' ∈ 2{0}1. But then, since the sum of the digits of ''p'' is 3, ''p'' is divisible by 3, so ''p'' cannot be prime. If ''y'' contains exactly one 2, then we can write ''p'' = 2''z''2''w''1, where ''z'',''w'' ∈ {0}. If 0 ◁ ''z'' and 0 ◁ ''w'', then '''20201''' ◁ ''p''. Hence we may assume either ''z'' or ''w'' is empty. If ''z'' is empty, then ''p'' ∈ 22{0}1, and the smallest prime ''p'' ∈ 22{0}1 is '''22000001'''. If ''w'' is empty, then ''p'' ∈ 2{0}21, and the smallest prime ''p'' ∈ 2{0}21 is '''20021'''. Case 1.2: ''p'' begins with 5. In this case we can write ''p'' = 5''y''1. If 2 ◁ ''y'', then '''521''' ◁ ''p''. If 9 ◁ ''y'', then 59 ◁ ''p''. Hence we may assume all digits of ''y'' are 0, 5, or 8. If 05 ◁ ''y'', then '''5051''' ◁ ''p''. If 08 ◁ ''y'', then '''5081''' ◁ ''p''. If 50 ◁ ''y'', then '''5501''' ◁ ''p''. If 58 ◁ ''y'', then '''5581''' ◁ ''p''. If 80 ◁ ''y'', then '''5801''' ◁ ''p''. If 85 ◁ ''y'', then '''5851''' ◁ ''p''. Hence we may assume ''y'' ∈ {0} ∪ {5} ∪ {8}. If ''y'' ∈ {0}, then ''p'' ∈ 5{0}1. But then, since the sum of the digits of ''p'' is 6, ''p'' is divisible by 3, so ''p'' cannot be prime. If ''y'' ∈ {5}, then ''p'' ∈ 5{5}1, and the smallest prime ''p'' ∈ 5{5}1 is '''555555555551'''. If ''y'' ∈ {8}, since if 88 ◁ ''y'', then 881 ◁ ''p'', hence we may assume ''y'' ∈ {''𝜆'',8}, and thus ''p'' ∈ {51,581}, but 51 and 581 are both composite. Case 1.3: ''p'' begins with 8. In this case we can write p = 8''y''1. If 2 ◁ ''y'', then '''821''' ◁ ''p''. If 8 ◁ ''y'', then '''881''' ◁ ''p''. If 9 ◁ ''y'', then 89 ◁ ''p''. Hence we may assume all digits of ''y'' are 0 or 5. If 50 ◁ ''y'', then '''8501''' ◁ ''p''. Hence we may assume y ∈ {0}{5}. If 005 ◁ ''y'', then '''80051''' ◁ p. Hence we may assume y ∈ {0} ∪ {5} ∪ 0{5}. If y ∈ {0}, then ''p'' ∈ 8{0}1. But then, since the sum of the digits of ''p'' is 9, ''p'' is divisible by 3, so ''p'' cannot be prime. If y ∈ {5}, since if 55555555555 ◁ ''y'', then 555555555551 ◁ ''p'', hence we may assume ''y'' ∈ {''𝜆'', 5, 55, 555, 5555, 55555, 555555, 5555555, 55555555, 555555555, 5555555555}, and thus ''p'' ∈ {81, 851, 8551, 85551, 855551, 8555551, 85555551, 855555551, 8555555551, 85555555551, 855555555551}, but all of these numbers are composite. If y ∈ 0{5}, since if 55555555555 ◁ ''y'', then 555555555551 ◁ ''p'', hence we may assume ''y'' ∈ {0, 05, 055, 0555, 05555, 055555, 0555555, 05555555, 055555555, 0555555555, 05555555555}, and thus ''p'' ∈ {801, 8051, 80551, 805551, 8055551, 80555551, 805555551, 8055555551, 80555555551, 805555555551, 8055555555551}, and of these numbers only 80555551 and 8055555551 are primes, but 80555551 ◁ 8055555551, thus only '''80555551''' is a minimal element. Case 1.4: ''p'' begins with 9. In this case we can write p = 9''y''1. If 9 ◁ ''y'', then '''991''' ◁ ''p''. Hence we may assume all digits of ''y'' are 0, 2, 5, or 8. If 00 ◁ ''y'', then '''9001''' ◁ ''p''. If 22 ◁ ''y'', then '''9221''' ◁ ''p''. If 55 ◁ ''y'', then '''9551''' ◁ ''p''. If 88 ◁ ''y'', then 881 ◁ ''p''. Hence we may assume ''y'' contains at most one 0, at most one 2, at most one 5, and at most one 8. If ''y'' only contains at most one 0 and does not contain any of {2,5,8}, then ''y'' ∈ {''𝜆'',0}, and thus ''p'' ∈ {91,901}, but 91 and 901 are both composite. If ''y'' only contains at most one 0 and only one of {2,5,8}, then the sum of the digits of ''p'' is divisible by 3, ''p'' is divisible by 3, so ''p'' cannot be prime. Hence we may assume ''y'' contains at least two of {2,5,8}. If 25 ◁ ''y'', then 251 ◁ ''p''. If 28 ◁ ''y'', then 281 ◁ ''p''. If 52 ◁ ''y'', then 521 ◁ ''p''. If 82 ◁ ''y'', then 821 ◁ ''p''. Hence we may assume ''y'' contains no 2's (since if ''y'' contains 2, then ''y'' cannot contain either 5's or 8's, which is a contradiction). If 85 ◁ ''y'', then '''9851''' ◁ ''p''. Hence we may assume ''y'' ∈ {58,580,508,058}, and thus ''p'' ∈ {9581,95801,95081,90581}, and of these numbers only 95801 is prime, but 95801 is not a minimal element since 5801 ◁ 95801. Case 2: ''p'' ends with 3. In this case we can write p = ''x''3. If ''x'' contains 1, 2, 4, 5, 7, or 8, then (respectively) '''13''' ◁ ''p'', '''23''' ◁ ''p'', '''43''' ◁ ''p'', '''53''' ◁ ''p'', '''73''' ◁ ''p'', or '''83''' ◁ ''p''. Hence we may assume all digits of ''x'' are 0, 3, 6, or 9, and thus all digits of ''p'' are 0, 3, 6, or 9. But then, since the digits of ''p'' all have a common factor 3, ''p'' is divisible by 3, so ''p'' cannot be prime. Case 3: ''p'' ends with 7. In this case we can write ''p'' = ''x''7. If ''x'' contains 1, 3, 4, 6, or 9, then (respectively) '''17''' ◁ ''p'', '''37''' ◁ ''p'', '''47''' ◁ ''p'', '''67''' ◁ ''p'', or '''97''' ◁ ''p''. Hence we may assume all digits of ''x'' are 0, 2, 5, 7, or 8. Case 3.1: ''p'' begins with 2. In this case we can write ''p'' = 2''y''7. If 2 ◁ ''y'', then '''227''' ◁ ''p''. If 5 ◁ ''y'', then '''257''' ◁ ''p''. If 7 ◁ ''y'', then '''277''' ◁ ''p''. Hence we may assume all digits of ''y'' are 0 or 8. If 08 ◁ ''y'', then '''2087''' ◁ ''p''. If 88 ◁ ''y'', then 887 ◁ ''p''. Hence we may assume ''y'' ∈ {0} ∪ 8{0}. If ''y'' ∈ {0}, then ''p'' ∈ 2{0}7. But then, since the sum of the digits of ''p'' is 9, ''p'' is divisible by 3, so ''p'' cannot be prime. If y ∈ 8{0}, then ''p'' ∈ 28{0}7. But then ''p'' is divisible by 7, since for ''n'' ≥ 0 we have 7 × 40_''n''1 = 280_''n''7. Case 3.2: ''p'' begins with 5. In this case we can write ''p'' = 5''y''7. If 5 ◁ ''y'', then '''557''' ◁ ''p''. If 7 ◁ ''y'', then '''577''' ◁ ''p''. If 8 ◁ ''y'', then '''587''' ◁ ''p''. Hence we may assume all digits of ''y'' are 0 or 2. If 22 ◁ ''y'', then 227 ◁ ''p''. Hence we may assume ''y'' contains zero or one 2's. If ''y'' contains no 2's, then ''p'' ∈ 5{0}7. But then, since the sum of the digits of ''p'' is 12, ''p'' is divisible by 3, so ''p'' cannot be prime. If ''y'' contains exactly one 2, then we can write ''p'' = 5''z''2''w''7, where ''z'',''w'' ∈ {0}. If 0 ◁ ''z'' and 0 ◁ ''w'', then '''50207''' ◁ ''p''. Hence we may assume either ''z'' or ''w'' is empty. If ''z'' is empty, then ''p'' ∈ 52{0}7, and the smallest prime ''p'' ∈ 52{0}7 is '''5200007'''. If ''w'' is empty, then ''p'' ∈ 5{0}27, and the smallest prime ''p'' ∈ 5{0}27 is '''5000000000000000000000000000027'''. Case 3.3: ''p'' begins with 7. In this case we can write ''p'' = 7''y''7. If 2 ◁ ''y'', then '''727''' ◁ ''p''. If 5 ◁ ''y'', then '''757''' ◁ ''p''. If 8 ◁ ''y'', then '''787''' ◁ ''p''. Hence we may assume all digits of ''y'' are 0 or 7, and thus all digits of ''p'' are 0 or 7. But then, since the digits of ''p'' all have a common factor 7, ''p'' is divisible by 7, so ''p'' cannot be prime. Case 3.4: ''p'' begins with 8. In this case we can write ''p'' = 8''y''7. If 2 ◁ ''y'', then '''827''' ◁ ''p''. If 5 ◁ ''y'', then '''857''' ◁ ''p''. If 7 ◁ ''y'', then '''877''' ◁ ''p''. If 8 ◁ ''y'', then '''887''' ◁ ''p''. Hence we may assume ''y'' ∈ {0}, and thus ''p'' ∈ 8{0}7. But then, since the sum of the digits of ''p'' is 15, ''p'' is divisible by 3, so ''p'' cannot be prime. Case 4: ''p'' ends with 9. In this case we can write ''p'' = ''x''9. If ''x'' contains 1, 2, 5, 7, or 8, then (respectively) '''19''' ◁ ''p'', '''29''' ◁ ''p'', '''59''' ◁ ''p'', '''79''' ◁ ''p'', or '''89''' ◁ ''p''. Hence we may assume all digits of ''x'' are 0, 3, 4, 6, or 9. If 44 ◁ ''x'', then '''449''' ◁ ''p''. Hence we may assume ''x'' contains zero or one 4's. If x contains no 4's, then all digits of ''x'' are 0, 3, 6, or 9, and thus all digits of ''p'' are 0, 3, 6, or 9. But then, since the digits of ''p'' all have a common factor 3, ''p'' is divisible by 3, so ''p'' cannot be prime. Hence we may assume that ''x'' contains exactly one 4. Case 4.1: ''p'' begins with 3. In this case we can write ''p'' = 3''y''4''z''9, where all digits of ''y'', ''z'' are 0, 3, 6, or 9. We must have '''349''' ◁ ''p''. Case 4.2: ''p'' begins with 4. In this case we can write ''p'' = 4''y''9, where all digits of ''y'' are 0, 3, 6, or 9. If 0 ◁ ''y'', then '''409''' ◁ ''p''. If 3 ◁ ''y'', then 43 ◁ ''p''. If 9 ◁ ''y'', then '''499''' ◁ ''p''. Hence we may assume ''y'' ∈ {6}, and thus ''p'' ∈ 4{6}9. But then ''p'' is divisible by 7, since for ''n'' ≥ 0 we have 7 × 6_''n''7 = 46_''n''9. Case 4.3: ''p'' begins with 6. In this case we can write p = 6''y''4''z''9, where all digits of ''y'', ''z'' are 0, 3, 6, or 9. If 0 ◁ ''z'', then 409 ◁ ''p''. If 3 ◁ ''z'', then 43 ◁ ''p''. If 6 ◁ ''z'', then '''6469''' ◁ ''p''. If 9 ◁ ''z'', then 499 ◁ ''p''. Hence we may assume ''z'' is empty. If 3 ◁ ''y'', then 349 ◁ ''p''. If 9 ◁ ''y'', then '''6949''' ◁ ''p''. Hence we may assume all digits of ''y'' are 0 or 6. If 06 ◁ ''y'', then '''60649''' ◁ ''p''. Hence we may assume ''y'' ∈ {6}{0}. If 666 ◁ ''y'', then '''666649''' ◁ ''p''. If 00000 ◁ ''y'', then '''60000049''' ◁ ''p''. Hence we may assume ''y'' ∈ {''𝜆'', 0, 00, 000, 0000, 6, 60, 600, 6000, 60000, 66, 660, 6600, 66000, 660000}, and thus ''p'' ∈ {649, 6049, 60049, 600049, 6000049, 6649, 66049, 660049, 6600049, 66000049, 66649, 666049, 6660049, 66600049, 666000049}, and of these numbers only '''66000049''' and '''66600049''' are primes. Case 4.4: ''p'' begins with 9. In this case we can write p = 9''y''4''z''9, where all digits of ''y'', ''z'' are 0, 3, 6, or 9. If 0 ◁ ''y'', then '''9049''' ◁ ''p''. If 3 ◁ ''y'', then 349 ◁ ''p''. If 6 ◁ ''y'', then '''9649''' ◁ ''p''. If 9 ◁ ''y'', then '''9949''' ◁ ''p''. Hence we may assume ''y'' is empty. If 0 ◁ ''z'', then 409 ◁ ''p''. If 3 ◁ ''z'', then 43 ◁ ''p''. If 9 ◁ ''z'', then 499 ◁ ''p''. Hence we may assume ''z'' ∈ {6}, and thus ''p'' ∈ 94{6}9, and the smallest prime ''p'' ∈ 94{6}9 is 946669. [[Category:Number theory]] 8dhnw4agh1fzo8vcsmhuva21k2y6iza 10 330232 2841582 2841495 2026-10-19T21:03:20Z Jtneill 10242 2841582 wikitext text/x-wiki <noinclude>Feedback [[wikiversity:FAQ/Template|template]] for the [[Motivation and emotion/Assessment/Chapter|book chapter]] exercise for the [[motivation and emotion]] unit. Designed to be [[Help:Transclusion|transcluded]] on a chapter [[Help:Talk page|talk page]]. __NOTOC__</noinclude><includeonly> ==[[Motivation and emotion/Assessment/Chapter|Book chapter]] review and feedback== {{RoundBoxTop|theme=8}} This chapter has been reviewed according to the [[Motivation and emotion/Assessment/Chapter/Marking criteria|marking criteria]]. Written feedback is provided below, plus there is a [[Motivation and emotion/Assessment/Chapter/Feedback|general feedback]] page. Please also check the chapter's [[Help:Page history|page history]] to check for editing changes made whilst reviewing through the chapter. Chapter marks will be available via {{Motivation and emotion/Canvas}} along with [[Motivation and emotion/Assessment/Social contribution|social contribution]] marks and feedback. Keep an eye on Announcements. {{RoundBoxBottom}} {{RoundBoxTop|theme=}}[[File:Wikiuutiset logo typewriter.png|right|85px]] ===Overall=== {{{1|No comment}}} ===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Overview (5%)|Overview]]=== {{{2|No comment}}} ===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Theory (20%)|Theory]]=== {{{3|No comment}}} ===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Research (25%)|Research]]=== {{{4|No comment}}} ===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Integration (10%)|Integration]]=== {{{5|No comment}}} ===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Conclusion (5%)|Conclusion]]=== {{{6|No comment}}} ===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Style (20%)|Style]]=== {{{7|No comment}}} ===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Learning features (5%)|Learning features]]=== {{{8|No comment}}} ===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Social contribution (10%)|Social contribution]]=== {{{9|No comment}}} {{RoundBoxBottom}}</includeonly><noinclude>{{collapse top|Simple example}} ==Simple example== See also [[#Detailed example|detailed example]] <pre> <!-- Official feedback --> {{MEBF/2026 |1= <!-- Overall comments... --> # |2= <!-- Overview comments... --> # |3= <!-- Theory comments... --> # |4= <!-- Research comments... --> # |5= <!-- Integration comments... --> # |6= <!-- Conclusion comments... --> # |7= <!-- Style comments... --> # |8= <!-- Learning features comments... --> # |9= <!-- Social contribution comments... --> # }} ~~~~ </pre> gives <!-- Official book chapter feedback --> {{MEBF/2026 |1= <!-- Overall comments... --> # |2= <!-- Overview comments... --> # |3= <!-- Theory comments... --> # |4= <!-- Research comments... --> # |5= <!-- Integration comments... --> # |6= <!-- Conclusion comments... --> # |7= <!-- Style comments... --> # |8= <!-- Learning features comments... --> # |9= <!-- Social contribution comments... --> # }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 09:47, 10 October 2026 (UTC) {{Collapse bottom}} ==Detailed example== Example use of the template, with some common feedback comments: <small><small><small><pre> <!-- Official book chapter feedback --> {{MEBF/2026 |1= <!-- Overall comments... --> # This is an outstanding chapter that successfully integrates psychological theory and research in a highly readable way to address a practical, real-world phenomenon or problem # This is an excellent chapter that successfully uses psychological theory and research to address a practical, real-world phenomenon or problem # This is a very good chapter that makes very good use of psychological theory and research to address a real-world phenomenon or problem # This is a good chapter that makes good use of psychological theory and research to address a real-world phenomenon or problem # This is a reasonably good chapter that makes good use of psychological theory and research to address a real-world phenomenon or problem # This is a basic chapter # This is an insufficient chapter # The main area(s) for potential improvement: #* use the best psychological theory about the topic #* more detailed review of the best psychological research about the topic #* quality of written expression #* tackle the target topic more directly; this chapter [[wikt:beat around the bush|beats around the bush]] #* integrate more strongly with other chapters by using embedded links to related topics #* overuse of unacknowledged [[Motivation and emotion/Assessment/Using generative AI]] (watch out for [[w:AI slop|AI slop]])—express more in your own words #* I suspect that the [[Motivation and emotion/Assessment#Assessment items|recommended 75 hours]] were not invested in preparing this chapter <!-- Overall - Edit summaries --> #* [[w:Help:Edit summary|Edit summaries]] are used to clearly communicated the changes made in most or all edits #* Use more specific [[w:Help:Edit summary|edit summaries]] to clearly communicate the changes made in each edit #* Use [[w:Help:Edit summary|edit summaries]] to briefly describe the changes made in each edit <!-- Overall - GenAI --> #* [[Motivation and emotion/Assessment/Using generative AI|genAI use]] is appropriately acknowledged #* In some places, there is overreliance on genAI #* There is insufficient acknowledgement in edit summaries when adding [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; this violates academic integrity principles #* [[Motivation and emotion/Assessment/Using generative AI|GenAI use]] has not been appropriately acknowledged in edit summaries with links to the conversation sources despite previous feedback about this issue. Unacknowledged use of GenAI-generated content raises concerns about compliance with academic integrity principles and assessment requirements and [[Wikiversity:Artificial intelligence|Wikiversity's artificial intelligence policy]]. <!-- Overall – Citations --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of academic, peer-reviewed citations to support claims # Only cite sources that you consult # All citations need to be in the References <!-- Overall – Word count --> # Under the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]], so there is room to expand # Over the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]]. Content beyond 4,000 words has been ignored for marking purposes. <!-- Overall – Copyedits --> # For additional feedback, see the following comments and [ these copyedits] |2= <!-- Overview – Comments... --> # Excellent/Very good/Good/Reasonably good/Basic/Underdeveloped <!-- Overview – Scenario --> <!-- Overview – Scenario - Description --> # Engaging scenario or case study # Reasonably engaging scenario or case study # Basic scenario or case study # Use a more practical, real-life scenario; move review of research into a subsequent section # Consider using an example that more people can relate to (less than 5% of the world population are university students) # Add an engaging case study or scenario <!-- Overview – Scenario - Figure --> # Figure 1 is relevant to the scenario # Figure 1 could be more relevant to the scenario # Instead of a diagram, use an image which illustrates the scenario taking a place; use the diagram in a subsequent section # Include a relevant image <!-- Overview – Scenario - Feature box --> # The scenario uses an appropriate feature box # Put the scenario in a feature box <!-- Overview – Explains problem --> # Clearly explains the psychological problem or phenomenon # Explains the psychological problem or phenomenon reasonably well/in a basic way # Briefly explains the psychological problem or phenomenon; provide more detail # Description of problem is too long/overly complicated—explain the psychological problem or phenomenon in a simpler way. Move detail into subsequent sections. # Clarity of written expression can be improved <!-- Overview – Focus questions --> # The focus questions are excellent (clear and relevant)/very good/good/reasonably good/basic/promising/insufficient # The focus questions could be improved by: ## being more specific to the topic (i.e., the sub-title) ## matching the top-level headings more closely ## being [[w:Open-ended question|open-ended]] rather than [[w:Closed-ended question|closed-ended]] ## splitting double-barrelled questions into separate questions ## using bullet points as taught in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## being presented in a feature box to help guide the reader (fixed) # Add focus questions in a feature box # See copyedits for examples of possible improvements |3= <!-- Theory comments... --> <!-- Theory – Breadth --> # Excellent—key theories are very well explained and applied # Very good—key theories are well explained and applied; minor areas for improvements # Reasonably good—relevant theories are selected, described, and explained, with some room for improvement # Basic—a basic range of relevant theories are selected, described, and explained; there is considerable room for improvement # A promising range of ideas are presented but it is far from clear how this material is derived from a first person reading of the best peer-reviewed psychological theory and research about this topic # Insufficient use of relevant psychological theory about this topic # Reduce general theoretical background (e.g., definitions). Instead, summarise and link to related resources (i.e., other book chapters and/or Wikipedia articles). Increase emphasis on [[wikt:substantive|substantive]] aspects of theory that relate directly to the specific topic (i.e., the sub-title question). <!-- Theory – Builds on --> # Builds exceptionally well on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds effectively on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds reasonably well on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds somewhat on other [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds in a basic way on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds on one [[w:|Wikipedia]] article and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Build more strongly on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Doesn't build on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms <!-- Theory – Depth --> # Insightful/Very good/Good/Reasonably good/Basic/Insufficient depth is provided about key theory(ies) <!-- Theory – Tables/Figures/Lists --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of tables, figures, and/or lists to clearly convey key theoretical information <!-- Theory – Citations --> # Key citations are well used # In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological theory about the topic. # Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags) # If you didn't consult an original source (e.g., ?), cite it as a [https://apastyle.apa.org/style-grammar-guidelines/citations/secondary-sources secondary source] # If you didn't consult an original source, don't cite it <!-- Theory – Examples --> # Excellent/Very good/Good/Reasonably good/Basic use of examples to illustrate theoretical concepts # Consider using more examples to illustrate theoretical concepts # Use more examples to illustrate theoretical concepts # Insufficient use of examples to illustrate theoretical concepts |4= <!-- Research comments... --> <!-- Research – Key findings --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient review of relevant research # Excellent emphasis on systematic reviews and/or meta-analyses # Greater emphasis on systematic reviews and/or meta-analyses would be ideal # More detail about key studies would be ideal # Claims are well referenced # In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological science about the topic. # Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags) <!-- Research – Critical thinking --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient [[w:Critical thinking|critical thinking]] about relevant research is evident # [[w:Critical thinking|Critical thinking]] about research could be further evidenced by: ## describing the methodology (e.g., sample, measures) in important studies ## considering the strength of relationships ## acknowledging limitations ## pointing out critiques/counterarguments ## suggesting ''specific'' directions for future research |5= <!-- Integration comments... --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient integration between the most relevant theory(ies) and the best research # The chapter places more emphasis on theory than on research; strive for an integrated balance # The chapter could be strengthened through deeper integration with related [[Motivation and emotion/Book|chapters]] by including more embedded links # Insufficient integration with related [[Motivation and emotion/Book|chapters]] |6= <!-- Conclusion comments... --> # Excellent/Very good/Good/Reasonably good/Basic summary and conclusion # Insufficient as a cohesive summary of the best psychological theory and research about the topic # Reads like generic [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; write more compellingly in your own words # Is this section based on [[Motivation and emotion/Assessment/Using generative AI|genAI output]]? If so, this was not acknowledged in the edit summary. # Highlights the importance of the problem or phenomenon of interest # Highlight the importance of the problem or phenomenon of interest <!-- Conclusion – Key points --> # Key points are well summarised # Key points are summarised in a basic way # Summarise key points <!-- Conclusion – Focus questions --> # The focus questions are addressed # The take-away messages for each focus question could be spelt out more clearly # Address the focus questions <!-- Conclusion – Take-home messages --> # Clear take-home message(s) # Add practical, take-home message(s) <!-- Conclusion – Word count --> # Not counted for marking purposes due to the chapter being over the maximum word count |7= <!-- Written expression – Style comments... --> <!-- Written expression – Written expression --> # Written expression ## The quality of written expression is excellent/very good/good/reasonably good/basic ## The quality of written expression is OK but there are several aspects which are below professional standard ## The quality of written expression is below professional standard. [https://www.canberra.edu.au/current-students/study-skills UC Study Skills] assistance is recommended to help improve writing skills. ### genAI is over-used; write more in your own words, based on your own knowledge based on reading the primary sources ## Use active (e.g., "this chapter explores" or "this chapter explored") rather than passive voice (e.g., "this chapter will explore" or "this chapter has explored") [https://apastyle.apa.org/style-grammar-guidelines/grammar/active-passive-voice][https://www.grammarly.com/blog/active-vs-passive-voice/] ## The target audience is international, not domestic. [http://www.worldometers.info/world-population/australia-population/ Only 0.3% of the world human population lives in Australia]. ## Reduce excessive use of bold font <!-- Written expression – Sentences --> ## Some/Many sentences could be explained more clearly (e.g., see the {{explain}} and {{rewrite}} tags); consider using [https://www.studiosity.com/students/ Studiosity] for targetted feedback to help improve the quality of written expression ## Some/Many sentences are overly long. Strive for the simplest expression. Consider splitting longer sentences into two shorter sentences. Shorter words and sentences are more [[w:Readability|readable]]. Try conducting a readability analysis such as via https://www.webfx.com/tools/read-able/. This chapter gets a score of . Aim for 50+. ## Avoid starting sentences with a citation unless the author is particularly pertinent. Instead, it is more interesting for the the content/key point to be communicated, with the citation included along the way or, more typically, in [[w:Bracket#Parentheses|parentheses]] at the end of the sentence. <!-- Written expression – Paragraphs --> ## Some paragraphs are overly long. Communicate one key idea per paragraph in three to five sentences. ## Avoid one sentence paragraphs. Communicate one idea per paragraph using three to five sentences. ## Bullet points are overused. Develop more of the bullet point statements into full sentences and paragraphs. <!-- Written expression – Language --> ## Use [https://www.grammarly.com/blog/first-second-and-third-person/ 3rd person perspective] (e.g., "it") instead of 1st (e.g., "we") or 2nd person (e.g., "you") in the main text. 1st or 2nd person can work well for case studies or feature boxes. ## Avoid phrases such as “as previously mentioned” or “as noted above,” as these add little value and can disrupt flow. If referencing another part of the chapter is necessary, use [[w:Help#Section linking|section linking]]. ## Embed direct quotes within sentences and paragraphs, rather than presenting them [[wikt:holus-bolus|holus-bolus]] ## "Individuals" is overused. "People" is usually a clearer term than "individuals". Use ''individuals'' to highlight each person separately (e.g., “individual test scores”) and ''people'' when referring to humans more generally. ## Remove [[w:weasel words|weasel words]]—they add bulk without improving meaning ## Use permanent, rather than relative, time references. For example, instead of "20 years ago", refer to something like "at the beginning of the 21st century". In this way, the text will survive better into the future, without needing to be rewritten. ## Avoid overly emotive language (e.g,. *) in science-based communication <!-- Written expression – Layout --> # Layout ## The chapter is well structured, with major sections using sub-sections ## The headings could be more clearly aligned with the focus questions ## The structure is overly complicated; simplify and integrate ## The structure is overly complicated; aim for 3 to 6 top-level headings between the Introduction and Conclusion ## The chapter structure is underdeveloped; expand by using subheadings ## Avoid having sections with 1 sub-heading – use 0 or 2+ sub-headings ## Use the default heading style (e.g., remove additional numbers, italics, bold, and/or change in font size) ## See earlier comment about [[#Heading casing|heading casing]] ## Provide more descriptive headings ## Move links from headings into their first mention in text ## Remove abbreviations/citations from headings ## Include an introductory paragraph before branching into the sub-sections (see {{expand}} tags) ## Integrate learning features rather than having it as a stand-alone section ## The Overview and Conclusion should not have subheadings (fixed) ## Remove colons (:) from the ends of headings <!-- Written expression – Grammar --> # Grammar and spelling are excellent # Grammar ## The grammar for some/many sentences could be improved (e.g., see {{g}} tags); consider using a grammar checking tool, [https://www.studiosity.com/students/ Studiosity], and/or peer feedback ## Improve the clarity and flow of the writing by checking and correct use of commas. See [https://www.grammarly.com/blog/comma/ Grammarly's guide to using commas]. ## Check and make correct use of [https://www.merriam-webster.com/grammar/em-dash-en-dash-how-to-use em dashes (instead of hyphens)] to set off an amplifying or explanatory element ## [https://www.grammarly.com/blog/punctuation-capitalization/possessive-apostrophe/ Possessive apostrophes] are not used correctly (e.g., cats vs cat's vs cats') ## Check and correct use of [https://www.google.com.au/search?q=grammar+that+vs+who that vs. who] ## Check and correct use of [https://www.google.com.au/search?q=affect+vs.+effect+grammar affect vs. effect] ## Check and correct use of [http://www.colonsemicolon.com/ semicolons (;) and colons (:)] ## Use past tense when describing research studies, although implications of findings could be in the present tense <!-- Written expression – Abbreviations --> ## Abbreviations ### Only use abbreviations such as e.g., i.e., et al., etc. inside [[w:Bracket#Parentheses|parentheses]], otherwise spell them out ### Check and correct formatting of abbreviations (such as e.g., i.e., etc.) ### Use abbreviations sparingly. Do not use abbreviations for minor/infrequently used terms. ### Spell out abbreviations on their first use, to explain them to the reader ### Once an abbreviation has been established (e.g., PTSD), use it consistently afterwards ### Only introduce abbreviations which are subsequently used <!-- Written expression – Spelling --> # Spelling ## Use [https://www.abc.net.au/education/learn-english/australian-vs-american-spelling/11244196 Australian spelling] (e.g., hypothesize vs. hypothesise; behavior vs. behaviour) ## Some words are misspelt (e.g., see the {{sp}} tags). Spell-checking tools are available in most internet browsers and word processing software packages. <!-- Written expression – Proofreading --> # Proofreading ## More proofreading is needed (e.g., fix punctuation and typographical errors) to bring the quality of written expression closer to a professional standard ## Remove unnecessary capitalisation – [https://polishedpaper.com/blog/capitalization-apa-style more info] <!-- Written expression – APA style --> # APA style ## Use [[w:Serial comma|serial comma]]s[https://www.buzzfeed.com/adamdavis/the-oxford-comma-is-extremely-important-and-everyone-should][https://www.youtube.com/watch?v=gBx8ooDupXY] ## Use [https://apastyle.apa.org/style-grammar-guidelines/capitalization/diseases-disorders-therapies sentence casing for disorders, therapies, theories, etc.] ## [https://apastyle.apa.org/style-grammar-guidelines/numbers Express numbers under 10 using words (e.g., two) and 10 and over using numerals (e.g., 99)] <!-- Written expression – APA style - Quotes --> ## Use double (not single) quotation marks "to introduce a word or phrase used ... as slang, or as an invented or coined expression" ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159) ## "Use quotation marks only for the first occurrence of the word or phrase, not for subsequent occurrences" ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159) ## Direct quotes need page numbers—even better, communicate about concepts in your own words ## Direct quotes are overused—it is better to communicate about concepts in your own words <!-- Written expression – Figures --> ## Figures ### Very well/Well/Reasonably well captioned ### Brief captions; provide more detail to help connect the figure to the text ### Use this format for captions: '''Figure X'''. Descriptive caption goes here in sentence casing. [[Motivation and emotion/Assessment/Chapter/Figures|See example]]. ### Add captions <!-- Written expression – Figures - Citations --> ### Each Figure is referred to at least once within the main text using APA style ### Each Figure is referred to at least once within the main text. Refer to each Figure using APA style (e.g., "(see Figure 1)"; do not use bold, italics, check and correct capitalisation). ### Refer to each Figure at least once within the main text (e.g., "(see Figure 1)") <!-- Written expression – Figures - Other --> ### Some image uploads were removed because of a lack of sufficient/appropriate copyright information ### Numbering needs correcting ### Adjust some image sizes to make them easier to read (increase size) and/or less dominant (decrease size) <!-- Written expression – Tables --> ## Tables ### Very well/Well/Reasonably well captioned ### Brief caption(s); provide more explanatory detail about the table ### Add an APA style caption to each table ([[Motivation and emotion/Assessment/Chapter/Tables|see example]]) <!-- Written expression – Tables - Citations --> ### Each Table is referred to at least once within the main text using APA style ### Each Table is referred to at least once within the main text ### Refer to each Table using APA style (e.g., do not use bold, italics, check and correct capitalisation) ### Refer to each Table at least once within the main text (e.g., see Table 1) <!-- Written expression – Citations --> # Citations use excellent [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)] # Citations use very good/good/reasonably good/basic/poor [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)] # In some/many places, better use could be made of academic, peer-reviewed citations (e.g., see the {{f}} tags) ## If there are three or more authors, cite the first author followed by et al., then year. For example, either: ### in-text, Smith et al. (2020), or ### in [[w:Bracket#Parentheses|parentheses]] (Smith et al., 2020) ## Do not include author first name or initials ## Use ampersand (&) inside [[w:Bracket#Parentheses|parentheses]] and "and" outside parentheses ## List multiple citations in alphabetical order by first author surname (e.g., Giraffe, 2024; Zebra & Aardvark, 2020) ## A full stop is needed after "et al" (i.e., "et al.") because it is an abbreviation of [[wikt:et alii|et alii]] ## Use a comma between the author(s) and year for citations in [[w:Bracket#Parentheses|parentheses]] ## Select up to a maximum of three citations per point (i.e., avoid citing four or more citations to support a single point) ## Check and correct placement of full-stops ## Move embedded links to academic peer-reviewed sources into the [[{{PAGENAME}}#References|References]] as APA style citations with hyperlinked dois ## Move embedded links to non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section; only cite peer-reviewed sources # For citations, use APA style or wiki style, but not both # Secondary citations are overused; strive to consult primary sources <!-- Written expression – References --> ## References use excellent/very good/good/reasonably good/basic/poor APA style: ### Check and correct use of italicisation ### Check and correct use of capitalisation[https://apastyle.apa.org/style-grammar-guidelines/capitalization] ### Separate page numbers using an [[w:Dash#En dash|en dash]] (–) rather than a hyphen (-) ### Include dois where available ### Hyperlink dois for 1-click access ### Provide the full titles of journals ### Remove "Retrieved from " ### Use alphabetical order ### Move Wikipedia links into the [[{{PAGENAME}}#See also|See also]] section ### Move non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section ### Remove bullet-points; add hanging indent <!-- Feedback responsiveness ---> ## No evidence of responsiveness to feedback on talk page |8= <!-- Learning features comments... --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of learning features <!-- Learning features – Wikipedia embedded links --> # Excellent use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles # Very good/Good/Reasonably good/Basic/One use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding more interwiki links for the first mention of key words and technical concepts would make the text even more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]]. # Use [[m:Help:Interwiki linking|interwiki links]] (rather than external links) to Wikipedia articles, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] # Add embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding interwiki links for the first mention of key words and technical concepts would make the text more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]]. <!-- Learning features – Wikiversity embedded links --> # Excellent use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]] # Very good/Good/Reasonably good/Basic/One use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project. # Use in-text [[m:Help:Interwiki linking|interwiki links]], rather than external links to Wikiversity chapters, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] # Move embedded links to non-peer-reviewed sources to the [[{{PAGENAME}}#External links|External links]] section # Add embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project. <!-- Learning features – Figures, tables, feature boxes, scenarios --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of figure(s) # Excellent/Very good/Good/Reasonably good/Basic/No use of table(s) # Excellent/Very good/Good/Reasonably good/Basic use of feature box(es) # No use of feature boxes other than the opening scenario # Excellent/Very good/Good/Reasonably good/Basic use of scenarios, case studies, or examples # No use of scenarios, case studies, or examples, other than opening scenario <!-- Learning features – Quizzes --> # Excellent/Very good/Good/Reasonably good/Basic use of quiz(zes) and/or reflection question(s) # The quiz questions could be improved by being more focused on the key points and/or take-home messages # The quiz questions could be more effective as learning prompts by being embedded as single questions within each corresponding section rather than as a set of questions at the end # The reflection questions could be made more interactive by using a drop-down box that the reader can expand to see an answer/prompt to figure out the answers to the questions (e.g., see [[Motivation and emotion/Book/2026/Immersive therapy for PTSD treatment|this chapter]]) # No use of quiz(zes) and/or reflection question(s) <!-- Learning features – See also --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#See also|See also]] section ## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#See also|template]] ## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Use internal linking style per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Also include links to related book chapters ## Also include links to related Wikipedia articles ## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing] ## Use alphabetical order ## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link ## Move peer-reviewed articles into the [[{{PAGENAME}}#References|References]] section and cite ## Move external links into the [[{{PAGENAME}}#References|External links]] section ## Add more links # [[{{PAGENAME}}#See also|See also]] section not counted for marking purposes due to being over the maximum word count <!-- Learning features – External links --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#External links|External links]] section ## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#External links|template]] ## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing] ## Use alphabetical order ## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link ## Move Wikipedia/Wikiversity links to the [[{{PAGENAME}}#See also|See also]] section ## Move peer-reviewed articles to the [[{{PAGENAME}}#References|References]] section and cite ## Target an international audience ## Add more links ## Link to the top 3-6 external resources about this topic # [[{{PAGENAME}}#External links|External links]] section not counted for marking purposes due to being over the maximum word count |9= <!-- Social contribution comments... --> # ~ logged, useful, mostly minor/moderate/major contributions with [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]] # ~ logged contributions without [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]], so unable to easily verify and assess. See [[Motivation and emotion/Tutorials|tutorials]] for guidance about how to get direct links to evidence. # Thanks for the Wiki Commons uploads # Thanks very much for your extensive contributions # Use a numbered list per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] # No logged contributions }} ~~~~ </pre></small></small></small> gives <!-- Official book chapter feedback --> {{MEBF/2026 |1= <!-- Overall comments... --> # This is an outstanding chapter that successfully integrates psychological theory and research in a highly readable way to address a practical, real-world phenomenon or problem # This is an excellent chapter that successfully uses psychological theory and research to address a practical, real-world phenomenon or problem # This is a very good chapter that makes very good use of psychological theory and research to address a real-world phenomenon or problem # This is a good chapter that makes good use of psychological theory and research to address a real-world phenomenon or problem # This is a reasonably good chapter that makes good use of psychological theory and research to address a real-world phenomenon or problem # This is a basic chapter # This is an insufficient chapter # The main area(s) for potential improvement: #* use the best psychological theory about the topic #* more detailed review of the best psychological research about the topic #* quality of written expression #* tackle the target topic more directly; this chapter [[wikt:beat around the bush|beats around the bush]] #* integrate more strongly with other chapters by using embedded links to related topics #* overuse of unacknowledged [[Motivation and emotion/Assessment/Using generative AI]] (watch out for [[w:AI slop|AI slop]])—express more in your own words #* I suspect that the [[Motivation and emotion/Assessment#Assessment items|recommended 75 hours]] were not invested in preparing this chapter <!-- Overall - Edit summaries --> #* [[w:Help:Edit summary|Edit summaries]] are used to clearly communicated the changes made in most or all edits #* Use more specific [[w:Help:Edit summary|edit summaries]] to clearly communicate the changes made in each edit #* Use [[w:Help:Edit summary|edit summaries]] to briefly describe the changes made in each edit <!-- Overall - GenAI --> #* [[Motivation and emotion/Assessment/Using generative AI|genAI use]] is appropriately acknowledged #* In some places, there is overreliance on genAI #* There is insufficient acknowledgement in edit summaries when adding [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; this violates academic integrity principles #* [[Motivation and emotion/Assessment/Using generative AI|GenAI use]] has not been appropriately acknowledged in edit summaries with links to the conversation sources despite previous feedback about this issue. Unacknowledged use of GenAI-generated content raises concerns about compliance with academic integrity principles and assessment requirements and [[Wikiversity:Artificial intelligence|Wikiversity's artificial intelligence policy]]. <!-- Overall – Citations --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of academic, peer-reviewed citations to support claims # Only cite sources that you consult # All citations need to be in the References <!-- Overall – Word count --> # Under the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]], so there is room to expand # Over the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]]. Content beyond 4,000 words has been ignored for marking purposes. <!-- Overall – Copyedits --> # For additional feedback, see the following comments and [ these copyedits] |2= <!-- Overview – Comments... --> # Excellent/Very good/Good/Reasonably good/Basic/Underdeveloped <!-- Overview – Scenario --> <!-- Overview – Scenario - Description --> # Engaging scenario or case study # Reasonably engaging scenario or case study # Basic scenario or case study # Use a more practical, real-life scenario; move review of research into a subsequent section # Consider using an example that more people can relate to (less than 5% of the world population are university students) # Add an engaging case study or scenario <!-- Overview – Scenario - Figure --> # Figure 1 is relevant to the scenario # Figure 1 could be more relevant to the scenario # Instead of a diagram, use an image which illustrates the scenario taking a place; use the diagram in a subsequent section # Include a relevant image <!-- Overview – Scenario - Feature box --> # The scenario uses an appropriate feature box # Put the scenario in a feature box <!-- Overview – Explains problem --> # Clearly explains the psychological problem or phenomenon # Explains the psychological problem or phenomenon reasonably well/in a basic way # Briefly explains the psychological problem or phenomenon; provide more detail # Description of problem is too long/overly complicated—explain the psychological problem or phenomenon in a simpler way. Move detail into subsequent sections. # Clarity of written expression can be improved <!-- Overview – Focus questions --> # The focus questions are excellent (clear and relevant)/very good/good/reasonably good/basic/promising/insufficient # The focus questions could be improved by: ## being more specific to the topic (i.e., the sub-title) ## matching the top-level headings more closely ## being [[w:Open-ended question|open-ended]] rather than [[w:Closed-ended question|closed-ended]] ## splitting double-barrelled questions into separate questions ## using bullet points as taught in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## being presented in a feature box to help guide the reader (fixed) # Add focus questions in a feature box # See copyedits for examples of possible improvements |3= <!-- Theory comments... --> <!-- Theory – Breadth --> # Excellent—key theories are very well explained and applied # Very good—key theories are well explained and applied; minor areas for improvements # Reasonably good—relevant theories are selected, described, and explained, with some room for improvement # Basic—a basic range of relevant theories are selected, described, and explained; there is considerable room for improvement # A promising range of ideas are presented but it is far from clear how this material is derived from a first person reading of the best peer-reviewed psychological theory and research about this topic # Insufficient use of relevant psychological theory about this topic # Reduce general theoretical background (e.g., definitions). Instead, summarise and link to related resources (i.e., other book chapters and/or Wikipedia articles). Increase emphasis on [[wikt:substantive|substantive]] aspects of theory that relate directly to the specific topic (i.e., the sub-title question). <!-- Theory – Builds on --> # Builds exceptionally well on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds effectively on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds reasonably well on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds somewhat on other [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds in a basic way on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds on one [[w:|Wikipedia]] article and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Build more strongly on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Doesn't build on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms <!-- Theory – Depth --> # Insightful/Very good/Good/Reasonably good/Basic/Insufficient depth is provided about key theory(ies) <!-- Theory – Tables/Figures/Lists --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of tables, figures, and/or lists to clearly convey key theoretical information <!-- Theory – Citations --> # Key citations are well used # In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological theory about the topic. # Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags) # If you didn't consult an original source (e.g., ?), cite it as a [https://apastyle.apa.org/style-grammar-guidelines/citations/secondary-sources secondary source] # If you didn't consult an original source, don't cite it <!-- Theory – Examples --> # Excellent/Very good/Good/Reasonably good/Basic use of examples to illustrate theoretical concepts # Consider using more examples to illustrate theoretical concepts # Use more examples to illustrate theoretical concepts # Insufficient use of examples to illustrate theoretical concepts |4= <!-- Research comments... --> <!-- Research – Key findings --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient review of relevant research # Excellent emphasis on systematic reviews and/or meta-analyses # Greater emphasis on systematic reviews and/or meta-analyses would be ideal # More detail about key studies would be ideal # Claims are well referenced # In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological science about the topic. # Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags) <!-- Research – Critical thinking --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient [[w:Critical thinking|critical thinking]] about relevant research is evident # [[w:Critical thinking|Critical thinking]] about research could be further evidenced by: ## describing the methodology (e.g., sample, measures) in important studies ## considering the strength of relationships ## acknowledging limitations ## pointing out critiques/counterarguments ## suggesting ''specific'' directions for future research |5= <!-- Integration comments... --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient integration between the most relevant theory(ies) and the best research # The chapter places more emphasis on theory than on research; strive for an integrated balance # The chapter could be strengthened through deeper integration with related [[Motivation and emotion/Book|chapters]] by including more embedded links # Insufficient integration with related [[Motivation and emotion/Book|chapters]] |6= <!-- Conclusion comments... --> # Excellent/Very good/Good/Reasonably good/Basic summary and conclusion # Insufficient as a cohesive summary of the best psychological theory and research about the topic # Reads like generic [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; write more compellingly in your own words # Is this section based on [[Motivation and emotion/Assessment/Using generative AI|genAI output]]? If so, this was not acknowledged in the edit summary. # Highlights the importance of the problem or phenomenon of interest # Highlight the importance of the problem or phenomenon of interest <!-- Conclusion – Key points --> # Key points are well summarised # Key points are summarised in a basic way # Summarise key points <!-- Conclusion – Focus questions --> # The focus questions are addressed # The take-away messages for each focus question could be spelt out more clearly # Address the focus questions <!-- Conclusion – Take-home messages --> # Clear take-home message(s) # Add practical, take-home message(s) <!-- Conclusion – Word count --> # Not counted for marking purposes due to the chapter being over the maximum word count |7= <!-- Written expression – Style comments... --> <!-- Written expression – Written expression --> # Written expression ## The quality of written expression is excellent/very good/good/reasonably good/basic ## The quality of written expression is OK but there are several aspects which are below professional standard ## The quality of written expression is below professional standard. [https://www.canberra.edu.au/current-students/study-skills UC Study Skills] assistance is recommended to help improve writing skills. ### genAI is over-used; write more in your own words, based on your own knowledge based on reading the primary sources ## Use active (e.g., "this chapter explores" or "this chapter explored") rather than passive voice (e.g., "this chapter will explore" or "this chapter has explored") [https://apastyle.apa.org/style-grammar-guidelines/grammar/active-passive-voice][https://www.grammarly.com/blog/active-vs-passive-voice/] ## The target audience is international, not domestic. [http://www.worldometers.info/world-population/australia-population/ Only 0.3% of the world human population lives in Australia]. ## Reduce excessive use of bold font <!-- Written expression – Sentences --> ## Some/Many sentences could be explained more clearly (e.g., see the {{explain}} and {{rewrite}} tags); consider using [https://www.studiosity.com/students/ Studiosity] for targetted feedback to help improve the quality of written expression ## Some/Many sentences are overly long. Strive for the simplest expression. Consider splitting longer sentences into two shorter sentences. Shorter words and sentences are more [[w:Readability|readable]]. Try conducting a readability analysis such as via https://www.webfx.com/tools/read-able/. This chapter gets a score of . Aim for 50+. ## Avoid starting sentences with a citation unless the author is particularly pertinent. Instead, it is more interesting for the the content/key point to be communicated, with the citation included along the way or, more typically, in [[w:Bracket#Parentheses|parentheses]] at the end of the sentence. <!-- Written expression – Paragraphs --> ## Some paragraphs are overly long. Communicate one key idea per paragraph in three to five sentences. ## Avoid one sentence paragraphs. Communicate one idea per paragraph using three to five sentences. ## Bullet points are overused. Develop more of the bullet point statements into full sentences and paragraphs. <!-- Written expression – Language --> ## Use [https://www.grammarly.com/blog/first-second-and-third-person/ 3rd person perspective] (e.g., "it") instead of 1st (e.g., "we") or 2nd person (e.g., "you") in the main text. 1st of 2nd person can work well for case studies or feature boxes. ## Avoid phrases such as “as previously mentioned” or “as noted above,” as these add little value and can disrupt flow. If referencing another part of the chapter is necessary, use [[w:Help#Section linking|section linking]].## Embed direct quotes within sentences and paragraphs, rather than presenting them [[wikt:holus-bolus|holus-bolus]] ## "Individuals" is overused. "People" is usually a clearer term than "individuals". Use ''individuals'' to highlight each person separately (e.g., “individual test scores”) and ''people'' when referring to humans more generally. ## Remove [[w:weasel words|weasel words]]—they add bulk without improving meaning ## Use permanent, rather than relative, time references. For example, instead of "20 years ago", refer to something like "at the beginning of the 21st century". In this way, the text will survive better into the future, without needing to be rewritten. ## Avoid overly emotive language (e.g,. *) in science-based communication <!-- Written expression – Layout --> # Layout ## The chapter is well structured, with major sections using sub-sections ## The headings could be more clearly aligned with the focus questions ## The structure is overly complicated; simplify and integrate ## The structure is overly complicated; aim for 3 to 6 top-level headings between the Introduction and Conclusion ## The chapter structure is underdeveloped; expand by using subheadings ## Avoid having sections with 1 sub-heading – use 0 or 2+ sub-headings ## Use the default heading style (e.g., remove additional numbers, italics, bo]ld, and/or change in font size) ## See earlier comment about [[#Heading casing|heading casing]] ## Provide more descriptive headings ## Move links from headings into their first mention in text ## Remove abbreviations/citations from headings ## Include an introductory paragraph before branching into the sub-sections (see {{expand}} tags) ## Integrate learning features rather than having it as a stand-alone section ## The Overview and Conclusion should not have subheadings (fixed) ## Remove colons (:) from the ends of headings <!-- Written expression – Grammar --> # Grammar and spelling are excellent # Grammar ## The grammar for some/many sentences could be improved (e.g., see {{g}} tags); consider using a grammar checking tool, [https://www.studiosity.com/students/ Studiosity], and/or peer feedback ## Improve the clarity and flow of the writing by checking and correct use of commas. See [https://www.grammarly.com/blog/comma/ Grammarly's guide to using commas]. ## Check and make correct use of [https://www.merriam-webster.com/grammar/em-dash-en-dash-how-to-use em dashes (instead of hyphens)] to set off an amplifying or explanatory element ## [https://www.grammarly.com/blog/punctuation-capitalization/possessive-apostrophe/ Possessive apostrophes] are not used correctly (e.g., cats vs cat's vs cats') ## Check and correct use of [https://www.google.com.au/search?q=grammar+that+vs+who that vs. who] ## Check and correct use of [https://www.google.com.au/search?q=affect+vs.+effect+grammar affect vs. effect] ## Check and correct use of [http://www.colonsemicolon.com/ semicolons (;) and colons (:)] ## Use past tense when describing research studies, although implications of findings could be in the present tense <!-- Written expression – Abbreviations --> ## Abbreviations ### Only use abbreviations such as e.g., i.e., et al., etc. inside [[w:Bracket#Parentheses|parentheses]], otherwise spell them out ### Check and correct formatting of abbreviations (such as e.g., i.e., etc.) ### Use abbreviations sparingly. Do not use abbreviations for minor/infrequently used terms. ### Spell out abbreviations on their first use, to explain them to the reader ### Once an abbreviation has been established (e.g., PTSD), use it consistently afterwards ### Only introduce abbreviations which are subsequently used <!-- Written expression – Spelling --> # Spelling ## Use [https://www.abc.net.au/education/learn-english/australian-vs-american-spelling/11244196 Australian spelling] (e.g., hypothesize vs. hypothesise; behavior vs. behaviour) ## Some words are misspelt (e.g., see the {{sp}} tags). Spell-checking tools are available in most internet browsers and word processing software packages. <!-- Written expression – Proofreading --> # Proofreading ## More proofreading is needed (e.g., fix punctuation and typographical errors) to bring the quality of written expression closer to a professional standard ## Remove unnecessary capitalisation – [https://polishedpaper.com/blog/capitalization-apa-style more info] <!-- Written expression – APA style --> # APA style ## Use [[w:Serial comma|serial comma]]s[https://www.buzzfeed.com/adamdavis/the-oxford-comma-is-extremely-important-and-everyone-should][https://www.youtube.com/watch?v=gBx8ooDupXY] ## Use [https://apastyle.apa.org/style-grammar-guidelines/capitalization/diseases-disorders-therapies sentence casing for disorders, therapies, theories, etc.] ## [https://apastyle.apa.org/style-grammar-guidelines/numbers Express numbers under 10 using words (e.g., two) and 10 and over using numerals (e.g., 99)] <!-- Written expression – APA style - Quotes --> ## Use double (not single) quotation marks "to introduce a word or phrase used ... as slang, or as an invented or coined expression" ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159) ## "Use quotation marks only for the first occurrence of the word or phrase, not for subsequent occurrences" ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159) ## Direct quotes need page numbers—even better, communicate about concepts in your own words ## Direct quotes are overused—it is better to communicate about concepts in your own words <!-- Written expression – Figures --> ## Figures ### Very well/Well/Reasonably well captioned ### Brief captions; provide more detail to help connect the figure to the text ### Use this format for captions: '''Figure X'''. Descriptive caption goes here in sentence casing. [[Motivation and emotion/Assessment/Chapter/Figures|See example]]. ### Add captions <!-- Written expression – Figures - Citations --> ### Each Figure is referred to at least once within the main text using APA style ### Each Figure is referred to at least once within the main text. Refer to each Figure using APA style (e.g., "(see Figure 1)"; do not use bold, italics, check and correct capitalisation). ### Refer to each Figure at least once within the main text (e.g., "(see Figure 1)") <!-- Written expression – Figures - Other --> ### Some image uploads were removed because of a lack of sufficient/appropriate copyright information ### Numbering needs correcting ### Adjust some image sizes to make them easier to read (increase size) and/or less dominant (decrease size) <!-- Written expression – Tables --> ## Tables ### Very well/Well/Reasonably well captioned ### Brief caption(s); provide more explanatory detail about the table ### Add an APA style caption to each table ([[Motivation and emotion/Assessment/Chapter/Tables|see example]]) <!-- Written expression – Tables - Citations --> ### Each Table is referred to at least once within the main text using APA style ### Each Table is referred to at least once within the main text ### Refer to each Table using APA style (e.g., do not use bold, italics, check and correct capitalisation) ### Refer to each Table at least once within the main text (e.g., see Table 1) <!-- Written expression – Citations --> # Citations use excellent [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)] # Citations use very good/good/reasonably good/basic/poor [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)] # In some/many places, better use could be made of academic, peer-reviewed citations (e.g., see the {{f}} tags) ## If there are three or more authors, cite the first author followed by et al., then year. For example, either: ### in-text, Smith et al. (2020), or ### in [[w:Bracket#Parentheses|parentheses]] (Smith et al., 2020) ## Do not include author first name or initials ## Use ampersand (&) inside [[w:Bracket#Parentheses|parentheses]] and "and" outside parentheses ## List multiple citations in alphabetical order by first author surname (e.g., Giraffe, 2024; Zebra & Aardvark, 2020) ## A full stop is needed after "et al" (i.e., "et al.") because it is an abbreviation of [[wikt:et alii|et alii]] ## Use a comma between the author(s) and year for citations in [[w:Bracket#Parentheses|parentheses]] ## Select up to a maximum of three citations per point (i.e., avoid citing four or more citations to support a single point) ## Check and correct placement of full-stops ## Move embedded links to academic peer-reviewed sources into the [[{{PAGENAME}}#References|References]] as APA style citations with hyperlinked dois ## Move embedded links to non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section; only cite peer-reviewed sources # For citations, use APA style or wiki style, but not both # Secondary citations are overused; strive to consult primary sources <!-- Written expression – References --> ## References use excellent/very good/good/reasonably good/basic/poor APA style: ### Check and correct use of italicisation ### Check and correct use of capitalisation[https://apastyle.apa.org/style-grammar-guidelines/capitalization] ### Separate page numbers using an [[w:Dash#En dash|en dash]] (–) rather than a hyphen (-) ### Include dois where available ### Hyperlink dois for 1-click access ### Provide the full titles of journals ### Remove "Retrieved from " ### Use alphabetical order ### Move Wikipedia links into the [[{{PAGENAME}}#See also|See also]] section ### Move non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section ### Remove bullet-points; add hanging indent <!-- Feedback responsiveness ---> ## No evidence of responsiveness to feedback on talk page |8= <!-- Learning features comments... --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of learning features <!-- Learning features – Wikipedia embedded links --> # Excellent use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles # Very good/Good/Reasonably good/Basic/One use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding more interwiki links for the first mention of key words and technical concepts would make the text even more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]]. # Use [[m:Help:Interwiki linking|interwiki links]] (rather than external links) to Wikipedia articles, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] # Add embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding interwiki links for the first mention of key words and technical concepts would make the text more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]]. <!-- Learning features – Wikiversity embedded links --> # Excellent use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]] # Very good/Good/Reasonably good/Basic/One use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project. # Use in-text [[m:Help:Interwiki linking|interwiki links]], rather than external links to Wikiversity chapters, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] # Move embedded links to non-peer-reviewed sources to the [[{{PAGENAME}}#External links|External links]] section # Add embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project. <!-- Learning features – Figures, tables, feature boxes, scenarios --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of figure(s) # Excellent/Very good/Good/Reasonably good/Basic/No use of table(s) # Excellent/Very good/Good/Reasonably good/Basic use of feature box(es) # No use of feature boxes other than the opening scenario # Excellent/Very good/Good/Reasonably good/Basic use of scenarios, case studies, or examples # No use of scenarios, case studies, or examples, other than opening scenario <!-- Learning features – Quizzes --> # Excellent/Very good/Good/Reasonably good/Basic use of quiz(zes) and/or reflection question(s) # The quiz questions could be improved by being more focused on the key points and/or take-home messages # The quiz questions could be more effective as learning prompts by being embedded as single questions within each corresponding section rather than as a set of questions at the end # The reflection questions could be made more interactive by using a drop-down box that the reader can expand to see an answer/prompt to figure out the answers to the questions (e.g., see [[Motivation and emotion/Book/2026/Immersive therapy for PTSD treatment|this chapter]]) # No use of quiz(zes) and/or reflection question(s) <!-- Learning features – See also --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#See also|See also]] section ## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#See also|template]] ## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Use internal linking style per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Also include links to related book chapters ## Also include links to related Wikipedia articles ## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing] ## Use alphabetical order ## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link ## Move peer-reviewed articles into the [[{{PAGENAME}}#References|References]] section and cite ## Move external links into the [[{{PAGENAME}}#References|External links]] section ## Add more links # [[{{PAGENAME}}#See also|See also]] section not counted for marking purposes due to being over the maximum word count <!-- Learning features – External links --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#External links|External links]] section ## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#External links|template]] ## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing] ## Use alphabetical order ## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link ## Move Wikipedia/Wikiversity links to the [[{{PAGENAME}}#See also|See also]] section ## Move peer-reviewed articles to the [[{{PAGENAME}}#References|References]] section and cite ## Target an international audience ## Add more links ## Link to the top 3-6 external resources about this topic # [[{{PAGENAME}}#External links|External links]] section not counted for marking purposes due to being over the maximum word count |9= <!-- Social contribution comments... --> # ~ logged, useful, mostly minor/moderate/major contributions with [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]] # ~ logged contributions without [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]], so unable to easily verify and assess. See [[Motivation and emotion/Tutorials|tutorials]] for guidance about how to get direct links to evidence. # Thanks for the Wiki Commons uploads # Thanks very much for your extensive contributions # Use a numbered list per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] # No logged contributions }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 09:47, 10 October 2026 (UTC) ==See also== * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] * [[Template:METF]] * [[Template:MEMF]] [[Category:Motivation and emotion/Admin/2026]] [[Category:Motivation and emotion/Assessment/Chapter]] </noinclude> sctfjiewxitdcd52dhnt16rgnu0m5ps 2841583 2841582 2026-10-19T21:04:57Z Jtneill 10242 2841583 wikitext text/x-wiki <noinclude>Feedback [[wikiversity:FAQ/Template|template]] for the [[Motivation and emotion/Assessment/Chapter|book chapter]] exercise for the [[motivation and emotion]] unit. Designed to be [[Help:Transclusion|transcluded]] on a chapter [[Help:Talk page|talk page]]. __NOTOC__</noinclude><includeonly> ==[[Motivation and emotion/Assessment/Chapter|Book chapter]] review and feedback== {{RoundBoxTop|theme=8}} This chapter has been reviewed according to the [[Motivation and emotion/Assessment/Chapter/Marking criteria|marking criteria]]. Written feedback is provided below, plus there is a [[Motivation and emotion/Assessment/Chapter/Feedback|general feedback]] page. Please also check the chapter's [[Help:Page history|page history]] to check for editing changes made whilst reviewing through the chapter. Chapter marks will be available via {{Motivation and emotion/Canvas}} along with [[Motivation and emotion/Assessment/Social contribution|social contribution]] marks and feedback. Keep an eye on Announcements. {{RoundBoxBottom}} {{RoundBoxTop|theme=}}[[File:Wikiuutiset logo typewriter.png|right|85px]] ===Overall=== {{{1|No comment}}} ===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Overview (5%)|Overview]]=== {{{2|No comment}}} ===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Theory (20%)|Theory]]=== {{{3|No comment}}} ===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Research (25%)|Research]]=== {{{4|No comment}}} ===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Integration (10%)|Integration]]=== {{{5|No comment}}} ===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Conclusion (5%)|Conclusion]]=== {{{6|No comment}}} ===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Style (20%)|Style]]=== {{{7|No comment}}} ===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Learning features (5%)|Learning features]]=== {{{8|No comment}}} ===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Social contribution (10%)|Social contribution]]=== {{{9|No comment}}} {{RoundBoxBottom}}</includeonly><noinclude>{{collapse top|Simple example}} ==Simple example== See also [[#Detailed example|detailed example]] <pre> <!-- Official feedback --> {{MEBF/2026 |1= <!-- Overall comments... --> # |2= <!-- Overview comments... --> # |3= <!-- Theory comments... --> # |4= <!-- Research comments... --> # |5= <!-- Integration comments... --> # |6= <!-- Conclusion comments... --> # |7= <!-- Style comments... --> # |8= <!-- Learning features comments... --> # |9= <!-- Social contribution comments... --> # }} ~~~~ </pre> gives <!-- Official book chapter feedback --> {{MEBF/2026 |1= <!-- Overall comments... --> # |2= <!-- Overview comments... --> # |3= <!-- Theory comments... --> # |4= <!-- Research comments... --> # |5= <!-- Integration comments... --> # |6= <!-- Conclusion comments... --> # |7= <!-- Style comments... --> # |8= <!-- Learning features comments... --> # |9= <!-- Social contribution comments... --> # }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 09:47, 10 October 2026 (UTC) {{Collapse bottom}} ==Detailed example== Example use of the template, with some common feedback comments: <small><small><small><pre> <!-- Official book chapter feedback --> {{MEBF/2026 |1= <!-- Overall comments... --> # This is an outstanding chapter that successfully integrates psychological theory and research in a highly readable way to address a practical, real-world phenomenon or problem # This is an excellent chapter that successfully uses psychological theory and research to address a practical, real-world phenomenon or problem # This is a very good chapter that makes very good use of psychological theory and research to address a real-world phenomenon or problem # This is a good chapter that makes good use of psychological theory and research to address a real-world phenomenon or problem # This is a reasonably good chapter that makes good use of psychological theory and research to address a real-world phenomenon or problem # This is a basic chapter # This is an insufficient chapter # The main area(s) for potential improvement: #* use the best psychological theory about the topic #* more detailed review of the best psychological research about the topic #* quality of written expression #* tackle the target topic more directly; this chapter [[wikt:beat around the bush|beats around the bush]] #* integrate more strongly with other chapters by using embedded links to related topics #* overuse of unacknowledged [[Motivation and emotion/Assessment/Using generative AI]] (watch out for [[w:AI slop|AI slop]])—express more in your own words #* I suspect that the [[Motivation and emotion/Assessment#Assessment items|recommended 75 hours]] were not invested in preparing this chapter <!-- Overall - Edit summaries --> #* [[w:Help:Edit summary|Edit summaries]] are used to clearly communicated the changes made in most or all edits #* Use more specific [[w:Help:Edit summary|edit summaries]] to clearly communicate the changes made in each edit #* Insufficient use [[w:Help:Edit summary|edit summaries]] to describe the changes made in each edit <!-- Overall - GenAI --> #* [[Motivation and emotion/Assessment/Using generative AI|genAI use]] is appropriately acknowledged #* In some places, there is overreliance on genAI #* There is insufficient acknowledgement in edit summaries when adding [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; this violates academic integrity principles #* [[Motivation and emotion/Assessment/Using generative AI|GenAI use]] has not been appropriately acknowledged in edit summaries with links to the conversation sources despite previous feedback about this issue. Unacknowledged use of GenAI-generated content raises concerns about compliance with academic integrity principles and assessment requirements and [[Wikiversity:Artificial intelligence|Wikiversity's artificial intelligence policy]]. <!-- Overall – Citations --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of academic, peer-reviewed citations to support claims # Only cite sources that you consult # All citations need to be in the References <!-- Overall – Word count --> # Under the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]], so there is room to expand # Over the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]]. Content beyond 4,000 words has been ignored for marking purposes. <!-- Overall – Copyedits --> # For additional feedback, see the following comments and [ these copyedits] |2= <!-- Overview – Comments... --> # Excellent/Very good/Good/Reasonably good/Basic/Underdeveloped <!-- Overview – Scenario --> <!-- Overview – Scenario - Description --> # Engaging scenario or case study # Reasonably engaging scenario or case study # Basic scenario or case study # Use a more practical, real-life scenario; move review of research into a subsequent section # Consider using an example that more people can relate to (less than 5% of the world population are university students) # Add an engaging case study or scenario <!-- Overview – Scenario - Figure --> # Figure 1 is relevant to the scenario # Figure 1 could be more relevant to the scenario # Instead of a diagram, use an image which illustrates the scenario taking a place; use the diagram in a subsequent section # Include a relevant image <!-- Overview – Scenario - Feature box --> # The scenario uses an appropriate feature box # Put the scenario in a feature box <!-- Overview – Explains problem --> # Clearly explains the psychological problem or phenomenon # Explains the psychological problem or phenomenon reasonably well/in a basic way # Briefly explains the psychological problem or phenomenon; provide more detail # Description of problem is too long/overly complicated—explain the psychological problem or phenomenon in a simpler way. Move detail into subsequent sections. # Clarity of written expression can be improved <!-- Overview – Focus questions --> # The focus questions are excellent (clear and relevant)/very good/good/reasonably good/basic/promising/insufficient # The focus questions could be improved by: ## being more specific to the topic (i.e., the sub-title) ## matching the top-level headings more closely ## being [[w:Open-ended question|open-ended]] rather than [[w:Closed-ended question|closed-ended]] ## splitting double-barrelled questions into separate questions ## using bullet points as taught in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## being presented in a feature box to help guide the reader (fixed) # Add focus questions in a feature box # See copyedits for examples of possible improvements |3= <!-- Theory comments... --> <!-- Theory – Breadth --> # Excellent—key theories are very well explained and applied # Very good—key theories are well explained and applied; minor areas for improvements # Reasonably good—relevant theories are selected, described, and explained, with some room for improvement # Basic—a basic range of relevant theories are selected, described, and explained; there is considerable room for improvement # A promising range of ideas are presented but it is far from clear how this material is derived from a first person reading of the best peer-reviewed psychological theory and research about this topic # Insufficient use of relevant psychological theory about this topic # Reduce general theoretical background (e.g., definitions). Instead, summarise and link to related resources (i.e., other book chapters and/or Wikipedia articles). Increase emphasis on [[wikt:substantive|substantive]] aspects of theory that relate directly to the specific topic (i.e., the sub-title question). <!-- Theory – Builds on --> # Builds exceptionally well on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds effectively on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds reasonably well on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds somewhat on other [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds in a basic way on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds on one [[w:|Wikipedia]] article and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Build more strongly on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Doesn't build on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms <!-- Theory – Depth --> # Insightful/Very good/Good/Reasonably good/Basic/Insufficient depth is provided about key theory(ies) <!-- Theory – Tables/Figures/Lists --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of tables, figures, and/or lists to clearly convey key theoretical information <!-- Theory – Citations --> # Key citations are well used # In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological theory about the topic. # Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags) # If you didn't consult an original source (e.g., ?), cite it as a [https://apastyle.apa.org/style-grammar-guidelines/citations/secondary-sources secondary source] # If you didn't consult an original source, don't cite it <!-- Theory – Examples --> # Excellent/Very good/Good/Reasonably good/Basic use of examples to illustrate theoretical concepts # Consider using more examples to illustrate theoretical concepts # Use more examples to illustrate theoretical concepts # Insufficient use of examples to illustrate theoretical concepts |4= <!-- Research comments... --> <!-- Research – Key findings --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient review of relevant research # Excellent emphasis on systematic reviews and/or meta-analyses # Greater emphasis on systematic reviews and/or meta-analyses would be ideal # More detail about key studies would be ideal # Claims are well referenced # In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological science about the topic. # Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags) <!-- Research – Critical thinking --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient [[w:Critical thinking|critical thinking]] about relevant research is evident # [[w:Critical thinking|Critical thinking]] about research could be further evidenced by: ## describing the methodology (e.g., sample, measures) in important studies ## considering the strength of relationships ## acknowledging limitations ## pointing out critiques/counterarguments ## suggesting ''specific'' directions for future research |5= <!-- Integration comments... --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient integration between the most relevant theory(ies) and the best research # The chapter places more emphasis on theory than on research; strive for an integrated balance # The chapter could be strengthened through deeper integration with related [[Motivation and emotion/Book|chapters]] by including more embedded links # Insufficient integration with related [[Motivation and emotion/Book|chapters]] |6= <!-- Conclusion comments... --> # Excellent/Very good/Good/Reasonably good/Basic summary and conclusion # Insufficient as a cohesive summary of the best psychological theory and research about the topic # Reads like generic [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; write more compellingly in your own words # Is this section based on [[Motivation and emotion/Assessment/Using generative AI|genAI output]]? If so, this was not acknowledged in the edit summary. # Highlights the importance of the problem or phenomenon of interest # Highlight the importance of the problem or phenomenon of interest <!-- Conclusion – Key points --> # Key points are well summarised # Key points are summarised in a basic way # Summarise key points <!-- Conclusion – Focus questions --> # The focus questions are addressed # The take-away messages for each focus question could be spelt out more clearly # Address the focus questions <!-- Conclusion – Take-home messages --> # Clear take-home message(s) # Add practical, take-home message(s) <!-- Conclusion – Word count --> # Not counted for marking purposes due to the chapter being over the maximum word count |7= <!-- Written expression – Style comments... --> <!-- Written expression – Written expression --> # Written expression ## The quality of written expression is excellent/very good/good/reasonably good/basic ## The quality of written expression is OK but there are several aspects which are below professional standard ## The quality of written expression is below professional standard. [https://www.canberra.edu.au/current-students/study-skills UC Study Skills] assistance is recommended to help improve writing skills. ### genAI is over-used; write more in your own words, based on your own knowledge based on reading the primary sources ## Use active (e.g., "this chapter explores" or "this chapter explored") rather than passive voice (e.g., "this chapter will explore" or "this chapter has explored") [https://apastyle.apa.org/style-grammar-guidelines/grammar/active-passive-voice][https://www.grammarly.com/blog/active-vs-passive-voice/] ## The target audience is international, not domestic. [http://www.worldometers.info/world-population/australia-population/ Only 0.3% of the world human population lives in Australia]. ## Reduce excessive use of bold font <!-- Written expression – Sentences --> ## Some/Many sentences could be explained more clearly (e.g., see the {{explain}} and {{rewrite}} tags); consider using [https://www.studiosity.com/students/ Studiosity] for targetted feedback to help improve the quality of written expression ## Some/Many sentences are overly long. Strive for the simplest expression. Consider splitting longer sentences into two shorter sentences. Shorter words and sentences are more [[w:Readability|readable]]. Try conducting a readability analysis such as via https://www.webfx.com/tools/read-able/. This chapter gets a score of . Aim for 50+. ## Avoid starting sentences with a citation unless the author is particularly pertinent. Instead, it is more interesting for the the content/key point to be communicated, with the citation included along the way or, more typically, in [[w:Bracket#Parentheses|parentheses]] at the end of the sentence. <!-- Written expression – Paragraphs --> ## Some paragraphs are overly long. Communicate one key idea per paragraph in three to five sentences. ## Avoid one sentence paragraphs. Communicate one idea per paragraph using three to five sentences. ## Bullet points are overused. Develop more of the bullet point statements into full sentences and paragraphs. <!-- Written expression – Language --> ## Use [https://www.grammarly.com/blog/first-second-and-third-person/ 3rd person perspective] (e.g., "it") instead of 1st (e.g., "we") or 2nd person (e.g., "you") in the main text. 1st or 2nd person can work well for case studies or feature boxes. ## Avoid phrases such as “as previously mentioned” or “as noted above,” as these add little value and can disrupt flow. If referencing another part of the chapter is necessary, use [[w:Help#Section linking|section linking]]. ## Embed direct quotes within sentences and paragraphs, rather than presenting them [[wikt:holus-bolus|holus-bolus]] ## "Individuals" is overused. "People" is usually a clearer term than "individuals". Use ''individuals'' to highlight each person separately (e.g., “individual test scores”) and ''people'' when referring to humans more generally. ## Remove [[w:weasel words|weasel words]]—they add bulk without improving meaning ## Use permanent, rather than relative, time references. For example, instead of "20 years ago", refer to something like "at the beginning of the 21st century". In this way, the text will survive better into the future, without needing to be rewritten. ## Avoid overly emotive language (e.g,. *) in science-based communication <!-- Written expression – Layout --> # Layout ## The chapter is well structured, with major sections using sub-sections ## The headings could be more clearly aligned with the focus questions ## The structure is overly complicated; simplify and integrate ## The structure is overly complicated; aim for 3 to 6 top-level headings between the Introduction and Conclusion ## The chapter structure is underdeveloped; expand by using subheadings ## Avoid having sections with 1 sub-heading – use 0 or 2+ sub-headings ## Use the default heading style (e.g., remove additional numbers, italics, bold, and/or change in font size) ## See earlier comment about [[#Heading casing|heading casing]] ## Provide more descriptive headings ## Move links from headings into their first mention in text ## Remove abbreviations/citations from headings ## Include an introductory paragraph before branching into the sub-sections (see {{expand}} tags) ## Integrate learning features rather than having it as a stand-alone section ## The Overview and Conclusion should not have subheadings (fixed) ## Remove colons (:) from the ends of headings <!-- Written expression – Grammar --> # Grammar and spelling are excellent # Grammar ## The grammar for some/many sentences could be improved (e.g., see {{g}} tags); consider using a grammar checking tool, [https://www.studiosity.com/students/ Studiosity], and/or peer feedback ## Improve the clarity and flow of the writing by checking and correct use of commas. See [https://www.grammarly.com/blog/comma/ Grammarly's guide to using commas]. ## Check and make correct use of [https://www.merriam-webster.com/grammar/em-dash-en-dash-how-to-use em dashes (instead of hyphens)] to set off an amplifying or explanatory element ## [https://www.grammarly.com/blog/punctuation-capitalization/possessive-apostrophe/ Possessive apostrophes] are not used correctly (e.g., cats vs cat's vs cats') ## Check and correct use of [https://www.google.com.au/search?q=grammar+that+vs+who that vs. who] ## Check and correct use of [https://www.google.com.au/search?q=affect+vs.+effect+grammar affect vs. effect] ## Check and correct use of [http://www.colonsemicolon.com/ semicolons (;) and colons (:)] ## Use past tense when describing research studies, although implications of findings could be in the present tense <!-- Written expression – Abbreviations --> ## Abbreviations ### Only use abbreviations such as e.g., i.e., et al., etc. inside [[w:Bracket#Parentheses|parentheses]], otherwise spell them out ### Check and correct formatting of abbreviations (such as e.g., i.e., etc.) ### Use abbreviations sparingly. Do not use abbreviations for minor/infrequently used terms. ### Spell out abbreviations on their first use, to explain them to the reader ### Once an abbreviation has been established (e.g., PTSD), use it consistently afterwards ### Only introduce abbreviations which are subsequently used <!-- Written expression – Spelling --> # Spelling ## Use [https://www.abc.net.au/education/learn-english/australian-vs-american-spelling/11244196 Australian spelling] (e.g., hypothesize vs. hypothesise; behavior vs. behaviour) ## Some words are misspelt (e.g., see the {{sp}} tags). Spell-checking tools are available in most internet browsers and word processing software packages. <!-- Written expression – Proofreading --> # Proofreading ## More proofreading is needed (e.g., fix punctuation and typographical errors) to bring the quality of written expression closer to a professional standard ## Remove unnecessary capitalisation – [https://polishedpaper.com/blog/capitalization-apa-style more info] <!-- Written expression – APA style --> # APA style ## Use [[w:Serial comma|serial comma]]s[https://www.buzzfeed.com/adamdavis/the-oxford-comma-is-extremely-important-and-everyone-should][https://www.youtube.com/watch?v=gBx8ooDupXY] ## Use [https://apastyle.apa.org/style-grammar-guidelines/capitalization/diseases-disorders-therapies sentence casing for disorders, therapies, theories, etc.] ## [https://apastyle.apa.org/style-grammar-guidelines/numbers Express numbers under 10 using words (e.g., two) and 10 and over using numerals (e.g., 99)] <!-- Written expression – APA style - Quotes --> ## Use double (not single) quotation marks "to introduce a word or phrase used ... as slang, or as an invented or coined expression" ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159) ## "Use quotation marks only for the first occurrence of the word or phrase, not for subsequent occurrences" ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159) ## Direct quotes need page numbers—even better, communicate about concepts in your own words ## Direct quotes are overused—it is better to communicate about concepts in your own words <!-- Written expression – Figures --> ## Figures ### Very well/Well/Reasonably well captioned ### Brief captions; provide more detail to help connect the figure to the text ### Use this format for captions: '''Figure X'''. Descriptive caption goes here in sentence casing. [[Motivation and emotion/Assessment/Chapter/Figures|See example]]. ### Add captions <!-- Written expression – Figures - Citations --> ### Each Figure is referred to at least once within the main text using APA style ### Each Figure is referred to at least once within the main text. Refer to each Figure using APA style (e.g., "(see Figure 1)"; do not use bold, italics, check and correct capitalisation). ### Refer to each Figure at least once within the main text (e.g., "(see Figure 1)") <!-- Written expression – Figures - Other --> ### Some image uploads were removed because of a lack of sufficient/appropriate copyright information ### Numbering needs correcting ### Adjust some image sizes to make them easier to read (increase size) and/or less dominant (decrease size) <!-- Written expression – Tables --> ## Tables ### Very well/Well/Reasonably well captioned ### Brief caption(s); provide more explanatory detail about the table ### Add an APA style caption to each table ([[Motivation and emotion/Assessment/Chapter/Tables|see example]]) <!-- Written expression – Tables - Citations --> ### Each Table is referred to at least once within the main text using APA style ### Each Table is referred to at least once within the main text ### Refer to each Table using APA style (e.g., do not use bold, italics, check and correct capitalisation) ### Refer to each Table at least once within the main text (e.g., see Table 1) <!-- Written expression – Citations --> # Citations use excellent [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)] # Citations use very good/good/reasonably good/basic/poor [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)] # In some/many places, better use could be made of academic, peer-reviewed citations (e.g., see the {{f}} tags) ## If there are three or more authors, cite the first author followed by et al., then year. For example, either: ### in-text, Smith et al. (2020), or ### in [[w:Bracket#Parentheses|parentheses]] (Smith et al., 2020) ## Do not include author first name or initials ## Use ampersand (&) inside [[w:Bracket#Parentheses|parentheses]] and "and" outside parentheses ## List multiple citations in alphabetical order by first author surname (e.g., Giraffe, 2024; Zebra & Aardvark, 2020) ## A full stop is needed after "et al" (i.e., "et al.") because it is an abbreviation of [[wikt:et alii|et alii]] ## Use a comma between the author(s) and year for citations in [[w:Bracket#Parentheses|parentheses]] ## Select up to a maximum of three citations per point (i.e., avoid citing four or more citations to support a single point) ## Check and correct placement of full-stops ## Move embedded links to academic peer-reviewed sources into the [[{{PAGENAME}}#References|References]] as APA style citations with hyperlinked dois ## Move embedded links to non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section; only cite peer-reviewed sources # For citations, use APA style or wiki style, but not both # Secondary citations are overused; strive to consult primary sources <!-- Written expression – References --> ## References use excellent/very good/good/reasonably good/basic/poor APA style: ### Check and correct use of italicisation ### Check and correct use of capitalisation[https://apastyle.apa.org/style-grammar-guidelines/capitalization] ### Separate page numbers using an [[w:Dash#En dash|en dash]] (–) rather than a hyphen (-) ### Include dois where available ### Hyperlink dois for 1-click access ### Provide the full titles of journals ### Remove "Retrieved from " ### Use alphabetical order ### Move Wikipedia links into the [[{{PAGENAME}}#See also|See also]] section ### Move non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section ### Remove bullet-points; add hanging indent <!-- Feedback responsiveness ---> ## No evidence of responsiveness to feedback on talk page |8= <!-- Learning features comments... --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of learning features <!-- Learning features – Wikipedia embedded links --> # Excellent use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles # Very good/Good/Reasonably good/Basic/One use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding more interwiki links for the first mention of key words and technical concepts would make the text even more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]]. # Use [[m:Help:Interwiki linking|interwiki links]] (rather than external links) to Wikipedia articles, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] # Add embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding interwiki links for the first mention of key words and technical concepts would make the text more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]]. <!-- Learning features – Wikiversity embedded links --> # Excellent use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]] # Very good/Good/Reasonably good/Basic/One use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project. # Use in-text [[m:Help:Interwiki linking|interwiki links]], rather than external links to Wikiversity chapters, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] # Move embedded links to non-peer-reviewed sources to the [[{{PAGENAME}}#External links|External links]] section # Add embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project. <!-- Learning features – Figures, tables, feature boxes, scenarios --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of figure(s) # Excellent/Very good/Good/Reasonably good/Basic/No use of table(s) # Excellent/Very good/Good/Reasonably good/Basic use of feature box(es) # No use of feature boxes other than the opening scenario # Excellent/Very good/Good/Reasonably good/Basic use of scenarios, case studies, or examples # No use of scenarios, case studies, or examples, other than opening scenario <!-- Learning features – Quizzes --> # Excellent/Very good/Good/Reasonably good/Basic use of quiz(zes) and/or reflection question(s) # The quiz questions could be improved by being more focused on the key points and/or take-home messages # The quiz questions could be more effective as learning prompts by being embedded as single questions within each corresponding section rather than as a set of questions at the end # The reflection questions could be made more interactive by using a drop-down box that the reader can expand to see an answer/prompt to figure out the answers to the questions (e.g., see [[Motivation and emotion/Book/2026/Immersive therapy for PTSD treatment|this chapter]]) # No use of quiz(zes) and/or reflection question(s) <!-- Learning features – See also --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#See also|See also]] section ## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#See also|template]] ## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Use internal linking style per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Also include links to related book chapters ## Also include links to related Wikipedia articles ## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing] ## Use alphabetical order ## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link ## Move peer-reviewed articles into the [[{{PAGENAME}}#References|References]] section and cite ## Move external links into the [[{{PAGENAME}}#References|External links]] section ## Add more links # [[{{PAGENAME}}#See also|See also]] section not counted for marking purposes due to being over the maximum word count <!-- Learning features – External links --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#External links|External links]] section ## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#External links|template]] ## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing] ## Use alphabetical order ## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link ## Move Wikipedia/Wikiversity links to the [[{{PAGENAME}}#See also|See also]] section ## Move peer-reviewed articles to the [[{{PAGENAME}}#References|References]] section and cite ## Target an international audience ## Add more links ## Link to the top 3-6 external resources about this topic # [[{{PAGENAME}}#External links|External links]] section not counted for marking purposes due to being over the maximum word count |9= <!-- Social contribution comments... --> # ~ logged, useful, mostly minor/moderate/major contributions with [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]] # ~ logged contributions without [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]], so unable to easily verify and assess. See [[Motivation and emotion/Tutorials|tutorials]] for guidance about how to get direct links to evidence. # Thanks for the Wiki Commons uploads # Thanks very much for your extensive contributions # Use a numbered list per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] # No logged contributions }} ~~~~ </pre></small></small></small> gives <!-- Official book chapter feedback --> {{MEBF/2026 |1= <!-- Overall comments... --> # This is an outstanding chapter that successfully integrates psychological theory and research in a highly readable way to address a practical, real-world phenomenon or problem # This is an excellent chapter that successfully uses psychological theory and research to address a practical, real-world phenomenon or problem # This is a very good chapter that makes very good use of psychological theory and research to address a real-world phenomenon or problem # This is a good chapter that makes good use of psychological theory and research to address a real-world phenomenon or problem # This is a reasonably good chapter that makes good use of psychological theory and research to address a real-world phenomenon or problem # This is a basic chapter # This is an insufficient chapter # The main area(s) for potential improvement: #* use the best psychological theory about the topic #* more detailed review of the best psychological research about the topic #* quality of written expression #* tackle the target topic more directly; this chapter [[wikt:beat around the bush|beats around the bush]] #* integrate more strongly with other chapters by using embedded links to related topics #* overuse of unacknowledged [[Motivation and emotion/Assessment/Using generative AI]] (watch out for [[w:AI slop|AI slop]])—express more in your own words #* I suspect that the [[Motivation and emotion/Assessment#Assessment items|recommended 75 hours]] were not invested in preparing this chapter <!-- Overall - Edit summaries --> #* [[w:Help:Edit summary|Edit summaries]] are used to clearly communicated the changes made in most or all edits #* Use more specific [[w:Help:Edit summary|edit summaries]] to clearly communicate the changes made in each edit #* Insufficient use [[w:Help:Edit summary|edit summaries]] to describe the changes made in each edit <!-- Overall - GenAI --> #* [[Motivation and emotion/Assessment/Using generative AI|genAI use]] is appropriately acknowledged #* In some places, there is overreliance on genAI #* There is insufficient acknowledgement in edit summaries when adding [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; this violates academic integrity principles #* [[Motivation and emotion/Assessment/Using generative AI|GenAI use]] has not been appropriately acknowledged in edit summaries with links to the conversation sources despite previous feedback about this issue. Unacknowledged use of GenAI-generated content raises concerns about compliance with academic integrity principles and assessment requirements and [[Wikiversity:Artificial intelligence|Wikiversity's artificial intelligence policy]]. <!-- Overall – Citations --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of academic, peer-reviewed citations to support claims # Only cite sources that you consult # All citations need to be in the References <!-- Overall – Word count --> # Under the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]], so there is room to expand # Over the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]]. Content beyond 4,000 words has been ignored for marking purposes. <!-- Overall – Copyedits --> # For additional feedback, see the following comments and [ these copyedits] |2= <!-- Overview – Comments... --> # Excellent/Very good/Good/Reasonably good/Basic/Underdeveloped <!-- Overview – Scenario --> <!-- Overview – Scenario - Description --> # Engaging scenario or case study # Reasonably engaging scenario or case study # Basic scenario or case study # Use a more practical, real-life scenario; move review of research into a subsequent section # Consider using an example that more people can relate to (less than 5% of the world population are university students) # Add an engaging case study or scenario <!-- Overview – Scenario - Figure --> # Figure 1 is relevant to the scenario # Figure 1 could be more relevant to the scenario # Instead of a diagram, use an image which illustrates the scenario taking a place; use the diagram in a subsequent section # Include a relevant image <!-- Overview – Scenario - Feature box --> # The scenario uses an appropriate feature box # Put the scenario in a feature box <!-- Overview – Explains problem --> # Clearly explains the psychological problem or phenomenon # Explains the psychological problem or phenomenon reasonably well/in a basic way # Briefly explains the psychological problem or phenomenon; provide more detail # Description of problem is too long/overly complicated—explain the psychological problem or phenomenon in a simpler way. Move detail into subsequent sections. # Clarity of written expression can be improved <!-- Overview – Focus questions --> # The focus questions are excellent (clear and relevant)/very good/good/reasonably good/basic/promising/insufficient # The focus questions could be improved by: ## being more specific to the topic (i.e., the sub-title) ## matching the top-level headings more closely ## being [[w:Open-ended question|open-ended]] rather than [[w:Closed-ended question|closed-ended]] ## splitting double-barrelled questions into separate questions ## using bullet points as taught in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## being presented in a feature box to help guide the reader (fixed) # Add focus questions in a feature box # See copyedits for examples of possible improvements |3= <!-- Theory comments... --> <!-- Theory – Breadth --> # Excellent—key theories are very well explained and applied # Very good—key theories are well explained and applied; minor areas for improvements # Reasonably good—relevant theories are selected, described, and explained, with some room for improvement # Basic—a basic range of relevant theories are selected, described, and explained; there is considerable room for improvement # A promising range of ideas are presented but it is far from clear how this material is derived from a first person reading of the best peer-reviewed psychological theory and research about this topic # Insufficient use of relevant psychological theory about this topic # Reduce general theoretical background (e.g., definitions). Instead, summarise and link to related resources (i.e., other book chapters and/or Wikipedia articles). Increase emphasis on [[wikt:substantive|substantive]] aspects of theory that relate directly to the specific topic (i.e., the sub-title question). <!-- Theory – Builds on --> # Builds exceptionally well on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds effectively on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds reasonably well on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds somewhat on other [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds in a basic way on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds on one [[w:|Wikipedia]] article and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Build more strongly on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Doesn't build on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms <!-- Theory – Depth --> # Insightful/Very good/Good/Reasonably good/Basic/Insufficient depth is provided about key theory(ies) <!-- Theory – Tables/Figures/Lists --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of tables, figures, and/or lists to clearly convey key theoretical information <!-- Theory – Citations --> # Key citations are well used # In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological theory about the topic. # Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags) # If you didn't consult an original source (e.g., ?), cite it as a [https://apastyle.apa.org/style-grammar-guidelines/citations/secondary-sources secondary source] # If you didn't consult an original source, don't cite it <!-- Theory – Examples --> # Excellent/Very good/Good/Reasonably good/Basic use of examples to illustrate theoretical concepts # Consider using more examples to illustrate theoretical concepts # Use more examples to illustrate theoretical concepts # Insufficient use of examples to illustrate theoretical concepts |4= <!-- Research comments... --> <!-- Research – Key findings --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient review of relevant research # Excellent emphasis on systematic reviews and/or meta-analyses # Greater emphasis on systematic reviews and/or meta-analyses would be ideal # More detail about key studies would be ideal # Claims are well referenced # In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological science about the topic. # Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags) <!-- Research – Critical thinking --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient [[w:Critical thinking|critical thinking]] about relevant research is evident # [[w:Critical thinking|Critical thinking]] about research could be further evidenced by: ## describing the methodology (e.g., sample, measures) in important studies ## considering the strength of relationships ## acknowledging limitations ## pointing out critiques/counterarguments ## suggesting ''specific'' directions for future research |5= <!-- Integration comments... --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient integration between the most relevant theory(ies) and the best research # The chapter places more emphasis on theory than on research; strive for an integrated balance # The chapter could be strengthened through deeper integration with related [[Motivation and emotion/Book|chapters]] by including more embedded links # Insufficient integration with related [[Motivation and emotion/Book|chapters]] |6= <!-- Conclusion comments... --> # Excellent/Very good/Good/Reasonably good/Basic summary and conclusion # Insufficient as a cohesive summary of the best psychological theory and research about the topic # Reads like generic [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; write more compellingly in your own words # Is this section based on [[Motivation and emotion/Assessment/Using generative AI|genAI output]]? If so, this was not acknowledged in the edit summary. # Highlights the importance of the problem or phenomenon of interest # Highlight the importance of the problem or phenomenon of interest <!-- Conclusion – Key points --> # Key points are well summarised # Key points are summarised in a basic way # Summarise key points <!-- Conclusion – Focus questions --> # The focus questions are addressed # The take-away messages for each focus question could be spelt out more clearly # Address the focus questions <!-- Conclusion – Take-home messages --> # Clear take-home message(s) # Add practical, take-home message(s) <!-- Conclusion – Word count --> # Not counted for marking purposes due to the chapter being over the maximum word count |7= <!-- Written expression – Style comments... --> <!-- Written expression – Written expression --> # Written expression ## The quality of written expression is excellent/very good/good/reasonably good/basic ## The quality of written expression is OK but there are several aspects which are below professional standard ## The quality of written expression is below professional standard. [https://www.canberra.edu.au/current-students/study-skills UC Study Skills] assistance is recommended to help improve writing skills. ### genAI is over-used; write more in your own words, based on your own knowledge based on reading the primary sources ## Use active (e.g., "this chapter explores" or "this chapter explored") rather than passive voice (e.g., "this chapter will explore" or "this chapter has explored") [https://apastyle.apa.org/style-grammar-guidelines/grammar/active-passive-voice][https://www.grammarly.com/blog/active-vs-passive-voice/] ## The target audience is international, not domestic. [http://www.worldometers.info/world-population/australia-population/ Only 0.3% of the world human population lives in Australia]. ## Reduce excessive use of bold font <!-- Written expression – Sentences --> ## Some/Many sentences could be explained more clearly (e.g., see the {{explain}} and {{rewrite}} tags); consider using [https://www.studiosity.com/students/ Studiosity] for targetted feedback to help improve the quality of written expression ## Some/Many sentences are overly long. Strive for the simplest expression. Consider splitting longer sentences into two shorter sentences. Shorter words and sentences are more [[w:Readability|readable]]. Try conducting a readability analysis such as via https://www.webfx.com/tools/read-able/. This chapter gets a score of . Aim for 50+. ## Avoid starting sentences with a citation unless the author is particularly pertinent. Instead, it is more interesting for the the content/key point to be communicated, with the citation included along the way or, more typically, in [[w:Bracket#Parentheses|parentheses]] at the end of the sentence. <!-- Written expression – Paragraphs --> ## Some paragraphs are overly long. Communicate one key idea per paragraph in three to five sentences. ## Avoid one sentence paragraphs. Communicate one idea per paragraph using three to five sentences. ## Bullet points are overused. Develop more of the bullet point statements into full sentences and paragraphs. <!-- Written expression – Language --> ## Use [https://www.grammarly.com/blog/first-second-and-third-person/ 3rd person perspective] (e.g., "it") instead of 1st (e.g., "we") or 2nd person (e.g., "you") in the main text. 1st of 2nd person can work well for case studies or feature boxes. ## Avoid phrases such as “as previously mentioned” or “as noted above,” as these add little value and can disrupt flow. If referencing another part of the chapter is necessary, use [[w:Help#Section linking|section linking]].## Embed direct quotes within sentences and paragraphs, rather than presenting them [[wikt:holus-bolus|holus-bolus]] ## "Individuals" is overused. "People" is usually a clearer term than "individuals". Use ''individuals'' to highlight each person separately (e.g., “individual test scores”) and ''people'' when referring to humans more generally. ## Remove [[w:weasel words|weasel words]]—they add bulk without improving meaning ## Use permanent, rather than relative, time references. For example, instead of "20 years ago", refer to something like "at the beginning of the 21st century". In this way, the text will survive better into the future, without needing to be rewritten. ## Avoid overly emotive language (e.g,. *) in science-based communication <!-- Written expression – Layout --> # Layout ## The chapter is well structured, with major sections using sub-sections ## The headings could be more clearly aligned with the focus questions ## The structure is overly complicated; simplify and integrate ## The structure is overly complicated; aim for 3 to 6 top-level headings between the Introduction and Conclusion ## The chapter structure is underdeveloped; expand by using subheadings ## Avoid having sections with 1 sub-heading – use 0 or 2+ sub-headings ## Use the default heading style (e.g., remove additional numbers, italics, bo]ld, and/or change in font size) ## See earlier comment about [[#Heading casing|heading casing]] ## Provide more descriptive headings ## Move links from headings into their first mention in text ## Remove abbreviations/citations from headings ## Include an introductory paragraph before branching into the sub-sections (see {{expand}} tags) ## Integrate learning features rather than having it as a stand-alone section ## The Overview and Conclusion should not have subheadings (fixed) ## Remove colons (:) from the ends of headings <!-- Written expression – Grammar --> # Grammar and spelling are excellent # Grammar ## The grammar for some/many sentences could be improved (e.g., see {{g}} tags); consider using a grammar checking tool, [https://www.studiosity.com/students/ Studiosity], and/or peer feedback ## Improve the clarity and flow of the writing by checking and correct use of commas. See [https://www.grammarly.com/blog/comma/ Grammarly's guide to using commas]. ## Check and make correct use of [https://www.merriam-webster.com/grammar/em-dash-en-dash-how-to-use em dashes (instead of hyphens)] to set off an amplifying or explanatory element ## [https://www.grammarly.com/blog/punctuation-capitalization/possessive-apostrophe/ Possessive apostrophes] are not used correctly (e.g., cats vs cat's vs cats') ## Check and correct use of [https://www.google.com.au/search?q=grammar+that+vs+who that vs. who] ## Check and correct use of [https://www.google.com.au/search?q=affect+vs.+effect+grammar affect vs. effect] ## Check and correct use of [http://www.colonsemicolon.com/ semicolons (;) and colons (:)] ## Use past tense when describing research studies, although implications of findings could be in the present tense <!-- Written expression – Abbreviations --> ## Abbreviations ### Only use abbreviations such as e.g., i.e., et al., etc. inside [[w:Bracket#Parentheses|parentheses]], otherwise spell them out ### Check and correct formatting of abbreviations (such as e.g., i.e., etc.) ### Use abbreviations sparingly. Do not use abbreviations for minor/infrequently used terms. ### Spell out abbreviations on their first use, to explain them to the reader ### Once an abbreviation has been established (e.g., PTSD), use it consistently afterwards ### Only introduce abbreviations which are subsequently used <!-- Written expression – Spelling --> # Spelling ## Use [https://www.abc.net.au/education/learn-english/australian-vs-american-spelling/11244196 Australian spelling] (e.g., hypothesize vs. hypothesise; behavior vs. behaviour) ## Some words are misspelt (e.g., see the {{sp}} tags). Spell-checking tools are available in most internet browsers and word processing software packages. <!-- Written expression – Proofreading --> # Proofreading ## More proofreading is needed (e.g., fix punctuation and typographical errors) to bring the quality of written expression closer to a professional standard ## Remove unnecessary capitalisation – [https://polishedpaper.com/blog/capitalization-apa-style more info] <!-- Written expression – APA style --> # APA style ## Use [[w:Serial comma|serial comma]]s[https://www.buzzfeed.com/adamdavis/the-oxford-comma-is-extremely-important-and-everyone-should][https://www.youtube.com/watch?v=gBx8ooDupXY] ## Use [https://apastyle.apa.org/style-grammar-guidelines/capitalization/diseases-disorders-therapies sentence casing for disorders, therapies, theories, etc.] ## [https://apastyle.apa.org/style-grammar-guidelines/numbers Express numbers under 10 using words (e.g., two) and 10 and over using numerals (e.g., 99)] <!-- Written expression – APA style - Quotes --> ## Use double (not single) quotation marks "to introduce a word or phrase used ... as slang, or as an invented or coined expression" ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159) ## "Use quotation marks only for the first occurrence of the word or phrase, not for subsequent occurrences" ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159) ## Direct quotes need page numbers—even better, communicate about concepts in your own words ## Direct quotes are overused—it is better to communicate about concepts in your own words <!-- Written expression – Figures --> ## Figures ### Very well/Well/Reasonably well captioned ### Brief captions; provide more detail to help connect the figure to the text ### Use this format for captions: '''Figure X'''. Descriptive caption goes here in sentence casing. [[Motivation and emotion/Assessment/Chapter/Figures|See example]]. ### Add captions <!-- Written expression – Figures - Citations --> ### Each Figure is referred to at least once within the main text using APA style ### Each Figure is referred to at least once within the main text. Refer to each Figure using APA style (e.g., "(see Figure 1)"; do not use bold, italics, check and correct capitalisation). ### Refer to each Figure at least once within the main text (e.g., "(see Figure 1)") <!-- Written expression – Figures - Other --> ### Some image uploads were removed because of a lack of sufficient/appropriate copyright information ### Numbering needs correcting ### Adjust some image sizes to make them easier to read (increase size) and/or less dominant (decrease size) <!-- Written expression – Tables --> ## Tables ### Very well/Well/Reasonably well captioned ### Brief caption(s); provide more explanatory detail about the table ### Add an APA style caption to each table ([[Motivation and emotion/Assessment/Chapter/Tables|see example]]) <!-- Written expression – Tables - Citations --> ### Each Table is referred to at least once within the main text using APA style ### Each Table is referred to at least once within the main text ### Refer to each Table using APA style (e.g., do not use bold, italics, check and correct capitalisation) ### Refer to each Table at least once within the main text (e.g., see Table 1) <!-- Written expression – Citations --> # Citations use excellent [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)] # Citations use very good/good/reasonably good/basic/poor [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)] # In some/many places, better use could be made of academic, peer-reviewed citations (e.g., see the {{f}} tags) ## If there are three or more authors, cite the first author followed by et al., then year. For example, either: ### in-text, Smith et al. (2020), or ### in [[w:Bracket#Parentheses|parentheses]] (Smith et al., 2020) ## Do not include author first name or initials ## Use ampersand (&) inside [[w:Bracket#Parentheses|parentheses]] and "and" outside parentheses ## List multiple citations in alphabetical order by first author surname (e.g., Giraffe, 2024; Zebra & Aardvark, 2020) ## A full stop is needed after "et al" (i.e., "et al.") because it is an abbreviation of [[wikt:et alii|et alii]] ## Use a comma between the author(s) and year for citations in [[w:Bracket#Parentheses|parentheses]] ## Select up to a maximum of three citations per point (i.e., avoid citing four or more citations to support a single point) ## Check and correct placement of full-stops ## Move embedded links to academic peer-reviewed sources into the [[{{PAGENAME}}#References|References]] as APA style citations with hyperlinked dois ## Move embedded links to non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section; only cite peer-reviewed sources # For citations, use APA style or wiki style, but not both # Secondary citations are overused; strive to consult primary sources <!-- Written expression – References --> ## References use excellent/very good/good/reasonably good/basic/poor APA style: ### Check and correct use of italicisation ### Check and correct use of capitalisation[https://apastyle.apa.org/style-grammar-guidelines/capitalization] ### Separate page numbers using an [[w:Dash#En dash|en dash]] (–) rather than a hyphen (-) ### Include dois where available ### Hyperlink dois for 1-click access ### Provide the full titles of journals ### Remove "Retrieved from " ### Use alphabetical order ### Move Wikipedia links into the [[{{PAGENAME}}#See also|See also]] section ### Move non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section ### Remove bullet-points; add hanging indent <!-- Feedback responsiveness ---> ## No evidence of responsiveness to feedback on talk page |8= <!-- Learning features comments... --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of learning features <!-- Learning features – Wikipedia embedded links --> # Excellent use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles # Very good/Good/Reasonably good/Basic/One use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding more interwiki links for the first mention of key words and technical concepts would make the text even more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]]. # Use [[m:Help:Interwiki linking|interwiki links]] (rather than external links) to Wikipedia articles, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] # Add embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding interwiki links for the first mention of key words and technical concepts would make the text more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]]. <!-- Learning features – Wikiversity embedded links --> # Excellent use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]] # Very good/Good/Reasonably good/Basic/One use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project. # Use in-text [[m:Help:Interwiki linking|interwiki links]], rather than external links to Wikiversity chapters, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] # Move embedded links to non-peer-reviewed sources to the [[{{PAGENAME}}#External links|External links]] section # Add embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project. <!-- Learning features – Figures, tables, feature boxes, scenarios --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of figure(s) # Excellent/Very good/Good/Reasonably good/Basic/No use of table(s) # Excellent/Very good/Good/Reasonably good/Basic use of feature box(es) # No use of feature boxes other than the opening scenario # Excellent/Very good/Good/Reasonably good/Basic use of scenarios, case studies, or examples # No use of scenarios, case studies, or examples, other than opening scenario <!-- Learning features – Quizzes --> # Excellent/Very good/Good/Reasonably good/Basic use of quiz(zes) and/or reflection question(s) # The quiz questions could be improved by being more focused on the key points and/or take-home messages # The quiz questions could be more effective as learning prompts by being embedded as single questions within each corresponding section rather than as a set of questions at the end # The reflection questions could be made more interactive by using a drop-down box that the reader can expand to see an answer/prompt to figure out the answers to the questions (e.g., see [[Motivation and emotion/Book/2026/Immersive therapy for PTSD treatment|this chapter]]) # No use of quiz(zes) and/or reflection question(s) <!-- Learning features – See also --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#See also|See also]] section ## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#See also|template]] ## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Use internal linking style per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Also include links to related book chapters ## Also include links to related Wikipedia articles ## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing] ## Use alphabetical order ## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link ## Move peer-reviewed articles into the [[{{PAGENAME}}#References|References]] section and cite ## Move external links into the [[{{PAGENAME}}#References|External links]] section ## Add more links # [[{{PAGENAME}}#See also|See also]] section not counted for marking purposes due to being over the maximum word count <!-- Learning features – External links --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#External links|External links]] section ## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#External links|template]] ## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing] ## Use alphabetical order ## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link ## Move Wikipedia/Wikiversity links to the [[{{PAGENAME}}#See also|See also]] section ## Move peer-reviewed articles to the [[{{PAGENAME}}#References|References]] section and cite ## Target an international audience ## Add more links ## Link to the top 3-6 external resources about this topic # [[{{PAGENAME}}#External links|External links]] section not counted for marking purposes due to being over the maximum word count |9= <!-- Social contribution comments... --> # ~ logged, useful, mostly minor/moderate/major contributions with [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]] # ~ logged contributions without [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]], so unable to easily verify and assess. See [[Motivation and emotion/Tutorials|tutorials]] for guidance about how to get direct links to evidence. # Thanks for the Wiki Commons uploads # Thanks very much for your extensive contributions # Use a numbered list per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] # No logged contributions }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 09:47, 10 October 2026 (UTC) ==See also== * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] * [[Template:METF]] * [[Template:MEMF]] [[Category:Motivation and emotion/Admin/2026]] [[Category:Motivation and emotion/Assessment/Chapter]] </noinclude> h7pnaqvnsb117y6pbbwq9h5u49r5vni 2841642 2841583 2026-10-20T03:43:49Z Jtneill 10242 # Consider using an example that a wider audience can relate to (less than 5% of the world population are university students) 2841642 wikitext text/x-wiki <noinclude>Feedback [[wikiversity:FAQ/Template|template]] for the [[Motivation and emotion/Assessment/Chapter|book chapter]] exercise for the [[motivation and emotion]] unit. Designed to be [[Help:Transclusion|transcluded]] on a chapter [[Help:Talk page|talk page]]. __NOTOC__</noinclude><includeonly> ==[[Motivation and emotion/Assessment/Chapter|Book chapter]] review and feedback== {{RoundBoxTop|theme=8}} This chapter has been reviewed according to the [[Motivation and emotion/Assessment/Chapter/Marking criteria|marking criteria]]. Written feedback is provided below, plus there is a [[Motivation and emotion/Assessment/Chapter/Feedback|general feedback]] page. Please also check the chapter's [[Help:Page history|page history]] to check for editing changes made whilst reviewing through the chapter. Chapter marks will be available via {{Motivation and emotion/Canvas}} along with [[Motivation and emotion/Assessment/Social contribution|social contribution]] marks and feedback. Keep an eye on Announcements. {{RoundBoxBottom}} {{RoundBoxTop|theme=}}[[File:Wikiuutiset logo typewriter.png|right|85px]] ===Overall=== {{{1|No comment}}} ===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Overview (5%)|Overview]]=== {{{2|No comment}}} ===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Theory (20%)|Theory]]=== {{{3|No comment}}} ===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Research (25%)|Research]]=== {{{4|No comment}}} ===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Integration (10%)|Integration]]=== {{{5|No comment}}} ===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Conclusion (5%)|Conclusion]]=== {{{6|No comment}}} ===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Style (20%)|Style]]=== {{{7|No comment}}} ===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Learning features (5%)|Learning features]]=== {{{8|No comment}}} ===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Social contribution (10%)|Social contribution]]=== {{{9|No comment}}} {{RoundBoxBottom}}</includeonly><noinclude>{{collapse top|Simple example}} ==Simple example== See also [[#Detailed example|detailed example]] <pre> <!-- Official feedback --> {{MEBF/2026 |1= <!-- Overall comments... --> # |2= <!-- Overview comments... --> # |3= <!-- Theory comments... --> # |4= <!-- Research comments... --> # |5= <!-- Integration comments... --> # |6= <!-- Conclusion comments... --> # |7= <!-- Style comments... --> # |8= <!-- Learning features comments... --> # |9= <!-- Social contribution comments... --> # }} ~~~~ </pre> gives <!-- Official book chapter feedback --> {{MEBF/2026 |1= <!-- Overall comments... --> # |2= <!-- Overview comments... --> # |3= <!-- Theory comments... --> # |4= <!-- Research comments... --> # |5= <!-- Integration comments... --> # |6= <!-- Conclusion comments... --> # |7= <!-- Style comments... --> # |8= <!-- Learning features comments... --> # |9= <!-- Social contribution comments... --> # }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 09:47, 10 October 2026 (UTC) {{Collapse bottom}} ==Detailed example== Example use of the template, with some common feedback comments: <small><small><small><pre> <!-- Official book chapter feedback --> {{MEBF/2026 |1= <!-- Overall comments... --> # This is an outstanding chapter that successfully integrates psychological theory and research in a highly readable way to address a practical, real-world phenomenon or problem # This is an excellent chapter that successfully uses psychological theory and research to address a practical, real-world phenomenon or problem # This is a very good chapter that makes very good use of psychological theory and research to address a real-world phenomenon or problem # This is a good chapter that makes good use of psychological theory and research to address a real-world phenomenon or problem # This is a reasonably good chapter that makes good use of psychological theory and research to address a real-world phenomenon or problem # This is a basic chapter # This is an insufficient chapter # The main area(s) for potential improvement: #* use the best psychological theory about the topic #* more detailed review of the best psychological research about the topic #* quality of written expression #* tackle the target topic more directly; this chapter [[wikt:beat around the bush|beats around the bush]] #* integrate more strongly with other chapters by using embedded links to related topics #* overuse of unacknowledged [[Motivation and emotion/Assessment/Using generative AI]] (watch out for [[w:AI slop|AI slop]])—express more in your own words #* I suspect that the [[Motivation and emotion/Assessment#Assessment items|recommended 75 hours]] were not invested in preparing this chapter <!-- Overall - Edit summaries --> #* [[w:Help:Edit summary|Edit summaries]] are used to clearly communicated the changes made in most or all edits #* Use more specific [[w:Help:Edit summary|edit summaries]] to clearly communicate the changes made in each edit #* Insufficient use [[w:Help:Edit summary|edit summaries]] to describe the changes made in each edit <!-- Overall - GenAI --> #* [[Motivation and emotion/Assessment/Using generative AI|genAI use]] is appropriately acknowledged #* In some places, there is overreliance on genAI #* There is insufficient acknowledgement in edit summaries when adding [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; this violates academic integrity principles #* [[Motivation and emotion/Assessment/Using generative AI|GenAI use]] has not been appropriately acknowledged in edit summaries with links to the conversation sources despite previous feedback about this issue. Unacknowledged use of GenAI-generated content raises concerns about compliance with academic integrity principles and assessment requirements and [[Wikiversity:Artificial intelligence|Wikiversity's artificial intelligence policy]]. <!-- Overall – Citations --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of academic, peer-reviewed citations to support claims # Only cite sources that you consult # All citations need to be in the References <!-- Overall – Word count --> # Under the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]], so there is room to expand # Over the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]]. Content beyond 4,000 words has been ignored for marking purposes. <!-- Overall – Copyedits --> # For additional feedback, see the following comments and [ these copyedits] |2= <!-- Overview – Comments... --> # Excellent/Very good/Good/Reasonably good/Basic/Underdeveloped <!-- Overview – Scenario --> <!-- Overview – Scenario - Description --> # Engaging scenario or case study # Reasonably engaging scenario or case study # Basic scenario or case study # Use a more practical, real-life scenario; move review of research into a subsequent section # Consider using an example that a wider audience can relate to (less than 5% of the world population are university students) # Add an engaging case study or scenario <!-- Overview – Scenario - Figure --> # Figure 1 is relevant to the scenario # Figure 1 could be more relevant to the scenario # Instead of a diagram, use an image which illustrates the scenario taking a place; use the diagram in a subsequent section # Include a relevant image <!-- Overview – Scenario - Feature box --> # The scenario uses an appropriate feature box # Put the scenario in a feature box <!-- Overview – Explains problem --> # Clearly explains the psychological problem or phenomenon # Explains the psychological problem or phenomenon reasonably well/in a basic way # Briefly explains the psychological problem or phenomenon; provide more detail # Description of problem is too long/overly complicated—explain the psychological problem or phenomenon in a simpler way. Move detail into subsequent sections. # Clarity of written expression can be improved <!-- Overview – Focus questions --> # The focus questions are excellent (clear and relevant)/very good/good/reasonably good/basic/promising/insufficient # The focus questions could be improved by: ## being more specific to the topic (i.e., the sub-title) ## matching the top-level headings more closely ## being [[w:Open-ended question|open-ended]] rather than [[w:Closed-ended question|closed-ended]] ## splitting double-barrelled questions into separate questions ## using bullet points as taught in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## being presented in a feature box to help guide the reader (fixed) # Add focus questions in a feature box # See copyedits for examples of possible improvements |3= <!-- Theory comments... --> <!-- Theory – Breadth --> # Excellent—key theories are very well explained and applied # Very good—key theories are well explained and applied; minor areas for improvements # Reasonably good—relevant theories are selected, described, and explained, with some room for improvement # Basic—a basic range of relevant theories are selected, described, and explained; there is considerable room for improvement # A promising range of ideas are presented but it is far from clear how this material is derived from a first person reading of the best peer-reviewed psychological theory and research about this topic # Insufficient use of relevant psychological theory about this topic # Reduce general theoretical background (e.g., definitions). Instead, summarise and link to related resources (i.e., other book chapters and/or Wikipedia articles). Increase emphasis on [[wikt:substantive|substantive]] aspects of theory that relate directly to the specific topic (i.e., the sub-title question). <!-- Theory – Builds on --> # Builds exceptionally well on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds effectively on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds reasonably well on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds somewhat on other [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds in a basic way on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds on one [[w:|Wikipedia]] article and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Build more strongly on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Doesn't build on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms <!-- Theory – Depth --> # Insightful/Very good/Good/Reasonably good/Basic/Insufficient depth is provided about key theory(ies) <!-- Theory – Tables/Figures/Lists --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of tables, figures, and/or lists to clearly convey key theoretical information <!-- Theory – Citations --> # Key citations are well used # In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological theory about the topic. # Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags) # If you didn't consult an original source (e.g., ?), cite it as a [https://apastyle.apa.org/style-grammar-guidelines/citations/secondary-sources secondary source] # If you didn't consult an original source, don't cite it <!-- Theory – Examples --> # Excellent/Very good/Good/Reasonably good/Basic use of examples to illustrate theoretical concepts # Consider using more examples to illustrate theoretical concepts # Use more examples to illustrate theoretical concepts # Insufficient use of examples to illustrate theoretical concepts |4= <!-- Research comments... --> <!-- Research – Key findings --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient review of relevant research # Excellent emphasis on systematic reviews and/or meta-analyses # Greater emphasis on systematic reviews and/or meta-analyses would be ideal # More detail about key studies would be ideal # Claims are well referenced # In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological science about the topic. # Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags) <!-- Research – Critical thinking --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient [[w:Critical thinking|critical thinking]] about relevant research is evident # [[w:Critical thinking|Critical thinking]] about research could be further evidenced by: ## describing the methodology (e.g., sample, measures) in important studies ## considering the strength of relationships ## acknowledging limitations ## pointing out critiques/counterarguments ## suggesting ''specific'' directions for future research |5= <!-- Integration comments... --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient integration between the most relevant theory(ies) and the best research # The chapter places more emphasis on theory than on research; strive for an integrated balance # The chapter could be strengthened through deeper integration with related [[Motivation and emotion/Book|chapters]] by including more embedded links # Insufficient integration with related [[Motivation and emotion/Book|chapters]] |6= <!-- Conclusion comments... --> # Excellent/Very good/Good/Reasonably good/Basic summary and conclusion # Insufficient as a cohesive summary of the best psychological theory and research about the topic # Reads like generic [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; write more compellingly in your own words # Is this section based on [[Motivation and emotion/Assessment/Using generative AI|genAI output]]? If so, this was not acknowledged in the edit summary. # Highlights the importance of the problem or phenomenon of interest # Highlight the importance of the problem or phenomenon of interest <!-- Conclusion – Key points --> # Key points are well summarised # Key points are summarised in a basic way # Summarise key points <!-- Conclusion – Focus questions --> # The focus questions are addressed # The take-away messages for each focus question could be spelt out more clearly # Address the focus questions <!-- Conclusion – Take-home messages --> # Clear take-home message(s) # Add practical, take-home message(s) <!-- Conclusion – Word count --> # Not counted for marking purposes due to the chapter being over the maximum word count |7= <!-- Written expression – Style comments... --> <!-- Written expression – Written expression --> # Written expression ## The quality of written expression is excellent/very good/good/reasonably good/basic ## The quality of written expression is OK but there are several aspects which are below professional standard ## The quality of written expression is below professional standard. [https://www.canberra.edu.au/current-students/study-skills UC Study Skills] assistance is recommended to help improve writing skills. ### genAI is over-used; write more in your own words, based on your own knowledge based on reading the primary sources ## Use active (e.g., "this chapter explores" or "this chapter explored") rather than passive voice (e.g., "this chapter will explore" or "this chapter has explored") [https://apastyle.apa.org/style-grammar-guidelines/grammar/active-passive-voice][https://www.grammarly.com/blog/active-vs-passive-voice/] ## The target audience is international, not domestic. [http://www.worldometers.info/world-population/australia-population/ Only 0.3% of the world human population lives in Australia]. ## Reduce excessive use of bold font <!-- Written expression – Sentences --> ## Some/Many sentences could be explained more clearly (e.g., see the {{explain}} and {{rewrite}} tags); consider using [https://www.studiosity.com/students/ Studiosity] for targetted feedback to help improve the quality of written expression ## Some/Many sentences are overly long. Strive for the simplest expression. Consider splitting longer sentences into two shorter sentences. Shorter words and sentences are more [[w:Readability|readable]]. Try conducting a readability analysis such as via https://www.webfx.com/tools/read-able/. This chapter gets a score of . Aim for 50+. ## Avoid starting sentences with a citation unless the author is particularly pertinent. Instead, it is more interesting for the the content/key point to be communicated, with the citation included along the way or, more typically, in [[w:Bracket#Parentheses|parentheses]] at the end of the sentence. <!-- Written expression – Paragraphs --> ## Some paragraphs are overly long. Communicate one key idea per paragraph in three to five sentences. ## Avoid one sentence paragraphs. Communicate one idea per paragraph using three to five sentences. ## Bullet points are overused. Develop more of the bullet point statements into full sentences and paragraphs. <!-- Written expression – Language --> ## Use [https://www.grammarly.com/blog/first-second-and-third-person/ 3rd person perspective] (e.g., "it") instead of 1st (e.g., "we") or 2nd person (e.g., "you") in the main text. 1st or 2nd person can work well for case studies or feature boxes. ## Avoid phrases such as “as previously mentioned” or “as noted above,” as these add little value and can disrupt flow. If referencing another part of the chapter is necessary, use [[w:Help#Section linking|section linking]]. ## Embed direct quotes within sentences and paragraphs, rather than presenting them [[wikt:holus-bolus|holus-bolus]] ## "Individuals" is overused. "People" is usually a clearer term than "individuals". Use ''individuals'' to highlight each person separately (e.g., “individual test scores”) and ''people'' when referring to humans more generally. ## Remove [[w:weasel words|weasel words]]—they add bulk without improving meaning ## Use permanent, rather than relative, time references. For example, instead of "20 years ago", refer to something like "at the beginning of the 21st century". In this way, the text will survive better into the future, without needing to be rewritten. ## Avoid overly emotive language (e.g,. *) in science-based communication <!-- Written expression – Layout --> # Layout ## The chapter is well structured, with major sections using sub-sections ## The headings could be more clearly aligned with the focus questions ## The structure is overly complicated; simplify and integrate ## The structure is overly complicated; aim for 3 to 6 top-level headings between the Introduction and Conclusion ## The chapter structure is underdeveloped; expand by using subheadings ## Avoid having sections with 1 sub-heading – use 0 or 2+ sub-headings ## Use the default heading style (e.g., remove additional numbers, italics, bold, and/or change in font size) ## See earlier comment about [[#Heading casing|heading casing]] ## Provide more descriptive headings ## Move links from headings into their first mention in text ## Remove abbreviations/citations from headings ## Include an introductory paragraph before branching into the sub-sections (see {{expand}} tags) ## Integrate learning features rather than having it as a stand-alone section ## The Overview and Conclusion should not have subheadings (fixed) ## Remove colons (:) from the ends of headings <!-- Written expression – Grammar --> # Grammar and spelling are excellent # Grammar ## The grammar for some/many sentences could be improved (e.g., see {{g}} tags); consider using a grammar checking tool, [https://www.studiosity.com/students/ Studiosity], and/or peer feedback ## Improve the clarity and flow of the writing by checking and correct use of commas. See [https://www.grammarly.com/blog/comma/ Grammarly's guide to using commas]. ## Check and make correct use of [https://www.merriam-webster.com/grammar/em-dash-en-dash-how-to-use em dashes (instead of hyphens)] to set off an amplifying or explanatory element ## [https://www.grammarly.com/blog/punctuation-capitalization/possessive-apostrophe/ Possessive apostrophes] are not used correctly (e.g., cats vs cat's vs cats') ## Check and correct use of [https://www.google.com.au/search?q=grammar+that+vs+who that vs. who] ## Check and correct use of [https://www.google.com.au/search?q=affect+vs.+effect+grammar affect vs. effect] ## Check and correct use of [http://www.colonsemicolon.com/ semicolons (;) and colons (:)] ## Use past tense when describing research studies, although implications of findings could be in the present tense <!-- Written expression – Abbreviations --> ## Abbreviations ### Only use abbreviations such as e.g., i.e., et al., etc. inside [[w:Bracket#Parentheses|parentheses]], otherwise spell them out ### Check and correct formatting of abbreviations (such as e.g., i.e., etc.) ### Use abbreviations sparingly. Do not use abbreviations for minor/infrequently used terms. ### Spell out abbreviations on their first use, to explain them to the reader ### Once an abbreviation has been established (e.g., PTSD), use it consistently afterwards ### Only introduce abbreviations which are subsequently used <!-- Written expression – Spelling --> # Spelling ## Use [https://www.abc.net.au/education/learn-english/australian-vs-american-spelling/11244196 Australian spelling] (e.g., hypothesize vs. hypothesise; behavior vs. behaviour) ## Some words are misspelt (e.g., see the {{sp}} tags). Spell-checking tools are available in most internet browsers and word processing software packages. <!-- Written expression – Proofreading --> # Proofreading ## More proofreading is needed (e.g., fix punctuation and typographical errors) to bring the quality of written expression closer to a professional standard ## Remove unnecessary capitalisation – [https://polishedpaper.com/blog/capitalization-apa-style more info] <!-- Written expression – APA style --> # APA style ## Use [[w:Serial comma|serial comma]]s[https://www.buzzfeed.com/adamdavis/the-oxford-comma-is-extremely-important-and-everyone-should][https://www.youtube.com/watch?v=gBx8ooDupXY] ## Use [https://apastyle.apa.org/style-grammar-guidelines/capitalization/diseases-disorders-therapies sentence casing for disorders, therapies, theories, etc.] ## [https://apastyle.apa.org/style-grammar-guidelines/numbers Express numbers under 10 using words (e.g., two) and 10 and over using numerals (e.g., 99)] <!-- Written expression – APA style - Quotes --> ## Use double (not single) quotation marks "to introduce a word or phrase used ... as slang, or as an invented or coined expression" ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159) ## "Use quotation marks only for the first occurrence of the word or phrase, not for subsequent occurrences" ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159) ## Direct quotes need page numbers—even better, communicate about concepts in your own words ## Direct quotes are overused—it is better to communicate about concepts in your own words <!-- Written expression – Figures --> ## Figures ### Very well/Well/Reasonably well captioned ### Brief captions; provide more detail to help connect the figure to the text ### Use this format for captions: '''Figure X'''. Descriptive caption goes here in sentence casing. [[Motivation and emotion/Assessment/Chapter/Figures|See example]]. ### Add captions <!-- Written expression – Figures - Citations --> ### Each Figure is referred to at least once within the main text using APA style ### Each Figure is referred to at least once within the main text. Refer to each Figure using APA style (e.g., "(see Figure 1)"; do not use bold, italics, check and correct capitalisation). ### Refer to each Figure at least once within the main text (e.g., "(see Figure 1)") <!-- Written expression – Figures - Other --> ### Some image uploads were removed because of a lack of sufficient/appropriate copyright information ### Numbering needs correcting ### Adjust some image sizes to make them easier to read (increase size) and/or less dominant (decrease size) <!-- Written expression – Tables --> ## Tables ### Very well/Well/Reasonably well captioned ### Brief caption(s); provide more explanatory detail about the table ### Add an APA style caption to each table ([[Motivation and emotion/Assessment/Chapter/Tables|see example]]) <!-- Written expression – Tables - Citations --> ### Each Table is referred to at least once within the main text using APA style ### Each Table is referred to at least once within the main text ### Refer to each Table using APA style (e.g., do not use bold, italics, check and correct capitalisation) ### Refer to each Table at least once within the main text (e.g., see Table 1) <!-- Written expression – Citations --> # Citations use excellent [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)] # Citations use very good/good/reasonably good/basic/poor [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)] # In some/many places, better use could be made of academic, peer-reviewed citations (e.g., see the {{f}} tags) ## If there are three or more authors, cite the first author followed by et al., then year. For example, either: ### in-text, Smith et al. (2020), or ### in [[w:Bracket#Parentheses|parentheses]] (Smith et al., 2020) ## Do not include author first name or initials ## Use ampersand (&) inside [[w:Bracket#Parentheses|parentheses]] and "and" outside parentheses ## List multiple citations in alphabetical order by first author surname (e.g., Giraffe, 2024; Zebra & Aardvark, 2020) ## A full stop is needed after "et al" (i.e., "et al.") because it is an abbreviation of [[wikt:et alii|et alii]] ## Use a comma between the author(s) and year for citations in [[w:Bracket#Parentheses|parentheses]] ## Select up to a maximum of three citations per point (i.e., avoid citing four or more citations to support a single point) ## Check and correct placement of full-stops ## Move embedded links to academic peer-reviewed sources into the [[{{PAGENAME}}#References|References]] as APA style citations with hyperlinked dois ## Move embedded links to non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section; only cite peer-reviewed sources # For citations, use APA style or wiki style, but not both # Secondary citations are overused; strive to consult primary sources <!-- Written expression – References --> ## References use excellent/very good/good/reasonably good/basic/poor APA style: ### Check and correct use of italicisation ### Check and correct use of capitalisation[https://apastyle.apa.org/style-grammar-guidelines/capitalization] ### Separate page numbers using an [[w:Dash#En dash|en dash]] (–) rather than a hyphen (-) ### Include dois where available ### Hyperlink dois for 1-click access ### Provide the full titles of journals ### Remove "Retrieved from " ### Use alphabetical order ### Move Wikipedia links into the [[{{PAGENAME}}#See also|See also]] section ### Move non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section ### Remove bullet-points; add hanging indent <!-- Feedback responsiveness ---> ## No evidence of responsiveness to feedback on talk page |8= <!-- Learning features comments... --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of learning features <!-- Learning features – Wikipedia embedded links --> # Excellent use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles # Very good/Good/Reasonably good/Basic/One use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding more interwiki links for the first mention of key words and technical concepts would make the text even more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]]. # Use [[m:Help:Interwiki linking|interwiki links]] (rather than external links) to Wikipedia articles, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] # Add embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding interwiki links for the first mention of key words and technical concepts would make the text more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]]. <!-- Learning features – Wikiversity embedded links --> # Excellent use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]] # Very good/Good/Reasonably good/Basic/One use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project. # Use in-text [[m:Help:Interwiki linking|interwiki links]], rather than external links to Wikiversity chapters, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] # Move embedded links to non-peer-reviewed sources to the [[{{PAGENAME}}#External links|External links]] section # Add embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project. <!-- Learning features – Figures, tables, feature boxes, scenarios --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of figure(s) # Excellent/Very good/Good/Reasonably good/Basic/No use of table(s) # Excellent/Very good/Good/Reasonably good/Basic use of feature box(es) # No use of feature boxes other than the opening scenario # Excellent/Very good/Good/Reasonably good/Basic use of scenarios, case studies, or examples # No use of scenarios, case studies, or examples, other than opening scenario <!-- Learning features – Quizzes --> # Excellent/Very good/Good/Reasonably good/Basic use of quiz(zes) and/or reflection question(s) # The quiz questions could be improved by being more focused on the key points and/or take-home messages # The quiz questions could be more effective as learning prompts by being embedded as single questions within each corresponding section rather than as a set of questions at the end # The reflection questions could be made more interactive by using a drop-down box that the reader can expand to see an answer/prompt to figure out the answers to the questions (e.g., see [[Motivation and emotion/Book/2026/Immersive therapy for PTSD treatment|this chapter]]) # No use of quiz(zes) and/or reflection question(s) <!-- Learning features – See also --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#See also|See also]] section ## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#See also|template]] ## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Use internal linking style per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Also include links to related book chapters ## Also include links to related Wikipedia articles ## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing] ## Use alphabetical order ## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link ## Move peer-reviewed articles into the [[{{PAGENAME}}#References|References]] section and cite ## Move external links into the [[{{PAGENAME}}#References|External links]] section ## Add more links # [[{{PAGENAME}}#See also|See also]] section not counted for marking purposes due to being over the maximum word count <!-- Learning features – External links --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#External links|External links]] section ## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#External links|template]] ## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing] ## Use alphabetical order ## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link ## Move Wikipedia/Wikiversity links to the [[{{PAGENAME}}#See also|See also]] section ## Move peer-reviewed articles to the [[{{PAGENAME}}#References|References]] section and cite ## Target an international audience ## Add more links ## Link to the top 3-6 external resources about this topic # [[{{PAGENAME}}#External links|External links]] section not counted for marking purposes due to being over the maximum word count |9= <!-- Social contribution comments... --> # ~ logged, useful, mostly minor/moderate/major contributions with [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]] # ~ logged contributions without [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]], so unable to easily verify and assess. See [[Motivation and emotion/Tutorials|tutorials]] for guidance about how to get direct links to evidence. # Thanks for the Wiki Commons uploads # Thanks very much for your extensive contributions # Use a numbered list per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] # No logged contributions }} ~~~~ </pre></small></small></small> gives <!-- Official book chapter feedback --> {{MEBF/2026 |1= <!-- Overall comments... --> # This is an outstanding chapter that successfully integrates psychological theory and research in a highly readable way to address a practical, real-world phenomenon or problem # This is an excellent chapter that successfully uses psychological theory and research to address a practical, real-world phenomenon or problem # This is a very good chapter that makes very good use of psychological theory and research to address a real-world phenomenon or problem # This is a good chapter that makes good use of psychological theory and research to address a real-world phenomenon or problem # This is a reasonably good chapter that makes good use of psychological theory and research to address a real-world phenomenon or problem # This is a basic chapter # This is an insufficient chapter # The main area(s) for potential improvement: #* use the best psychological theory about the topic #* more detailed review of the best psychological research about the topic #* quality of written expression #* tackle the target topic more directly; this chapter [[wikt:beat around the bush|beats around the bush]] #* integrate more strongly with other chapters by using embedded links to related topics #* overuse of unacknowledged [[Motivation and emotion/Assessment/Using generative AI]] (watch out for [[w:AI slop|AI slop]])—express more in your own words #* I suspect that the [[Motivation and emotion/Assessment#Assessment items|recommended 75 hours]] were not invested in preparing this chapter <!-- Overall - Edit summaries --> #* [[w:Help:Edit summary|Edit summaries]] are used to clearly communicated the changes made in most or all edits #* Use more specific [[w:Help:Edit summary|edit summaries]] to clearly communicate the changes made in each edit #* Insufficient use [[w:Help:Edit summary|edit summaries]] to describe the changes made in each edit <!-- Overall - GenAI --> #* [[Motivation and emotion/Assessment/Using generative AI|genAI use]] is appropriately acknowledged #* In some places, there is overreliance on genAI #* There is insufficient acknowledgement in edit summaries when adding [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; this violates academic integrity principles #* [[Motivation and emotion/Assessment/Using generative AI|GenAI use]] has not been appropriately acknowledged in edit summaries with links to the conversation sources despite previous feedback about this issue. Unacknowledged use of GenAI-generated content raises concerns about compliance with academic integrity principles and assessment requirements and [[Wikiversity:Artificial intelligence|Wikiversity's artificial intelligence policy]]. <!-- Overall – Citations --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of academic, peer-reviewed citations to support claims # Only cite sources that you consult # All citations need to be in the References <!-- Overall – Word count --> # Under the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]], so there is room to expand # Over the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]]. Content beyond 4,000 words has been ignored for marking purposes. <!-- Overall – Copyedits --> # For additional feedback, see the following comments and [ these copyedits] |2= <!-- Overview – Comments... --> # Excellent/Very good/Good/Reasonably good/Basic/Underdeveloped <!-- Overview – Scenario --> <!-- Overview – Scenario - Description --> # Engaging scenario or case study # Reasonably engaging scenario or case study # Basic scenario or case study # Use a more practical, real-life scenario; move review of research into a subsequent section # Consider using an example that a wider audience can relate to (less than 5% of the world population are university students) # Add an engaging case study or scenario <!-- Overview – Scenario - Figure --> # Figure 1 is relevant to the scenario # Figure 1 could be more relevant to the scenario # Instead of a diagram, use an image which illustrates the scenario taking a place; use the diagram in a subsequent section # Include a relevant image <!-- Overview – Scenario - Feature box --> # The scenario uses an appropriate feature box # Put the scenario in a feature box <!-- Overview – Explains problem --> # Clearly explains the psychological problem or phenomenon # Explains the psychological problem or phenomenon reasonably well/in a basic way # Briefly explains the psychological problem or phenomenon; provide more detail # Description of problem is too long/overly complicated—explain the psychological problem or phenomenon in a simpler way. Move detail into subsequent sections. # Clarity of written expression can be improved <!-- Overview – Focus questions --> # The focus questions are excellent (clear and relevant)/very good/good/reasonably good/basic/promising/insufficient # The focus questions could be improved by: ## being more specific to the topic (i.e., the sub-title) ## matching the top-level headings more closely ## being [[w:Open-ended question|open-ended]] rather than [[w:Closed-ended question|closed-ended]] ## splitting double-barrelled questions into separate questions ## using bullet points as taught in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## being presented in a feature box to help guide the reader (fixed) # Add focus questions in a feature box # See copyedits for examples of possible improvements |3= <!-- Theory comments... --> <!-- Theory – Breadth --> # Excellent—key theories are very well explained and applied # Very good—key theories are well explained and applied; minor areas for improvements # Reasonably good—relevant theories are selected, described, and explained, with some room for improvement # Basic—a basic range of relevant theories are selected, described, and explained; there is considerable room for improvement # A promising range of ideas are presented but it is far from clear how this material is derived from a first person reading of the best peer-reviewed psychological theory and research about this topic # Insufficient use of relevant psychological theory about this topic # Reduce general theoretical background (e.g., definitions). Instead, summarise and link to related resources (i.e., other book chapters and/or Wikipedia articles). Increase emphasis on [[wikt:substantive|substantive]] aspects of theory that relate directly to the specific topic (i.e., the sub-title question). <!-- Theory – Builds on --> # Builds exceptionally well on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds effectively on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds reasonably well on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds somewhat on other [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds in a basic way on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds on one [[w:|Wikipedia]] article and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Build more strongly on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Doesn't build on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms <!-- Theory – Depth --> # Insightful/Very good/Good/Reasonably good/Basic/Insufficient depth is provided about key theory(ies) <!-- Theory – Tables/Figures/Lists --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of tables, figures, and/or lists to clearly convey key theoretical information <!-- Theory – Citations --> # Key citations are well used # In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological theory about the topic. # Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags) # If you didn't consult an original source (e.g., ?), cite it as a [https://apastyle.apa.org/style-grammar-guidelines/citations/secondary-sources secondary source] # If you didn't consult an original source, don't cite it <!-- Theory – Examples --> # Excellent/Very good/Good/Reasonably good/Basic use of examples to illustrate theoretical concepts # Consider using more examples to illustrate theoretical concepts # Use more examples to illustrate theoretical concepts # Insufficient use of examples to illustrate theoretical concepts |4= <!-- Research comments... --> <!-- Research – Key findings --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient review of relevant research # Excellent emphasis on systematic reviews and/or meta-analyses # Greater emphasis on systematic reviews and/or meta-analyses would be ideal # More detail about key studies would be ideal # Claims are well referenced # In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological science about the topic. # Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags) <!-- Research – Critical thinking --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient [[w:Critical thinking|critical thinking]] about relevant research is evident # [[w:Critical thinking|Critical thinking]] about research could be further evidenced by: ## describing the methodology (e.g., sample, measures) in important studies ## considering the strength of relationships ## acknowledging limitations ## pointing out critiques/counterarguments ## suggesting ''specific'' directions for future research |5= <!-- Integration comments... --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient integration between the most relevant theory(ies) and the best research # The chapter places more emphasis on theory than on research; strive for an integrated balance # The chapter could be strengthened through deeper integration with related [[Motivation and emotion/Book|chapters]] by including more embedded links # Insufficient integration with related [[Motivation and emotion/Book|chapters]] |6= <!-- Conclusion comments... --> # Excellent/Very good/Good/Reasonably good/Basic summary and conclusion # Insufficient as a cohesive summary of the best psychological theory and research about the topic # Reads like generic [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; write more compellingly in your own words # Is this section based on [[Motivation and emotion/Assessment/Using generative AI|genAI output]]? If so, this was not acknowledged in the edit summary. # Highlights the importance of the problem or phenomenon of interest # Highlight the importance of the problem or phenomenon of interest <!-- Conclusion – Key points --> # Key points are well summarised # Key points are summarised in a basic way # Summarise key points <!-- Conclusion – Focus questions --> # The focus questions are addressed # The take-away messages for each focus question could be spelt out more clearly # Address the focus questions <!-- Conclusion – Take-home messages --> # Clear take-home message(s) # Add practical, take-home message(s) <!-- Conclusion – Word count --> # Not counted for marking purposes due to the chapter being over the maximum word count |7= <!-- Written expression – Style comments... --> <!-- Written expression – Written expression --> # Written expression ## The quality of written expression is excellent/very good/good/reasonably good/basic ## The quality of written expression is OK but there are several aspects which are below professional standard ## The quality of written expression is below professional standard. [https://www.canberra.edu.au/current-students/study-skills UC Study Skills] assistance is recommended to help improve writing skills. ### genAI is over-used; write more in your own words, based on your own knowledge based on reading the primary sources ## Use active (e.g., "this chapter explores" or "this chapter explored") rather than passive voice (e.g., "this chapter will explore" or "this chapter has explored") [https://apastyle.apa.org/style-grammar-guidelines/grammar/active-passive-voice][https://www.grammarly.com/blog/active-vs-passive-voice/] ## The target audience is international, not domestic. [http://www.worldometers.info/world-population/australia-population/ Only 0.3% of the world human population lives in Australia]. ## Reduce excessive use of bold font <!-- Written expression – Sentences --> ## Some/Many sentences could be explained more clearly (e.g., see the {{explain}} and {{rewrite}} tags); consider using [https://www.studiosity.com/students/ Studiosity] for targetted feedback to help improve the quality of written expression ## Some/Many sentences are overly long. Strive for the simplest expression. Consider splitting longer sentences into two shorter sentences. Shorter words and sentences are more [[w:Readability|readable]]. Try conducting a readability analysis such as via https://www.webfx.com/tools/read-able/. This chapter gets a score of . Aim for 50+. ## Avoid starting sentences with a citation unless the author is particularly pertinent. Instead, it is more interesting for the the content/key point to be communicated, with the citation included along the way or, more typically, in [[w:Bracket#Parentheses|parentheses]] at the end of the sentence. <!-- Written expression – Paragraphs --> ## Some paragraphs are overly long. Communicate one key idea per paragraph in three to five sentences. ## Avoid one sentence paragraphs. Communicate one idea per paragraph using three to five sentences. ## Bullet points are overused. Develop more of the bullet point statements into full sentences and paragraphs. <!-- Written expression – Language --> ## Use [https://www.grammarly.com/blog/first-second-and-third-person/ 3rd person perspective] (e.g., "it") instead of 1st (e.g., "we") or 2nd person (e.g., "you") in the main text. 1st of 2nd person can work well for case studies or feature boxes. ## Avoid phrases such as “as previously mentioned” or “as noted above,” as these add little value and can disrupt flow. If referencing another part of the chapter is necessary, use [[w:Help#Section linking|section linking]].## Embed direct quotes within sentences and paragraphs, rather than presenting them [[wikt:holus-bolus|holus-bolus]] ## "Individuals" is overused. "People" is usually a clearer term than "individuals". Use ''individuals'' to highlight each person separately (e.g., “individual test scores”) and ''people'' when referring to humans more generally. ## Remove [[w:weasel words|weasel words]]—they add bulk without improving meaning ## Use permanent, rather than relative, time references. For example, instead of "20 years ago", refer to something like "at the beginning of the 21st century". In this way, the text will survive better into the future, without needing to be rewritten. ## Avoid overly emotive language (e.g,. *) in science-based communication <!-- Written expression – Layout --> # Layout ## The chapter is well structured, with major sections using sub-sections ## The headings could be more clearly aligned with the focus questions ## The structure is overly complicated; simplify and integrate ## The structure is overly complicated; aim for 3 to 6 top-level headings between the Introduction and Conclusion ## The chapter structure is underdeveloped; expand by using subheadings ## Avoid having sections with 1 sub-heading – use 0 or 2+ sub-headings ## Use the default heading style (e.g., remove additional numbers, italics, bo]ld, and/or change in font size) ## See earlier comment about [[#Heading casing|heading casing]] ## Provide more descriptive headings ## Move links from headings into their first mention in text ## Remove abbreviations/citations from headings ## Include an introductory paragraph before branching into the sub-sections (see {{expand}} tags) ## Integrate learning features rather than having it as a stand-alone section ## The Overview and Conclusion should not have subheadings (fixed) ## Remove colons (:) from the ends of headings <!-- Written expression – Grammar --> # Grammar and spelling are excellent # Grammar ## The grammar for some/many sentences could be improved (e.g., see {{g}} tags); consider using a grammar checking tool, [https://www.studiosity.com/students/ Studiosity], and/or peer feedback ## Improve the clarity and flow of the writing by checking and correct use of commas. See [https://www.grammarly.com/blog/comma/ Grammarly's guide to using commas]. ## Check and make correct use of [https://www.merriam-webster.com/grammar/em-dash-en-dash-how-to-use em dashes (instead of hyphens)] to set off an amplifying or explanatory element ## [https://www.grammarly.com/blog/punctuation-capitalization/possessive-apostrophe/ Possessive apostrophes] are not used correctly (e.g., cats vs cat's vs cats') ## Check and correct use of [https://www.google.com.au/search?q=grammar+that+vs+who that vs. who] ## Check and correct use of [https://www.google.com.au/search?q=affect+vs.+effect+grammar affect vs. effect] ## Check and correct use of [http://www.colonsemicolon.com/ semicolons (;) and colons (:)] ## Use past tense when describing research studies, although implications of findings could be in the present tense <!-- Written expression – Abbreviations --> ## Abbreviations ### Only use abbreviations such as e.g., i.e., et al., etc. inside [[w:Bracket#Parentheses|parentheses]], otherwise spell them out ### Check and correct formatting of abbreviations (such as e.g., i.e., etc.) ### Use abbreviations sparingly. Do not use abbreviations for minor/infrequently used terms. ### Spell out abbreviations on their first use, to explain them to the reader ### Once an abbreviation has been established (e.g., PTSD), use it consistently afterwards ### Only introduce abbreviations which are subsequently used <!-- Written expression – Spelling --> # Spelling ## Use [https://www.abc.net.au/education/learn-english/australian-vs-american-spelling/11244196 Australian spelling] (e.g., hypothesize vs. hypothesise; behavior vs. behaviour) ## Some words are misspelt (e.g., see the {{sp}} tags). Spell-checking tools are available in most internet browsers and word processing software packages. <!-- Written expression – Proofreading --> # Proofreading ## More proofreading is needed (e.g., fix punctuation and typographical errors) to bring the quality of written expression closer to a professional standard ## Remove unnecessary capitalisation – [https://polishedpaper.com/blog/capitalization-apa-style more info] <!-- Written expression – APA style --> # APA style ## Use [[w:Serial comma|serial comma]]s[https://www.buzzfeed.com/adamdavis/the-oxford-comma-is-extremely-important-and-everyone-should][https://www.youtube.com/watch?v=gBx8ooDupXY] ## Use [https://apastyle.apa.org/style-grammar-guidelines/capitalization/diseases-disorders-therapies sentence casing for disorders, therapies, theories, etc.] ## [https://apastyle.apa.org/style-grammar-guidelines/numbers Express numbers under 10 using words (e.g., two) and 10 and over using numerals (e.g., 99)] <!-- Written expression – APA style - Quotes --> ## Use double (not single) quotation marks "to introduce a word or phrase used ... as slang, or as an invented or coined expression" ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159) ## "Use quotation marks only for the first occurrence of the word or phrase, not for subsequent occurrences" ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159) ## Direct quotes need page numbers—even better, communicate about concepts in your own words ## Direct quotes are overused—it is better to communicate about concepts in your own words <!-- Written expression – Figures --> ## Figures ### Very well/Well/Reasonably well captioned ### Brief captions; provide more detail to help connect the figure to the text ### Use this format for captions: '''Figure X'''. Descriptive caption goes here in sentence casing. [[Motivation and emotion/Assessment/Chapter/Figures|See example]]. ### Add captions <!-- Written expression – Figures - Citations --> ### Each Figure is referred to at least once within the main text using APA style ### Each Figure is referred to at least once within the main text. Refer to each Figure using APA style (e.g., "(see Figure 1)"; do not use bold, italics, check and correct capitalisation). ### Refer to each Figure at least once within the main text (e.g., "(see Figure 1)") <!-- Written expression – Figures - Other --> ### Some image uploads were removed because of a lack of sufficient/appropriate copyright information ### Numbering needs correcting ### Adjust some image sizes to make them easier to read (increase size) and/or less dominant (decrease size) <!-- Written expression – Tables --> ## Tables ### Very well/Well/Reasonably well captioned ### Brief caption(s); provide more explanatory detail about the table ### Add an APA style caption to each table ([[Motivation and emotion/Assessment/Chapter/Tables|see example]]) <!-- Written expression – Tables - Citations --> ### Each Table is referred to at least once within the main text using APA style ### Each Table is referred to at least once within the main text ### Refer to each Table using APA style (e.g., do not use bold, italics, check and correct capitalisation) ### Refer to each Table at least once within the main text (e.g., see Table 1) <!-- Written expression – Citations --> # Citations use excellent [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)] # Citations use very good/good/reasonably good/basic/poor [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)] # In some/many places, better use could be made of academic, peer-reviewed citations (e.g., see the {{f}} tags) ## If there are three or more authors, cite the first author followed by et al., then year. For example, either: ### in-text, Smith et al. (2020), or ### in [[w:Bracket#Parentheses|parentheses]] (Smith et al., 2020) ## Do not include author first name or initials ## Use ampersand (&) inside [[w:Bracket#Parentheses|parentheses]] and "and" outside parentheses ## List multiple citations in alphabetical order by first author surname (e.g., Giraffe, 2024; Zebra & Aardvark, 2020) ## A full stop is needed after "et al" (i.e., "et al.") because it is an abbreviation of [[wikt:et alii|et alii]] ## Use a comma between the author(s) and year for citations in [[w:Bracket#Parentheses|parentheses]] ## Select up to a maximum of three citations per point (i.e., avoid citing four or more citations to support a single point) ## Check and correct placement of full-stops ## Move embedded links to academic peer-reviewed sources into the [[{{PAGENAME}}#References|References]] as APA style citations with hyperlinked dois ## Move embedded links to non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section; only cite peer-reviewed sources # For citations, use APA style or wiki style, but not both # Secondary citations are overused; strive to consult primary sources <!-- Written expression – References --> ## References use excellent/very good/good/reasonably good/basic/poor APA style: ### Check and correct use of italicisation ### Check and correct use of capitalisation[https://apastyle.apa.org/style-grammar-guidelines/capitalization] ### Separate page numbers using an [[w:Dash#En dash|en dash]] (–) rather than a hyphen (-) ### Include dois where available ### Hyperlink dois for 1-click access ### Provide the full titles of journals ### Remove "Retrieved from " ### Use alphabetical order ### Move Wikipedia links into the [[{{PAGENAME}}#See also|See also]] section ### Move non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section ### Remove bullet-points; add hanging indent <!-- Feedback responsiveness ---> ## No evidence of responsiveness to feedback on talk page |8= <!-- Learning features comments... --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of learning features <!-- Learning features – Wikipedia embedded links --> # Excellent use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles # Very good/Good/Reasonably good/Basic/One use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding more interwiki links for the first mention of key words and technical concepts would make the text even more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]]. # Use [[m:Help:Interwiki linking|interwiki links]] (rather than external links) to Wikipedia articles, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] # Add embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding interwiki links for the first mention of key words and technical concepts would make the text more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]]. <!-- Learning features – Wikiversity embedded links --> # Excellent use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]] # Very good/Good/Reasonably good/Basic/One use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project. # Use in-text [[m:Help:Interwiki linking|interwiki links]], rather than external links to Wikiversity chapters, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] # Move embedded links to non-peer-reviewed sources to the [[{{PAGENAME}}#External links|External links]] section # Add embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project. <!-- Learning features – Figures, tables, feature boxes, scenarios --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of figure(s) # Excellent/Very good/Good/Reasonably good/Basic/No use of table(s) # Excellent/Very good/Good/Reasonably good/Basic use of feature box(es) # No use of feature boxes other than the opening scenario # Excellent/Very good/Good/Reasonably good/Basic use of scenarios, case studies, or examples # No use of scenarios, case studies, or examples, other than opening scenario <!-- Learning features – Quizzes --> # Excellent/Very good/Good/Reasonably good/Basic use of quiz(zes) and/or reflection question(s) # The quiz questions could be improved by being more focused on the key points and/or take-home messages # The quiz questions could be more effective as learning prompts by being embedded as single questions within each corresponding section rather than as a set of questions at the end # The reflection questions could be made more interactive by using a drop-down box that the reader can expand to see an answer/prompt to figure out the answers to the questions (e.g., see [[Motivation and emotion/Book/2026/Immersive therapy for PTSD treatment|this chapter]]) # No use of quiz(zes) and/or reflection question(s) <!-- Learning features – See also --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#See also|See also]] section ## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#See also|template]] ## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Use internal linking style per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Also include links to related book chapters ## Also include links to related Wikipedia articles ## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing] ## Use alphabetical order ## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link ## Move peer-reviewed articles into the [[{{PAGENAME}}#References|References]] section and cite ## Move external links into the [[{{PAGENAME}}#References|External links]] section ## Add more links # [[{{PAGENAME}}#See also|See also]] section not counted for marking purposes due to being over the maximum word count <!-- Learning features – External links --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#External links|External links]] section ## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#External links|template]] ## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing] ## Use alphabetical order ## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link ## Move Wikipedia/Wikiversity links to the [[{{PAGENAME}}#See also|See also]] section ## Move peer-reviewed articles to the [[{{PAGENAME}}#References|References]] section and cite ## Target an international audience ## Add more links ## Link to the top 3-6 external resources about this topic # [[{{PAGENAME}}#External links|External links]] section not counted for marking purposes due to being over the maximum word count |9= <!-- Social contribution comments... --> # ~ logged, useful, mostly minor/moderate/major contributions with [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]] # ~ logged contributions without [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]], so unable to easily verify and assess. See [[Motivation and emotion/Tutorials|tutorials]] for guidance about how to get direct links to evidence. # Thanks for the Wiki Commons uploads # Thanks very much for your extensive contributions # Use a numbered list per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] # No logged contributions }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 09:47, 10 October 2026 (UTC) ==See also== * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] * [[Template:METF]] * [[Template:MEMF]] [[Category:Motivation and emotion/Admin/2026]] [[Category:Motivation and emotion/Assessment/Chapter]] </noinclude> oqzcpg63j8aj2sdvqsc1uaxsa24i4f5 2841644 2841642 2026-10-20T03:47:54Z Jtneill 10242 2841644 wikitext text/x-wiki <noinclude>Feedback [[wikiversity:FAQ/Template|template]] for the [[Motivation and emotion/Assessment/Chapter|book chapter]] exercise for the [[motivation and emotion]] unit. Designed to be [[Help:Transclusion|transcluded]] on a chapter [[Help:Talk page|talk page]]. __NOTOC__</noinclude><includeonly> ==[[Motivation and emotion/Assessment/Chapter|Book chapter]] review and feedback== {{RoundBoxTop|theme=8}} This chapter has been reviewed according to the [[Motivation and emotion/Assessment/Chapter/Marking criteria|marking criteria]]. Written feedback is provided below, plus there is a [[Motivation and emotion/Assessment/Chapter/Feedback|general feedback]] page. Please also check the chapter's [[Help:Page history|page history]] to check for editing changes made whilst reviewing through the chapter. Chapter marks will be available via {{Motivation and emotion/Canvas}} along with [[Motivation and emotion/Assessment/Social contribution|social contribution]] marks and feedback. Keep an eye on Announcements. {{RoundBoxBottom}} {{RoundBoxTop|theme=}}[[File:Wikiuutiset logo typewriter.png|right|85px]] ===Overall=== {{{1|No comment}}} ===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Overview (5%)|Overview]]=== {{{2|No comment}}} ===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Theory (20%)|Theory]]=== {{{3|No comment}}} ===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Research (25%)|Research]]=== {{{4|No comment}}} ===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Integration (10%)|Integration]]=== {{{5|No comment}}} ===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Conclusion (5%)|Conclusion]]=== {{{6|No comment}}} ===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Style (20%)|Style]]=== {{{7|No comment}}} ===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Learning features (5%)|Learning features]]=== {{{8|No comment}}} ===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Social contribution (10%)|Social contribution]]=== {{{9|No comment}}} {{RoundBoxBottom}}</includeonly><noinclude>{{collapse top|Simple example}} ==Simple example== See also [[#Detailed example|detailed example]] <pre> <!-- Official feedback --> {{MEBF/2026 |1= <!-- Overall comments... --> # |2= <!-- Overview comments... --> # |3= <!-- Theory comments... --> # |4= <!-- Research comments... --> # |5= <!-- Integration comments... --> # |6= <!-- Conclusion comments... --> # |7= <!-- Style comments... --> # |8= <!-- Learning features comments... --> # |9= <!-- Social contribution comments... --> # }} ~~~~ </pre> gives <!-- Official book chapter feedback --> {{MEBF/2026 |1= <!-- Overall comments... --> # |2= <!-- Overview comments... --> # |3= <!-- Theory comments... --> # |4= <!-- Research comments... --> # |5= <!-- Integration comments... --> # |6= <!-- Conclusion comments... --> # |7= <!-- Style comments... --> # |8= <!-- Learning features comments... --> # |9= <!-- Social contribution comments... --> # }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 09:47, 10 October 2026 (UTC) {{Collapse bottom}} ==Detailed example== Example use of the template, with some common feedback comments: <small><small><small><pre> <!-- Official book chapter feedback --> {{MEBF/2026 |1= <!-- Overall comments... --> # This is an outstanding chapter that successfully integrates psychological theory and research in a highly readable way to address a practical, real-world phenomenon or problem # This is an excellent chapter that successfully uses psychological theory and research to address a practical, real-world phenomenon or problem # This is a very good chapter that makes very good use of psychological theory and research to address a real-world phenomenon or problem # This is a good chapter that makes good use of psychological theory and research to address a real-world phenomenon or problem # This is a reasonably good chapter that makes good use of psychological theory and research to address a real-world phenomenon or problem # This is a basic chapter # This is an insufficient chapter # The main area(s) for potential improvement: #* use the best psychological theory about the topic #* more detailed review of the best psychological research about the topic #* quality of written expression #* tackle the target topic more directly; this chapter [[wikt:beat around the bush|beats around the bush]] #* integrate more strongly with other chapters by using embedded links to related topics #* overuse of unacknowledged [[Motivation and emotion/Assessment/Using generative AI]] (watch out for [[w:AI slop|AI slop]])—express more in your own words #* I suspect that the [[Motivation and emotion/Assessment#Assessment items|recommended 75 hours]] were not invested in preparing this chapter <!-- Overall - Edit summaries --> #* [[w:Help:Edit summary|Edit summaries]] are used to clearly communicated the changes made in most or all edits #* Use more specific [[w:Help:Edit summary|edit summaries]] to clearly communicate the changes made in each edit #* Insufficient use [[w:Help:Edit summary|edit summaries]] to describe the changes made in each edit <!-- Overall - GenAI --> #* [[Motivation and emotion/Assessment/Using generative AI|genAI use]] is appropriately acknowledged #* In some places, there is overreliance on genAI #* There is insufficient acknowledgement in edit summaries when adding [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; this violates academic integrity principles #* [[Motivation and emotion/Assessment/Using generative AI|GenAI use]] has not been appropriately acknowledged in edit summaries with links to the conversation sources despite previous feedback about this issue. Unacknowledged use of GenAI-generated content raises concerns about compliance with academic integrity principles and assessment requirements and [[Wikiversity:Artificial intelligence|Wikiversity's artificial intelligence policy]]. <!-- Overall – Citations --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of academic, peer-reviewed citations to support claims # Only cite sources that you consult # All citations need to be in the References <!-- Overall – Word count --> # Under the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]], so there is room to expand # Over the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]]. Content beyond 4,000 words has been ignored for marking purposes. <!-- Overall – Copyedits --> # For additional feedback, see the following comments and [ these copyedits] |2= <!-- Overview – Comments... --> # Excellent/Very good/Good/Reasonably good/Basic/Underdeveloped <!-- Overview – Scenario --> <!-- Overview – Scenario - Description --> # Engaging scenario or case study # Reasonably engaging scenario or case study # Basic scenario or case study # Use a more practical, real-life scenario; move review of research into a subsequent section # Consider using an example that a wider audience can relate to (less than 5% of the world population are university students) # Add an engaging case study or scenario <!-- Overview – Scenario - Figure --> # Figure 1 is relevant to the scenario # Figure 1 could be more relevant to the scenario # Instead of a diagram, use an image which illustrates the scenario taking a place; use the diagram in a subsequent section # Include a relevant image <!-- Overview – Scenario - Feature box --> # The scenario uses an appropriate feature box # Put the scenario in a feature box <!-- Overview – Explains problem --> # Clearly explains the psychological problem or phenomenon # Explains the psychological problem or phenomenon reasonably well/in a basic way # Briefly explains the psychological problem or phenomenon; provide more detail # Description of problem is too long/overly complicated—explain the psychological problem or phenomenon in a simpler way. Move detail into subsequent sections. # Clarity of written expression can be improved <!-- Overview – Focus questions --> # The focus questions are excellent (clear and relevant)/very good/good/reasonably good/basic/promising/insufficient # The focus questions could be improved by: ## being more specific to the topic (i.e., the sub-title) ## matching the top-level headings more closely ## being [[w:Open-ended question|open-ended]] rather than [[w:Closed-ended question|closed-ended]] ## splitting double-barrelled questions into separate questions ## using bullet points as taught in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## being presented in a feature box to help guide the reader (fixed) # Add focus questions in a feature box # See copyedits for examples of possible improvements |3= <!-- Theory comments... --> <!-- Theory – Breadth --> # Excellent—key theories are very well explained and applied # Very good—key theories are well explained and applied; minor areas for improvements # Reasonably good—relevant theories are selected, described, and explained, with some room for improvement # Basic—a basic range of relevant theories are selected, described, and explained; there is considerable room for improvement # A promising range of ideas are presented but it is far from clear how this material is derived from a first person reading of the best peer-reviewed psychological theory and research about this topic # Insufficient use of relevant psychological theory about this topic # Reduce general theoretical background (e.g., definitions). Instead, summarise and link to related resources (i.e., other book chapters and/or Wikipedia articles). Increase emphasis on [[wikt:substantive|substantive]] aspects of theory that relate directly to the specific topic (i.e., the sub-title question). <!-- Theory – Builds on --> # Builds exceptionally well on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds effectively on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds reasonably well on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds somewhat on other [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds in a basic way on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds on one [[w:|Wikipedia]] article and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Build more strongly on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Doesn't build on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms <!-- Theory – Depth --> # Insightful/Very good/Good/Reasonably good/Basic/Insufficient depth is provided about key theory(ies) <!-- Theory – Tables/Figures/Lists --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of tables, figures, and/or lists to clearly convey key theoretical information <!-- Theory – Citations --> # Key citations are well used # In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological theory about the topic. # Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags) # If you didn't consult an original source (e.g., ?), cite it as a [https://apastyle.apa.org/style-grammar-guidelines/citations/secondary-sources secondary source] # If you didn't consult an original source, don't cite it <!-- Theory – Examples --> # Excellent/Very good/Good/Reasonably good/Basic use of examples to illustrate theoretical concepts # Consider using more examples to illustrate theoretical concepts # Use more examples to illustrate theoretical concepts # Insufficient use of examples to illustrate theoretical concepts |4= <!-- Research comments... --> <!-- Research – Key findings --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient review of relevant research # Excellent emphasis on systematic reviews and/or meta-analyses # Greater emphasis on systematic reviews and/or meta-analyses would be ideal # More detail about key studies would be ideal # Claims are well referenced # In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological science about the topic. # Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags) <!-- Research – Critical thinking --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient [[w:Critical thinking|critical thinking]] about relevant research is evident # [[w:Critical thinking|Critical thinking]] about research could be further evidenced by: ## describing the methodology (e.g., sample, measures) in important studies ## considering the strength of relationships ## acknowledging limitations ## pointing out critiques/counterarguments ## suggesting ''specific'' directions for future research |5= <!-- Integration comments... --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient integration between the most relevant theory(ies) and the best research # The chapter places more emphasis on theory than on research; strive for an integrated balance # The chapter could be strengthened through deeper integration with related [[Motivation and emotion/Book|chapters]] by including more embedded links # Insufficient integration with related [[Motivation and emotion/Book|chapters]] |6= <!-- Conclusion comments... --> # Excellent/Very good/Good/Reasonably good/Basic summary and conclusion # Insufficient as a cohesive summary of the best psychological theory and research about the topic # Reads like generic [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; write more compellingly in your own words # Is this section based on [[Motivation and emotion/Assessment/Using generative AI|genAI output]]? If so, this was not acknowledged in the edit summary. # Highlights the importance of the problem or phenomenon of interest # Highlight the importance of the problem or phenomenon of interest <!-- Conclusion – Key points --> # Key points are well summarised # Key points are summarised in a basic way # Summarise key points <!-- Conclusion – Focus questions --> # The focus questions are addressed # The take-away messages for each focus question could be spelt out more clearly # Address the focus questions <!-- Conclusion – Take-home messages --> # Clear take-home message(s) # Add practical, take-home message(s) <!-- Conclusion – Word count --> # Not counted for marking purposes due to the chapter being over the maximum word count |7= <!-- Written expression – Style comments... --> <!-- Written expression – Written expression --> # Written expression ## The quality of written expression is excellent/very good/good/reasonably good/basic ## The quality of written expression is OK but there are several aspects which are below professional standard ## The quality of written expression is below professional standard. [https://www.canberra.edu.au/current-students/study-skills UC Study Skills] assistance is recommended to help improve writing skills. ### genAI is over-used; write more in your own words, based on your own knowledge based on reading the primary sources ## Use active (e.g., "this chapter explores" or "this chapter explored") rather than passive voice (e.g., "this chapter will explore" or "this chapter has explored") [https://apastyle.apa.org/style-grammar-guidelines/grammar/active-passive-voice][https://www.grammarly.com/blog/active-vs-passive-voice/] ## Target an ''international'' rather than domestic national audience. [http://www.worldometers.info/world-population/australia-population/ Only 0.3% of the world human population lives in Australia]. ## Reduce excessive use of bold font <!-- Written expression – Sentences --> ## Some/Many sentences could be explained more clearly (e.g., see the {{explain}} and {{rewrite}} tags); consider using [https://www.studiosity.com/students/ Studiosity] for targetted feedback to help improve the quality of written expression ## Some/Many sentences are overly long. Strive for the simplest expression. Consider splitting longer sentences into two shorter sentences. Shorter words and sentences are more [[w:Readability|readable]]. Try conducting a readability analysis such as via https://www.webfx.com/tools/read-able/. This chapter gets a score of . Aim for 50+. ## Avoid starting sentences with a citation unless the author is particularly pertinent. Instead, it is more interesting for the the content/key point to be communicated, with the citation included along the way or, more typically, in [[w:Bracket#Parentheses|parentheses]] at the end of the sentence. <!-- Written expression – Paragraphs --> ## Some paragraphs are overly long. Communicate one key idea per paragraph in three to five sentences. ## Avoid one sentence paragraphs. Communicate one idea per paragraph using three to five sentences. ## Bullet points are overused. Develop more of the bullet point statements into full sentences and paragraphs. <!-- Written expression – Language --> ## Use [https://www.grammarly.com/blog/first-second-and-third-person/ 3rd person perspective] (e.g., "it") instead of 1st (e.g., "we") or 2nd person (e.g., "you") in the main text. 1st or 2nd person can work well for case studies or feature boxes. ## Avoid phrases such as “as previously mentioned” or “as noted above,” as these add little value and can disrupt flow. If referencing another part of the chapter is necessary, use [[w:Help#Section linking|section linking]]. ## Embed direct quotes within sentences and paragraphs, rather than presenting them [[wikt:holus-bolus|holus-bolus]] ## "Individuals" is overused. "People" is usually a clearer term than "individuals". Use ''individuals'' to highlight each person separately (e.g., “individual test scores”) and ''people'' when referring to humans more generally. ## Remove [[w:weasel words|weasel words]]—they add bulk without improving meaning ## Use permanent, rather than relative, time references. For example, instead of "20 years ago", refer to something like "at the beginning of the 21st century". In this way, the text will survive better into the future, without needing to be rewritten. ## Avoid overly emotive language (e.g,. *) in science-based communication <!-- Written expression – Layout --> # Layout ## The chapter is well structured, with major sections using sub-sections ## The headings could be more clearly aligned with the focus questions ## The structure is overly complicated; simplify and integrate ## The structure is overly complicated; aim for 3 to 6 top-level headings between the Introduction and Conclusion ## The chapter structure is underdeveloped; expand by using subheadings ## Avoid having sections with 1 sub-heading – use 0 or 2+ sub-headings ## Use the default heading style (e.g., remove additional numbers, italics, bold, and/or change in font size) ## See earlier comment about [[#Heading casing|heading casing]] ## Provide more descriptive headings ## Move links from headings into their first mention in text ## Remove abbreviations/citations from headings ## Include an introductory paragraph before branching into the sub-sections (see {{expand}} tags) ## Integrate learning features rather than having it as a stand-alone section ## The Overview and Conclusion should not have subheadings (fixed) ## Remove colons (:) from the ends of headings <!-- Written expression – Grammar --> # Grammar and spelling are excellent # Grammar ## The grammar for some/many sentences could be improved (e.g., see {{g}} tags); consider using a grammar checking tool, [https://www.studiosity.com/students/ Studiosity], and/or peer feedback ## Improve the clarity and flow of the writing by checking and correct use of commas. See [https://www.grammarly.com/blog/comma/ Grammarly's guide to using commas]. ## Check and make correct use of [https://www.merriam-webster.com/grammar/em-dash-en-dash-how-to-use em dashes (instead of hyphens)] to set off an amplifying or explanatory element ## [https://www.grammarly.com/blog/punctuation-capitalization/possessive-apostrophe/ Possessive apostrophes] are not used correctly (e.g., cats vs cat's vs cats') ## Check and correct use of [https://www.google.com.au/search?q=grammar+that+vs+who that vs. who] ## Check and correct use of [https://www.google.com.au/search?q=affect+vs.+effect+grammar affect vs. effect] ## Check and correct use of [http://www.colonsemicolon.com/ semicolons (;) and colons (:)] ## Use past tense when describing research studies, although implications of findings could be in the present tense <!-- Written expression – Abbreviations --> ## Abbreviations ### Only use abbreviations such as e.g., i.e., et al., etc. inside [[w:Bracket#Parentheses|parentheses]], otherwise spell them out ### Check and correct formatting of abbreviations (such as e.g., i.e., etc.) ### Use abbreviations sparingly. Do not use abbreviations for minor/infrequently used terms. ### Spell out abbreviations on their first use, to explain them to the reader ### Once an abbreviation has been established (e.g., PTSD), use it consistently afterwards ### Only introduce abbreviations which are subsequently used <!-- Written expression – Spelling --> # Spelling ## Use [https://www.abc.net.au/education/learn-english/australian-vs-american-spelling/11244196 Australian spelling] (e.g., hypothesize vs. hypothesise; behavior vs. behaviour) ## Some words are misspelt (e.g., see the {{sp}} tags). Spell-checking tools are available in most internet browsers and word processing software packages. <!-- Written expression – Proofreading --> # Proofreading ## More proofreading is needed (e.g., fix punctuation and typographical errors) to bring the quality of written expression closer to a professional standard ## Remove unnecessary capitalisation – [https://polishedpaper.com/blog/capitalization-apa-style more info] <!-- Written expression – APA style --> # APA style ## Use [[w:Serial comma|serial comma]]s[https://www.buzzfeed.com/adamdavis/the-oxford-comma-is-extremely-important-and-everyone-should][https://www.youtube.com/watch?v=gBx8ooDupXY] ## Use [https://apastyle.apa.org/style-grammar-guidelines/capitalization/diseases-disorders-therapies sentence casing for disorders, therapies, theories, etc.] ## [https://apastyle.apa.org/style-grammar-guidelines/numbers Express numbers under 10 using words (e.g., two) and 10 and over using numerals (e.g., 99)] <!-- Written expression – APA style - Quotes --> ## Use double (not single) quotation marks "to introduce a word or phrase used ... as slang, or as an invented or coined expression" ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159) ## "Use quotation marks only for the first occurrence of the word or phrase, not for subsequent occurrences" ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159) ## Direct quotes need page numbers—even better, communicate about concepts in your own words ## Direct quotes are overused—it is better to communicate about concepts in your own words <!-- Written expression – Figures --> ## Figures ### Very well/Well/Reasonably well captioned ### Brief captions; provide more detail to help connect the figure to the text ### Use this format for captions: '''Figure X'''. Descriptive caption goes here in sentence casing. [[Motivation and emotion/Assessment/Chapter/Figures|See example]]. ### Add captions <!-- Written expression – Figures - Citations --> ### Each Figure is referred to at least once within the main text using APA style ### Each Figure is referred to at least once within the main text. Refer to each Figure using APA style (e.g., "(see Figure 1)"; do not use bold, italics, check and correct capitalisation). ### Refer to each Figure at least once within the main text (e.g., "(see Figure 1)") <!-- Written expression – Figures - Other --> ### Some image uploads were removed because of a lack of sufficient/appropriate copyright information ### Numbering needs correcting ### Adjust some image sizes to make them easier to read (increase size) and/or less dominant (decrease size) <!-- Written expression – Tables --> ## Tables ### Very well/Well/Reasonably well captioned ### Brief caption(s); provide more explanatory detail about the table ### Add an APA style caption to each table ([[Motivation and emotion/Assessment/Chapter/Tables|see example]]) <!-- Written expression – Tables - Citations --> ### Each Table is referred to at least once within the main text using APA style ### Each Table is referred to at least once within the main text ### Refer to each Table using APA style (e.g., do not use bold, italics, check and correct capitalisation) ### Refer to each Table at least once within the main text (e.g., see Table 1) <!-- Written expression – Citations --> # Citations use excellent [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)] # Citations use very good/good/reasonably good/basic/poor [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)] # In some/many places, better use could be made of academic, peer-reviewed citations (e.g., see the {{f}} tags) ## If there are three or more authors, cite the first author followed by et al., then year. For example, either: ### in-text, Smith et al. (2020), or ### in [[w:Bracket#Parentheses|parentheses]] (Smith et al., 2020) ## Do not include author first name or initials ## Use ampersand (&) inside [[w:Bracket#Parentheses|parentheses]] and "and" outside parentheses ## List multiple citations in alphabetical order by first author surname (e.g., Giraffe, 2024; Zebra & Aardvark, 2020) ## A full stop is needed after "et al" (i.e., "et al.") because it is an abbreviation of [[wikt:et alii|et alii]] ## Use a comma between the author(s) and year for citations in [[w:Bracket#Parentheses|parentheses]] ## Select up to a maximum of three citations per point (i.e., avoid citing four or more citations to support a single point) ## Check and correct placement of full-stops ## Move embedded links to academic peer-reviewed sources into the [[{{PAGENAME}}#References|References]] as APA style citations with hyperlinked dois ## Move embedded links to non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section; only cite peer-reviewed sources # For citations, use APA style or wiki style, but not both # Secondary citations are overused; strive to consult primary sources <!-- Written expression – References --> ## References use excellent/very good/good/reasonably good/basic/poor APA style: ### Check and correct use of italicisation ### Check and correct use of capitalisation[https://apastyle.apa.org/style-grammar-guidelines/capitalization] ### Separate page numbers using an [[w:Dash#En dash|en dash]] (–) rather than a hyphen (-) ### Include dois where available ### Hyperlink dois for 1-click access ### Provide the full titles of journals ### Remove "Retrieved from " ### Use alphabetical order ### Move Wikipedia links into the [[{{PAGENAME}}#See also|See also]] section ### Move non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section ### Remove bullet-points; add hanging indent <!-- Feedback responsiveness ---> ## No evidence of responsiveness to feedback on talk page |8= <!-- Learning features comments... --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of learning features <!-- Learning features – Wikipedia embedded links --> # Excellent use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles # Very good/Good/Reasonably good/Basic/One use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding more interwiki links for the first mention of key words and technical concepts would make the text even more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]]. # Use [[m:Help:Interwiki linking|interwiki links]] (rather than external links) to Wikipedia articles, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] # Add embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding interwiki links for the first mention of key words and technical concepts would make the text more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]]. <!-- Learning features – Wikiversity embedded links --> # Excellent use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]] # Very good/Good/Reasonably good/Basic/One use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project. # Use in-text [[m:Help:Interwiki linking|interwiki links]], rather than external links to Wikiversity chapters, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] # Move embedded links to non-peer-reviewed sources to the [[{{PAGENAME}}#External links|External links]] section # Add embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project. <!-- Learning features – Figures, tables, feature boxes, scenarios --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of figure(s) # Excellent/Very good/Good/Reasonably good/Basic/No use of table(s) # Excellent/Very good/Good/Reasonably good/Basic use of feature box(es) # No use of feature boxes other than the opening scenario # Excellent/Very good/Good/Reasonably good/Basic use of scenarios, case studies, or examples # No use of scenarios, case studies, or examples, other than opening scenario <!-- Learning features – Quizzes --> # Excellent/Very good/Good/Reasonably good/Basic use of quiz(zes) and/or reflection question(s) # The quiz questions could be improved by being more focused on the key points and/or take-home messages # The quiz questions could be more effective as learning prompts by being embedded as single questions within each corresponding section rather than as a set of questions at the end # The reflection questions could be made more interactive by using a drop-down box that the reader can expand to see an answer/prompt to figure out the answers to the questions (e.g., see [[Motivation and emotion/Book/2026/Immersive therapy for PTSD treatment|this chapter]]) # No use of quiz(zes) and/or reflection question(s) <!-- Learning features – See also --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#See also|See also]] section ## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#See also|template]] ## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Use internal linking style per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Also include links to related book chapters ## Also include links to related Wikipedia articles ## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing] ## Use alphabetical order ## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link ## Move peer-reviewed articles into the [[{{PAGENAME}}#References|References]] section and cite ## Move external links into the [[{{PAGENAME}}#References|External links]] section ## Add more links # [[{{PAGENAME}}#See also|See also]] section not counted for marking purposes due to being over the maximum word count <!-- Learning features – External links --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#External links|External links]] section ## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#External links|template]] ## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing] ## Use alphabetical order ## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link ## Move Wikipedia/Wikiversity links to the [[{{PAGENAME}}#See also|See also]] section ## Move peer-reviewed articles to the [[{{PAGENAME}}#References|References]] section and cite ## Target an international audience ## Add more links ## Link to the top 3-6 external resources about this topic # [[{{PAGENAME}}#External links|External links]] section not counted for marking purposes due to being over the maximum word count |9= <!-- Social contribution comments... --> # ~ logged, useful, mostly minor/moderate/major contributions with [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]] # ~ logged contributions without [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]], so unable to easily verify and assess. See [[Motivation and emotion/Tutorials|tutorials]] for guidance about how to get direct links to evidence. # Thanks for the Wiki Commons uploads # Thanks very much for your extensive contributions # Use a numbered list per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] # No logged contributions }} ~~~~ </pre></small></small></small> gives <!-- Official book chapter feedback --> {{MEBF/2026 |1= <!-- Overall comments... --> # This is an outstanding chapter that successfully integrates psychological theory and research in a highly readable way to address a practical, real-world phenomenon or problem # This is an excellent chapter that successfully uses psychological theory and research to address a practical, real-world phenomenon or problem # This is a very good chapter that makes very good use of psychological theory and research to address a real-world phenomenon or problem # This is a good chapter that makes good use of psychological theory and research to address a real-world phenomenon or problem # This is a reasonably good chapter that makes good use of psychological theory and research to address a real-world phenomenon or problem # This is a basic chapter # This is an insufficient chapter # The main area(s) for potential improvement: #* use the best psychological theory about the topic #* more detailed review of the best psychological research about the topic #* quality of written expression #* tackle the target topic more directly; this chapter [[wikt:beat around the bush|beats around the bush]] #* integrate more strongly with other chapters by using embedded links to related topics #* overuse of unacknowledged [[Motivation and emotion/Assessment/Using generative AI]] (watch out for [[w:AI slop|AI slop]])—express more in your own words #* I suspect that the [[Motivation and emotion/Assessment#Assessment items|recommended 75 hours]] were not invested in preparing this chapter <!-- Overall - Edit summaries --> #* [[w:Help:Edit summary|Edit summaries]] are used to clearly communicated the changes made in most or all edits #* Use more specific [[w:Help:Edit summary|edit summaries]] to clearly communicate the changes made in each edit #* Insufficient use [[w:Help:Edit summary|edit summaries]] to describe the changes made in each edit <!-- Overall - GenAI --> #* [[Motivation and emotion/Assessment/Using generative AI|genAI use]] is appropriately acknowledged #* In some places, there is overreliance on genAI #* There is insufficient acknowledgement in edit summaries when adding [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; this violates academic integrity principles #* [[Motivation and emotion/Assessment/Using generative AI|GenAI use]] has not been appropriately acknowledged in edit summaries with links to the conversation sources despite previous feedback about this issue. Unacknowledged use of GenAI-generated content raises concerns about compliance with academic integrity principles and assessment requirements and [[Wikiversity:Artificial intelligence|Wikiversity's artificial intelligence policy]]. <!-- Overall – Citations --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of academic, peer-reviewed citations to support claims # Only cite sources that you consult # All citations need to be in the References <!-- Overall – Word count --> # Under the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]], so there is room to expand # Over the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]]. Content beyond 4,000 words has been ignored for marking purposes. <!-- Overall – Copyedits --> # For additional feedback, see the following comments and [ these copyedits] |2= <!-- Overview – Comments... --> # Excellent/Very good/Good/Reasonably good/Basic/Underdeveloped <!-- Overview – Scenario --> <!-- Overview – Scenario - Description --> # Engaging scenario or case study # Reasonably engaging scenario or case study # Basic scenario or case study # Use a more practical, real-life scenario; move review of research into a subsequent section # Consider using an example that a wider audience can relate to (less than 5% of the world population are university students) # Add an engaging case study or scenario <!-- Overview – Scenario - Figure --> # Figure 1 is relevant to the scenario # Figure 1 could be more relevant to the scenario # Instead of a diagram, use an image which illustrates the scenario taking a place; use the diagram in a subsequent section # Include a relevant image <!-- Overview – Scenario - Feature box --> # The scenario uses an appropriate feature box # Put the scenario in a feature box <!-- Overview – Explains problem --> # Clearly explains the psychological problem or phenomenon # Explains the psychological problem or phenomenon reasonably well/in a basic way # Briefly explains the psychological problem or phenomenon; provide more detail # Description of problem is too long/overly complicated—explain the psychological problem or phenomenon in a simpler way. Move detail into subsequent sections. # Clarity of written expression can be improved <!-- Overview – Focus questions --> # The focus questions are excellent (clear and relevant)/very good/good/reasonably good/basic/promising/insufficient # The focus questions could be improved by: ## being more specific to the topic (i.e., the sub-title) ## matching the top-level headings more closely ## being [[w:Open-ended question|open-ended]] rather than [[w:Closed-ended question|closed-ended]] ## splitting double-barrelled questions into separate questions ## using bullet points as taught in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## being presented in a feature box to help guide the reader (fixed) # Add focus questions in a feature box # See copyedits for examples of possible improvements |3= <!-- Theory comments... --> <!-- Theory – Breadth --> # Excellent—key theories are very well explained and applied # Very good—key theories are well explained and applied; minor areas for improvements # Reasonably good—relevant theories are selected, described, and explained, with some room for improvement # Basic—a basic range of relevant theories are selected, described, and explained; there is considerable room for improvement # A promising range of ideas are presented but it is far from clear how this material is derived from a first person reading of the best peer-reviewed psychological theory and research about this topic # Insufficient use of relevant psychological theory about this topic # Reduce general theoretical background (e.g., definitions). Instead, summarise and link to related resources (i.e., other book chapters and/or Wikipedia articles). Increase emphasis on [[wikt:substantive|substantive]] aspects of theory that relate directly to the specific topic (i.e., the sub-title question). <!-- Theory – Builds on --> # Builds exceptionally well on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds effectively on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds reasonably well on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds somewhat on other [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds in a basic way on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds on one [[w:|Wikipedia]] article and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Build more strongly on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Doesn't build on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms <!-- Theory – Depth --> # Insightful/Very good/Good/Reasonably good/Basic/Insufficient depth is provided about key theory(ies) <!-- Theory – Tables/Figures/Lists --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of tables, figures, and/or lists to clearly convey key theoretical information <!-- Theory – Citations --> # Key citations are well used # In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological theory about the topic. # Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags) # If you didn't consult an original source (e.g., ?), cite it as a [https://apastyle.apa.org/style-grammar-guidelines/citations/secondary-sources secondary source] # If you didn't consult an original source, don't cite it <!-- Theory – Examples --> # Excellent/Very good/Good/Reasonably good/Basic use of examples to illustrate theoretical concepts # Consider using more examples to illustrate theoretical concepts # Use more examples to illustrate theoretical concepts # Insufficient use of examples to illustrate theoretical concepts |4= <!-- Research comments... --> <!-- Research – Key findings --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient review of relevant research # Excellent emphasis on systematic reviews and/or meta-analyses # Greater emphasis on systematic reviews and/or meta-analyses would be ideal # More detail about key studies would be ideal # Claims are well referenced # In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological science about the topic. # Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags) <!-- Research – Critical thinking --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient [[w:Critical thinking|critical thinking]] about relevant research is evident # [[w:Critical thinking|Critical thinking]] about research could be further evidenced by: ## describing the methodology (e.g., sample, measures) in important studies ## considering the strength of relationships ## acknowledging limitations ## pointing out critiques/counterarguments ## suggesting ''specific'' directions for future research |5= <!-- Integration comments... --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient integration between the most relevant theory(ies) and the best research # The chapter places more emphasis on theory than on research; strive for an integrated balance # The chapter could be strengthened through deeper integration with related [[Motivation and emotion/Book|chapters]] by including more embedded links # Insufficient integration with related [[Motivation and emotion/Book|chapters]] |6= <!-- Conclusion comments... --> # Excellent/Very good/Good/Reasonably good/Basic summary and conclusion # Insufficient as a cohesive summary of the best psychological theory and research about the topic # Reads like generic [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; write more compellingly in your own words # Is this section based on [[Motivation and emotion/Assessment/Using generative AI|genAI output]]? If so, this was not acknowledged in the edit summary. # Highlights the importance of the problem or phenomenon of interest # Highlight the importance of the problem or phenomenon of interest <!-- Conclusion – Key points --> # Key points are well summarised # Key points are summarised in a basic way # Summarise key points <!-- Conclusion – Focus questions --> # The focus questions are addressed # The take-away messages for each focus question could be spelt out more clearly # Address the focus questions <!-- Conclusion – Take-home messages --> # Clear take-home message(s) # Add practical, take-home message(s) <!-- Conclusion – Word count --> # Not counted for marking purposes due to the chapter being over the maximum word count |7= <!-- Written expression – Style comments... --> <!-- Written expression – Written expression --> # Written expression ## The quality of written expression is excellent/very good/good/reasonably good/basic ## The quality of written expression is OK but there are several aspects which are below professional standard ## The quality of written expression is below professional standard. [https://www.canberra.edu.au/current-students/study-skills UC Study Skills] assistance is recommended to help improve writing skills. ### genAI is over-used; write more in your own words, based on your own knowledge based on reading the primary sources ## Use active (e.g., "this chapter explores" or "this chapter explored") rather than passive voice (e.g., "this chapter will explore" or "this chapter has explored") [https://apastyle.apa.org/style-grammar-guidelines/grammar/active-passive-voice][https://www.grammarly.com/blog/active-vs-passive-voice/] ## Target an ''international'' rather than domestic national audience. [http://www.worldometers.info/world-population/australia-population/ Only 0.3% of the world human population lives in Australia]. ## Reduce excessive use of bold font <!-- Written expression – Sentences --> ## Some/Many sentences could be explained more clearly (e.g., see the {{explain}} and {{rewrite}} tags); consider using [https://www.studiosity.com/students/ Studiosity] for targetted feedback to help improve the quality of written expression ## Some/Many sentences are overly long. Strive for the simplest expression. Consider splitting longer sentences into two shorter sentences. Shorter words and sentences are more [[w:Readability|readable]]. Try conducting a readability analysis such as via https://www.webfx.com/tools/read-able/. This chapter gets a score of . Aim for 50+. ## Avoid starting sentences with a citation unless the author is particularly pertinent. Instead, it is more interesting for the the content/key point to be communicated, with the citation included along the way or, more typically, in [[w:Bracket#Parentheses|parentheses]] at the end of the sentence. <!-- Written expression – Paragraphs --> ## Some paragraphs are overly long. Communicate one key idea per paragraph in three to five sentences. ## Avoid one sentence paragraphs. Communicate one idea per paragraph using three to five sentences. ## Bullet points are overused. Develop more of the bullet point statements into full sentences and paragraphs. <!-- Written expression – Language --> ## Use [https://www.grammarly.com/blog/first-second-and-third-person/ 3rd person perspective] (e.g., "it") instead of 1st (e.g., "we") or 2nd person (e.g., "you") in the main text. 1st of 2nd person can work well for case studies or feature boxes. ## Avoid phrases such as “as previously mentioned” or “as noted above,” as these add little value and can disrupt flow. If referencing another part of the chapter is necessary, use [[w:Help#Section linking|section linking]].## Embed direct quotes within sentences and paragraphs, rather than presenting them [[wikt:holus-bolus|holus-bolus]] ## "Individuals" is overused. "People" is usually a clearer term than "individuals". Use ''individuals'' to highlight each person separately (e.g., “individual test scores”) and ''people'' when referring to humans more generally. ## Remove [[w:weasel words|weasel words]]—they add bulk without improving meaning ## Use permanent, rather than relative, time references. For example, instead of "20 years ago", refer to something like "at the beginning of the 21st century". In this way, the text will survive better into the future, without needing to be rewritten. ## Avoid overly emotive language (e.g,. *) in science-based communication <!-- Written expression – Layout --> # Layout ## The chapter is well structured, with major sections using sub-sections ## The headings could be more clearly aligned with the focus questions ## The structure is overly complicated; simplify and integrate ## The structure is overly complicated; aim for 3 to 6 top-level headings between the Introduction and Conclusion ## The chapter structure is underdeveloped; expand by using subheadings ## Avoid having sections with 1 sub-heading – use 0 or 2+ sub-headings ## Use the default heading style (e.g., remove additional numbers, italics, bo]ld, and/or change in font size) ## See earlier comment about [[#Heading casing|heading casing]] ## Provide more descriptive headings ## Move links from headings into their first mention in text ## Remove abbreviations/citations from headings ## Include an introductory paragraph before branching into the sub-sections (see {{expand}} tags) ## Integrate learning features rather than having it as a stand-alone section ## The Overview and Conclusion should not have subheadings (fixed) ## Remove colons (:) from the ends of headings <!-- Written expression – Grammar --> # Grammar and spelling are excellent # Grammar ## The grammar for some/many sentences could be improved (e.g., see {{g}} tags); consider using a grammar checking tool, [https://www.studiosity.com/students/ Studiosity], and/or peer feedback ## Improve the clarity and flow of the writing by checking and correct use of commas. See [https://www.grammarly.com/blog/comma/ Grammarly's guide to using commas]. ## Check and make correct use of [https://www.merriam-webster.com/grammar/em-dash-en-dash-how-to-use em dashes (instead of hyphens)] to set off an amplifying or explanatory element ## [https://www.grammarly.com/blog/punctuation-capitalization/possessive-apostrophe/ Possessive apostrophes] are not used correctly (e.g., cats vs cat's vs cats') ## Check and correct use of [https://www.google.com.au/search?q=grammar+that+vs+who that vs. who] ## Check and correct use of [https://www.google.com.au/search?q=affect+vs.+effect+grammar affect vs. effect] ## Check and correct use of [http://www.colonsemicolon.com/ semicolons (;) and colons (:)] ## Use past tense when describing research studies, although implications of findings could be in the present tense <!-- Written expression – Abbreviations --> ## Abbreviations ### Only use abbreviations such as e.g., i.e., et al., etc. inside [[w:Bracket#Parentheses|parentheses]], otherwise spell them out ### Check and correct formatting of abbreviations (such as e.g., i.e., etc.) ### Use abbreviations sparingly. Do not use abbreviations for minor/infrequently used terms. ### Spell out abbreviations on their first use, to explain them to the reader ### Once an abbreviation has been established (e.g., PTSD), use it consistently afterwards ### Only introduce abbreviations which are subsequently used <!-- Written expression – Spelling --> # Spelling ## Use [https://www.abc.net.au/education/learn-english/australian-vs-american-spelling/11244196 Australian spelling] (e.g., hypothesize vs. hypothesise; behavior vs. behaviour) ## Some words are misspelt (e.g., see the {{sp}} tags). Spell-checking tools are available in most internet browsers and word processing software packages. <!-- Written expression – Proofreading --> # Proofreading ## More proofreading is needed (e.g., fix punctuation and typographical errors) to bring the quality of written expression closer to a professional standard ## Remove unnecessary capitalisation – [https://polishedpaper.com/blog/capitalization-apa-style more info] <!-- Written expression – APA style --> # APA style ## Use [[w:Serial comma|serial comma]]s[https://www.buzzfeed.com/adamdavis/the-oxford-comma-is-extremely-important-and-everyone-should][https://www.youtube.com/watch?v=gBx8ooDupXY] ## Use [https://apastyle.apa.org/style-grammar-guidelines/capitalization/diseases-disorders-therapies sentence casing for disorders, therapies, theories, etc.] ## [https://apastyle.apa.org/style-grammar-guidelines/numbers Express numbers under 10 using words (e.g., two) and 10 and over using numerals (e.g., 99)] <!-- Written expression – APA style - Quotes --> ## Use double (not single) quotation marks "to introduce a word or phrase used ... as slang, or as an invented or coined expression" ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159) ## "Use quotation marks only for the first occurrence of the word or phrase, not for subsequent occurrences" ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159) ## Direct quotes need page numbers—even better, communicate about concepts in your own words ## Direct quotes are overused—it is better to communicate about concepts in your own words <!-- Written expression – Figures --> ## Figures ### Very well/Well/Reasonably well captioned ### Brief captions; provide more detail to help connect the figure to the text ### Use this format for captions: '''Figure X'''. Descriptive caption goes here in sentence casing. [[Motivation and emotion/Assessment/Chapter/Figures|See example]]. ### Add captions <!-- Written expression – Figures - Citations --> ### Each Figure is referred to at least once within the main text using APA style ### Each Figure is referred to at least once within the main text. Refer to each Figure using APA style (e.g., "(see Figure 1)"; do not use bold, italics, check and correct capitalisation). ### Refer to each Figure at least once within the main text (e.g., "(see Figure 1)") <!-- Written expression – Figures - Other --> ### Some image uploads were removed because of a lack of sufficient/appropriate copyright information ### Numbering needs correcting ### Adjust some image sizes to make them easier to read (increase size) and/or less dominant (decrease size) <!-- Written expression – Tables --> ## Tables ### Very well/Well/Reasonably well captioned ### Brief caption(s); provide more explanatory detail about the table ### Add an APA style caption to each table ([[Motivation and emotion/Assessment/Chapter/Tables|see example]]) <!-- Written expression – Tables - Citations --> ### Each Table is referred to at least once within the main text using APA style ### Each Table is referred to at least once within the main text ### Refer to each Table using APA style (e.g., do not use bold, italics, check and correct capitalisation) ### Refer to each Table at least once within the main text (e.g., see Table 1) <!-- Written expression – Citations --> # Citations use excellent [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)] # Citations use very good/good/reasonably good/basic/poor [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)] # In some/many places, better use could be made of academic, peer-reviewed citations (e.g., see the {{f}} tags) ## If there are three or more authors, cite the first author followed by et al., then year. For example, either: ### in-text, Smith et al. (2020), or ### in [[w:Bracket#Parentheses|parentheses]] (Smith et al., 2020) ## Do not include author first name or initials ## Use ampersand (&) inside [[w:Bracket#Parentheses|parentheses]] and "and" outside parentheses ## List multiple citations in alphabetical order by first author surname (e.g., Giraffe, 2024; Zebra & Aardvark, 2020) ## A full stop is needed after "et al" (i.e., "et al.") because it is an abbreviation of [[wikt:et alii|et alii]] ## Use a comma between the author(s) and year for citations in [[w:Bracket#Parentheses|parentheses]] ## Select up to a maximum of three citations per point (i.e., avoid citing four or more citations to support a single point) ## Check and correct placement of full-stops ## Move embedded links to academic peer-reviewed sources into the [[{{PAGENAME}}#References|References]] as APA style citations with hyperlinked dois ## Move embedded links to non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section; only cite peer-reviewed sources # For citations, use APA style or wiki style, but not both # Secondary citations are overused; strive to consult primary sources <!-- Written expression – References --> ## References use excellent/very good/good/reasonably good/basic/poor APA style: ### Check and correct use of italicisation ### Check and correct use of capitalisation[https://apastyle.apa.org/style-grammar-guidelines/capitalization] ### Separate page numbers using an [[w:Dash#En dash|en dash]] (–) rather than a hyphen (-) ### Include dois where available ### Hyperlink dois for 1-click access ### Provide the full titles of journals ### Remove "Retrieved from " ### Use alphabetical order ### Move Wikipedia links into the [[{{PAGENAME}}#See also|See also]] section ### Move non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section ### Remove bullet-points; add hanging indent <!-- Feedback responsiveness ---> ## No evidence of responsiveness to feedback on talk page |8= <!-- Learning features comments... --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of learning features <!-- Learning features – Wikipedia embedded links --> # Excellent use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles # Very good/Good/Reasonably good/Basic/One use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding more interwiki links for the first mention of key words and technical concepts would make the text even more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]]. # Use [[m:Help:Interwiki linking|interwiki links]] (rather than external links) to Wikipedia articles, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] # Add embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding interwiki links for the first mention of key words and technical concepts would make the text more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]]. <!-- Learning features – Wikiversity embedded links --> # Excellent use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]] # Very good/Good/Reasonably good/Basic/One use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project. # Use in-text [[m:Help:Interwiki linking|interwiki links]], rather than external links to Wikiversity chapters, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] # Move embedded links to non-peer-reviewed sources to the [[{{PAGENAME}}#External links|External links]] section # Add embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project. <!-- Learning features – Figures, tables, feature boxes, scenarios --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of figure(s) # Excellent/Very good/Good/Reasonably good/Basic/No use of table(s) # Excellent/Very good/Good/Reasonably good/Basic use of feature box(es) # No use of feature boxes other than the opening scenario # Excellent/Very good/Good/Reasonably good/Basic use of scenarios, case studies, or examples # No use of scenarios, case studies, or examples, other than opening scenario <!-- Learning features – Quizzes --> # Excellent/Very good/Good/Reasonably good/Basic use of quiz(zes) and/or reflection question(s) # The quiz questions could be improved by being more focused on the key points and/or take-home messages # The quiz questions could be more effective as learning prompts by being embedded as single questions within each corresponding section rather than as a set of questions at the end # The reflection questions could be made more interactive by using a drop-down box that the reader can expand to see an answer/prompt to figure out the answers to the questions (e.g., see [[Motivation and emotion/Book/2026/Immersive therapy for PTSD treatment|this chapter]]) # No use of quiz(zes) and/or reflection question(s) <!-- Learning features – See also --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#See also|See also]] section ## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#See also|template]] ## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Use internal linking style per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Also include links to related book chapters ## Also include links to related Wikipedia articles ## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing] ## Use alphabetical order ## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link ## Move peer-reviewed articles into the [[{{PAGENAME}}#References|References]] section and cite ## Move external links into the [[{{PAGENAME}}#References|External links]] section ## Add more links # [[{{PAGENAME}}#See also|See also]] section not counted for marking purposes due to being over the maximum word count <!-- Learning features – External links --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#External links|External links]] section ## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#External links|template]] ## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing] ## Use alphabetical order ## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link ## Move Wikipedia/Wikiversity links to the [[{{PAGENAME}}#See also|See also]] section ## Move peer-reviewed articles to the [[{{PAGENAME}}#References|References]] section and cite ## Target an international audience ## Add more links ## Link to the top 3-6 external resources about this topic # [[{{PAGENAME}}#External links|External links]] section not counted for marking purposes due to being over the maximum word count |9= <!-- Social contribution comments... --> # ~ logged, useful, mostly minor/moderate/major contributions with [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]] # ~ logged contributions without [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]], so unable to easily verify and assess. See [[Motivation and emotion/Tutorials|tutorials]] for guidance about how to get direct links to evidence. # Thanks for the Wiki Commons uploads # Thanks very much for your extensive contributions # Use a numbered list per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] # No logged contributions }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 09:47, 10 October 2026 (UTC) ==See also== * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] * [[Template:METF]] * [[Template:MEMF]] [[Category:Motivation and emotion/Admin/2026]] [[Category:Motivation and emotion/Assessment/Chapter]] </noinclude> btqc5x9x2rqwyyx54h8mtkdrzyrt6vd 2841651 2841644 2026-10-20T04:14:14Z Jtneill 10242 2841651 wikitext text/x-wiki <noinclude>Feedback [[wikiversity:FAQ/Template|template]] for the [[Motivation and emotion/Assessment/Chapter|book chapter]] exercise for the [[motivation and emotion]] unit. Designed to be [[Help:Transclusion|transcluded]] on a chapter [[Help:Talk page|talk page]]. __NOTOC__</noinclude><includeonly> ==[[Motivation and emotion/Assessment/Chapter|Book chapter]] review and feedback== {{RoundBoxTop|theme=8}} This chapter has been reviewed according to the [[Motivation and emotion/Assessment/Chapter/Marking criteria|marking criteria]]. Written feedback is provided below, plus there is a [[Motivation and emotion/Assessment/Chapter/Feedback|general feedback]] page. Please also check the chapter's [[Help:Page history|page history]] to check for editing changes made whilst reviewing through the chapter. Chapter marks will be available via {{Motivation and emotion/Canvas}} along with [[Motivation and emotion/Assessment/Social contribution|social contribution]] marks and feedback. Keep an eye on Announcements. {{RoundBoxBottom}} {{RoundBoxTop|theme=}}[[File:Wikiuutiset logo typewriter.png|right|85px]] ===Overall=== {{{1|No comment}}} ===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Overview (5%)|Overview]]=== {{{2|No comment}}} ===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Theory (20%)|Theory]]=== {{{3|No comment}}} ===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Research (25%)|Research]]=== {{{4|No comment}}} ===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Integration (10%)|Integration]]=== {{{5|No comment}}} ===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Conclusion (5%)|Conclusion]]=== {{{6|No comment}}} ===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Style (20%)|Style]]=== {{{7|No comment}}} ===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Learning features (5%)|Learning features]]=== {{{8|No comment}}} ===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Social contribution (10%)|Social contribution]]=== {{{9|No comment}}} {{RoundBoxBottom}}</includeonly><noinclude>{{collapse top|Simple example}} ==Simple example== See also [[#Detailed example|detailed example]] <pre> <!-- Official feedback --> {{MEBF/2026 |1= <!-- Overall comments... --> # |2= <!-- Overview comments... --> # |3= <!-- Theory comments... --> # |4= <!-- Research comments... --> # |5= <!-- Integration comments... --> # |6= <!-- Conclusion comments... --> # |7= <!-- Style comments... --> # |8= <!-- Learning features comments... --> # |9= <!-- Social contribution comments... --> # }} ~~~~ </pre> gives <!-- Official book chapter feedback --> {{MEBF/2026 |1= <!-- Overall comments... --> # |2= <!-- Overview comments... --> # |3= <!-- Theory comments... --> # |4= <!-- Research comments... --> # |5= <!-- Integration comments... --> # |6= <!-- Conclusion comments... --> # |7= <!-- Style comments... --> # |8= <!-- Learning features comments... --> # |9= <!-- Social contribution comments... --> # }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 09:47, 10 October 2026 (UTC) {{Collapse bottom}} ==Detailed example== Example use of the template, with some common feedback comments: <small><small><small><pre> <!-- Official book chapter feedback --> {{MEBF/2026 |1= <!-- Overall comments... --> # This is an outstanding chapter that successfully integrates psychological theory and research in a highly readable way to address a practical, real-world phenomenon or problem # This is an excellent chapter that successfully uses psychological theory and research to address a practical, real-world phenomenon or problem # This is a very good chapter that makes very good use of psychological theory and research to address a real-world phenomenon or problem # This is a good chapter that makes good use of psychological theory and research to address a real-world phenomenon or problem # This is a reasonably good chapter that makes good use of psychological theory and research to address a real-world phenomenon or problem # This is a basic chapter # This is an insufficient chapter # The main area(s) for potential improvement: #* use the best psychological theory about the topic #* more detailed review of the best psychological research about the topic #* quality of written expression #* tackle the target topic more directly; this chapter [[wikt:beat around the bush|beats around the bush]] #* integrate more strongly with other chapters by using embedded links to related topics #* overuse of unacknowledged [[Motivation and emotion/Assessment/Using generative AI]] (watch out for [[w:AI slop|AI slop]])—express more in your own words #* I suspect that the [[Motivation and emotion/Assessment#Assessment items|recommended 75 hours]] were not invested in preparing this chapter <!-- Overall - Edit summaries --> #* [[w:Help:Edit summary|Edit summaries]] are used to clearly communicated the changes made in most or all edits #* Use more specific [[w:Help:Edit summary|edit summaries]] to clearly communicate the changes made in each edit #* Insufficient use [[w:Help:Edit summary|edit summaries]] to describe the changes made in each edit <!-- Overall - GenAI --> #* [[Motivation and emotion/Assessment/Using generative AI|genAI use]] is appropriately acknowledged #* In some places, there is overreliance on genAI #* There is insufficient acknowledgement in edit summaries when adding [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; this violates academic integrity principles #* [[Motivation and emotion/Assessment/Using generative AI|GenAI use]] has not been appropriately acknowledged in edit summaries with links to the conversation sources despite previous feedback about this issue. Unacknowledged use of GenAI-generated content raises concerns about compliance with academic integrity principles and assessment requirements and [[Wikiversity:Artificial intelligence|Wikiversity's artificial intelligence policy]]. <!-- Overall – Citations --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of academic, peer-reviewed citations to support claims # Only cite sources that you consult # All citations need to be in the References <!-- Overall – Word count --> # Under the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]], so there is room to expand # Over the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]]. Content beyond 4,000 words has been ignored for marking purposes. <!-- Overall – Copyedits --> # For additional feedback, see the following comments and [ these copyedits] |2= <!-- Overview – Comments... --> # Excellent/Very good/Good/Reasonably good/Basic/Underdeveloped <!-- Overview – Scenario --> <!-- Overview – Scenario - Description --> # Engaging scenario or case study # Reasonably engaging scenario or case study # Basic scenario or case study # Use a more practical, real-life scenario; move review of research into a subsequent section # Consider using an example that a wider audience can relate to (less than 5% of the world population are university students) # Add an engaging case study or scenario <!-- Overview – Scenario - Figure --> # Figure 1 is relevant to the scenario # Figure 1 could be more relevant to the scenario # Instead of a diagram, use an image which illustrates the scenario taking a place; use the diagram in a subsequent section # Include a relevant image <!-- Overview – Scenario - Feature box --> # The scenario uses an appropriate feature box # Put the scenario in a feature box <!-- Overview – Explains problem --> # Clearly explains the psychological problem or phenomenon # Explains the psychological problem or phenomenon reasonably well/in a basic way # Briefly explains the psychological problem or phenomenon; provide more detail # Description of problem is too long/overly complicated—explain the psychological problem or phenomenon in a simpler way. Move detail into subsequent sections. # Clarity of written expression can be improved <!-- Overview – Focus questions --> # The focus questions are excellent (clear and relevant)/very good/good/reasonably good/basic/promising/insufficient # The focus questions could be improved by: ## being more specific to the topic (i.e., the sub-title) ## matching the top-level headings more closely ## being [[w:Open-ended question|open-ended]] rather than [[w:Closed-ended question|closed-ended]] ## splitting double-barrelled questions into separate questions ## using bullet points as taught in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## being presented in a feature box to help guide the reader (fixed) # Add focus questions in a feature box # See copyedits for examples of possible improvements |3= <!-- Theory comments... --> <!-- Theory – Breadth --> # Excellent—key theories are very well explained and applied # Very good—key theories are well explained and applied; minor areas for improvements # Reasonably good—relevant theories are selected, described, and explained, with some room for improvement # Basic—a basic range of relevant theories are selected, described, and explained; there is considerable room for improvement # A promising range of ideas are presented but it is far from clear how this material is derived from a first person reading of the best peer-reviewed psychological theory and research about this topic # Insufficient use of relevant psychological theory about this topic # Reduce general theoretical background (e.g., definitions). Instead, summarise and link to related resources (i.e., other book chapters and/or Wikipedia articles). Increase emphasis on [[wikt:substantive|substantive]] aspects of theory that relate directly to the specific topic (i.e., the sub-title question). <!-- Theory – Builds on --> # Builds exceptionally well on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds effectively on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds reasonably well on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds somewhat on other [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds in a basic way on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds on one [[w:|Wikipedia]] article and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Build more strongly on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Doesn't build on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms <!-- Theory – Depth --> # Insightful/Very good/Good/Reasonably good/Basic/Insufficient depth is provided about key theory(ies) <!-- Theory – Tables/Figures/Lists --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of tables, figures, and/or lists to clearly convey key theoretical information <!-- Theory – Citations --> # Key citations are well used # In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological theory about the topic. # Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags) # If you didn't consult an original source (e.g., ?), cite it as a [https://apastyle.apa.org/style-grammar-guidelines/citations/secondary-sources secondary source] # If you didn't consult an original source, don't cite it <!-- Theory – Examples --> # Excellent/Very good/Good/Reasonably good/Basic use of examples to illustrate theoretical concepts # Consider using more examples to illustrate theoretical concepts # Use more examples to illustrate theoretical concepts # Insufficient use of examples to illustrate theoretical concepts |4= <!-- Research comments... --> <!-- Research – Key findings --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient review of relevant research # Excellent emphasis on systematic reviews and/or meta-analyses # Some emphasis on systematic reviews and/or meta-analyses; more emphasis would be ideal # More detail about key studies would be ideal # Claims are well referenced # In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological science about the topic. # Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags) <!-- Research – Critical thinking --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient [[w:Critical thinking|critical thinking]] about relevant research is evident # [[w:Critical thinking|Critical thinking]] about research could be further evidenced by: ## describing the methodology (e.g., sample, measures) in important studies ## considering the strength of relationships ## acknowledging limitations ## pointing out critiques/counterarguments ## suggesting ''specific'' directions for future research |5= <!-- Integration comments... --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient integration between the most relevant theory(ies) and the best research # The chapter places more emphasis on theory than on research; strive for an integrated balance # The chapter could be strengthened through deeper integration with related [[Motivation and emotion/Book|chapters]] by including more embedded links # Insufficient integration with related [[Motivation and emotion/Book|chapters]] |6= <!-- Conclusion comments... --> # Excellent/Very good/Good/Reasonably good/Basic summary and conclusion # Insufficient as a cohesive summary of the best psychological theory and research about the topic # Reads like generic [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; write more compellingly in your own words # Is this section based on [[Motivation and emotion/Assessment/Using generative AI|genAI output]]? If so, this was not acknowledged in the edit summary. # Highlights the importance of the problem or phenomenon of interest # Highlight the importance of the problem or phenomenon of interest <!-- Conclusion – Key points --> # Key points are well summarised # Key points are summarised in a basic way # Summarise key points <!-- Conclusion – Focus questions --> # The focus questions are addressed # The take-away messages for each focus question could be spelt out more clearly # Address the focus questions <!-- Conclusion – Take-home messages --> # Clear take-home message(s) # Add practical, take-home message(s) <!-- Conclusion – Word count --> # Not counted for marking purposes due to the chapter being over the maximum word count |7= <!-- Written expression – Style comments... --> <!-- Written expression – Written expression --> # Written expression ## The quality of written expression is excellent/very good/good/reasonably good/basic ## The quality of written expression is OK but there are several aspects which are below professional standard ## The quality of written expression is below professional standard. [https://www.canberra.edu.au/current-students/study-skills UC Study Skills] assistance is recommended to help improve writing skills. ### genAI is over-used; write more in your own words, based on your own knowledge based on reading the primary sources ## Use active (e.g., "this chapter explores" or "this chapter explored") rather than passive voice (e.g., "this chapter will explore" or "this chapter has explored") [https://apastyle.apa.org/style-grammar-guidelines/grammar/active-passive-voice][https://www.grammarly.com/blog/active-vs-passive-voice/] ## Target an ''international'' rather than domestic national audience. [http://www.worldometers.info/world-population/australia-population/ Only 0.3% of the world human population lives in Australia]. ## Reduce excessive use of bold font <!-- Written expression – Sentences --> ## Some/Many sentences could be explained more clearly (e.g., see the {{explain}} and {{rewrite}} tags); consider using [https://www.studiosity.com/students/ Studiosity] for targetted feedback to help improve the quality of written expression ## Some/Many sentences are overly long. Strive for the simplest expression. Consider splitting longer sentences into two shorter sentences. Shorter words and sentences are more [[w:Readability|readable]]. Try conducting a readability analysis such as via https://www.webfx.com/tools/read-able/. This chapter gets a score of . Aim for 50+. ## Avoid starting sentences with a citation unless the author is particularly pertinent. Instead, it is more interesting for the the content/key point to be communicated, with the citation included along the way or, more typically, in [[w:Bracket#Parentheses|parentheses]] at the end of the sentence. <!-- Written expression – Paragraphs --> ## Some paragraphs are overly long. Communicate one key idea per paragraph in three to five sentences. ## Avoid one sentence paragraphs. Communicate one idea per paragraph using three to five sentences. ## Bullet points are overused. Develop more of the bullet point statements into full sentences and paragraphs. <!-- Written expression – Language --> ## Use [https://www.grammarly.com/blog/first-second-and-third-person/ 3rd person perspective] (e.g., "it") instead of 1st (e.g., "we") or 2nd person (e.g., "you") in the main text. 1st or 2nd person can work well for case studies or feature boxes. ## Avoid phrases such as “as previously mentioned” or “as noted above,” as these add little value and can disrupt flow. If referencing another part of the chapter is necessary, use [[w:Help#Section linking|section linking]]. ## Embed direct quotes within sentences and paragraphs, rather than presenting them [[wikt:holus-bolus|holus-bolus]] ## "Individuals" is overused. "People" is usually a clearer term than "individuals". Use ''individuals'' to highlight each person separately (e.g., “individual test scores”) and ''people'' when referring to humans more generally. ## Remove [[w:weasel words|weasel words]]—they add bulk without improving meaning ## Use permanent, rather than relative, time references. For example, instead of "20 years ago", refer to something like "at the beginning of the 21st century". In this way, the text will survive better into the future, without needing to be rewritten. ## Avoid overly emotive language (e.g,. *) in science-based communication <!-- Written expression – Layout --> # Layout ## The chapter is well structured, with major sections using sub-sections ## The headings could be more clearly aligned with the focus questions ## The structure is overly complicated; simplify and integrate ## The structure is overly complicated; aim for 3 to 6 top-level headings between the Introduction and Conclusion ## The chapter structure is underdeveloped; expand by using subheadings ## Avoid having sections with 1 sub-heading – use 0 or 2+ sub-headings ## Use the default heading style (e.g., remove additional numbers, italics, bold, and/or change in font size) ## See earlier comment about [[#Heading casing|heading casing]] ## Provide more descriptive headings ## Move links from headings into their first mention in text ## Remove abbreviations/citations from headings ## Include an introductory paragraph before branching into the sub-sections (see {{expand}} tags) ## Integrate learning features rather than having it as a stand-alone section ## The Overview and Conclusion should not have subheadings (fixed) ## Remove colons (:) from the ends of headings <!-- Written expression – Grammar --> # Grammar and spelling are excellent # Grammar ## The grammar for some/many sentences could be improved (e.g., see {{g}} tags); consider using a grammar checking tool, [https://www.studiosity.com/students/ Studiosity], and/or peer feedback ## Improve the clarity and flow of the writing by checking and correct use of commas. See [https://www.grammarly.com/blog/comma/ Grammarly's guide to using commas]. ## Check and make correct use of [https://www.merriam-webster.com/grammar/em-dash-en-dash-how-to-use em dashes (instead of hyphens)] to set off an amplifying or explanatory element ## [https://www.grammarly.com/blog/punctuation-capitalization/possessive-apostrophe/ Possessive apostrophes] are not used correctly (e.g., cats vs cat's vs cats') ## Check and correct use of [https://www.google.com.au/search?q=grammar+that+vs+who that vs. who] ## Check and correct use of [https://www.google.com.au/search?q=affect+vs.+effect+grammar affect vs. effect] ## Check and correct use of [http://www.colonsemicolon.com/ semicolons (;) and colons (:)] ## Use past tense when describing research studies, although implications of findings could be in the present tense <!-- Written expression – Abbreviations --> ## Abbreviations ### Only use abbreviations such as e.g., i.e., et al., etc. inside [[w:Bracket#Parentheses|parentheses]], otherwise spell them out ### Check and correct formatting of abbreviations (such as e.g., i.e., etc.) ### Use abbreviations sparingly. Do not use abbreviations for minor/infrequently used terms. ### Spell out abbreviations on their first use, to explain them to the reader ### Once an abbreviation has been established (e.g., PTSD), use it consistently afterwards ### Only introduce abbreviations which are subsequently used <!-- Written expression – Spelling --> # Spelling ## Use [https://www.abc.net.au/education/learn-english/australian-vs-american-spelling/11244196 Australian spelling] (e.g., hypothesize vs. hypothesise; behavior vs. behaviour) ## Some words are misspelt (e.g., see the {{sp}} tags). Spell-checking tools are available in most internet browsers and word processing software packages. <!-- Written expression – Proofreading --> # Proofreading ## More proofreading is needed (e.g., fix punctuation and typographical errors) to bring the quality of written expression closer to a professional standard ## Remove unnecessary capitalisation – [https://polishedpaper.com/blog/capitalization-apa-style more info] <!-- Written expression – APA style --> # APA style ## Use [[w:Serial comma|serial comma]]s[https://www.buzzfeed.com/adamdavis/the-oxford-comma-is-extremely-important-and-everyone-should][https://www.youtube.com/watch?v=gBx8ooDupXY] ## Use [https://apastyle.apa.org/style-grammar-guidelines/capitalization/diseases-disorders-therapies sentence casing for disorders, therapies, theories, etc.] ## [https://apastyle.apa.org/style-grammar-guidelines/numbers Express numbers under 10 using words (e.g., two) and 10 and over using numerals (e.g., 99)] <!-- Written expression – APA style - Quotes --> ## Use double (not single) quotation marks "to introduce a word or phrase used ... as slang, or as an invented or coined expression" ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159) ## "Use quotation marks only for the first occurrence of the word or phrase, not for subsequent occurrences" ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159) ## Direct quotes need page numbers—even better, communicate about concepts in your own words ## Direct quotes are overused—it is better to communicate about concepts in your own words <!-- Written expression – Figures --> ## Figures ### Very well/Well/Reasonably well captioned ### Brief captions; provide more detail to help connect the figure to the text ### Use this format for captions: '''Figure X'''. Descriptive caption goes here in sentence casing. [[Motivation and emotion/Assessment/Chapter/Figures|See example]]. ### Add captions <!-- Written expression – Figures - Citations --> ### Each Figure is referred to at least once within the main text using APA style ### Each Figure is referred to at least once within the main text. Refer to each Figure using APA style (e.g., "(see Figure 1)"; do not use bold, italics, check and correct capitalisation). ### Refer to each Figure at least once within the main text (e.g., "(see Figure 1)") <!-- Written expression – Figures - Other --> ### Some image uploads were removed because of a lack of sufficient/appropriate copyright information ### Numbering needs correcting ### Adjust some image sizes to make them easier to read (increase size) and/or less dominant (decrease size) <!-- Written expression – Tables --> ## Tables ### Very well/Well/Reasonably well captioned ### Brief caption(s); provide more explanatory detail about the table ### Add an APA style caption to each table ([[Motivation and emotion/Assessment/Chapter/Tables|see example]]) <!-- Written expression – Tables - Citations --> ### Each Table is referred to at least once within the main text using APA style ### Each Table is referred to at least once within the main text ### Refer to each Table using APA style (e.g., do not use bold, italics, check and correct capitalisation) ### Refer to each Table at least once within the main text (e.g., see Table 1) <!-- Written expression – Citations --> # Citations use excellent [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)] # Citations use very good/good/reasonably good/basic/poor [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)] # In some/many places, better use could be made of academic, peer-reviewed citations (e.g., see the {{f}} tags) ## If there are three or more authors, cite the first author followed by et al., then year. For example, either: ### in-text, Smith et al. (2020), or ### in [[w:Bracket#Parentheses|parentheses]] (Smith et al., 2020) ## Do not include author first name or initials ## Use ampersand (&) inside [[w:Bracket#Parentheses|parentheses]] and "and" outside parentheses ## List multiple citations in alphabetical order by first author surname (e.g., Giraffe, 2024; Zebra & Aardvark, 2020) ## A full stop is needed after "et al" (i.e., "et al.") because it is an abbreviation of [[wikt:et alii|et alii]] ## Use a comma between the author(s) and year for citations in [[w:Bracket#Parentheses|parentheses]] ## Select up to a maximum of three citations per point (i.e., avoid citing four or more citations to support a single point) ## Check and correct placement of full-stops ## Move embedded links to academic peer-reviewed sources into the [[{{PAGENAME}}#References|References]] as APA style citations with hyperlinked dois ## Move embedded links to non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section; only cite peer-reviewed sources # For citations, use APA style or wiki style, but not both # Secondary citations are overused; strive to consult primary sources <!-- Written expression – References --> ## References use excellent/very good/good/reasonably good/basic/poor APA style: ### Check and correct use of italicisation ### Check and correct use of capitalisation[https://apastyle.apa.org/style-grammar-guidelines/capitalization] ### Separate page numbers using an [[w:Dash#En dash|en dash]] (–) rather than a hyphen (-) ### Include dois where available ### Hyperlink dois for 1-click access ### Provide the full titles of journals ### Remove "Retrieved from " ### Use alphabetical order ### Move Wikipedia links into the [[{{PAGENAME}}#See also|See also]] section ### Move non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section ### Remove bullet-points; add hanging indent <!-- Feedback responsiveness ---> ## No evidence of responsiveness to feedback on talk page |8= <!-- Learning features comments... --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of learning features <!-- Learning features – Wikipedia embedded links --> # Excellent use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles # Very good/Good/Reasonably good/Basic/One use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding more interwiki links for the first mention of key words and technical concepts would make the text even more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]]. # Use [[m:Help:Interwiki linking|interwiki links]] (rather than external links) to Wikipedia articles, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] # Add embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding interwiki links for the first mention of key words and technical concepts would make the text more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]]. <!-- Learning features – Wikiversity embedded links --> # Excellent use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]] # Very good/Good/Reasonably good/Basic/One use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project. # Use in-text [[m:Help:Interwiki linking|interwiki links]], rather than external links to Wikiversity chapters, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] # Move embedded links to non-peer-reviewed sources to the [[{{PAGENAME}}#External links|External links]] section # Add embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project. <!-- Learning features – Figures, tables, feature boxes, scenarios --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of figure(s) # Excellent/Very good/Good/Reasonably good/Basic/No use of table(s) # Excellent/Very good/Good/Reasonably good/Basic use of feature box(es) # No use of feature boxes other than the opening scenario # Excellent/Very good/Good/Reasonably good/Basic use of scenarios, case studies, or examples # No use of scenarios, case studies, or examples, other than opening scenario <!-- Learning features – Quizzes --> # Excellent/Very good/Good/Reasonably good/Basic use of quiz(zes) and/or reflection question(s) # The quiz questions could be improved by being more focused on the key points and/or take-home messages # The quiz questions could be more effective as learning prompts by being embedded as single questions within each corresponding section rather than as a set of questions at the end # The reflection questions could be made more interactive by using a drop-down box that the reader can expand to see an answer/prompt to figure out the answers to the questions (e.g., see [[Motivation and emotion/Book/2026/Immersive therapy for PTSD treatment|this chapter]]) # No use of quiz(zes) and/or reflection question(s) <!-- Learning features – See also --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#See also|See also]] section ## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#See also|template]] ## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Use internal linking style per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Also include links to related book chapters ## Also include links to related Wikipedia articles ## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing] ## Use alphabetical order ## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link ## Move peer-reviewed articles into the [[{{PAGENAME}}#References|References]] section and cite ## Move external links into the [[{{PAGENAME}}#References|External links]] section ## Add more links # [[{{PAGENAME}}#See also|See also]] section not counted for marking purposes due to being over the maximum word count <!-- Learning features – External links --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#External links|External links]] section ## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#External links|template]] ## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing] ## Use alphabetical order ## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link ## Move Wikipedia/Wikiversity links to the [[{{PAGENAME}}#See also|See also]] section ## Move peer-reviewed articles to the [[{{PAGENAME}}#References|References]] section and cite ## Target an international audience ## Add more links ## Link to the top 3-6 external resources about this topic # [[{{PAGENAME}}#External links|External links]] section not counted for marking purposes due to being over the maximum word count |9= <!-- Social contribution comments... --> # ~ logged, useful, mostly minor/moderate/major contributions with [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]] # ~ logged contributions without [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]], so unable to easily verify and assess. See [[Motivation and emotion/Tutorials|tutorials]] for guidance about how to get direct links to evidence. # Thanks for the Wiki Commons uploads # Thanks very much for your extensive contributions # Use a numbered list per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] # No logged contributions }} ~~~~ </pre></small></small></small> gives <!-- Official book chapter feedback --> {{MEBF/2026 |1= <!-- Overall comments... --> # This is an outstanding chapter that successfully integrates psychological theory and research in a highly readable way to address a practical, real-world phenomenon or problem # This is an excellent chapter that successfully uses psychological theory and research to address a practical, real-world phenomenon or problem # This is a very good chapter that makes very good use of psychological theory and research to address a real-world phenomenon or problem # This is a good chapter that makes good use of psychological theory and research to address a real-world phenomenon or problem # This is a reasonably good chapter that makes good use of psychological theory and research to address a real-world phenomenon or problem # This is a basic chapter # This is an insufficient chapter # The main area(s) for potential improvement: #* use the best psychological theory about the topic #* more detailed review of the best psychological research about the topic #* quality of written expression #* tackle the target topic more directly; this chapter [[wikt:beat around the bush|beats around the bush]] #* integrate more strongly with other chapters by using embedded links to related topics #* overuse of unacknowledged [[Motivation and emotion/Assessment/Using generative AI]] (watch out for [[w:AI slop|AI slop]])—express more in your own words #* I suspect that the [[Motivation and emotion/Assessment#Assessment items|recommended 75 hours]] were not invested in preparing this chapter <!-- Overall - Edit summaries --> #* [[w:Help:Edit summary|Edit summaries]] are used to clearly communicated the changes made in most or all edits #* Use more specific [[w:Help:Edit summary|edit summaries]] to clearly communicate the changes made in each edit #* Insufficient use [[w:Help:Edit summary|edit summaries]] to describe the changes made in each edit <!-- Overall - GenAI --> #* [[Motivation and emotion/Assessment/Using generative AI|genAI use]] is appropriately acknowledged #* In some places, there is overreliance on genAI #* There is insufficient acknowledgement in edit summaries when adding [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; this violates academic integrity principles #* [[Motivation and emotion/Assessment/Using generative AI|GenAI use]] has not been appropriately acknowledged in edit summaries with links to the conversation sources despite previous feedback about this issue. Unacknowledged use of GenAI-generated content raises concerns about compliance with academic integrity principles and assessment requirements and [[Wikiversity:Artificial intelligence|Wikiversity's artificial intelligence policy]]. <!-- Overall – Citations --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of academic, peer-reviewed citations to support claims # Only cite sources that you consult # All citations need to be in the References <!-- Overall – Word count --> # Under the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]], so there is room to expand # Over the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]]. Content beyond 4,000 words has been ignored for marking purposes. <!-- Overall – Copyedits --> # For additional feedback, see the following comments and [ these copyedits] |2= <!-- Overview – Comments... --> # Excellent/Very good/Good/Reasonably good/Basic/Underdeveloped <!-- Overview – Scenario --> <!-- Overview – Scenario - Description --> # Engaging scenario or case study # Reasonably engaging scenario or case study # Basic scenario or case study # Use a more practical, real-life scenario; move review of research into a subsequent section # Consider using an example that a wider audience can relate to (less than 5% of the world population are university students) # Add an engaging case study or scenario <!-- Overview – Scenario - Figure --> # Figure 1 is relevant to the scenario # Figure 1 could be more relevant to the scenario # Instead of a diagram, use an image which illustrates the scenario taking a place; use the diagram in a subsequent section # Include a relevant image <!-- Overview – Scenario - Feature box --> # The scenario uses an appropriate feature box # Put the scenario in a feature box <!-- Overview – Explains problem --> # Clearly explains the psychological problem or phenomenon # Explains the psychological problem or phenomenon reasonably well/in a basic way # Briefly explains the psychological problem or phenomenon; provide more detail # Description of problem is too long/overly complicated—explain the psychological problem or phenomenon in a simpler way. Move detail into subsequent sections. # Clarity of written expression can be improved <!-- Overview – Focus questions --> # The focus questions are excellent (clear and relevant)/very good/good/reasonably good/basic/promising/insufficient # The focus questions could be improved by: ## being more specific to the topic (i.e., the sub-title) ## matching the top-level headings more closely ## being [[w:Open-ended question|open-ended]] rather than [[w:Closed-ended question|closed-ended]] ## splitting double-barrelled questions into separate questions ## using bullet points as taught in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## being presented in a feature box to help guide the reader (fixed) # Add focus questions in a feature box # See copyedits for examples of possible improvements |3= <!-- Theory comments... --> <!-- Theory – Breadth --> # Excellent—key theories are very well explained and applied # Very good—key theories are well explained and applied; minor areas for improvements # Reasonably good—relevant theories are selected, described, and explained, with some room for improvement # Basic—a basic range of relevant theories are selected, described, and explained; there is considerable room for improvement # A promising range of ideas are presented but it is far from clear how this material is derived from a first person reading of the best peer-reviewed psychological theory and research about this topic # Insufficient use of relevant psychological theory about this topic # Reduce general theoretical background (e.g., definitions). Instead, summarise and link to related resources (i.e., other book chapters and/or Wikipedia articles). Increase emphasis on [[wikt:substantive|substantive]] aspects of theory that relate directly to the specific topic (i.e., the sub-title question). <!-- Theory – Builds on --> # Builds exceptionally well on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds effectively on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds reasonably well on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds somewhat on other [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds in a basic way on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds on one [[w:|Wikipedia]] article and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Build more strongly on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Doesn't build on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms <!-- Theory – Depth --> # Insightful/Very good/Good/Reasonably good/Basic/Insufficient depth is provided about key theory(ies) <!-- Theory – Tables/Figures/Lists --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of tables, figures, and/or lists to clearly convey key theoretical information <!-- Theory – Citations --> # Key citations are well used # In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological theory about the topic. # Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags) # If you didn't consult an original source (e.g., ?), cite it as a [https://apastyle.apa.org/style-grammar-guidelines/citations/secondary-sources secondary source] # If you didn't consult an original source, don't cite it <!-- Theory – Examples --> # Excellent/Very good/Good/Reasonably good/Basic use of examples to illustrate theoretical concepts # Consider using more examples to illustrate theoretical concepts # Use more examples to illustrate theoretical concepts # Insufficient use of examples to illustrate theoretical concepts |4= <!-- Research comments... --> <!-- Research – Key findings --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient review of relevant research # Excellent emphasis on systematic reviews and/or meta-analyses # Some emphasis on systematic reviews and/or meta-analyses; more emphasis would be ideal # More detail about key studies would be ideal # Claims are well referenced # In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological science about the topic. # Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags) <!-- Research – Critical thinking --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient [[w:Critical thinking|critical thinking]] about relevant research is evident # [[w:Critical thinking|Critical thinking]] about research could be further evidenced by: ## describing the methodology (e.g., sample, measures) in important studies ## considering the strength of relationships ## acknowledging limitations ## pointing out critiques/counterarguments ## suggesting ''specific'' directions for future research |5= <!-- Integration comments... --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient integration between the most relevant theory(ies) and the best research # The chapter places more emphasis on theory than on research; strive for an integrated balance # The chapter could be strengthened through deeper integration with related [[Motivation and emotion/Book|chapters]] by including more embedded links # Insufficient integration with related [[Motivation and emotion/Book|chapters]] |6= <!-- Conclusion comments... --> # Excellent/Very good/Good/Reasonably good/Basic summary and conclusion # Insufficient as a cohesive summary of the best psychological theory and research about the topic # Reads like generic [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; write more compellingly in your own words # Is this section based on [[Motivation and emotion/Assessment/Using generative AI|genAI output]]? If so, this was not acknowledged in the edit summary. # Highlights the importance of the problem or phenomenon of interest # Highlight the importance of the problem or phenomenon of interest <!-- Conclusion – Key points --> # Key points are well summarised # Key points are summarised in a basic way # Summarise key points <!-- Conclusion – Focus questions --> # The focus questions are addressed # The take-away messages for each focus question could be spelt out more clearly # Address the focus questions <!-- Conclusion – Take-home messages --> # Clear take-home message(s) # Add practical, take-home message(s) <!-- Conclusion – Word count --> # Not counted for marking purposes due to the chapter being over the maximum word count |7= <!-- Written expression – Style comments... --> <!-- Written expression – Written expression --> # Written expression ## The quality of written expression is excellent/very good/good/reasonably good/basic ## The quality of written expression is OK but there are several aspects which are below professional standard ## The quality of written expression is below professional standard. [https://www.canberra.edu.au/current-students/study-skills UC Study Skills] assistance is recommended to help improve writing skills. ### genAI is over-used; write more in your own words, based on your own knowledge based on reading the primary sources ## Use active (e.g., "this chapter explores" or "this chapter explored") rather than passive voice (e.g., "this chapter will explore" or "this chapter has explored") [https://apastyle.apa.org/style-grammar-guidelines/grammar/active-passive-voice][https://www.grammarly.com/blog/active-vs-passive-voice/] ## Target an ''international'' rather than domestic national audience. [http://www.worldometers.info/world-population/australia-population/ Only 0.3% of the world human population lives in Australia]. ## Reduce excessive use of bold font <!-- Written expression – Sentences --> ## Some/Many sentences could be explained more clearly (e.g., see the {{explain}} and {{rewrite}} tags); consider using [https://www.studiosity.com/students/ Studiosity] for targetted feedback to help improve the quality of written expression ## Some/Many sentences are overly long. Strive for the simplest expression. Consider splitting longer sentences into two shorter sentences. Shorter words and sentences are more [[w:Readability|readable]]. Try conducting a readability analysis such as via https://www.webfx.com/tools/read-able/. This chapter gets a score of . Aim for 50+. ## Avoid starting sentences with a citation unless the author is particularly pertinent. Instead, it is more interesting for the the content/key point to be communicated, with the citation included along the way or, more typically, in [[w:Bracket#Parentheses|parentheses]] at the end of the sentence. <!-- Written expression – Paragraphs --> ## Some paragraphs are overly long. Communicate one key idea per paragraph in three to five sentences. ## Avoid one sentence paragraphs. Communicate one idea per paragraph using three to five sentences. ## Bullet points are overused. Develop more of the bullet point statements into full sentences and paragraphs. <!-- Written expression – Language --> ## Use [https://www.grammarly.com/blog/first-second-and-third-person/ 3rd person perspective] (e.g., "it") instead of 1st (e.g., "we") or 2nd person (e.g., "you") in the main text. 1st of 2nd person can work well for case studies or feature boxes. ## Avoid phrases such as “as previously mentioned” or “as noted above,” as these add little value and can disrupt flow. If referencing another part of the chapter is necessary, use [[w:Help#Section linking|section linking]].## Embed direct quotes within sentences and paragraphs, rather than presenting them [[wikt:holus-bolus|holus-bolus]] ## "Individuals" is overused. "People" is usually a clearer term than "individuals". Use ''individuals'' to highlight each person separately (e.g., “individual test scores”) and ''people'' when referring to humans more generally. ## Remove [[w:weasel words|weasel words]]—they add bulk without improving meaning ## Use permanent, rather than relative, time references. For example, instead of "20 years ago", refer to something like "at the beginning of the 21st century". In this way, the text will survive better into the future, without needing to be rewritten. ## Avoid overly emotive language (e.g,. *) in science-based communication <!-- Written expression – Layout --> # Layout ## The chapter is well structured, with major sections using sub-sections ## The headings could be more clearly aligned with the focus questions ## The structure is overly complicated; simplify and integrate ## The structure is overly complicated; aim for 3 to 6 top-level headings between the Introduction and Conclusion ## The chapter structure is underdeveloped; expand by using subheadings ## Avoid having sections with 1 sub-heading – use 0 or 2+ sub-headings ## Use the default heading style (e.g., remove additional numbers, italics, bo]ld, and/or change in font size) ## See earlier comment about [[#Heading casing|heading casing]] ## Provide more descriptive headings ## Move links from headings into their first mention in text ## Remove abbreviations/citations from headings ## Include an introductory paragraph before branching into the sub-sections (see {{expand}} tags) ## Integrate learning features rather than having it as a stand-alone section ## The Overview and Conclusion should not have subheadings (fixed) ## Remove colons (:) from the ends of headings <!-- Written expression – Grammar --> # Grammar and spelling are excellent # Grammar ## The grammar for some/many sentences could be improved (e.g., see {{g}} tags); consider using a grammar checking tool, [https://www.studiosity.com/students/ Studiosity], and/or peer feedback ## Improve the clarity and flow of the writing by checking and correct use of commas. See [https://www.grammarly.com/blog/comma/ Grammarly's guide to using commas]. ## Check and make correct use of [https://www.merriam-webster.com/grammar/em-dash-en-dash-how-to-use em dashes (instead of hyphens)] to set off an amplifying or explanatory element ## [https://www.grammarly.com/blog/punctuation-capitalization/possessive-apostrophe/ Possessive apostrophes] are not used correctly (e.g., cats vs cat's vs cats') ## Check and correct use of [https://www.google.com.au/search?q=grammar+that+vs+who that vs. who] ## Check and correct use of [https://www.google.com.au/search?q=affect+vs.+effect+grammar affect vs. effect] ## Check and correct use of [http://www.colonsemicolon.com/ semicolons (;) and colons (:)] ## Use past tense when describing research studies, although implications of findings could be in the present tense <!-- Written expression – Abbreviations --> ## Abbreviations ### Only use abbreviations such as e.g., i.e., et al., etc. inside [[w:Bracket#Parentheses|parentheses]], otherwise spell them out ### Check and correct formatting of abbreviations (such as e.g., i.e., etc.) ### Use abbreviations sparingly. Do not use abbreviations for minor/infrequently used terms. ### Spell out abbreviations on their first use, to explain them to the reader ### Once an abbreviation has been established (e.g., PTSD), use it consistently afterwards ### Only introduce abbreviations which are subsequently used <!-- Written expression – Spelling --> # Spelling ## Use [https://www.abc.net.au/education/learn-english/australian-vs-american-spelling/11244196 Australian spelling] (e.g., hypothesize vs. hypothesise; behavior vs. behaviour) ## Some words are misspelt (e.g., see the {{sp}} tags). Spell-checking tools are available in most internet browsers and word processing software packages. <!-- Written expression – Proofreading --> # Proofreading ## More proofreading is needed (e.g., fix punctuation and typographical errors) to bring the quality of written expression closer to a professional standard ## Remove unnecessary capitalisation – [https://polishedpaper.com/blog/capitalization-apa-style more info] <!-- Written expression – APA style --> # APA style ## Use [[w:Serial comma|serial comma]]s[https://www.buzzfeed.com/adamdavis/the-oxford-comma-is-extremely-important-and-everyone-should][https://www.youtube.com/watch?v=gBx8ooDupXY] ## Use [https://apastyle.apa.org/style-grammar-guidelines/capitalization/diseases-disorders-therapies sentence casing for disorders, therapies, theories, etc.] ## [https://apastyle.apa.org/style-grammar-guidelines/numbers Express numbers under 10 using words (e.g., two) and 10 and over using numerals (e.g., 99)] <!-- Written expression – APA style - Quotes --> ## Use double (not single) quotation marks "to introduce a word or phrase used ... as slang, or as an invented or coined expression" ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159) ## "Use quotation marks only for the first occurrence of the word or phrase, not for subsequent occurrences" ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159) ## Direct quotes need page numbers—even better, communicate about concepts in your own words ## Direct quotes are overused—it is better to communicate about concepts in your own words <!-- Written expression – Figures --> ## Figures ### Very well/Well/Reasonably well captioned ### Brief captions; provide more detail to help connect the figure to the text ### Use this format for captions: '''Figure X'''. Descriptive caption goes here in sentence casing. [[Motivation and emotion/Assessment/Chapter/Figures|See example]]. ### Add captions <!-- Written expression – Figures - Citations --> ### Each Figure is referred to at least once within the main text using APA style ### Each Figure is referred to at least once within the main text. Refer to each Figure using APA style (e.g., "(see Figure 1)"; do not use bold, italics, check and correct capitalisation). ### Refer to each Figure at least once within the main text (e.g., "(see Figure 1)") <!-- Written expression – Figures - Other --> ### Some image uploads were removed because of a lack of sufficient/appropriate copyright information ### Numbering needs correcting ### Adjust some image sizes to make them easier to read (increase size) and/or less dominant (decrease size) <!-- Written expression – Tables --> ## Tables ### Very well/Well/Reasonably well captioned ### Brief caption(s); provide more explanatory detail about the table ### Add an APA style caption to each table ([[Motivation and emotion/Assessment/Chapter/Tables|see example]]) <!-- Written expression – Tables - Citations --> ### Each Table is referred to at least once within the main text using APA style ### Each Table is referred to at least once within the main text ### Refer to each Table using APA style (e.g., do not use bold, italics, check and correct capitalisation) ### Refer to each Table at least once within the main text (e.g., see Table 1) <!-- Written expression – Citations --> # Citations use excellent [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)] # Citations use very good/good/reasonably good/basic/poor [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)] # In some/many places, better use could be made of academic, peer-reviewed citations (e.g., see the {{f}} tags) ## If there are three or more authors, cite the first author followed by et al., then year. For example, either: ### in-text, Smith et al. (2020), or ### in [[w:Bracket#Parentheses|parentheses]] (Smith et al., 2020) ## Do not include author first name or initials ## Use ampersand (&) inside [[w:Bracket#Parentheses|parentheses]] and "and" outside parentheses ## List multiple citations in alphabetical order by first author surname (e.g., Giraffe, 2024; Zebra & Aardvark, 2020) ## A full stop is needed after "et al" (i.e., "et al.") because it is an abbreviation of [[wikt:et alii|et alii]] ## Use a comma between the author(s) and year for citations in [[w:Bracket#Parentheses|parentheses]] ## Select up to a maximum of three citations per point (i.e., avoid citing four or more citations to support a single point) ## Check and correct placement of full-stops ## Move embedded links to academic peer-reviewed sources into the [[{{PAGENAME}}#References|References]] as APA style citations with hyperlinked dois ## Move embedded links to non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section; only cite peer-reviewed sources # For citations, use APA style or wiki style, but not both # Secondary citations are overused; strive to consult primary sources <!-- Written expression – References --> ## References use excellent/very good/good/reasonably good/basic/poor APA style: ### Check and correct use of italicisation ### Check and correct use of capitalisation[https://apastyle.apa.org/style-grammar-guidelines/capitalization] ### Separate page numbers using an [[w:Dash#En dash|en dash]] (–) rather than a hyphen (-) ### Include dois where available ### Hyperlink dois for 1-click access ### Provide the full titles of journals ### Remove "Retrieved from " ### Use alphabetical order ### Move Wikipedia links into the [[{{PAGENAME}}#See also|See also]] section ### Move non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section ### Remove bullet-points; add hanging indent <!-- Feedback responsiveness ---> ## No evidence of responsiveness to feedback on talk page |8= <!-- Learning features comments... --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of learning features <!-- Learning features – Wikipedia embedded links --> # Excellent use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles # Very good/Good/Reasonably good/Basic/One use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding more interwiki links for the first mention of key words and technical concepts would make the text even more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]]. # Use [[m:Help:Interwiki linking|interwiki links]] (rather than external links) to Wikipedia articles, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] # Add embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding interwiki links for the first mention of key words and technical concepts would make the text more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]]. <!-- Learning features – Wikiversity embedded links --> # Excellent use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]] # Very good/Good/Reasonably good/Basic/One use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project. # Use in-text [[m:Help:Interwiki linking|interwiki links]], rather than external links to Wikiversity chapters, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] # Move embedded links to non-peer-reviewed sources to the [[{{PAGENAME}}#External links|External links]] section # Add embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project. <!-- Learning features – Figures, tables, feature boxes, scenarios --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of figure(s) # Excellent/Very good/Good/Reasonably good/Basic/No use of table(s) # Excellent/Very good/Good/Reasonably good/Basic use of feature box(es) # No use of feature boxes other than the opening scenario # Excellent/Very good/Good/Reasonably good/Basic use of scenarios, case studies, or examples # No use of scenarios, case studies, or examples, other than opening scenario <!-- Learning features – Quizzes --> # Excellent/Very good/Good/Reasonably good/Basic use of quiz(zes) and/or reflection question(s) # The quiz questions could be improved by being more focused on the key points and/or take-home messages # The quiz questions could be more effective as learning prompts by being embedded as single questions within each corresponding section rather than as a set of questions at the end # The reflection questions could be made more interactive by using a drop-down box that the reader can expand to see an answer/prompt to figure out the answers to the questions (e.g., see [[Motivation and emotion/Book/2026/Immersive therapy for PTSD treatment|this chapter]]) # No use of quiz(zes) and/or reflection question(s) <!-- Learning features – See also --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#See also|See also]] section ## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#See also|template]] ## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Use internal linking style per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Also include links to related book chapters ## Also include links to related Wikipedia articles ## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing] ## Use alphabetical order ## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link ## Move peer-reviewed articles into the [[{{PAGENAME}}#References|References]] section and cite ## Move external links into the [[{{PAGENAME}}#References|External links]] section ## Add more links # [[{{PAGENAME}}#See also|See also]] section not counted for marking purposes due to being over the maximum word count <!-- Learning features – External links --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#External links|External links]] section ## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#External links|template]] ## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing] ## Use alphabetical order ## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link ## Move Wikipedia/Wikiversity links to the [[{{PAGENAME}}#See also|See also]] section ## Move peer-reviewed articles to the [[{{PAGENAME}}#References|References]] section and cite ## Target an international audience ## Add more links ## Link to the top 3-6 external resources about this topic # [[{{PAGENAME}}#External links|External links]] section not counted for marking purposes due to being over the maximum word count |9= <!-- Social contribution comments... --> # ~ logged, useful, mostly minor/moderate/major contributions with [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]] # ~ logged contributions without [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]], so unable to easily verify and assess. See [[Motivation and emotion/Tutorials|tutorials]] for guidance about how to get direct links to evidence. # Thanks for the Wiki Commons uploads # Thanks very much for your extensive contributions # Use a numbered list per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] # No logged contributions }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 09:47, 10 October 2026 (UTC) ==See also== * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] * [[Template:METF]] * [[Template:MEMF]] [[Category:Motivation and emotion/Admin/2026]] [[Category:Motivation and emotion/Assessment/Chapter]] </noinclude> ju4rwm8yd2lmn44xn76jebp81bzvobt 2841653 2841651 2026-10-20T04:19:23Z Jtneill 10242 # Rather than describing individual studies separately, synthesise findings across related studies to identify common themes, patterns, and differences in the evidence 2841653 wikitext text/x-wiki <noinclude>Feedback [[wikiversity:FAQ/Template|template]] for the [[Motivation and emotion/Assessment/Chapter|book chapter]] exercise for the [[motivation and emotion]] unit. Designed to be [[Help:Transclusion|transcluded]] on a chapter [[Help:Talk page|talk page]]. __NOTOC__</noinclude><includeonly> ==[[Motivation and emotion/Assessment/Chapter|Book chapter]] review and feedback== {{RoundBoxTop|theme=8}} This chapter has been reviewed according to the [[Motivation and emotion/Assessment/Chapter/Marking criteria|marking criteria]]. Written feedback is provided below, plus there is a [[Motivation and emotion/Assessment/Chapter/Feedback|general feedback]] page. Please also check the chapter's [[Help:Page history|page history]] to check for editing changes made whilst reviewing through the chapter. Chapter marks will be available via {{Motivation and emotion/Canvas}} along with [[Motivation and emotion/Assessment/Social contribution|social contribution]] marks and feedback. Keep an eye on Announcements. {{RoundBoxBottom}} {{RoundBoxTop|theme=}}[[File:Wikiuutiset logo typewriter.png|right|85px]] ===Overall=== {{{1|No comment}}} ===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Overview (5%)|Overview]]=== {{{2|No comment}}} ===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Theory (20%)|Theory]]=== {{{3|No comment}}} ===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Research (25%)|Research]]=== {{{4|No comment}}} ===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Integration (10%)|Integration]]=== {{{5|No comment}}} ===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Conclusion (5%)|Conclusion]]=== {{{6|No comment}}} ===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Style (20%)|Style]]=== {{{7|No comment}}} ===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Learning features (5%)|Learning features]]=== {{{8|No comment}}} ===[[Motivation and emotion/Assessment/Chapter/Marking criteria#Social contribution (10%)|Social contribution]]=== {{{9|No comment}}} {{RoundBoxBottom}}</includeonly><noinclude>{{collapse top|Simple example}} ==Simple example== See also [[#Detailed example|detailed example]] <pre> <!-- Official feedback --> {{MEBF/2026 |1= <!-- Overall comments... --> # |2= <!-- Overview comments... --> # |3= <!-- Theory comments... --> # |4= <!-- Research comments... --> # |5= <!-- Integration comments... --> # |6= <!-- Conclusion comments... --> # |7= <!-- Style comments... --> # |8= <!-- Learning features comments... --> # |9= <!-- Social contribution comments... --> # }} ~~~~ </pre> gives <!-- Official book chapter feedback --> {{MEBF/2026 |1= <!-- Overall comments... --> # |2= <!-- Overview comments... --> # |3= <!-- Theory comments... --> # |4= <!-- Research comments... --> # |5= <!-- Integration comments... --> # |6= <!-- Conclusion comments... --> # |7= <!-- Style comments... --> # |8= <!-- Learning features comments... --> # |9= <!-- Social contribution comments... --> # }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 09:47, 10 October 2026 (UTC) {{Collapse bottom}} ==Detailed example== Example use of the template, with some common feedback comments: <small><small><small><pre> <!-- Official book chapter feedback --> {{MEBF/2026 |1= <!-- Overall comments... --> # This is an outstanding chapter that successfully integrates psychological theory and research in a highly readable way to address a practical, real-world phenomenon or problem # This is an excellent chapter that successfully uses psychological theory and research to address a practical, real-world phenomenon or problem # This is a very good chapter that makes very good use of psychological theory and research to address a real-world phenomenon or problem # This is a good chapter that makes good use of psychological theory and research to address a real-world phenomenon or problem # This is a reasonably good chapter that makes good use of psychological theory and research to address a real-world phenomenon or problem # This is a basic chapter # This is an insufficient chapter # The main area(s) for potential improvement: #* use the best psychological theory about the topic #* more detailed review of the best psychological research about the topic #* quality of written expression #* tackle the target topic more directly; this chapter [[wikt:beat around the bush|beats around the bush]] #* integrate more strongly with other chapters by using embedded links to related topics #* overuse of unacknowledged [[Motivation and emotion/Assessment/Using generative AI]] (watch out for [[w:AI slop|AI slop]])—express more in your own words #* I suspect that the [[Motivation and emotion/Assessment#Assessment items|recommended 75 hours]] were not invested in preparing this chapter <!-- Overall - Edit summaries --> #* [[w:Help:Edit summary|Edit summaries]] are used to clearly communicated the changes made in most or all edits #* Use more specific [[w:Help:Edit summary|edit summaries]] to clearly communicate the changes made in each edit #* Insufficient use [[w:Help:Edit summary|edit summaries]] to describe the changes made in each edit <!-- Overall - GenAI --> #* [[Motivation and emotion/Assessment/Using generative AI|genAI use]] is appropriately acknowledged #* In some places, there is overreliance on genAI #* There is insufficient acknowledgement in edit summaries when adding [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; this violates academic integrity principles #* [[Motivation and emotion/Assessment/Using generative AI|GenAI use]] has not been appropriately acknowledged in edit summaries with links to the conversation sources despite previous feedback about this issue. Unacknowledged use of GenAI-generated content raises concerns about compliance with academic integrity principles and assessment requirements and [[Wikiversity:Artificial intelligence|Wikiversity's artificial intelligence policy]]. <!-- Overall – Citations --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of academic, peer-reviewed citations to support claims # Only cite sources that you consult # All citations need to be in the References <!-- Overall – Word count --> # Under the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]], so there is room to expand # Over the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]]. Content beyond 4,000 words has been ignored for marking purposes. <!-- Overall – Copyedits --> # For additional feedback, see the following comments and [ these copyedits] |2= <!-- Overview – Comments... --> # Excellent/Very good/Good/Reasonably good/Basic/Underdeveloped <!-- Overview – Scenario --> <!-- Overview – Scenario - Description --> # Engaging scenario or case study # Reasonably engaging scenario or case study # Basic scenario or case study # Use a more practical, real-life scenario; move review of research into a subsequent section # Consider using an example that a wider audience can relate to (less than 5% of the world population are university students) # Add an engaging case study or scenario <!-- Overview – Scenario - Figure --> # Figure 1 is relevant to the scenario # Figure 1 could be more relevant to the scenario # Instead of a diagram, use an image which illustrates the scenario taking a place; use the diagram in a subsequent section # Include a relevant image <!-- Overview – Scenario - Feature box --> # The scenario uses an appropriate feature box # Put the scenario in a feature box <!-- Overview – Explains problem --> # Clearly explains the psychological problem or phenomenon # Explains the psychological problem or phenomenon reasonably well/in a basic way # Briefly explains the psychological problem or phenomenon; provide more detail # Description of problem is too long/overly complicated—explain the psychological problem or phenomenon in a simpler way. Move detail into subsequent sections. # Clarity of written expression can be improved <!-- Overview – Focus questions --> # The focus questions are excellent (clear and relevant)/very good/good/reasonably good/basic/promising/insufficient # The focus questions could be improved by: ## being more specific to the topic (i.e., the sub-title) ## matching the top-level headings more closely ## being [[w:Open-ended question|open-ended]] rather than [[w:Closed-ended question|closed-ended]] ## splitting double-barrelled questions into separate questions ## using bullet points as taught in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## being presented in a feature box to help guide the reader (fixed) # Add focus questions in a feature box # See copyedits for examples of possible improvements |3= <!-- Theory comments... --> <!-- Theory – Breadth --> # Excellent—key theories are very well explained and applied # Very good—key theories are well explained and applied; minor areas for improvements # Reasonably good—relevant theories are selected, described, and explained, with some room for improvement # Basic—a basic range of relevant theories are selected, described, and explained; there is considerable room for improvement # A promising range of ideas are presented but it is far from clear how this material is derived from a first person reading of the best peer-reviewed psychological theory and research about this topic # Insufficient use of relevant psychological theory about this topic # Reduce general theoretical background (e.g., definitions). Instead, summarise and link to related resources (i.e., other book chapters and/or Wikipedia articles). Increase emphasis on [[wikt:substantive|substantive]] aspects of theory that relate directly to the specific topic (i.e., the sub-title question). <!-- Theory – Builds on --> # Builds exceptionally well on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds effectively on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds reasonably well on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds somewhat on other [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds in a basic way on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds on one [[w:|Wikipedia]] article and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Build more strongly on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Doesn't build on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms <!-- Theory – Depth --> # Insightful/Very good/Good/Reasonably good/Basic/Insufficient depth is provided about key theory(ies) <!-- Theory – Tables/Figures/Lists --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of tables, figures, and/or lists to clearly convey key theoretical information <!-- Theory – Citations --> # Key citations are well used # In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological theory about the topic. # Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags) # If you didn't consult an original source (e.g., ?), cite it as a [https://apastyle.apa.org/style-grammar-guidelines/citations/secondary-sources secondary source] # If you didn't consult an original source, don't cite it <!-- Theory – Examples --> # Excellent/Very good/Good/Reasonably good/Basic use of examples to illustrate theoretical concepts # Consider using more examples to illustrate theoretical concepts # Use more examples to illustrate theoretical concepts # Insufficient use of examples to illustrate theoretical concepts |4= <!-- Research comments... --> <!-- Research – Key findings --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient review of relevant research # Excellent emphasis on systematic reviews and/or meta-analyses # Some emphasis on systematic reviews and/or meta-analyses; more emphasis would be ideal # More detail about key studies would be ideal # Claims are well referenced # In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological science about the topic. # Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags) <!-- Research – Critical thinking --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient [[w:Critical thinking|critical thinking]] about relevant research is evident # [[w:Critical thinking|Critical thinking]] about research could be further evidenced by: ## describing the methodology (e.g., sample, measures) in important studies ## considering the strength of relationships ## acknowledging limitations ## pointing out critiques/counterarguments ## suggesting ''specific'' directions for future research |5= <!-- Integration comments... --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient integration between the most relevant theory(ies) and the best research # The chapter places more emphasis on theory than on research; strive for an integrated balance # Rather than describing individual studies separately, synthesise findings across related studies to identify common themes, patterns, and differences in the evidence # The chapter could be strengthened through deeper integration with related [[Motivation and emotion/Book|chapters]] by including more embedded links # Insufficient integration with related [[Motivation and emotion/Book|chapters]] |6= <!-- Conclusion comments... --> # Excellent/Very good/Good/Reasonably good/Basic summary and conclusion # Insufficient as a cohesive summary of the best psychological theory and research about the topic # Reads like generic [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; write more compellingly in your own words # Is this section based on [[Motivation and emotion/Assessment/Using generative AI|genAI output]]? If so, this was not acknowledged in the edit summary. # Highlights the importance of the problem or phenomenon of interest # Highlight the importance of the problem or phenomenon of interest <!-- Conclusion – Key points --> # Key points are well summarised # Key points are summarised in a basic way # Summarise key points <!-- Conclusion – Focus questions --> # The focus questions are addressed # The take-away messages for each focus question could be spelt out more clearly # Address the focus questions <!-- Conclusion – Take-home messages --> # Clear take-home message(s) # Add practical, take-home message(s) <!-- Conclusion – Word count --> # Not counted for marking purposes due to the chapter being over the maximum word count |7= <!-- Written expression – Style comments... --> <!-- Written expression – Written expression --> # Written expression ## The quality of written expression is excellent/very good/good/reasonably good/basic ## The quality of written expression is OK but there are several aspects which are below professional standard ## The quality of written expression is below professional standard. [https://www.canberra.edu.au/current-students/study-skills UC Study Skills] assistance is recommended to help improve writing skills. ### genAI is over-used; write more in your own words, based on your own knowledge based on reading the primary sources ## Use active (e.g., "this chapter explores" or "this chapter explored") rather than passive voice (e.g., "this chapter will explore" or "this chapter has explored") [https://apastyle.apa.org/style-grammar-guidelines/grammar/active-passive-voice][https://www.grammarly.com/blog/active-vs-passive-voice/] ## Target an ''international'' rather than domestic national audience. [http://www.worldometers.info/world-population/australia-population/ Only 0.3% of the world human population lives in Australia]. ## Reduce excessive use of bold font <!-- Written expression – Sentences --> ## Some/Many sentences could be explained more clearly (e.g., see the {{explain}} and {{rewrite}} tags); consider using [https://www.studiosity.com/students/ Studiosity] for targetted feedback to help improve the quality of written expression ## Some/Many sentences are overly long. Strive for the simplest expression. Consider splitting longer sentences into two shorter sentences. Shorter words and sentences are more [[w:Readability|readable]]. Try conducting a readability analysis such as via https://www.webfx.com/tools/read-able/. This chapter gets a score of . Aim for 50+. ## Avoid starting sentences with a citation unless the author is particularly pertinent. Instead, it is more interesting for the the content/key point to be communicated, with the citation included along the way or, more typically, in [[w:Bracket#Parentheses|parentheses]] at the end of the sentence. <!-- Written expression – Paragraphs --> ## Some paragraphs are overly long. Communicate one key idea per paragraph in three to five sentences. ## Avoid one sentence paragraphs. Communicate one idea per paragraph using three to five sentences. ## Bullet points are overused. Develop more of the bullet point statements into full sentences and paragraphs. <!-- Written expression – Language --> ## Use [https://www.grammarly.com/blog/first-second-and-third-person/ 3rd person perspective] (e.g., "it") instead of 1st (e.g., "we") or 2nd person (e.g., "you") in the main text. 1st or 2nd person can work well for case studies or feature boxes. ## Avoid phrases such as “as previously mentioned” or “as noted above,” as these add little value and can disrupt flow. If referencing another part of the chapter is necessary, use [[w:Help#Section linking|section linking]]. ## Embed direct quotes within sentences and paragraphs, rather than presenting them [[wikt:holus-bolus|holus-bolus]] ## "Individuals" is overused. "People" is usually a clearer term than "individuals". Use ''individuals'' to highlight each person separately (e.g., “individual test scores”) and ''people'' when referring to humans more generally. ## Remove [[w:weasel words|weasel words]]—they add bulk without improving meaning ## Use permanent, rather than relative, time references. For example, instead of "20 years ago", refer to something like "at the beginning of the 21st century". In this way, the text will survive better into the future, without needing to be rewritten. ## Avoid overly emotive language (e.g,. *) in science-based communication <!-- Written expression – Layout --> # Layout ## The chapter is well structured, with major sections using sub-sections ## The headings could be more clearly aligned with the focus questions ## The structure is overly complicated; simplify and integrate ## The structure is overly complicated; aim for 3 to 6 top-level headings between the Introduction and Conclusion ## The chapter structure is underdeveloped; expand by using subheadings ## Avoid having sections with 1 sub-heading – use 0 or 2+ sub-headings ## Use the default heading style (e.g., remove additional numbers, italics, bold, and/or change in font size) ## See earlier comment about [[#Heading casing|heading casing]] ## Provide more descriptive headings ## Move links from headings into their first mention in text ## Remove abbreviations/citations from headings ## Include an introductory paragraph before branching into the sub-sections (see {{expand}} tags) ## Integrate learning features rather than having it as a stand-alone section ## The Overview and Conclusion should not have subheadings (fixed) ## Remove colons (:) from the ends of headings <!-- Written expression – Grammar --> # Grammar and spelling are excellent # Grammar ## The grammar for some/many sentences could be improved (e.g., see {{g}} tags); consider using a grammar checking tool, [https://www.studiosity.com/students/ Studiosity], and/or peer feedback ## Improve the clarity and flow of the writing by checking and correct use of commas. See [https://www.grammarly.com/blog/comma/ Grammarly's guide to using commas]. ## Check and make correct use of [https://www.merriam-webster.com/grammar/em-dash-en-dash-how-to-use em dashes (instead of hyphens)] to set off an amplifying or explanatory element ## [https://www.grammarly.com/blog/punctuation-capitalization/possessive-apostrophe/ Possessive apostrophes] are not used correctly (e.g., cats vs cat's vs cats') ## Check and correct use of [https://www.google.com.au/search?q=grammar+that+vs+who that vs. who] ## Check and correct use of [https://www.google.com.au/search?q=affect+vs.+effect+grammar affect vs. effect] ## Check and correct use of [http://www.colonsemicolon.com/ semicolons (;) and colons (:)] ## Use past tense when describing research studies, although implications of findings could be in the present tense <!-- Written expression – Abbreviations --> ## Abbreviations ### Only use abbreviations such as e.g., i.e., et al., etc. inside [[w:Bracket#Parentheses|parentheses]], otherwise spell them out ### Check and correct formatting of abbreviations (such as e.g., i.e., etc.) ### Use abbreviations sparingly. Do not use abbreviations for minor/infrequently used terms. ### Spell out abbreviations on their first use, to explain them to the reader ### Once an abbreviation has been established (e.g., PTSD), use it consistently afterwards ### Only introduce abbreviations which are subsequently used <!-- Written expression – Spelling --> # Spelling ## Use [https://www.abc.net.au/education/learn-english/australian-vs-american-spelling/11244196 Australian spelling] (e.g., hypothesize vs. hypothesise; behavior vs. behaviour) ## Some words are misspelt (e.g., see the {{sp}} tags). Spell-checking tools are available in most internet browsers and word processing software packages. <!-- Written expression – Proofreading --> # Proofreading ## More proofreading is needed (e.g., fix punctuation and typographical errors) to bring the quality of written expression closer to a professional standard ## Remove unnecessary capitalisation – [https://polishedpaper.com/blog/capitalization-apa-style more info] <!-- Written expression – APA style --> # APA style ## Use [[w:Serial comma|serial comma]]s[https://www.buzzfeed.com/adamdavis/the-oxford-comma-is-extremely-important-and-everyone-should][https://www.youtube.com/watch?v=gBx8ooDupXY] ## Use [https://apastyle.apa.org/style-grammar-guidelines/capitalization/diseases-disorders-therapies sentence casing for disorders, therapies, theories, etc.] ## [https://apastyle.apa.org/style-grammar-guidelines/numbers Express numbers under 10 using words (e.g., two) and 10 and over using numerals (e.g., 99)] <!-- Written expression – APA style - Quotes --> ## Use double (not single) quotation marks "to introduce a word or phrase used ... as slang, or as an invented or coined expression" ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159) ## "Use quotation marks only for the first occurrence of the word or phrase, not for subsequent occurrences" ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159) ## Direct quotes need page numbers—even better, communicate about concepts in your own words ## Direct quotes are overused—it is better to communicate about concepts in your own words <!-- Written expression – Figures --> ## Figures ### Very well/Well/Reasonably well captioned ### Brief captions; provide more detail to help connect the figure to the text ### Use this format for captions: '''Figure X'''. Descriptive caption goes here in sentence casing. [[Motivation and emotion/Assessment/Chapter/Figures|See example]]. ### Add captions <!-- Written expression – Figures - Citations --> ### Each Figure is referred to at least once within the main text using APA style ### Each Figure is referred to at least once within the main text. Refer to each Figure using APA style (e.g., "(see Figure 1)"; do not use bold, italics, check and correct capitalisation). ### Refer to each Figure at least once within the main text (e.g., "(see Figure 1)") <!-- Written expression – Figures - Other --> ### Some image uploads were removed because of a lack of sufficient/appropriate copyright information ### Numbering needs correcting ### Adjust some image sizes to make them easier to read (increase size) and/or less dominant (decrease size) <!-- Written expression – Tables --> ## Tables ### Very well/Well/Reasonably well captioned ### Brief caption(s); provide more explanatory detail about the table ### Add an APA style caption to each table ([[Motivation and emotion/Assessment/Chapter/Tables|see example]]) <!-- Written expression – Tables - Citations --> ### Each Table is referred to at least once within the main text using APA style ### Each Table is referred to at least once within the main text ### Refer to each Table using APA style (e.g., do not use bold, italics, check and correct capitalisation) ### Refer to each Table at least once within the main text (e.g., see Table 1) <!-- Written expression – Citations --> # Citations use excellent [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)] # Citations use very good/good/reasonably good/basic/poor [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)] # In some/many places, better use could be made of academic, peer-reviewed citations (e.g., see the {{f}} tags) ## If there are three or more authors, cite the first author followed by et al., then year. For example, either: ### in-text, Smith et al. (2020), or ### in [[w:Bracket#Parentheses|parentheses]] (Smith et al., 2020) ## Do not include author first name or initials ## Use ampersand (&) inside [[w:Bracket#Parentheses|parentheses]] and "and" outside parentheses ## List multiple citations in alphabetical order by first author surname (e.g., Giraffe, 2024; Zebra & Aardvark, 2020) ## A full stop is needed after "et al" (i.e., "et al.") because it is an abbreviation of [[wikt:et alii|et alii]] ## Use a comma between the author(s) and year for citations in [[w:Bracket#Parentheses|parentheses]] ## Select up to a maximum of three citations per point (i.e., avoid citing four or more citations to support a single point) ## Check and correct placement of full-stops ## Move embedded links to academic peer-reviewed sources into the [[{{PAGENAME}}#References|References]] as APA style citations with hyperlinked dois ## Move embedded links to non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section; only cite peer-reviewed sources # For citations, use APA style or wiki style, but not both # Secondary citations are overused; strive to consult primary sources <!-- Written expression – References --> ## References use excellent/very good/good/reasonably good/basic/poor APA style: ### Check and correct use of italicisation ### Check and correct use of capitalisation[https://apastyle.apa.org/style-grammar-guidelines/capitalization] ### Separate page numbers using an [[w:Dash#En dash|en dash]] (–) rather than a hyphen (-) ### Include dois where available ### Hyperlink dois for 1-click access ### Provide the full titles of journals ### Remove "Retrieved from " ### Use alphabetical order ### Move Wikipedia links into the [[{{PAGENAME}}#See also|See also]] section ### Move non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section ### Remove bullet-points; add hanging indent <!-- Feedback responsiveness ---> ## No evidence of responsiveness to feedback on talk page |8= <!-- Learning features comments... --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of learning features <!-- Learning features – Wikipedia embedded links --> # Excellent use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles # Very good/Good/Reasonably good/Basic/One use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding more interwiki links for the first mention of key words and technical concepts would make the text even more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]]. # Use [[m:Help:Interwiki linking|interwiki links]] (rather than external links) to Wikipedia articles, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] # Add embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding interwiki links for the first mention of key words and technical concepts would make the text more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]]. <!-- Learning features – Wikiversity embedded links --> # Excellent use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]] # Very good/Good/Reasonably good/Basic/One use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project. # Use in-text [[m:Help:Interwiki linking|interwiki links]], rather than external links to Wikiversity chapters, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] # Move embedded links to non-peer-reviewed sources to the [[{{PAGENAME}}#External links|External links]] section # Add embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project. <!-- Learning features – Figures, tables, feature boxes, scenarios --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of figure(s) # Excellent/Very good/Good/Reasonably good/Basic/No use of table(s) # Excellent/Very good/Good/Reasonably good/Basic use of feature box(es) # No use of feature boxes other than the opening scenario # Excellent/Very good/Good/Reasonably good/Basic use of scenarios, case studies, or examples # No use of scenarios, case studies, or examples, other than opening scenario <!-- Learning features – Quizzes --> # Excellent/Very good/Good/Reasonably good/Basic use of quiz(zes) and/or reflection question(s) # The quiz questions could be improved by being more focused on the key points and/or take-home messages # The quiz questions could be more effective as learning prompts by being embedded as single questions within each corresponding section rather than as a set of questions at the end # The reflection questions could be made more interactive by using a drop-down box that the reader can expand to see an answer/prompt to figure out the answers to the questions (e.g., see [[Motivation and emotion/Book/2026/Immersive therapy for PTSD treatment|this chapter]]) # No use of quiz(zes) and/or reflection question(s) <!-- Learning features – See also --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#See also|See also]] section ## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#See also|template]] ## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Use internal linking style per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Also include links to related book chapters ## Also include links to related Wikipedia articles ## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing] ## Use alphabetical order ## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link ## Move peer-reviewed articles into the [[{{PAGENAME}}#References|References]] section and cite ## Move external links into the [[{{PAGENAME}}#References|External links]] section ## Add more links # [[{{PAGENAME}}#See also|See also]] section not counted for marking purposes due to being over the maximum word count <!-- Learning features – External links --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#External links|External links]] section ## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#External links|template]] ## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing] ## Use alphabetical order ## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link ## Move Wikipedia/Wikiversity links to the [[{{PAGENAME}}#See also|See also]] section ## Move peer-reviewed articles to the [[{{PAGENAME}}#References|References]] section and cite ## Target an international audience ## Add more links ## Link to the top 3-6 external resources about this topic # [[{{PAGENAME}}#External links|External links]] section not counted for marking purposes due to being over the maximum word count |9= <!-- Social contribution comments... --> # ~ logged, useful, mostly minor/moderate/major contributions with [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]] # ~ logged contributions without [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]], so unable to easily verify and assess. See [[Motivation and emotion/Tutorials|tutorials]] for guidance about how to get direct links to evidence. # Thanks for the Wiki Commons uploads # Thanks very much for your extensive contributions # Use a numbered list per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] # No logged contributions }} ~~~~ </pre></small></small></small> gives <!-- Official book chapter feedback --> {{MEBF/2026 |1= <!-- Overall comments... --> # This is an outstanding chapter that successfully integrates psychological theory and research in a highly readable way to address a practical, real-world phenomenon or problem # This is an excellent chapter that successfully uses psychological theory and research to address a practical, real-world phenomenon or problem # This is a very good chapter that makes very good use of psychological theory and research to address a real-world phenomenon or problem # This is a good chapter that makes good use of psychological theory and research to address a real-world phenomenon or problem # This is a reasonably good chapter that makes good use of psychological theory and research to address a real-world phenomenon or problem # This is a basic chapter # This is an insufficient chapter # The main area(s) for potential improvement: #* use the best psychological theory about the topic #* more detailed review of the best psychological research about the topic #* quality of written expression #* tackle the target topic more directly; this chapter [[wikt:beat around the bush|beats around the bush]] #* integrate more strongly with other chapters by using embedded links to related topics #* overuse of unacknowledged [[Motivation and emotion/Assessment/Using generative AI]] (watch out for [[w:AI slop|AI slop]])—express more in your own words #* I suspect that the [[Motivation and emotion/Assessment#Assessment items|recommended 75 hours]] were not invested in preparing this chapter <!-- Overall - Edit summaries --> #* [[w:Help:Edit summary|Edit summaries]] are used to clearly communicated the changes made in most or all edits #* Use more specific [[w:Help:Edit summary|edit summaries]] to clearly communicate the changes made in each edit #* Insufficient use [[w:Help:Edit summary|edit summaries]] to describe the changes made in each edit <!-- Overall - GenAI --> #* [[Motivation and emotion/Assessment/Using generative AI|genAI use]] is appropriately acknowledged #* In some places, there is overreliance on genAI #* There is insufficient acknowledgement in edit summaries when adding [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; this violates academic integrity principles #* [[Motivation and emotion/Assessment/Using generative AI|GenAI use]] has not been appropriately acknowledged in edit summaries with links to the conversation sources despite previous feedback about this issue. Unacknowledged use of GenAI-generated content raises concerns about compliance with academic integrity principles and assessment requirements and [[Wikiversity:Artificial intelligence|Wikiversity's artificial intelligence policy]]. <!-- Overall – Citations --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of academic, peer-reviewed citations to support claims # Only cite sources that you consult # All citations need to be in the References <!-- Overall – Word count --> # Under the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]], so there is room to expand # Over the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]]. Content beyond 4,000 words has been ignored for marking purposes. <!-- Overall – Copyedits --> # For additional feedback, see the following comments and [ these copyedits] |2= <!-- Overview – Comments... --> # Excellent/Very good/Good/Reasonably good/Basic/Underdeveloped <!-- Overview – Scenario --> <!-- Overview – Scenario - Description --> # Engaging scenario or case study # Reasonably engaging scenario or case study # Basic scenario or case study # Use a more practical, real-life scenario; move review of research into a subsequent section # Consider using an example that a wider audience can relate to (less than 5% of the world population are university students) # Add an engaging case study or scenario <!-- Overview – Scenario - Figure --> # Figure 1 is relevant to the scenario # Figure 1 could be more relevant to the scenario # Instead of a diagram, use an image which illustrates the scenario taking a place; use the diagram in a subsequent section # Include a relevant image <!-- Overview – Scenario - Feature box --> # The scenario uses an appropriate feature box # Put the scenario in a feature box <!-- Overview – Explains problem --> # Clearly explains the psychological problem or phenomenon # Explains the psychological problem or phenomenon reasonably well/in a basic way # Briefly explains the psychological problem or phenomenon; provide more detail # Description of problem is too long/overly complicated—explain the psychological problem or phenomenon in a simpler way. Move detail into subsequent sections. # Clarity of written expression can be improved <!-- Overview – Focus questions --> # The focus questions are excellent (clear and relevant)/very good/good/reasonably good/basic/promising/insufficient # The focus questions could be improved by: ## being more specific to the topic (i.e., the sub-title) ## matching the top-level headings more closely ## being [[w:Open-ended question|open-ended]] rather than [[w:Closed-ended question|closed-ended]] ## splitting double-barrelled questions into separate questions ## using bullet points as taught in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## being presented in a feature box to help guide the reader (fixed) # Add focus questions in a feature box # See copyedits for examples of possible improvements |3= <!-- Theory comments... --> <!-- Theory – Breadth --> # Excellent—key theories are very well explained and applied # Very good—key theories are well explained and applied; minor areas for improvements # Reasonably good—relevant theories are selected, described, and explained, with some room for improvement # Basic—a basic range of relevant theories are selected, described, and explained; there is considerable room for improvement # A promising range of ideas are presented but it is far from clear how this material is derived from a first person reading of the best peer-reviewed psychological theory and research about this topic # Insufficient use of relevant psychological theory about this topic # Reduce general theoretical background (e.g., definitions). Instead, summarise and link to related resources (i.e., other book chapters and/or Wikipedia articles). Increase emphasis on [[wikt:substantive|substantive]] aspects of theory that relate directly to the specific topic (i.e., the sub-title question). <!-- Theory – Builds on --> # Builds exceptionally well on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds effectively on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds reasonably well on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds somewhat on other [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds in a basic way on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Builds on one [[w:|Wikipedia]] article and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Build more strongly on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms # Doesn't build on [[w:|Wikipedia]] articles and/or/but not related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms <!-- Theory – Depth --> # Insightful/Very good/Good/Reasonably good/Basic/Insufficient depth is provided about key theory(ies) <!-- Theory – Tables/Figures/Lists --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of tables, figures, and/or lists to clearly convey key theoretical information <!-- Theory – Citations --> # Key citations are well used # In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological theory about the topic. # Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags) # If you didn't consult an original source (e.g., ?), cite it as a [https://apastyle.apa.org/style-grammar-guidelines/citations/secondary-sources secondary source] # If you didn't consult an original source, don't cite it <!-- Theory – Examples --> # Excellent/Very good/Good/Reasonably good/Basic use of examples to illustrate theoretical concepts # Consider using more examples to illustrate theoretical concepts # Use more examples to illustrate theoretical concepts # Insufficient use of examples to illustrate theoretical concepts |4= <!-- Research comments... --> <!-- Research – Key findings --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient review of relevant research # Excellent emphasis on systematic reviews and/or meta-analyses # Some emphasis on systematic reviews and/or meta-analyses; more emphasis would be ideal # More detail about key studies would be ideal # Claims are well referenced # In some/many places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological science about the topic. # Insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags) <!-- Research – Critical thinking --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient [[w:Critical thinking|critical thinking]] about relevant research is evident # [[w:Critical thinking|Critical thinking]] about research could be further evidenced by: ## describing the methodology (e.g., sample, measures) in important studies ## considering the strength of relationships ## acknowledging limitations ## pointing out critiques/counterarguments ## suggesting ''specific'' directions for future research |5= <!-- Integration comments... --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient integration between the most relevant theory(ies) and the best research # The chapter places more emphasis on theory than on research; strive for an integrated balance # Rather than describing individual studies separately, synthesise findings across related studies to identify common themes, patterns, and differences in the evidence # The chapter could be strengthened through deeper integration with related [[Motivation and emotion/Book|chapters]] by including more embedded links # Insufficient integration with related [[Motivation and emotion/Book|chapters]] |6= <!-- Conclusion comments... --> # Excellent/Very good/Good/Reasonably good/Basic summary and conclusion # Insufficient as a cohesive summary of the best psychological theory and research about the topic # Reads like generic [[Motivation and emotion/Assessment/Using generative AI|genAI output]]; write more compellingly in your own words # Is this section based on [[Motivation and emotion/Assessment/Using generative AI|genAI output]]? If so, this was not acknowledged in the edit summary. # Highlights the importance of the problem or phenomenon of interest # Highlight the importance of the problem or phenomenon of interest <!-- Conclusion – Key points --> # Key points are well summarised # Key points are summarised in a basic way # Summarise key points <!-- Conclusion – Focus questions --> # The focus questions are addressed # The take-away messages for each focus question could be spelt out more clearly # Address the focus questions <!-- Conclusion – Take-home messages --> # Clear take-home message(s) # Add practical, take-home message(s) <!-- Conclusion – Word count --> # Not counted for marking purposes due to the chapter being over the maximum word count |7= <!-- Written expression – Style comments... --> <!-- Written expression – Written expression --> # Written expression ## The quality of written expression is excellent/very good/good/reasonably good/basic ## The quality of written expression is OK but there are several aspects which are below professional standard ## The quality of written expression is below professional standard. [https://www.canberra.edu.au/current-students/study-skills UC Study Skills] assistance is recommended to help improve writing skills. ### genAI is over-used; write more in your own words, based on your own knowledge based on reading the primary sources ## Use active (e.g., "this chapter explores" or "this chapter explored") rather than passive voice (e.g., "this chapter will explore" or "this chapter has explored") [https://apastyle.apa.org/style-grammar-guidelines/grammar/active-passive-voice][https://www.grammarly.com/blog/active-vs-passive-voice/] ## Target an ''international'' rather than domestic national audience. [http://www.worldometers.info/world-population/australia-population/ Only 0.3% of the world human population lives in Australia]. ## Reduce excessive use of bold font <!-- Written expression – Sentences --> ## Some/Many sentences could be explained more clearly (e.g., see the {{explain}} and {{rewrite}} tags); consider using [https://www.studiosity.com/students/ Studiosity] for targetted feedback to help improve the quality of written expression ## Some/Many sentences are overly long. Strive for the simplest expression. Consider splitting longer sentences into two shorter sentences. Shorter words and sentences are more [[w:Readability|readable]]. Try conducting a readability analysis such as via https://www.webfx.com/tools/read-able/. This chapter gets a score of . Aim for 50+. ## Avoid starting sentences with a citation unless the author is particularly pertinent. Instead, it is more interesting for the the content/key point to be communicated, with the citation included along the way or, more typically, in [[w:Bracket#Parentheses|parentheses]] at the end of the sentence. <!-- Written expression – Paragraphs --> ## Some paragraphs are overly long. Communicate one key idea per paragraph in three to five sentences. ## Avoid one sentence paragraphs. Communicate one idea per paragraph using three to five sentences. ## Bullet points are overused. Develop more of the bullet point statements into full sentences and paragraphs. <!-- Written expression – Language --> ## Use [https://www.grammarly.com/blog/first-second-and-third-person/ 3rd person perspective] (e.g., "it") instead of 1st (e.g., "we") or 2nd person (e.g., "you") in the main text. 1st of 2nd person can work well for case studies or feature boxes. ## Avoid phrases such as “as previously mentioned” or “as noted above,” as these add little value and can disrupt flow. If referencing another part of the chapter is necessary, use [[w:Help#Section linking|section linking]].## Embed direct quotes within sentences and paragraphs, rather than presenting them [[wikt:holus-bolus|holus-bolus]] ## "Individuals" is overused. "People" is usually a clearer term than "individuals". Use ''individuals'' to highlight each person separately (e.g., “individual test scores”) and ''people'' when referring to humans more generally. ## Remove [[w:weasel words|weasel words]]—they add bulk without improving meaning ## Use permanent, rather than relative, time references. For example, instead of "20 years ago", refer to something like "at the beginning of the 21st century". In this way, the text will survive better into the future, without needing to be rewritten. ## Avoid overly emotive language (e.g,. *) in science-based communication <!-- Written expression – Layout --> # Layout ## The chapter is well structured, with major sections using sub-sections ## The headings could be more clearly aligned with the focus questions ## The structure is overly complicated; simplify and integrate ## The structure is overly complicated; aim for 3 to 6 top-level headings between the Introduction and Conclusion ## The chapter structure is underdeveloped; expand by using subheadings ## Avoid having sections with 1 sub-heading – use 0 or 2+ sub-headings ## Use the default heading style (e.g., remove additional numbers, italics, bo]ld, and/or change in font size) ## See earlier comment about [[#Heading casing|heading casing]] ## Provide more descriptive headings ## Move links from headings into their first mention in text ## Remove abbreviations/citations from headings ## Include an introductory paragraph before branching into the sub-sections (see {{expand}} tags) ## Integrate learning features rather than having it as a stand-alone section ## The Overview and Conclusion should not have subheadings (fixed) ## Remove colons (:) from the ends of headings <!-- Written expression – Grammar --> # Grammar and spelling are excellent # Grammar ## The grammar for some/many sentences could be improved (e.g., see {{g}} tags); consider using a grammar checking tool, [https://www.studiosity.com/students/ Studiosity], and/or peer feedback ## Improve the clarity and flow of the writing by checking and correct use of commas. See [https://www.grammarly.com/blog/comma/ Grammarly's guide to using commas]. ## Check and make correct use of [https://www.merriam-webster.com/grammar/em-dash-en-dash-how-to-use em dashes (instead of hyphens)] to set off an amplifying or explanatory element ## [https://www.grammarly.com/blog/punctuation-capitalization/possessive-apostrophe/ Possessive apostrophes] are not used correctly (e.g., cats vs cat's vs cats') ## Check and correct use of [https://www.google.com.au/search?q=grammar+that+vs+who that vs. who] ## Check and correct use of [https://www.google.com.au/search?q=affect+vs.+effect+grammar affect vs. effect] ## Check and correct use of [http://www.colonsemicolon.com/ semicolons (;) and colons (:)] ## Use past tense when describing research studies, although implications of findings could be in the present tense <!-- Written expression – Abbreviations --> ## Abbreviations ### Only use abbreviations such as e.g., i.e., et al., etc. inside [[w:Bracket#Parentheses|parentheses]], otherwise spell them out ### Check and correct formatting of abbreviations (such as e.g., i.e., etc.) ### Use abbreviations sparingly. Do not use abbreviations for minor/infrequently used terms. ### Spell out abbreviations on their first use, to explain them to the reader ### Once an abbreviation has been established (e.g., PTSD), use it consistently afterwards ### Only introduce abbreviations which are subsequently used <!-- Written expression – Spelling --> # Spelling ## Use [https://www.abc.net.au/education/learn-english/australian-vs-american-spelling/11244196 Australian spelling] (e.g., hypothesize vs. hypothesise; behavior vs. behaviour) ## Some words are misspelt (e.g., see the {{sp}} tags). Spell-checking tools are available in most internet browsers and word processing software packages. <!-- Written expression – Proofreading --> # Proofreading ## More proofreading is needed (e.g., fix punctuation and typographical errors) to bring the quality of written expression closer to a professional standard ## Remove unnecessary capitalisation – [https://polishedpaper.com/blog/capitalization-apa-style more info] <!-- Written expression – APA style --> # APA style ## Use [[w:Serial comma|serial comma]]s[https://www.buzzfeed.com/adamdavis/the-oxford-comma-is-extremely-important-and-everyone-should][https://www.youtube.com/watch?v=gBx8ooDupXY] ## Use [https://apastyle.apa.org/style-grammar-guidelines/capitalization/diseases-disorders-therapies sentence casing for disorders, therapies, theories, etc.] ## [https://apastyle.apa.org/style-grammar-guidelines/numbers Express numbers under 10 using words (e.g., two) and 10 and over using numerals (e.g., 99)] <!-- Written expression – APA style - Quotes --> ## Use double (not single) quotation marks "to introduce a word or phrase used ... as slang, or as an invented or coined expression" ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159) ## "Use quotation marks only for the first occurrence of the word or phrase, not for subsequent occurrences" ([https://apastyle.apa.org/products/publication-manual-7th-edition APA Style 7th ed.], 2020, p. 159) ## Direct quotes need page numbers—even better, communicate about concepts in your own words ## Direct quotes are overused—it is better to communicate about concepts in your own words <!-- Written expression – Figures --> ## Figures ### Very well/Well/Reasonably well captioned ### Brief captions; provide more detail to help connect the figure to the text ### Use this format for captions: '''Figure X'''. Descriptive caption goes here in sentence casing. [[Motivation and emotion/Assessment/Chapter/Figures|See example]]. ### Add captions <!-- Written expression – Figures - Citations --> ### Each Figure is referred to at least once within the main text using APA style ### Each Figure is referred to at least once within the main text. Refer to each Figure using APA style (e.g., "(see Figure 1)"; do not use bold, italics, check and correct capitalisation). ### Refer to each Figure at least once within the main text (e.g., "(see Figure 1)") <!-- Written expression – Figures - Other --> ### Some image uploads were removed because of a lack of sufficient/appropriate copyright information ### Numbering needs correcting ### Adjust some image sizes to make them easier to read (increase size) and/or less dominant (decrease size) <!-- Written expression – Tables --> ## Tables ### Very well/Well/Reasonably well captioned ### Brief caption(s); provide more explanatory detail about the table ### Add an APA style caption to each table ([[Motivation and emotion/Assessment/Chapter/Tables|see example]]) <!-- Written expression – Tables - Citations --> ### Each Table is referred to at least once within the main text using APA style ### Each Table is referred to at least once within the main text ### Refer to each Table using APA style (e.g., do not use bold, italics, check and correct capitalisation) ### Refer to each Table at least once within the main text (e.g., see Table 1) <!-- Written expression – Citations --> # Citations use excellent [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)] # Citations use very good/good/reasonably good/basic/poor [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)] # In some/many places, better use could be made of academic, peer-reviewed citations (e.g., see the {{f}} tags) ## If there are three or more authors, cite the first author followed by et al., then year. For example, either: ### in-text, Smith et al. (2020), or ### in [[w:Bracket#Parentheses|parentheses]] (Smith et al., 2020) ## Do not include author first name or initials ## Use ampersand (&) inside [[w:Bracket#Parentheses|parentheses]] and "and" outside parentheses ## List multiple citations in alphabetical order by first author surname (e.g., Giraffe, 2024; Zebra & Aardvark, 2020) ## A full stop is needed after "et al" (i.e., "et al.") because it is an abbreviation of [[wikt:et alii|et alii]] ## Use a comma between the author(s) and year for citations in [[w:Bracket#Parentheses|parentheses]] ## Select up to a maximum of three citations per point (i.e., avoid citing four or more citations to support a single point) ## Check and correct placement of full-stops ## Move embedded links to academic peer-reviewed sources into the [[{{PAGENAME}}#References|References]] as APA style citations with hyperlinked dois ## Move embedded links to non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section; only cite peer-reviewed sources # For citations, use APA style or wiki style, but not both # Secondary citations are overused; strive to consult primary sources <!-- Written expression – References --> ## References use excellent/very good/good/reasonably good/basic/poor APA style: ### Check and correct use of italicisation ### Check and correct use of capitalisation[https://apastyle.apa.org/style-grammar-guidelines/capitalization] ### Separate page numbers using an [[w:Dash#En dash|en dash]] (–) rather than a hyphen (-) ### Include dois where available ### Hyperlink dois for 1-click access ### Provide the full titles of journals ### Remove "Retrieved from " ### Use alphabetical order ### Move Wikipedia links into the [[{{PAGENAME}}#See also|See also]] section ### Move non-peer reviewed sources into the [[{{PAGENAME}}#External links|External links]] section ### Remove bullet-points; add hanging indent <!-- Feedback responsiveness ---> ## No evidence of responsiveness to feedback on talk page |8= <!-- Learning features comments... --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient use of learning features <!-- Learning features – Wikipedia embedded links --> # Excellent use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles # Very good/Good/Reasonably good/Basic/One use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding more interwiki links for the first mention of key words and technical concepts would make the text even more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]]. # Use [[m:Help:Interwiki linking|interwiki links]] (rather than external links) to Wikipedia articles, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] # Add embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding interwiki links for the first mention of key words and technical concepts would make the text more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]]. <!-- Learning features – Wikiversity embedded links --> # Excellent use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]] # Very good/Good/Reasonably good/Basic/One use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project. # Use in-text [[m:Help:Interwiki linking|interwiki links]], rather than external links to Wikiversity chapters, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] # Move embedded links to non-peer-reviewed sources to the [[{{PAGENAME}}#External links|External links]] section # Add embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project. <!-- Learning features – Figures, tables, feature boxes, scenarios --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of figure(s) # Excellent/Very good/Good/Reasonably good/Basic/No use of table(s) # Excellent/Very good/Good/Reasonably good/Basic use of feature box(es) # No use of feature boxes other than the opening scenario # Excellent/Very good/Good/Reasonably good/Basic use of scenarios, case studies, or examples # No use of scenarios, case studies, or examples, other than opening scenario <!-- Learning features – Quizzes --> # Excellent/Very good/Good/Reasonably good/Basic use of quiz(zes) and/or reflection question(s) # The quiz questions could be improved by being more focused on the key points and/or take-home messages # The quiz questions could be more effective as learning prompts by being embedded as single questions within each corresponding section rather than as a set of questions at the end # The reflection questions could be made more interactive by using a drop-down box that the reader can expand to see an answer/prompt to figure out the answers to the questions (e.g., see [[Motivation and emotion/Book/2026/Immersive therapy for PTSD treatment|this chapter]]) # No use of quiz(zes) and/or reflection question(s) <!-- Learning features – See also --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#See also|See also]] section ## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#See also|template]] ## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Use internal linking style per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Also include links to related book chapters ## Also include links to related Wikipedia articles ## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing] ## Use alphabetical order ## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link ## Move peer-reviewed articles into the [[{{PAGENAME}}#References|References]] section and cite ## Move external links into the [[{{PAGENAME}}#References|External links]] section ## Add more links # [[{{PAGENAME}}#See also|See also]] section not counted for marking purposes due to being over the maximum word count <!-- Learning features – External links --> # Excellent/Very good/Good/Reasonably good/Basic/Insufficient/No use of the [[{{PAGENAME}}#External links|External links]] section ## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#External links|template]] ## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing] ## Use alphabetical order ## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link ## Move Wikipedia/Wikiversity links to the [[{{PAGENAME}}#See also|See also]] section ## Move peer-reviewed articles to the [[{{PAGENAME}}#References|References]] section and cite ## Target an international audience ## Add more links ## Link to the top 3-6 external resources about this topic # [[{{PAGENAME}}#External links|External links]] section not counted for marking purposes due to being over the maximum word count |9= <!-- Social contribution comments... --> # ~ logged, useful, mostly minor/moderate/major contributions with [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]] # ~ logged contributions without [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]], so unable to easily verify and assess. See [[Motivation and emotion/Tutorials|tutorials]] for guidance about how to get direct links to evidence. # Thanks for the Wiki Commons uploads # Thanks very much for your extensive contributions # Use a numbered list per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] # No logged contributions }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 09:47, 10 October 2026 (UTC) ==See also== * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] * [[Template:METF]] * [[Template:MEMF]] [[Category:Motivation and emotion/Admin/2026]] [[Category:Motivation and emotion/Assessment/Chapter]] </noinclude> ou56bhdy2ne3pwdc75y049wdkaaw78w 0 330494 2841709 2841289 2026-10-20T09:14:57Z JSINST 3110286 2841709 wikitext text/x-wiki <small>The John Snow prediabetes Institute is an international research network focused on evidence based prediabetes remission, early risk identification, and lifestyle health promotion. (https://w.wiki/Skm7).</small> '''<small>Background:</small>''' <small>Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight (General Research Draft). <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. Arteriosclerosis is developing in the prediabetes stage. The aim is to get repeated Prediabetes prevalence studies based on data from the academic literature in some cases by contact to the authors with request to reanalyse the data to identify the high risk parts of the populations. In some cases from the seafarers`health clinics, the schools for seafarers, nurses and medical students. The 16-weeks '''intervention study''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer <ref>https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 </ref> and self-evaluation of diet and physical activity. Other intervention studies to be tested and developed include Digital lifestyle programs <ref> «Digital Lifestyle Program Cuts Diabetes Risk by 46% in Prediabetics, Study of 130k+ Adults Reveals». News-Medical, 14 de abril de 2025. https://www.news-medical.net/news/20250414/Digital-lifestyle-program-cuts-diabetes-risk-by-4625-in-prediabetics-study-of-130k2b-adults-reveals.aspx.</ref> Educational materials come from the international diabetes organisations e.g the ADA:<ref>https://professional.diabetes.org/diabetes-support-resources</ref> and the Health Promoting Schools.<ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref></small>[[File:Lifestyle Medicine Pillars.png|250px|right| <small>Lifestyle Medicine Pillars.png The focus of Lifestyle Medicine is on these 6 pillars</small> ]]<small>'''Prevalence studies'''</small> [[/The Maritime Health database design // |<small>1.1 The Maritime Health database design</small>]] <small>1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref></small> <small>1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref></small> <small>1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref></small> <small>1.5 Excel recoding (pre diabetes, hypertension etc) <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref></small> <small>'''Personal prevention''' Personal reversal of prediabetes relies on targeted lifestyle changes like eating a healthy diet, exercising regularly, and losing a modest amount of excess weight. (local Diabetes Associations)</small> <span lang="en" dir="ltr"><small>'''Core Institutional Strategies''' Health authorities and organizations implement group-based or digital programs. The workplaces are prompted to make targeted interventions, including nutrition and exercise programs, to safeguard long-term cardiometabolic health in the workforces.</small></span> <small>16 weeks human caused Intervention studies: English <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref> and '''AI-Powered Lifestyle Intervention''' in the Diabetes Prevention <ref>Mathioudakis, Nestoras, Benjamin Lalani, Mohammed S. Abusamaan, et al. «An AI-Powered Lifestyle Intervention vs Human Coaching in the Diabetes Prevention Program: A Randomized Clinical Trial». JAMA 334, n.º 23 (2025): 2079-89. https://doi.org/10.1001/jama.2025.19563.</ref></small> '''<small>Organisation</small>''' <small>- [[/The John Snow Institute bylaws /|The John Snow Institute bylaws]]</small> <small>- General research protocol draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref></small> [[Category:Prediabetes ]] [[Category:Prediabetes ]] <small>- Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref></small> <small>'''Publications''' <ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref></small> '''The John Snow Prediabetes Institute Research Network:''' <small>Prof. Dr. Olaf Jensen, MD, MPH, PhD; Prof. Ing. MSc. Nailet Delgado Mujica; Prof. Magda Medir Mb, Tarragona Spain, Prof. MSc.Ph.D. Bishal Gyawali SDU; MSc.PhD Vivi Just-Nørregaard; Prof. Dr. Johan Hviid Andersen MD, PhD. Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Bruno Nørdam, Randers; Maritime Doctor. Erik Haarløv MD, Assens, Denmark; Dr. Maite Duque MD Venezuela; Dr. Indira Santos Panama MD; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dra.Marj Gab Huerte, MD, Filippines:</small> <small>Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona and Cadiz, Spain; Dr. Alejandro Martinez, MD, MPH, Costa Rica; Christian Acheampong, MBA, New Jersey US; Dr. Med. Sci Finn Gyntelberg NFA.and Bispebj. Hosp. Denmark: Dr. Solomon Ching MD Filippines: Dr. Marcel Alcaraz MD Filippines;</small> ==References== cem8zlzdx7ys4xa08rvcvfj6j0v1u29 2841718 2841709 2026-10-20T09:29:25Z JSINST 3110286 2841718 wikitext text/x-wiki <small>The John Snow prediabetes Institute is an international research network focused on evidence based prediabetes remission, early risk identification, and lifestyle health promotion. (https://w.wiki/Skm7).</small> '''<small>Background:</small>''' <small>Millions are at increased risk of developing metabolic syndromes with arteriosclerosis, pre-diabetes, type 2 DM, hypertension and overweight (General Research Draft). <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> All can lower their risks by staying physical active and eating well. Early diagnosis and education of pre-diabetes is a cost-effective preventive strategy that can improve long-term health outcomes. The aim is to get repeated prevalence studies based on data from the academic literature. One possibility is to contact the authors with request to reanalyse the data to identify the highest risk groups. Another possibility is to get the data from the seafarers` health clinics, the schools for -seafarers, -nurses and medical students. The 16-weeks '''intervention study''' include learning by video sequences and self-monitoring of blood sugar with Glukometer and self-evaluation of diet and physical activity <ref>https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 </ref>. The very challenging intervention studies include the AI-Digital lifestyle programs.<ref> «Digital Lifestyle Program Cuts Diabetes Risk by 46% in Prediabetics, Study of 130k+ Adults Reveals». News-Medical, 14 de abril de 2025. https://www.news-medical.net/news/20250414/Digital-lifestyle-program-cuts-diabetes-risk-by-4625-in-prediabetics-study-of-130k2b-adults-reveals.aspx.</ref> Educational materials is available from the international diabetes organisations e.g the ADA:<ref>https://professional.diabetes.org/diabetes-support-resources</ref> and the Health Promoting Schools.<ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref></small>[[File:Lifestyle Medicine Pillars.png|250px|right| <small>Lifestyle Medicine Pillars.png The focus of Lifestyle Medicine is on these 6 pillars</small> ]]<small>'''Prevalence studies'''</small> [[/The Maritime Health database design // |<small>1.1 The Maritime Health database design</small>]] <small>1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref></small> <small>1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref></small> <small>1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref></small> <small>1.5 Excel recoding (pre diabetes, hypertension etc) <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref></small> <small>'''Personal prevention''' Personal reversal of prediabetes relies on targeted lifestyle changes like eating a healthy diet, exercising regularly, and losing a modest amount of excess weight. (local Diabetes Associations)</small> <span lang="en" dir="ltr"><small>'''Core Institutional Strategies''' Health authorities and organizations implement group-based or digital programs. The workplaces are prompted to make targeted interventions, including nutrition and exercise programs, to safeguard long-term cardiometabolic health in the workforces.</small></span> <small>16 weeks human caused Intervention studies: English <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref> and '''AI-Powered Lifestyle Intervention''' in the Diabetes Prevention <ref>Mathioudakis, Nestoras, Benjamin Lalani, Mohammed S. Abusamaan, et al. «An AI-Powered Lifestyle Intervention vs Human Coaching in the Diabetes Prevention Program: A Randomized Clinical Trial». JAMA 334, n.º 23 (2025): 2079-89. https://doi.org/10.1001/jama.2025.19563.</ref></small> '''<small>Organisation</small>''' <small>- [[/The John Snow Institute bylaws /|The John Snow Institute bylaws]]</small> <small>- General research protocol draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref></small> [[Category:Prediabetes ]] [[Category:Prediabetes ]] <small>- Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref></small> <small>'''Publications''' <ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref></small> '''The John Snow Prediabetes Institute Research Network:''' <small>Prof. Dr. Olaf Jensen, MD, MPH, PhD; Prof. Ing. MSc. Nailet Delgado Mujica; Prof. Magda Medir Mb, Tarragona Spain, Prof. MSc.Ph.D. Bishal Gyawali SDU; MSc.PhD Vivi Just-Nørregaard; Prof. Dr. Johan Hviid Andersen MD, PhD. Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Bruno Nørdam, Randers; Maritime Doctor. Erik Haarløv MD, Assens, Denmark; Dr. Maite Duque MD Venezuela; Dr. Indira Santos Panama MD; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dra.Marj Gab Huerte, MD, Filippines:</small> <small>Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona and Cadiz, Spain; Dr. Alejandro Martinez, MD, MPH, Costa Rica; Christian Acheampong, MBA, New Jersey US; Dr. Med. Sci Finn Gyntelberg NFA.and Bispebj. Hosp. Denmark: Dr. Solomon Ching MD Filippines: Dr. Marcel Alcaraz MD Filippines;</small> ==References== 8xyvnzvh68ucqea5mgjbrq3qy6t6923 0 330824 2841563 2835264 2026-10-19T18:25:32Z ~2026-55975-11 3112949 /* Sources of Alcohol */ Reworded to remove inaccurate information. 2841563 wikitext text/x-wiki = Bartending Basics = What is a [[wikipedia:Bartender|bartender]]? At its simplest, a bartender serves drinks at a bar. In reality, a bartender selects, mixes, pours, and serves drinks while hosting patrons and creating a hospitable atmosphere at a bar, pub, restaurant, nightclub, living room or [[wikipedia:Parking_lot|parking lot]]. A bartender must have a variety of skills, both technical and interpersonal in order to be successful. A bartender can work in many locations, but this course will focus on bartenders that tend to tend in bars. This lesson covers: # [[Bartending/Bartending Basics#Sources of Alcohol|Sources of Alcohol]] # [[Bartending/Bartending Basics#Types of Alcohol|Types of Alcohol]] # [[Bartending/Bartending Basics#Tools of Bartending|Tools of Bartending]] # [[Bartending/Bartending Basics#Safety|Safety]] == Sources of Alcohol == Behind the bar, you are the expert in the room on alcohol. While no one can claim to know everything on alcohol, it's important to have the basics. This and the next lesson focus on learning what alcohol is and what kind of drinks and liquors are made with it. Every alcoholic drink you've ever had has included the same basic type of alcohol: '''[[wikipedia:Ethanol|ethanol]]'''. Ethanol is an alcohol with a two-carbon backbone and the only alcohol that humans can safely drink in non-negligible amounts. All alcoholic beverages (be it beer, wine or a spirit) contain ethanol. There are hundreds of different beverages and liquors that are served at bars around the world. The method of refining raw ingredients into a final product with ethanol is what distinguishes each type of beverage. Fortunately they're all related to each other (since they all contain ethanol) and have some major categories to guide us in understanding what they are. The first step to make any type of alcohol is [[wikipedia:fermentation|fermentation]]. === Fermentation === [[File:40168_2022_1274_Fig6.webp|thumb|People get very scientific with it.]] Using a process that has existed for thousands of years, we can employ a fungus called [[wikipedia:Yeast#Uses|yeast]] to create alcohol. This process is called fermentation. At its base, fermentation for alcohol production is the process of using yeast to convert sugars to ethanol. "Sugars" is intentionally plural. There are many places you can find sugar suitable for fermentation, and you can derive sugar from grains, fruits and vegetables. The source of the sugar is often what defines what type of final alcoholic beverage you get. We'll talk more on how fermenting different materials yields different drinks in a moment. Fermentation happens in a couple of steps. # '''Mashing''': Grains like barley or rice are milled into a coarse flour and fruits are mashed into a pulp. These are sometimes mixed with hot water, where enzymes convert starches to sugars. For beer, this mash is then often boiled. # '''Fermentation''': The mash is transferred to a fermentation vessel. Yeast is added, and fermentation begins. Over a varying period of time (often 5-10 days), yeast consumes the sugars, producing alcohol and carbon dioxide. This is called primary fermentation. # '''Conditioning and Packaging''': After primary fermentation, there is often secondary fermentation or conditioning to add or mature flavors and to clarify. It’s then sometimes carbonated and packaged. Now fermented, there is some amount of alcohol in your drink. But what if ''some'' isn't enough? A secondary process called [[wikipedia:Distillation|distillation]] allowed for fermented drinks and solutions to be concentrated into spirits. === Distillation === [[File:Alambins_industrials_per_a_la_destil·lació_de_licors_a_Catalunya.jpg|left|thumb|Industrial stills for liquor production in Catalonia]] Distillation is a process by which brewers can concentrate the level of alcohol in a drink. Fermentation alone cannot make alcohol concentrations like that of vodka or gin. To reach that level of concentration, [[wiktionary:distiller|distillers]] (referring to both the apparatus that distills and the person that runs it) can boil off and collect the alcohol produced by fermentation. Distillation happens in a few steps: # The fermented substance is placed into a vessel called a [[wikipedia:Still|still]] (this is where di''still''ation gets its name). # The ferment is heated slowly from room temperature until it reaches the boiling point of ethanol. The boiling point of ethanol is lower than the boiling point of water, so the ethanol will vaporize, leaving the water behind. # The ethanol vapor rises through a column until it reaches the condenser. In the condenser, the vapor makes contact with the a cold surface that cools it back into a liquid state. # The ethanol is collected, and the process is often repeated to further concentrate and purify the result. Sometimes the process is done without having to stop and restart in a process called continuous distillation. The result of distillation is a liquor with a higher amount of alcohol by volume (ABV) than before. === Alcohol By Volume === The amount of alcohol in a drink is calculated based on the percent of ethanol compared to non-ethanol in the total beverage, which is called Alcohol by Volume or ABV for short. For example, if a beverage has an ABV of 50%, half of liquid in the drink will be ethanol and the other half will be everything else. ABV is important to understand, because it is the basis of drinking and serving drinks safely as well as how many drinks are categorized. While all alcohol is made through fermentation, the process of fermentation alone can only create a concentration of alcohol of about 5% to 20% ABV. Spirits are generally distilled liquids that have a higher ABV (20% or more, as high as 95%). This distinction lower-ABV drinks like wine, beer and cider versus higher-ABV spirits like vodka, gin and whiskey. == Types of Alcohol == Fermentation and distilling are the core of all alcohol production, but there many more ways that brewers and distillers affect their final product. This incredible flow chart shows many of the processes of fermentation, distillation, carbonation, ageing and processing that make different alcoholic drinks. Take a look at it and compare the different starting ingredients with each other, and then compare the starting ingredients with their final products. [[File:Alcohol_Flow_Chart.svg|center|frame|Alcohol Flow Chart]] There is so much to learn about alcohol, and while you should be knowledgeable on the different types, you by no means need to be an expert (see: sommelier) to be a bartender. Below follows an overview of each family of alcohol, but if you want to learn more you can click on the links to Wikipedia pages in each subsection below, or I recommend browsing the [[wikipedia:Portal:Liquor|Liquor Portal]] to view all that Wikipedia has to offer. Hopefully it's easier to see now how beverages and spirits can both be categorized based on what they're fermented from and how concentrated their alcohol content is. Let's use these categories to talk more about each major type of alcohol. === Wine, Beer and Cider (Low-ABV Drinks) === ==== Wine ==== We call fermented grape juice [[wikipedia:wine|wine]]. Yeast is added to pressed grapes to develop it into one of four types: [[wikipedia:Red_wine|red]], [[wikipedia:white_wine|white]], [[wikipedia:rose_wine|rosé]], and [[wikipedia:Orange_wine|orange]]. The type of grape and the duration of the contact with the skins of the grapes help to define which type of wine is produced. The table below is from the Wikipedia page on wine. {| class="wikitable" |+Colors of wine ! !Long contact with grape skins !Short contact with grape skins |- !Red grapes |'''''Red wine''''', made from dark-colored red grape varieties. The actual color of the wine can range from dark pink to almost black. The juice from red grapes is actually pale gray; the color of red wine and some of its flavor (notably tannins) comes from phenolics in the skin, seeds and stem fragments of the grape, extracted by allowing the grapes to soak in the juice. |'''''Rosé wine''''', which gains color from red grape skins, but not enough to qualify it as a red wine. The color can range from a very pale pink to pale red. There are two primary ways to produce rosé wine. The preferred technique is allowing a short period of maceration after crushing red grapes, which extracts a certain amount of color. The juice is then fermented like a white wine. An alternative is blending a small amount of finished red wine into finished white wine. |- !White grapes |'''''Orange wine''''', sometimes called amber wine, is made with white grapes but with the skins allowed to macerate during and beyond fermentation, similar to red wine production. This results in their darker color compared to white wines, and produces a deliberately astringent result. |'''''White wine''''', typically made from white grape varieties (those with yellow or green skins), and range from practically colorless to golden. When skin contact is used, to improve the flavor or to increase the body or aging potential, it is usually limited to between four and 24 hours; any longer leads to bitterness. |} ''Common names: There are thousands of wine varietals. Red wines like Cabernet Sauvignon, Merlot, Pinot Noir, Malbec, Zinfandel; white wines like Chardonnay, Sauvignon Blanc, Pinot Grigio, Riesling; and rosé wines like Provence, White Zinfandel and Pink Moscato.'' In addition to the colors of wine, wine can be [[wikipedia:Sparkling_wine|sparkling]] or still. Wine can also be [[wikipedia:Fortified_wine|fortified]]. Fortifying a wine is the process of adding a distilled spirit to the fermented wine. ''Common names: Sparkling wine includes Champagne, Prosecco and other Brut wines. Fortified wines include Port, Sherry and Vermouth.'' ==== Fruit Wine, Cider and Perry ==== [[wikipedia:Fruit_wine|Fruit wine]] is mostly what it sounds like: wine made from fruits other than grapes. A variety of fruits can be used, some common ones include cherry, plum, dandelion and pineapple. Fruit wine is far less common than traditional grape wines, and is often called by the fruit it's fermented from (ex. "cherry wine" or "dandelion wine"). [[wikipedia:Cider|Cider]] is a beverage made specifically from fermenting apples. Despite being a sort of wine fermented from fruit, it isn't considered a fruit wine due to its unique cultural history as a beverage. Its name can cause some confusion particularly in the United States and Canada, where "cider" also refers to unfiltered and sometimes spiced apple juice that has not been fermented. The term "hard cider" is sometimes used to distinguish the alcoholic beverage due to this overlap. Cider can also be carbonated to make a sparkling cider. [[wikipedia:Perry|Perry]], or Pear Cider, is another fruit wine exception. Fermented pears create a drink called perry, that though technically is a wine made from fruit, is considered its own thing. ''Common names: There are thousands of brands of fruit wine, cider and perry. You may have some on tap or bottled; it's mostly important to know the names of what you have.'' [[File:Beer_in_glasses_and_steins_on_a_table_with_bottles_in_the_background_and_a_brick_wall_(15700131777).jpg|thumb|264x264px|There are many varieties of beer.]] ==== Beer ==== [[wikipedia:beer|Beer]] is an ancient drink that has been brewed around the world for hundreds of years. Most beers have four basic ingredients: grain, hops, yeast and water. [[wikipedia:Hops|Hops]] are a type of dried flower that give beer flavor. While there are thousands of brands of beer, there are only a few main types: * '''Lagers''' - One of the two main types of beer, with Ales. Lighter and crisp, refreshing, less bitter than Ale. ** Amber Lager - A medium, amber color with a slight bitterness. ''Common Names: Yuengling'' ** Pale Lager - Light in color and flavor, not very bitter. Easy drinking and very popular. ''Common Names: Red Stripe, Heineken, Pabst Blue Ribbon (PBR), Hamms'' ** Pilsner - Medium amber in color. Hoppy and flavorful. ''Common Names: Modelo Especial, Stella Artois, Pilsner Urquell'' * '''Ales''' - The other main type of beer, with Lager. Richer and flavorful, more bitter than Lager. ** Pale Ale - A diverse group of beer that various depending on its country of origin. Generally balanced taste that pairs with many foods. ''Common Names: Sierra Nevada, Boulevard'' ** Indian Pale Ale (IPA) - Often very bitter and fruity. A unique tasting beer with bite. ''Common Names: Voodoo Ranger, many other large brands have an IPA'' ** Stouts and Porters - Dark beers that have rich, roasted flavors often imitating chocolate or coffee. These beers can feel like a meal. ''Common Names: Guinness, Imperial Stouts, Breakfast Stouts'' ** Wheat Beer - Ales that have some wheat added to them. It can give them a fruity, almost banana like flavor. ''Common Names: Blue Moon'' * Radlers and Shandys - Beers that have been mixed with a fruit juice. Radlers can be any type of citrus while Shandys are always lemon juice. Very refreshing, summary drinks. * Sour Beer - Beer that's, well, sour. Tangy and punchy, usually served in a smaller "sour beer" glass since they pack a punch. * Light Beer - Any beer with an especially low ABV is a light beer (less than 4% ABV), though the term is sometimes also used for low-calorie beers. ''Common Names: Bud Light, Coors Light'' ==== Sake ==== [[wikipedia:sake|Sake]] is a drink brewed from rice, and is sometimes also called rice wine though it is brewed more similarly to beer. Like beer and wine, sake has a wide range of flavor profiles though it is often fruity and light. It is sometimes served lightly warmed in ceramic cups depending on the variety of sake. ''Common Names: Dassai, Hakutsuru, Kubota'' === Spirits (High-ABV Drinks) === [[File:Alcoholic_beverages.jpg|thumb|High-ABV spirits like vodka and brandy.]] ==== Vodka ==== [[wikipedia:vodka|Vodka]] is a spirit that can be distilled from many sources including grains, potatoes and sugarcane before the pure ethanol is diluted with water. It is generally a neutral spirit, meaning it has little taste and is mostly pure ethanol and water. This isn't entirely true though, as each vodka has its own impurities and subtle flavor profiles. Vodka is also commonly flavored, as its neutral taste allows it to take on flavor easily. It can served up, often freezer chilled, or mixed into many cocktails. ''Common Names: Absolut, Smirnoff, Kettle One'' ==== Gin ==== [[wikipedia:Gin|Gin]] is a spirit flavored with [[wikipedia:juniper_berries|juniper berries]] and other botanicals. It has a distinct herbal flavor, and different brands will have their own flavor profile, and perceived dryness. [[File:Agave_tequilana_2.jpg|thumb|Agave is a plant native to Mexico.]] ''Common Names: Beefeater, Tanqueray, Hendrick's, Plymouth'' ==== Mezcal (Tequila) ==== [[wikipedia:mezcal|Mezcal]] is a spirit distilled from Agave. The most common type of mezcal is [[wikipedia:tequila|Tequila]], which is distilled only from [[wikipedia:blue_agave|blue agave]]. Many people mistake mezcal for a type of tequila due to tequila's popularity, but it is the other way around. Mezcal and tequila are often aged, which impart a darker, more amber color the longer it sits. Mezcal often has a smokey flavor and can also be sweet, fruity or earthy, and can be enjoyed chilled, up or in many popular cocktails. ''Common Names: Casamigos, Patrón, Jose Cuervo'' ==== Rum ==== [[wikipedia:rum|Rum]] is a spirit distilled from [[wikipedia:sugarcane|sugarcane]] then aged in barrels. The less-aged rum has a lighter color, and is called "light rum". It is most commonly used in cocktails, like the Mojito and the Daiquiri. "Aged" or "Dark" rum has a much deeper flavor is often drank straight or on the rocks. Rum originates from and maintains strong ties to the history of the people of the [[wikipedia:caribbean|Caribbean]] and appears commonly in cultural cuisines as well as drinks. I encourage you to learn about the history of rum, as it can teach a lot about sugarcane as a [[wikipedia:Sugar_plantations_in_the_Caribbean|plantation crop]] and the[[wikipedia:Atlantic_slave_trade|Transatlantic Slave Trade]]. ''Common Names: Baccardi, Captain Morgan, Malibu'' ==== Brandy ==== [[wikipedia:Brandy|Brandy]] is made by distilling wine. While most brandy is made from grapes, it can be made from any fruit to yield a [[wikipedia:Fruit_brandy|fruit brandy]]. ''Common names: Cognac and Armagnac'' ==== Whiskey ==== [[wikipedia:whiskey|Whiskey]] is made by fermenting, distilling then aging in barrels various grains. Whiskey drinkers can be particular, as there are many types of whiskey. Some whiskey is "malted", meaning it uses grains that have been malted. Malting is the process of allowing grains to germinate (begin to sprout), before heating them to halt the germination. This yields "malt whiskey". The specific grain used also yields different types of whiskey, for example fermenting rye yields "rye whiskey". "[[wikipedia:Scotch_whisky|Scotch]]" is simply whiskey from Scotland and is also called Scotch Whiskey. ''Common Names: Jameson, Jack Daniel's, Crown Royale'' ==== Soju ==== [[wikipedia:soju|Soju]] is a made by distilling rice or other grains. Similarly to vodka, it is a neutral spirit that is most flavorless. It is often flavored with fruits and florals. It can be served up or mixed into cocktails. ''Common Names: Jinro'' ==== Liqueurs ==== [[wikipedia:liqueur|Liqueurs]] are spirits that have been heavily flavored and sweetened. They are used very frequently in cocktails to impart their particular flavor. Liqueurs can be used to add a flavor that would otherwise be troublesome, like coffee, liquorish, or almond. Sometimes they're served up as a dessert or a [[wikipedia:digestif|digestif]]. ''Common Names: Kahlua, Aperol, Campari, Amaretto, Cointreau, and many, many more'' == Tools of Bartending == You'll be using both common and specialty tools as a bartender. A collection of such tools are below. Start by trying to name as many of them as you can. Note how many are familiar to you, how many you've seen but cannot name, and how many are unfamiliar. A key to the image follows. [[File:Bartools2.jpg|border|center]] Answer key: (1) champagne bottle stopper, (2) kitchen knife, (3) ice tongs, (4) ice scoop, (5) ice bucket, (6) small bar spoon, (7) cocktail-pick, (8) jigger, (9) mesh strainer, (10) boston shaker (metal bottom), (11) bar spoon, (12) lime/lemon squeezer, (13) hawthorn strainer, (14) zester, (15) boston shaker (mixing glass), (16) muddler, (17) citrus reamer, (18) fine grater, (19) Y-peeler, (20) wine key. How'd you do? Some of these items you'll see more often than others. I want to draw special attention these crucial pieces: * '''Jigger''' (8) - A small double sided measuring device used to quickly portion spirits and other ingredients. Though the exact measurements may change depending on where you are and the manufacturer, in the US most jiggers measure 1.5 oz on one end and 0.75 oz on the other. * '''Juicer and Peeler''' (12 & 19) - Many cocktails rely on citrus for flavor and fragrance. The handheld juicer and the peeler are commonly used both at the start of the shift to prep the citrus for the day, collecting fresh citrus juice and peels for adding to cocktails. * '''The Boston Shaker''' (10 & 15) - This is the industry standard for fast, versatile and accurate cocktail mixing. Coming in two parts, often one side is glass and the other is metal, though often both are metal. The two parts are sealed together allowing for a cocktail to be shaker vigorously inside before being cracked apart without spilling. * '''The Hawthorn Strainer''' (23) - The final piece to any Boston Shaker. This uniquely shaped strainer allows for cocktails to be poured into a glass while leaving the ice in the shaker. These are tools you will see every time you step in to bar to make a cocktail. == Safety == A good bartender is the difference between a safe time for your bar patrons and an unsafe environment. It is your responsibility to keep both yourself and your bar patrons safe. It is important first to understand how alcohol affects the body in order to understand how to properly make and serve drinks, so first let's review ABV. Alcohol by Volume is a percentage of ethanol to all other contents of a drink. However, ABV does not tell you everything about drink. A standard beer has about 5% ABV while a shot of whiskey has about 40% ABV, but because you would only drink about 1.5 oz of whiskey, and would drink 12 oz beer, the total amount of alcohol ingested would actually be about the same. This is the idea behind a "standard drink". A standard drink contains one "unit" of alcohol regardless of how much liquid it contains in total. The chart below shows some examples of standard drink equivalents. Each of the below drinks contain one unit of alcohol. [[File:NIH_standard_drink_comparison.jpg|center|frame|National Institute of Health's "standard drink".]] Some general best practices when consuming alcohol: * One unit of alcohol per hour is around what a liver can process. This is generally a safer cadence of drinking. * Drink a glass of water for every unit of alcohol consumed to stay hydrated. * Avoid drinking on an empty stomach. Eating while consuming alcohol slows the alcohol's absorption into the blood and curbs its effects. * Don't order a double. Ordering and serving drinks with more than one standard unit of alcohol in it can cause you or others to become more impaired more quickly than intended. Try to keep it to the cadence of one standard drink per hour. Standards should be upheld both with your own drinking and the drinking of the patrons at your bar. Some standards to uphold in your bar are: * '''Never drink and drive'''. Alcohol impairs motor coordination and clouds judgement. Drinking and then driving puts your own life and the lives of everyone around you in immediate danger. Even if you are under the legal limit in your area, you are impaired after one drink. This should be enforced both for yourself and for your bar patrons. * '''You can say no'''. It's always okay to say no to a drink. Ordering something without alcohol is always an option. Good friends don't pressure you to drink when you don't want to. You can leave a situation when you are uncomfortable. * '''Alcohol is not medicine'''. Addiction is real and treatable. Help is available. * '''Abuse isn't acceptable'''. You are not a punching bag. It is not bad hospitality to stand up for yourself. Sometimes people drink more than they intended and may become too inebriated to be served. Some signs that this is the case are: * Slurred speech * Stumbling * Glazed over or unfocused eyes * Speaking too loudly or two softly * Repeating questions or ordering from multiple bartenders If you meet a bar patron who has had too much to drink, you can help by offering water, tea, coffee or food, helping them find their group, or asking another member of the staff at your bar for help. It may be that what's needed is to no longer serve the bar patron. This is called "cutting them off". When a bar patron is cut off, they will no longer be served alcohol for the rest of the service. This can be embarrassing, both for the bar patron and the bartender, so it's best practice to be kind, clear and discrete. If a patron is aggressive however, all bets are off and they should be removed from the bar. Bartenders have legal obligations depending on where you work. This can include checking the legal age of the patrons at your bar and monitoring the alcohol intake of the patrons at your bar. Sometimes, a bartender can be held individually liable for the failure to meet these obligations. Take the time to find a reputable source to discover what the legal obligation of bartenders in your area are now. This concludes Lesson 1: Bartending Basics. You can move on now to [[Bartending/Mixing Drinks|Lesson 2: Mixing Drinks]]. [[Category:Professional and vocational studies]] [[Category:Professions]] [[Category:Drinks]] {{BookCat}} c22ofyxg7b6ugre03gpdh8wijurixut 0 331045 2841668 2838812 2026-10-20T05:24:31Z Jtneill 10242 Copyediting 2841668 wikitext text/x-wiki {{title|Retirement motivation:<br>What motivates retirement from work?}} __TOC__ == Overview == {{RoundBoxTop|theme=6}} [[File:Clock and a jar of money labelled retirement.png|thumb|240px|'''Figure 1'''. The retirement dilemma: balancing additional financial security from working longer against the value of time and freedom in retirement.]] ; More money or more life? Imagine you are nearing retirement age. You have worked hard, built a secure career, and rarely questioned what keeps you working. Then your family asks: “When do you actually want to retire?” You realise you have never considered what would motivate you to leave—or stay. As you consider retirement, competing motivations emerge. Continuing to work offers financial rewards, familiar routines, and a valued identity. Retiring could provide greater autonomy and opportunities to pursue personally meaningful goals. But would leaving work mean losing part of who you are? The decision becomes more complicated than simply having enough money. You must weigh what motivates you to keep working against what motivates you to retire (see Figure 1). You begin to ask: Am I working because I want to or because I am afraid to stop? What would make retirement feel worth choosing? {{RoundBoxBottom}} Retirement is often associated with reaching a certain age or achieving financial security. However, neither factor fully explains why people choose to retire at different times. Two individuals of similar ages and financial circumstances may make very different decisions. One may eagerly anticipate retirement, while the other prefers to continue working. Psychological research helps explain these differences by recognising retirement as a decision shaped by competing motivations. Work can provide more than financial security; it can also fulfil psychological needs, provide a sense of identity and purpose, and support social relationships. Conversely, retirement may offer greater freedom, more time with family, and opportunities to pursue personally meaningful goals. Deciding when to retire therefore involves weighing the benefits of continued employment against the opportunities retirement may provide. This chapter explores the psychological factors that motivate individuals to retire or remain employed. {{RoundBoxTop|theme=6}} '''Focus questions''' * What motivates people to retire from work? * How do psychological needs influence retirement motivation? * How does work identity influence the motivation to retire? * How do emotions influence retirement motivation? * Why do some people remain motivated to work when retirement is available? {{RoundBoxBottom}} == Motivations influencing retirement decisions == Retirement is rarely motivated by a single factor or decided at one point in time. Wang and Huang (2024) highlight that retirement decisions involve interacting '''personal''', '''organisational''', and '''economic''' '''influences''', making retirement a complex psychological process. Feldman and Beehr's (2011) three-phase model describes retirement decision-making as a process of envisioning retirement, considering when to leave the workforce, and developing specific plans. Throughout this process, individuals may experience competing motivations to retire or continue working. Meng et al. (2020) describe these influences as '''push''', '''pull''', '''jump''', '''remain''', and '''stuck factors'''. Poor health or unfavourable working conditions may push individuals towards retirement, while opportunities for leisure may pull them towards it. Enjoyable work may motivate individuals to remain employed, whereas financial constraints may leave others feeling unable to retire. These influences demonstrate how retirement decisions reflect both personal preferences and circumstances. === Financial security and retirement readiness === Financial circumstances can determine whether the desire to retire can realistically become a retirement decision. In a {{ic|what type of?}} study of 12,269 Danish workers aged over 50, economic considerations were among the most important influences on expected retirement, alongside health and the desire for leisure (Meng et al., 2020). However, financial circumstances can motivate either retirement or continued employment. Financial readiness may therefore enable retirement without necessarily motivating individuals to leave work. === Health and wellbeing === Poor health may motivate retirement when individuals find it difficult to meet their work responsibilities {{f}}. However, some older workers value employment because it provides routine, mental stimulation, and opportunities to remain active (Meng et al., 2020). Health therefore does not necessarily determine retirement decisions. Instead, its influence may depend on an individual's capacity to work and the demands and benefits of continued employment. === Work and social circumstances === Working conditions can motivate individuals to remain employed or retire. In a qualitative study, {{ic|how many?}} recent UK retirees identified workplace pressure, interference with personal time, feeling undervalued, and physical demands as reasons for retiring. Conversely, autonomy, supportive colleagues, recognition, and flexibility made continued employment more appealing (Stevens et al., 2022). However, the study involved only 17 retirees, limiting the generalisability of its findings. Participants' retrospective accounts may also have introduced recall bias. Longitudinal evidence from Carr et al. (2015), who followed 3,462 older English workers, provides further insight. Greater decision-making authority predicted preferences for later retirement and reduced employment exit. In contrast, higher psychosocial job demands predicted preferences for earlier retirement but not actual employment exit. This distinction suggests that the motivation to retire does not always translate into retirement behaviour. Overall, financial circumstances, health, and working conditions can influence whether individuals retire or remain employed. However, these circumstances alone do not fully explain why people value work and retirement differently. Understanding these differences requires considering the psychological needs that shape retirement motivation. {{RoundBoxTop|theme=6}} '''What would make retirement feel like a choice rather than a necessity?''' {{RoundBoxBottom}} == Psychological needs and retirement motivation == Working conditions, health, and financial security can influence whether retirement is feasible or appealing, but they do not fully explain why individuals in similar circumstances make different decisions. People differ in what they value about their work and what they expect from retirement. These differences may reflect their underlying psychological needs and motivations. In particular, the desire to retire or remain employed may depend on whether work provides autonomy, achievement, purpose, and meaningful relationships. Self-determination theory (SDT) provides a framework for understanding these differences by examining the psychological needs underlying motivation and the quality of that motivation (Halvari & Olafsen, 2022; Ryan & Deci, 2000). === Self-determination theory === '''[[Self-determination theory]] (SDT)''' distinguishes between autonomous motivation, where behaviour is experienced as freely chosen and personally meaningful, and controlled motivation, where behaviour is driven by internal or external pressures. In the workplace, autonomous motivation may involve working because the job is enjoyable or personally important. In contrast, controlled motivation may involve working because of financial pressure, a desire for approval, or feelings of guilt and obligation (Halvari & Olafsen, 2022). SDT also proposes that autonomous motivation is supported by satisfying three basic psychological needs: autonomy, competence, and relatedness (Ryan & Deci, 2000). Autonomy can be supported through choice and involvement in decision-making, competence through opportunities to develop skills and receive feedback, and relatedness through positive and supportive workplace relationships. When work no longer satisfies these needs, retirement may become more appealing. Conversely, employment that continues to fulfil these needs may provide older workers with psychological reasons to remain employed. === Intrinsic and extrinsic motivation === '''[[Intrinsic motivation|Intrinsic]]''' [[Intrinsic motivation|'''motivation''']] involves working because the activity itself is enjoyable or satisfying, whereas extrinsic motivation involves pursuing separate outcomes, such as income, recognition, or personal goals (Ryan & Deci, 2000). However, '''[[Extrinsic motivation|extrinsic]]''' [[Extrinsic motivation|'''motivation''']] can be either autonomous or controlled, depending on whether these outcomes are personally valued or pursued because of pressure. Older workers may therefore continue working because they enjoy their jobs, value their contributions, or feel financially obligated to remain employed (Halvari & Olafsen, 2022). Halvari and Olafsen (2022) identified four motivational profiles among 500 Norwegian workers aged 58 to 72: low motivation, autonomous motivation, high motivation, and amotivation. Workers in the autonomous and high-motivation groups reported lower retirement intentions and planned to continue working approximately 1.6 to 3.4 years longer than those in the low-motivation and amotivated groups. Despite reporting similar retirement intentions, autonomously motivated workers experienced less work-related stress than those in the high-motivation group (Halvari & Olafsen, 2022). This suggests that the quality of motivation may be as important as its strength. However, because the study examined retirement intentions rather than actual retirement behaviour, its findings cannot establish whether these motivational differences lead to different retirement outcomes. === Goals and values in later life === Retirement motivation may also reflect an individual's changing priorities and values outside employment. As leisure, family relationships, personal interests, or control over time become more important, the anticipated benefits of retirement may begin to outweigh those of continued employment. Conversely, individuals who find their work meaningful, enjoyable, and consistent with their values may have stronger reasons to remain employed. {{f}} Halvari and Olafsen (2022) found that workers with low identified motivation, meaning they placed little personal value or importance on their work, reported stronger retirement intentions than those with more autonomous motivation. However, the study's cross-sectional design means these findings cannot establish whether work motivation causes retirement intentions. The study also did not examine several potentially relevant influences, including family relationships, leisure, and health. Psychological needs should therefore be understood as one component of retirement motivation rather than a complete explanation. Beyond psychological needs, retirement decisions may also depend on how strongly individuals identify with their work. {{RoundBoxTop|theme=6}} '''Am I working because I want to, or because I feel I have to?''' {{RoundBoxBottom}} == Work identity and retirement == Work can shape how individuals see themselves, providing more than financial security. For those who strongly identify with their careers, retirement may involve losing an important part of their identity. Conversely, individuals with meaningful roles outside employment may view retirement as an opportunity to explore new aspects of themselves. Role identity theory provides a framework for understanding how these differences may influence retirement motivation (Bordia et al., 2020). === Work as a source of identity === Role identity theory {{f}} describes how individuals define themselves through the roles they occupy, such as being a parent, manager, or teacher. Some roles become more central to a person's identity than others, making them particularly difficult to leave behind (Bordia et al., 2020). Consequently, retirement may feel threatening when employment provides a strong sense of identity, status, and purpose. Bordia et al. (2020) explored how work and non-work identities influence retirement experiences. Their qualitative findings suggest that existing identities can either support or complicate the transition. Meaningful roles outside employment may help individuals adjust, while strong attachments to former work roles may make it difficult to develop new identities. These findings suggest that retirement motivation may partly depend on how individuals anticipate changes to their sense of self. === Identity transition after retirement === Retirement involves more than leaving employment; it may also change the social groups to which individuals belong. The Social Identity Model of Identity Change (SIMIC) proposes that maintaining valued group memberships and developing new ones can support wellbeing during major life transitions (Haslam et al., 2023). In a longitudinal study of 170 Australian retirees, Haslam et al. (2023) examined how social group memberships influenced adjustment to retirement. Their findings suggest that maintaining existing group memberships and developing new ones were particularly important for wellbeing. Simply belonging to multiple groups before retirement was insufficient; continuity and opportunities to establish new connections also mattered. These findings suggest that individuals who anticipate losing meaningful workplace relationships may feel less motivated to retire. Conversely, those with established friendships, community involvement, or family roles outside employment may expect an easier transition. However, because Haslam et al. (2023) examined adjustment after retirement, this interpretation represents a theoretical application rather than direct evidence about retirement decisions. Although Bordia et al. (2020) and Haslam et al. (2023) provide insight into identity changes during retirement, neither study directly establishes how identity concerns influence retirement timing. Overall, work identity may influence retirement motivation through the anticipated psychological consequences of leaving employment. Retirement may involve both the loss of valued identities and opportunities to develop new ones, depending on the roles and relationships available outside work. These expectations may also evoke emotions such as excitement, uncertainty, or anxiety, shaping how individuals approach retirement. {{RoundBoxTop|theme=6}} '''If work has defined who I am, who will I be when I stop working?''' {{RoundBoxBottom}} == Emotions and retirement motivation == Retirement decisions are influenced by emotions as well as practical circumstances and psychological needs. Individuals may anticipate excitement and relief from leaving work, but also experience concerns about uncertainty, financial insecurity, or losing familiar routines. These emotional expectations can influence whether retirement is viewed as an opportunity to pursue or a transition to postpone. === Anticipated emotions === Anticipated emotions are feelings individuals expect to experience following a future decision. Someone considering retirement may anticipate sadness about leaving a fulfilling career or happiness from gaining greater freedom. Positive expectations may encourage retirement, while concerns about losing social connections or a sense of purpose may motivate continued employment. This can be understood through Feldman and Beehr's (2011) three-phase model, which describes retirement decision-making as a process beginning with imagining retirement and progressing towards planning and action. === Retirement anxiety === Retirement anxiety involves concerns about transitioning from employment to retirement, including financial security, identity, health, and social relationships (Ugwu et al., 2024). Such uncertainty may discourage retirement, even among financially prepared individuals. Conversely, the desire to leave demanding working conditions may outweigh these concerns and encourage earlier retirement. Ugwu et al. (2024) conducted a systematic review and meta-analysis of 19 studies involving 108,316 participants. The meta-analysis found no statistically significant overall association between retirement anxiety and life satisfaction. However, considerable variation between studies suggests that the relationship may differ across individuals and circumstances. Differences in measurement methods and potential publication bias further limit confidence in the overall findings. === Emotional adjustment to retirement === Using longitudinal data from Switzerland, Ryser and Wernli (2017) found that emotional adjustment varied according to working conditions before retirement. Those experiencing job insecurity sometimes reported reduced depressive feelings after retiring, while previously satisfied workers sometimes experienced declines in happiness. These findings suggest that retirement may bring emotional relief or loss, depending on what individuals leave behind. However, the study did not establish whether participants accurately anticipated these outcomes before retiring. {{RoundBoxTop|theme=6}} '''Am I looking forward to retirement itself, or simply looking forward to leaving work?''' {{RoundBoxBottom}} == Motivation to continue working == Reaching retirement age does not necessarily mean individuals want to stop working. Employment may continue to provide financial security, social connections, and a sense of purpose. Others may prefer to reduce their working hours rather than retire completely. Understanding these decisions requires considering both older workers' motivations and their opportunities to remain employed. === Why people choose to keep working === Individuals may continue working because they need financial security, enjoy their jobs, or value their professional identities. Meng et al. (2020) distinguish between ''stuck factors'', which make retirement difficult, and ''stay factors'', which make continued employment appealing. This distinction is important because remaining employed does not necessarily reflect a preference to keep working. Someone who finds their job fulfilling may choose to remain employed, while another person may wish to retire but cannot afford to do so. Although both continue working, their underlying motivations differ. === Job quality and continued work === Working conditions may influence whether continued employment feels rewarding or demanding. In a qualitative study of 17 UK retirees, Stevens et al. (2022) found that feeling undervalued, experiencing physical demands, and facing workplace pressure influenced retirement decisions. Conversely, supportive colleagues, recognition, and flexibility made continued employment more appealing. These findings suggest that autonomy, flexibility, and organisational support may encourage older workers to remain employed. This also connects to self-determination theory, as workplaces that support autonomy, competence, and relatedness may provide psychological reasons to continue working.However, Stevens et al. (2022) interviewed individuals who had already retired. Their retrospective accounts cannot establish whether improvements in working conditions would have delayed retirement. === Alternatives to full retirement === Retirement does not always involve an immediate transition from full-time employment to leaving the workforce completely. ''Bridge employment'' refers to paid work undertaken between leaving a career job and fully retiring. It may involve part-time employment, temporary work, or self-employment (Feldman & Beehr, 2011). Using longitudinal data, Wang et al. (2008) examined why retirees entered bridge employment in their previous career field, moved into a different field, or retired completely. Job satisfaction and work stress helped predict these different pathways, suggesting that continued employment may reflect motivations beyond financial necessity. Bridge employment may therefore allow some individuals to maintain valued aspects of work while gaining greater flexibility. However, not everyone has equal access to flexible working arrangements. Opportunities may depend on occupation, health, financial circumstances, and employer support. Although gradual retirement may offer a compromise for some workers, it may not be a practical option for others. Overall, continued employment may reflect a personal desire to work, financial necessity, or a combination of both. Recognising this distinction is important when considering whether working longer represents a fulfilling choice or a practical obligation. {{RoundBoxTop|theme=6}} '''Could working differently give me the freedom I want without giving up what I value about my job?''' '''Two Paths to Retirement''' Imagine two people of the same age who have enough financial resources to retire. Person A finds their work highly meaningful, enjoys their colleagues, and values the sense of achievement their career provides. They choose to continue working part-time. Person B enjoys their work but increasingly values spending time with family, travelling, and pursuing interests outside employment. They choose to retire. Consider: Why might these individuals make different retirement decisions despite having similar financial circumstances? Think about their psychological needs, work identities, personal goals, and anticipated emotions. {{RoundBoxBottom}} <quiz display="simple"> '''Quiz question:''' Which statement best explains why two people with similar financial circumstances might make different retirement decisions? |type="()"} - Retirement decisions are determined primarily by age. + People have different psychological needs, identities, goals, and emotional expectations. - People who continue working are necessarily more motivated. - People who retire earlier necessarily have lower job satisfaction. </quiz> == Conclusion == Retirement is more than the end of employment; it is a psychological transition shaped by competing motivations, personal values, and expectations about life after work. Financial security, health, and working conditions influence whether retirement is feasible or appealing, but they do not fully explain why individuals in similar circumstances make different decisions. Self-determination theory suggests that unmet psychological needs may make retirement more appealing, while meaningful and enjoyable work may motivate continued employment. Work identity and anticipated emotions also shape how individuals approach retirement. Some view retirement as an opportunity for freedom and personal growth, while others worry about losing familiar routines, relationships, and a sense of purpose. Research suggests that retirement does not consistently improve or reduce wellbeing. Instead, emotional experiences may depend on previous working conditions and individual circumstances (Ryser & Wernli, 2017). Importantly, continued employment may reflect a personal desire to work, financial necessity, or both. Retirement opportunities and motivations may also vary across countries because of differences in pension systems, employment conditions, and social expectations. Returning to the opening question of '''more money or more life''', there is no single retirement age that suits everyone. Retirement planning should involve identifying what individuals value about work and considering how those needs might be fulfilled after leaving employment. This includes considering financial security, meaningful activities, social relationships, and personal goals. Understanding these motivations can help individuals make retirement decisions that reflect both their circumstances and the lives they hope to lead. == See also == * [[Motivation and emotion/Book/2025/Autonomy and intrinsic motivation in self-determination theory|Autonomy and intrinsic motivation in self-determination theory]] (Book chapter, 2025) * [[Extrinsic motivation]] (Wikiversity) * [[Intrinsic motivation]] (Wikiversity) * [[Motivation and emotion/Book/2024/Motivation in retirement|Motivation in retirement]] (Book chapter, 2024) * [[Self-determination theory]] (Wikiversity) * [[wikipedia:Self-determination_theory|Self-determination theory]] (Wikipedia) == References == {{Hanging indent|1= Bordia, P., Read, S., & Bordia, S. (2020). Retiring: Role identity processes in retirement transition. ''Journal of Organizational Behavior, 41''(5), 445–460. https://doi.org/10.1002/job.2438 Carr, E., Hagger-Johnson, G., Head, J., Shelton, N., Stafford, M., Stansfeld, S., & Zaninotto, P. (2015). Working conditions as predictors of retirement intentions and exit from paid employment: A 10-year follow-up of the English Longitudinal Study of Ageing. ''European Journal of Ageing, 13''(1), 39–48. https://doi.org/10.1007/s10433-015-0357-9 Feldman, D. C., & Beehr, T. A. (2011). A three-phase model of retirement decision making. ''American Psychologist, 66''(3), 193–203. https://doi.org/10.1037/a0022153 Halvari, H., & Olafsen, A. H. (2022). Will they stay or will they go? Motivational profiles, retirement-related correlates, and retirement intentions among 58–72-year-old workers. ''Frontiers in Psychology, 13'', 807752. https://doi.org/10.3389/fpsyg.2022.807752 Haslam, C., Lam, B. C. P., Ghafoori, E., Steffens, N. K., Haslam, S. A., Bentley, S. V., Cruwys, T., & La Rue, C. J. (2023). A longitudinal examination of the role of social identity in supporting health and well-being in retirement. ''Psychology and Aging, 38''(7), 615–626. https://doi.org/10.1037/pag0000757 Meng, A., Sundstrup, E., & Andersen, L. L. (2020). Factors contributing to retirement decisions in Denmark: Comparing employees who expect to retire before, at, and after the state pension age. ''International Journal of Environmental Research and Public Health, 17''(9), 3338. https://doi.org/10.3390/ijerph17093338 Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. ''American Psychologist, 55''(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68 Ryser, V.-A., & Wernli, B. (2017). How does transitioning into retirement impact the individual emotional system? Evidence from the Swiss context. ''Advances in Life Course Research, 32'', 42–54. https://doi.org/10.1016/j.alcr.2016.08.001 Stevens, M. J., Barker, M., Dennison, E., Harris, E. C., Linaker, C., Weller, S., & Walker-Bone, K. (2022). Recent UK retirees’ views about the work-related factors which influenced their decision to retire: A qualitative study within the Health and Employment After Fifty (HEAF) cohort. ''BMC Public Health, 22'', 116. https://doi.org/10.1186/s12889-022-12541-1 Ugwu, L. E., Ajele, W. K., & Idemudia, E. S. (2024). Paradox of life after work: A systematic review and meta-analysis on retirement anxiety and life satisfaction. ''PLOS Global Public Health, 4''(4), e0003074. https://doi.org/10.1371/journal.pgph.0003074 Wang, M., & Huang, Z. (2024). A contemporary review of employee retirement. ''Current Opinion in Psychology, 55'', 101749. https://doi.org/10.1016/j.copsyc.2023.101749 Wang, M., Zhan, Y., Liu, S., & Shultz, K. S. (2008). Antecedents of bridge employment: A longitudinal investigation. ''Journal of Applied Psychology, 93''(4), 818–830. https://doi.org/10.1037/0021-9010.93.4.818 }} == External links == *'''Ageing and health''' ([https://www.who.int/health-topics/ageing/ World Health Organisation]) ** Resources about healthy ageing, including the importance of physical and mental well-being and supportive environments. * '''Pensions at a glance 2025''' ([https://www.oecd.org/en/publications/pensions-at-a-glance-2025_e40274c1-en/full-report/current-retirement-ages_0f63b747.html Organisation for Economic Co-operation and Development]) ** Comparisons of retirement ages and pension agreements across countries. * '''Plan for your retirement''' ([https://moneysmart.gov.au/plan-for-your-retirement Moneysmart]) ** An Australian Government resource providing practical information about retirement planning, including financial preparation, retirement timing, lifestyle goals, health, and options for continuing to work. * '''Social isolation and loneliness among older people''' ([https://www.who.int/activities/reducing-social-isolation-and-loneliness-among-older-people World Health Organisation]) ** Information about the importance of social relationships for older people's mental health and physical health, alongside approaches to reducing loneliness and isolation. * '''Social security country profiles''' ([https://www.issa.int/databases/country-profiles International Social Security Association]) ** Information about pension and Social Security systems across more than 190 countries and territories. * '''World social protection report 2024-26''' ([https://www.ilo.org/resource/article/world-social-protection-report-2024-26-figures International Labour Organisation]) ** Data on access to pension and social protection worldwide. [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Ageing]] [[Category:Motivation and emotion/Book/Work]] o7t585npjs2up3alpz9vu55lpsgtc83 0 331050 2841504 2841501 2026-10-19T12:22:10Z U3224236 3106774 overview case study 2841504 wikitext text/x-wiki {{title|Melatonin and seasonal mood:<br>What role does melatonin play in seasonal mood changes?}} __TOC__ ==Overview== This book chapter will be addressing the role that melatonin plays in seasonal mood changes through, seasonal changes, light pattern changes within seasonal changes as well as the correlation of melatonin production within these conditions.{{RoundBoxTop|theme=3}} ; Case study: Seasonal levels of melatonin near the Arctic Circle Through explorations of the Arctic circle and the effects on mood and cognitive performance has on explorers, a study<ref>Pääkkönen,T., Leppäluoto, J., Ikäheimo, T., & Rintamäki, H., Ruokonen, A., Hassi, J., & Palinkas, L., (2008). Seasonal Levels of Melatonin, Thyroid Hormones, Mood, and Cognition Near the Arctic Circle. Aviation, space, and environmental medicine. 79. 695-9. https://doi.org/10.3357/ASEM.2148.2008.</ref> have been conducted on why this would be the case. Circumpolar environments, such as the Arctic, have been known for its changes in day night cycles as well as its temperature. Explorers within these research stations have reported increases in depressive symptoms and a decline in cognitive performance during the winter months. This phenomenon would be coined as 'winter-over syndrome' with had symptoms overlap with seasonal affective disorder. There were hypotheses of exposure to the cold air and the dimmed lights being the link of the Arctic depression<ref>PALINKAS, L.A., MÄKINEN, T.M., PÄÄKKÖNEN, T., RINTAMÄKI, H., LEPPÄLUOTO, J. and HASSI, J. (2005), Influence of seasonally adjusted exposure to cold and darkness on cognitive performance in circumpolar residents. Scandinavian Journal of Psychology, 46: 239-246. https://doi.org/10.1111/j.1467-9450.2005.00453.x</ref>. Through further studies looking in the effects of light duration and intensity a linking factor of melatonin, found a link between melatonin production and the effects of the Arctic's seasonal characteristics, in particular the link of the light intensity and its suppression of melatonin secretion. {{RoundBoxBottom}} Through at correlations of melatonin and seasonal mood changes, we may be able to tie a link and pursue treatment of [[wikipedia:Seasonal_affective_disorder|Seasonal affective depression]], [[wikipedia:Winter-over_syndrome|Winter-over syndrome]] and other seasonal mood discrepancies. {{RoundBoxTop|theme=3}} '''Focus questions''' * How is Melatonin produced? * What seasonal effects have been shown on mood? * Does irregular melatonin production have an impact on seasonal mood disorders and if so why? {{RoundBoxBottom}} ==Melatonin== [[File:Melatonin.svg|center|thumb|350x350px|Figure 1. Melatonin Chemical Structure]] [[w:Melatonin|Melatonin]] is a [[wikipedia:Hormone|hormone]], best know through its function of regulating circadian rhythms (Megha, et al, 2024). It is also a type of [[wikipedia:Neurotransmitter|neurotransmitter]] as it is a type of [[wikipedia:Indolamines|indolamines]] causing melatonin to function as both a hormone and a neurotransmitter. It has the nickname 'hormone of darkness' as it is primary function of sleep regulation through maintaining our bodies' biological clock though a physiological process in response to darkness. Melatonin is produced within the [[wikipedia:Pineal_gland|pineal gland]] * Produced in the Pineal Gland ** For vertabres melatonin is produced in the dark ** Melatonin is a key signaling molecule that connects changes in external light conditions with changes *** After the retina receives a light signal, it transmits the signal to the pineal gland which then transforms the light signal into melatonin. *Circulars through the blood stream *Various tissues and organs can secrete melatonin **but only the reinal tissue of the pineal glad and eyes show periodic secretory activity **linking the biosysynthesis of melatonin shows that circidian rhythm and seasonal characteristics associated with external light conditions ** Meliska et al (2013) === Functions === * Sleep (regulates circadian changes) *linked with light *proctective effects on the nervous system *Broad spectrum and antibacterial and immunoregularory functions *Even looking into melatonin's relations with fertility and reproduction === Melatonin Synthesis and secretion === [[File:Melatonin mechanism.jpg|thumb|Figure 2. Mechanism of melatonin biosynthesis]] * tryptohan excreted from the small instestine into the blood circulation and actively taken up by pineal cells * AANAT converts the tryptohan hydroxlase into ASMT * catalyzes into melatonin * cAMP-catalyzed proteins promotates formation of a complex * reduces the K (m) of serotonin, enhancing melatonin production * Melatonin is released into the blood and spinal fluid * blinds into plasma proteins * Distructed throughout most tissues [[File:Melatonin production in 24 hour cycle.jpg|center|thumb|431x431px|Figure 3. Melatonin production in 24 hour cycle]] === Melatonin Fluctuations/Imbalance === * Melatonin release cycles over time * Temperature * Circandian cycle and daylight changes <quiz display="simple"> {1. Melatonin is produced by the? |type="()"} + Pineal Gland - Cerebral Cortex - Brain Stem - Retina </quiz> == Seasonal Mood Disorders == Seasonal Affective Disorder (SAD) * Part of the depression and bipolar family *Combination of biological and mood disturbances through out different seasonal patterns **Most commonly occurring during autumn and winter but cases have shown in the other seasons too ( Kurlanksik & Ibay, 2012) *Light therapy has been shown to be effective for most patients showing clinical improvements within one to two weeks after the start of treatment ( Kurlanksik & Ibay, 2012) Polar triiodothyronine syndrome One of the clearest links of mood disparities and melatonin levels is through arctic reports. With the high light levels throughout the day disrupting the circadian rhythms and therefore melatonin secreting. Bipolar effects with mood. * == Studies == * Arctic Study on melatonin and light * Effect on controlled-release melatonin on sleep quality, mood and quality of life in subjects with seasonal or weather-associated changes in mood and behaviour (2003) * polar triiodothyronine syndrome ** Double-blind trial *** Group A Melatonin *** Group B placebo ** Connected with the photoperiod not the weather-related aspect of the seasons ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[w:Melatonin|Melatonin]] (Wikipedia) * [[wikipedia:Light_therapy|Light Therapy]] (Wikipedia) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Kurlansik, Stuart & Ibay, Annamarie. (2012). Seasonal affective disorder. American family physician. 86. 1037-41. Megha, K.B., Arathi, A., Shikha, S. et al. Significance of Melatonin in the Regulation of Circadian Rhythms and Disease Management. Mol Neurobiol 61, 5541–5571 (2024). https://doi.org/10.1007/s12035-024-03915-0 Meliska, C. J., Martínez, L. F., López, A. M., Sorenson, D. L., Nowakowski, S., Kripke, D. F., Elliott, J., & Parry, B. L. (2013). Antepartum depression severity is increased during seasonally longer nights: relationship to melatonin and cortisol timing and quantity. Chronobiology international, 30(9), 1160–1173. https://doi.org/10.3109/07420528.2013.808652 Pääkkönen,T., Leppäluoto, J., Ikäheimo, T., & Rintamäki, H., Ruokonen, A., Hassi, J., & Palinkas, L., (2008). Seasonal Levels of Melatonin, Thyroid Hormones, Mood, and Cognition Near the Arctic Circle. Aviation, space, and environmental medicine. 79. 695-9. https://doi.org/10.3357/ASEM.2148.2008. }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) * Antepartum Depression Severity is Increased During Seasonally Longer Nights: Relationship to Melatonin and Cortisol Timing and Quantity * Effect of controlled-release melatonin on sleep quality, mood, and quality of life in subjects with seasonal or weather-associated changes in mood and behaviour * Seasonal levels of melatonin, thyroid hormones, mood, and cognition near the Arctic Circle * Melatonin as a treatment for mood disorders: a systematic review * Melatonin and agomelatine for preventing seasonal affective disorder * Seasonal rhythms in mental health: a narrative scoping review of neurobiological mechanisms and therapeutic interventions   * Melatonin Biosynthesis and regulation in reproduction * Seasonal changes in mood and behavior: A cluster analytic approach https://www.sciencedirect.com/science/article/abs/pii/0165178189900498 * Ngiam, Alicia. (2022). Light Deprivation and Its Effects. https://www.researchgate.net/publication/365021664_Light_Deprivation_and_Its_Effects [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Mood]] [[Category:Motivation and emotion/Book/Environment]] c8akd2f0ld284l1762b9otknarfg24i 2841505 2841504 2026-10-19T12:30:49Z U3224236 3106774 /* Overview */ Heading and picture change 2841505 wikitext text/x-wiki {{title|Melatonin and seasonal mood:<br>What role does melatonin play in seasonal mood changes?}} __TOC__ ==Overview== This book chapter will be addressing the role that melatonin plays in seasonal mood changes through, seasonal changes, light pattern changes within seasonal changes as well as the correlation of melatonin production within these conditions.{{RoundBoxTop|theme=3}} ; Case study: '''Seasonal levels of melatonin near the Arctic Circle''' Through explorations of the Arctic circle and the effects on mood and cognitive performance has on explorers, a study<ref>Pääkkönen,T., Leppäluoto, J., Ikäheimo, T., & Rintamäki, H., Ruokonen, A., Hassi, J., & Palinkas, L., (2008). Seasonal Levels of Melatonin, Thyroid Hormones, Mood, and Cognition Near the Arctic Circle. Aviation, space, and environmental medicine. 79. 695-9. https://doi.org/10.3357/ASEM.2148.2008.</ref> have been conducted on why this would be the case. [[File:Icebergs in the High Arctic - 20050907.jpg|thumb|Figure 1. Icebergs in the High Arctic ]] Circumpolar environments, such as the Arctic, have been known for its changes in day night cycles as well as its temperature. Explorers within these research stations have reported increases in depressive symptoms and a decline in cognitive performance during the winter months. This phenomenon would be coined as 'winter-over syndrome' with had symptoms overlap with seasonal affective disorder. There were hypotheses of exposure to the cold air and the dimmed lights being the link of the Arctic depression<ref>PALINKAS, L.A., MÄKINEN, T.M., PÄÄKKÖNEN, T., RINTAMÄKI, H., LEPPÄLUOTO, J. and HASSI, J. (2005), Influence of seasonally adjusted exposure to cold and darkness on cognitive performance in circumpolar residents. Scandinavian Journal of Psychology, 46: 239-246. https://doi.org/10.1111/j.1467-9450.2005.00453.x</ref>. Through further studies looking in the effects of light duration and intensity a linking factor of melatonin, found a link between melatonin production and the effects of the Arctic's seasonal characteristics, in particular the link of the light intensity and its suppression of melatonin secretion. {{RoundBoxBottom}} Through at correlations of melatonin and seasonal mood changes, we may be able to tie a link and pursue treatment of [[wikipedia:Seasonal_affective_disorder|Seasonal affective depression]], [[wikipedia:Winter-over_syndrome|Winter-over syndrome]] and other seasonal mood discrepancies. {{RoundBoxTop|theme=3}} '''Focus questions''' * How is Melatonin produced? * What seasonal effects have been shown on mood? * Does irregular melatonin production have an impact on seasonal mood disorders and if so why? {{RoundBoxBottom}} ==Melatonin== [[File:Melatonin.svg|center|thumb|350x350px|Figure 1. Melatonin Chemical Structure]] [[w:Melatonin|Melatonin]] is a [[wikipedia:Hormone|hormone]], best know through its function of regulating circadian rhythms (Megha, et al, 2024). It is also a type of [[wikipedia:Neurotransmitter|neurotransmitter]] as it is a type of [[wikipedia:Indolamines|indolamines]] causing melatonin to function as both a hormone and a neurotransmitter. It has the nickname 'hormone of darkness' as it is primary function of sleep regulation through maintaining our bodies' biological clock though a physiological process in response to darkness. Melatonin is produced within the [[wikipedia:Pineal_gland|pineal gland]] * Produced in the Pineal Gland ** For vertabres melatonin is produced in the dark ** Melatonin is a key signaling molecule that connects changes in external light conditions with changes *** After the retina receives a light signal, it transmits the signal to the pineal gland which then transforms the light signal into melatonin. *Circulars through the blood stream *Various tissues and organs can secrete melatonin **but only the reinal tissue of the pineal glad and eyes show periodic secretory activity **linking the biosysynthesis of melatonin shows that circidian rhythm and seasonal characteristics associated with external light conditions ** Meliska et al (2013) === Functions === * Sleep (regulates circadian changes) *linked with light *proctective effects on the nervous system *Broad spectrum and antibacterial and immunoregularory functions *Even looking into melatonin's relations with fertility and reproduction === Melatonin Synthesis and secretion === [[File:Melatonin mechanism.jpg|thumb|Figure 2. Mechanism of melatonin biosynthesis]] * tryptohan excreted from the small instestine into the blood circulation and actively taken up by pineal cells * AANAT converts the tryptohan hydroxlase into ASMT * catalyzes into melatonin * cAMP-catalyzed proteins promotates formation of a complex * reduces the K (m) of serotonin, enhancing melatonin production * Melatonin is released into the blood and spinal fluid * blinds into plasma proteins * Distructed throughout most tissues [[File:Melatonin production in 24 hour cycle.jpg|center|thumb|431x431px|Figure 3. Melatonin production in 24 hour cycle]] === Melatonin Fluctuations/Imbalance === * Melatonin release cycles over time * Temperature * Circandian cycle and daylight changes <quiz display="simple"> {1. Melatonin is produced by the? |type="()"} + Pineal Gland - Cerebral Cortex - Brain Stem - Retina </quiz> == Seasonal Mood Disorders == Seasonal Affective Disorder (SAD) * Part of the depression and bipolar family *Combination of biological and mood disturbances through out different seasonal patterns **Most commonly occurring during autumn and winter but cases have shown in the other seasons too ( Kurlanksik & Ibay, 2012) *Light therapy has been shown to be effective for most patients showing clinical improvements within one to two weeks after the start of treatment ( Kurlanksik & Ibay, 2012) Polar triiodothyronine syndrome One of the clearest links of mood disparities and melatonin levels is through arctic reports. With the high light levels throughout the day disrupting the circadian rhythms and therefore melatonin secreting. Bipolar effects with mood. * == Studies == * Arctic Study on melatonin and light * Effect on controlled-release melatonin on sleep quality, mood and quality of life in subjects with seasonal or weather-associated changes in mood and behaviour (2003) * polar triiodothyronine syndrome ** Double-blind trial *** Group A Melatonin *** Group B placebo ** Connected with the photoperiod not the weather-related aspect of the seasons ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[w:Melatonin|Melatonin]] (Wikipedia) * [[wikipedia:Light_therapy|Light Therapy]] (Wikipedia) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Kurlansik, Stuart & Ibay, Annamarie. (2012). Seasonal affective disorder. American family physician. 86. 1037-41. Megha, K.B., Arathi, A., Shikha, S. et al. Significance of Melatonin in the Regulation of Circadian Rhythms and Disease Management. Mol Neurobiol 61, 5541–5571 (2024). https://doi.org/10.1007/s12035-024-03915-0 Meliska, C. J., Martínez, L. F., López, A. M., Sorenson, D. L., Nowakowski, S., Kripke, D. F., Elliott, J., & Parry, B. L. (2013). Antepartum depression severity is increased during seasonally longer nights: relationship to melatonin and cortisol timing and quantity. Chronobiology international, 30(9), 1160–1173. https://doi.org/10.3109/07420528.2013.808652 Pääkkönen,T., Leppäluoto, J., Ikäheimo, T., & Rintamäki, H., Ruokonen, A., Hassi, J., & Palinkas, L., (2008). Seasonal Levels of Melatonin, Thyroid Hormones, Mood, and Cognition Near the Arctic Circle. Aviation, space, and environmental medicine. 79. 695-9. https://doi.org/10.3357/ASEM.2148.2008. }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) * Antepartum Depression Severity is Increased During Seasonally Longer Nights: Relationship to Melatonin and Cortisol Timing and Quantity * Effect of controlled-release melatonin on sleep quality, mood, and quality of life in subjects with seasonal or weather-associated changes in mood and behaviour * Seasonal levels of melatonin, thyroid hormones, mood, and cognition near the Arctic Circle * Melatonin as a treatment for mood disorders: a systematic review * Melatonin and agomelatine for preventing seasonal affective disorder * Seasonal rhythms in mental health: a narrative scoping review of neurobiological mechanisms and therapeutic interventions   * Melatonin Biosynthesis and regulation in reproduction * Seasonal changes in mood and behavior: A cluster analytic approach https://www.sciencedirect.com/science/article/abs/pii/0165178189900498 * Ngiam, Alicia. (2022). Light Deprivation and Its Effects. https://www.researchgate.net/publication/365021664_Light_Deprivation_and_Its_Effects [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Mood]] [[Category:Motivation and emotion/Book/Environment]] ho7mbv1kdy2prnzh4xm785w6cbpygg9 2841507 2841505 2026-10-19T12:34:42Z U3224236 3106774 2841507 wikitext text/x-wiki {{title|Melatonin and seasonal mood:<br>What role does melatonin play in seasonal mood changes?}} __TOC__ ==Overview== This book chapter will be addressing the role that melatonin plays in seasonal mood changes through, seasonal changes, light pattern changes within seasonal changes as well as the correlation of melatonin production within these conditions.{{RoundBoxTop|theme=3}} ; Case study: '''Seasonal levels of melatonin near the Arctic Circle''' Through explorations of the Arctic circle and the effects on mood and cognitive performance has on explorers, a study<ref>Pääkkönen,T., Leppäluoto, J., Ikäheimo, T., & Rintamäki, H., Ruokonen, A., Hassi, J., & Palinkas, L., (2008). Seasonal Levels of Melatonin, Thyroid Hormones, Mood, and Cognition Near the Arctic Circle. Aviation, space, and environmental medicine. 79. 695-9. https://doi.org/10.3357/ASEM.2148.2008.</ref> have been conducted on why this would be the case. [[File:Icebergs in the High Arctic - 20050907.jpg|thumb|Figure 1. Icebergs in the High Arctic ]] Circumpolar environments, such as the Arctic, have been known for its changes in day night cycles as well as its temperature. Explorers within these research stations have reported increases in depressive symptoms and a decline in cognitive performance during the winter months. This phenomenon would be coined as 'winter-over syndrome' with had symptoms overlap with seasonal affective disorder. There were hypotheses of exposure to the cold air and the dimmed lights being the link of the Arctic depression<ref>PALINKAS, L.A., MÄKINEN, T.M., PÄÄKKÖNEN, T., RINTAMÄKI, H., LEPPÄLUOTO, J. and HASSI, J. (2005), Influence of seasonally adjusted exposure to cold and darkness on cognitive performance in circumpolar residents. Scandinavian Journal of Psychology, 46: 239-246. https://doi.org/10.1111/j.1467-9450.2005.00453.x</ref>. Through further studies looking in the effects of light duration and intensity a linking factor of melatonin, found a link between melatonin production and the effects of the Arctic's seasonal characteristics, in particular the link of the light intensity and its suppression of melatonin secretion. {{RoundBoxBottom}} Through at correlations of melatonin and seasonal mood changes, we may be able to tie a link and pursue treatment of [[wikipedia:Seasonal_affective_disorder|Seasonal affective depression]], [[wikipedia:Winter-over_syndrome|Winter-over syndrome]] and other seasonal mood discrepancies. {{RoundBoxTop|theme=3}} '''Focus questions''' * How is Melatonin produced? * What seasonal effects have been shown in relation to mood? * Does irregular melatonin production have an impact on seasonal mood disorders and if so why? {{RoundBoxBottom}} ==Melatonin== [[File:Melatonin.svg|center|thumb|350x350px|Figure 1. Melatonin Chemical Structure]] [[w:Melatonin|Melatonin]] is a [[wikipedia:Hormone|hormone]], best know through its function of regulating circadian rhythms (Megha, et al, 2024). It is also a type of [[wikipedia:Neurotransmitter|neurotransmitter]] as it is a type of [[wikipedia:Indolamines|indolamines]] causing melatonin to function as both a hormone and a neurotransmitter. It has the nickname 'hormone of darkness' as it is primary function of sleep regulation through maintaining our bodies' biological clock though a physiological process in response to darkness. Melatonin is produced within the [[wikipedia:Pineal_gland|pineal gland]] * Produced in the Pineal Gland ** For vertabres melatonin is produced in the dark ** Melatonin is a key signaling molecule that connects changes in external light conditions with changes *** After the retina receives a light signal, it transmits the signal to the pineal gland which then transforms the light signal into melatonin. *Circulars through the blood stream *Various tissues and organs can secrete melatonin **but only the reinal tissue of the pineal glad and eyes show periodic secretory activity **linking the biosysynthesis of melatonin shows that circidian rhythm and seasonal characteristics associated with external light conditions ** Meliska et al (2013) === Functions === * Sleep (regulates circadian changes) *linked with light *proctective effects on the nervous system *Broad spectrum and antibacterial and immunoregularory functions *Even looking into melatonin's relations with fertility and reproduction === Melatonin Synthesis and secretion === [[File:Melatonin mechanism.jpg|thumb|Figure 2. Mechanism of melatonin biosynthesis]] * tryptohan excreted from the small instestine into the blood circulation and actively taken up by pineal cells * AANAT converts the tryptohan hydroxlase into ASMT * catalyzes into melatonin * cAMP-catalyzed proteins promotates formation of a complex * reduces the K (m) of serotonin, enhancing melatonin production * Melatonin is released into the blood and spinal fluid * blinds into plasma proteins * Distructed throughout most tissues [[File:Melatonin production in 24 hour cycle.jpg|center|thumb|431x431px|Figure 3. Melatonin production in 24 hour cycle]] === Melatonin Fluctuations/Imbalance === * Melatonin release cycles over time * Temperature * Circandian cycle and daylight changes <quiz display="simple"> {1. Melatonin is produced by the? |type="()"} + Pineal Gland - Cerebral Cortex - Brain Stem - Retina </quiz> == Seasonal Mood Disorders == Seasonal Affective Disorder (SAD) * Part of the depression and bipolar family *Combination of biological and mood disturbances through out different seasonal patterns **Most commonly occurring during autumn and winter but cases have shown in the other seasons too ( Kurlanksik & Ibay, 2012) *Light therapy has been shown to be effective for most patients showing clinical improvements within one to two weeks after the start of treatment ( Kurlanksik & Ibay, 2012) Polar triiodothyronine syndrome One of the clearest links of mood disparities and melatonin levels is through arctic reports. With the high light levels throughout the day disrupting the circadian rhythms and therefore melatonin secreting. Bipolar effects with mood. * == Studies == * Arctic Study on melatonin and light * Effect on controlled-release melatonin on sleep quality, mood and quality of life in subjects with seasonal or weather-associated changes in mood and behaviour (2003) * polar triiodothyronine syndrome ** Double-blind trial *** Group A Melatonin *** Group B placebo ** Connected with the photoperiod not the weather-related aspect of the seasons ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[w:Melatonin|Melatonin]] (Wikipedia) * [[wikipedia:Light_therapy|Light Therapy]] (Wikipedia) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Kurlansik, Stuart & Ibay, Annamarie. (2012). Seasonal affective disorder. American family physician. 86. 1037-41. Megha, K.B., Arathi, A., Shikha, S. et al. Significance of Melatonin in the Regulation of Circadian Rhythms and Disease Management. Mol Neurobiol 61, 5541–5571 (2024). https://doi.org/10.1007/s12035-024-03915-0 Meliska, C. J., Martínez, L. F., López, A. M., Sorenson, D. L., Nowakowski, S., Kripke, D. F., Elliott, J., & Parry, B. L. (2013). Antepartum depression severity is increased during seasonally longer nights: relationship to melatonin and cortisol timing and quantity. Chronobiology international, 30(9), 1160–1173. https://doi.org/10.3109/07420528.2013.808652 Pääkkönen,T., Leppäluoto, J., Ikäheimo, T., & Rintamäki, H., Ruokonen, A., Hassi, J., & Palinkas, L., (2008). Seasonal Levels of Melatonin, Thyroid Hormones, Mood, and Cognition Near the Arctic Circle. Aviation, space, and environmental medicine. 79. 695-9. https://doi.org/10.3357/ASEM.2148.2008. }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) * Antepartum Depression Severity is Increased During Seasonally Longer Nights: Relationship to Melatonin and Cortisol Timing and Quantity * Effect of controlled-release melatonin on sleep quality, mood, and quality of life in subjects with seasonal or weather-associated changes in mood and behaviour * Seasonal levels of melatonin, thyroid hormones, mood, and cognition near the Arctic Circle * Melatonin as a treatment for mood disorders: a systematic review * Melatonin and agomelatine for preventing seasonal affective disorder * Seasonal rhythms in mental health: a narrative scoping review of neurobiological mechanisms and therapeutic interventions   * Melatonin Biosynthesis and regulation in reproduction * Seasonal changes in mood and behavior: A cluster analytic approach https://www.sciencedirect.com/science/article/abs/pii/0165178189900498 * Ngiam, Alicia. (2022). Light Deprivation and Its Effects. https://www.researchgate.net/publication/365021664_Light_Deprivation_and_Its_Effects [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Mood]] [[Category:Motivation and emotion/Book/Environment]] c4s0m7hyzu8tmfs4zzzaupdim1rxd9s 2841509 2841507 2026-10-19T12:59:00Z U3224236 3106774 Melatonin 2841509 wikitext text/x-wiki {{title|Melatonin and seasonal mood:<br>What role does melatonin play in seasonal mood changes?}} __TOC__ ==Overview== This book chapter will be addressing the role that melatonin plays in seasonal mood changes through, seasonal changes, light pattern changes within seasonal changes as well as the correlation of melatonin production within these conditions.{{RoundBoxTop|theme=3}} ; Case study: '''Seasonal levels of melatonin near the Arctic Circle''' Through explorations of the Arctic circle and the effects on mood and cognitive performance has on explorers, a study<ref>Pääkkönen,T., Leppäluoto, J., Ikäheimo, T., & Rintamäki, H., Ruokonen, A., Hassi, J., & Palinkas, L., (2008). Seasonal Levels of Melatonin, Thyroid Hormones, Mood, and Cognition Near the Arctic Circle. Aviation, space, and environmental medicine. 79. 695-9. https://doi.org/10.3357/ASEM.2148.2008.</ref> have been conducted on why this would be the case. [[File:Icebergs in the High Arctic - 20050907.jpg|thumb|Figure 1. Icebergs in the High Arctic ]] Circumpolar environments, such as the Arctic, have been known for its changes in day night cycles as well as its temperature. Explorers within these research stations have reported increases in depressive symptoms and a decline in cognitive performance during the winter months. This phenomenon would be coined as 'winter-over syndrome' with had symptoms overlap with seasonal affective disorder. There were hypotheses of exposure to the cold air and the dimmed lights being the link of the Arctic depression<ref>PALINKAS, L.A., MÄKINEN, T.M., PÄÄKKÖNEN, T., RINTAMÄKI, H., LEPPÄLUOTO, J. and HASSI, J. (2005), Influence of seasonally adjusted exposure to cold and darkness on cognitive performance in circumpolar residents. Scandinavian Journal of Psychology, 46: 239-246. https://doi.org/10.1111/j.1467-9450.2005.00453.x</ref>. Through further studies looking in the effects of light duration and intensity a linking factor of melatonin, found a link between melatonin production and the effects of the Arctic's seasonal characteristics, in particular the link of the light intensity and its suppression of melatonin secretion. {{RoundBoxBottom}} Through at correlations of melatonin and seasonal mood changes, we may be able to tie a link and pursue treatment of [[wikipedia:Seasonal_affective_disorder|Seasonal affective depression]], [[wikipedia:Winter-over_syndrome|Winter-over syndrome]] and other seasonal mood discrepancies. {{RoundBoxTop|theme=3}} '''Focus questions''' * How is Melatonin produced? * What seasonal effects have been shown in relation to mood? * Does irregular melatonin production have an impact on seasonal mood disorders and if so why? {{RoundBoxBottom}} ==Melatonin== [[File:Melatonin.svg|center|thumb|350x350px|Figure 2. Melatonin Chemical Structure - (''N''-[2-(5-Methoxy-1''H''-indol-3-yl)ethyl]acetamide]] [[w:Melatonin|Melatonin]] is a [[wikipedia:Hormone|hormone]] produced within the [[wikipedia:Pineal_gland|pineal gland]] , best know through its function of regulating circadian rhythms (Megha, et al, 2024). It is also a type of [[wikipedia:Neurotransmitter|neurotransmitter]] as it is a type of [[wikipedia:Indolamines|indolamines]] causing melatonin to function as both a hormone and a neurotransmitter. It has the nickname 'hormone of darkness' as it is primary function of sleep regulation through maintaining the human body's biological clock though a physiological process in response to darkness. Melatonin is a key signaling molecule that connects changes in external light conditions through the retinas to the pineal gland to maintain melatonin levels which regulates the body's circadian rhythm. During the weak light conditions such as night time, melatonin is synthesized to promote sleep and improve sleep quality. During the day, the production of melatonin is inhibited by light stimulation (Meliska et al, 2013). The melatonin when produce will circulate through the blood stream for distribution, research has shown that various tissues and organs can secrete melatonin but only the reinal tissue of the pineal glad and eyes can signal its production. This links the biosysynthesis of melatonin with circidian rhythm and seasonal characteristics associated with external light conditions (Meliska et al, 2013). === Functions === * Sleep (regulates circadian changes) *linked with light *proctective effects on the nervous system *Broad spectrum and antibacterial and immunoregularory functions *Even looking into melatonin's relations with fertility and reproduction === Melatonin Synthesis and secretion === [[File:Melatonin mechanism.jpg|thumb|Figure 2. Mechanism of melatonin biosynthesis]] * tryptohan excreted from the small instestine into the blood circulation and actively taken up by pineal cells * AANAT converts the tryptohan hydroxlase into ASMT * catalyzes into melatonin * cAMP-catalyzed proteins promotates formation of a complex * reduces the K (m) of serotonin, enhancing melatonin production * Melatonin is released into the blood and spinal fluid * blinds into plasma proteins * Distructed throughout most tissues [[File:Melatonin production in 24 hour cycle.jpg|center|thumb|431x431px|Figure 3. Melatonin production in 24 hour cycle]] === Melatonin Fluctuations/Imbalance === * Melatonin release cycles over time * Temperature * Circandian cycle and daylight changes <quiz display="simple"> {1. Melatonin is produced by the? |type="()"} + Pineal Gland - Cerebral Cortex - Brain Stem - Retina </quiz> == Seasonal Mood Disorders == Seasonal Affective Disorder (SAD) * Part of the depression and bipolar family *Combination of biological and mood disturbances through out different seasonal patterns **Most commonly occurring during autumn and winter but cases have shown in the other seasons too ( Kurlanksik & Ibay, 2012) *Light therapy has been shown to be effective for most patients showing clinical improvements within one to two weeks after the start of treatment ( Kurlanksik & Ibay, 2012) Polar triiodothyronine syndrome One of the clearest links of mood disparities and melatonin levels is through arctic reports. With the high light levels throughout the day disrupting the circadian rhythms and therefore melatonin secreting. Bipolar effects with mood. * == Studies == * Arctic Study on melatonin and light * Effect on controlled-release melatonin on sleep quality, mood and quality of life in subjects with seasonal or weather-associated changes in mood and behaviour (2003) * polar triiodothyronine syndrome ** Double-blind trial *** Group A Melatonin *** Group B placebo ** Connected with the photoperiod not the weather-related aspect of the seasons ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[w:Melatonin|Melatonin]] (Wikipedia) * [[wikipedia:Light_therapy|Light Therapy]] (Wikipedia) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Kurlansik, Stuart & Ibay, Annamarie. (2012). Seasonal affective disorder. American family physician. 86. 1037-41. Megha, K.B., Arathi, A., Shikha, S. et al. Significance of Melatonin in the Regulation of Circadian Rhythms and Disease Management. Mol Neurobiol 61, 5541–5571 (2024). https://doi.org/10.1007/s12035-024-03915-0 Meliska, C. J., Martínez, L. F., López, A. M., Sorenson, D. L., Nowakowski, S., Kripke, D. F., Elliott, J., & Parry, B. L. (2013). Antepartum depression severity is increased during seasonally longer nights: relationship to melatonin and cortisol timing and quantity. Chronobiology international, 30(9), 1160–1173. https://doi.org/10.3109/07420528.2013.808652 Pääkkönen,T., Leppäluoto, J., Ikäheimo, T., & Rintamäki, H., Ruokonen, A., Hassi, J., & Palinkas, L., (2008). Seasonal Levels of Melatonin, Thyroid Hormones, Mood, and Cognition Near the Arctic Circle. Aviation, space, and environmental medicine. 79. 695-9. https://doi.org/10.3357/ASEM.2148.2008. }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) * Antepartum Depression Severity is Increased During Seasonally Longer Nights: Relationship to Melatonin and Cortisol Timing and Quantity * Effect of controlled-release melatonin on sleep quality, mood, and quality of life in subjects with seasonal or weather-associated changes in mood and behaviour * Seasonal levels of melatonin, thyroid hormones, mood, and cognition near the Arctic Circle * Melatonin as a treatment for mood disorders: a systematic review * Melatonin and agomelatine for preventing seasonal affective disorder * Seasonal rhythms in mental health: a narrative scoping review of neurobiological mechanisms and therapeutic interventions   * Melatonin Biosynthesis and regulation in reproduction * Seasonal changes in mood and behavior: A cluster analytic approach https://www.sciencedirect.com/science/article/abs/pii/0165178189900498 * Ngiam, Alicia. (2022). Light Deprivation and Its Effects. https://www.researchgate.net/publication/365021664_Light_Deprivation_and_Its_Effects [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Mood]] [[Category:Motivation and emotion/Book/Environment]] o571sqs5q9ednas3f2mnpxkbjxsvc6w 2841510 2841509 2026-10-19T13:14:10Z U3224236 3106774 /* Functions */ 2841510 wikitext text/x-wiki {{title|Melatonin and seasonal mood:<br>What role does melatonin play in seasonal mood changes?}} __TOC__ ==Overview== This book chapter will be addressing the role that melatonin plays in seasonal mood changes through, seasonal changes, light pattern changes within seasonal changes as well as the correlation of melatonin production within these conditions.{{RoundBoxTop|theme=3}} ; Case study: '''Seasonal levels of melatonin near the Arctic Circle''' Through explorations of the Arctic circle and the effects on mood and cognitive performance has on explorers, a study<ref>Pääkkönen,T., Leppäluoto, J., Ikäheimo, T., & Rintamäki, H., Ruokonen, A., Hassi, J., & Palinkas, L., (2008). Seasonal Levels of Melatonin, Thyroid Hormones, Mood, and Cognition Near the Arctic Circle. Aviation, space, and environmental medicine. 79. 695-9. https://doi.org/10.3357/ASEM.2148.2008.</ref> have been conducted on why this would be the case. [[File:Icebergs in the High Arctic - 20050907.jpg|thumb|Figure 1. Icebergs in the High Arctic ]] Circumpolar environments, such as the Arctic, have been known for its changes in day night cycles as well as its temperature. Explorers within these research stations have reported increases in depressive symptoms and a decline in cognitive performance during the winter months. This phenomenon would be coined as 'winter-over syndrome' with had symptoms overlap with seasonal affective disorder. There were hypotheses of exposure to the cold air and the dimmed lights being the link of the Arctic depression<ref>PALINKAS, L.A., MÄKINEN, T.M., PÄÄKKÖNEN, T., RINTAMÄKI, H., LEPPÄLUOTO, J. and HASSI, J. (2005), Influence of seasonally adjusted exposure to cold and darkness on cognitive performance in circumpolar residents. Scandinavian Journal of Psychology, 46: 239-246. https://doi.org/10.1111/j.1467-9450.2005.00453.x</ref>. Through further studies looking in the effects of light duration and intensity a linking factor of melatonin, found a link between melatonin production and the effects of the Arctic's seasonal characteristics, in particular the link of the light intensity and its suppression of melatonin secretion. {{RoundBoxBottom}} Through at correlations of melatonin and seasonal mood changes, we may be able to tie a link and pursue treatment of [[wikipedia:Seasonal_affective_disorder|Seasonal affective depression]], [[wikipedia:Winter-over_syndrome|Winter-over syndrome]] and other seasonal mood discrepancies. {{RoundBoxTop|theme=3}} '''Focus questions''' * How is Melatonin produced? * What seasonal effects have been shown in relation to mood? * Does irregular melatonin production have an impact on seasonal mood disorders and if so why? {{RoundBoxBottom}} ==Melatonin== [[File:Melatonin.svg|center|thumb|350x350px|Figure 2. Melatonin Chemical Structure - (''N''-[2-(5-Methoxy-1''H''-indol-3-yl)ethyl]acetamide]] [[w:Melatonin|Melatonin]] is a [[wikipedia:Hormone|hormone]] produced within the [[wikipedia:Pineal_gland|pineal gland]] , best know through its function of regulating circadian rhythms (Megha, et al, 2024). It is also a type of [[wikipedia:Neurotransmitter|neurotransmitter]] as it is a type of [[wikipedia:Indolamines|indolamines]] causing melatonin to function as both a hormone and a neurotransmitter. It has the nickname 'hormone of darkness' as it is primary function of sleep regulation through maintaining the human body's biological clock though a physiological process in response to darkness. Melatonin is a key signaling molecule that connects changes in external light conditions through the retinas to the pineal gland to maintain melatonin levels which regulates the body's circadian rhythm. During the weak light conditions such as night time, melatonin is synthesized to promote sleep and improve sleep quality. During the day, the production of melatonin is inhibited by light stimulation (Meliska et al, 2013). The melatonin when produce will circulate through the blood stream for distribution, research has shown that various tissues and organs can secrete melatonin but only the reinal tissue of the pineal glad and eyes can signal its production. This links the biosysynthesis of melatonin with circidian rhythm and seasonal characteristics associated with external light conditions (Meliska et al, 2013). === Functions === As previously alluded to melatonin has functionality with sleep with particular focus with regulating circadian changes, with has be strongly linked with light. Melatonin has been shown to have protective effects on the nervous system as well as broad spectrum and antibacterial and immunoregularory functions. There have been studies looking into melatonin's relations with fertility and reproduction. === Melatonin Synthesis and secretion === [[File:Melatonin mechanism.jpg|thumb|Figure 2. Mechanism of melatonin biosynthesis]] * tryptohan excreted from the small instestine into the blood circulation and actively taken up by pineal cells * AANAT converts the tryptohan hydroxlase into ASMT * catalyzes into melatonin * cAMP-catalyzed proteins promotates formation of a complex * reduces the K (m) of serotonin, enhancing melatonin production * Melatonin is released into the blood and spinal fluid * blinds into plasma proteins * Distructed throughout most tissues [[File:Melatonin production in 24 hour cycle.jpg|center|thumb|431x431px|Figure 3. Melatonin production in 24 hour cycle]] === Melatonin Fluctuations/Imbalance === * Melatonin release cycles over time * Temperature * Circandian cycle and daylight changes <quiz display="simple"> {1. Melatonin is produced by the? |type="()"} + Pineal Gland - Cerebral Cortex - Brain Stem - Retina </quiz> == Seasonal Mood Disorders == Seasonal Affective Disorder (SAD) * Part of the depression and bipolar family *Combination of biological and mood disturbances through out different seasonal patterns **Most commonly occurring during autumn and winter but cases have shown in the other seasons too ( Kurlanksik & Ibay, 2012) *Light therapy has been shown to be effective for most patients showing clinical improvements within one to two weeks after the start of treatment ( Kurlanksik & Ibay, 2012) Polar triiodothyronine syndrome One of the clearest links of mood disparities and melatonin levels is through arctic reports. With the high light levels throughout the day disrupting the circadian rhythms and therefore melatonin secreting. Bipolar effects with mood. * == Studies == * Arctic Study on melatonin and light * Effect on controlled-release melatonin on sleep quality, mood and quality of life in subjects with seasonal or weather-associated changes in mood and behaviour (2003) * polar triiodothyronine syndrome ** Double-blind trial *** Group A Melatonin *** Group B placebo ** Connected with the photoperiod not the weather-related aspect of the seasons ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[w:Melatonin|Melatonin]] (Wikipedia) * [[wikipedia:Light_therapy|Light Therapy]] (Wikipedia) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Kurlansik, Stuart & Ibay, Annamarie. (2012). Seasonal affective disorder. American family physician. 86. 1037-41. Megha, K.B., Arathi, A., Shikha, S. et al. Significance of Melatonin in the Regulation of Circadian Rhythms and Disease Management. Mol Neurobiol 61, 5541–5571 (2024). https://doi.org/10.1007/s12035-024-03915-0 Meliska, C. J., Martínez, L. F., López, A. M., Sorenson, D. L., Nowakowski, S., Kripke, D. F., Elliott, J., & Parry, B. L. (2013). Antepartum depression severity is increased during seasonally longer nights: relationship to melatonin and cortisol timing and quantity. Chronobiology international, 30(9), 1160–1173. https://doi.org/10.3109/07420528.2013.808652 Pääkkönen,T., Leppäluoto, J., Ikäheimo, T., & Rintamäki, H., Ruokonen, A., Hassi, J., & Palinkas, L., (2008). Seasonal Levels of Melatonin, Thyroid Hormones, Mood, and Cognition Near the Arctic Circle. Aviation, space, and environmental medicine. 79. 695-9. https://doi.org/10.3357/ASEM.2148.2008. }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) * Antepartum Depression Severity is Increased During Seasonally Longer Nights: Relationship to Melatonin and Cortisol Timing and Quantity * Effect of controlled-release melatonin on sleep quality, mood, and quality of life in subjects with seasonal or weather-associated changes in mood and behaviour * Seasonal levels of melatonin, thyroid hormones, mood, and cognition near the Arctic Circle * Melatonin as a treatment for mood disorders: a systematic review * Melatonin and agomelatine for preventing seasonal affective disorder * Seasonal rhythms in mental health: a narrative scoping review of neurobiological mechanisms and therapeutic interventions   * Melatonin Biosynthesis and regulation in reproduction * Seasonal changes in mood and behavior: A cluster analytic approach https://www.sciencedirect.com/science/article/abs/pii/0165178189900498 * Ngiam, Alicia. (2022). Light Deprivation and Its Effects. https://www.researchgate.net/publication/365021664_Light_Deprivation_and_Its_Effects [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Mood]] [[Category:Motivation and emotion/Book/Environment]] e3wd3sm9ul66gjpo4hyh6f492gn5ve1 2841520 2841510 2026-10-19T14:31:07Z U3224236 3106774 /* Melatonin Synthesis and secretion */ 2841520 wikitext text/x-wiki {{title|Melatonin and seasonal mood:<br>What role does melatonin play in seasonal mood changes?}} __TOC__ ==Overview== This book chapter will be addressing the role that melatonin plays in seasonal mood changes through, seasonal changes, light pattern changes within seasonal changes as well as the correlation of melatonin production within these conditions.{{RoundBoxTop|theme=3}} ; Case study: '''Seasonal levels of melatonin near the Arctic Circle''' Through explorations of the Arctic circle and the effects on mood and cognitive performance has on explorers, a study<ref>Pääkkönen,T., Leppäluoto, J., Ikäheimo, T., & Rintamäki, H., Ruokonen, A., Hassi, J., & Palinkas, L., (2008). Seasonal Levels of Melatonin, Thyroid Hormones, Mood, and Cognition Near the Arctic Circle. Aviation, space, and environmental medicine. 79. 695-9. https://doi.org/10.3357/ASEM.2148.2008.</ref> have been conducted on why this would be the case. [[File:Icebergs in the High Arctic - 20050907.jpg|thumb|Figure 1. Icebergs in the High Arctic ]] Circumpolar environments, such as the Arctic, have been known for its changes in day night cycles as well as its temperature. Explorers within these research stations have reported increases in depressive symptoms and a decline in cognitive performance during the winter months. This phenomenon would be coined as 'winter-over syndrome' with had symptoms overlap with seasonal affective disorder. There were hypotheses of exposure to the cold air and the dimmed lights being the link of the Arctic depression<ref>PALINKAS, L.A., MÄKINEN, T.M., PÄÄKKÖNEN, T., RINTAMÄKI, H., LEPPÄLUOTO, J. and HASSI, J. (2005), Influence of seasonally adjusted exposure to cold and darkness on cognitive performance in circumpolar residents. Scandinavian Journal of Psychology, 46: 239-246. https://doi.org/10.1111/j.1467-9450.2005.00453.x</ref>. Through further studies looking in the effects of light duration and intensity a linking factor of melatonin, found a link between melatonin production and the effects of the Arctic's seasonal characteristics, in particular the link of the light intensity and its suppression of melatonin secretion. {{RoundBoxBottom}} Through at correlations of melatonin and seasonal mood changes, we may be able to tie a link and pursue treatment of [[wikipedia:Seasonal_affective_disorder|Seasonal affective depression]], [[wikipedia:Winter-over_syndrome|Winter-over syndrome]] and other seasonal mood discrepancies. {{RoundBoxTop|theme=3}} '''Focus questions''' * How is Melatonin produced? * What seasonal effects have been shown in relation to mood? * Does irregular melatonin production have an impact on seasonal mood disorders and if so why? {{RoundBoxBottom}} ==Melatonin== [[File:Melatonin.svg|center|thumb|350x350px|Figure 2. Melatonin Chemical Structure - (''N''-[2-(5-Methoxy-1''H''-indol-3-yl)ethyl]acetamide]] [[w:Melatonin|Melatonin]] is a [[wikipedia:Hormone|hormone]] produced within the [[wikipedia:Pineal_gland|pineal gland]] , best know through its function of regulating circadian rhythms (Megha, et al, 2024). It is also a type of [[wikipedia:Neurotransmitter|neurotransmitter]] as it is a type of [[wikipedia:Indolamines|indolamines]] causing melatonin to function as both a hormone and a neurotransmitter. It has the nickname 'hormone of darkness' as it is primary function of sleep regulation through maintaining the human body's biological clock though a physiological process in response to darkness. Melatonin is a key signaling molecule that connects changes in external light conditions through the retinas to the pineal gland to maintain melatonin levels which regulates the body's circadian rhythm. During the weak light conditions such as night time, melatonin is synthesized to promote sleep and improve sleep quality. During the day, the production of melatonin is inhibited by light stimulation (Meliska et al, 2013). The melatonin when produce will circulate through the blood stream for distribution, research has shown that various tissues and organs can secrete melatonin but only the reinal tissue of the pineal glad and eyes can signal its production. This links the biosysynthesis of melatonin with circidian rhythm and seasonal characteristics associated with external light conditions (Meliska et al, 2013). === Functions === As previously alluded to melatonin has functionality with sleep with particular focus with regulating circadian changes, with has be strongly linked with light. Melatonin has been shown to have protective effects on the nervous system as well as broad spectrum and antibacterial and immunoregularory functions. There have been studies looking into melatonin's relations with fertility and reproduction. === Melatonin Synthesis and secretion === [[File:Melatonin mechanism.jpg|thumb|Figure 3. Mechanism of melatonin biosynthesis]]Melatonin was originally only found within the pineal glands of animals as part of isolated animal studies but it has been found that other organs, including the gut and the ovarian follicles, can synthesis melatonin as part of the autocrine and paracrine signals, but the primary sources of melatonin production is through the pineal gland and the retina. Key enzymes that are involved with the production of melatonin include Typtophan (TPH), which is formed by the small intestine and distributed through blood circulation to the pineal cells, arylalkylamine-N-acetyltransferas (AANAT) and acetylserotonin O-methyltransferas(ASMT) which all combines and converts into melatonin. The AANAT enzyme regulates the melatonin rate through a process that reduces the K (m) of serotonin that allows an increase in melatonin production. Once the melatonin is synthesized it is released into the blood and spinal fluid that binds to plasma proteins and distributed to the bodies tissues for uptake. [[File:Melatonin production in 24 hour cycle.jpg|center|thumb|431x431px|Figure 3. Melatonin production in 24 hour cycle]] === Melatonin Fluctuations/Imbalance === * Melatonin release cycles over time * Temperature * Circandian cycle and daylight changes <quiz display="simple"> {1. Melatonin is produced by the? |type="()"} + Pineal Gland - Cerebral Cortex - Brain Stem - Retina </quiz> == Seasonal Mood Disorders == Seasonal Affective Disorder (SAD) * Part of the depression and bipolar family *Combination of biological and mood disturbances through out different seasonal patterns **Most commonly occurring during autumn and winter but cases have shown in the other seasons too ( Kurlanksik & Ibay, 2012) *Light therapy has been shown to be effective for most patients showing clinical improvements within one to two weeks after the start of treatment ( Kurlanksik & Ibay, 2012) Polar triiodothyronine syndrome One of the clearest links of mood disparities and melatonin levels is through arctic reports. With the high light levels throughout the day disrupting the circadian rhythms and therefore melatonin secreting. Bipolar effects with mood. * == Studies == * Arctic Study on melatonin and light * Effect on controlled-release melatonin on sleep quality, mood and quality of life in subjects with seasonal or weather-associated changes in mood and behaviour (2003) * polar triiodothyronine syndrome ** Double-blind trial *** Group A Melatonin *** Group B placebo ** Connected with the photoperiod not the weather-related aspect of the seasons ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[w:Melatonin|Melatonin]] (Wikipedia) * [[wikipedia:Light_therapy|Light Therapy]] (Wikipedia) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Kurlansik, Stuart & Ibay, Annamarie. (2012). Seasonal affective disorder. American family physician. 86. 1037-41. Megha, K.B., Arathi, A., Shikha, S. et al. Significance of Melatonin in the Regulation of Circadian Rhythms and Disease Management. Mol Neurobiol 61, 5541–5571 (2024). https://doi.org/10.1007/s12035-024-03915-0 Meliska, C. J., Martínez, L. F., López, A. M., Sorenson, D. L., Nowakowski, S., Kripke, D. F., Elliott, J., & Parry, B. L. (2013). Antepartum depression severity is increased during seasonally longer nights: relationship to melatonin and cortisol timing and quantity. Chronobiology international, 30(9), 1160–1173. https://doi.org/10.3109/07420528.2013.808652 Pääkkönen,T., Leppäluoto, J., Ikäheimo, T., & Rintamäki, H., Ruokonen, A., Hassi, J., & Palinkas, L., (2008). Seasonal Levels of Melatonin, Thyroid Hormones, Mood, and Cognition Near the Arctic Circle. Aviation, space, and environmental medicine. 79. 695-9. https://doi.org/10.3357/ASEM.2148.2008. }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) * Antepartum Depression Severity is Increased During Seasonally Longer Nights: Relationship to Melatonin and Cortisol Timing and Quantity * Effect of controlled-release melatonin on sleep quality, mood, and quality of life in subjects with seasonal or weather-associated changes in mood and behaviour * Seasonal levels of melatonin, thyroid hormones, mood, and cognition near the Arctic Circle * Melatonin as a treatment for mood disorders: a systematic review * Melatonin and agomelatine for preventing seasonal affective disorder * Seasonal rhythms in mental health: a narrative scoping review of neurobiological mechanisms and therapeutic interventions   * Melatonin Biosynthesis and regulation in reproduction * Seasonal changes in mood and behavior: A cluster analytic approach https://www.sciencedirect.com/science/article/abs/pii/0165178189900498 * Ngiam, Alicia. (2022). Light Deprivation and Its Effects. https://www.researchgate.net/publication/365021664_Light_Deprivation_and_Its_Effects [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Mood]] [[Category:Motivation and emotion/Book/Environment]] hs7q90pnomm1e7t8hd1rkdu9uq5viwv 2841521 2841520 2026-10-19T14:33:12Z U3224236 3106774 /* Melatonin Synthesis and secretion */ 2841521 wikitext text/x-wiki {{title|Melatonin and seasonal mood:<br>What role does melatonin play in seasonal mood changes?}} __TOC__ ==Overview== This book chapter will be addressing the role that melatonin plays in seasonal mood changes through, seasonal changes, light pattern changes within seasonal changes as well as the correlation of melatonin production within these conditions.{{RoundBoxTop|theme=3}} ; Case study: '''Seasonal levels of melatonin near the Arctic Circle''' Through explorations of the Arctic circle and the effects on mood and cognitive performance has on explorers, a study<ref>Pääkkönen,T., Leppäluoto, J., Ikäheimo, T., & Rintamäki, H., Ruokonen, A., Hassi, J., & Palinkas, L., (2008). Seasonal Levels of Melatonin, Thyroid Hormones, Mood, and Cognition Near the Arctic Circle. Aviation, space, and environmental medicine. 79. 695-9. https://doi.org/10.3357/ASEM.2148.2008.</ref> have been conducted on why this would be the case. [[File:Icebergs in the High Arctic - 20050907.jpg|thumb|Figure 1. Icebergs in the High Arctic ]] Circumpolar environments, such as the Arctic, have been known for its changes in day night cycles as well as its temperature. Explorers within these research stations have reported increases in depressive symptoms and a decline in cognitive performance during the winter months. This phenomenon would be coined as 'winter-over syndrome' with had symptoms overlap with seasonal affective disorder. There were hypotheses of exposure to the cold air and the dimmed lights being the link of the Arctic depression<ref>PALINKAS, L.A., MÄKINEN, T.M., PÄÄKKÖNEN, T., RINTAMÄKI, H., LEPPÄLUOTO, J. and HASSI, J. (2005), Influence of seasonally adjusted exposure to cold and darkness on cognitive performance in circumpolar residents. Scandinavian Journal of Psychology, 46: 239-246. https://doi.org/10.1111/j.1467-9450.2005.00453.x</ref>. Through further studies looking in the effects of light duration and intensity a linking factor of melatonin, found a link between melatonin production and the effects of the Arctic's seasonal characteristics, in particular the link of the light intensity and its suppression of melatonin secretion. {{RoundBoxBottom}} Through at correlations of melatonin and seasonal mood changes, we may be able to tie a link and pursue treatment of [[wikipedia:Seasonal_affective_disorder|Seasonal affective depression]], [[wikipedia:Winter-over_syndrome|Winter-over syndrome]] and other seasonal mood discrepancies. {{RoundBoxTop|theme=3}} '''Focus questions''' * How is Melatonin produced? * What seasonal effects have been shown in relation to mood? * Does irregular melatonin production have an impact on seasonal mood disorders and if so why? {{RoundBoxBottom}} ==Melatonin== [[File:Melatonin.svg|center|thumb|350x350px|Figure 2. Melatonin Chemical Structure - (''N''-[2-(5-Methoxy-1''H''-indol-3-yl)ethyl]acetamide]] [[w:Melatonin|Melatonin]] is a [[wikipedia:Hormone|hormone]] produced within the [[wikipedia:Pineal_gland|pineal gland]] , best know through its function of regulating circadian rhythms (Megha, et al, 2024). It is also a type of [[wikipedia:Neurotransmitter|neurotransmitter]] as it is a type of [[wikipedia:Indolamines|indolamines]] causing melatonin to function as both a hormone and a neurotransmitter. It has the nickname 'hormone of darkness' as it is primary function of sleep regulation through maintaining the human body's biological clock though a physiological process in response to darkness. Melatonin is a key signaling molecule that connects changes in external light conditions through the retinas to the pineal gland to maintain melatonin levels which regulates the body's circadian rhythm. During the weak light conditions such as night time, melatonin is synthesized to promote sleep and improve sleep quality. During the day, the production of melatonin is inhibited by light stimulation (Meliska et al, 2013). The melatonin when produce will circulate through the blood stream for distribution, research has shown that various tissues and organs can secrete melatonin but only the reinal tissue of the pineal glad and eyes can signal its production. This links the biosysynthesis of melatonin with circidian rhythm and seasonal characteristics associated with external light conditions (Meliska et al, 2013). === Functions === As previously alluded to melatonin has functionality with sleep with particular focus with regulating circadian changes, with has be strongly linked with light. Melatonin has been shown to have protective effects on the nervous system as well as broad spectrum and antibacterial and immunoregularory functions. There have been studies looking into melatonin's relations with fertility and reproduction. === Melatonin Synthesis and secretion === [[File:Melatonin mechanism.jpg|thumb|Figure 3. Mechanism of melatonin biosynthesis]]Melatonin was originally only found within the pineal glands of animals as part of isolated animal studies but it has been found that other organs, including the gut and the ovarian follicles, can synthesis melatonin as part of the autocrine and paracrine signals, but the primary sources of melatonin production is through the pineal gland and the retina. Key enzymes that are involved with the production of melatonin include Typtophan (TPH), which is formed by the small intestine and distributed through blood circulation to the pineal cells, arylalkylamine-N-acetyltransferas (AANAT) and acetylserotonin O-methyltransferas(ASMT) which all combines and converts into melatonin. The AANAT enzyme regulates the melatonin rate through a process that reduces the K (m) of serotonin that allows an increase in melatonin production. Once the melatonin is synthesized it is released into the blood and spinal fluid and binds to plasma proteins and distributed to the bodies tissues for uptake. [[File:Melatonin production in 24 hour cycle.jpg|center|thumb|431x431px|Figure 3. Melatonin production in 24 hour cycle]] === Melatonin Fluctuations/Imbalance === * Melatonin release cycles over time * Temperature * Circandian cycle and daylight changes <quiz display="simple"> {1. Melatonin is produced by the? |type="()"} + Pineal Gland - Cerebral Cortex - Brain Stem - Retina </quiz> == Seasonal Mood Disorders == Seasonal Affective Disorder (SAD) * Part of the depression and bipolar family *Combination of biological and mood disturbances through out different seasonal patterns **Most commonly occurring during autumn and winter but cases have shown in the other seasons too ( Kurlanksik & Ibay, 2012) *Light therapy has been shown to be effective for most patients showing clinical improvements within one to two weeks after the start of treatment ( Kurlanksik & Ibay, 2012) Polar triiodothyronine syndrome One of the clearest links of mood disparities and melatonin levels is through arctic reports. With the high light levels throughout the day disrupting the circadian rhythms and therefore melatonin secreting. Bipolar effects with mood. * == Studies == * Arctic Study on melatonin and light * Effect on controlled-release melatonin on sleep quality, mood and quality of life in subjects with seasonal or weather-associated changes in mood and behaviour (2003) * polar triiodothyronine syndrome ** Double-blind trial *** Group A Melatonin *** Group B placebo ** Connected with the photoperiod not the weather-related aspect of the seasons ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[w:Melatonin|Melatonin]] (Wikipedia) * [[wikipedia:Light_therapy|Light Therapy]] (Wikipedia) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Kurlansik, Stuart & Ibay, Annamarie. (2012). Seasonal affective disorder. American family physician. 86. 1037-41. Megha, K.B., Arathi, A., Shikha, S. et al. Significance of Melatonin in the Regulation of Circadian Rhythms and Disease Management. Mol Neurobiol 61, 5541–5571 (2024). https://doi.org/10.1007/s12035-024-03915-0 Meliska, C. J., Martínez, L. F., López, A. M., Sorenson, D. L., Nowakowski, S., Kripke, D. F., Elliott, J., & Parry, B. L. (2013). Antepartum depression severity is increased during seasonally longer nights: relationship to melatonin and cortisol timing and quantity. Chronobiology international, 30(9), 1160–1173. https://doi.org/10.3109/07420528.2013.808652 Pääkkönen,T., Leppäluoto, J., Ikäheimo, T., & Rintamäki, H., Ruokonen, A., Hassi, J., & Palinkas, L., (2008). Seasonal Levels of Melatonin, Thyroid Hormones, Mood, and Cognition Near the Arctic Circle. Aviation, space, and environmental medicine. 79. 695-9. https://doi.org/10.3357/ASEM.2148.2008. }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) * Antepartum Depression Severity is Increased During Seasonally Longer Nights: Relationship to Melatonin and Cortisol Timing and Quantity * Effect of controlled-release melatonin on sleep quality, mood, and quality of life in subjects with seasonal or weather-associated changes in mood and behaviour * Seasonal levels of melatonin, thyroid hormones, mood, and cognition near the Arctic Circle * Melatonin as a treatment for mood disorders: a systematic review * Melatonin and agomelatine for preventing seasonal affective disorder * Seasonal rhythms in mental health: a narrative scoping review of neurobiological mechanisms and therapeutic interventions   * Melatonin Biosynthesis and regulation in reproduction * Seasonal changes in mood and behavior: A cluster analytic approach https://www.sciencedirect.com/science/article/abs/pii/0165178189900498 * Ngiam, Alicia. (2022). Light Deprivation and Its Effects. https://www.researchgate.net/publication/365021664_Light_Deprivation_and_Its_Effects [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Mood]] [[Category:Motivation and emotion/Book/Environment]] i5mrsrdr0zftdocs9txusf57pxq7cyl 2841524 2841521 2026-10-19T14:39:51Z U3224236 3106774 /* Melatonin Fluctuations/Imbalance */ 2841524 wikitext text/x-wiki {{title|Melatonin and seasonal mood:<br>What role does melatonin play in seasonal mood changes?}} __TOC__ ==Overview== This book chapter will be addressing the role that melatonin plays in seasonal mood changes through, seasonal changes, light pattern changes within seasonal changes as well as the correlation of melatonin production within these conditions.{{RoundBoxTop|theme=3}} ; Case study: '''Seasonal levels of melatonin near the Arctic Circle''' Through explorations of the Arctic circle and the effects on mood and cognitive performance has on explorers, a study<ref>Pääkkönen,T., Leppäluoto, J., Ikäheimo, T., & Rintamäki, H., Ruokonen, A., Hassi, J., & Palinkas, L., (2008). Seasonal Levels of Melatonin, Thyroid Hormones, Mood, and Cognition Near the Arctic Circle. Aviation, space, and environmental medicine. 79. 695-9. https://doi.org/10.3357/ASEM.2148.2008.</ref> have been conducted on why this would be the case. [[File:Icebergs in the High Arctic - 20050907.jpg|thumb|Figure 1. Icebergs in the High Arctic ]] Circumpolar environments, such as the Arctic, have been known for its changes in day night cycles as well as its temperature. Explorers within these research stations have reported increases in depressive symptoms and a decline in cognitive performance during the winter months. This phenomenon would be coined as 'winter-over syndrome' with had symptoms overlap with seasonal affective disorder. There were hypotheses of exposure to the cold air and the dimmed lights being the link of the Arctic depression<ref>PALINKAS, L.A., MÄKINEN, T.M., PÄÄKKÖNEN, T., RINTAMÄKI, H., LEPPÄLUOTO, J. and HASSI, J. (2005), Influence of seasonally adjusted exposure to cold and darkness on cognitive performance in circumpolar residents. Scandinavian Journal of Psychology, 46: 239-246. https://doi.org/10.1111/j.1467-9450.2005.00453.x</ref>. Through further studies looking in the effects of light duration and intensity a linking factor of melatonin, found a link between melatonin production and the effects of the Arctic's seasonal characteristics, in particular the link of the light intensity and its suppression of melatonin secretion. {{RoundBoxBottom}} Through at correlations of melatonin and seasonal mood changes, we may be able to tie a link and pursue treatment of [[wikipedia:Seasonal_affective_disorder|Seasonal affective depression]], [[wikipedia:Winter-over_syndrome|Winter-over syndrome]] and other seasonal mood discrepancies. {{RoundBoxTop|theme=3}} '''Focus questions''' * How is Melatonin produced? * What seasonal effects have been shown in relation to mood? * Does irregular melatonin production have an impact on seasonal mood disorders and if so why? {{RoundBoxBottom}} ==Melatonin== [[File:Melatonin.svg|center|thumb|350x350px|Figure 2. Melatonin Chemical Structure - (''N''-[2-(5-Methoxy-1''H''-indol-3-yl)ethyl]acetamide]] [[w:Melatonin|Melatonin]] is a [[wikipedia:Hormone|hormone]] produced within the [[wikipedia:Pineal_gland|pineal gland]] , best know through its function of regulating circadian rhythms (Megha, et al, 2024). It is also a type of [[wikipedia:Neurotransmitter|neurotransmitter]] as it is a type of [[wikipedia:Indolamines|indolamines]] causing melatonin to function as both a hormone and a neurotransmitter. It has the nickname 'hormone of darkness' as it is primary function of sleep regulation through maintaining the human body's biological clock though a physiological process in response to darkness. Melatonin is a key signaling molecule that connects changes in external light conditions through the retinas to the pineal gland to maintain melatonin levels which regulates the body's circadian rhythm. During the weak light conditions such as night time, melatonin is synthesized to promote sleep and improve sleep quality. During the day, the production of melatonin is inhibited by light stimulation (Meliska et al, 2013). The melatonin when produce will circulate through the blood stream for distribution, research has shown that various tissues and organs can secrete melatonin but only the reinal tissue of the pineal glad and eyes can signal its production. This links the biosysynthesis of melatonin with circidian rhythm and seasonal characteristics associated with external light conditions (Meliska et al, 2013). === Functions === As previously alluded to melatonin has functionality with sleep with particular focus with regulating circadian changes, with has be strongly linked with light. Melatonin has been shown to have protective effects on the nervous system as well as broad spectrum and antibacterial and immunoregularory functions. There have been studies looking into melatonin's relations with fertility and reproduction. === Melatonin Synthesis and secretion === [[File:Melatonin mechanism.jpg|thumb|Figure 3. Mechanism of melatonin biosynthesis]]Melatonin was originally only found within the pineal glands of animals as part of isolated animal studies but it has been found that other organs, including the gut and the ovarian follicles, can synthesis melatonin as part of the autocrine and paracrine signals, but the primary sources of melatonin production is through the pineal gland and the retina. Key enzymes that are involved with the production of melatonin include Typtophan (TPH), which is formed by the small intestine and distributed through blood circulation to the pineal cells, arylalkylamine-N-acetyltransferas (AANAT) and acetylserotonin O-methyltransferas(ASMT) which all combines and converts into melatonin. The AANAT enzyme regulates the melatonin rate through a process that reduces the K (m) of serotonin that allows an increase in melatonin production. Once the melatonin is synthesized it is released into the blood and spinal fluid and binds to plasma proteins and distributed to the bodies tissues for uptake. [[File:Melatonin production in 24 hour cycle.jpg|center|thumb|431x431px|Figure 3. Melatonin production in 24 hour cycle]] === Melatonin Fluctuations/Imbalance === Through the cycle of melatonin production, the amount of the hormone release through out the day is dependent on the light levels received by the retina. In seasonal changes, such as shorter days within the winter, the level of light received will vary as well as the production of melatonin and in such the circadian rhythm may be disturbed. * Melatonin release cycles over time * Temperature * Circandian cycle and daylight changes * Allertude changes <quiz display="simple"> {1. Melatonin is produced by the? |type="()"} + Pineal Gland - Cerebral Cortex - Brain Stem - Retina </quiz> == Seasonal Mood Disorders == Seasonal Affective Disorder (SAD) * Part of the depression and bipolar family *Combination of biological and mood disturbances through out different seasonal patterns **Most commonly occurring during autumn and winter but cases have shown in the other seasons too ( Kurlanksik & Ibay, 2012) *Light therapy has been shown to be effective for most patients showing clinical improvements within one to two weeks after the start of treatment ( Kurlanksik & Ibay, 2012) Polar triiodothyronine syndrome One of the clearest links of mood disparities and melatonin levels is through arctic reports. With the high light levels throughout the day disrupting the circadian rhythms and therefore melatonin secreting. Bipolar effects with mood. * == Studies == * Arctic Study on melatonin and light * Effect on controlled-release melatonin on sleep quality, mood and quality of life in subjects with seasonal or weather-associated changes in mood and behaviour (2003) * polar triiodothyronine syndrome ** Double-blind trial *** Group A Melatonin *** Group B placebo ** Connected with the photoperiod not the weather-related aspect of the seasons ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[w:Melatonin|Melatonin]] (Wikipedia) * [[wikipedia:Light_therapy|Light Therapy]] (Wikipedia) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Kurlansik, Stuart & Ibay, Annamarie. (2012). Seasonal affective disorder. American family physician. 86. 1037-41. Megha, K.B., Arathi, A., Shikha, S. et al. Significance of Melatonin in the Regulation of Circadian Rhythms and Disease Management. Mol Neurobiol 61, 5541–5571 (2024). https://doi.org/10.1007/s12035-024-03915-0 Meliska, C. J., Martínez, L. F., López, A. M., Sorenson, D. L., Nowakowski, S., Kripke, D. F., Elliott, J., & Parry, B. L. (2013). Antepartum depression severity is increased during seasonally longer nights: relationship to melatonin and cortisol timing and quantity. Chronobiology international, 30(9), 1160–1173. https://doi.org/10.3109/07420528.2013.808652 Pääkkönen,T., Leppäluoto, J., Ikäheimo, T., & Rintamäki, H., Ruokonen, A., Hassi, J., & Palinkas, L., (2008). Seasonal Levels of Melatonin, Thyroid Hormones, Mood, and Cognition Near the Arctic Circle. Aviation, space, and environmental medicine. 79. 695-9. https://doi.org/10.3357/ASEM.2148.2008. }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) * Antepartum Depression Severity is Increased During Seasonally Longer Nights: Relationship to Melatonin and Cortisol Timing and Quantity * Effect of controlled-release melatonin on sleep quality, mood, and quality of life in subjects with seasonal or weather-associated changes in mood and behaviour * Seasonal levels of melatonin, thyroid hormones, mood, and cognition near the Arctic Circle * Melatonin as a treatment for mood disorders: a systematic review * Melatonin and agomelatine for preventing seasonal affective disorder * Seasonal rhythms in mental health: a narrative scoping review of neurobiological mechanisms and therapeutic interventions   * Melatonin Biosynthesis and regulation in reproduction * Seasonal changes in mood and behavior: A cluster analytic approach https://www.sciencedirect.com/science/article/abs/pii/0165178189900498 * Ngiam, Alicia. (2022). Light Deprivation and Its Effects. https://www.researchgate.net/publication/365021664_Light_Deprivation_and_Its_Effects [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Mood]] [[Category:Motivation and emotion/Book/Environment]] gzy8irmg2918lfi5fjyzvso5qshuhmd 2841527 2841524 2026-10-19T14:54:06Z U3224236 3106774 /* */ 2841527 wikitext text/x-wiki {{title|Melatonin and seasonal mood:<br>What role does melatonin play in seasonal mood changes?}} __TOC__ ==Overview== This book chapter will be addressing the role that melatonin plays in seasonal mood changes through, seasonal changes, light pattern changes within seasonal changes as well as the correlation of melatonin production within these conditions.{{RoundBoxTop|theme=3}} ; Case study: '''Seasonal levels of melatonin near the Arctic Circle''' Through explorations of the Arctic circle and the effects on mood and cognitive performance has on explorers, a study<ref>Pääkkönen,T., Leppäluoto, J., Ikäheimo, T., & Rintamäki, H., Ruokonen, A., Hassi, J., & Palinkas, L., (2008). Seasonal Levels of Melatonin, Thyroid Hormones, Mood, and Cognition Near the Arctic Circle. Aviation, space, and environmental medicine. 79. 695-9. https://doi.org/10.3357/ASEM.2148.2008.</ref> have been conducted on why this would be the case. [[File:Icebergs in the High Arctic - 20050907.jpg|thumb|Figure 1. Icebergs in the High Arctic ]] Circumpolar environments, such as the Arctic, have been known for its changes in day night cycles as well as its temperature. Explorers within these research stations have reported increases in depressive symptoms and a decline in cognitive performance during the winter months. This phenomenon would be coined as 'winter-over syndrome' with had symptoms overlap with seasonal affective disorder. There were hypotheses of exposure to the cold air and the dimmed lights being the link of the Arctic depression<ref>PALINKAS, L.A., MÄKINEN, T.M., PÄÄKKÖNEN, T., RINTAMÄKI, H., LEPPÄLUOTO, J. and HASSI, J. (2005), Influence of seasonally adjusted exposure to cold and darkness on cognitive performance in circumpolar residents. Scandinavian Journal of Psychology, 46: 239-246. https://doi.org/10.1111/j.1467-9450.2005.00453.x</ref>. Through further studies looking in the effects of light duration and intensity a linking factor of melatonin, found a link between melatonin production and the effects of the Arctic's seasonal characteristics, in particular the link of the light intensity and its suppression of melatonin secretion. {{RoundBoxBottom}} Through at correlations of melatonin and seasonal mood changes, we may be able to tie a link and pursue treatment of [[wikipedia:Seasonal_affective_disorder|Seasonal affective depression]], [[wikipedia:Winter-over_syndrome|Winter-over syndrome]] and other seasonal mood discrepancies. {{RoundBoxTop|theme=3}} '''Focus questions''' * How is Melatonin produced? * What seasonal effects have been shown in relation to mood? * Does irregular melatonin production have an impact on seasonal mood disorders and if so why? {{RoundBoxBottom}} ==Melatonin== [[File:Melatonin.svg|center|thumb|350x350px|Figure 2. Melatonin Chemical Structure - (''N''-[2-(5-Methoxy-1''H''-indol-3-yl)ethyl]acetamide]] [[w:Melatonin|Melatonin]] is a [[wikipedia:Hormone|hormone]] produced within the [[wikipedia:Pineal_gland|pineal gland]] , best know through its function of regulating circadian rhythms (Megha, et al, 2024). It is also a type of [[wikipedia:Neurotransmitter|neurotransmitter]] as it is a type of [[wikipedia:Indolamines|indolamines]] causing melatonin to function as both a hormone and a neurotransmitter. It has the nickname 'hormone of darkness' as it is primary function of sleep regulation through maintaining the human body's biological clock though a physiological process in response to darkness. Melatonin is a key signaling molecule that connects changes in external light conditions through the retinas to the pineal gland to maintain melatonin levels which regulates the body's circadian rhythm. During the weak light conditions such as night time, melatonin is synthesized to promote sleep and improve sleep quality. During the day, the production of melatonin is inhibited by light stimulation (Meliska et al, 2013). The melatonin when produce will circulate through the blood stream for distribution, research has shown that various tissues and organs can secrete melatonin but only the reinal tissue of the pineal glad and eyes can signal its production. This links the biosysynthesis of melatonin with circidian rhythm and seasonal characteristics associated with external light conditions (Meliska et al, 2013). === Functions === As previously alluded to melatonin has functionality with sleep with particular focus with regulating circadian changes, with has be strongly linked with light. Melatonin has been shown to have protective effects on the nervous system as well as broad spectrum and antibacterial and immunoregularory functions. There have been studies looking into melatonin's relations with fertility and reproduction. === Melatonin Synthesis and secretion === [[File:Melatonin mechanism.jpg|thumb|Figure 3. Mechanism of melatonin biosynthesis]]Melatonin was originally only found within the pineal glands of animals as part of isolated animal studies but it has been found that other organs, including the gut and the ovarian follicles, can synthesis melatonin as part of the autocrine and paracrine signals, but the primary sources of melatonin production is through the pineal gland and the retina. Key enzymes that are involved with the production of melatonin include Typtophan (TPH), which is formed by the small intestine and distributed through blood circulation to the pineal cells, arylalkylamine-N-acetyltransferas (AANAT) and acetylserotonin O-methyltransferas (ASMT) which all combines and converts into melatonin. The AANAT enzyme regulates the melatonin rate through a process that reduces the K (m) of serotonin that allows an increase in melatonin production. Once the melatonin is synthesized it is released into the blood and spinal fluid and binds to plasma proteins and distributed to the bodies tissues for uptake. [[File:Melatonin production in 24 hour cycle.jpg|center|thumb|431x431px|Figure 3. Melatonin production in 24 hour cycle]] === Melatonin Fluctuations/Imbalance === Through the cycle of melatonin production, the amount of the hormone release through out the day is dependent on the light levels received by the retina. In seasonal changes, such as shorter days within the winter, the level of light received will vary as well as the production of melatonin and in such the circadian rhythm may be disturbed. * Melatonin release cycles over time * Temperature * Circandian cycle and daylight changes * Allertude changes <quiz display="simple"> {1. Melatonin is produced by the ? |type="()"} + Pineal Gland - Cerebral Cortex - Brain Stem - Retina </quiz> == Seasonal Mood Disorders == Seasonal Affective Disorder (SAD) * Part of the depression and bipolar family *Combination of biological and mood disturbances through out different seasonal patterns **Most commonly occurring during autumn and winter but cases have shown in the other seasons too ( Kurlanksik & Ibay, 2012) *Light therapy has been shown to be effective for most patients showing clinical improvements within one to two weeks after the start of treatment ( Kurlanksik & Ibay, 2012) Polar triiodothyronine syndrome One of the clearest links of mood disparities and melatonin levels is through arctic reports. With the high light levels throughout the day disrupting the circadian rhythms and therefore melatonin secreting. Bipolar effects with mood. * == Studies == * Arctic Study on melatonin and light * Effect on controlled-release melatonin on sleep quality, mood and quality of life in subjects with seasonal or weather-associated changes in mood and behaviour (2003) * polar triiodothyronine syndrome ** Double-blind trial *** Group A Melatonin *** Group B placebo ** Connected with the photoperiod not the weather-related aspect of the seasons ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[w:Melatonin|Melatonin]] (Wikipedia) * [[wikipedia:Light_therapy|Light Therapy]] (Wikipedia) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Kurlansik, Stuart & Ibay, Annamarie. (2012). Seasonal affective disorder. American family physician. 86. 1037-41. Megha, K.B., Arathi, A., Shikha, S. et al. Significance of Melatonin in the Regulation of Circadian Rhythms and Disease Management. Mol Neurobiol 61, 5541–5571 (2024). https://doi.org/10.1007/s12035-024-03915-0 Meliska, C. J., Martínez, L. F., López, A. M., Sorenson, D. L., Nowakowski, S., Kripke, D. F., Elliott, J., & Parry, B. L. (2013). Antepartum depression severity is increased during seasonally longer nights: relationship to melatonin and cortisol timing and quantity. Chronobiology international, 30(9), 1160–1173. https://doi.org/10.3109/07420528.2013.808652 Pääkkönen,T., Leppäluoto, J., Ikäheimo, T., & Rintamäki, H., Ruokonen, A., Hassi, J., & Palinkas, L., (2008). Seasonal Levels of Melatonin, Thyroid Hormones, Mood, and Cognition Near the Arctic Circle. Aviation, space, and environmental medicine. 79. 695-9. https://doi.org/10.3357/ASEM.2148.2008. }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. * Antepartum Depression Severity is Increased During Seasonally Longer Nights: Relationship to Melatonin and Cortisol Timing and Quantity * Effect of controlled-release melatonin on sleep quality, mood, and quality of life in subjects with seasonal or weather-associated changes in mood and behaviour * * Melatonin as a treatment for mood disorders: a systematic review * Melatonin and agomelatine for preventing seasonal affective disorder * Seasonal rhythms in mental health: a narrative scoping review of neurobiological mechanisms and therapeutic interventions   * Melatonin Biosynthesis and regulation in reproduction * Seasonal changes in mood and behavior: A cluster analytic approach https://www.sciencedirect.com/science/article/abs/pii/0165178189900498 * Seasonal levels of melatonin, thyroid hormones, mood, and cognition near the Arctic Circle * Ngiam, Alicia. (2022). Light Deprivation and Its Effects. https://www.researchgate.net/publication/365021664_Light_Deprivation_and_Its_Effects [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Mood]] [[Category:Motivation and emotion/Book/Environment]] 7huvgs9tmhkpex7qschvueuz6mt2v3n 2841666 2841527 2026-10-20T05:07:13Z U3224236 3106774 2841666 wikitext text/x-wiki {{title|Melatonin and seasonal mood:<br>What role does melatonin play in seasonal mood changes?}} __TOC__ ==Overview== This book chapter will be addressing the role that melatonin plays in seasonal mood changes through, seasonal changes, light pattern changes within seasonal changes as well as the correlation of melatonin production within these conditions.{{RoundBoxTop|theme=3}} ; Case study: '''Seasonal levels of melatonin near the Arctic Circle''' Through explorations of the Arctic circle and the effects on mood and cognitive performance has on explorers, a study<ref>Pääkkönen,T., Leppäluoto, J., Ikäheimo, T., & Rintamäki, H., Ruokonen, A., Hassi, J., & Palinkas, L., (2008). Seasonal Levels of Melatonin, Thyroid Hormones, Mood, and Cognition Near the Arctic Circle. Aviation, space, and environmental medicine. 79. 695-9. https://doi.org/10.3357/ASEM.2148.2008.</ref> have been conducted on why this would be the case. [[File:Icebergs in the High Arctic - 20050907.jpg|thumb|Figure 1. Icebergs in the High Arctic ]] Circumpolar environments, such as the Arctic, have been known for its changes in day night cycles as well as its temperature. Explorers within these research stations have reported increases in depressive symptoms and a decline in cognitive performance during the winter months. This phenomenon would be coined as 'winter-over syndrome' with had symptoms overlap with seasonal affective disorder. There were hypotheses of exposure to the cold air and the dimmed lights being the link of the Arctic depression<ref>PALINKAS, L.A., MÄKINEN, T.M., PÄÄKKÖNEN, T., RINTAMÄKI, H., LEPPÄLUOTO, J. and HASSI, J. (2005), Influence of seasonally adjusted exposure to cold and darkness on cognitive performance in circumpolar residents. Scandinavian Journal of Psychology, 46: 239-246. https://doi.org/10.1111/j.1467-9450.2005.00453.x</ref>. Through further studies looking in the effects of light duration and intensity a linking factor of melatonin, found a link between melatonin production and the effects of the Arctic's seasonal characteristics, in particular the link of the light intensity and its suppression of melatonin secretion. {{RoundBoxBottom}} Through at correlations of melatonin and seasonal mood changes, we may be able to tie a link and pursue treatment of [[wikipedia:Seasonal_affective_disorder|Seasonal affective depression]], [[wikipedia:Winter-over_syndrome|Winter-over syndrome]] and other seasonal mood discrepancies. {{RoundBoxTop|theme=3}}'''Focus questions''' * How is Melatonin produced? * What seasonal effects have been shown in relation to mood? * Does irregular melatonin production have an impact on seasonal mood disorders and if so why? {{RoundBoxBottom}} ==Melatonin== [[File:Melatonin.svg|center|thumb|350x350px|Figure 2. Melatonin Chemical Structure - (''N''-[2-(5-Methoxy-1''H''-indol-3-yl)ethyl]acetamide]] [[w:Melatonin|Melatonin]] is a [[wikipedia:Hormone|hormone]] produced within the [[wikipedia:Pineal_gland|pineal gland]] , best know through its function of regulating circadian rhythms (Megha, et al, 2024). It is also a type of [[wikipedia:Neurotransmitter|neurotransmitter]] as it is a type of [[wikipedia:Indolamines|indolamines]] causing melatonin to function as both a hormone and a neurotransmitter. It has the nickname 'hormone of darkness' as it is primary function of sleep regulation through maintaining the human body's biological clock though a physiological process in response to darkness. Melatonin is a key signaling molecule that connects changes in external light conditions through the retinas to the pineal gland to maintain melatonin levels which regulates the body's circadian rhythm. During the weak light conditions such as night time, melatonin is synthesized to promote sleep and improve sleep quality. During the day, the production of melatonin is inhibited by light stimulation (Meliska et al, 2013). The melatonin when produce will circulate through the blood stream for distribution, research has shown that various tissues and organs can secrete melatonin but only the reinal tissue of the pineal glad and eyes can signal its production. This links the biosysynthesis of melatonin with circidian rhythm and seasonal characteristics associated with external light conditions (Meliska et al, 2013). <quiz display="simple"> {1. Melatonin is produced by the _? |type="()"} + Pineal Gland - Cerebral Cortex - Brain Stem - Retina </quiz> === Functions === [[File:The master circadian clock in the human brain.jpg|left|thumb|Figure 3. Circadian Rhythm Diagram]] As previously alluded to melatonin has functionality with sleep with particular focus with regulating circadian changes, with has be strongly linked with light. Melatonin has been shown to have protective effects on the nervous system as well as broad spectrum and antibacterial and immunoregularory functions. There have been studies looking into melatonin's relations with fertility and reproduction. === Melatonin Synthesis and secretion === [[File:Melatonin mechanism.jpg|thumb|Figure 5. Mechanism of melatonin biosynthesis]]Melatonin was originally only found within the pineal glands of animals as part of isolated animal studies but it has been found that other organs, including the gut and the ovarian follicles, can synthesis melatonin as part of the autocrine and paracrine signals, but the primary sources of melatonin production is through the pineal gland and the retina. Key enzymes that are involved with the production of melatonin include Typtophan (TPH), which is formed by the small intestine and distributed through blood circulation to the pineal cells, arylalkylamine-N-acetyltransferas (AANAT) and acetylserotonin O-methyltransferas (ASMT) which all combines and converts into melatonin. The AANAT enzyme regulates the melatonin rate through a process that reduces the K (m) of serotonin that allows an increase in melatonin production. Once the melatonin is synthesized it is released into the blood and spinal fluid and binds to plasma proteins and distributed to the bodies tissues for uptake. [[File:Melatonin production in 24 hour cycle.jpg|center|thumb|431x431px|Figure 4. Melatonin production in 24 hour cycle]] === Melatonin Fluctuations/Imbalance === Through the cycle of melatonin production, the amount of the hormone release through out the day is dependent on the light levels received by the retina. In seasonal changes, such as shorter days within the winter, the level of light received will vary as well as the production of melatonin and in such the circadian rhythm may be disturbed. * Melatonin release cycles over time * Temperature * Circandian cycle and daylight changes * Allertude changes == Seasonal Mood Disorders == Seasonal Affective Disorder (SAD) * Part of the depression and bipolar family *Combination of biological and mood disturbances through out different seasonal patterns **Most commonly occurring during autumn and winter but cases have shown in the other seasons too ( Kurlanksik & Ibay, 2012) *Light therapy has been shown to be effective for most patients showing clinical improvements within one to two weeks after the start of treatment ( Kurlanksik & Ibay, 2012) Polar triiodothyronine syndrome One of the clearest links of mood disparities and melatonin levels is through arctic reports. With the high light levels throughout the day disrupting the circadian rhythms and therefore melatonin secreting. Bipolar effects with mood. * == Studies == * Arctic Study on melatonin and light * Effect on controlled-release melatonin on sleep quality, mood and quality of life in subjects with seasonal or weather-associated changes in mood and behaviour (2003) * polar triiodothyronine syndrome ** Double-blind trial *** Group A Melatonin *** Group B placebo ** Connected with the photoperiod not the weather-related aspect of the seasons ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[w:Melatonin|Melatonin]] (Wikipedia) * [[wikipedia:Light_therapy|Light Therapy]] (Wikipedia) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Kurlansik, Stuart & Ibay, Annamarie. (2012). Seasonal affective disorder. American family physician. 86. 1037-41. Megha, K.B., Arathi, A., Shikha, S. et al. Significance of Melatonin in the Regulation of Circadian Rhythms and Disease Management. Mol Neurobiol 61, 5541–5571 (2024). https://doi.org/10.1007/s12035-024-03915-0 Meliska, C. J., Martínez, L. F., López, A. M., Sorenson, D. L., Nowakowski, S., Kripke, D. F., Elliott, J., & Parry, B. L. (2013). Antepartum depression severity is increased during seasonally longer nights: relationship to melatonin and cortisol timing and quantity. Chronobiology international, 30(9), 1160–1173. https://doi.org/10.3109/07420528.2013.808652 Pääkkönen,T., Leppäluoto, J., Ikäheimo, T., & Rintamäki, H., Ruokonen, A., Hassi, J., & Palinkas, L., (2008). Seasonal Levels of Melatonin, Thyroid Hormones, Mood, and Cognition Near the Arctic Circle. Aviation, space, and environmental medicine. 79. 695-9. https://doi.org/10.3357/ASEM.2148.2008. }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. * Antepartum Depression Severity is Increased During Seasonally Longer Nights: Relationship to Melatonin and Cortisol Timing and Quantity * Effect of controlled-release melatonin on sleep quality, mood, and quality of life in subjects with seasonal or weather-associated changes in mood and behaviour * * Melatonin as a treatment for mood disorders: a systematic review * Melatonin and agomelatine for preventing seasonal affective disorder * Seasonal rhythms in mental health: a narrative scoping review of neurobiological mechanisms and therapeutic interventions   * Melatonin Biosynthesis and regulation in reproduction * Seasonal changes in mood and behavior: A cluster analytic approach https://www.sciencedirect.com/science/article/abs/pii/0165178189900498 * Seasonal levels of melatonin, thyroid hormones, mood, and cognition near the Arctic Circle * Ngiam, Alicia. (2022). Light Deprivation and Its Effects. https://www.researchgate.net/publication/365021664_Light_Deprivation_and_Its_Effects [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Mood]] [[Category:Motivation and emotion/Book/Environment]] 62mlsu1ej47nu2jg9gy881vxc3j5xsw 0 331067 2841592 2840270 2026-10-19T21:50:51Z Jtneill 10242 Copyediting 2841592 wikitext text/x-wiki {{title|Sensation-seeking and dopamine:<br>What is the neurobiological relationship between sensation-seeking and dopamine?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:Botellón at San Giovanni.jpg|right|thumb|210px|'''Figure 1'''. High sensation-seekers drinking alcohol and socially partying ]] ;Scenario Jaemin often feels dull and struggles to maintain contentment by doing boring daily activities such as working and chores at home. On the weekend {{g}} Jaemin tends to feel the happiest when going out partying, doing social smoking and getting laid. He feels alive but soon after the weekend is over falls back into his dull life just getting by till the next weekend to do it over again. {{RoundBoxBottom}} [[wikipedia:Dopamine|Dopamine]] and [[Motivation and emotion/Book/2011/Sensation seeking|sensation-seeking]] have a special relationship, especially in {{which}} very different parts of the brain. As confusing as these two are together, they are essential to many decisions we make as people. From disorders such as [[wikipedia:Attention_deficit_hyperactivity_disorder|ADHD]] and [[wikipedia:Substance_use_disorder|substance use disorder]] attempting to search for something more, to individuals who may speed faster to feel the wind and a rush in their body {{g}}. Both dopamine and sensation-seeking connect together neurologically to make these moments happen. In these chapters we will discuss dopamine and sensation-seeking and how they are both defined using research. They {{g}} will also cover a description and basic understanding of the neurological components which contribute to how dopamine can interact with the traits of sensation-seeking, {{g}} this is done by looking into the dopamine receptors ([[wikipedia:Dopamine_receptor_D1|D1]], [[wikipedia:Dopamine_receptor_D2|D2]], [[wikipedia:Dopamine_receptor_D3|D3]] and additionally [[wikipedia:Dopamine_receptor_D4|D4]]), the ventral striatum, ventral tegmental, and the nucleus accumbens. An in depth research and discussion of dopamine and sensation-seeking’s relationship which covers Zuckerman's [[wikipedia:Sensation_Seeking_Scale|sensation-seeking scale]] (SSS), rabbit nonhuman experiments and theories which include reward deficiency hypothesis, and finally the research and theories measuring dopamine receptors and [[wikipedia:Dopaminergic|dopaminergic neurotransmissions]] {{rewrite}}. {{RoundBoxTop|theme=3}} '''Focus questions''' * How does the relationship between sensation-seeking and dopamine occur neurologically? * How does the dopamine receptors, nucleus accumbens, ventral striatum and tegmental create dopamine which influences sensation-seeking behaviour? * How does past and present research connect dopamine and sensation-seeking's relationship? * How does low dopamine in ADHD and substance use disorder link with sensation-seeking? {{RoundBoxBottom}} ==Dopamine And Sensation-Seeking?== Sensation-seeking and dopamine are both entwined with many factors in place when it comes to traits and personality it's hard to pinpoint how they are related {{g}} {{vague}}. Many people experience the impulse to feel but don't know why and some don't feel it at all. Let’s break down what dopamine is and sensation-seeking are before we talk about how they work and why they are connected. === What is dopamine? === [[File:Dopamine structure.svg|thumb|right|340x340px|'''Figure 2'''. The chemical compound of dopamine.]] Dopamine was first discovered by [[wikipedia:George_Barger|George Barger]], James Ewens, and [[wikipedia:Henry_Hallett_Dale|Henry Dale]] in 1910. Originally {{g}} dopamine was thought to be an [[wikipedia:Epinephrine_(medication)|epinephrine]]-like [[wikipedia:Monoamine_neurotransmitter|monoamine]] compound (Kauê Machado Costa & Geoffrey Schoenbaum, 2022). Before {{when}} much research was done there was limited study on dopamine and was mostly ignored for four decades. In early stages {{when}}, dopamine was tested through the use of rabbits, the studies explored how movement and dopamine correlated {{g}} {{f}}. This was done by abolishing the release of dopamine in the rabbits with reserpine which is a [[wikipedia:Vesicular_monoamine_transporter_2|VMAT2]] blocker, {{g}} this led to the rabbits being paralyzed and the study concluded that you need dopamine as it is an important function to movement (Kauê Machado Costa & Geoffrey Schoenbaum, 2022). In 1950 {{g}} [[wikipedia:Katharine_Montagu|Kathleen Montagu]] studied dopamine and realised dopamine occurred inside the brain and after many other studies on dopamine, was it then reintroduced as a bona fide neurotransmitter (Kauê Machado Costa & Geoffrey Schoenbaum, 2022) {{g}} {{rewrite}}. How dopamine changes and influences behaviour is the [[wikipedia:Dopamine_transporter|dopamine transporter]] known for short as (DAT) regulates the time and amplitude, and when DAT binds to its receptors in the brain it influences behaviour (Kauê Machado Costa & Geoffrey Schoenbaum, 2022). Dopamine doesn't just affect movement it is also to be known {{f}} to affect seeking and impulsiveness, {{g}} this can be drug seeking which is typically found in substance use disorders and impulsiveness as well as sensation-seeking especially in ADHD but has been linked to other disorder {{f}}.   === What is sensation-seeking? === Sensation-seeking is described {{f}} as a [[wikipedia:Trait_theory|personality trait]] which tends to engage behaviour with risk-taking actions. Sensation-seeking theory was first introduced by [[wikipedia:Marvin_Zuckerman|Marvin Zuckerman]] (1979), {{g}} he defined the term as “the seeking of varied, novel, complex, and intense sensations and experiences, and the willingness to take physical, social, legal, and financial risks for the sake of such experience” (Zuckerman, 1994, p. 27). Zuckerman created the Sensation Seeking Scale (SSS) to measure sensation-seeking through four categories: thrill and adventure seeking, experience seeking, disinhibition and boredom susceptibility. More recently {{when}} {{f}} he created a new scale measuring impulsive sensation seeking (ImpSS). The ImpSS measures the range of impulsiveness an individual has {{awkward}}. When sensation-seeking is measured there are low sensation-seekers and high sensation-seekers {{f}}, {{g}} low seekers tend to be less risky when it comes to dangerous activity. High sensation-seekers often engage in life risking decisions which could lead to harm. Sensation-seeking may promote functional behaviours and is also linked to deleterious outcomes such as severe substance abuse (Ball et al., 1994, as cited in Hawes et al., 2017). '''Table 1''' ''The Core Subscales of the Sensation-Seeking Scale'' {{f}} {| class="wikitable" |Core Subscales |Description |- |Thrill and Adventure Seeking |Individuals tend to participate in high stimulus activities such as skydiving, mountain climbing, bungee jumping, etc. |- |Disinhibition |Participating in drug use, alcohol use, vandalism, and/or unsafe sex. Seen more in adolescence compared to adulthood, and more in males than in females. |- |Experience Seeking |Individuals who participate in travel, psychedelic drugs, art, music, and other less risky sensations. |- |Boredom Susceptibility |Individual who is prone to boredom and has a need for a constant, new external stimuli, such as social interaction or activities. |} <quiz display="simple"> {Sensation-seeking can occur without releasing dopamine: |type="()"} - True + False {Who created the sensation-seeking scale: |type="()"} + Zuckerman - Barger - Dale {Which is not a core subscale of the sensation-seeking scale: |type="()"} - Disinhibition + Impulsiveness - Thrill - Boredom </quiz> == How Dopamine and Sensation-Seeking Connect Neurologically == The section of the brain which is known as the reward centre neurologically communicates with the brain which makes the connection of dopamine and sensation-seeking {{f}}. The process of how the physiological internal receptors work can be broken down into sections of how some of the brain functions work together to create the dopamine and sensation-seeking behaviour. [[File:Dopamine Receptor Flowchart.png|thumb|'''Figure 3'''. Dopamine receptors in a flowchart.]] === Dopamine receptors === The brain houses many subtypes of dopamine being D1, D2, D3, D4 and D5 (Costa & Schoenbaum, 2022), but the main dopamine receptors which affect the [[wikipedia:Reward_system|reward system]] and the sensation-seeking personality construct are the D2, D3, and D4 receptors (Norbury & Husain, 2015). D1 and D2 receptors connect to the nucleus accumbens and are responsible for happiness and processing dopamine when it comes to reward (Ikemoto, 2010). '''Table 2''' ''The Dopamine Receptors {{g}} Roles in Sensation-Seeking'' {{f}} {| class="wikitable" |Dopamine Receptors |Role/Description |- |D1 |D1 plays a key role in the brain's reward, motivation, and reinforcement learning pathways. It also has a part in addiction. |- |D2 |D2 receptor regulates sensation-seeking behaviour mainly through striatal and midbrain receptor availability and reward-processing sensitivity. It is also known in high sensation-seekers D2 is lower in availability. |- |D3 |D3 receptor activates regulates dopamine release and modulates neuronal excitability. Its linked to parkinson's disease, neuropsychiatric disorders, and addiction. |- |D4 |D4 receptor is activated by the neurotransmitter dopamine. It is linked to many neurological and psychiatric conditions some being schizophrenia and bipolar disorder, attention-deficient-hyperactive-disorder, and addictive behaviours. |} {{g}} Sensation-seeking trait has also been linked to variation in function in the D2 class of dopamine receptors (D2, D3, and D4 receptors) {{huh}}. Recent arguments on the basis of the {{which}} above findings and [[wikipedia:Positron_emission_tomography|positron emission tomography]] (PET) evidence show higher sensation-seekers have both lower D2/D3 receptor density and higher endogenous DA levels than their high sensation-seeking counterparts (Albert et al., 2010). This means that D2 dopamine in the striatum could be related to sensation-seeking scores and is why individuals with high sensation-seeking have a higher reactivity to dopamine than individuals with low sensation-seeking {{expand}}. === Ventral striatum === The Ventral Striatum is located in the lower part of the basal forebrain protected by the ventral tegmental and other surrounding brain functions (Ikemoto et al., 2015). It is responsible for increased extracellular dopamine in the brain which can influence drug abuse traits in an individual (Di Chiara & Imperato, 1988). Ikemoto (2010) suggests that increased neural responsiveness to the reward system within the ventral striatum (e.g., nucleus accumbens) may drive sensation-seeking behaviours. The ventral striatum correlates with sensation-seeking because many seek drugs to help the decreased stimulation of daily life and fulfil the dopamine and reward centre through the intense feeling that drugs can give to the brain. This is also where the ventral tegmental comes into the picture which supports the ventral striatum. === Ventral tegmental === The [[wikipedia:Ventral_tegmental_area|ventral tegmental's]] main job is to make and produce dopamine. The tegmental is very important for the operation of drug self-administration such as carbachol, neostigmine, nicotine and many more. This was learnt with the experimenting of rats (Ikemoto, 2010). The ventral tegmental is important to note as it is a crucial section when it comes to making dopamine and how individuals with high sensation-seeking could influence this part of their brain when high in disinhibition and boredom susceptibility. When it comes to seeking for drugs the ventral tegmental is the main section which can influence the brain to become dependent on drug seeking and sensation-seeking. === Nucleus accumbens === The [[wikipedia:Nucleus_accumbens|nucleus accumbens]] (NAcc) is located within the ventral striatum and some aspects that it holds {{awkward}} is the reward functions when related to dopamine and dopaminergic drugs such as cocaine, [[wikipedia:Nomifensine|nomifensine]] and D1/D2 receptors (Ikemoto, 2010). The NAcc holds the core reward centre, process of pleasure within the brain and reinforcement (Reeves {{sp}}, 2024).The nucleus {{missing}} research studies on neural sensitivity to rewards of sensation-seeking in the regions of [[wikipedia:Mesolimbic_pathway|mesolimbic pathway]] and dopamine DA system, is {{g}} located in the NAcc. Nora et al. (2016) concluded that the DA system undergoes major alterations being {{awkward}} the onset of puberty. This research provides the reason why teenagers and adolescents between 11 and 15 take many sensation seeking risks more so than younger children and older adults at the start of their 20s and onwards (Nora et al., 2016). {{ic|Link to chapter about adolescent risk-taking}} == Dopamine And Sensation-Seeking's Relationship == "The dopamine system has been hypothesised to contribute to variations in sensation seeking between different individuals" (Derringer et al., 2010, p. 1). New and risky events such as speeding, doing substances {{g}} trigger sudden bursts of dopamine. This is why having sensation-seeking traits can bring a rush to individuals through illicit drugs or extreme sports events such as parachuting and skydiving. People who are high sensation-seekers tend to have a lower baseline when it comes to dopamine meaning D2/D3 receptors are lacking in the brain {{f}}. This means that normal activities seem often boring and don't {{g}} bring much to any dopamine resulting in the urge of seeking drugs, risky sexual experiences and extreme sports. Having a high dopaminergic tone and a lower density of D2 receptors in the ventral striatum are important aspects to consider when {{g}} they contribute to high sensation-seeking personality construct (Norbury & Husain, 2015). Colin (2013) {{g}} when studying dopamine and personality stated “the extent of available evidence is not yet conducive to compelling theory at that level of detail, and I will only occasionally speculate about such effects" (p. 8) {{vague}}. While this article was published over a decade ago, Colin (2013) didn't have much evidence when connecting the dopamine in personality since sensation-seeking is a personality {{missing}} that leads researchers to investigate when future research is conducted {{huh}}. This concludes that throughout the {{which}} decade it is still hard to pinpoint whether dopamine and sensation-seeking have a relationship as both have two very separate parts to play within an individual. Even though there is empirical evidence in 2026 that there is a connection, it's still important to look back on the lack of evidence and research on the topic from past studies. Further, one aspect which is needed to be also considered is that sensation-seeking is {{g}} multiple subcategories. This could mean that adventure and thrill seeking has no correlation with dopamine but disinhibition as discussed further on has been scientifically proven to have a relationship with dopamine after many studies debating the theory. This is where dopamine and sensation-seeking become difficult and further along this chapter it will be debated. == ADHD Correlation, Substance Use Disorder And Reward Deficiency Syndrome == Many individuals who are diagnosed with ADHD, disorders such as substance disorder and reward deficiency syndrome have a higher risk of having the trait or traits of sensation-seeking {{f}}. This is because these disorders and syndrome and many others rely on the reward centre and dopamine receptors which contribute to the sensation-seeking personality construct. === Attention deficient hyperactive disorder === In an individual which {{g}} suffers from attention-deficient-hyperactive-disorder (ADHD) {{g}} their brains lack dopamine and needs support from pharmaceutical stimulants such as vyvanse ([[wikipedia:Lisdexamfetamine|lisdexamfetamine]]) or ritalin ([[wikipedia:Methylphenidate|methylphenidate]]) to function with movement, emotional regulation and {{missing}} impulsiveness, {{g}} this is because the dopamine transporter DAT can be blocked by DAT blockers this includes [[wikipedia:Amphetamine|amphetamines]] which are used in clinical practice (Costa & Schoenbaum, 2022).The main reason why this is important is that ADHD is a baseline to {{awkward}} how sensation-seeking can affect categories of people. Not only is it a trait for others {{huh}} but can come with disorders which lack dopamine within their system. With ADHD {{g}} there is a 21.5% prevalence that an individual with ADHD can develop a substance disorder (Henrik et al., 2023). Individuals higher in sensation-seeking traits also show increased physiological and subjective responses to dopaminergic stimulants such as amphetamines (Norbury & Husain, 2015). Thus {{g}} this disorder and its correlations with sensation-seeking are important to note when discussing the relationship with dopamine and sensation-seeking. === Substance use disorder === Substance use disorder can be diagnosed when someone cannot quit an addictive drug in a 12 month period and can also be developed by anyone, but mostly in the puberty period in children 13 to young adults of 18 years old as they are most susceptible to risk and sensation-seeking (Nora et al., 2016). This can be because of adolescence {{sp}} having higher impulsive tendencies. Substance disorder also can develop when an individual has addiction traits and is exposed to illicit drugs in their environment such as family history of addiction (Nora et al., 2016). Sensation-seeking could be a contributor to drug addiction when an individual is vulnerable to substance {{huh}}, when continued with constant need to seek experience there is a high chance of chronic drug exposure (Belin & Deroche-Gamonet, 2012) {{g}}. Data from multiple sources and studies support high-sensation in substance abusers which could be correlated to the development of abuse (Ballon et al., 2014). This is because of pleasurable arousal and taking illegal risks, and is the reason why substance use disorder is discussed in relation to dopamine and sensation-seeking. === Reward deficiency syndrome === Reward deficiency syndrome (RDS) is described by Blum et al (2022) as “abnormal behaviour caused by a breakdown of the cascade of reward in neurotransmission due to genetic and epigenetic influences" (p. 2). It is where reward neurotransmission deficiencies obstruct the pleasure from satisfying human drives. The reward deficiency hypothesis discusses that individuals with RDS have less sense of reward and positive motives internally, this leads to them seeking external sources from their environment to obtain reward (Blum et al., 1996; Comings & Blum, 2000). Substance use disorders share comorbidity with RDS, {{g}} this is because RDS reduces dopamine signalling in the reward pathway {{f}}. RDS bridges the gap in sensation-seeking and low dopamine correlation. ADHD is classified as a behavioural subtype of RDS meaning that RDS could be a contribution to high sensation-seeking when the individual's brain has a dopamine deficiency {{f}}. == Research == Theory and research throughout the {{which}} years back to when sensation-seeking and dopamine was first introduced to present {{when}} time can be used to back up the connection between dopamine and sensation-seeking when co-existing in the brain. The dopamine system has been hypothesised {{f}} to contribute to variations in sensation seeking between different individuals, and both experimental and observational studies in humans and nonhuman animals. This section discusses literature and reviews of said {{awkward}} studies, {{g}} furthermore the section also investigates the correlation between ADHD and substance use disorder when it comes to the disorders lacking dopamine and their correlation to sensation-seeking. A study {{f}} on highly sensation-seeking men and low dopamine receptors was conducted to measure whether low dopamine contributed to high sensation-seeking in men. This was achieved by measuring dopamine receptors D2 and D3 in 18 men who undertook the Zuckerman sensation seeking quiz. The results gathered using [[wikipedia:One-way_analysis_of_variance|one-way ANOVA]] show significance in results of the subgroups being low and normal ranged individuals {{ic|Explain findings more clearly}}. This study also included a correlation of the normal and high sensation-seeking group (Linnet et al., 2008) {{ic|Explain findings more clearly}}. The conclusion was made {{awkward}} that people that {{g}} have the sensation-seeking personality construct may be associated with an increase in dopaminergic neurotransmission. The only downside to this study in particular is it is a smaller {{ic|smaller than what?}} group sample and does not include different genders in the research. A similar conclusion that another study found when researching higher sensation-seeking traits was that high novelty seekers have increased dopamine (Suhara et al., 2006). This could explain why high sensation seekers are needing a greater release of dopamine as their receptors are lacking it to achieve the same effects as novelty sensation-seeking ranged individuals.  Another study found that higher sensation-seeking traits showed an increase in physiological and subjective responses to dopaminergic stimulants such as amphetamine (Norbury & Husain, 2015). This is important to include when above it was discussed with drug disorders and ADHD as this research introduces us to ideas of how sensation-seeking can be an aspect in people with these disorders, and how it could affect them psychologically and physically in decision making especially when their bodies lack the standard dopamine receptors that average individuals have, thus more extreme risks such as drugs can release higher amounts of dopamine which can sustain the dopamine levels {{rewrite}}. Norbury and Husain (2015) conducted a cross literature review, and in their approach removed the core subcategories of sensation-seeking. This led to exploring high sensation-seeking as a whole, {{g}} they did this by using many human and non-human studies and reviewed literature. One study consisted of rodents choosing exploratory tendency or novelty-seeking, using two operant levers one showing a stimuli (example, a light) and the other which was inactive with no consequences. The results showed high sensation-seeking rodents preferred the stimuli and the novelty rodents kept to their safe environmental surrounding {{rewrite}}. In conclusion {{g}} Norbury and Husain (2015) found that the experiment proved that a brain which has a highly active dopamine system sees stimuli like addiction and risks as a reward. This study aligns with why low dopamine but a highly active dopamine system individual seeks experiences and drugs because of the needs to have a higher baseline of dopamine. Garland (1999) found when testing ADHD and sensation-seeking on both male and female participants, the ADHD groups scored significantly higher on the ImpSS scale. This result is expected as ADHD tends to come with impulsivity {{f}}. The results conclude a possible correlation and relationship between the two. Indicating that low dopamine can contribute to potentially high sensation-seeking risks, especially in ADHD which is known to make individuals with the disorder lack in the normal range of dopamine receptors {{g}}. '''Table 3''' ''Key Findings in Sensation-Seeking and Dopamine's Relationship'' {| class="wikitable" |Citation |Findings |- |(Linnet et al., 2008). |People that have the sensation-seeking personality construct may be associated with an increase in dopaminergic neurotransmission. |- |(Suhara et al., 2006) |High novelty seekers have increased dopamine, compared to high sensation-seekers with a lower baseline of dopamine. |- |(Norbury & Husain, 2015) |Higher sensation-seeking traits showed an increase in physiological and subjective responses to dopaminergic stimulants such as amphetamine. |- |(Norbury & Husain, 2015) |Proved that a brain which has a highly active dopamine system sees stimuli like addiction and risks as a reward. |- |(Garland, 1999) |Testing ADHD and sensation-seeking on both male and female participants, the ADHD groups scored significantly higher on the ImpSS scale compared to the SS scale. |} ==Conclusion== The relationship between dopamine and sensation-seeking is scientificantly {{sp}} proven to be connected neurologically through research and multiple studies. The {{which}} sections of the brain which were discussed give a clear understanding of their role in processing reward, dopamine and how they contribute to sensation-seeking neurologically. By connecting dopamine and traits associated with drugs, addiction and sensation-seeking they play a significant role in sensation-seeking and dopamine's relationship. Past and present findings in studies have indicated a {{ic|strength and direction?}} correlation between sensation-seeking and dopamine, though some limitations are presented. Even though many researchers stated a connection it is still uncertain that there is a definite link to dopamine and sensation-seeking, as most studies agree when it comes to the SS scale there are many variables, when not looking at the core subcategories Zuckerman (1994) created there is a significant correlation {{rewrite}}. Even in recent studies testing dopamine and sensation {{missing}} this proves to be difficult to measure, {{g}} this doesn't mean that some aspects are not connected such as disinhibition sensation-seekers and lower dopamine which can impact individuals when risk-taking in dangerous activities. In addition, further research in this chapter confirmed ADHD, substance use disorder and reward deficiency syndrome have a relation to sensation-seeking because of the lower baseline of dopamine these disorders are presented with in an individual. With research by Suhara et al. (2006), Norbury and Husain (2015) it is recognised that sensation-seeking and dopamine's relationship depends on low dopamine for seeking risk to meet the same satisfaction as high dopamine individuals who can get satisfaction from basic rewarding tasks. Overall, sensation-seeking a dopamine have a neurological relation in many aspects, even though they are separate one {{g}} being a neurotransmitter and the other a personality trait, there is still much to research and further investigate with future study to fully understand their proven neurological relationship with each other. In light {{huh}}, there is hope for future research in helping individuals understand and improve their motivations and emotional lives using psychological science. ==See also == * [[wikipedia:Dopamine_receptor|Dopamine receptors]] (Wikipedia) * [[Motivation and emotion/Book/2024/Dopamine and decision making|Dopamine and decision making]] (Book chapter, 2024) * [[Motivation and emotion/Book/2014/Dopamine and motivation]] (Book chapter, 2014) * [[Motivation and emotion/Book/2011/Sensation seeking]] (Book chapter, 2011) * [[wikipedia:Sensation_Seeking_Scale|Sensation seeking]] (Wikipedia) ==References== {{Hanging indent|1= Ballon, N., Brunault, P., & Cortese, S. (2014). Sensation seeking and cocaine dependence in adults with reported childhood ADHD. ''Journal of Attention Disorders'', ''19''(4), 335–342. https://doi.org/10.1177/1087054714543651 Blum, K., Bowirrat, A., Braverman, E. R., Baron, D., Cadet, J. L., Kazmi, S., Elman, I., Thanos, P. K., Badgaiyan, R. D., Downs, W. 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''Addictive Behaviors'', ''60'', 235–241. https://doi.org/10.1016/j.addbeh.2016.04.016 Costa, K. M., & Schoenbaum, G. (2022). Dopamine. ''Current Biology'', ''32''(15), R817–R824. https://doi.org/10.1016/j.cub.2022.06.060 DeYoung, C. G. (2013). The neuromodulator of exploration: A unifying theory of the role of dopamine in personality. ''Frontiers in Human Neuroscience'', ''7''(762). https://doi.org/10.3389/fnhum.2013.00762 Derringer, J., Krueger, R. F., Dick, D. M., Saccone, S., Grucza, R. A., Agrawal, A., Lin, P., Almasy, L., Edenberg, H. J., Foroud, T., Nurnberger, J. I., Hesselbrock, V. M., Kramer, J. R., Kuperman, S., Porjesz, B., Schuckit, M. A., & Bierut, L. J. (2010). Predicting sensation seeking from dopamine genes. ''Psychological Science'', ''21''(9), 1282–1290. https://doi.org/10.1177/0956797610380699 Garland, T. A. (1999). ''The relationship between the diagnosis of ADHD in adults, gender and sensation seeking'' (p. 84). Wisconsin School of Professional Psychology. Geemooi, N. L. (2016). Investigating the relationship between adult attention deficit and hyperactivity disorder (aadhd) and personality correlates related to sensation seeking. ''New Voices in Psychology'', ''11''(1), 80–111. https://doi.org/10.25159/1812-6371/1805 Gjedde, A., Kumakura, Y., Cumming, P., Linnet, J., & Møller, A. (2010). Inverted-u-shaped correlation between dopamine receptor availability in striatum and sensation seeking. ''Proceedings of the National Academy of Sciences'', ''107''(8), 3870–3875. https://doi.org/10.1073/pnas.0912319107 Hawes, S. W., Chahal, R., Hallquist, M. N., Paulsen, D. J., Geier, C. F., & Luna, B. (2017). Modulation of reward-related neural activation on sensation seeking across development. ''NeuroImage (Orlando, Fla.)'', ''147'', 763–771. https://doi.org/10.1016/j.neuroimage.2016.12.020 Ikemoto, S. (2010). Brain reward circuitry beyond the mesolimbic dopamine system: A neurobiological theory. ''Neuroscience & Biobehavioral Reviews'', ''35''(2), 129–150. https://doi.org/10.1016/j.neubiorev.2010.02.001 Ikemoto, S., Yang, C., & Tan, A. (2015). Basal ganglia circuit loops, dopamine and motivation: A review and enquiry. ''Behavioural Brain Research'', ''290'', 17–31. https://doi.org/10.1016/j.bbr.2015.04.018 Linnet, J., Møller, A., Kumakura, Y., Cumming, P., & Gjedde, A. (2008). Low dopamine receptor availability in brain of highly sensation-seeking men. ''NeuroImage'', ''41'', T131. https://doi.org/10.1016/j.neuroimage.2008.04.099 Norbury, A., & Husain, M. (2015). Sensation-seeking: Dopaminergic modulation and risk for psychopathology. ''Behavioural Brain Research'', ''288'', 79–93. https://doi.org/10.1016/j.bbr.2015.04.015 Rohner, H., Gaspar, N., Philipsen, A., & Schulze, M. (2023). Prevalence of attention deficit hyperactivity disorder (ADHD) among substance use disorder (SUD) populations: Meta-analysis. ''International Journal of Environmental Research and Public Health'', ''20''(2), 1275. https://doi.org/10.3390/ijerph20021275 Tournier, B. B., Steimer, T., Millet, P., Moulin-Sallanon, M., Vallet, P., Ibañez, V., & Ginovart, N. (2013). Innately low D2 receptor availability is associated with high novelty-seeking and enhanced behavioural sensitization to amphetamine. ''International Journal of Neuropsychopharmacology'', ''16''(8), 1819–1834. https://doi.org/10.1017/s1461145713000205 Zuckerman, M. (1994). ''Behavioral expressions and biosocial bases of sensation seeking'' ''(p. 27)''. Cambridge University Press. }} ==External links== * [https://www.youtube.com/watch?v=Wa8_nLwQIpg 2-Minute Neuroscience: Dopamine] (Youtube) * [https://www.youtube.com/watch?v=2po3w5oFygY Dopamine System, Craving & Pursuit Explained] (Youtube) * [https://www.youtube.com/watch?v=EJbbMasBSGY&t=192s Just For The Thrill Of It: An Inside Look At Sensation Seeking] (Youtube) * [https://www.youtube.com/watch?v=O-G9MN4tyAk Sensation Seeking Theory] (Youtube) * [https://www.drkencarter.com/blog-archive/2015/10/2/what-is-sensation-seeking What is sensation seeking?] (Blog) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Neurotransmitters/Dopamine]] [[Category:Motivation and emotion/Book/Sensation seeking]] m1hevs7nuyfntvc7udbih7nc7aswg59 0 331114 2841503 2841491 2026-10-19T12:21:00Z U3281503 3106990 second section modified 2841503 wikitext text/x-wiki {{title|Subcortical structures and motivational drive:<br>How do subcortical brain regions generate basic motivational impulses and energy?}} __TOC__ ==Overview== {{RoundBoxTop}} [[File:Motivation for behavior.png|thumb|'''Figure 1'''. An example of motivational drive in everyday behaviour, illustrating how hunger can influence attention, thoughts and behavior toward obtaining food.]] '''Imagine this...''' Imagine finishing a long day of university classes without having eaten for several hours. Hunger becomes harder to ignore, the smell of food captures your attention, and finding something to eat begins to take priority over other tasks. Even when food is not immediately available, you may feel motivated to search for it. This everyday experience raises an important question: how does the brain turn internal needs and external cues into motivated behaviour? {{RoundBoxBottom}} Motivated behaviour is influenced by both psychological and biological processes. Subcortical structures are brain regions located beneath the cerebral cortex that contribute to motivation, emotion, reward and biological regulation. These structures help the brain integrate internal bodily states with information from the environment, influencing which goals become important and how strongly an individual is motivated to pursue them. One important explanation of motivational drive is the distinction between reward “wanting” and “liking”. “Wanting” refers to the motivational pull that encourages an individual to pursue a reward, whereas “liking” refers to the pleasure experienced when receiving it. These processes are related but distinct, and dopamine-related neural systems contribute particularly to incentive motivation rather than directly producing pleasure (Berridge et al., 2009; Berridge, 2012; Berridge & Kringelbach, 2015). For example, hunger can increase the motivational pull of food cues, making food more difficult to ignore. Motivation does not arise from a single brain region. Instead, interconnected subcortical systems contribute to generating motivational impulses, assigning significance to rewards and influencing the intensity and direction of behaviour (Castro et al., 2015; Liu et al., 2011). Understanding these interactions helps explain how basic motivational states influence everyday decisions and actions.{{RoundBoxTop|theme=2}} '''Focus questions''' * What are the major subcortical brain regions involved in basic motivational processes? * How do subcortical brain regions generate basic motivational impulses? * How do subcortical brain regions interact to regulate motivated behaviour?{{RoundBoxBottom}} == Major subcortical brain regions involved in motivation == Motivated behaviour depends on interconnected brain systems rather than a single “motivation centre”. Different subcortical structures contribute to regulating physiological needs, processing significant stimuli and directing behaviour towards rewards. Haber and Behrens (2014) explain that incentive-based behaviour involves networks that evaluate outcomes and connect them with possible actions. The hypothalamus, amygdala and ventral striatum make distinct but overlapping contributions to these processes, including through their interactions with midbrain dopamine pathways. === The hypothalamus and homeostatic motivation === Homeostatic approaches propose that changes in internal bodily conditions can generate motivational states that encourage behaviour to meet physiological needs. The [[wikipedia:Hypothalamus|hypothalamus]] is central to this process, particularly in regulating feeding and energy balance. Rossi and Stuber (2018) explain that neural circuits involved in homeostatic feeding overlap with reward-related circuits. This suggests that eating is not controlled by hunger alone: the attractiveness and rewarding properties of food can also influence the motivation to eat. Evidence from primary research illustrates this interaction. Opland et al. (2013) found that disrupting neurotensin receptor-1 in mice altered leptin-related regulation of mesolimbic dopamine function and increased preference for a palatable, high-fat, high-sugar diet. These findings support the view that hypothalamic signalling can influence both physiological regulation and reward-related feeding. However, the study involved a specific genetic manipulation in mice, so its findings cannot establish how strongly the same mechanisms determine everyday eating behaviour in humans. === The amygdala and motivational salience === The [[wikipedia:Amygdala|amygdala]] contributes to evaluating emotionally and motivationally significant stimuli. In the context of incentive-based learning, stimuli can acquire significance through their association with outcomes, influencing whether behaviour is directed towards or away from them. Haber and Behrens (2014) describe how brain networks connect information about stimuli and outcomes with action selection. The amygdala is therefore better understood as a component of broader motivational networks than as a structure responsible for fear alone. Human neuroimaging evidence supports this network-based account. Liu et al. (2011), in a meta-analysis of 142 neuroimaging studies, found that the amygdala was more strongly associated with reward outcomes, alongside regions such as the [[wikipedia:Nucleus_accumbens|nucleus accumbens]]. However, the presence of activity in a brain region does not prove that it causes a particular motivational response. The findings identify consistent associations across studies but must be interpreted alongside evidence about neural connections and behavioural effects. === The ventral striatum and reward === The ventral striatum, including the nucleus accumbens, contributes to reward-related motivation and the pursuit of desirable outcomes. Berridge et al. (2009) distinguish three components of reward: “liking”, the pleasurable impact of an outcome; “wanting”, its motivational pull; and learning, which helps establish associations between cues and outcomes. These processes can interact without being identical. The nucleus accumbens should therefore not be described simply as a pleasure centre, because its activity is also associated with motivational processes that encourage reward seeking. Midbrain dopamine pathways, particularly projections from the ventral tegmental area, contribute to these reward-related processes. Berridge (2012) explains that incentive salience can change according to an organism’s current physiological state, making a previously learned food cue more compelling during hunger. Research reviewed by Salamone et al. (2018) also links dopamine signalling with effort-based choices, suggesting that dopamine contributes to the willingness to work for rewards rather than merely producing pleasure. However, many findings concerning these mechanisms come from animal experiments, and dopamine’s role depends on the neural circuit and behaviour being studied. Overall, reward motivation is best explained through the interaction of multiple structures and processes rather than the function of one brain region alone. == Generation of basic motivational impulses == Motivational impulses arise when internal physiological states and environmental cues influence what an organism is motivated to pursue. For example, hunger can increase the motivation to obtain food, while the sight or smell of food can make eating more immediately appealing. Berridge (2012) explains that motivational responses depend not only on learned associations but also on the organism’s current physiological state. This suggests that motivational drive emerges through interactions between bodily needs, reward-related processes and information from the environment. === Homeostatic signals and motivational states === Homeostatic approaches explain motivation as a response to changes in the body’s internal conditions. When the body requires energy, physiological signals can influence neural systems involved in feeding and encourage behaviours that help meet this need. The hypothalamus plays an important role in this process, connecting physiological regulation with motivated behaviour. However, the process is not limited to restoring a biological balance, because the reward value of available food can also influence whether and what an organism chooses to eat. Rossi and Stuber (2018) reviewed evidence showing that the neural circuits involved in homeostatic and reward-related feeding overlap anatomically and functionally. Their review challenges the idea that eating for physiological need and eating for pleasure operate through completely separate systems. For instance, food may be especially motivating when an individual is hungry, while the same food may become less appealing after eating. This interaction suggests that physiological needs influence motivation partly by changing how rewarding particular stimuli become. Primary research provides further evidence of this relationship. Opland et al. (2013) investigated mice with a disrupted neurotensin receptor-1 and found altered leptin-related regulation of mesolimbic dopamine function, alongside increased preference for a palatable, high-fat, high-sugar diet. Their findings suggest that signalling linked to energy regulation can influence reward-related feeding. However, the experiment involved a specific genetic manipulation in mice, so it cannot establish that the same effects occur to the same extent in humans. The evidence supports an interaction between homeostatic and reward systems, rather than a simple explanation in which hunger alone determines eating behaviour. === Reward and incentive motivation === Physiological needs are only one source of motivational drive. Environmental cues can also encourage behaviour when they become associated with rewarding outcomes. Berridge et al. (2009) distinguish three components of reward: “liking”, or the pleasurable impact of an outcome; “wanting”, or its motivational pull; and learning, through which associations between cues and outcomes are acquired. Although these processes often work together, they are not identical. A cue can therefore encourage someone to pursue a reward without guaranteeing that the reward will be equally pleasurable when obtained. Berridge (2012) describes ''incentive salience'' as the process through which reward-related cues gain motivational significance and attract pursuit. Its influence can vary with physiological state, meaning that a familiar food cue may become more compelling when hunger increases. This helps explain why simply knowing that a reward is available is not the same as feeling motivated to obtain it. Motivational drive depends on how learned cues interact with current biological conditions. Dopamine-related systems contribute to incentive motivation and behavioural activation, but dopamine should not be understood simply as a chemical that creates pleasure. Salamone et al. (2018) reviewed evidence linking dopamine signalling with effort-based choice, including findings that changes in dopamine activity can influence whether animals select higher-effort actions to obtain preferred rewards. These findings suggest that motivational processes influence not only which outcomes attract attention but also how much effort an organism is prepared to expend. Nevertheless, animal experiments cannot fully capture the psychological, social and environmental influences on complex human behaviour. Overall, motivational impulses are best understood as emerging from the interaction of physiological needs, learned reward cues and neural processes that influence the pursuit of goals. == Physiological needs, motivational energy and behaviour == ==== Key points ==== * Physiological needs can change both the direction and intensity of motivated behaviour by altering an organism's internal state. * Hunger provides a useful example of how a physiological need can influence attention, reward processing and behaviour (Opland et al., 2013). * This section will explore how physiological states can generate motivational energy and influence behavioural priorities. === 3.1 Hunger and feeding motivation === ==== Key points ==== * Hunger can be understood as a motivational state associated with physiological signals indicating a need for energy or nutrients. * Hypothalamic circuits contribute to feeding motivation, while interactions with reward-related systems influence the attractiveness and pursuit of food (Rossi & Stuber, 2018; Opland et al., 2013). * Hunger therefore illustrates how a physiological need can be translated by subcortical systems into a motivational impulse and subsequent food-seeking behaviour. === 3.2 Motivational energy and effort === ==== Key points ==== * Motivation involves not only wanting an outcome but also the willingness to expend effort to obtain it (Salamone et al., 2018). * Dopamine-related systems have been linked to behavioural activation and effort-based responding, suggesting a role in the energetic aspects of motivation (Salamone et al., 2018). * This research helps explain why motivational states can influence how strongly an individual engages in effortful behaviour to achieve a goal. == 4. Interactions between subcortical motivational systems == ==== Key points ==== [[File:Subcortical regions 2026.png|thumb|'''Figure 2'''. Major subcortical brain regions involved in motivational drive and their interactions in regulating physiological needs, reward and behavioural activation.]] * Subcortical structures do not operate independently; motivated behaviour emerges through interactions between systems involved in homeostasis, reward, emotion and behavioural selection (Haber & Behrens, 2014). * The motivational value of an outcome can change depending on an individual's physiological state, demonstrating interaction between homeostatic and reward systems (Opland et al., 2013). * Examining these interactions helps explain how an internal need can influence what an individual wants, how strongly they want it and the effort they are willing to invest. === 4.1 Homeostatic and reward systems === ==== Key points ==== * Physiological states can influence the reward value of particular stimuli, meaning that the same outcome may become more or less motivating depending on current needs (Opland et al., 2013). * Interactions between hypothalamic and mesolimbic systems help connect physiological regulation with reward-related motivation. * These interactions demonstrate how a physiological need can increase the motivational value of a particular outcome and energise behaviour directed towards it. === 4.2 Dopamine and motivational control === ==== Key points ==== * Dopamine is involved in several aspects of motivation, including incentive motivation, behavioural activation and effort, rather than simply producing pleasure (Berridge, 2012; Salamone et al., 2018). * Dopaminergic systems interact with the ventral striatum and other neural structures to influence reward-related behaviour. * These findings help explain how subcortical systems can contribute to the energetic component of motivation by influencing behavioural activation and effort. === 4.3 From neural interaction to motivated behaviour === ==== Key points ==== * Motivated behaviour requires the integration of internal physiological states, reward information and environmental cues. * Interconnected neural circuits allow motivational information to influence the selection and performance of appropriate behaviours (Haber & Behrens, 2014). * This provides a network-based explanation for how motivational impulses can develop into coordinated, goal-directed actions. {{RoundBoxTop|theme=3}} {| class="wikitable" |+Table 1. Subcortical brain systems involved in motivational drive and their contribution to motivated behaviour !Subcortical system !Primary motivational role !How it contributes to motivation !Example of motivated behaviour |- |'''Hypothalamus''' |Homeostasis and physiological needs |Detects and responds to changes in internal physiological states and helps generate motivational states related to needs such as hunger. |Seeking and consuming food when hungry |- |'''Amygdala''' |Emotional and motivational salience |Processes emotionally significant information and influences the motivational value of environmental stimuli. |Approaching rewarding stimuli or avoiding threatening stimuli |- |'''Ventral striatum / nucleus accumbens''' |Reward and incentive motivation |Contributes to the pursuit of rewarding outcomes and the motivational pull of desirable stimuli. |Seeking food or other rewarding outcomes |- |'''Dopaminergic systems''' |Behavioural activation and effort |Supports incentive motivation, behavioural activation and willingness to expend effort to obtain desired outcomes. |Persisting with effort to obtain a desired reward |- |'''Interconnected subcortical circuits''' |Integration of motivational information |Interactions between homeostatic, emotional and reward systems help translate physiological needs and environmental cues into coordinated motivated behaviour. |Adjusting behaviour according to current needs and available rewards |} {{RoundBoxBottom}} == 5. Evidence for subcortical motivational systems == ==== Key points ==== * Research into motivation uses behavioural, neurobiological and neuroscientific approaches to investigate how subcortical structures contribute to motivated behaviour. Evidence from these approaches can help connect physiological states, neural activity and observable behaviour (Berridge, 2012; Haber & Behrens, 2014). * Neurobiological research has identified interconnected hypothalamic, amygdala, striatal and dopaminergic systems associated with reward, motivation and behavioural activation, while behavioural research demonstrates that motivational states can influence approach behaviour, effort and decisions about which actions to pursue (Berridge, 2012; Salamone et al., 2018). * Research on feeding provides evidence that physiological states can influence reward processing and motivated behaviour through interactions between homeostatic and reward systems (Opland et al., 2013). * Findings across these areas suggest that subcortical mechanisms provide an important biological basis for motivation, but they do not fully explain complex human motivated behaviour. Psychological processes such as learning, cognit ion and emotion, together with environmental context, also interact with neural systems to influence behaviour (Haber & Behrens, 2014). * Overall, the research supports a '''network-based understanding of motivational drive''', in which multiple subcortical systems work together to translate physiological and motivational information into behavioural activation, while broader psychological processes influence how these systems are expressed. ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[Motivation and emotion/Book/2026/Hypothalamus and homeostatic motivation|Hypothalamus and homeostatic motivation]] (Book Chapter, 2026) * [[wikipedia:Motivation|Motivation]] (Wikipedia) ==References== {{Hanging indent|1= Berridge, K. C., Robinson, T. E., & Aldridge, J. W. (2009). Dissecting components of reward:‘liking’,‘wanting’, and learning. Current opinion in pharmacology, 9(1), 65-73. Berridge, K. C. (2012). From prediction error to incentive salience: mesolimbic computation of reward motivation. European Journal of neuroscience, 35(7), 1124-1143. Haber, S. N., & Behrens, T. E. (2014). The neural network underlying incentive-based learning: implications for interpreting circuit disruptions in psychiatric disorders. Neuron, 83(5), 1019-1039. Opland, D., Sutton, A., Woodworth, H., Brown, J., Bugescu, R., Garcia, A., Christensen, L., Rhodes, C., Myers Jr, M., & Leinninger, G. (2013). Loss of neurotensin receptor-1 disrupts the control of the mesolimbic dopamine system by leptin and promotes hedonic feeding and obesity. Molecular metabolism, 2(4), 423-434. Rossi, M. A., & Stuber, G. D. (2018). Overlapping brain circuits for homeostatic and hedonic feeding. Cell metabolism, 27(1), 42-56. Salamone, J. D., Correa, M., Yang, J.-H., Rotolo, R., & Presby, R. (2018). Dopamine, effort-based choice, and behavioral economics: basic and translational research. Frontiers in behavioral neuroscience, 12, 52. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) * [https://www.ninds.nih.gov/health-information/public-education/brain-basics/brain-basics-know-your-brain Brain basics: Know your brain] * [https://neuroscience.mssm.edu/nestler/nidappg/brain_reward_pathways.html Brain reward pathways] * [https://neurosity.co/guides/brain-reward-system-dopamine-motivation Your brain's reward system] {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Neuroscience]] r85p6y05xyzzq6e0elxi3jsuzj712rc 2841508 2841503 2026-10-19T12:53:46Z U3281503 3106990 Titles and subtitles modifies 2841508 wikitext text/x-wiki {{title|Subcortical structures and motivational drive:<br>How do subcortical brain regions generate basic motivational impulses and energy?}} __TOC__ ==Overview== {{RoundBoxTop}} [[File:Motivation for behavior.png|thumb|'''Figure 1'''. An example of motivational drive in everyday behaviour, illustrating how hunger can influence attention, thoughts and behavior toward obtaining food.]] '''Imagine this...''' Imagine finishing a long day of university classes without having eaten for several hours. Hunger becomes harder to ignore, the smell of food captures your attention, and finding something to eat begins to take priority over other tasks. Even when food is not immediately available, you may feel motivated to search for it. This everyday experience raises an important question: how does the brain turn internal needs and external cues into motivated behaviour? {{RoundBoxBottom}} Motivated behaviour is influenced by both psychological and biological processes. Subcortical structures are brain regions located beneath the cerebral cortex that contribute to motivation, emotion, reward and biological regulation. These structures help the brain integrate internal bodily states with information from the environment, influencing which goals become important and how strongly an individual is motivated to pursue them. One important explanation of motivational drive is the distinction between reward “wanting” and “liking”. “Wanting” refers to the motivational pull that encourages an individual to pursue a reward, whereas “liking” refers to the pleasure experienced when receiving it. These processes are related but distinct, and dopamine-related neural systems contribute particularly to incentive motivation rather than directly producing pleasure (Berridge et al., 2009; Berridge, 2012; Berridge & Kringelbach, 2015). For example, hunger can increase the motivational pull of food cues, making food more difficult to ignore. Motivation does not arise from a single brain region. Instead, interconnected subcortical systems contribute to generating motivational impulses, assigning significance to rewards and influencing the intensity and direction of behaviour (Castro et al., 2015; Liu et al., 2011). Understanding these interactions helps explain how basic motivational states influence everyday decisions and actions.{{RoundBoxTop|theme=2}} '''Focus questions''' * What are the major subcortical brain regions involved in basic motivational processes? * How do subcortical brain regions generate basic motivational impulses? * How do subcortical brain regions interact to regulate motivated behaviour?{{RoundBoxBottom}} == Subcortical Brain Regions Involved in Motivation == Motivated behaviour depends on interconnected brain systems rather than a single “motivation centre”. Different subcortical structures contribute to regulating physiological needs, processing significant stimuli and directing behaviour towards rewards. Haber and Behrens (2014) explain that incentive-based behaviour involves networks that evaluate outcomes and connect them with possible actions. The hypothalamus, amygdala and ventral striatum make distinct but overlapping contributions to motivation, while midbrain dopamine pathways influence several reward-related and motivational processes. === The Hypothalamus and Homeostatic Motivation === Homeostatic approaches propose that changes in internal bodily conditions can generate motivational states that encourage behaviour to meet physiological needs. The [[wikipedia:Hypothalamus|hypothalamus]] is central to this process, particularly in regulating feeding and energy balance. Rossi and Stuber (2018) explain that neural circuits involved in homeostatic feeding overlap with reward-related circuits. This suggests that eating is not controlled by hunger alone: the attractiveness and rewarding properties of food can also influence the motivation to eat. Evidence from primary research illustrates this interaction. Opland et al. (2013) found that disrupting neurotensin receptor-1 in mice altered leptin-related regulation of mesolimbic dopamine function and increased preference for a palatable, high-fat, high-sugar diet. These findings support the view that hypothalamic signalling can influence both physiological regulation and reward-related feeding. However, the study involved a specific genetic manipulation in mice, so its findings cannot establish how strongly the same mechanisms determine everyday eating behaviour in humans. === The Amygdala and Motivational Salience === The [[wikipedia:Amygdala|amygdala]] contributes to evaluating emotionally and motivationally significant stimuli. In the context of incentive-based learning, stimuli can acquire significance through their association with outcomes, influencing whether behaviour is directed towards or away from them. Haber and Behrens (2014) describe how brain networks connect information about stimuli and outcomes with action selection. The amygdala is therefore better understood as a component of broader motivational networks than as a structure responsible for fear alone. Human neuroimaging evidence supports this network-based account. Liu et al. (2011), in a meta-analysis of 142 neuroimaging studies, found that the amygdala was more strongly associated with reward outcomes, alongside regions such as the [[wikipedia:Nucleus_accumbens|nucleus accumbens]]. However, the presence of activity in a brain region does not prove that it causes a particular motivational response. The findings identify consistent associations across studies but must be interpreted alongside evidence about neural connections and behavioural effects. === The Ventral Striatum and Reward === The ventral striatum, including the nucleus accumbens, contributes to reward-related motivation and the pursuit of desirable outcomes. Berridge et al. (2009) distinguish three components of reward: “liking”, the pleasurable impact of an outcome; “wanting”, its motivational pull; and learning, which helps establish associations between cues and outcomes. These processes can interact without being identical. The nucleus accumbens should therefore not be described simply as a pleasure centre, because its activity is also associated with motivational processes that encourage reward seeking. Midbrain dopamine pathways, particularly projections from the ventral tegmental area, contribute to these reward-related processes. Berridge (2012) explains that incentive salience can change according to an organism’s current physiological state, making a previously learned food cue more compelling during hunger. Salamone et al. (2018) review evidence linking dopamine signalling to effort-based choices, suggesting that dopamine contributes to the allocation of effort towards obtaining rewards. This role is distinct from directly producing the pleasurable experience of a reward. However, many findings concerning these mechanisms come from animal experiments, and dopamine’s role depends on the neural circuit and behaviour being studied. Overall, reward motivation is best explained through the interaction of multiple structures and processes rather than the function of one brain region alone. == Generation of basic motivational impulses == Motivational impulses arise when internal physiological states and environmental cues influence what an organism is motivated to pursue. For example, hunger can increase the motivation to obtain food, while the sight or smell of food can make eating more immediately appealing. Berridge (2012) explains that motivational responses depend not only on learned associations but also on the organism’s current physiological state. This suggests that motivational drive emerges through interactions between bodily needs, reward-related processes and information from the environment. === Homeostatic signals and motivational states === Homeostatic approaches explain motivation as a response to changes in the body’s internal conditions. When the body requires energy, physiological signals can influence neural systems involved in feeding and encourage behaviours that help meet this need. The hypothalamus plays an important role in this process, connecting physiological regulation with motivated behaviour. However, the process is not limited to restoring a biological balance, because the reward value of available food can also influence whether and what an organism chooses to eat. Rossi and Stuber (2018) reviewed evidence showing that the neural circuits involved in homeostatic and reward-related feeding overlap anatomically and functionally. Their review challenges the idea that eating for physiological need and eating for pleasure operate through completely separate systems. For instance, food may be especially motivating when an individual is hungry, while the same food may become less appealing after eating. This interaction suggests that physiological needs influence motivation partly by changing how rewarding particular stimuli become. Primary research provides further evidence of this relationship. Opland et al. (2013) investigated mice with a disrupted neurotensin receptor-1 and found altered leptin-related regulation of mesolimbic dopamine function, alongside increased preference for a palatable, high-fat, high-sugar diet. Their findings suggest that signalling linked to energy regulation can influence reward-related feeding. However, the experiment involved a specific genetic manipulation in mice, so it cannot establish that the same effects occur to the same extent in humans. The evidence supports an interaction between homeostatic and reward systems, rather than a simple explanation in which hunger alone determines eating behaviour. === Reward and incentive motivation === Physiological needs are only one source of motivational drive. Environmental cues can also encourage behaviour when they become associated with rewarding outcomes. Berridge et al. (2009) distinguish three components of reward: “liking”, or the pleasurable impact of an outcome; “wanting”, or its motivational pull; and learning, through which associations between cues and outcomes are acquired. Although these processes often work together, they are not identical. A cue can therefore encourage someone to pursue a reward without guaranteeing that the reward will be equally pleasurable when obtained. Berridge (2012) describes ''incentive salience'' as the process through which reward-related cues gain motivational significance and attract pursuit. Its influence can vary with physiological state, meaning that a familiar food cue may become more compelling when hunger increases. This helps explain why simply knowing that a reward is available is not the same as feeling motivated to obtain it. Motivational drive depends on how learned cues interact with current biological conditions. Dopamine-related systems contribute to incentive motivation and behavioural activation, but dopamine should not be understood simply as a chemical that creates pleasure. Salamone et al. (2018) reviewed evidence linking dopamine signalling with effort-based choice, including findings that changes in dopamine activity can influence whether animals select higher-effort actions to obtain preferred rewards. These findings suggest that motivational processes influence not only which outcomes attract attention but also how much effort an organism is prepared to expend. Nevertheless, animal experiments cannot fully capture the psychological, social and environmental influences on complex human behaviour. Overall, motivational impulses are best understood as emerging from the interaction of physiological needs, learned reward cues and neural processes that influence the pursuit of goals. == Physiological needs, motivational energy and behaviour == ==== Key points ==== * Physiological needs can change both the direction and intensity of motivated behaviour by altering an organism's internal state. * Hunger provides a useful example of how a physiological need can influence attention, reward processing and behaviour (Opland et al., 2013). * This section will explore how physiological states can generate motivational energy and influence behavioural priorities. === 3.1 Hunger and feeding motivation === ==== Key points ==== * Hunger can be understood as a motivational state associated with physiological signals indicating a need for energy or nutrients. * Hypothalamic circuits contribute to feeding motivation, while interactions with reward-related systems influence the attractiveness and pursuit of food (Rossi & Stuber, 2018; Opland et al., 2013). * Hunger therefore illustrates how a physiological need can be translated by subcortical systems into a motivational impulse and subsequent food-seeking behaviour. === 3.2 Motivational energy and effort === ==== Key points ==== * Motivation involves not only wanting an outcome but also the willingness to expend effort to obtain it (Salamone et al., 2018). * Dopamine-related systems have been linked to behavioural activation and effort-based responding, suggesting a role in the energetic aspects of motivation (Salamone et al., 2018). * This research helps explain why motivational states can influence how strongly an individual engages in effortful behaviour to achieve a goal. == 4. Interactions between subcortical motivational systems == ==== Key points ==== [[File:Subcortical regions 2026.png|thumb|'''Figure 2'''. Major subcortical brain regions involved in motivational drive and their interactions in regulating physiological needs, reward and behavioural activation.]] * Subcortical structures do not operate independently; motivated behaviour emerges through interactions between systems involved in homeostasis, reward, emotion and behavioural selection (Haber & Behrens, 2014). * The motivational value of an outcome can change depending on an individual's physiological state, demonstrating interaction between homeostatic and reward systems (Opland et al., 2013). * Examining these interactions helps explain how an internal need can influence what an individual wants, how strongly they want it and the effort they are willing to invest. === 4.1 Homeostatic and reward systems === ==== Key points ==== * Physiological states can influence the reward value of particular stimuli, meaning that the same outcome may become more or less motivating depending on current needs (Opland et al., 2013). * Interactions between hypothalamic and mesolimbic systems help connect physiological regulation with reward-related motivation. * These interactions demonstrate how a physiological need can increase the motivational value of a particular outcome and energise behaviour directed towards it. === 4.2 Dopamine and motivational control === ==== Key points ==== * Dopamine is involved in several aspects of motivation, including incentive motivation, behavioural activation and effort, rather than simply producing pleasure (Berridge, 2012; Salamone et al., 2018). * Dopaminergic systems interact with the ventral striatum and other neural structures to influence reward-related behaviour. * These findings help explain how subcortical systems can contribute to the energetic component of motivation by influencing behavioural activation and effort. === 4.3 From neural interaction to motivated behaviour === ==== Key points ==== * Motivated behaviour requires the integration of internal physiological states, reward information and environmental cues. * Interconnected neural circuits allow motivational information to influence the selection and performance of appropriate behaviours (Haber & Behrens, 2014). * This provides a network-based explanation for how motivational impulses can develop into coordinated, goal-directed actions. {{RoundBoxTop|theme=3}} {| class="wikitable" |+Table 1. Subcortical brain systems involved in motivational drive and their contribution to motivated behaviour !Subcortical system !Primary motivational role !How it contributes to motivation !Example of motivated behaviour |- |'''Hypothalamus''' |Homeostasis and physiological needs |Detects and responds to changes in internal physiological states and helps generate motivational states related to needs such as hunger. |Seeking and consuming food when hungry |- |'''Amygdala''' |Emotional and motivational salience |Processes emotionally significant information and influences the motivational value of environmental stimuli. |Approaching rewarding stimuli or avoiding threatening stimuli |- |'''Ventral striatum / nucleus accumbens''' |Reward and incentive motivation |Contributes to the pursuit of rewarding outcomes and the motivational pull of desirable stimuli. |Seeking food or other rewarding outcomes |- |'''Dopaminergic systems''' |Behavioural activation and effort |Supports incentive motivation, behavioural activation and willingness to expend effort to obtain desired outcomes. |Persisting with effort to obtain a desired reward |- |'''Interconnected subcortical circuits''' |Integration of motivational information |Interactions between homeostatic, emotional and reward systems help translate physiological needs and environmental cues into coordinated motivated behaviour. |Adjusting behaviour according to current needs and available rewards |} {{RoundBoxBottom}} == 5. Evidence for subcortical motivational systems == ==== Key points ==== * Research into motivation uses behavioural, neurobiological and neuroscientific approaches to investigate how subcortical structures contribute to motivated behaviour. Evidence from these approaches can help connect physiological states, neural activity and observable behaviour (Berridge, 2012; Haber & Behrens, 2014). * Neurobiological research has identified interconnected hypothalamic, amygdala, striatal and dopaminergic systems associated with reward, motivation and behavioural activation, while behavioural research demonstrates that motivational states can influence approach behaviour, effort and decisions about which actions to pursue (Berridge, 2012; Salamone et al., 2018). * Research on feeding provides evidence that physiological states can influence reward processing and motivated behaviour through interactions between homeostatic and reward systems (Opland et al., 2013). * Findings across these areas suggest that subcortical mechanisms provide an important biological basis for motivation, but they do not fully explain complex human motivated behaviour. Psychological processes such as learning, cognit ion and emotion, together with environmental context, also interact with neural systems to influence behaviour (Haber & Behrens, 2014). * Overall, the research supports a '''network-based understanding of motivational drive''', in which multiple subcortical systems work together to translate physiological and motivational information into behavioural activation, while broader psychological processes influence how these systems are expressed. ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[Motivation and emotion/Book/2026/Hypothalamus and homeostatic motivation|Hypothalamus and homeostatic motivation]] (Book Chapter, 2026) * [[wikipedia:Motivation|Motivation]] (Wikipedia) ==References== {{Hanging indent|1= Berridge, K. C., Robinson, T. E., & Aldridge, J. W. (2009). Dissecting components of reward:‘liking’,‘wanting’, and learning. Current opinion in pharmacology, 9(1), 65-73. Berridge, K. C. (2012). From prediction error to incentive salience: mesolimbic computation of reward motivation. European Journal of neuroscience, 35(7), 1124-1143. Haber, S. N., & Behrens, T. E. (2014). The neural network underlying incentive-based learning: implications for interpreting circuit disruptions in psychiatric disorders. Neuron, 83(5), 1019-1039. Opland, D., Sutton, A., Woodworth, H., Brown, J., Bugescu, R., Garcia, A., Christensen, L., Rhodes, C., Myers Jr, M., & Leinninger, G. (2013). Loss of neurotensin receptor-1 disrupts the control of the mesolimbic dopamine system by leptin and promotes hedonic feeding and obesity. Molecular metabolism, 2(4), 423-434. Rossi, M. A., & Stuber, G. D. (2018). Overlapping brain circuits for homeostatic and hedonic feeding. Cell metabolism, 27(1), 42-56. Salamone, J. D., Correa, M., Yang, J.-H., Rotolo, R., & Presby, R. (2018). Dopamine, effort-based choice, and behavioral economics: basic and translational research. Frontiers in behavioral neuroscience, 12, 52. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) * [https://www.ninds.nih.gov/health-information/public-education/brain-basics/brain-basics-know-your-brain Brain basics: Know your brain] * [https://neuroscience.mssm.edu/nestler/nidappg/brain_reward_pathways.html Brain reward pathways] * [https://neurosity.co/guides/brain-reward-system-dopamine-motivation Your brain's reward system] {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Neuroscience]] 6o293fv93mtfg3wzh39uei5pujeowya 2841512 2841508 2026-10-19T13:45:23Z ~2026-55933-71 3112930 structure changed 2841512 wikitext text/x-wiki {{title|Subcortical structures and motivational drive:<br>How do subcortical brain regions generate basic motivational impulses and energy?}} __TOC__ ==Overview== {{RoundBoxTop}} [[File:Motivation for behavior.png|thumb|'''Figure 1'''. An example of motivational drive in everyday behaviour, illustrating how hunger can influence attention, thoughts and behavior toward obtaining food.]] '''Imagine this...''' Imagine finishing a long day of university classes without having eaten for several hours. Hunger becomes harder to ignore, the smell of food captures your attention, and finding something to eat begins to take priority over other tasks. Even when food is not immediately available, you may feel motivated to search for it. This everyday experience raises an important question: how does the brain turn internal needs and external cues into motivated behaviour? {{RoundBoxBottom}} Motivated behaviour is influenced by both psychological and biological processes. Subcortical structures are brain regions located beneath the cerebral cortex that contribute to motivation, emotion, reward and biological regulation. These structures help the brain integrate internal bodily states with information from the environment, influencing which goals become important and how strongly an individual is motivated to pursue them. One important explanation of motivational drive is the distinction between reward “wanting” and “liking”. “Wanting” refers to the motivational pull that encourages an individual to pursue a reward, whereas “liking” refers to the pleasure experienced when receiving it. These processes are related but distinct, and dopamine-related neural systems contribute particularly to incentive motivation rather than directly producing pleasure (Berridge et al., 2009; Berridge, 2012; Berridge & Kringelbach, 2015). For example, hunger can increase the motivational pull of food cues, making food more difficult to ignore. Motivation does not arise from a single brain region. Instead, interconnected subcortical systems contribute to generating motivational impulses, assigning significance to rewards and influencing the intensity and direction of behaviour (Castro et al., 2015; Liu et al., 2011). Understanding these interactions helps explain how basic motivational states influence everyday decisions and actions.{{RoundBoxTop|theme=2}} '''Focus questions''' * What are the major subcortical brain regions involved in basic motivational processes? * How do subcortical brain regions generate basic motivational impulses? * How do subcortical brain regions interact to regulate motivated behaviour?{{RoundBoxBottom}} == Subcortical Brain Regions Involved in Motivation == Motivated behaviour depends on interconnected brain systems rather than a single “motivation centre”. Different subcortical structures contribute to regulating physiological needs, processing significant stimuli and directing behaviour towards rewards. Haber and Behrens (2014) explain that incentive-based behaviour involves networks that evaluate outcomes and connect them with possible actions. The hypothalamus, amygdala and ventral striatum make distinct but overlapping contributions to motivation, while midbrain dopamine pathways influence several reward-related and motivational processes. === The Hypothalamus and Homeostatic Motivation === Homeostatic approaches propose that changes in internal bodily conditions can generate motivational states that encourage behaviour to meet physiological needs. The [[wikipedia:Hypothalamus|hypothalamus]] is central to this process, particularly in regulating feeding and energy balance. Rossi and Stuber (2018) explain that neural circuits involved in homeostatic feeding overlap with reward-related circuits. This suggests that eating is not controlled by hunger alone: the attractiveness and rewarding properties of food can also influence the motivation to eat. Evidence from primary research illustrates this interaction. Opland et al. (2013) found that disrupting neurotensin receptor-1 in mice altered leptin-related regulation of mesolimbic dopamine function and increased preference for a palatable, high-fat, high-sugar diet. These findings support the view that hypothalamic signalling can influence both physiological regulation and reward-related feeding. However, the study involved a specific genetic manipulation in mice, so its findings cannot establish how strongly the same mechanisms determine everyday eating behaviour in humans. === The Amygdala and Motivational Salience === The [[wikipedia:Amygdala|amygdala]] contributes to evaluating emotionally and motivationally significant stimuli. In the context of incentive-based learning, stimuli can acquire significance through their association with outcomes, influencing whether behaviour is directed towards or away from them. Haber and Behrens (2014) describe how brain networks connect information about stimuli and outcomes with action selection. The amygdala is therefore better understood as a component of broader motivational networks than as a structure responsible for fear alone. Human neuroimaging evidence supports this network-based account. Liu et al. (2011), in a meta-analysis of 142 neuroimaging studies, found that the amygdala was more strongly associated with reward outcomes, alongside regions such as the [[wikipedia:Nucleus_accumbens|nucleus accumbens]]. However, the presence of activity in a brain region does not prove that it causes a particular motivational response. The findings identify consistent associations across studies but must be interpreted alongside evidence about neural connections and behavioural effects. === The Ventral Striatum and Reward === The ventral striatum, including the nucleus accumbens, contributes to reward-related motivation and the pursuit of desirable outcomes. Berridge et al. (2009) distinguish three components of reward: “liking”, the pleasurable impact of an outcome; “wanting”, its motivational pull; and learning, which helps establish associations between cues and outcomes. These processes can interact without being identical. The nucleus accumbens should therefore not be described simply as a pleasure centre, because its activity is also associated with motivational processes that encourage reward seeking. Midbrain dopamine pathways, particularly projections from the ventral tegmental area, contribute to these reward-related processes. Berridge (2012) explains that incentive salience can change according to an organism’s current physiological state, making a previously learned food cue more compelling during hunger. Salamone et al. (2018) review evidence linking dopamine signalling to effort-based choices, suggesting that dopamine contributes to the allocation of effort towards obtaining rewards. This role is distinct from directly producing the pleasurable experience of a reward. However, many findings concerning these mechanisms come from animal experiments, and dopamine’s role depends on the neural circuit and behaviour being studied. Overall, reward motivation is best explained through the interaction of multiple structures and processes rather than the function of one brain region alone. == How Subcortical Systems Generate Motivational Impulses == Motivational impulses arise when internal physiological states and environmental cues influence what an organism is motivated to pursue. For example, hunger can increase the motivation to obtain food, while the sight or smell of food can make eating more immediately appealing. Berridge (2012) explains that motivational responses depend not only on learned associations but also on the organism’s current physiological state. This suggests that motivational drive emerges through interactions between bodily needs, reward-related processes and information from the environment. === Homeostatic Motivation === Homeostatic approaches explain motivation as a response to changes in the body’s internal conditions. When the body requires energy, physiological signals can influence neural systems involved in feeding and encourage behaviours that help meet this need. The hypothalamus plays an important role in this process, connecting physiological regulation with motivated behaviour. However, the process is not limited to restoring a biological balance, because the reward value of available food can also influence whether and what an organism chooses to eat. Rossi and Stuber (2018) reviewed evidence showing that the neural circuits involved in homeostatic and reward-related feeding overlap anatomically and functionally. Their review challenges the idea that eating for physiological need and eating for pleasure operate through completely separate systems. For instance, food may be especially motivating when an individual is hungry, while the same food may become less appealing after eating. This interaction suggests that physiological needs influence motivation partly by changing how rewarding particular stimuli become. Primary research provides further evidence of this relationship. Opland et al. (2013) investigated mice with a disrupted neurotensin receptor-1 and found altered leptin-related regulation of mesolimbic dopamine function, alongside increased preference for a palatable, high-fat, high-sugar diet. Their findings suggest that signalling linked to energy regulation can influence reward-related feeding. However, the experiment involved a specific genetic manipulation in mice, so it cannot establish that the same effects occur to the same extent in humans. The evidence supports an interaction between homeostatic and reward systems, rather than a simple explanation in which hunger alone determines eating behaviour. === Reward and Incentive Motivation === Physiological needs are only one source of motivational drive. Environmental cues can also encourage behaviour when they become associated with rewarding outcomes. Berridge et al. (2009) distinguish three components of reward: “liking”, or the pleasurable impact of an outcome; “wanting”, or its motivational pull; and learning, through which associations between cues and outcomes are acquired. Although these processes often work together, they are not identical. A cue can therefore encourage someone to pursue a reward without guaranteeing that the reward will be equally pleasurable when obtained. Berridge (2012) describes ''incentive salience'' as the process through which reward-related cues gain motivational significance and attract pursuit. Its influence can vary with physiological state, meaning that a familiar food cue may become more compelling when hunger increases. This helps explain why simply knowing that a reward is available is not the same as feeling motivated to obtain it. Motivational drive depends on how learned cues interact with current biological conditions. Dopamine-related systems contribute to incentive motivation and behavioural activation, but dopamine should not be understood simply as a chemical that creates pleasure. Salamone et al. (2018) reviewed evidence linking dopamine signalling with effort-based choice, including findings that changes in dopamine activity can influence whether animals select higher-effort actions to obtain preferred rewards. These findings suggest that motivational processes influence not only which outcomes attract attention but also how much effort an organism is prepared to expend. Nevertheless, animal experiments cannot fully capture the psychological, social and environmental influences on complex human behaviour. Overall, motivational impulses are best understood as emerging from the interaction of physiological needs, learned reward cues and neural processes that influence the pursuit of goals. == Physiological needs, motivational energy and behaviour == ==== Key points ==== * Physiological needs can change both the direction and intensity of motivated behaviour by altering an organism's internal state. * Hunger provides a useful example of how a physiological need can influence attention, reward processing and behaviour (Opland et al., 2013). * This section will explore how physiological states can generate motivational energy and influence behavioural priorities. === 3.1 Hunger and feeding motivation === ==== Key points ==== * Hunger can be understood as a motivational state associated with physiological signals indicating a need for energy or nutrients. * Hypothalamic circuits contribute to feeding motivation, while interactions with reward-related systems influence the attractiveness and pursuit of food (Rossi & Stuber, 2018; Opland et al., 2013). * Hunger therefore illustrates how a physiological need can be translated by subcortical systems into a motivational impulse and subsequent food-seeking behaviour. === 3.2 Motivational energy and effort === ==== Key points ==== * Motivation involves not only wanting an outcome but also the willingness to expend effort to obtain it (Salamone et al., 2018). * Dopamine-related systems have been linked to behavioural activation and effort-based responding, suggesting a role in the energetic aspects of motivation (Salamone et al., 2018). * This research helps explain why motivational states can influence how strongly an individual engages in effortful behaviour to achieve a goal. == 4. Interactions between subcortical motivational systems == ==== Key points ==== [[File:Subcortical regions 2026.png|thumb|'''Figure 2'''. Major subcortical brain regions involved in motivational drive and their interactions in regulating physiological needs, reward and behavioural activation.]] * Subcortical structures do not operate independently; motivated behaviour emerges through interactions between systems involved in homeostasis, reward, emotion and behavioural selection (Haber & Behrens, 2014). * The motivational value of an outcome can change depending on an individual's physiological state, demonstrating interaction between homeostatic and reward systems (Opland et al., 2013). * Examining these interactions helps explain how an internal need can influence what an individual wants, how strongly they want it and the effort they are willing to invest. === 4.1 Homeostatic and reward systems === ==== Key points ==== * Physiological states can influence the reward value of particular stimuli, meaning that the same outcome may become more or less motivating depending on current needs (Opland et al., 2013). * Interactions between hypothalamic and mesolimbic systems help connect physiological regulation with reward-related motivation. * These interactions demonstrate how a physiological need can increase the motivational value of a particular outcome and energise behaviour directed towards it. === 4.2 Dopamine and motivational control === ==== Key points ==== * Dopamine is involved in several aspects of motivation, including incentive motivation, behavioural activation and effort, rather than simply producing pleasure (Berridge, 2012; Salamone et al., 2018). * Dopaminergic systems interact with the ventral striatum and other neural structures to influence reward-related behaviour. * These findings help explain how subcortical systems can contribute to the energetic component of motivation by influencing behavioural activation and effort. === 4.3 From neural interaction to motivated behaviour === ==== Key points ==== * Motivated behaviour requires the integration of internal physiological states, reward information and environmental cues. * Interconnected neural circuits allow motivational information to influence the selection and performance of appropriate behaviours (Haber & Behrens, 2014). * This provides a network-based explanation for how motivational impulses can develop into coordinated, goal-directed actions. {{RoundBoxTop|theme=3}} {| class="wikitable" |+Table 1. Subcortical brain systems involved in motivational drive and their contribution to motivated behaviour !Subcortical system !Primary motivational role !How it contributes to motivation !Example of motivated behaviour |- |'''Hypothalamus''' |Homeostasis and physiological needs |Detects and responds to changes in internal physiological states and helps generate motivational states related to needs such as hunger. |Seeking and consuming food when hungry |- |'''Amygdala''' |Emotional and motivational salience |Processes emotionally significant information and influences the motivational value of environmental stimuli. |Approaching rewarding stimuli or avoiding threatening stimuli |- |'''Ventral striatum / nucleus accumbens''' |Reward and incentive motivation |Contributes to the pursuit of rewarding outcomes and the motivational pull of desirable stimuli. |Seeking food or other rewarding outcomes |- |'''Dopaminergic systems''' |Behavioural activation and effort |Supports incentive motivation, behavioural activation and willingness to expend effort to obtain desired outcomes. |Persisting with effort to obtain a desired reward |- |'''Interconnected subcortical circuits''' |Integration of motivational information |Interactions between homeostatic, emotional and reward systems help translate physiological needs and environmental cues into coordinated motivated behaviour. |Adjusting behaviour according to current needs and available rewards |} {{RoundBoxBottom}} == 5. Evidence for subcortical motivational systems == ==== Key points ==== * Research into motivation uses behavioural, neurobiological and neuroscientific approaches to investigate how subcortical structures contribute to motivated behaviour. Evidence from these approaches can help connect physiological states, neural activity and observable behaviour (Berridge, 2012; Haber & Behrens, 2014). * Neurobiological research has identified interconnected hypothalamic, amygdala, striatal and dopaminergic systems associated with reward, motivation and behavioural activation, while behavioural research demonstrates that motivational states can influence approach behaviour, effort and decisions about which actions to pursue (Berridge, 2012; Salamone et al., 2018). * Research on feeding provides evidence that physiological states can influence reward processing and motivated behaviour through interactions between homeostatic and reward systems (Opland et al., 2013). * Findings across these areas suggest that subcortical mechanisms provide an important biological basis for motivation, but they do not fully explain complex human motivated behaviour. Psychological processes such as learning, cognit ion and emotion, together with environmental context, also interact with neural systems to influence behaviour (Haber & Behrens, 2014). * Overall, the research supports a '''network-based understanding of motivational drive''', in which multiple subcortical systems work together to translate physiological and motivational information into behavioural activation, while broader psychological processes influence how these systems are expressed. ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[Motivation and emotion/Book/2026/Hypothalamus and homeostatic motivation|Hypothalamus and homeostatic motivation]] (Book Chapter, 2026) * [[wikipedia:Motivation|Motivation]] (Wikipedia) ==References== {{Hanging indent|1= Berridge, K. C., Robinson, T. E., & Aldridge, J. W. (2009). Dissecting components of reward:‘liking’,‘wanting’, and learning. Current opinion in pharmacology, 9(1), 65-73. Berridge, K. C. (2012). From prediction error to incentive salience: mesolimbic computation of reward motivation. European Journal of neuroscience, 35(7), 1124-1143. Haber, S. N., & Behrens, T. E. (2014). The neural network underlying incentive-based learning: implications for interpreting circuit disruptions in psychiatric disorders. Neuron, 83(5), 1019-1039. Opland, D., Sutton, A., Woodworth, H., Brown, J., Bugescu, R., Garcia, A., Christensen, L., Rhodes, C., Myers Jr, M., & Leinninger, G. (2013). Loss of neurotensin receptor-1 disrupts the control of the mesolimbic dopamine system by leptin and promotes hedonic feeding and obesity. Molecular metabolism, 2(4), 423-434. Rossi, M. A., & Stuber, G. D. (2018). Overlapping brain circuits for homeostatic and hedonic feeding. Cell metabolism, 27(1), 42-56. Salamone, J. D., Correa, M., Yang, J.-H., Rotolo, R., & Presby, R. (2018). Dopamine, effort-based choice, and behavioral economics: basic and translational research. Frontiers in behavioral neuroscience, 12, 52. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) * [https://www.ninds.nih.gov/health-information/public-education/brain-basics/brain-basics-know-your-brain Brain basics: Know your brain] * [https://neuroscience.mssm.edu/nestler/nidappg/brain_reward_pathways.html Brain reward pathways] * [https://neurosity.co/guides/brain-reward-system-dopamine-motivation Your brain's reward system] {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Neuroscience]] n3fsx5qch6lqtaiee12iiqrufu5q2kf 2841516 2841512 2026-10-19T14:17:50Z ~2026-55933-71 3112930 section 2 updated 2841516 wikitext text/x-wiki {{title|Subcortical structures and motivational drive:<br>How do subcortical brain regions generate basic motivational impulses and energy?}} __TOC__ ==Overview== {{RoundBoxTop}} [[File:Motivation for behavior.png|thumb|'''Figure 1'''. An example of motivational drive in everyday behaviour, illustrating how hunger can influence attention, thoughts and behavior toward obtaining food.]] '''Imagine this...''' Imagine finishing a long day of university classes without having eaten for several hours. Hunger becomes harder to ignore, the smell of food captures your attention, and finding something to eat begins to take priority over other tasks. Even when food is not immediately available, you may feel motivated to search for it. This everyday experience raises an important question: how does the brain turn internal needs and external cues into motivated behaviour? {{RoundBoxBottom}} Motivated behaviour is influenced by both psychological and biological processes. Subcortical structures are brain regions located beneath the cerebral cortex that contribute to motivation, emotion, reward and biological regulation. These structures help the brain integrate internal bodily states with information from the environment, influencing which goals become important and how strongly an individual is motivated to pursue them. One important explanation of motivational drive is the distinction between reward “wanting” and “liking”. “Wanting” refers to the motivational pull that encourages an individual to pursue a reward, whereas “liking” refers to the pleasure experienced when receiving it. These processes are related but distinct, and dopamine-related neural systems contribute particularly to incentive motivation rather than directly producing pleasure (Berridge et al., 2009; Berridge, 2012; Berridge & Kringelbach, 2015). For example, hunger can increase the motivational pull of food cues, making food more difficult to ignore. Motivation does not arise from a single brain region. Instead, interconnected subcortical systems contribute to generating motivational impulses, assigning significance to rewards and influencing the intensity and direction of behaviour (Castro et al., 2015; Liu et al., 2011). Understanding these interactions helps explain how basic motivational states influence everyday decisions and actions.{{RoundBoxTop|theme=2}} '''Focus questions''' * What are the major subcortical brain regions involved in basic motivational processes? * How do subcortical brain regions generate basic motivational impulses? * How do subcortical brain regions interact to regulate motivated behaviour?{{RoundBoxBottom}} == Subcortical Brain Regions Involved in Motivation == Motivated behaviour depends on interconnected brain systems rather than a single “motivation centre”. Different subcortical structures contribute to regulating physiological needs, processing significant stimuli and directing behaviour towards rewards. Haber and Behrens (2014) explain that incentive-based behaviour involves networks that evaluate outcomes and connect them with possible actions. The hypothalamus, amygdala and ventral striatum make distinct but overlapping contributions to motivation, while midbrain dopamine pathways influence several reward-related and motivational processes. === The Hypothalamus and Homeostatic Motivation === Homeostatic approaches propose that changes in internal bodily conditions can generate motivational states that encourage behaviour to meet physiological needs. The [[wikipedia:Hypothalamus|hypothalamus]] is central to this process, particularly in regulating feeding and energy balance. Rossi and Stuber (2018) explain that neural circuits involved in homeostatic feeding overlap with reward-related circuits. This suggests that eating is not controlled by hunger alone: the attractiveness and rewarding properties of food can also influence the motivation to eat. Evidence from primary research illustrates this interaction. Opland et al. (2013) found that disrupting neurotensin receptor-1 in mice altered leptin-related regulation of mesolimbic dopamine function and increased preference for a palatable, high-fat, high-sugar diet. These findings support the view that hypothalamic signalling can influence both physiological regulation and reward-related feeding. However, the study involved a specific genetic manipulation in mice, so its findings cannot establish how strongly the same mechanisms determine everyday eating behaviour in humans. === The Amygdala and Motivational Salience === The [[wikipedia:Amygdala|amygdala]] contributes to evaluating emotionally and motivationally significant stimuli. In the context of incentive-based learning, stimuli can acquire significance through their association with outcomes, influencing whether behaviour is directed towards or away from them. Haber and Behrens (2014) describe how brain networks connect information about stimuli and outcomes with action selection. The amygdala is therefore better understood as a component of broader motivational networks than as a structure responsible for fear alone. Human neuroimaging evidence supports this network-based account. Liu et al. (2011), in a meta-analysis of 142 neuroimaging studies, found that the amygdala was more strongly associated with reward outcomes, alongside regions such as the [[wikipedia:Nucleus_accumbens|nucleus accumbens]]. However, the presence of activity in a brain region does not prove that it causes a particular motivational response. The findings identify consistent associations across studies but must be interpreted alongside evidence about neural connections and behavioural effects. === The Ventral Striatum and Reward === The ventral striatum, including the nucleus accumbens, contributes to reward-related motivation and the pursuit of desirable outcomes. Berridge et al. (2009) distinguish three components of reward: “liking”, the pleasurable impact of an outcome; “wanting”, its motivational pull; and learning, which helps establish associations between cues and outcomes. These processes can interact without being identical. The nucleus accumbens should therefore not be described simply as a pleasure centre, because its activity is also associated with motivational processes that encourage reward seeking. Midbrain dopamine pathways, particularly projections from the ventral tegmental area, contribute to these reward-related processes. Berridge (2012) explains that incentive salience can change according to an organism’s current physiological state, making a previously learned food cue more compelling during hunger. Salamone et al. (2018) review evidence linking dopamine signalling to effort-based choices, suggesting that dopamine contributes to the allocation of effort towards obtaining rewards. This role is distinct from directly producing the pleasurable experience of a reward. However, many findings concerning these mechanisms come from animal experiments, and dopamine’s role depends on the neural circuit and behaviour being studied. Overall, reward motivation is best explained through the interaction of multiple structures and processes rather than the function of one brain region alone. == How Subcortical Systems Generate Motivational Impulses == Motivational impulses emerge through interactions between physiological needs, environmental cues and neural processes that influence the pursuit of desired outcomes. Hunger, for example, can increase the priority given to obtaining food, while learned associations can make food-related cues more compelling. These processes involve interconnected subcortical systems rather than a single motivational centre, as illustrated in Figure 2. Research on feeding circuits and reward-related behaviour helps explain how internal states generate motivational responses and how those responses influence the direction and intensity of behaviour (Berridge, 2012; Haber & Behrens, 2014). === Homeostatic Motivation === Homeostatic motivation occurs when changes in the body's internal condition influence behaviour that helps meet physiological needs. During an energy deficit, hunger-related signals influence neural circuits that regulate feeding, contributing to food-seeking behaviour. Rossi and Stuber (2018) explain that homeostatic and reward-related feeding circuits overlap, suggesting that eating cannot be understood solely as a response to biological need. Instead, internal physiological states can influence how strongly an organism is motivated to obtain particular outcomes. Original experimental research provides evidence for the neural mechanisms involved. Atasoy et al. (2012) found that activating agouti-related peptide (AgRP) neurons in mice rapidly elicited feeding and identified a pathway involving the inhibition of oxytocin neurons in the paraventricular hypothalamus that was critical for this response. Krashes et al. (2014) identified excitatory inputs from specific paraventricular hypothalamic neurons to AgRP neurons; stimulating these inputs in satiated mice activated AgRP neurons and induced feeding. Together, these studies demonstrate that defined neural circuits can influence hunger-related behaviour. However, both studies used experimental manipulations in mice, so their findings cannot establish that the same circuits fully explain human hunger or everyday eating behaviour. === Reward and Incentive Motivation === Physiological needs do not fully determine which outcomes an organism pursues. Environmental cues can acquire motivational significance through learning, encouraging approach towards outcomes associated with reward. Berridge et al. (2009) distinguish between “liking”, the pleasurable impact of a reward; “wanting”, its motivational pull; and learning, through which associations between cues and outcomes develop. These processes are related but separable, meaning that a cue can stimulate reward seeking without necessarily increasing the pleasure experienced when the reward is obtained. Berridge (2012) describes ''incentive salience'' as the process through which reward-associated stimuli gain motivational significance and become capable of attracting attention and encouraging pursuit. The motivational influence of a cue can change with physiological state, helping explain why food may become more compelling when an individual is hungry. This account complements research on the interaction between homeostatic and reward-related systems, which suggests that internal needs can influence the motivational value of available outcomes (Rossi & Stuber, 2018). Nevertheless, incentive salience is not the only influence on behaviour; learning, context and the availability of alternative outcomes also matter. === Motivational Activation and Effort === Motivational drive also involves the willingness to expend effort to obtain a desired outcome. Dopamine-related processes contribute to this aspect of motivation, but dopamine should not be understood simply as a chemical that produces pleasure. Salamone et al. (2018) review evidence linking dopamine signalling with effort-based choice, while Bardgett et al. (2009) provide experimental evidence from rats. In their study, rats became more likely to choose a smaller reward requiring less effort following treatment with D1 or D2 dopamine receptor antagonists, whereas a dopamine-enhancing drug biased choices towards the larger reward requiring greater effort. These findings suggest that dopamine receptor activity can influence how effort is allocated when rewards compete with one another. However, the study involved only nine male rats, and pharmacological manipulations do not establish that dopamine alone determines motivation. Effort-based decisions also depend on the value of the available outcomes and the demands of the task. Overall, homeostatic signals, incentive salience and effort-related processes help explain how motivational impulses emerge, become directed towards particular outcomes and influence the likelihood of action. == Physiological needs, motivational energy and behaviour == ==== Key points ==== * Physiological needs can change both the direction and intensity of motivated behaviour by altering an organism's internal state. * Hunger provides a useful example of how a physiological need can influence attention, reward processing and behaviour (Opland et al., 2013). * This section will explore how physiological states can generate motivational energy and influence behavioural priorities. === 3.1 Hunger and feeding motivation === ==== Key points ==== * Hunger can be understood as a motivational state associated with physiological signals indicating a need for energy or nutrients. * Hypothalamic circuits contribute to feeding motivation, while interactions with reward-related systems influence the attractiveness and pursuit of food (Rossi & Stuber, 2018; Opland et al., 2013). * Hunger therefore illustrates how a physiological need can be translated by subcortical systems into a motivational impulse and subsequent food-seeking behaviour. === 3.2 Motivational energy and effort === ==== Key points ==== * Motivation involves not only wanting an outcome but also the willingness to expend effort to obtain it (Salamone et al., 2018). * Dopamine-related systems have been linked to behavioural activation and effort-based responding, suggesting a role in the energetic aspects of motivation (Salamone et al., 2018). * This research helps explain why motivational states can influence how strongly an individual engages in effortful behaviour to achieve a goal. == 4. Interactions between subcortical motivational systems == ==== Key points ==== [[File:Subcortical regions 2026.png|thumb|'''Figure 2'''. Major subcortical brain regions involved in motivational drive and their interactions in regulating physiological needs, reward and behavioural activation.]] * Subcortical structures do not operate independently; motivated behaviour emerges through interactions between systems involved in homeostasis, reward, emotion and behavioural selection (Haber & Behrens, 2014). * The motivational value of an outcome can change depending on an individual's physiological state, demonstrating interaction between homeostatic and reward systems (Opland et al., 2013). * Examining these interactions helps explain how an internal need can influence what an individual wants, how strongly they want it and the effort they are willing to invest. === 4.1 Homeostatic and reward systems === ==== Key points ==== * Physiological states can influence the reward value of particular stimuli, meaning that the same outcome may become more or less motivating depending on current needs (Opland et al., 2013). * Interactions between hypothalamic and mesolimbic systems help connect physiological regulation with reward-related motivation. * These interactions demonstrate how a physiological need can increase the motivational value of a particular outcome and energise behaviour directed towards it. === 4.2 Dopamine and motivational control === ==== Key points ==== * Dopamine is involved in several aspects of motivation, including incentive motivation, behavioural activation and effort, rather than simply producing pleasure (Berridge, 2012; Salamone et al., 2018). * Dopaminergic systems interact with the ventral striatum and other neural structures to influence reward-related behaviour. * These findings help explain how subcortical systems can contribute to the energetic component of motivation by influencing behavioural activation and effort. === 4.3 From neural interaction to motivated behaviour === ==== Key points ==== * Motivated behaviour requires the integration of internal physiological states, reward information and environmental cues. * Interconnected neural circuits allow motivational information to influence the selection and performance of appropriate behaviours (Haber & Behrens, 2014). * This provides a network-based explanation for how motivational impulses can develop into coordinated, goal-directed actions. {{RoundBoxTop|theme=3}} {| class="wikitable" |+Table 1. Subcortical brain systems involved in motivational drive and their contribution to motivated behaviour !Subcortical system !Primary motivational role !How it contributes to motivation !Example of motivated behaviour |- |'''Hypothalamus''' |Homeostasis and physiological needs |Detects and responds to changes in internal physiological states and helps generate motivational states related to needs such as hunger. |Seeking and consuming food when hungry |- |'''Amygdala''' |Emotional and motivational salience |Processes emotionally significant information and influences the motivational value of environmental stimuli. |Approaching rewarding stimuli or avoiding threatening stimuli |- |'''Ventral striatum / nucleus accumbens''' |Reward and incentive motivation |Contributes to the pursuit of rewarding outcomes and the motivational pull of desirable stimuli. |Seeking food or other rewarding outcomes |- |'''Dopaminergic systems''' |Behavioural activation and effort |Supports incentive motivation, behavioural activation and willingness to expend effort to obtain desired outcomes. |Persisting with effort to obtain a desired reward |- |'''Interconnected subcortical circuits''' |Integration of motivational information |Interactions between homeostatic, emotional and reward systems help translate physiological needs and environmental cues into coordinated motivated behaviour. |Adjusting behaviour according to current needs and available rewards |} {{RoundBoxBottom}} == 5. Evidence for subcortical motivational systems == ==== Key points ==== * Research into motivation uses behavioural, neurobiological and neuroscientific approaches to investigate how subcortical structures contribute to motivated behaviour. Evidence from these approaches can help connect physiological states, neural activity and observable behaviour (Berridge, 2012; Haber & Behrens, 2014). * Neurobiological research has identified interconnected hypothalamic, amygdala, striatal and dopaminergic systems associated with reward, motivation and behavioural activation, while behavioural research demonstrates that motivational states can influence approach behaviour, effort and decisions about which actions to pursue (Berridge, 2012; Salamone et al., 2018). * Research on feeding provides evidence that physiological states can influence reward processing and motivated behaviour through interactions between homeostatic and reward systems (Opland et al., 2013). * Findings across these areas suggest that subcortical mechanisms provide an important biological basis for motivation, but they do not fully explain complex human motivated behaviour. Psychological processes such as learning, cognit ion and emotion, together with environmental context, also interact with neural systems to influence behaviour (Haber & Behrens, 2014). * Overall, the research supports a '''network-based understanding of motivational drive''', in which multiple subcortical systems work together to translate physiological and motivational information into behavioural activation, while broader psychological processes influence how these systems are expressed. ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[Motivation and emotion/Book/2026/Hypothalamus and homeostatic motivation|Hypothalamus and homeostatic motivation]] (Book Chapter, 2026) * [[wikipedia:Motivation|Motivation]] (Wikipedia) ==References== {{Hanging indent|1= Berridge, K. C., Robinson, T. E., & Aldridge, J. W. (2009). Dissecting components of reward:‘liking’,‘wanting’, and learning. Current opinion in pharmacology, 9(1), 65-73. Berridge, K. C. (2012). From prediction error to incentive salience: mesolimbic computation of reward motivation. European Journal of neuroscience, 35(7), 1124-1143. Haber, S. N., & Behrens, T. E. (2014). The neural network underlying incentive-based learning: implications for interpreting circuit disruptions in psychiatric disorders. Neuron, 83(5), 1019-1039. Opland, D., Sutton, A., Woodworth, H., Brown, J., Bugescu, R., Garcia, A., Christensen, L., Rhodes, C., Myers Jr, M., & Leinninger, G. (2013). Loss of neurotensin receptor-1 disrupts the control of the mesolimbic dopamine system by leptin and promotes hedonic feeding and obesity. Molecular metabolism, 2(4), 423-434. Rossi, M. A., & Stuber, G. D. (2018). Overlapping brain circuits for homeostatic and hedonic feeding. Cell metabolism, 27(1), 42-56. Salamone, J. D., Correa, M., Yang, J.-H., Rotolo, R., & Presby, R. (2018). Dopamine, effort-based choice, and behavioral economics: basic and translational research. Frontiers in behavioral neuroscience, 12, 52. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) * [https://www.ninds.nih.gov/health-information/public-education/brain-basics/brain-basics-know-your-brain Brain basics: Know your brain] * [https://neuroscience.mssm.edu/nestler/nidappg/brain_reward_pathways.html Brain reward pathways] * [https://neurosity.co/guides/brain-reward-system-dopamine-motivation Your brain's reward system] {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Neuroscience]] cb5y9b27ps1uxt877cduv3hr3ivibrr 2841525 2841516 2026-10-19T14:49:35Z U3281503 3106990 heading changes 2841525 wikitext text/x-wiki {{title|Subcortical structures and motivational drive:<br>How do subcortical brain regions generate basic motivational impulses and energy?}} __TOC__ ==Overview== {{RoundBoxTop}} [[File:Motivation for behavior.png|thumb|'''Figure 1'''. An example of motivational drive in everyday behaviour, illustrating how hunger can influence attention, thoughts and behavior toward obtaining food.]] '''Imagine this...''' Imagine finishing a long day of university classes without having eaten for several hours. Hunger becomes harder to ignore, the smell of food captures your attention, and finding something to eat begins to take priority over other tasks. Even when food is not immediately available, you may feel motivated to search for it. This everyday experience raises an important question: how does the brain turn internal needs and external cues into motivated behaviour? {{RoundBoxBottom}} Motivated behaviour is influenced by both psychological and biological processes. Subcortical structures are brain regions located beneath the cerebral cortex that contribute to motivation, emotion, reward and biological regulation. These structures help the brain integrate internal bodily states with information from the environment, influencing which goals become important and how strongly an individual is motivated to pursue them. One important explanation of motivational drive is the distinction between reward “wanting” and “liking”. “Wanting” refers to the motivational pull that encourages an individual to pursue a reward, whereas “liking” refers to the pleasure experienced when receiving it. These processes are related but distinct, and dopamine-related neural systems contribute particularly to incentive motivation rather than directly producing pleasure (Berridge et al., 2009; Berridge, 2012; Berridge & Kringelbach, 2015). For example, hunger can increase the motivational pull of food cues, making food more difficult to ignore. Motivation does not arise from a single brain region. Instead, interconnected subcortical systems contribute to generating motivational impulses, assigning significance to rewards and influencing the intensity and direction of behaviour (Castro et al., 2015; Liu et al., 2011). Understanding these interactions helps explain how basic motivational states influence everyday decisions and actions.{{RoundBoxTop|theme=2}} '''Focus questions''' * What are the major subcortical brain regions involved in basic motivational processes? * How do subcortical brain regions generate basic motivational impulses? * How do subcortical brain regions interact to regulate motivated behaviour?{{RoundBoxBottom}} == Subcortical Brain Regions Involved in Motivation == Motivated behaviour depends on interconnected brain systems rather than a single “motivation centre”. Different subcortical structures contribute to regulating physiological needs, processing significant stimuli and directing behaviour towards rewards. Haber and Behrens (2014) explain that incentive-based behaviour involves networks that evaluate outcomes and connect them with possible actions. The hypothalamus, amygdala and ventral striatum make distinct but overlapping contributions to motivation, while midbrain dopamine pathways influence several reward-related and motivational processes. === The Hypothalamus and Homeostatic Motivation === Homeostatic approaches propose that changes in internal bodily conditions can generate motivational states that encourage behaviour to meet physiological needs. The [[wikipedia:Hypothalamus|hypothalamus]] is central to this process, particularly in regulating feeding and energy balance. Rossi and Stuber (2018) explain that neural circuits involved in homeostatic feeding overlap with reward-related circuits. This suggests that eating is not controlled by hunger alone: the attractiveness and rewarding properties of food can also influence the motivation to eat. Evidence from primary research illustrates this interaction. Opland et al. (2013) found that disrupting neurotensin receptor-1 in mice altered leptin-related regulation of mesolimbic dopamine function and increased preference for a palatable, high-fat, high-sugar diet. These findings support the view that hypothalamic signalling can influence both physiological regulation and reward-related feeding. However, the study involved a specific genetic manipulation in mice, so its findings cannot establish how strongly the same mechanisms determine everyday eating behaviour in humans. === The Amygdala and Motivational Salience === The [[wikipedia:Amygdala|amygdala]] contributes to evaluating emotionally and motivationally significant stimuli. In the context of incentive-based learning, stimuli can acquire significance through their association with outcomes, influencing whether behaviour is directed towards or away from them. Haber and Behrens (2014) describe how brain networks connect information about stimuli and outcomes with action selection. The amygdala is therefore better understood as a component of broader motivational networks than as a structure responsible for fear alone. Human neuroimaging evidence supports this network-based account. Liu et al. (2011), in a meta-analysis of 142 neuroimaging studies, found that the amygdala was more strongly associated with reward outcomes, alongside regions such as the [[wikipedia:Nucleus_accumbens|nucleus accumbens]]. However, the presence of activity in a brain region does not prove that it causes a particular motivational response. The findings identify consistent associations across studies but must be interpreted alongside evidence about neural connections and behavioural effects. === The Ventral Striatum and Reward === The ventral striatum, including the nucleus accumbens, contributes to reward-related motivation and the pursuit of desirable outcomes. Berridge et al. (2009) distinguish three components of reward: “liking”, the pleasurable impact of an outcome; “wanting”, its motivational pull; and learning, which helps establish associations between cues and outcomes. These processes can interact without being identical. The nucleus accumbens should therefore not be described simply as a pleasure centre, because its activity is also associated with motivational processes that encourage reward seeking. Midbrain dopamine pathways, particularly projections from the ventral tegmental area, contribute to these reward-related processes. Berridge (2012) explains that incentive salience can change according to an organism’s current physiological state, making a previously learned food cue more compelling during hunger. Salamone et al. (2018) review evidence linking dopamine signalling to effort-based choices, suggesting that dopamine contributes to the allocation of effort towards obtaining rewards. This role is distinct from directly producing the pleasurable experience of a reward. However, many findings concerning these mechanisms come from animal experiments, and dopamine’s role depends on the neural circuit and behaviour being studied. Overall, reward motivation is best explained through the interaction of multiple structures and processes rather than the function of one brain region alone. == How Subcortical Systems Generate Motivational Impulses == Motivational impulses emerge through interactions between physiological needs, environmental cues and neural processes that influence the pursuit of desired outcomes. Hunger, for example, can increase the priority given to obtaining food, while learned associations can make food-related cues more compelling. These processes involve interconnected subcortical systems rather than a single motivational centre, as illustrated in Figure 2. Research on feeding circuits and reward-related behaviour helps explain how internal states generate motivational responses and how those responses influence the direction and intensity of behaviour (Berridge, 2012; Haber & Behrens, 2014).[[File:Subcortical regions 2026.png|thumb|'''Figure 2'''. Major subcortical brain regions involved in motivational drive and their interactions in regulating physiological needs, reward and behavioural activation.]] === Homeostatic Motivation === Homeostatic motivation occurs when changes in the body's internal condition influence behaviour that helps meet physiological needs. During an energy deficit, hunger-related signals influence neural circuits that regulate feeding, contributing to food-seeking behaviour. Rossi and Stuber (2018) explain that homeostatic and reward-related feeding circuits overlap, suggesting that eating cannot be understood solely as a response to biological need. Instead, internal physiological states can influence how strongly an organism is motivated to obtain particular outcomes. Original experimental research provides evidence for the neural mechanisms involved. Atasoy et al. (2012) found that activating agouti-related peptide (AgRP) neurons in mice rapidly elicited feeding and identified a pathway involving the inhibition of oxytocin neurons in the paraventricular hypothalamus that was critical for this response. Krashes et al. (2014) identified excitatory inputs from specific paraventricular hypothalamic neurons to AgRP neurons; stimulating these inputs in satiated mice activated AgRP neurons and induced feeding. Together, these studies demonstrate that defined neural circuits can influence hunger-related behaviour. However, both studies used experimental manipulations in mice, so their findings cannot establish that the same circuits fully explain human hunger or everyday eating behaviour. === Reward and Incentive Motivation === Physiological needs do not fully determine which outcomes an organism pursues. Environmental cues can acquire motivational significance through learning, encouraging approach towards outcomes associated with reward. Berridge et al. (2009) distinguish between “liking”, the pleasurable impact of a reward; “wanting”, its motivational pull; and learning, through which associations between cues and outcomes develop. These processes are related but separable, meaning that a cue can stimulate reward seeking without necessarily increasing the pleasure experienced when the reward is obtained. Berridge (2012) describes ''incentive salience'' as the process through which reward-associated stimuli gain motivational significance and become capable of attracting attention and encouraging pursuit. The motivational influence of a cue can change with physiological state, helping explain why food may become more compelling when an individual is hungry. This account complements research on the interaction between homeostatic and reward-related systems, which suggests that internal needs can influence the motivational value of available outcomes (Rossi & Stuber, 2018). Nevertheless, incentive salience is not the only influence on behaviour; learning, context and the availability of alternative outcomes also matter. === Motivational Activation and Effort === Motivational drive also involves the willingness to expend effort to obtain a desired outcome. Dopamine-related processes contribute to this aspect of motivation, but dopamine should not be understood simply as a chemical that produces pleasure. Salamone et al. (2018) review evidence linking dopamine signalling with effort-based choice, while Bardgett et al. (2009) provide experimental evidence from rats. In their study, rats became more likely to choose a smaller reward requiring less effort following treatment with D1 or D2 dopamine receptor antagonists, whereas a dopamine-enhancing drug biased choices towards the larger reward requiring greater effort. These findings suggest that dopamine receptor activity can influence how effort is allocated when rewards compete with one another. However, the study involved only nine male rats, and pharmacological manipulations do not establish that dopamine alone determines motivation. Effort-based decisions also depend on the value of the available outcomes and the demands of the task. Overall, homeostatic signals, incentive salience and effort-related processes help explain how motivational impulses emerge, become directed towards particular outcomes and influence the likelihood of action. == Interactions between subcortical systems and Motivated behaviour == ==== Key points ==== * Subcortical structures do not operate independently; motivated behaviour emerges through interactions between systems involved in homeostasis, reward, emotion and behavioural selection (Haber & Behrens, 2014). * The motivational value of an outcome can change depending on an individual's physiological state, demonstrating interaction between homeostatic and reward systems (Opland et al., 2013). * Examining these interactions helps explain how an internal need can influence what an individual wants, how strongly they want it and the effort they are willing to invest. === 4.1 Homeostatic and reward systems === ==== Key points ==== * Physiological states can influence the reward value of particular stimuli, meaning that the same outcome may become more or less motivating depending on current needs (Opland et al., 2013). * Interactions between hypothalamic and mesolimbic systems help connect physiological regulation with reward-related motivation. * These interactions demonstrate how a physiological need can increase the motivational value of a particular outcome and energise behaviour directed towards it. === 4.2 Dopamine and motivational control === ==== Key points ==== * Dopamine is involved in several aspects of motivation, including incentive motivation, behavioural activation and effort, rather than simply producing pleasure (Berridge, 2012; Salamone et al., 2018). * Dopaminergic systems interact with the ventral striatum and other neural structures to influence reward-related behaviour. * These findings help explain how subcortical systems can contribute to the energetic component of motivation by influencing behavioural activation and effort. === 4.3 From neural interaction to motivated behaviour === ==== Key points ==== * Motivated behaviour requires the integration of internal physiological states, reward information and environmental cues. * Interconnected neural circuits allow motivational information to influence the selection and performance of appropriate behaviours (Haber & Behrens, 2014). * This provides a network-based explanation for how motivational impulses can develop into coordinated, goal-directed actions. {{RoundBoxTop|theme=3}} {| class="wikitable" |+Table 1. Subcortical brain systems involved in motivational drive and their contribution to motivated behaviour !Subcortical system !Primary motivational role !How it contributes to motivation !Example of motivated behaviour |- |'''Hypothalamus''' |Homeostasis and physiological needs |Detects and responds to changes in internal physiological states and helps generate motivational states related to needs such as hunger. |Seeking and consuming food when hungry |- |'''Amygdala''' |Emotional and motivational salience |Processes emotionally significant information and influences the motivational value of environmental stimuli. |Approaching rewarding stimuli or avoiding threatening stimuli |- |'''Ventral striatum / nucleus accumbens''' |Reward and incentive motivation |Contributes to the pursuit of rewarding outcomes and the motivational pull of desirable stimuli. |Seeking food or other rewarding outcomes |- |'''Dopaminergic systems''' |Behavioural activation and effort |Supports incentive motivation, behavioural activation and willingness to expend effort to obtain desired outcomes. |Persisting with effort to obtain a desired reward |- |'''Interconnected subcortical circuits''' |Integration of motivational information |Interactions between homeostatic, emotional and reward systems help translate physiological needs and environmental cues into coordinated motivated behaviour. |Adjusting behaviour according to current needs and available rewards |} {{RoundBoxBottom}} == 5. Evidence for subcortical motivational systems == ==== Key points ==== * Research into motivation uses behavioural, neurobiological and neuroscientific approaches to investigate how subcortical structures contribute to motivated behaviour. Evidence from these approaches can help connect physiological states, neural activity and observable behaviour (Berridge, 2012; Haber & Behrens, 2014). * Neurobiological research has identified interconnected hypothalamic, amygdala, striatal and dopaminergic systems associated with reward, motivation and behavioural activation, while behavioural research demonstrates that motivational states can influence approach behaviour, effort and decisions about which actions to pursue (Berridge, 2012; Salamone et al., 2018). * Research on feeding provides evidence that physiological states can influence reward processing and motivated behaviour through interactions between homeostatic and reward systems (Opland et al., 2013). * Findings across these areas suggest that subcortical mechanisms provide an important biological basis for motivation, but they do not fully explain complex human motivated behaviour. Psychological processes such as learning, cognit ion and emotion, together with environmental context, also interact with neural systems to influence behaviour (Haber & Behrens, 2014). * Overall, the research supports a '''network-based understanding of motivational drive''', in which multiple subcortical systems work together to translate physiological and motivational information into behavioural activation, while broader psychological processes influence how these systems are expressed. ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[Motivation and emotion/Book/2026/Hypothalamus and homeostatic motivation|Hypothalamus and homeostatic motivation]] (Book Chapter, 2026) * [[wikipedia:Motivation|Motivation]] (Wikipedia) ==References== {{Hanging indent|1= Berridge, K. C., Robinson, T. E., & Aldridge, J. W. (2009). Dissecting components of reward:‘liking’,‘wanting’, and learning. Current opinion in pharmacology, 9(1), 65-73. Berridge, K. C. (2012). From prediction error to incentive salience: mesolimbic computation of reward motivation. European Journal of neuroscience, 35(7), 1124-1143. Haber, S. N., & Behrens, T. E. (2014). The neural network underlying incentive-based learning: implications for interpreting circuit disruptions in psychiatric disorders. Neuron, 83(5), 1019-1039. Opland, D., Sutton, A., Woodworth, H., Brown, J., Bugescu, R., Garcia, A., Christensen, L., Rhodes, C., Myers Jr, M., & Leinninger, G. (2013). Loss of neurotensin receptor-1 disrupts the control of the mesolimbic dopamine system by leptin and promotes hedonic feeding and obesity. Molecular metabolism, 2(4), 423-434. Rossi, M. A., & Stuber, G. D. (2018). Overlapping brain circuits for homeostatic and hedonic feeding. Cell metabolism, 27(1), 42-56. Salamone, J. D., Correa, M., Yang, J.-H., Rotolo, R., & Presby, R. (2018). Dopamine, effort-based choice, and behavioral economics: basic and translational research. Frontiers in behavioral neuroscience, 12, 52. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) * [https://www.ninds.nih.gov/health-information/public-education/brain-basics/brain-basics-know-your-brain Brain basics: Know your brain] * [https://neuroscience.mssm.edu/nestler/nidappg/brain_reward_pathways.html Brain reward pathways] * [https://neurosity.co/guides/brain-reward-system-dopamine-motivation Your brain's reward system] {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Neuroscience]] lidm7dkoodrlhi09zgjnzfft27fvvur 2841526 2841525 2026-10-19T14:51:33Z U3281503 3106990 Photo edit 2841526 wikitext text/x-wiki {{title|Subcortical structures and motivational drive:<br>How do subcortical brain regions generate basic motivational impulses and energy?}} __TOC__ ==Overview== {{RoundBoxTop}} [[File:Motivation for behavior.png|thumb|'''Figure 1'''. An example of motivational drive in everyday behaviour, illustrating how hunger can influence attention, thoughts and behavior toward obtaining food.]] '''Imagine this...''' Imagine finishing a long day of university classes without having eaten for several hours. Hunger becomes harder to ignore, the smell of food captures your attention, and finding something to eat begins to take priority over other tasks. Even when food is not immediately available, you may feel motivated to search for it. This everyday experience raises an important question: how does the brain turn internal needs and external cues into motivated behaviour? {{RoundBoxBottom}} Motivated behaviour is influenced by both psychological and biological processes. Subcortical structures are brain regions located beneath the cerebral cortex that contribute to motivation, emotion, reward and biological regulation. These structures help the brain integrate internal bodily states with information from the environment, influencing which goals become important and how strongly an individual is motivated to pursue them. One important explanation of motivational drive is the distinction between reward “wanting” and “liking”. “Wanting” refers to the motivational pull that encourages an individual to pursue a reward, whereas “liking” refers to the pleasure experienced when receiving it. These processes are related but distinct, and dopamine-related neural systems contribute particularly to incentive motivation rather than directly producing pleasure (Berridge et al., 2009; Berridge, 2012; Berridge & Kringelbach, 2015). For example, hunger can increase the motivational pull of food cues, making food more difficult to ignore. Motivation does not arise from a single brain region. Instead, interconnected subcortical systems contribute to generating motivational impulses, assigning significance to rewards and influencing the intensity and direction of behaviour (Castro et al., 2015; Liu et al., 2011). Understanding these interactions helps explain how basic motivational states influence everyday decisions and actions.{{RoundBoxTop|theme=2}} '''Focus questions''' * What are the major subcortical brain regions involved in basic motivational processes? * How do subcortical brain regions generate basic motivational impulses? * How do subcortical brain regions interact to regulate motivated behaviour?{{RoundBoxBottom}} == Subcortical Brain Regions Involved in Motivation == Motivated behaviour depends on interconnected brain systems rather than a single “motivation centre”. Different subcortical structures contribute to regulating physiological needs, processing significant stimuli and directing behaviour towards rewards. Haber and Behrens (2014) explain that incentive-based behaviour involves networks that evaluate outcomes and connect them with possible actions. The hypothalamus, amygdala and ventral striatum make distinct but overlapping contributions to motivation, while midbrain dopamine pathways influence several reward-related and motivational processes. === The Hypothalamus and Homeostatic Motivation === Homeostatic approaches propose that changes in internal bodily conditions can generate motivational states that encourage behaviour to meet physiological needs. The [[wikipedia:Hypothalamus|hypothalamus]] is central to this process, particularly in regulating feeding and energy balance. Rossi and Stuber (2018) explain that neural circuits involved in homeostatic feeding overlap with reward-related circuits. This suggests that eating is not controlled by hunger alone: the attractiveness and rewarding properties of food can also influence the motivation to eat. Evidence from primary research illustrates this interaction. Opland et al. (2013) found that disrupting neurotensin receptor-1 in mice altered leptin-related regulation of mesolimbic dopamine function and increased preference for a palatable, high-fat, high-sugar diet. These findings support the view that hypothalamic signalling can influence both physiological regulation and reward-related feeding. However, the study involved a specific genetic manipulation in mice, so its findings cannot establish how strongly the same mechanisms determine everyday eating behaviour in humans. === The Amygdala and Motivational Salience === The [[wikipedia:Amygdala|amygdala]] contributes to evaluating emotionally and motivationally significant stimuli. In the context of incentive-based learning, stimuli can acquire significance through their association with outcomes, influencing whether behaviour is directed towards or away from them. Haber and Behrens (2014) describe how brain networks connect information about stimuli and outcomes with action selection. The amygdala is therefore better understood as a component of broader motivational networks than as a structure responsible for fear alone. Human neuroimaging evidence supports this network-based account. Liu et al. (2011), in a meta-analysis of 142 neuroimaging studies, found that the amygdala was more strongly associated with reward outcomes, alongside regions such as the [[wikipedia:Nucleus_accumbens|nucleus accumbens]]. However, the presence of activity in a brain region does not prove that it causes a particular motivational response. The findings identify consistent associations across studies but must be interpreted alongside evidence about neural connections and behavioural effects. === The Ventral Striatum and Reward === The ventral striatum, including the nucleus accumbens, contributes to reward-related motivation and the pursuit of desirable outcomes. Berridge et al. (2009) distinguish three components of reward: “liking”, the pleasurable impact of an outcome; “wanting”, its motivational pull; and learning, which helps establish associations between cues and outcomes. These processes can interact without being identical. The nucleus accumbens should therefore not be described simply as a pleasure centre, because its activity is also associated with motivational processes that encourage reward seeking. Midbrain dopamine pathways, particularly projections from the ventral tegmental area, contribute to these reward-related processes. Berridge (2012) explains that incentive salience can change according to an organism’s current physiological state, making a previously learned food cue more compelling during hunger. Salamone et al. (2018) review evidence linking dopamine signalling to effort-based choices, suggesting that dopamine contributes to the allocation of effort towards obtaining rewards. This role is distinct from directly producing the pleasurable experience of a reward. However, many findings concerning these mechanisms come from animal experiments, and dopamine’s role depends on the neural circuit and behaviour being studied. Overall, reward motivation is best explained through the interaction of multiple structures and processes rather than the function of one brain region alone. == How Subcortical Systems Generate Motivational Impulses == Motivational impulses emerge through interactions between physiological needs, environmental cues and neural processes that influence the pursuit of desired outcomes. Hunger, for example, can increase the priority given to obtaining food, while learned associations can make food-related cues more compelling. These processes involve interconnected subcortical systems rather than a single motivational centre, as illustrated in Figure 2. Research on feeding circuits and reward-related behaviour helps explain how internal states generate motivational responses and how those responses influence the direction and intensity of behaviour (Berridge, 2012; Haber & Behrens, 2014).[[File:Subcortical regions 2026.png|thumb|'''Figure 2'''. Major subcortical brain regions involved in motivational drive and their interactions in regulating physiological needs, reward and behavioural activation.]] === Homeostatic Motivation === Homeostatic motivation occurs when changes in the body's internal condition influence behaviour that helps meet physiological needs. During an energy deficit, hunger-related signals influence neural circuits that regulate feeding, contributing to food-seeking behaviour. Rossi and Stuber (2018) explain that homeostatic and reward-related feeding circuits overlap, suggesting that eating cannot be understood solely as a response to biological need. Instead, internal physiological states can influence how strongly an organism is motivated to obtain particular outcomes. Original experimental research provides evidence for the neural mechanisms involved. Atasoy et al. (2012) found that activating agouti-related peptide (AgRP) neurons in mice rapidly elicited feeding and identified a pathway involving the inhibition of oxytocin neurons in the paraventricular hypothalamus that was critical for this response. Krashes et al. (2014) identified excitatory inputs from specific paraventricular hypothalamic neurons to AgRP neurons; stimulating these inputs in satiated mice activated AgRP neurons and induced feeding. Together, these studies demonstrate that defined neural circuits can influence hunger-related behaviour. However, both studies used experimental manipulations in mice, so their findings cannot establish that the same circuits fully explain human hunger or everyday eating behaviour. === Reward and Incentive Motivation === Physiological needs do not fully determine which outcomes an organism pursues. Environmental cues can acquire motivational significance through learning, encouraging approach towards outcomes associated with reward. Berridge et al. (2009) distinguish between “liking”, the pleasurable impact of a reward; “wanting”, its motivational pull; and learning, through which associations between cues and outcomes develop. These processes are related but separable, meaning that a cue can stimulate reward seeking without necessarily increasing the pleasure experienced when the reward is obtained. Berridge (2012) describes ''incentive salience'' as the process through which reward-associated stimuli gain motivational significance and become capable of attracting attention and encouraging pursuit. The motivational influence of a cue can change with physiological state, helping explain why food may become more compelling when an individual is hungry. This account complements research on the interaction between homeostatic and reward-related systems, which suggests that internal needs can influence the motivational value of available outcomes (Rossi & Stuber, 2018). Nevertheless, incentive salience is not the only influence on behaviour; learning, context and the availability of alternative outcomes also matter. === Motivational Activation and Effort === Motivational drive also involves the willingness to expend effort to obtain a desired outcome. Dopamine-related processes contribute to this aspect of motivation, but dopamine should not be understood simply as a chemical that produces pleasure. Salamone et al. (2018) review evidence linking dopamine signalling with effort-based choice, while Bardgett et al. (2009) provide experimental evidence from rats. In their study, rats became more likely to choose a smaller reward requiring less effort following treatment with D1 or D2 dopamine receptor antagonists, whereas a dopamine-enhancing drug biased choices towards the larger reward requiring greater effort. These findings suggest that dopamine receptor activity can influence how effort is allocated when rewards compete with one another. However, the study involved only nine male rats, and pharmacological manipulations do not establish that dopamine alone determines motivation. Effort-based decisions also depend on the value of the available outcomes and the demands of the task. Overall, homeostatic signals, incentive salience and effort-related processes help explain how motivational impulses emerge, become directed towards particular outcomes and influence the likelihood of action. == Interactions between subcortical systems and Motivated behaviour == === 4.1 Homeostatic and reward systems === ==== Key points ==== * Physiological states can influence the reward value of particular stimuli, meaning that the same outcome may become more or less motivating depending on current needs (Opland et al., 2013). * Interactions between hypothalamic and mesolimbic systems help connect physiological regulation with reward-related motivation. * These interactions demonstrate how a physiological need can increase the motivational value of a particular outcome and energise behaviour directed towards it. === 4.2 Dopamine and motivational control === ==== Key points ==== * Dopamine is involved in several aspects of motivation, including incentive motivation, behavioural activation and effort, rather than simply producing pleasure (Berridge, 2012; Salamone et al., 2018). * Dopaminergic systems interact with the ventral striatum and other neural structures to influence reward-related behaviour. * These findings help explain how subcortical systems can contribute to the energetic component of motivation by influencing behavioural activation and effort. === 4.3 From neural interaction to motivated behaviour === ==== Key points ==== * Motivated behaviour requires the integration of internal physiological states, reward information and environmental cues. * Interconnected neural circuits allow motivational information to influence the selection and performance of appropriate behaviours (Haber & Behrens, 2014). * This provides a network-based explanation for how motivational impulses can develop into coordinated, goal-directed actions. {{RoundBoxTop|theme=3}} {| class="wikitable" |+Table 1. Subcortical brain systems involved in motivational drive and their contribution to motivated behaviour !Subcortical system !Primary motivational role !How it contributes to motivation !Example of motivated behaviour |- |'''Hypothalamus''' |Homeostasis and physiological needs |Detects and responds to changes in internal physiological states and helps generate motivational states related to needs such as hunger. |Seeking and consuming food when hungry |- |'''Amygdala''' |Emotional and motivational salience |Processes emotionally significant information and influences the motivational value of environmental stimuli. |Approaching rewarding stimuli or avoiding threatening stimuli |- |'''Ventral striatum / nucleus accumbens''' |Reward and incentive motivation |Contributes to the pursuit of rewarding outcomes and the motivational pull of desirable stimuli. |Seeking food or other rewarding outcomes |- |'''Dopaminergic systems''' |Behavioural activation and effort |Supports incentive motivation, behavioural activation and willingness to expend effort to obtain desired outcomes. |Persisting with effort to obtain a desired reward |- |'''Interconnected subcortical circuits''' |Integration of motivational information |Interactions between homeostatic, emotional and reward systems help translate physiological needs and environmental cues into coordinated motivated behaviour. |Adjusting behaviour according to current needs and available rewards |} {{RoundBoxBottom}} == 5. Evidence for subcortical motivational systems == ==== Key points ==== * Research into motivation uses behavioural, neurobiological and neuroscientific approaches to investigate how subcortical structures contribute to motivated behaviour. Evidence from these approaches can help connect physiological states, neural activity and observable behaviour (Berridge, 2012; Haber & Behrens, 2014). * Neurobiological research has identified interconnected hypothalamic, amygdala, striatal and dopaminergic systems associated with reward, motivation and behavioural activation, while behavioural research demonstrates that motivational states can influence approach behaviour, effort and decisions about which actions to pursue (Berridge, 2012; Salamone et al., 2018). * Research on feeding provides evidence that physiological states can influence reward processing and motivated behaviour through interactions between homeostatic and reward systems (Opland et al., 2013). * Findings across these areas suggest that subcortical mechanisms provide an important biological basis for motivation, but they do not fully explain complex human motivated behaviour. Psychological processes such as learning, cognit ion and emotion, together with environmental context, also interact with neural systems to influence behaviour (Haber & Behrens, 2014). * Overall, the research supports a '''network-based understanding of motivational drive''', in which multiple subcortical systems work together to translate physiological and motivational information into behavioural activation, while broader psychological processes influence how these systems are expressed. ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[Motivation and emotion/Book/2026/Hypothalamus and homeostatic motivation|Hypothalamus and homeostatic motivation]] (Book Chapter, 2026) * [[wikipedia:Motivation|Motivation]] (Wikipedia) ==References== {{Hanging indent|1= Berridge, K. C., Robinson, T. E., & Aldridge, J. W. (2009). Dissecting components of reward:‘liking’,‘wanting’, and learning. Current opinion in pharmacology, 9(1), 65-73. Berridge, K. C. (2012). From prediction error to incentive salience: mesolimbic computation of reward motivation. European Journal of neuroscience, 35(7), 1124-1143. Haber, S. N., & Behrens, T. E. (2014). The neural network underlying incentive-based learning: implications for interpreting circuit disruptions in psychiatric disorders. Neuron, 83(5), 1019-1039. Opland, D., Sutton, A., Woodworth, H., Brown, J., Bugescu, R., Garcia, A., Christensen, L., Rhodes, C., Myers Jr, M., & Leinninger, G. (2013). Loss of neurotensin receptor-1 disrupts the control of the mesolimbic dopamine system by leptin and promotes hedonic feeding and obesity. Molecular metabolism, 2(4), 423-434. Rossi, M. A., & Stuber, G. D. (2018). Overlapping brain circuits for homeostatic and hedonic feeding. Cell metabolism, 27(1), 42-56. Salamone, J. D., Correa, M., Yang, J.-H., Rotolo, R., & Presby, R. (2018). Dopamine, effort-based choice, and behavioral economics: basic and translational research. Frontiers in behavioral neuroscience, 12, 52. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) * [https://www.ninds.nih.gov/health-information/public-education/brain-basics/brain-basics-know-your-brain Brain basics: Know your brain] * [https://neuroscience.mssm.edu/nestler/nidappg/brain_reward_pathways.html Brain reward pathways] * [https://neurosity.co/guides/brain-reward-system-dopamine-motivation Your brain's reward system] {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Neuroscience]] m1bot2gljd3ufxdpeqyxay5msx38fyc 2841529 2841526 2026-10-19T14:58:17Z U3281503 3106990 section 3 edited 2841529 wikitext text/x-wiki {{title|Subcortical structures and motivational drive:<br>How do subcortical brain regions generate basic motivational impulses and energy?}} __TOC__ ==Overview== {{RoundBoxTop}} [[File:Motivation for behavior.png|thumb|'''Figure 1'''. An example of motivational drive in everyday behaviour, illustrating how hunger can influence attention, thoughts and behavior toward obtaining food.]] '''Imagine this...''' Imagine finishing a long day of university classes without having eaten for several hours. Hunger becomes harder to ignore, the smell of food captures your attention, and finding something to eat begins to take priority over other tasks. Even when food is not immediately available, you may feel motivated to search for it. This everyday experience raises an important question: how does the brain turn internal needs and external cues into motivated behaviour? {{RoundBoxBottom}} Motivated behaviour is influenced by both psychological and biological processes. Subcortical structures are brain regions located beneath the cerebral cortex that contribute to motivation, emotion, reward and biological regulation. These structures help the brain integrate internal bodily states with information from the environment, influencing which goals become important and how strongly an individual is motivated to pursue them. One important explanation of motivational drive is the distinction between reward “wanting” and “liking”. “Wanting” refers to the motivational pull that encourages an individual to pursue a reward, whereas “liking” refers to the pleasure experienced when receiving it. These processes are related but distinct, and dopamine-related neural systems contribute particularly to incentive motivation rather than directly producing pleasure (Berridge et al., 2009; Berridge, 2012; Berridge & Kringelbach, 2015). For example, hunger can increase the motivational pull of food cues, making food more difficult to ignore. Motivation does not arise from a single brain region. Instead, interconnected subcortical systems contribute to generating motivational impulses, assigning significance to rewards and influencing the intensity and direction of behaviour (Castro et al., 2015; Liu et al., 2011). Understanding these interactions helps explain how basic motivational states influence everyday decisions and actions.{{RoundBoxTop|theme=2}} '''Focus questions''' * What are the major subcortical brain regions involved in basic motivational processes? * How do subcortical brain regions generate basic motivational impulses? * How do subcortical brain regions interact to regulate motivated behaviour?{{RoundBoxBottom}} == Subcortical Brain Regions Involved in Motivation == Motivated behaviour depends on interconnected brain systems rather than a single “motivation centre”. Different subcortical structures contribute to regulating physiological needs, processing significant stimuli and directing behaviour towards rewards. Haber and Behrens (2014) explain that incentive-based behaviour involves networks that evaluate outcomes and connect them with possible actions. The hypothalamus, amygdala and ventral striatum make distinct but overlapping contributions to motivation, while midbrain dopamine pathways influence several reward-related and motivational processes. === The Hypothalamus and Homeostatic Motivation === Homeostatic approaches propose that changes in internal bodily conditions can generate motivational states that encourage behaviour to meet physiological needs. The [[wikipedia:Hypothalamus|hypothalamus]] is central to this process, particularly in regulating feeding and energy balance. Rossi and Stuber (2018) explain that neural circuits involved in homeostatic feeding overlap with reward-related circuits. This suggests that eating is not controlled by hunger alone: the attractiveness and rewarding properties of food can also influence the motivation to eat. Evidence from primary research illustrates this interaction. Opland et al. (2013) found that disrupting neurotensin receptor-1 in mice altered leptin-related regulation of mesolimbic dopamine function and increased preference for a palatable, high-fat, high-sugar diet. These findings support the view that hypothalamic signalling can influence both physiological regulation and reward-related feeding. However, the study involved a specific genetic manipulation in mice, so its findings cannot establish how strongly the same mechanisms determine everyday eating behaviour in humans. === The Amygdala and Motivational Salience === The [[wikipedia:Amygdala|amygdala]] contributes to evaluating emotionally and motivationally significant stimuli. In the context of incentive-based learning, stimuli can acquire significance through their association with outcomes, influencing whether behaviour is directed towards or away from them. Haber and Behrens (2014) describe how brain networks connect information about stimuli and outcomes with action selection. The amygdala is therefore better understood as a component of broader motivational networks than as a structure responsible for fear alone. Human neuroimaging evidence supports this network-based account. Liu et al. (2011), in a meta-analysis of 142 neuroimaging studies, found that the amygdala was more strongly associated with reward outcomes, alongside regions such as the [[wikipedia:Nucleus_accumbens|nucleus accumbens]]. However, the presence of activity in a brain region does not prove that it causes a particular motivational response. The findings identify consistent associations across studies but must be interpreted alongside evidence about neural connections and behavioural effects. === The Ventral Striatum and Reward === The ventral striatum, including the nucleus accumbens, contributes to reward-related motivation and the pursuit of desirable outcomes. Berridge et al. (2009) distinguish three components of reward: “liking”, the pleasurable impact of an outcome; “wanting”, its motivational pull; and learning, which helps establish associations between cues and outcomes. These processes can interact without being identical. The nucleus accumbens should therefore not be described simply as a pleasure centre, because its activity is also associated with motivational processes that encourage reward seeking. Midbrain dopamine pathways, particularly projections from the ventral tegmental area, contribute to these reward-related processes. Berridge (2012) explains that incentive salience can change according to an organism’s current physiological state, making a previously learned food cue more compelling during hunger. Salamone et al. (2018) review evidence linking dopamine signalling to effort-based choices, suggesting that dopamine contributes to the allocation of effort towards obtaining rewards. This role is distinct from directly producing the pleasurable experience of a reward. However, many findings concerning these mechanisms come from animal experiments, and dopamine’s role depends on the neural circuit and behaviour being studied. Overall, reward motivation is best explained through the interaction of multiple structures and processes rather than the function of one brain region alone. == How Subcortical Systems Generate Motivational Impulses == Motivational impulses emerge through interactions between physiological needs, environmental cues and neural processes that influence the pursuit of desired outcomes. Hunger, for example, can increase the priority given to obtaining food, while learned associations can make food-related cues more compelling. These processes involve interconnected subcortical systems rather than a single motivational centre, as illustrated in Figure 2. Research on feeding circuits and reward-related behaviour helps explain how internal states generate motivational responses and how those responses influence the direction and intensity of behaviour (Berridge, 2012; Haber & Behrens, 2014).[[File:Subcortical regions 2026.png|thumb|'''Figure 2'''. Major subcortical brain regions involved in motivational drive and their interactions in regulating physiological needs, reward and behavioural activation.]] === Homeostatic Motivation === Homeostatic motivation occurs when changes in the body's internal condition influence behaviour that helps meet physiological needs. During an energy deficit, hunger-related signals influence neural circuits that regulate feeding, contributing to food-seeking behaviour. Rossi and Stuber (2018) explain that homeostatic and reward-related feeding circuits overlap, suggesting that eating cannot be understood solely as a response to biological need. Instead, internal physiological states can influence how strongly an organism is motivated to obtain particular outcomes. Original experimental research provides evidence for the neural mechanisms involved. Atasoy et al. (2012) found that activating agouti-related peptide (AgRP) neurons in mice rapidly elicited feeding and identified a pathway involving the inhibition of oxytocin neurons in the paraventricular hypothalamus that was critical for this response. Krashes et al. (2014) identified excitatory inputs from specific paraventricular hypothalamic neurons to AgRP neurons; stimulating these inputs in satiated mice activated AgRP neurons and induced feeding. Together, these studies demonstrate that defined neural circuits can influence hunger-related behaviour. However, both studies used experimental manipulations in mice, so their findings cannot establish that the same circuits fully explain human hunger or everyday eating behaviour. === Reward and Incentive Motivation === Physiological needs do not fully determine which outcomes an organism pursues. Environmental cues can acquire motivational significance through learning, encouraging approach towards outcomes associated with reward. Berridge et al. (2009) distinguish between “liking”, the pleasurable impact of a reward; “wanting”, its motivational pull; and learning, through which associations between cues and outcomes develop. These processes are related but separable, meaning that a cue can stimulate reward seeking without necessarily increasing the pleasure experienced when the reward is obtained. Berridge (2012) describes ''incentive salience'' as the process through which reward-associated stimuli gain motivational significance and become capable of attracting attention and encouraging pursuit. The motivational influence of a cue can change with physiological state, helping explain why food may become more compelling when an individual is hungry. This account complements research on the interaction between homeostatic and reward-related systems, which suggests that internal needs can influence the motivational value of available outcomes (Rossi & Stuber, 2018). Nevertheless, incentive salience is not the only influence on behaviour; learning, context and the availability of alternative outcomes also matter. === Motivational Activation and Effort === Motivational drive also involves the willingness to expend effort to obtain a desired outcome. Dopamine-related processes contribute to this aspect of motivation, but dopamine should not be understood simply as a chemical that produces pleasure. Salamone et al. (2018) review evidence linking dopamine signalling with effort-based choice, while Bardgett et al. (2009) provide experimental evidence from rats. In their study, rats became more likely to choose a smaller reward requiring less effort following treatment with D1 or D2 dopamine receptor antagonists, whereas a dopamine-enhancing drug biased choices towards the larger reward requiring greater effort. These findings suggest that dopamine receptor activity can influence how effort is allocated when rewards compete with one another. However, the study involved only nine male rats, and pharmacological manipulations do not establish that dopamine alone determines motivation. Effort-based decisions also depend on the value of the available outcomes and the demands of the task. Overall, homeostatic signals, incentive salience and effort-related processes help explain how motivational impulses emerge, become directed towards particular outcomes and influence the likelihood of action. == Interactions between subcortical systems and Motivated behaviour == Motivated behaviour depends on the integration of physiological information, reward-related signals and information about the environment. Although individual subcortical structures make distinct contributions, their activity is interconnected, allowing motivational states to influence which outcomes attract attention and which behaviours are pursued. Haber and Behrens (2014) describe incentive-based behaviour as emerging from networks that connect information about stimuli and outcomes with potential actions. This network-based perspective helps explain why motivational drive is not generated by one structure acting independently, but through interactions between systems involved in homeostasis, reward and behavioural control. === Homeostatic and reward systems === The interaction between homeostatic and reward systems helps explain why the motivational value of an outcome changes according to an organism's current needs. For example, food may become more compelling during hunger because physiological signals influence the activity of reward-related circuits. Rossi and Stuber (2018) reviewed evidence that homeostatic and hedonic feeding involve overlapping neural circuits, challenging the idea that eating to satisfy a biological need and eating for pleasure are controlled by completely separate systems. This interaction allows physiological conditions to influence not only the need to eat but also the attractiveness of available food. Primary research provides further evidence that signalling associated with energy regulation can influence reward-related processes. Opland et al. (2013) found that disrupting neurotensin receptor-1 in mice altered leptin-related regulation of mesolimbic dopamine function and increased preference for a palatable, energy-dense diet. These findings support a connection between physiological regulation and reward-related feeding, although the specific genetic manipulation limits how directly the results can be generalised to humans. Together, these findings suggest that motivational value depends partly on the relationship between an organism's internal state and the potential rewards available in its environment. The main structures and their contributions to these processes are summarised in Table 1 (see Table 1). === From neural interaction to motivated behaviour === Interactions between motivational systems help translate the significance of a need or cue into behaviour directed towards an outcome. The amygdala contributes to processing motivationally significant stimuli, while the ventral striatum participates in reward-related motivation and the pursuit of desirable outcomes. These processes operate within broader neural networks that link information about outcomes with action selection (Haber & Behrens, 2014). Consequently, a motivational impulse does not automatically produce a particular action; its behavioural expression depends on how information about the stimulus, expected outcome and available responses is integrated. Dopamine-related processes also contribute to how motivational signals influence the effort invested in pursuing an outcome. Bardgett et al. (2009) found that manipulating dopamine receptors changed effort-based reward choices in rats, while Salamone et al. (2018) review evidence linking dopamine signalling with effort allocation and behavioural activation. These findings complement the distinction between “wanting” and “liking”: motivational processes can encourage pursuit and influence effort without simply determining how pleasurable an outcome feels (Berridge et al., 2009). However, neither dopamine activity nor any single subcortical structure fully explains goal-directed behaviour. Learning, the context in which a choice occurs and the effort required to obtain a reward also influence whether an impulse leads to action. Overall, motivated behaviour is best understood as the outcome of interacting systems that combine information about physiological needs, motivationally significant cues and potential rewards. These interactions help explain how motivational drive becomes directed towards particular goals, while also highlighting the limits of explanations based on individual brain regions or isolated neural processes.{{RoundBoxTop|theme=3}} {| class="wikitable" |+Table 1. Subcortical brain systems involved in motivational drive and their contribution to motivated behaviour !Subcortical system !Primary motivational role !How it contributes to motivation !Example of motivated behaviour |- |'''Hypothalamus''' |Homeostasis and physiological needs |Detects and responds to changes in internal physiological states and helps generate motivational states related to needs such as hunger. |Seeking and consuming food when hungry |- |'''Amygdala''' |Emotional and motivational salience |Processes emotionally significant information and influences the motivational value of environmental stimuli. |Approaching rewarding stimuli or avoiding threatening stimuli |- |'''Ventral striatum / nucleus accumbens''' |Reward and incentive motivation |Contributes to the pursuit of rewarding outcomes and the motivational pull of desirable stimuli. |Seeking food or other rewarding outcomes |- |'''Dopaminergic systems''' |Behavioural activation and effort |Supports incentive motivation, behavioural activation and willingness to expend effort to obtain desired outcomes. |Persisting with effort to obtain a desired reward |- |'''Interconnected subcortical circuits''' |Integration of motivational information |Interactions between homeostatic, emotional and reward systems help translate physiological needs and environmental cues into coordinated motivated behaviour. |Adjusting behaviour according to current needs and available rewards |} {{RoundBoxBottom}} == 5. Evidence for subcortical motivational systems == ==== Key points ==== * Research into motivation uses behavioural, neurobiological and neuroscientific approaches to investigate how subcortical structures contribute to motivated behaviour. Evidence from these approaches can help connect physiological states, neural activity and observable behaviour (Berridge, 2012; Haber & Behrens, 2014). * Neurobiological research has identified interconnected hypothalamic, amygdala, striatal and dopaminergic systems associated with reward, motivation and behavioural activation, while behavioural research demonstrates that motivational states can influence approach behaviour, effort and decisions about which actions to pursue (Berridge, 2012; Salamone et al., 2018). * Research on feeding provides evidence that physiological states can influence reward processing and motivated behaviour through interactions between homeostatic and reward systems (Opland et al., 2013). * Findings across these areas suggest that subcortical mechanisms provide an important biological basis for motivation, but they do not fully explain complex human motivated behaviour. Psychological processes such as learning, cognit ion and emotion, together with environmental context, also interact with neural systems to influence behaviour (Haber & Behrens, 2014). * Overall, the research supports a '''network-based understanding of motivational drive''', in which multiple subcortical systems work together to translate physiological and motivational information into behavioural activation, while broader psychological processes influence how these systems are expressed. ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[Motivation and emotion/Book/2026/Hypothalamus and homeostatic motivation|Hypothalamus and homeostatic motivation]] (Book Chapter, 2026) * [[wikipedia:Motivation|Motivation]] (Wikipedia) ==References== {{Hanging indent|1= Berridge, K. C., Robinson, T. E., & Aldridge, J. W. (2009). Dissecting components of reward:‘liking’,‘wanting’, and learning. Current opinion in pharmacology, 9(1), 65-73. Berridge, K. C. (2012). From prediction error to incentive salience: mesolimbic computation of reward motivation. European Journal of neuroscience, 35(7), 1124-1143. Haber, S. N., & Behrens, T. E. (2014). The neural network underlying incentive-based learning: implications for interpreting circuit disruptions in psychiatric disorders. Neuron, 83(5), 1019-1039. Opland, D., Sutton, A., Woodworth, H., Brown, J., Bugescu, R., Garcia, A., Christensen, L., Rhodes, C., Myers Jr, M., & Leinninger, G. (2013). Loss of neurotensin receptor-1 disrupts the control of the mesolimbic dopamine system by leptin and promotes hedonic feeding and obesity. Molecular metabolism, 2(4), 423-434. Rossi, M. A., & Stuber, G. D. (2018). Overlapping brain circuits for homeostatic and hedonic feeding. Cell metabolism, 27(1), 42-56. Salamone, J. D., Correa, M., Yang, J.-H., Rotolo, R., & Presby, R. (2018). Dopamine, effort-based choice, and behavioral economics: basic and translational research. Frontiers in behavioral neuroscience, 12, 52. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) * [https://www.ninds.nih.gov/health-information/public-education/brain-basics/brain-basics-know-your-brain Brain basics: Know your brain] * [https://neuroscience.mssm.edu/nestler/nidappg/brain_reward_pathways.html Brain reward pathways] * [https://neurosity.co/guides/brain-reward-system-dopamine-motivation Your brain's reward system] {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Neuroscience]] n9nlev54qfuqcjljwlz1jix3hjbs7rd 2841530 2841529 2026-10-19T15:01:44Z U3281503 3106990 table modified 2841530 wikitext text/x-wiki {{title|Subcortical structures and motivational drive:<br>How do subcortical brain regions generate basic motivational impulses and energy?}} __TOC__ ==Overview== {{RoundBoxTop}} [[File:Motivation for behavior.png|thumb|'''Figure 1'''. An example of motivational drive in everyday behaviour, illustrating how hunger can influence attention, thoughts and behavior toward obtaining food.]] '''Imagine this...''' Imagine finishing a long day of university classes without having eaten for several hours. Hunger becomes harder to ignore, the smell of food captures your attention, and finding something to eat begins to take priority over other tasks. Even when food is not immediately available, you may feel motivated to search for it. This everyday experience raises an important question: how does the brain turn internal needs and external cues into motivated behaviour? {{RoundBoxBottom}} Motivated behaviour is influenced by both psychological and biological processes. Subcortical structures are brain regions located beneath the cerebral cortex that contribute to motivation, emotion, reward and biological regulation. These structures help the brain integrate internal bodily states with information from the environment, influencing which goals become important and how strongly an individual is motivated to pursue them. One important explanation of motivational drive is the distinction between reward “wanting” and “liking”. “Wanting” refers to the motivational pull that encourages an individual to pursue a reward, whereas “liking” refers to the pleasure experienced when receiving it. These processes are related but distinct, and dopamine-related neural systems contribute particularly to incentive motivation rather than directly producing pleasure (Berridge et al., 2009; Berridge, 2012; Berridge & Kringelbach, 2015). For example, hunger can increase the motivational pull of food cues, making food more difficult to ignore. Motivation does not arise from a single brain region. Instead, interconnected subcortical systems contribute to generating motivational impulses, assigning significance to rewards and influencing the intensity and direction of behaviour (Castro et al., 2015; Liu et al., 2011). Understanding these interactions helps explain how basic motivational states influence everyday decisions and actions.{{RoundBoxTop|theme=2}} '''Focus questions''' * What are the major subcortical brain regions involved in basic motivational processes? * How do subcortical brain regions generate basic motivational impulses? * How do subcortical brain regions interact to regulate motivated behaviour?{{RoundBoxBottom}} == Subcortical Brain Regions Involved in Motivation == Motivated behaviour depends on interconnected brain systems rather than a single “motivation centre”. Different subcortical structures contribute to regulating physiological needs, processing significant stimuli and directing behaviour towards rewards. Haber and Behrens (2014) explain that incentive-based behaviour involves networks that evaluate outcomes and connect them with possible actions. The hypothalamus, amygdala and ventral striatum make distinct but overlapping contributions to motivation, while midbrain dopamine pathways influence several reward-related and motivational processes. === The Hypothalamus and Homeostatic Motivation === Homeostatic approaches propose that changes in internal bodily conditions can generate motivational states that encourage behaviour to meet physiological needs. The [[wikipedia:Hypothalamus|hypothalamus]] is central to this process, particularly in regulating feeding and energy balance. Rossi and Stuber (2018) explain that neural circuits involved in homeostatic feeding overlap with reward-related circuits. This suggests that eating is not controlled by hunger alone: the attractiveness and rewarding properties of food can also influence the motivation to eat. Evidence from primary research illustrates this interaction. Opland et al. (2013) found that disrupting neurotensin receptor-1 in mice altered leptin-related regulation of mesolimbic dopamine function and increased preference for a palatable, high-fat, high-sugar diet. These findings support the view that hypothalamic signalling can influence both physiological regulation and reward-related feeding. However, the study involved a specific genetic manipulation in mice, so its findings cannot establish how strongly the same mechanisms determine everyday eating behaviour in humans. === The Amygdala and Motivational Salience === The [[wikipedia:Amygdala|amygdala]] contributes to evaluating emotionally and motivationally significant stimuli. In the context of incentive-based learning, stimuli can acquire significance through their association with outcomes, influencing whether behaviour is directed towards or away from them. Haber and Behrens (2014) describe how brain networks connect information about stimuli and outcomes with action selection. The amygdala is therefore better understood as a component of broader motivational networks than as a structure responsible for fear alone. Human neuroimaging evidence supports this network-based account. Liu et al. (2011), in a meta-analysis of 142 neuroimaging studies, found that the amygdala was more strongly associated with reward outcomes, alongside regions such as the [[wikipedia:Nucleus_accumbens|nucleus accumbens]]. However, the presence of activity in a brain region does not prove that it causes a particular motivational response. The findings identify consistent associations across studies but must be interpreted alongside evidence about neural connections and behavioural effects. === The Ventral Striatum and Reward === The ventral striatum, including the nucleus accumbens, contributes to reward-related motivation and the pursuit of desirable outcomes. Berridge et al. (2009) distinguish three components of reward: “liking”, the pleasurable impact of an outcome; “wanting”, its motivational pull; and learning, which helps establish associations between cues and outcomes. These processes can interact without being identical. The nucleus accumbens should therefore not be described simply as a pleasure centre, because its activity is also associated with motivational processes that encourage reward seeking. Midbrain dopamine pathways, particularly projections from the ventral tegmental area, contribute to these reward-related processes. Berridge (2012) explains that incentive salience can change according to an organism’s current physiological state, making a previously learned food cue more compelling during hunger. Salamone et al. (2018) review evidence linking dopamine signalling to effort-based choices, suggesting that dopamine contributes to the allocation of effort towards obtaining rewards. This role is distinct from directly producing the pleasurable experience of a reward. However, many findings concerning these mechanisms come from animal experiments, and dopamine’s role depends on the neural circuit and behaviour being studied. Overall, reward motivation is best explained through the interaction of multiple structures and processes rather than the function of one brain region alone. == How Subcortical Systems Generate Motivational Impulses == Motivational impulses emerge through interactions between physiological needs, environmental cues and neural processes that influence the pursuit of desired outcomes. Hunger, for example, can increase the priority given to obtaining food, while learned associations can make food-related cues more compelling. These processes involve interconnected subcortical systems rather than a single motivational centre, as illustrated in Figure 2. Research on feeding circuits and reward-related behaviour helps explain how internal states generate motivational responses and how those responses influence the direction and intensity of behaviour (Berridge, 2012; Haber & Behrens, 2014).[[File:Subcortical regions 2026.png|thumb|'''Figure 2'''. Major subcortical brain regions involved in motivational drive and their interactions in regulating physiological needs, reward and behavioural activation.]] === Homeostatic Motivation === Homeostatic motivation occurs when changes in the body's internal condition influence behaviour that helps meet physiological needs. During an energy deficit, hunger-related signals influence neural circuits that regulate feeding, contributing to food-seeking behaviour. Rossi and Stuber (2018) explain that homeostatic and reward-related feeding circuits overlap, suggesting that eating cannot be understood solely as a response to biological need. Instead, internal physiological states can influence how strongly an organism is motivated to obtain particular outcomes. Original experimental research provides evidence for the neural mechanisms involved. Atasoy et al. (2012) found that activating agouti-related peptide (AgRP) neurons in mice rapidly elicited feeding and identified a pathway involving the inhibition of oxytocin neurons in the paraventricular hypothalamus that was critical for this response. Krashes et al. (2014) identified excitatory inputs from specific paraventricular hypothalamic neurons to AgRP neurons; stimulating these inputs in satiated mice activated AgRP neurons and induced feeding. Together, these studies demonstrate that defined neural circuits can influence hunger-related behaviour. However, both studies used experimental manipulations in mice, so their findings cannot establish that the same circuits fully explain human hunger or everyday eating behaviour. === Reward and Incentive Motivation === Physiological needs do not fully determine which outcomes an organism pursues. Environmental cues can acquire motivational significance through learning, encouraging approach towards outcomes associated with reward. Berridge et al. (2009) distinguish between “liking”, the pleasurable impact of a reward; “wanting”, its motivational pull; and learning, through which associations between cues and outcomes develop. These processes are related but separable, meaning that a cue can stimulate reward seeking without necessarily increasing the pleasure experienced when the reward is obtained. Berridge (2012) describes ''incentive salience'' as the process through which reward-associated stimuli gain motivational significance and become capable of attracting attention and encouraging pursuit. The motivational influence of a cue can change with physiological state, helping explain why food may become more compelling when an individual is hungry. This account complements research on the interaction between homeostatic and reward-related systems, which suggests that internal needs can influence the motivational value of available outcomes (Rossi & Stuber, 2018). Nevertheless, incentive salience is not the only influence on behaviour; learning, context and the availability of alternative outcomes also matter. === Motivational Activation and Effort === Motivational drive also involves the willingness to expend effort to obtain a desired outcome. Dopamine-related processes contribute to this aspect of motivation, but dopamine should not be understood simply as a chemical that produces pleasure. Salamone et al. (2018) review evidence linking dopamine signalling with effort-based choice, while Bardgett et al. (2009) provide experimental evidence from rats. In their study, rats became more likely to choose a smaller reward requiring less effort following treatment with D1 or D2 dopamine receptor antagonists, whereas a dopamine-enhancing drug biased choices towards the larger reward requiring greater effort. These findings suggest that dopamine receptor activity can influence how effort is allocated when rewards compete with one another. However, the study involved only nine male rats, and pharmacological manipulations do not establish that dopamine alone determines motivation. Effort-based decisions also depend on the value of the available outcomes and the demands of the task. Overall, homeostatic signals, incentive salience and effort-related processes help explain how motivational impulses emerge, become directed towards particular outcomes and influence the likelihood of action. == Interactions between subcortical systems and Motivated behaviour == Motivated behaviour depends on the integration of physiological information, reward-related signals and information about the environment. Although individual subcortical structures make distinct contributions, their activity is interconnected, allowing motivational states to influence which outcomes attract attention and which behaviours are pursued. Haber and Behrens (2014) describe incentive-based behaviour as emerging from networks that connect information about stimuli and outcomes with potential actions. This network-based perspective helps explain why motivational drive is not generated by one structure acting independently, but through interactions between systems involved in homeostasis, reward and behavioural control. === Homeostatic and reward systems === The interaction between homeostatic and reward systems helps explain why the motivational value of an outcome changes according to an organism's current needs. For example, food may become more compelling during hunger because physiological signals influence the activity of reward-related circuits. Rossi and Stuber (2018) reviewed evidence that homeostatic and hedonic feeding involve overlapping neural circuits, challenging the idea that eating to satisfy a biological need and eating for pleasure are controlled by completely separate systems. This interaction allows physiological conditions to influence not only the need to eat but also the attractiveness of available food. Primary research provides further evidence that signalling associated with energy regulation can influence reward-related processes. Opland et al. (2013) found that disrupting neurotensin receptor-1 in mice altered leptin-related regulation of mesolimbic dopamine function and increased preference for a palatable, energy-dense diet. These findings support a connection between physiological regulation and reward-related feeding, although the specific genetic manipulation limits how directly the results can be generalised to humans. Together, these findings suggest that motivational value depends partly on the relationship between an organism's internal state and the potential rewards available in its environment. The main structures and their contributions to these processes are summarised in Table 1 (see Table 1). === From neural interaction to motivated behaviour === Interactions between motivational systems help translate the significance of a need or cue into behaviour directed towards an outcome. The amygdala contributes to processing motivationally significant stimuli, while the ventral striatum participates in reward-related motivation and the pursuit of desirable outcomes. These processes operate within broader neural networks that link information about outcomes with action selection (Haber & Behrens, 2014). Consequently, a motivational impulse does not automatically produce a particular action; its behavioural expression depends on how information about the stimulus, expected outcome and available responses is integrated. Dopamine-related processes also contribute to how motivational signals influence the effort invested in pursuing an outcome. Bardgett et al. (2009) found that manipulating dopamine receptors changed effort-based reward choices in rats, while Salamone et al. (2018) review evidence linking dopamine signalling with effort allocation and behavioural activation. These findings complement the distinction between “wanting” and “liking”: motivational processes can encourage pursuit and influence effort without simply determining how pleasurable an outcome feels (Berridge et al., 2009). However, neither dopamine activity nor any single subcortical structure fully explains goal-directed behaviour. Learning, the context in which a choice occurs and the effort required to obtain a reward also influence whether an impulse leads to action. Overall, motivated behaviour is best understood as the outcome of interacting systems that combine information about physiological needs, motivationally significant cues and potential rewards. These interactions help explain how motivational drive becomes directed towards particular goals, while also highlighting the limits of explanations based on individual brain regions or isolated neural processes. {{RoundBoxTop|theme=3}} {| class="wikitable" |+Table 1. Subcortical brain systems involved in motivational drive and their contribution to motivated behaviour !Subcortical system !Primary motivational role !How it contributes to motivation !Example of motivated behaviour |- |'''Hypothalamus''' |Homeostasis and physiological needs |Detects and responds to changes in internal physiological states and helps generate motivational states related to needs such as hunger. |Seeking and consuming food when hungry |- |'''Amygdala''' |Emotional and motivational salience |Processes emotionally significant information and influences the motivational value of environmental stimuli. |Approaching rewarding stimuli or avoiding threatening stimuli |- |'''Ventral striatum / nucleus accumbens''' |Reward and incentive motivation |Contributes to the pursuit of rewarding outcomes and the motivational pull of desirable stimuli. |Seeking food or other rewarding outcomes |- |'''Dopaminergic systems''' |Behavioural activation and effort |Supports incentive motivation, behavioural activation and willingness to expend effort to obtain desired outcomes. |Persisting with effort to obtain a desired reward |- |'''Interconnected subcortical circuits''' |Integration of motivational information |Interactions between homeostatic, emotional and reward systems help translate physiological needs and environmental cues into coordinated motivated behaviour. |Adjusting behaviour according to current needs and available rewards |} {{RoundBoxBottom}} == 5. Evidence for subcortical motivational systems == ==== Key points ==== * Research into motivation uses behavioural, neurobiological and neuroscientific approaches to investigate how subcortical structures contribute to motivated behaviour. Evidence from these approaches can help connect physiological states, neural activity and observable behaviour (Berridge, 2012; Haber & Behrens, 2014). * Neurobiological research has identified interconnected hypothalamic, amygdala, striatal and dopaminergic systems associated with reward, motivation and behavioural activation, while behavioural research demonstrates that motivational states can influence approach behaviour, effort and decisions about which actions to pursue (Berridge, 2012; Salamone et al., 2018). * Research on feeding provides evidence that physiological states can influence reward processing and motivated behaviour through interactions between homeostatic and reward systems (Opland et al., 2013). * Findings across these areas suggest that subcortical mechanisms provide an important biological basis for motivation, but they do not fully explain complex human motivated behaviour. Psychological processes such as learning, cognit ion and emotion, together with environmental context, also interact with neural systems to influence behaviour (Haber & Behrens, 2014). * Overall, the research supports a '''network-based understanding of motivational drive''', in which multiple subcortical systems work together to translate physiological and motivational information into behavioural activation, while broader psychological processes influence how these systems are expressed. ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[Motivation and emotion/Book/2026/Hypothalamus and homeostatic motivation|Hypothalamus and homeostatic motivation]] (Book Chapter, 2026) * [[wikipedia:Motivation|Motivation]] (Wikipedia) ==References== {{Hanging indent|1= Berridge, K. C., Robinson, T. E., & Aldridge, J. W. (2009). Dissecting components of reward:‘liking’,‘wanting’, and learning. Current opinion in pharmacology, 9(1), 65-73. Berridge, K. C. (2012). From prediction error to incentive salience: mesolimbic computation of reward motivation. European Journal of neuroscience, 35(7), 1124-1143. Haber, S. N., & Behrens, T. E. (2014). The neural network underlying incentive-based learning: implications for interpreting circuit disruptions in psychiatric disorders. Neuron, 83(5), 1019-1039. Opland, D., Sutton, A., Woodworth, H., Brown, J., Bugescu, R., Garcia, A., Christensen, L., Rhodes, C., Myers Jr, M., & Leinninger, G. (2013). Loss of neurotensin receptor-1 disrupts the control of the mesolimbic dopamine system by leptin and promotes hedonic feeding and obesity. Molecular metabolism, 2(4), 423-434. Rossi, M. A., & Stuber, G. D. (2018). Overlapping brain circuits for homeostatic and hedonic feeding. Cell metabolism, 27(1), 42-56. Salamone, J. D., Correa, M., Yang, J.-H., Rotolo, R., & Presby, R. (2018). Dopamine, effort-based choice, and behavioral economics: basic and translational research. Frontiers in behavioral neuroscience, 12, 52. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) * [https://www.ninds.nih.gov/health-information/public-education/brain-basics/brain-basics-know-your-brain Brain basics: Know your brain] * [https://neuroscience.mssm.edu/nestler/nidappg/brain_reward_pathways.html Brain reward pathways] * [https://neurosity.co/guides/brain-reward-system-dopamine-motivation Your brain's reward system] {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Neuroscience]] m7ewl33m4ohog3dl71ywq4z0nrw9i9q 2841531 2841530 2026-10-19T15:08:24Z U3281503 3106990 table conetnt updated 2841531 wikitext text/x-wiki {{title|Subcortical structures and motivational drive:<br>How do subcortical brain regions generate basic motivational impulses and energy?}} __TOC__ ==Overview== {{RoundBoxTop}} [[File:Motivation for behavior.png|thumb|'''Figure 1'''. An example of motivational drive in everyday behaviour, illustrating how hunger can influence attention, thoughts and behavior toward obtaining food.]] '''Imagine this...''' Imagine finishing a long day of university classes without having eaten for several hours. Hunger becomes harder to ignore, the smell of food captures your attention, and finding something to eat begins to take priority over other tasks. Even when food is not immediately available, you may feel motivated to search for it. This everyday experience raises an important question: how does the brain turn internal needs and external cues into motivated behaviour? {{RoundBoxBottom}} Motivated behaviour is influenced by both psychological and biological processes. Subcortical structures are brain regions located beneath the cerebral cortex that contribute to motivation, emotion, reward and biological regulation. These structures help the brain integrate internal bodily states with information from the environment, influencing which goals become important and how strongly an individual is motivated to pursue them. One important explanation of motivational drive is the distinction between reward “wanting” and “liking”. “Wanting” refers to the motivational pull that encourages an individual to pursue a reward, whereas “liking” refers to the pleasure experienced when receiving it. These processes are related but distinct, and dopamine-related neural systems contribute particularly to incentive motivation rather than directly producing pleasure (Berridge et al., 2009; Berridge, 2012; Berridge & Kringelbach, 2015). For example, hunger can increase the motivational pull of food cues, making food more difficult to ignore. Motivation does not arise from a single brain region. Instead, interconnected subcortical systems contribute to generating motivational impulses, assigning significance to rewards and influencing the intensity and direction of behaviour (Castro et al., 2015; Liu et al., 2011). Understanding these interactions helps explain how basic motivational states influence everyday decisions and actions.{{RoundBoxTop|theme=2}} '''Focus questions''' * What are the major subcortical brain regions involved in basic motivational processes? * How do subcortical brain regions generate basic motivational impulses? * How do subcortical brain regions interact to regulate motivated behaviour?{{RoundBoxBottom}} == Subcortical Brain Regions Involved in Motivation == Motivated behaviour depends on interconnected brain systems rather than a single “motivation centre”. Different subcortical structures contribute to regulating physiological needs, processing significant stimuli and directing behaviour towards rewards. Haber and Behrens (2014) explain that incentive-based behaviour involves networks that evaluate outcomes and connect them with possible actions. The hypothalamus, amygdala and ventral striatum make distinct but overlapping contributions to motivation, while midbrain dopamine pathways influence several reward-related and motivational processes. === The Hypothalamus and Homeostatic Motivation === Homeostatic approaches propose that changes in internal bodily conditions can generate motivational states that encourage behaviour to meet physiological needs. The [[wikipedia:Hypothalamus|hypothalamus]] is central to this process, particularly in regulating feeding and energy balance. Rossi and Stuber (2018) explain that neural circuits involved in homeostatic feeding overlap with reward-related circuits. This suggests that eating is not controlled by hunger alone: the attractiveness and rewarding properties of food can also influence the motivation to eat. Evidence from primary research illustrates this interaction. Opland et al. (2013) found that disrupting neurotensin receptor-1 in mice altered leptin-related regulation of mesolimbic dopamine function and increased preference for a palatable, high-fat, high-sugar diet. These findings support the view that hypothalamic signalling can influence both physiological regulation and reward-related feeding. However, the study involved a specific genetic manipulation in mice, so its findings cannot establish how strongly the same mechanisms determine everyday eating behaviour in humans. === The Amygdala and Motivational Salience === The [[wikipedia:Amygdala|amygdala]] contributes to evaluating emotionally and motivationally significant stimuli. In the context of incentive-based learning, stimuli can acquire significance through their association with outcomes, influencing whether behaviour is directed towards or away from them. Haber and Behrens (2014) describe how brain networks connect information about stimuli and outcomes with action selection. The amygdala is therefore better understood as a component of broader motivational networks than as a structure responsible for fear alone. Human neuroimaging evidence supports this network-based account. Liu et al. (2011), in a meta-analysis of 142 neuroimaging studies, found that the amygdala was more strongly associated with reward outcomes, alongside regions such as the [[wikipedia:Nucleus_accumbens|nucleus accumbens]]. However, the presence of activity in a brain region does not prove that it causes a particular motivational response. The findings identify consistent associations across studies but must be interpreted alongside evidence about neural connections and behavioural effects. === The Ventral Striatum and Reward === The ventral striatum, including the nucleus accumbens, contributes to reward-related motivation and the pursuit of desirable outcomes. Berridge et al. (2009) distinguish three components of reward: “liking”, the pleasurable impact of an outcome; “wanting”, its motivational pull; and learning, which helps establish associations between cues and outcomes. These processes can interact without being identical. The nucleus accumbens should therefore not be described simply as a pleasure centre, because its activity is also associated with motivational processes that encourage reward seeking. Midbrain dopamine pathways, particularly projections from the ventral tegmental area, contribute to these reward-related processes. Berridge (2012) explains that incentive salience can change according to an organism’s current physiological state, making a previously learned food cue more compelling during hunger. Salamone et al. (2018) review evidence linking dopamine signalling to effort-based choices, suggesting that dopamine contributes to the allocation of effort towards obtaining rewards. This role is distinct from directly producing the pleasurable experience of a reward. However, many findings concerning these mechanisms come from animal experiments, and dopamine’s role depends on the neural circuit and behaviour being studied. Overall, reward motivation is best explained through the interaction of multiple structures and processes rather than the function of one brain region alone. == How Subcortical Systems Generate Motivational Impulses == Motivational impulses emerge through interactions between physiological needs, environmental cues and neural processes that influence the pursuit of desired outcomes. Hunger, for example, can increase the priority given to obtaining food, while learned associations can make food-related cues more compelling. These processes involve interconnected subcortical systems rather than a single motivational centre, as illustrated in Figure 2. Research on feeding circuits and reward-related behaviour helps explain how internal states generate motivational responses and how those responses influence the direction and intensity of behaviour (Berridge, 2012; Haber & Behrens, 2014).[[File:Subcortical regions 2026.png|thumb|'''Figure 2'''. Major subcortical brain regions involved in motivational drive and their interactions in regulating physiological needs, reward and behavioural activation.]] === Homeostatic Motivation === Homeostatic motivation occurs when changes in the body's internal condition influence behaviour that helps meet physiological needs. During an energy deficit, hunger-related signals influence neural circuits that regulate feeding, contributing to food-seeking behaviour. Rossi and Stuber (2018) explain that homeostatic and reward-related feeding circuits overlap, suggesting that eating cannot be understood solely as a response to biological need. Instead, internal physiological states can influence how strongly an organism is motivated to obtain particular outcomes. Original experimental research provides evidence for the neural mechanisms involved. Atasoy et al. (2012) found that activating agouti-related peptide (AgRP) neurons in mice rapidly elicited feeding and identified a pathway involving the inhibition of oxytocin neurons in the paraventricular hypothalamus that was critical for this response. Krashes et al. (2014) identified excitatory inputs from specific paraventricular hypothalamic neurons to AgRP neurons; stimulating these inputs in satiated mice activated AgRP neurons and induced feeding. Together, these studies demonstrate that defined neural circuits can influence hunger-related behaviour. However, both studies used experimental manipulations in mice, so their findings cannot establish that the same circuits fully explain human hunger or everyday eating behaviour. === Reward and Incentive Motivation === Physiological needs do not fully determine which outcomes an organism pursues. Environmental cues can acquire motivational significance through learning, encouraging approach towards outcomes associated with reward. Berridge et al. (2009) distinguish between “liking”, the pleasurable impact of a reward; “wanting”, its motivational pull; and learning, through which associations between cues and outcomes develop. These processes are related but separable, meaning that a cue can stimulate reward seeking without necessarily increasing the pleasure experienced when the reward is obtained. Berridge (2012) describes ''incentive salience'' as the process through which reward-associated stimuli gain motivational significance and become capable of attracting attention and encouraging pursuit. The motivational influence of a cue can change with physiological state, helping explain why food may become more compelling when an individual is hungry. This account complements research on the interaction between homeostatic and reward-related systems, which suggests that internal needs can influence the motivational value of available outcomes (Rossi & Stuber, 2018). Nevertheless, incentive salience is not the only influence on behaviour; learning, context and the availability of alternative outcomes also matter. === Motivational Activation and Effort === Motivational drive also involves the willingness to expend effort to obtain a desired outcome. Dopamine-related processes contribute to this aspect of motivation, but dopamine should not be understood simply as a chemical that produces pleasure. Salamone et al. (2018) review evidence linking dopamine signalling with effort-based choice, while Bardgett et al. (2009) provide experimental evidence from rats. In their study, rats became more likely to choose a smaller reward requiring less effort following treatment with D1 or D2 dopamine receptor antagonists, whereas a dopamine-enhancing drug biased choices towards the larger reward requiring greater effort. These findings suggest that dopamine receptor activity can influence how effort is allocated when rewards compete with one another. However, the study involved only nine male rats, and pharmacological manipulations do not establish that dopamine alone determines motivation. Effort-based decisions also depend on the value of the available outcomes and the demands of the task. Overall, homeostatic signals, incentive salience and effort-related processes help explain how motivational impulses emerge, become directed towards particular outcomes and influence the likelihood of action. == Interactions between subcortical systems and Motivated behaviour == Motivated behaviour depends on the integration of physiological information, reward-related signals and information about the environment. Although individual subcortical structures make distinct contributions, their activity is interconnected, allowing motivational states to influence which outcomes attract attention and which behaviours are pursued. Haber and Behrens (2014) describe incentive-based behaviour as emerging from networks that connect information about stimuli and outcomes with potential actions. This network-based perspective helps explain why motivational drive is not generated by one structure acting independently, but through interactions between systems involved in homeostasis, reward and behavioural control. === Homeostatic and reward systems === The interaction between homeostatic and reward systems helps explain why the motivational value of an outcome changes according to an organism's current needs. For example, food may become more compelling during hunger because physiological signals influence the activity of reward-related circuits. Rossi and Stuber (2018) reviewed evidence that homeostatic and hedonic feeding involve overlapping neural circuits, challenging the idea that eating to satisfy a biological need and eating for pleasure are controlled by completely separate systems. This interaction allows physiological conditions to influence not only the need to eat but also the attractiveness of available food. Primary research provides further evidence that signalling associated with energy regulation can influence reward-related processes. Opland et al. (2013) found that disrupting neurotensin receptor-1 in mice altered leptin-related regulation of mesolimbic dopamine function and increased preference for a palatable, energy-dense diet. These findings support a connection between physiological regulation and reward-related feeding, although the specific genetic manipulation limits how directly the results can be generalised to humans. Together, these findings suggest that motivational value depends partly on the relationship between an organism's internal state and the potential rewards available in its environment. The main structures and their contributions to these processes are summarised in Table 1 (see Table 1). === From neural interaction to motivated behaviour === Interactions between motivational systems help translate the significance of a need or cue into behaviour directed towards an outcome. The amygdala contributes to processing motivationally significant stimuli, while the ventral striatum participates in reward-related motivation and the pursuit of desirable outcomes. These processes operate within broader neural networks that link information about outcomes with action selection (Haber & Behrens, 2014). Consequently, a motivational impulse does not automatically produce a particular action; its behavioural expression depends on how information about the stimulus, expected outcome and available responses is integrated. Dopamine-related processes also contribute to how motivational signals influence the effort invested in pursuing an outcome. Bardgett et al. (2009) found that manipulating dopamine receptors changed effort-based reward choices in rats, while Salamone et al. (2018) review evidence linking dopamine signalling with effort allocation and behavioural activation. These findings complement the distinction between “wanting” and “liking”: motivational processes can encourage pursuit and influence effort without simply determining how pleasurable an outcome feels (Berridge et al., 2009). However, neither dopamine activity nor any single subcortical structure fully explains goal-directed behaviour. Learning, the context in which a choice occurs and the effort required to obtain a reward also influence whether an impulse leads to action. Overall, motivated behaviour is best understood as the outcome of interacting systems that combine information about physiological needs, motivationally significant cues and potential rewards. These interactions help explain how motivational drive becomes directed towards particular goals, while also highlighting the limits of explanations based on individual brain regions or isolated neural processes. {{RoundBoxTop|theme=3}} {| class="wikitable" |+Table 1. Subcortical brain systems involved in motivational drive and their contribution to motivated behaviour !Subcortical system !Primary motivational role !How it contributes to motivation !Example of motivated behaviour |- |'''Hypothalamus''' |Homeostasis and physiological needs |Integrates physiological signals and helps regulate motivational states related to needs such as hunger |Seeking and consuming food when hungry |- |'''Amygdala''' |Processing motivationally significant stimuli |Helps process information about significant cues and outcomes and influences reward-related behaviour. |Responding to a cue associated with a potential reward. |- |'''Ventral striatum / nucleus accumbens''' |Reward and incentive motivation |Contributes to the pursuit of rewarding outcomes and the motivational pull of desirable stimuli. |Seeking food or other rewarding outcomes |- |'''Dopamine pathways''' |Motivational activation and effort |Modulate effort-based choices and behavioural activation rather than simply producing pleasure |Choosing whether to expend greater effort for a larger reward. |- |'''Interconnected subcortical circuits''' |Integration of motivational information |Interactions between physiological regulation and reward-related circuits help shape motivational responses and feeding behaviour |Food becoming more motivating when hungry. |} {{RoundBoxBottom}} == 5. Evidence for subcortical motivational systems == ==== Key points ==== * Research into motivation uses behavioural, neurobiological and neuroscientific approaches to investigate how subcortical structures contribute to motivated behaviour. Evidence from these approaches can help connect physiological states, neural activity and observable behaviour (Berridge, 2012; Haber & Behrens, 2014). * Neurobiological research has identified interconnected hypothalamic, amygdala, striatal and dopaminergic systems associated with reward, motivation and behavioural activation, while behavioural research demonstrates that motivational states can influence approach behaviour, effort and decisions about which actions to pursue (Berridge, 2012; Salamone et al., 2018). * Research on feeding provides evidence that physiological states can influence reward processing and motivated behaviour through interactions between homeostatic and reward systems (Opland et al., 2013). * Findings across these areas suggest that subcortical mechanisms provide an important biological basis for motivation, but they do not fully explain complex human motivated behaviour. Psychological processes such as learning, cognit ion and emotion, together with environmental context, also interact with neural systems to influence behaviour (Haber & Behrens, 2014). * Overall, the research supports a '''network-based understanding of motivational drive''', in which multiple subcortical systems work together to translate physiological and motivational information into behavioural activation, while broader psychological processes influence how these systems are expressed. ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[Motivation and emotion/Book/2026/Hypothalamus and homeostatic motivation|Hypothalamus and homeostatic motivation]] (Book Chapter, 2026) * [[wikipedia:Motivation|Motivation]] (Wikipedia) ==References== {{Hanging indent|1= Berridge, K. C., Robinson, T. E., & Aldridge, J. W. (2009). Dissecting components of reward:‘liking’,‘wanting’, and learning. Current opinion in pharmacology, 9(1), 65-73. Berridge, K. C. (2012). From prediction error to incentive salience: mesolimbic computation of reward motivation. European Journal of neuroscience, 35(7), 1124-1143. Haber, S. N., & Behrens, T. E. (2014). The neural network underlying incentive-based learning: implications for interpreting circuit disruptions in psychiatric disorders. Neuron, 83(5), 1019-1039. Opland, D., Sutton, A., Woodworth, H., Brown, J., Bugescu, R., Garcia, A., Christensen, L., Rhodes, C., Myers Jr, M., & Leinninger, G. (2013). Loss of neurotensin receptor-1 disrupts the control of the mesolimbic dopamine system by leptin and promotes hedonic feeding and obesity. Molecular metabolism, 2(4), 423-434. Rossi, M. A., & Stuber, G. D. (2018). Overlapping brain circuits for homeostatic and hedonic feeding. Cell metabolism, 27(1), 42-56. Salamone, J. D., Correa, M., Yang, J.-H., Rotolo, R., & Presby, R. (2018). Dopamine, effort-based choice, and behavioral economics: basic and translational research. Frontiers in behavioral neuroscience, 12, 52. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) * [https://www.ninds.nih.gov/health-information/public-education/brain-basics/brain-basics-know-your-brain Brain basics: Know your brain] * [https://neuroscience.mssm.edu/nestler/nidappg/brain_reward_pathways.html Brain reward pathways] * [https://neurosity.co/guides/brain-reward-system-dopamine-motivation Your brain's reward system] {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Neuroscience]] 094g88iykculnd6tdma6upyt3kdyokz 2841532 2841531 2026-10-19T15:12:26Z U3281503 3106990 quiz 2841532 wikitext text/x-wiki {{title|Subcortical structures and motivational drive:<br>How do subcortical brain regions generate basic motivational impulses and energy?}} __TOC__ ==Overview== {{RoundBoxTop}} [[File:Motivation for behavior.png|thumb|'''Figure 1'''. An example of motivational drive in everyday behaviour, illustrating how hunger can influence attention, thoughts and behavior toward obtaining food.]] '''Imagine this...''' Imagine finishing a long day of university classes without having eaten for several hours. Hunger becomes harder to ignore, the smell of food captures your attention, and finding something to eat begins to take priority over other tasks. Even when food is not immediately available, you may feel motivated to search for it. This everyday experience raises an important question: how does the brain turn internal needs and external cues into motivated behaviour? {{RoundBoxBottom}} Motivated behaviour is influenced by both psychological and biological processes. Subcortical structures are brain regions located beneath the cerebral cortex that contribute to motivation, emotion, reward and biological regulation. These structures help the brain integrate internal bodily states with information from the environment, influencing which goals become important and how strongly an individual is motivated to pursue them. One important explanation of motivational drive is the distinction between reward “wanting” and “liking”. “Wanting” refers to the motivational pull that encourages an individual to pursue a reward, whereas “liking” refers to the pleasure experienced when receiving it. These processes are related but distinct, and dopamine-related neural systems contribute particularly to incentive motivation rather than directly producing pleasure (Berridge et al., 2009; Berridge, 2012; Berridge & Kringelbach, 2015). For example, hunger can increase the motivational pull of food cues, making food more difficult to ignore. Motivation does not arise from a single brain region. Instead, interconnected subcortical systems contribute to generating motivational impulses, assigning significance to rewards and influencing the intensity and direction of behaviour (Castro et al., 2015; Liu et al., 2011). Understanding these interactions helps explain how basic motivational states influence everyday decisions and actions.{{RoundBoxTop|theme=2}} '''Focus questions''' * What are the major subcortical brain regions involved in basic motivational processes? * How do subcortical brain regions generate basic motivational impulses? * How do subcortical brain regions interact to regulate motivated behaviour?{{RoundBoxBottom}} == Subcortical Brain Regions Involved in Motivation == Motivated behaviour depends on interconnected brain systems rather than a single “motivation centre”. Different subcortical structures contribute to regulating physiological needs, processing significant stimuli and directing behaviour towards rewards. Haber and Behrens (2014) explain that incentive-based behaviour involves networks that evaluate outcomes and connect them with possible actions. The hypothalamus, amygdala and ventral striatum make distinct but overlapping contributions to motivation, while midbrain dopamine pathways influence several reward-related and motivational processes. === The Hypothalamus and Homeostatic Motivation === Homeostatic approaches propose that changes in internal bodily conditions can generate motivational states that encourage behaviour to meet physiological needs. The [[wikipedia:Hypothalamus|hypothalamus]] is central to this process, particularly in regulating feeding and energy balance. Rossi and Stuber (2018) explain that neural circuits involved in homeostatic feeding overlap with reward-related circuits. This suggests that eating is not controlled by hunger alone: the attractiveness and rewarding properties of food can also influence the motivation to eat. Evidence from primary research illustrates this interaction. Opland et al. (2013) found that disrupting neurotensin receptor-1 in mice altered leptin-related regulation of mesolimbic dopamine function and increased preference for a palatable, high-fat, high-sugar diet. These findings support the view that hypothalamic signalling can influence both physiological regulation and reward-related feeding. However, the study involved a specific genetic manipulation in mice, so its findings cannot establish how strongly the same mechanisms determine everyday eating behaviour in humans. === The Amygdala and Motivational Salience === The [[wikipedia:Amygdala|amygdala]] contributes to evaluating emotionally and motivationally significant stimuli. In the context of incentive-based learning, stimuli can acquire significance through their association with outcomes, influencing whether behaviour is directed towards or away from them. Haber and Behrens (2014) describe how brain networks connect information about stimuli and outcomes with action selection. The amygdala is therefore better understood as a component of broader motivational networks than as a structure responsible for fear alone. Human neuroimaging evidence supports this network-based account. Liu et al. (2011), in a meta-analysis of 142 neuroimaging studies, found that the amygdala was more strongly associated with reward outcomes, alongside regions such as the [[wikipedia:Nucleus_accumbens|nucleus accumbens]]. However, the presence of activity in a brain region does not prove that it causes a particular motivational response. The findings identify consistent associations across studies but must be interpreted alongside evidence about neural connections and behavioural effects. === The Ventral Striatum and Reward === The ventral striatum, including the nucleus accumbens, contributes to reward-related motivation and the pursuit of desirable outcomes. Berridge et al. (2009) distinguish three components of reward: “liking”, the pleasurable impact of an outcome; “wanting”, its motivational pull; and learning, which helps establish associations between cues and outcomes. These processes can interact without being identical. The nucleus accumbens should therefore not be described simply as a pleasure centre, because its activity is also associated with motivational processes that encourage reward seeking. Midbrain dopamine pathways, particularly projections from the ventral tegmental area, contribute to these reward-related processes. Berridge (2012) explains that incentive salience can change according to an organism’s current physiological state, making a previously learned food cue more compelling during hunger. Salamone et al. (2018) review evidence linking dopamine signalling to effort-based choices, suggesting that dopamine contributes to the allocation of effort towards obtaining rewards. This role is distinct from directly producing the pleasurable experience of a reward. However, many findings concerning these mechanisms come from animal experiments, and dopamine’s role depends on the neural circuit and behaviour being studied. Overall, reward motivation is best explained through the interaction of multiple structures and processes rather than the function of one brain region alone. == How Subcortical Systems Generate Motivational Impulses == Motivational impulses emerge through interactions between physiological needs, environmental cues and neural processes that influence the pursuit of desired outcomes. Hunger, for example, can increase the priority given to obtaining food, while learned associations can make food-related cues more compelling. These processes involve interconnected subcortical systems rather than a single motivational centre, as illustrated in Figure 2. Research on feeding circuits and reward-related behaviour helps explain how internal states generate motivational responses and how those responses influence the direction and intensity of behaviour (Berridge, 2012; Haber & Behrens, 2014).[[File:Subcortical regions 2026.png|thumb|'''Figure 2'''. Major subcortical brain regions involved in motivational drive and their interactions in regulating physiological needs, reward and behavioural activation.]] === Homeostatic Motivation === Homeostatic motivation occurs when changes in the body's internal condition influence behaviour that helps meet physiological needs. During an energy deficit, hunger-related signals influence neural circuits that regulate feeding, contributing to food-seeking behaviour. Rossi and Stuber (2018) explain that homeostatic and reward-related feeding circuits overlap, suggesting that eating cannot be understood solely as a response to biological need. Instead, internal physiological states can influence how strongly an organism is motivated to obtain particular outcomes. Original experimental research provides evidence for the neural mechanisms involved. Atasoy et al. (2012) found that activating agouti-related peptide (AgRP) neurons in mice rapidly elicited feeding and identified a pathway involving the inhibition of oxytocin neurons in the paraventricular hypothalamus that was critical for this response. Krashes et al. (2014) identified excitatory inputs from specific paraventricular hypothalamic neurons to AgRP neurons; stimulating these inputs in satiated mice activated AgRP neurons and induced feeding. Together, these studies demonstrate that defined neural circuits can influence hunger-related behaviour. However, both studies used experimental manipulations in mice, so their findings cannot establish that the same circuits fully explain human hunger or everyday eating behaviour. === Reward and Incentive Motivation === Physiological needs do not fully determine which outcomes an organism pursues. Environmental cues can acquire motivational significance through learning, encouraging approach towards outcomes associated with reward. Berridge et al. (2009) distinguish between “liking”, the pleasurable impact of a reward; “wanting”, its motivational pull; and learning, through which associations between cues and outcomes develop. These processes are related but separable, meaning that a cue can stimulate reward seeking without necessarily increasing the pleasure experienced when the reward is obtained. Berridge (2012) describes ''incentive salience'' as the process through which reward-associated stimuli gain motivational significance and become capable of attracting attention and encouraging pursuit. The motivational influence of a cue can change with physiological state, helping explain why food may become more compelling when an individual is hungry. This account complements research on the interaction between homeostatic and reward-related systems, which suggests that internal needs can influence the motivational value of available outcomes (Rossi & Stuber, 2018). Nevertheless, incentive salience is not the only influence on behaviour; learning, context and the availability of alternative outcomes also matter. === Motivational Activation and Effort === Motivational drive also involves the willingness to expend effort to obtain a desired outcome. Dopamine-related processes contribute to this aspect of motivation, but dopamine should not be understood simply as a chemical that produces pleasure. Salamone et al. (2018) review evidence linking dopamine signalling with effort-based choice, while Bardgett et al. (2009) provide experimental evidence from rats. In their study, rats became more likely to choose a smaller reward requiring less effort following treatment with D1 or D2 dopamine receptor antagonists, whereas a dopamine-enhancing drug biased choices towards the larger reward requiring greater effort. These findings suggest that dopamine receptor activity can influence how effort is allocated when rewards compete with one another. However, the study involved only nine male rats, and pharmacological manipulations do not establish that dopamine alone determines motivation. Effort-based decisions also depend on the value of the available outcomes and the demands of the task. Overall, homeostatic signals, incentive salience and effort-related processes help explain how motivational impulses emerge, become directed towards particular outcomes and influence the likelihood of action. == Interactions between subcortical systems and Motivated behaviour == Motivated behaviour depends on the integration of physiological information, reward-related signals and information about the environment. Although individual subcortical structures make distinct contributions, their activity is interconnected, allowing motivational states to influence which outcomes attract attention and which behaviours are pursued. Haber and Behrens (2014) describe incentive-based behaviour as emerging from networks that connect information about stimuli and outcomes with potential actions. This network-based perspective helps explain why motivational drive is not generated by one structure acting independently, but through interactions between systems involved in homeostasis, reward and behavioural control. === Homeostatic and reward systems === The interaction between homeostatic and reward systems helps explain why the motivational value of an outcome changes according to an organism's current needs. For example, food may become more compelling during hunger because physiological signals influence the activity of reward-related circuits. Rossi and Stuber (2018) reviewed evidence that homeostatic and hedonic feeding involve overlapping neural circuits, challenging the idea that eating to satisfy a biological need and eating for pleasure are controlled by completely separate systems. This interaction allows physiological conditions to influence not only the need to eat but also the attractiveness of available food. Primary research provides further evidence that signalling associated with energy regulation can influence reward-related processes. Opland et al. (2013) found that disrupting neurotensin receptor-1 in mice altered leptin-related regulation of mesolimbic dopamine function and increased preference for a palatable, energy-dense diet. These findings support a connection between physiological regulation and reward-related feeding, although the specific genetic manipulation limits how directly the results can be generalised to humans. Together, these findings suggest that motivational value depends partly on the relationship between an organism's internal state and the potential rewards available in its environment. The main structures and their contributions to these processes are summarised in Table 1 (see Table 1). === From neural interaction to motivated behaviour === Interactions between motivational systems help translate the significance of a need or cue into behaviour directed towards an outcome. The amygdala contributes to processing motivationally significant stimuli, while the ventral striatum participates in reward-related motivation and the pursuit of desirable outcomes. These processes operate within broader neural networks that link information about outcomes with action selection (Haber & Behrens, 2014). Consequently, a motivational impulse does not automatically produce a particular action; its behavioural expression depends on how information about the stimulus, expected outcome and available responses is integrated. Dopamine-related processes also contribute to how motivational signals influence the effort invested in pursuing an outcome. Bardgett et al. (2009) found that manipulating dopamine receptors changed effort-based reward choices in rats, while Salamone et al. (2018) review evidence linking dopamine signalling with effort allocation and behavioural activation. These findings complement the distinction between “wanting” and “liking”: motivational processes can encourage pursuit and influence effort without simply determining how pleasurable an outcome feels (Berridge et al., 2009). However, neither dopamine activity nor any single subcortical structure fully explains goal-directed behaviour. Learning, the context in which a choice occurs and the effort required to obtain a reward also influence whether an impulse leads to action. Overall, motivated behaviour is best understood as the outcome of interacting systems that combine information about physiological needs, motivationally significant cues and potential rewards. These interactions help explain how motivational drive becomes directed towards particular goals, while also highlighting the limits of explanations based on individual brain regions or isolated neural processes. {{RoundBoxTop|theme=3}} {| class="wikitable" |+Table 1. Subcortical brain systems involved in motivational drive and their contribution to motivated behaviour !Subcortical system !Primary motivational role !How it contributes to motivation !Example of motivated behaviour |- |'''Hypothalamus''' |Homeostasis and physiological needs |Integrates physiological signals and helps regulate motivational states related to needs such as hunger |Seeking and consuming food when hungry |- |'''Amygdala''' |Processing motivationally significant stimuli |Helps process information about significant cues and outcomes and influences reward-related behaviour. |Responding to a cue associated with a potential reward. |- |'''Ventral striatum / nucleus accumbens''' |Reward and incentive motivation |Contributes to the pursuit of rewarding outcomes and the motivational pull of desirable stimuli. |Seeking food or other rewarding outcomes |- |'''Dopamine pathways''' |Motivational activation and effort |Modulate effort-based choices and behavioural activation rather than simply producing pleasure |Choosing whether to expend greater effort for a larger reward. |- |'''Interconnected subcortical circuits''' |Integration of motivational information |Interactions between physiological regulation and reward-related circuits help shape motivational responses and feeding behaviour |Food becoming more motivating when hungry. |} {{RoundBoxBottom}} == Conclusion == ==Check your understanding== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[Motivation and emotion/Book/2026/Hypothalamus and homeostatic motivation|Hypothalamus and homeostatic motivation]] (Book Chapter, 2026) * [[wikipedia:Motivation|Motivation]] (Wikipedia) ==References== {{Hanging indent|1= Berridge, K. C., Robinson, T. E., & Aldridge, J. W. (2009). Dissecting components of reward:‘liking’,‘wanting’, and learning. Current opinion in pharmacology, 9(1), 65-73. Berridge, K. C. (2012). From prediction error to incentive salience: mesolimbic computation of reward motivation. European Journal of neuroscience, 35(7), 1124-1143. Haber, S. N., & Behrens, T. E. (2014). The neural network underlying incentive-based learning: implications for interpreting circuit disruptions in psychiatric disorders. Neuron, 83(5), 1019-1039. Opland, D., Sutton, A., Woodworth, H., Brown, J., Bugescu, R., Garcia, A., Christensen, L., Rhodes, C., Myers Jr, M., & Leinninger, G. (2013). Loss of neurotensin receptor-1 disrupts the control of the mesolimbic dopamine system by leptin and promotes hedonic feeding and obesity. Molecular metabolism, 2(4), 423-434. Rossi, M. A., & Stuber, G. D. (2018). Overlapping brain circuits for homeostatic and hedonic feeding. Cell metabolism, 27(1), 42-56. Salamone, J. D., Correa, M., Yang, J.-H., Rotolo, R., & Presby, R. (2018). Dopamine, effort-based choice, and behavioral economics: basic and translational research. Frontiers in behavioral neuroscience, 12, 52. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) * [https://www.ninds.nih.gov/health-information/public-education/brain-basics/brain-basics-know-your-brain Brain basics: Know your brain] * [https://neuroscience.mssm.edu/nestler/nidappg/brain_reward_pathways.html Brain reward pathways] * [https://neurosity.co/guides/brain-reward-system-dopamine-motivation Your brain's reward system] {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Neuroscience]] nlmv0rw628i2i2s464zobcjimsv37jn 2841534 2841532 2026-10-19T15:18:25Z U3281503 3106990 /* Conclusion */ 2841534 wikitext text/x-wiki {{title|Subcortical structures and motivational drive:<br>How do subcortical brain regions generate basic motivational impulses and energy?}} __TOC__ ==Overview== {{RoundBoxTop}} [[File:Motivation for behavior.png|thumb|'''Figure 1'''. An example of motivational drive in everyday behaviour, illustrating how hunger can influence attention, thoughts and behavior toward obtaining food.]] '''Imagine this...''' Imagine finishing a long day of university classes without having eaten for several hours. Hunger becomes harder to ignore, the smell of food captures your attention, and finding something to eat begins to take priority over other tasks. Even when food is not immediately available, you may feel motivated to search for it. This everyday experience raises an important question: how does the brain turn internal needs and external cues into motivated behaviour? {{RoundBoxBottom}} Motivated behaviour is influenced by both psychological and biological processes. Subcortical structures are brain regions located beneath the cerebral cortex that contribute to motivation, emotion, reward and biological regulation. These structures help the brain integrate internal bodily states with information from the environment, influencing which goals become important and how strongly an individual is motivated to pursue them. One important explanation of motivational drive is the distinction between reward “wanting” and “liking”. “Wanting” refers to the motivational pull that encourages an individual to pursue a reward, whereas “liking” refers to the pleasure experienced when receiving it. These processes are related but distinct, and dopamine-related neural systems contribute particularly to incentive motivation rather than directly producing pleasure (Berridge et al., 2009; Berridge, 2012; Berridge & Kringelbach, 2015). For example, hunger can increase the motivational pull of food cues, making food more difficult to ignore. Motivation does not arise from a single brain region. Instead, interconnected subcortical systems contribute to generating motivational impulses, assigning significance to rewards and influencing the intensity and direction of behaviour (Castro et al., 2015; Liu et al., 2011). Understanding these interactions helps explain how basic motivational states influence everyday decisions and actions.{{RoundBoxTop|theme=2}} '''Focus questions''' * What are the major subcortical brain regions involved in basic motivational processes? * How do subcortical brain regions generate basic motivational impulses? * How do subcortical brain regions interact to regulate motivated behaviour?{{RoundBoxBottom}} == Subcortical Brain Regions Involved in Motivation == Motivated behaviour depends on interconnected brain systems rather than a single “motivation centre”. Different subcortical structures contribute to regulating physiological needs, processing significant stimuli and directing behaviour towards rewards. Haber and Behrens (2014) explain that incentive-based behaviour involves networks that evaluate outcomes and connect them with possible actions. The hypothalamus, amygdala and ventral striatum make distinct but overlapping contributions to motivation, while midbrain dopamine pathways influence several reward-related and motivational processes. === The Hypothalamus and Homeostatic Motivation === Homeostatic approaches propose that changes in internal bodily conditions can generate motivational states that encourage behaviour to meet physiological needs. The [[wikipedia:Hypothalamus|hypothalamus]] is central to this process, particularly in regulating feeding and energy balance. Rossi and Stuber (2018) explain that neural circuits involved in homeostatic feeding overlap with reward-related circuits. This suggests that eating is not controlled by hunger alone: the attractiveness and rewarding properties of food can also influence the motivation to eat. Evidence from primary research illustrates this interaction. Opland et al. (2013) found that disrupting neurotensin receptor-1 in mice altered leptin-related regulation of mesolimbic dopamine function and increased preference for a palatable, high-fat, high-sugar diet. These findings support the view that hypothalamic signalling can influence both physiological regulation and reward-related feeding. However, the study involved a specific genetic manipulation in mice, so its findings cannot establish how strongly the same mechanisms determine everyday eating behaviour in humans. === The Amygdala and Motivational Salience === The [[wikipedia:Amygdala|amygdala]] contributes to evaluating emotionally and motivationally significant stimuli. In the context of incentive-based learning, stimuli can acquire significance through their association with outcomes, influencing whether behaviour is directed towards or away from them. Haber and Behrens (2014) describe how brain networks connect information about stimuli and outcomes with action selection. The amygdala is therefore better understood as a component of broader motivational networks than as a structure responsible for fear alone. Human neuroimaging evidence supports this network-based account. Liu et al. (2011), in a meta-analysis of 142 neuroimaging studies, found that the amygdala was more strongly associated with reward outcomes, alongside regions such as the [[wikipedia:Nucleus_accumbens|nucleus accumbens]]. However, the presence of activity in a brain region does not prove that it causes a particular motivational response. The findings identify consistent associations across studies but must be interpreted alongside evidence about neural connections and behavioural effects. === The Ventral Striatum and Reward === The ventral striatum, including the nucleus accumbens, contributes to reward-related motivation and the pursuit of desirable outcomes. Berridge et al. (2009) distinguish three components of reward: “liking”, the pleasurable impact of an outcome; “wanting”, its motivational pull; and learning, which helps establish associations between cues and outcomes. These processes can interact without being identical. The nucleus accumbens should therefore not be described simply as a pleasure centre, because its activity is also associated with motivational processes that encourage reward seeking. Midbrain dopamine pathways, particularly projections from the ventral tegmental area, contribute to these reward-related processes. Berridge (2012) explains that incentive salience can change according to an organism’s current physiological state, making a previously learned food cue more compelling during hunger. Salamone et al. (2018) review evidence linking dopamine signalling to effort-based choices, suggesting that dopamine contributes to the allocation of effort towards obtaining rewards. This role is distinct from directly producing the pleasurable experience of a reward. However, many findings concerning these mechanisms come from animal experiments, and dopamine’s role depends on the neural circuit and behaviour being studied. Overall, reward motivation is best explained through the interaction of multiple structures and processes rather than the function of one brain region alone. == How Subcortical Systems Generate Motivational Impulses == Motivational impulses emerge through interactions between physiological needs, environmental cues and neural processes that influence the pursuit of desired outcomes. Hunger, for example, can increase the priority given to obtaining food, while learned associations can make food-related cues more compelling. These processes involve interconnected subcortical systems rather than a single motivational centre, as illustrated in Figure 2. Research on feeding circuits and reward-related behaviour helps explain how internal states generate motivational responses and how those responses influence the direction and intensity of behaviour (Berridge, 2012; Haber & Behrens, 2014).[[File:Subcortical regions 2026.png|thumb|'''Figure 2'''. Major subcortical brain regions involved in motivational drive and their interactions in regulating physiological needs, reward and behavioural activation.]] === Homeostatic Motivation === Homeostatic motivation occurs when changes in the body's internal condition influence behaviour that helps meet physiological needs. During an energy deficit, hunger-related signals influence neural circuits that regulate feeding, contributing to food-seeking behaviour. Rossi and Stuber (2018) explain that homeostatic and reward-related feeding circuits overlap, suggesting that eating cannot be understood solely as a response to biological need. Instead, internal physiological states can influence how strongly an organism is motivated to obtain particular outcomes. Original experimental research provides evidence for the neural mechanisms involved. Atasoy et al. (2012) found that activating agouti-related peptide (AgRP) neurons in mice rapidly elicited feeding and identified a pathway involving the inhibition of oxytocin neurons in the paraventricular hypothalamus that was critical for this response. Krashes et al. (2014) identified excitatory inputs from specific paraventricular hypothalamic neurons to AgRP neurons; stimulating these inputs in satiated mice activated AgRP neurons and induced feeding. Together, these studies demonstrate that defined neural circuits can influence hunger-related behaviour. However, both studies used experimental manipulations in mice, so their findings cannot establish that the same circuits fully explain human hunger or everyday eating behaviour. === Reward and Incentive Motivation === Physiological needs do not fully determine which outcomes an organism pursues. Environmental cues can acquire motivational significance through learning, encouraging approach towards outcomes associated with reward. Berridge et al. (2009) distinguish between “liking”, the pleasurable impact of a reward; “wanting”, its motivational pull; and learning, through which associations between cues and outcomes develop. These processes are related but separable, meaning that a cue can stimulate reward seeking without necessarily increasing the pleasure experienced when the reward is obtained. Berridge (2012) describes ''incentive salience'' as the process through which reward-associated stimuli gain motivational significance and become capable of attracting attention and encouraging pursuit. The motivational influence of a cue can change with physiological state, helping explain why food may become more compelling when an individual is hungry. This account complements research on the interaction between homeostatic and reward-related systems, which suggests that internal needs can influence the motivational value of available outcomes (Rossi & Stuber, 2018). Nevertheless, incentive salience is not the only influence on behaviour; learning, context and the availability of alternative outcomes also matter. === Motivational Activation and Effort === Motivational drive also involves the willingness to expend effort to obtain a desired outcome. Dopamine-related processes contribute to this aspect of motivation, but dopamine should not be understood simply as a chemical that produces pleasure. Salamone et al. (2018) review evidence linking dopamine signalling with effort-based choice, while Bardgett et al. (2009) provide experimental evidence from rats. In their study, rats became more likely to choose a smaller reward requiring less effort following treatment with D1 or D2 dopamine receptor antagonists, whereas a dopamine-enhancing drug biased choices towards the larger reward requiring greater effort. These findings suggest that dopamine receptor activity can influence how effort is allocated when rewards compete with one another. However, the study involved only nine male rats, and pharmacological manipulations do not establish that dopamine alone determines motivation. Effort-based decisions also depend on the value of the available outcomes and the demands of the task. Overall, homeostatic signals, incentive salience and effort-related processes help explain how motivational impulses emerge, become directed towards particular outcomes and influence the likelihood of action. == Interactions between subcortical systems and Motivated behaviour == Motivated behaviour depends on the integration of physiological information, reward-related signals and information about the environment. Although individual subcortical structures make distinct contributions, their activity is interconnected, allowing motivational states to influence which outcomes attract attention and which behaviours are pursued. Haber and Behrens (2014) describe incentive-based behaviour as emerging from networks that connect information about stimuli and outcomes with potential actions. This network-based perspective helps explain why motivational drive is not generated by one structure acting independently, but through interactions between systems involved in homeostasis, reward and behavioural control. === Homeostatic and reward systems === The interaction between homeostatic and reward systems helps explain why the motivational value of an outcome changes according to an organism's current needs. For example, food may become more compelling during hunger because physiological signals influence the activity of reward-related circuits. Rossi and Stuber (2018) reviewed evidence that homeostatic and hedonic feeding involve overlapping neural circuits, challenging the idea that eating to satisfy a biological need and eating for pleasure are controlled by completely separate systems. This interaction allows physiological conditions to influence not only the need to eat but also the attractiveness of available food. Primary research provides further evidence that signalling associated with energy regulation can influence reward-related processes. Opland et al. (2013) found that disrupting neurotensin receptor-1 in mice altered leptin-related regulation of mesolimbic dopamine function and increased preference for a palatable, energy-dense diet. These findings support a connection between physiological regulation and reward-related feeding, although the specific genetic manipulation limits how directly the results can be generalised to humans. Together, these findings suggest that motivational value depends partly on the relationship between an organism's internal state and the potential rewards available in its environment. The main structures and their contributions to these processes are summarised in Table 1 (see Table 1). === From neural interaction to motivated behaviour === Interactions between motivational systems help translate the significance of a need or cue into behaviour directed towards an outcome. The amygdala contributes to processing motivationally significant stimuli, while the ventral striatum participates in reward-related motivation and the pursuit of desirable outcomes. These processes operate within broader neural networks that link information about outcomes with action selection (Haber & Behrens, 2014). Consequently, a motivational impulse does not automatically produce a particular action; its behavioural expression depends on how information about the stimulus, expected outcome and available responses is integrated. Dopamine-related processes also contribute to how motivational signals influence the effort invested in pursuing an outcome. Bardgett et al. (2009) found that manipulating dopamine receptors changed effort-based reward choices in rats, while Salamone et al. (2018) review evidence linking dopamine signalling with effort allocation and behavioural activation. These findings complement the distinction between “wanting” and “liking”: motivational processes can encourage pursuit and influence effort without simply determining how pleasurable an outcome feels (Berridge et al., 2009). However, neither dopamine activity nor any single subcortical structure fully explains goal-directed behaviour. Learning, the context in which a choice occurs and the effort required to obtain a reward also influence whether an impulse leads to action. Overall, motivated behaviour is best understood as the outcome of interacting systems that combine information about physiological needs, motivationally significant cues and potential rewards. These interactions help explain how motivational drive becomes directed towards particular goals, while also highlighting the limits of explanations based on individual brain regions or isolated neural processes. {{RoundBoxTop|theme=3}} {| class="wikitable" |+Table 1. Subcortical brain systems involved in motivational drive and their contribution to motivated behaviour !Subcortical system !Primary motivational role !How it contributes to motivation !Example of motivated behaviour |- |'''Hypothalamus''' |Homeostasis and physiological needs |Integrates physiological signals and helps regulate motivational states related to needs such as hunger |Seeking and consuming food when hungry |- |'''Amygdala''' |Processing motivationally significant stimuli |Helps process information about significant cues and outcomes and influences reward-related behaviour. |Responding to a cue associated with a potential reward. |- |'''Ventral striatum / nucleus accumbens''' |Reward and incentive motivation |Contributes to the pursuit of rewarding outcomes and the motivational pull of desirable stimuli. |Seeking food or other rewarding outcomes |- |'''Dopamine pathways''' |Motivational activation and effort |Modulate effort-based choices and behavioural activation rather than simply producing pleasure |Choosing whether to expend greater effort for a larger reward. |- |'''Interconnected subcortical circuits''' |Integration of motivational information |Interactions between physiological regulation and reward-related circuits help shape motivational responses and feeding behaviour |Food becoming more motivating when hungry. |} {{RoundBoxBottom}} == Conclusion == Subcortical brain regions contribute to motivational drive by integrating information about physiological needs, motivationally significant stimuli and potential rewards. The hypothalamus helps regulate motivational states associated with homeostatic needs, while the amygdala contributes to processing significant cues and the ventral striatum supports reward-related motivation. However, motivated behaviour cannot be explained by the function of any single structure. Instead, interactions between interconnected neural systems help translate internal needs and environmental information into behaviour directed towards particular outcomes. Research on feeding circuits demonstrates how specific neural pathways can influence hunger-related behaviour in mice (Atasoy et al., 2012; Krashes et al., 2014). Research on reward also shows that “wanting” and “liking” are distinguishable processes, while experimental findings link dopamine receptor activity with effort-based choices in rats (Berridge et al., 2009; Bardgett et al., 2009). These findings provide evidence for biological mechanisms underlying motivational drive, although animal studies cannot fully explain complex human behaviour. Learning, context and other psychological processes also influence how motivational states are expressed (Haber & Behrens, 2014). The central takeaway is that motivational drive emerges from interactions between physiological regulation, reward processing and processes influencing behavioural activation and effort. Understanding these interactions helps explain why the same stimulus can become more motivating under particular conditions and why wanting an outcome does not always lead to action. This network-based perspective offers a more complete account of motivation than explanations that attribute behaviour to a single brain region or neurotransmitter. ==Check your understanding== 1. Which statement best explains how homeostatic and reward systems interact in feeding motivation? A. Food cues influence behaviour only after food is consumed. B. Reward circuits regulate eating independently of physiological needs. C. Hunger determines eating behaviour independently of reward. D. Physiological state can change how motivating food-related rewards become. 2. In Berridge et al. (2009), what does “wanting” refer to in the distinction between wanting, liking and learning? A. The amount of effort required to obtain a reward. B. The association learned between a cue and an outcome. C. The pleasurable experience produced by a reward. D. The motivational pull that encourages pursuit of a reward. 3. What did Bardgett et al. (2009) find when dopamine receptors were blocked in rats performing an effort-based reward-choice task? A. Rats showed increased pleasure when receiving the smaller reward. B. Rats became more likely to choose the smaller reward requiring less effort. C. Rats became more likely to choose the larger reward requiring greater effort. D. Rats stopped responding to all food rewards. ==See also== * [[Motivation and emotion/Book/2026/Hypothalamus and homeostatic motivation|Hypothalamus and homeostatic motivation]] (Book Chapter, 2026) * [[wikipedia:Motivation|Motivation]] (Wikipedia) ==References== {{Hanging indent|1= Berridge, K. C., Robinson, T. E., & Aldridge, J. W. (2009). Dissecting components of reward:‘liking’,‘wanting’, and learning. Current opinion in pharmacology, 9(1), 65-73. Berridge, K. C. (2012). From prediction error to incentive salience: mesolimbic computation of reward motivation. European Journal of neuroscience, 35(7), 1124-1143. Haber, S. N., & Behrens, T. E. (2014). The neural network underlying incentive-based learning: implications for interpreting circuit disruptions in psychiatric disorders. Neuron, 83(5), 1019-1039. Opland, D., Sutton, A., Woodworth, H., Brown, J., Bugescu, R., Garcia, A., Christensen, L., Rhodes, C., Myers Jr, M., & Leinninger, G. (2013). Loss of neurotensin receptor-1 disrupts the control of the mesolimbic dopamine system by leptin and promotes hedonic feeding and obesity. Molecular metabolism, 2(4), 423-434. Rossi, M. A., & Stuber, G. D. (2018). Overlapping brain circuits for homeostatic and hedonic feeding. Cell metabolism, 27(1), 42-56. Salamone, J. D., Correa, M., Yang, J.-H., Rotolo, R., & Presby, R. (2018). Dopamine, effort-based choice, and behavioral economics: basic and translational research. Frontiers in behavioral neuroscience, 12, 52. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) * [https://www.ninds.nih.gov/health-information/public-education/brain-basics/brain-basics-know-your-brain Brain basics: Know your brain] * [https://neuroscience.mssm.edu/nestler/nidappg/brain_reward_pathways.html Brain reward pathways] * [https://neurosity.co/guides/brain-reward-system-dopamine-motivation Your brain's reward system] {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Neuroscience]] c65ma7hg7daplowcapaw4v7dmvexfjn 2841536 2841534 2026-10-19T15:32:06Z U3281503 3106990 2841536 wikitext text/x-wiki {{title|Subcortical structures and motivational drive:<br>How do subcortical brain regions generate basic motivational impulses and energy?}} __TOC__ ==Overview== {{RoundBoxTop}} [[File:Motivation for behavior.png|thumb|'''Figure 1'''. An example of motivational drive in everyday behaviour, illustrating how hunger can influence attention, thoughts and behavior toward obtaining food.]] '''Imagine this...''' Imagine finishing a long day of university classes without having eaten for several hours. Hunger becomes harder to ignore, the smell of food captures your attention, and finding something to eat begins to take priority over other tasks. Even when food is not immediately available, you may feel motivated to search for it. This everyday experience raises an important question: how does the brain turn internal needs and external cues into motivated behaviour? {{RoundBoxBottom}} Motivated behaviour is influenced by both psychological and biological processes. Subcortical structures are brain regions located beneath the cerebral cortex that contribute to motivation, emotion, reward and biological regulation. These structures help the brain integrate internal bodily states with information from the environment, influencing which goals become important and how strongly an individual is motivated to pursue them. One important explanation of motivational drive is the distinction between reward “wanting” and “liking”. “Wanting” refers to the motivational pull that encourages an individual to pursue a reward, whereas “liking” refers to the pleasure experienced when receiving it. These processes are related but distinct, and dopamine-related neural systems contribute particularly to incentive motivation rather than directly producing pleasure (Berridge et al., 2009; Berridge, 2012; Berridge & Kringelbach, 2015). For example, hunger can increase the motivational pull of food cues, making food more difficult to ignore. Motivation does not arise from a single brain region. Instead, interconnected subcortical systems contribute to generating motivational impulses, assigning significance to rewards and influencing the intensity and direction of behaviour (Castro et al., 2015; Liu et al., 2011). Understanding these interactions helps explain how basic motivational states influence everyday decisions and actions. {{RoundBoxTop|theme=2}} '''Focus questions''' * What are the major subcortical brain regions involved in basic motivational processes? * How do subcortical brain regions generate basic motivational impulses? * How do subcortical brain regions interact to regulate motivated behaviour?{{RoundBoxBottom}} == Subcortical Brain Regions Involved in Motivation == Motivated behaviour depends on interconnected brain systems rather than a single “motivation centre”. Different subcortical structures contribute to regulating physiological needs, processing significant stimuli and directing behaviour towards rewards. Haber and Behrens (2014) explain that incentive-based behaviour involves networks that evaluate outcomes and connect them with possible actions. The hypothalamus, amygdala and ventral striatum make distinct but overlapping contributions to motivation, while midbrain dopamine pathways influence several reward-related and motivational processes. === The Hypothalamus and Homeostatic Motivation === Homeostatic approaches propose that changes in internal bodily conditions can generate motivational states that encourage behaviour to meet physiological needs. The [[wikipedia:Hypothalamus|hypothalamus]] is central to this process, particularly in regulating feeding and energy balance. Rossi and Stuber (2018) explain that neural circuits involved in homeostatic feeding overlap with reward-related circuits. This suggests that eating is not controlled by hunger alone: the attractiveness and rewarding properties of food can also influence the motivation to eat. Evidence from primary research illustrates this interaction. Opland et al. (2013) found that disrupting neurotensin receptor-1 in mice altered leptin-related regulation of mesolimbic dopamine function and increased preference for a palatable, high-fat, high-sugar diet. These findings support the view that hypothalamic signalling can influence both physiological regulation and reward-related feeding. However, the study involved a specific genetic manipulation in mice, so its findings cannot establish how strongly the same mechanisms determine everyday eating behaviour in humans. === The Amygdala and Motivational Salience === The [[wikipedia:Amygdala|amygdala]] contributes to evaluating emotionally and motivationally significant stimuli. In the context of incentive-based learning, stimuli can acquire significance through their association with outcomes, influencing whether behaviour is directed towards or away from them. Haber and Behrens (2014) describe how brain networks connect information about stimuli and outcomes with action selection. The amygdala is therefore better understood as a component of broader motivational networks than as a structure responsible for fear alone. Human neuroimaging evidence supports this network-based account. Liu et al. (2011), in a meta-analysis of 142 neuroimaging studies, found that the amygdala was more strongly associated with reward outcomes, alongside regions such as the [[wikipedia:Nucleus_accumbens|nucleus accumbens]]. However, the presence of activity in a brain region does not prove that it causes a particular motivational response. The findings identify consistent associations across studies but must be interpreted alongside evidence about neural connections and behavioural effects. === The Ventral Striatum and Reward === The ventral striatum, including the nucleus accumbens, contributes to reward-related motivation and the pursuit of desirable outcomes. Berridge et al. (2009) distinguish three components of reward: “liking”, the pleasurable impact of an outcome; “wanting”, its motivational pull; and learning, which helps establish associations between cues and outcomes. These processes can interact without being identical. The nucleus accumbens should therefore not be described simply as a pleasure centre, because its activity is also associated with motivational processes that encourage reward seeking. Midbrain dopamine pathways, particularly projections from the ventral tegmental area, contribute to these reward-related processes. Berridge (2012) explains that incentive salience can change according to an organism’s current physiological state, making a previously learned food cue more compelling during hunger. Salamone et al. (2018) review evidence linking dopamine signalling to effort-based choices, suggesting that dopamine contributes to the allocation of effort towards obtaining rewards. This role is distinct from directly producing the pleasurable experience of a reward. However, many findings concerning these mechanisms come from animal experiments, and dopamine’s role depends on the neural circuit and behaviour being studied. Overall, reward motivation is best explained through the interaction of multiple structures and processes rather than the function of one brain region alone. == How Subcortical Systems Generate Motivational Impulses == Motivational impulses emerge through interactions between physiological needs, environmental cues and neural processes that influence the pursuit of desired outcomes. Hunger, for example, can increase the priority given to obtaining food, while learned associations can make food-related cues more compelling. These processes involve interconnected subcortical systems rather than a single motivational centre, as illustrated in Figure 2. Research on feeding circuits and reward-related behaviour helps explain how internal states generate motivational responses and how those responses influence the direction and intensity of behaviour (Berridge, 2012; Haber & Behrens, 2014).[[File:Subcortical regions 2026.png|thumb|'''Figure 2'''. Major subcortical brain regions involved in motivational drive and their interactions in regulating physiological needs, reward and behavioural activation.]] === Homeostatic Motivation === Homeostatic motivation occurs when changes in the body's internal condition influence behaviour that helps meet physiological needs. During an energy deficit, hunger-related signals influence neural circuits that regulate feeding, contributing to food-seeking behaviour. Rossi and Stuber (2018) explain that homeostatic and reward-related feeding circuits overlap, suggesting that eating cannot be understood solely as a response to biological need. Instead, internal physiological states can influence how strongly an organism is motivated to obtain particular outcomes. Original experimental research provides evidence for the neural mechanisms involved. Atasoy et al. (2012) found that activating agouti-related peptide (AgRP) neurons in mice rapidly elicited feeding and identified a pathway involving the inhibition of oxytocin neurons in the paraventricular hypothalamus that was critical for this response. Krashes et al. (2014) identified excitatory inputs from specific paraventricular hypothalamic neurons to AgRP neurons; stimulating these inputs in satiated mice activated AgRP neurons and induced feeding. Together, these studies demonstrate that defined neural circuits can influence hunger-related behaviour. However, both studies used experimental manipulations in mice, so their findings cannot establish that the same circuits fully explain human hunger or everyday eating behaviour. === Reward and Incentive Motivation === Physiological needs do not fully determine which outcomes an organism pursues. Environmental cues can acquire motivational significance through learning, encouraging approach towards outcomes associated with reward. Berridge et al. (2009) distinguish between “liking”, the pleasurable impact of a reward; “wanting”, its motivational pull; and learning, through which associations between cues and outcomes develop. These processes are related but separable, meaning that a cue can stimulate reward seeking without necessarily increasing the pleasure experienced when the reward is obtained. Berridge (2012) describes ''incentive salience'' as the process through which reward-associated stimuli gain motivational significance and become capable of attracting attention and encouraging pursuit. The motivational influence of a cue can change with physiological state, helping explain why food may become more compelling when an individual is hungry. This account complements research on the interaction between homeostatic and reward-related systems, which suggests that internal needs can influence the motivational value of available outcomes (Rossi & Stuber, 2018). Nevertheless, incentive salience is not the only influence on behaviour; learning, context and the availability of alternative outcomes also matter. === Motivational Activation and Effort === Motivational drive also involves the willingness to expend effort to obtain a desired outcome. Dopamine-related processes contribute to this aspect of motivation, but dopamine should not be understood simply as a chemical that produces pleasure. Salamone et al. (2018) review evidence linking dopamine signalling with effort-based choice, while Bardgett et al. (2009) provide experimental evidence from rats. In their study, rats became more likely to choose a smaller reward requiring less effort following treatment with D1 or D2 dopamine receptor antagonists, whereas a dopamine-enhancing drug biased choices towards the larger reward requiring greater effort. These findings suggest that dopamine receptor activity can influence how effort is allocated when rewards compete with one another. However, the study involved only nine male rats, and pharmacological manipulations do not establish that dopamine alone determines motivation. Effort-based decisions also depend on the value of the available outcomes and the demands of the task. Overall, homeostatic signals, incentive salience and effort-related processes help explain how motivational impulses emerge, become directed towards particular outcomes and influence the likelihood of action. == Interactions between subcortical systems and Motivated behaviour == Motivated behaviour depends on the integration of physiological information, reward-related signals and information about the environment. Although individual subcortical structures make distinct contributions, their activity is interconnected, allowing motivational states to influence which outcomes attract attention and which behaviours are pursued. Haber and Behrens (2014) describe incentive-based behaviour as emerging from networks that connect information about stimuli and outcomes with potential actions. This network-based perspective helps explain why motivational drive is not generated by one structure acting independently, but through interactions between systems involved in homeostasis, reward and behavioural control. === Homeostatic and reward systems === The interaction between homeostatic and reward systems helps explain why the motivational value of an outcome changes according to an organism's current needs. For example, food may become more compelling during hunger because physiological signals influence the activity of reward-related circuits. Rossi and Stuber (2018) reviewed evidence that homeostatic and hedonic feeding involve overlapping neural circuits, challenging the idea that eating to satisfy a biological need and eating for pleasure are controlled by completely separate systems. This interaction allows physiological conditions to influence not only the need to eat but also the attractiveness of available food. Primary research provides further evidence that signalling associated with energy regulation can influence reward-related processes. Opland et al. (2013) found that disrupting neurotensin receptor-1 in mice altered leptin-related regulation of mesolimbic dopamine function and increased preference for a palatable, energy-dense diet. These findings support a connection between physiological regulation and reward-related feeding, although the specific genetic manipulation limits how directly the results can be generalised to humans. Together, these findings suggest that motivational value depends partly on the relationship between an organism's internal state and the potential rewards available in its environment. The main structures and their contributions to these processes are summarised in Table 1 (see Table 1). === From neural interaction to motivated behaviour === Interactions between motivational systems help translate the significance of a need or cue into behaviour directed towards an outcome. The amygdala contributes to processing motivationally significant stimuli, while the ventral striatum participates in reward-related motivation and the pursuit of desirable outcomes. These processes operate within broader neural networks that link information about outcomes with action selection (Haber & Behrens, 2014). Consequently, a motivational impulse does not automatically produce a particular action; its behavioural expression depends on how information about the stimulus, expected outcome and available responses is integrated. Dopamine-related processes also contribute to how motivational signals influence the effort invested in pursuing an outcome. Bardgett et al. (2009) found that manipulating dopamine receptors changed effort-based reward choices in rats, while Salamone et al. (2018) review evidence linking dopamine signalling with effort allocation and behavioural activation. These findings complement the distinction between “wanting” and “liking”: motivational processes can encourage pursuit and influence effort without simply determining how pleasurable an outcome feels (Berridge et al., 2009). However, neither dopamine activity nor any single subcortical structure fully explains goal-directed behaviour. Learning, the context in which a choice occurs and the effort required to obtain a reward also influence whether an impulse leads to action. Overall, motivated behaviour is best understood as the outcome of interacting systems that combine information about physiological needs, motivationally significant cues and potential rewards. These interactions help explain how motivational drive becomes directed towards particular goals, while also highlighting the limits of explanations based on individual brain regions or isolated neural processes. {{RoundBoxTop|theme=3}} {| class="wikitable" |+Table 1. Subcortical brain systems involved in motivational drive and their contribution to motivated behaviour !Subcortical system !Primary motivational role !How it contributes to motivation !Example of motivated behaviour |- |'''Hypothalamus''' |Homeostasis and physiological needs |Integrates physiological signals and helps regulate motivational states related to needs such as hunger |Seeking and consuming food when hungry |- |'''Amygdala''' |Processing motivationally significant stimuli |Helps process information about significant cues and outcomes and influences reward-related behaviour. |Responding to a cue associated with a potential reward. |- |'''Ventral striatum / nucleus accumbens''' |Reward and incentive motivation |Contributes to the pursuit of rewarding outcomes and the motivational pull of desirable stimuli. |Seeking food or other rewarding outcomes |- |'''Dopamine pathways''' |Motivational activation and effort |Modulate effort-based choices and behavioural activation rather than simply producing pleasure |Choosing whether to expend greater effort for a larger reward. |- |'''Interconnected subcortical circuits''' |Integration of motivational information |Interactions between physiological regulation and reward-related circuits help shape motivational responses and feeding behaviour |Food becoming more motivating when hungry. |} {{RoundBoxBottom}} == Conclusion == Subcortical brain regions contribute to motivational drive by integrating information about physiological needs, motivationally significant stimuli and potential rewards. The hypothalamus helps regulate motivational states associated with homeostatic needs, while the amygdala contributes to processing significant cues and the ventral striatum supports reward-related motivation. However, motivated behaviour cannot be explained by the function of any single structure. Instead, interactions between interconnected neural systems help translate internal needs and environmental information into behaviour directed towards particular outcomes. Research on feeding circuits demonstrates how specific neural pathways can influence hunger-related behaviour in mice (Atasoy et al., 2012; Krashes et al., 2014). Research on reward also shows that “wanting” and “liking” are distinguishable processes, while experimental findings link dopamine receptor activity with effort-based choices in rats (Berridge et al., 2009; Bardgett et al., 2009). These findings provide evidence for biological mechanisms underlying motivational drive, although animal studies cannot fully explain complex human behaviour. Learning, context and other psychological processes also influence how motivational states are expressed (Haber & Behrens, 2014). The central takeaway is that motivational drive emerges from interactions between physiological regulation, reward processing and processes influencing behavioural activation and effort. Understanding these interactions helps explain why the same stimulus can become more motivating under particular conditions and why wanting an outcome does not always lead to action. This network-based perspective offers a more complete account of motivation than explanations that attribute behaviour to a single brain region or neurotransmitter. ==Check your understanding== 1. Which statement best explains how homeostatic and reward systems interact in feeding motivation? A. Food cues influence behaviour only after food is consumed. B. Reward circuits regulate eating independently of physiological needs. C. Hunger determines eating behaviour independently of reward. D. Physiological state can change how motivating food-related rewards become. 2. In Berridge et al. (2009), what does “wanting” refer to in the distinction between wanting, liking and learning? A. The amount of effort required to obtain a reward. B. The association learned between a cue and an outcome. C. The pleasurable experience produced by a reward. D. The motivational pull that encourages pursuit of a reward. 3. What did Bardgett et al. (2009) find when dopamine receptors were blocked in rats performing an effort-based reward-choice task? A. Rats showed increased pleasure when receiving the smaller reward. B. Rats became more likely to choose the smaller reward requiring less effort. C. Rats became more likely to choose the larger reward requiring greater effort. D. Rats stopped responding to all food rewards. ==See also== * [[Motivation and emotion/Book/2026/Hypothalamus and homeostatic motivation|Hypothalamus and homeostatic motivation]] (Book Chapter, 2026) * [[wikipedia:Motivation|Motivation]] (Wikipedia) ==References== {{Hanging indent|1= Berridge, K. C., Robinson, T. E., & Aldridge, J. W. (2009). Dissecting components of reward:‘liking’,‘wanting’, and learning. Current opinion in pharmacology, 9(1), 65-73. Berridge, K. C. (2012). From prediction error to incentive salience: mesolimbic computation of reward motivation. European Journal of neuroscience, 35(7), 1124-1143. Haber, S. N., & Behrens, T. E. (2014). The neural network underlying incentive-based learning: implications for interpreting circuit disruptions in psychiatric disorders. Neuron, 83(5), 1019-1039. Opland, D., Sutton, A., Woodworth, H., Brown, J., Bugescu, R., Garcia, A., Christensen, L., Rhodes, C., Myers Jr, M., & Leinninger, G. (2013). Loss of neurotensin receptor-1 disrupts the control of the mesolimbic dopamine system by leptin and promotes hedonic feeding and obesity. Molecular metabolism, 2(4), 423-434. Rossi, M. A., & Stuber, G. D. (2018). Overlapping brain circuits for homeostatic and hedonic feeding. Cell metabolism, 27(1), 42-56. Salamone, J. D., Correa, M., Yang, J.-H., Rotolo, R., & Presby, R. (2018). Dopamine, effort-based choice, and behavioral economics: basic and translational research. Frontiers in behavioral neuroscience, 12, 52. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) * [https://www.ninds.nih.gov/health-information/public-education/brain-basics/brain-basics-know-your-brain Brain basics: Know your brain] * [https://neuroscience.mssm.edu/nestler/nidappg/brain_reward_pathways.html Brain reward pathways] * [https://neurosity.co/guides/brain-reward-system-dopamine-motivation Your brain's reward system] {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Neuroscience]] sh38r7owy8tt8ezho154kvok0120k8s 2841538 2841536 2026-10-19T15:33:10Z U3281503 3106990 2841538 wikitext text/x-wiki {{title|Subcortical structures and motivational drive:<br>How do subcortical brain regions generate basic motivational impulses and energy?}} __TOC__ ==Overview== {{RoundBoxTop}} [[File:Motivation for behavior.png|thumb|'''Figure 1'''. An example of motivational drive in everyday behaviour, illustrating how hunger can influence attention, thoughts and behavior toward obtaining food.]] '''Imagine this...''' Imagine finishing a long day of university classes without having eaten for several hours. Hunger becomes harder to ignore, the smell of food captures your attention, and finding something to eat begins to take priority over other tasks. Even when food is not immediately available, you may feel motivated to search for it. This everyday experience raises an important question: how does the brain turn internal needs and external cues into motivated behaviour? {{RoundBoxBottom}} Motivated behaviour is influenced by both psychological and biological processes. Subcortical structures are brain regions located beneath the cerebral cortex that contribute to motivation, emotion, reward and biological regulation. These structures help the brain integrate internal bodily states with information from the environment, influencing which goals become important and how strongly an individual is motivated to pursue them. One important explanation of motivational drive is the distinction between reward “wanting” and “liking”. “Wanting” refers to the motivational pull that encourages an individual to pursue a reward, whereas “liking” refers to the pleasure experienced when receiving it. These processes are related but distinct, and dopamine-related neural systems contribute particularly to incentive motivation rather than directly producing pleasure (Berridge et al., 2009; Berridge, 2012; Berridge & Kringelbach, 2015). For example, hunger can increase the motivational pull of food cues, making food more difficult to ignore. Motivation does not arise from a single brain region. Instead, interconnected subcortical systems contribute to generating motivational impulses, assigning significance to rewards and influencing the intensity and direction of behaviour (Castro et al., 2015; Liu et al., 2011). Understanding these interactions helps explain how basic motivational states influence everyday decisions and actions. {{RoundBoxTop|theme=2}} '''Focus questions''' * What are the major subcortical brain regions involved in basic motivational processes? * How do subcortical brain regions generate basic motivational impulses? * How do subcortical brain regions interact to regulate motivated behaviour?{{RoundBoxBottom}} == Subcortical Brain Regions Involved in Motivation == Motivated behaviour depends on interconnected brain systems rather than a single “motivation centre”. Different subcortical structures contribute to regulating physiological needs, processing significant stimuli and directing behaviour towards rewards. Haber and Behrens (2014) explain that incentive-based behaviour involves networks that evaluate outcomes and connect them with possible actions. The hypothalamus, amygdala and ventral striatum make distinct but overlapping contributions to motivation, while midbrain dopamine pathways influence several reward-related and motivational processes. === The Hypothalamus and Homeostatic Motivation === Homeostatic approaches propose that changes in internal bodily conditions can generate motivational states that encourage behaviour to meet physiological needs. The [[wikipedia:Hypothalamus|hypothalamus]] is central to this process, particularly in regulating feeding and energy balance. Rossi and Stuber (2018) explain that neural circuits involved in homeostatic feeding overlap with reward-related circuits. This suggests that eating is not controlled by hunger alone: the attractiveness and rewarding properties of food can also influence the motivation to eat. Evidence from primary research illustrates this interaction. Opland et al. (2013) found that disrupting neurotensin receptor-1 in mice altered leptin-related regulation of mesolimbic dopamine function and increased preference for a palatable, high-fat, high-sugar diet. These findings support the view that hypothalamic signalling can influence both physiological regulation and reward-related feeding. However, the study involved a specific genetic manipulation in mice, so its findings cannot establish how strongly the same mechanisms determine everyday eating behaviour in humans. === The Amygdala and Motivational Salience === The [[wikipedia:Amygdala|amygdala]] contributes to evaluating emotionally and motivationally significant stimuli. In the context of incentive-based learning, stimuli can acquire significance through their association with outcomes, influencing whether behaviour is directed towards or away from them. Haber and Behrens (2014) describe how brain networks connect information about stimuli and outcomes with action selection. The amygdala is therefore better understood as a component of broader motivational networks than as a structure responsible for fear alone. Human neuroimaging evidence supports this network-based account. Liu et al. (2011), in a meta-analysis of 142 neuroimaging studies, found that the amygdala was more strongly associated with reward outcomes, alongside regions such as the [[wikipedia:Nucleus_accumbens|nucleus accumbens]]. However, the presence of activity in a brain region does not prove that it causes a particular motivational response. The findings identify consistent associations across studies but must be interpreted alongside evidence about neural connections and behavioural effects. === The Ventral Striatum and Reward === The ventral striatum, including the nucleus accumbens, contributes to reward-related motivation and the pursuit of desirable outcomes. Berridge et al. (2009) distinguish three components of reward: “liking”, the pleasurable impact of an outcome; “wanting”, its motivational pull; and learning, which helps establish associations between cues and outcomes. These processes can interact without being identical. The nucleus accumbens should therefore not be described simply as a pleasure centre, because its activity is also associated with motivational processes that encourage reward seeking. Midbrain dopamine pathways, particularly projections from the ventral tegmental area, contribute to these reward-related processes. Berridge (2012) explains that incentive salience can change according to an organism’s current physiological state, making a previously learned food cue more compelling during hunger. Salamone et al. (2018) review evidence linking dopamine signalling to effort-based choices, suggesting that dopamine contributes to the allocation of effort towards obtaining rewards. This role is distinct from directly producing the pleasurable experience of a reward. However, many findings concerning these mechanisms come from animal experiments, and dopamine’s role depends on the neural circuit and behaviour being studied. Overall, reward motivation is best explained through the interaction of multiple structures and processes rather than the function of one brain region alone. == How Subcortical Systems Generate Motivational Impulses == Motivational impulses emerge through interactions between physiological needs, environmental cues and neural processes that influence the pursuit of desired outcomes. Hunger, for example, can increase the priority given to obtaining food, while learned associations can make food-related cues more compelling. These processes involve interconnected subcortical systems rather than a single motivational centre. Research on feeding circuits and reward-related behaviour helps explain how internal states generate motivational responses and how those responses influence the direction and intensity of behaviour (Berridge, 2012; Haber & Behrens, 2014).[[File:Subcortical regions 2026.png|thumb|'''Figure 2'''. Major subcortical brain regions involved in motivational drive and their interactions in regulating physiological needs, reward and behavioural activation.]] === Homeostatic Motivation === Homeostatic motivation occurs when changes in the body's internal condition influence behaviour that helps meet physiological needs. During an energy deficit, hunger-related signals influence neural circuits that regulate feeding, contributing to food-seeking behaviour. Rossi and Stuber (2018) explain that homeostatic and reward-related feeding circuits overlap, suggesting that eating cannot be understood solely as a response to biological need. Instead, internal physiological states can influence how strongly an organism is motivated to obtain particular outcomes. Original experimental research provides evidence for the neural mechanisms involved. Atasoy et al. (2012) found that activating agouti-related peptide (AgRP) neurons in mice rapidly elicited feeding and identified a pathway involving the inhibition of oxytocin neurons in the paraventricular hypothalamus that was critical for this response. Krashes et al. (2014) identified excitatory inputs from specific paraventricular hypothalamic neurons to AgRP neurons; stimulating these inputs in satiated mice activated AgRP neurons and induced feeding. Together, these studies demonstrate that defined neural circuits can influence hunger-related behaviour. However, both studies used experimental manipulations in mice, so their findings cannot establish that the same circuits fully explain human hunger or everyday eating behaviour. === Reward and Incentive Motivation === Physiological needs do not fully determine which outcomes an organism pursues. Environmental cues can acquire motivational significance through learning, encouraging approach towards outcomes associated with reward. Berridge et al. (2009) distinguish between “liking”, the pleasurable impact of a reward; “wanting”, its motivational pull; and learning, through which associations between cues and outcomes develop. These processes are related but separable, meaning that a cue can stimulate reward seeking without necessarily increasing the pleasure experienced when the reward is obtained. Berridge (2012) describes ''incentive salience'' as the process through which reward-associated stimuli gain motivational significance and become capable of attracting attention and encouraging pursuit. The motivational influence of a cue can change with physiological state, helping explain why food may become more compelling when an individual is hungry. This account complements research on the interaction between homeostatic and reward-related systems, which suggests that internal needs can influence the motivational value of available outcomes (Rossi & Stuber, 2018). Nevertheless, incentive salience is not the only influence on behaviour; learning, context and the availability of alternative outcomes also matter. === Motivational Activation and Effort === Motivational drive also involves the willingness to expend effort to obtain a desired outcome. Dopamine-related processes contribute to this aspect of motivation, but dopamine should not be understood simply as a chemical that produces pleasure. Salamone et al. (2018) review evidence linking dopamine signalling with effort-based choice, while Bardgett et al. (2009) provide experimental evidence from rats. In their study, rats became more likely to choose a smaller reward requiring less effort following treatment with D1 or D2 dopamine receptor antagonists, whereas a dopamine-enhancing drug biased choices towards the larger reward requiring greater effort. These findings suggest that dopamine receptor activity can influence how effort is allocated when rewards compete with one another. However, the study involved only nine male rats, and pharmacological manipulations do not establish that dopamine alone determines motivation. Effort-based decisions also depend on the value of the available outcomes and the demands of the task. Overall, homeostatic signals, incentive salience and effort-related processes help explain how motivational impulses emerge, become directed towards particular outcomes and influence the likelihood of action. == Interactions between subcortical systems and Motivated behaviour == Motivated behaviour depends on the integration of physiological information, reward-related signals and information about the environment. Although individual subcortical structures make distinct contributions, their activity is interconnected, allowing motivational states to influence which outcomes attract attention and which behaviours are pursued. Haber and Behrens (2014) describe incentive-based behaviour as emerging from networks that connect information about stimuli and outcomes with potential actions. This network-based perspective helps explain why motivational drive is not generated by one structure acting independently, but through interactions between systems involved in homeostasis, reward and behavioural control. === Homeostatic and reward systems === The interaction between homeostatic and reward systems helps explain why the motivational value of an outcome changes according to an organism's current needs. For example, food may become more compelling during hunger because physiological signals influence the activity of reward-related circuits. Rossi and Stuber (2018) reviewed evidence that homeostatic and hedonic feeding involve overlapping neural circuits, challenging the idea that eating to satisfy a biological need and eating for pleasure are controlled by completely separate systems. This interaction allows physiological conditions to influence not only the need to eat but also the attractiveness of available food. Primary research provides further evidence that signalling associated with energy regulation can influence reward-related processes. Opland et al. (2013) found that disrupting neurotensin receptor-1 in mice altered leptin-related regulation of mesolimbic dopamine function and increased preference for a palatable, energy-dense diet. These findings support a connection between physiological regulation and reward-related feeding, although the specific genetic manipulation limits how directly the results can be generalised to humans. Together, these findings suggest that motivational value depends partly on the relationship between an organism's internal state and the potential rewards available in its environment. The main structures and their contributions to these processes are summarised in Table 1 (see Table 1). === From neural interaction to motivated behaviour === Interactions between motivational systems help translate the significance of a need or cue into behaviour directed towards an outcome. The amygdala contributes to processing motivationally significant stimuli, while the ventral striatum participates in reward-related motivation and the pursuit of desirable outcomes. These processes operate within broader neural networks that link information about outcomes with action selection (Haber & Behrens, 2014). Consequently, a motivational impulse does not automatically produce a particular action; its behavioural expression depends on how information about the stimulus, expected outcome and available responses is integrated. Dopamine-related processes also contribute to how motivational signals influence the effort invested in pursuing an outcome. Bardgett et al. (2009) found that manipulating dopamine receptors changed effort-based reward choices in rats, while Salamone et al. (2018) review evidence linking dopamine signalling with effort allocation and behavioural activation. These findings complement the distinction between “wanting” and “liking”: motivational processes can encourage pursuit and influence effort without simply determining how pleasurable an outcome feels (Berridge et al., 2009). However, neither dopamine activity nor any single subcortical structure fully explains goal-directed behaviour. Learning, the context in which a choice occurs and the effort required to obtain a reward also influence whether an impulse leads to action. Overall, motivated behaviour is best understood as the outcome of interacting systems that combine information about physiological needs, motivationally significant cues and potential rewards. These interactions help explain how motivational drive becomes directed towards particular goals, while also highlighting the limits of explanations based on individual brain regions or isolated neural processes. {{RoundBoxTop|theme=3}} {| class="wikitable" |+Table 1. Subcortical brain systems involved in motivational drive and their contribution to motivated behaviour !Subcortical system !Primary motivational role !How it contributes to motivation !Example of motivated behaviour |- |'''Hypothalamus''' |Homeostasis and physiological needs |Integrates physiological signals and helps regulate motivational states related to needs such as hunger |Seeking and consuming food when hungry |- |'''Amygdala''' |Processing motivationally significant stimuli |Helps process information about significant cues and outcomes and influences reward-related behaviour. |Responding to a cue associated with a potential reward. |- |'''Ventral striatum / nucleus accumbens''' |Reward and incentive motivation |Contributes to the pursuit of rewarding outcomes and the motivational pull of desirable stimuli. |Seeking food or other rewarding outcomes |- |'''Dopamine pathways''' |Motivational activation and effort |Modulate effort-based choices and behavioural activation rather than simply producing pleasure |Choosing whether to expend greater effort for a larger reward. |- |'''Interconnected subcortical circuits''' |Integration of motivational information |Interactions between physiological regulation and reward-related circuits help shape motivational responses and feeding behaviour |Food becoming more motivating when hungry. |} {{RoundBoxBottom}} == Conclusion == Subcortical brain regions contribute to motivational drive by integrating information about physiological needs, motivationally significant stimuli and potential rewards. The hypothalamus helps regulate motivational states associated with homeostatic needs, while the amygdala contributes to processing significant cues and the ventral striatum supports reward-related motivation. However, motivated behaviour cannot be explained by the function of any single structure. Instead, interactions between interconnected neural systems help translate internal needs and environmental information into behaviour directed towards particular outcomes. Research on feeding circuits demonstrates how specific neural pathways can influence hunger-related behaviour in mice (Atasoy et al., 2012; Krashes et al., 2014). Research on reward also shows that “wanting” and “liking” are distinguishable processes, while experimental findings link dopamine receptor activity with effort-based choices in rats (Berridge et al., 2009; Bardgett et al., 2009). These findings provide evidence for biological mechanisms underlying motivational drive, although animal studies cannot fully explain complex human behaviour. Learning, context and other psychological processes also influence how motivational states are expressed (Haber & Behrens, 2014). The central takeaway is that motivational drive emerges from interactions between physiological regulation, reward processing and processes influencing behavioural activation and effort. Understanding these interactions helps explain why the same stimulus can become more motivating under particular conditions and why wanting an outcome does not always lead to action. This network-based perspective offers a more complete account of motivation than explanations that attribute behaviour to a single brain region or neurotransmitter. ==Check your understanding== 1. Which statement best explains how homeostatic and reward systems interact in feeding motivation? A. Food cues influence behaviour only after food is consumed. B. Reward circuits regulate eating independently of physiological needs. C. Hunger determines eating behaviour independently of reward. D. Physiological state can change how motivating food-related rewards become. 2. In Berridge et al. (2009), what does “wanting” refer to in the distinction between wanting, liking and learning? A. The amount of effort required to obtain a reward. B. The association learned between a cue and an outcome. C. The pleasurable experience produced by a reward. D. The motivational pull that encourages pursuit of a reward. 3. What did Bardgett et al. (2009) find when dopamine receptors were blocked in rats performing an effort-based reward-choice task? A. Rats showed increased pleasure when receiving the smaller reward. B. Rats became more likely to choose the smaller reward requiring less effort. C. Rats became more likely to choose the larger reward requiring greater effort. D. Rats stopped responding to all food rewards. ==See also== * [[Motivation and emotion/Book/2026/Hypothalamus and homeostatic motivation|Hypothalamus and homeostatic motivation]] (Book Chapter, 2026) * [[wikipedia:Motivation|Motivation]] (Wikipedia) ==References== {{Hanging indent|1= Berridge, K. C., Robinson, T. E., & Aldridge, J. W. (2009). Dissecting components of reward:‘liking’,‘wanting’, and learning. Current opinion in pharmacology, 9(1), 65-73. Berridge, K. C. (2012). From prediction error to incentive salience: mesolimbic computation of reward motivation. European Journal of neuroscience, 35(7), 1124-1143. Haber, S. N., & Behrens, T. E. (2014). The neural network underlying incentive-based learning: implications for interpreting circuit disruptions in psychiatric disorders. Neuron, 83(5), 1019-1039. Opland, D., Sutton, A., Woodworth, H., Brown, J., Bugescu, R., Garcia, A., Christensen, L., Rhodes, C., Myers Jr, M., & Leinninger, G. (2013). Loss of neurotensin receptor-1 disrupts the control of the mesolimbic dopamine system by leptin and promotes hedonic feeding and obesity. Molecular metabolism, 2(4), 423-434. Rossi, M. A., & Stuber, G. D. (2018). Overlapping brain circuits for homeostatic and hedonic feeding. Cell metabolism, 27(1), 42-56. Salamone, J. D., Correa, M., Yang, J.-H., Rotolo, R., & Presby, R. (2018). Dopamine, effort-based choice, and behavioral economics: basic and translational research. Frontiers in behavioral neuroscience, 12, 52. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) * [https://www.ninds.nih.gov/health-information/public-education/brain-basics/brain-basics-know-your-brain Brain basics: Know your brain] * [https://neuroscience.mssm.edu/nestler/nidappg/brain_reward_pathways.html Brain reward pathways] * [https://neurosity.co/guides/brain-reward-system-dopamine-motivation Your brain's reward system] {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Neuroscience]] 1vjkcbii6lsul1iklonkzxy9rrepp9z 2841570 2841538 2026-10-19T19:19:15Z U3281503 3106990 quiz questions 2841570 wikitext text/x-wiki {{title|Subcortical structures and motivational drive:<br>How do subcortical brain regions generate basic motivational impulses and energy?}} __TOC__ ==Overview== {{RoundBoxTop}} [[File:Motivation for behavior.png|thumb|'''Figure 1'''. An example of motivational drive in everyday behaviour, illustrating how hunger can influence attention, thoughts and behavior toward obtaining food.]] '''Imagine this...''' Imagine finishing a long day of university classes without having eaten for several hours. Hunger becomes harder to ignore, the smell of food captures your attention, and finding something to eat begins to take priority over other tasks. Even when food is not immediately available, you may feel motivated to search for it. This everyday experience raises an important question: how does the brain turn internal needs and external cues into motivated behaviour? {{RoundBoxBottom}} Motivated behaviour is influenced by both psychological and biological processes. Subcortical structures are brain regions located beneath the cerebral cortex that contribute to motivation, emotion, reward and biological regulation. These structures help the brain integrate internal bodily states with information from the environment, influencing which goals become important and how strongly an individual is motivated to pursue them. One important explanation of motivational drive is the distinction between reward “wanting” and “liking”. “Wanting” refers to the motivational pull that encourages an individual to pursue a reward, whereas “liking” refers to the pleasure experienced when receiving it. These processes are related but distinct, and dopamine-related neural systems contribute particularly to incentive motivation rather than directly producing pleasure (Berridge et al., 2009; Berridge, 2012; Berridge & Kringelbach, 2015). For example, hunger can increase the motivational pull of food cues, making food more difficult to ignore. Motivation does not arise from a single brain region. Instead, interconnected subcortical systems contribute to generating motivational impulses, assigning significance to rewards and influencing the intensity and direction of behaviour (Castro et al., 2015; Liu et al., 2011). Understanding these interactions helps explain how basic motivational states influence everyday decisions and actions. {{RoundBoxTop|theme=2}} '''Focus questions''' * What are the major subcortical brain regions involved in basic motivational processes? * How do subcortical brain regions generate basic motivational impulses? * How do subcortical brain regions interact to regulate motivated behaviour?{{RoundBoxBottom}} == Subcortical Brain Regions Involved in Motivation == Motivated behaviour depends on interconnected brain systems rather than a single “motivation centre”. Different subcortical structures contribute to regulating physiological needs, processing significant stimuli and directing behaviour towards rewards. Haber and Behrens (2014) explain that incentive-based behaviour involves networks that evaluate outcomes and connect them with possible actions. The hypothalamus, amygdala and ventral striatum make distinct but overlapping contributions to motivation, while midbrain dopamine pathways influence several reward-related and motivational processes. === The Hypothalamus and Homeostatic Motivation === Homeostatic approaches propose that changes in internal bodily conditions can generate motivational states that encourage behaviour to meet physiological needs. The [[wikipedia:Hypothalamus|hypothalamus]] is central to this process, particularly in regulating feeding and energy balance. Rossi and Stuber (2018) explain that neural circuits involved in homeostatic feeding overlap with reward-related circuits. This suggests that eating is not controlled by hunger alone: the attractiveness and rewarding properties of food can also influence the motivation to eat. Evidence from primary research illustrates this interaction. Opland et al. (2013) found that disrupting neurotensin receptor-1 in mice altered leptin-related regulation of mesolimbic dopamine function and increased preference for a palatable, high-fat, high-sugar diet. These findings support the view that hypothalamic signalling can influence both physiological regulation and reward-related feeding. However, the study involved a specific genetic manipulation in mice, so its findings cannot establish how strongly the same mechanisms determine everyday eating behaviour in humans. === The Amygdala and Motivational Salience === The [[wikipedia:Amygdala|amygdala]] contributes to evaluating emotionally and motivationally significant stimuli. In the context of incentive-based learning, stimuli can acquire significance through their association with outcomes, influencing whether behaviour is directed towards or away from them. Haber and Behrens (2014) describe how brain networks connect information about stimuli and outcomes with action selection. The amygdala is therefore better understood as a component of broader motivational networks than as a structure responsible for fear alone. Human neuroimaging evidence supports this network-based account. Liu et al. (2011), in a meta-analysis of 142 neuroimaging studies, found that the amygdala was more strongly associated with reward outcomes, alongside regions such as the [[wikipedia:Nucleus_accumbens|nucleus accumbens]]. However, the presence of activity in a brain region does not prove that it causes a particular motivational response. The findings identify consistent associations across studies but must be interpreted alongside evidence about neural connections and behavioural effects. === The Ventral Striatum and Reward === The ventral striatum, including the nucleus accumbens, contributes to reward-related motivation and the pursuit of desirable outcomes. Berridge et al. (2009) distinguish three components of reward: “liking”, the pleasurable impact of an outcome; “wanting”, its motivational pull; and learning, which helps establish associations between cues and outcomes. These processes can interact without being identical. The nucleus accumbens should therefore not be described simply as a pleasure centre, because its activity is also associated with motivational processes that encourage reward seeking. Midbrain dopamine pathways, particularly projections from the ventral tegmental area, contribute to these reward-related processes. Berridge (2012) explains that incentive salience can change according to an organism’s current physiological state, making a previously learned food cue more compelling during hunger. Salamone et al. (2018) review evidence linking dopamine signalling to effort-based choices, suggesting that dopamine contributes to the allocation of effort towards obtaining rewards. This role is distinct from directly producing the pleasurable experience of a reward. However, many findings concerning these mechanisms come from animal experiments, and dopamine’s role depends on the neural circuit and behaviour being studied. Overall, reward motivation is best explained through the interaction of multiple structures and processes rather than the function of one brain region alone. == How Subcortical Systems Generate Motivational Impulses == Motivational impulses emerge through interactions between physiological needs, environmental cues and neural processes that influence the pursuit of desired outcomes. Hunger, for example, can increase the priority given to obtaining food, while learned associations can make food-related cues more compelling. These processes involve interconnected subcortical systems rather than a single motivational centre. Research on feeding circuits and reward-related behaviour helps explain how internal states generate motivational responses and how those responses influence the direction and intensity of behaviour (Berridge, 2012; Haber & Behrens, 2014).[[File:Subcortical regions 2026.png|thumb|'''Figure 2'''. Major subcortical brain regions involved in motivational drive and their interactions in regulating physiological needs, reward and behavioural activation.]] === Homeostatic Motivation === Homeostatic motivation occurs when changes in the body's internal condition influence behaviour that helps meet physiological needs. During an energy deficit, hunger-related signals influence neural circuits that regulate feeding, contributing to food-seeking behaviour. Rossi and Stuber (2018) explain that homeostatic and reward-related feeding circuits overlap, suggesting that eating cannot be understood solely as a response to biological need. Instead, internal physiological states can influence how strongly an organism is motivated to obtain particular outcomes. Original experimental research provides evidence for the neural mechanisms involved. Atasoy et al. (2012) found that activating agouti-related peptide (AgRP) neurons in mice rapidly elicited feeding and identified a pathway involving the inhibition of oxytocin neurons in the paraventricular hypothalamus that was critical for this response. Krashes et al. (2014) identified excitatory inputs from specific paraventricular hypothalamic neurons to AgRP neurons; stimulating these inputs in satiated mice activated AgRP neurons and induced feeding. Together, these studies demonstrate that defined neural circuits can influence hunger-related behaviour. However, both studies used experimental manipulations in mice, so their findings cannot establish that the same circuits fully explain human hunger or everyday eating behaviour. === Reward and Incentive Motivation === Physiological needs do not fully determine which outcomes an organism pursues. Environmental cues can acquire motivational significance through learning, encouraging approach towards outcomes associated with reward. Berridge et al. (2009) distinguish between “liking”, the pleasurable impact of a reward; “wanting”, its motivational pull; and learning, through which associations between cues and outcomes develop. These processes are related but separable, meaning that a cue can stimulate reward seeking without necessarily increasing the pleasure experienced when the reward is obtained. Berridge (2012) describes ''incentive salience'' as the process through which reward-associated stimuli gain motivational significance and become capable of attracting attention and encouraging pursuit. The motivational influence of a cue can change with physiological state, helping explain why food may become more compelling when an individual is hungry. This account complements research on the interaction between homeostatic and reward-related systems, which suggests that internal needs can influence the motivational value of available outcomes (Rossi & Stuber, 2018). Nevertheless, incentive salience is not the only influence on behaviour; learning, context and the availability of alternative outcomes also matter. === Motivational Activation and Effort === Motivational drive also involves the willingness to expend effort to obtain a desired outcome. Dopamine-related processes contribute to this aspect of motivation, but dopamine should not be understood simply as a chemical that produces pleasure. Salamone et al. (2018) review evidence linking dopamine signalling with effort-based choice, while Bardgett et al. (2009) provide experimental evidence from rats. In their study, rats became more likely to choose a smaller reward requiring less effort following treatment with D1 or D2 dopamine receptor antagonists, whereas a dopamine-enhancing drug biased choices towards the larger reward requiring greater effort. These findings suggest that dopamine receptor activity can influence how effort is allocated when rewards compete with one another. However, the study involved only nine male rats, and pharmacological manipulations do not establish that dopamine alone determines motivation. Effort-based decisions also depend on the value of the available outcomes and the demands of the task. Overall, homeostatic signals, incentive salience and effort-related processes help explain how motivational impulses emerge, become directed towards particular outcomes and influence the likelihood of action. == Interactions between subcortical systems and Motivated behaviour == Motivated behaviour depends on the integration of physiological information, reward-related signals and information about the environment. Although individual subcortical structures make distinct contributions, their activity is interconnected, allowing motivational states to influence which outcomes attract attention and which behaviours are pursued. Haber and Behrens (2014) describe incentive-based behaviour as emerging from networks that connect information about stimuli and outcomes with potential actions. This network-based perspective helps explain why motivational drive is not generated by one structure acting independently, but through interactions between systems involved in homeostasis, reward and behavioural control. === Homeostatic and reward systems === The interaction between homeostatic and reward systems helps explain why the motivational value of an outcome changes according to an organism's current needs. For example, food may become more compelling during hunger because physiological signals influence the activity of reward-related circuits. Rossi and Stuber (2018) reviewed evidence that homeostatic and hedonic feeding involve overlapping neural circuits, challenging the idea that eating to satisfy a biological need and eating for pleasure are controlled by completely separate systems. This interaction allows physiological conditions to influence not only the need to eat but also the attractiveness of available food. Primary research provides further evidence that signalling associated with energy regulation can influence reward-related processes. Opland et al. (2013) found that disrupting neurotensin receptor-1 in mice altered leptin-related regulation of mesolimbic dopamine function and increased preference for a palatable, energy-dense diet. These findings support a connection between physiological regulation and reward-related feeding, although the specific genetic manipulation limits how directly the results can be generalised to humans. Together, these findings suggest that motivational value depends partly on the relationship between an organism's internal state and the potential rewards available in its environment. The main structures and their contributions to these processes are summarised in Table 1 (see Table 1). === From neural interaction to motivated behaviour === Interactions between motivational systems help translate the significance of a need or cue into behaviour directed towards an outcome. The amygdala contributes to processing motivationally significant stimuli, while the ventral striatum participates in reward-related motivation and the pursuit of desirable outcomes. These processes operate within broader neural networks that link information about outcomes with action selection (Haber & Behrens, 2014). Consequently, a motivational impulse does not automatically produce a particular action; its behavioural expression depends on how information about the stimulus, expected outcome and available responses is integrated. Dopamine-related processes also contribute to how motivational signals influence the effort invested in pursuing an outcome. Bardgett et al. (2009) found that manipulating dopamine receptors changed effort-based reward choices in rats, while Salamone et al. (2018) review evidence linking dopamine signalling with effort allocation and behavioural activation. These findings complement the distinction between “wanting” and “liking”: motivational processes can encourage pursuit and influence effort without simply determining how pleasurable an outcome feels (Berridge et al., 2009). However, neither dopamine activity nor any single subcortical structure fully explains goal-directed behaviour. Learning, the context in which a choice occurs and the effort required to obtain a reward also influence whether an impulse leads to action. Overall, motivated behaviour is best understood as the outcome of interacting systems that combine information about physiological needs, motivationally significant cues and potential rewards. These interactions help explain how motivational drive becomes directed towards particular goals, while also highlighting the limits of explanations based on individual brain regions or isolated neural processes. {{RoundBoxTop|theme=3}} {| class="wikitable" |+Table 1. Subcortical brain systems involved in motivational drive and their contribution to motivated behaviour !Subcortical system !Primary motivational role !How it contributes to motivation !Example of motivated behaviour |- |'''Hypothalamus''' |Homeostasis and physiological needs |Integrates physiological signals and helps regulate motivational states related to needs such as hunger |Seeking and consuming food when hungry |- |'''Amygdala''' |Processing motivationally significant stimuli |Helps process information about significant cues and outcomes and influences reward-related behaviour. |Responding to a cue associated with a potential reward. |- |'''Ventral striatum / nucleus accumbens''' |Reward and incentive motivation |Contributes to the pursuit of rewarding outcomes and the motivational pull of desirable stimuli. |Seeking food or other rewarding outcomes |- |'''Dopamine pathways''' |Motivational activation and effort |Modulate effort-based choices and behavioural activation rather than simply producing pleasure |Choosing whether to expend greater effort for a larger reward. |- |'''Interconnected subcortical circuits''' |Integration of motivational information |Interactions between physiological regulation and reward-related circuits help shape motivational responses and feeding behaviour |Food becoming more motivating when hungry. |} {{RoundBoxBottom}} == Conclusion == Subcortical brain regions contribute to motivational drive by integrating information about physiological needs, motivationally significant stimuli and potential rewards. The hypothalamus helps regulate motivational states associated with homeostatic needs, while the amygdala contributes to processing significant cues and the ventral striatum supports reward-related motivation. However, motivated behaviour cannot be explained by the function of any single structure. Instead, interactions between interconnected neural systems help translate internal needs and environmental information into behaviour directed towards particular outcomes. Research on feeding circuits demonstrates how specific neural pathways can influence hunger-related behaviour in mice (Atasoy et al., 2012; Krashes et al., 2014). Research on reward also shows that “wanting” and “liking” are distinguishable processes, while experimental findings link dopamine receptor activity with effort-based choices in rats (Berridge et al., 2009; Bardgett et al., 2009). These findings provide evidence for biological mechanisms underlying motivational drive, although animal studies cannot fully explain complex human behaviour. Learning, context and other psychological processes also influence how motivational states are expressed (Haber & Behrens, 2014). The central takeaway is that motivational drive emerges from interactions between physiological regulation, reward processing and processes influencing behavioural activation and effort. Understanding these interactions helps explain why the same stimulus can become more motivating under particular conditions and why wanting an outcome does not always lead to action. This network-based perspective offers a more complete account of motivation than explanations that attribute behaviour to a single brain region or neurotransmitter. ==Check your understanding== a. Which statement best explains how homeostatic and reward systems interact in feeding motivation? # Food cues influence behaviour only after food is consumed. # Reward circuits regulate eating independently of physiological needs. # Hunger determines eating behaviour independently of reward. # Physiological state can change how motivating food-related rewards become b. How can hunger influence a person's response to food-related cues? # It makes food cues less noticeable until eating begins. # It can increase the motivational significance of food cues, making them more attention-grabbing. # It prevents reward-related brain systems from influencing eating. # It determines eating behaviour independently of learning and context. c. Why is motivated behaviour best explained by interactions between multiple subcortical systems? # Each brain region performs the same function in generating motivation. # A single brain region determines whether a person acts on every motivational impulse. # Different systems integrate physiological needs, significant cues and potential rewards to influence behaviour. # Reward processing operates separately from physiological needs and behavioural effort. ==See also== * [[Motivation and emotion/Book/2026/Hypothalamus and homeostatic motivation|Hypothalamus and homeostatic motivation]] (Book Chapter, 2026) * [[wikipedia:Motivation|Motivation]] (Wikipedia) ==References== {{Hanging indent|1= Berridge, K. C., Robinson, T. E., & Aldridge, J. W. (2009). Dissecting components of reward:‘liking’,‘wanting’, and learning. Current opinion in pharmacology, 9(1), 65-73. Berridge, K. C. (2012). From prediction error to incentive salience: mesolimbic computation of reward motivation. European Journal of neuroscience, 35(7), 1124-1143. Haber, S. N., & Behrens, T. E. (2014). The neural network underlying incentive-based learning: implications for interpreting circuit disruptions in psychiatric disorders. Neuron, 83(5), 1019-1039. Opland, D., Sutton, A., Woodworth, H., Brown, J., Bugescu, R., Garcia, A., Christensen, L., Rhodes, C., Myers Jr, M., & Leinninger, G. (2013). Loss of neurotensin receptor-1 disrupts the control of the mesolimbic dopamine system by leptin and promotes hedonic feeding and obesity. Molecular metabolism, 2(4), 423-434. Rossi, M. A., & Stuber, G. D. (2018). Overlapping brain circuits for homeostatic and hedonic feeding. Cell metabolism, 27(1), 42-56. Salamone, J. D., Correa, M., Yang, J.-H., Rotolo, R., & Presby, R. (2018). Dopamine, effort-based choice, and behavioral economics: basic and translational research. Frontiers in behavioral neuroscience, 12, 52. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) * [https://www.ninds.nih.gov/health-information/public-education/brain-basics/brain-basics-know-your-brain Brain basics: Know your brain] * [https://neuroscience.mssm.edu/nestler/nidappg/brain_reward_pathways.html Brain reward pathways] * [https://neurosity.co/guides/brain-reward-system-dopamine-motivation Your brain's reward system] * T[https://youtu.be/lacFcgcHx6I?si=2tRI40Thspp7uFpX op Brain Scientist: Billionaire Brain, Anxiety & Addictions] [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Neuroscience]] i3m90h2cmcfgvoi1j578fmzstbfixm1 2841571 2841570 2026-10-19T19:31:26Z U3281503 3106990 /* References */ 2841571 wikitext text/x-wiki {{title|Subcortical structures and motivational drive:<br>How do subcortical brain regions generate basic motivational impulses and energy?}} __TOC__ ==Overview== {{RoundBoxTop}} [[File:Motivation for behavior.png|thumb|'''Figure 1'''. An example of motivational drive in everyday behaviour, illustrating how hunger can influence attention, thoughts and behavior toward obtaining food.]] '''Imagine this...''' Imagine finishing a long day of university classes without having eaten for several hours. Hunger becomes harder to ignore, the smell of food captures your attention, and finding something to eat begins to take priority over other tasks. Even when food is not immediately available, you may feel motivated to search for it. This everyday experience raises an important question: how does the brain turn internal needs and external cues into motivated behaviour? {{RoundBoxBottom}} Motivated behaviour is influenced by both psychological and biological processes. Subcortical structures are brain regions located beneath the cerebral cortex that contribute to motivation, emotion, reward and biological regulation. These structures help the brain integrate internal bodily states with information from the environment, influencing which goals become important and how strongly an individual is motivated to pursue them. One important explanation of motivational drive is the distinction between reward “wanting” and “liking”. “Wanting” refers to the motivational pull that encourages an individual to pursue a reward, whereas “liking” refers to the pleasure experienced when receiving it. These processes are related but distinct, and dopamine-related neural systems contribute particularly to incentive motivation rather than directly producing pleasure (Berridge et al., 2009; Berridge, 2012; Berridge & Kringelbach, 2015). For example, hunger can increase the motivational pull of food cues, making food more difficult to ignore. Motivation does not arise from a single brain region. Instead, interconnected subcortical systems contribute to generating motivational impulses, assigning significance to rewards and influencing the intensity and direction of behaviour (Castro et al., 2015; Liu et al., 2011). Understanding these interactions helps explain how basic motivational states influence everyday decisions and actions. {{RoundBoxTop|theme=2}} '''Focus questions''' * What are the major subcortical brain regions involved in basic motivational processes? * How do subcortical brain regions generate basic motivational impulses? * How do subcortical brain regions interact to regulate motivated behaviour?{{RoundBoxBottom}} == Subcortical Brain Regions Involved in Motivation == Motivated behaviour depends on interconnected brain systems rather than a single “motivation centre”. Different subcortical structures contribute to regulating physiological needs, processing significant stimuli and directing behaviour towards rewards. Haber and Behrens (2014) explain that incentive-based behaviour involves networks that evaluate outcomes and connect them with possible actions. The hypothalamus, amygdala and ventral striatum make distinct but overlapping contributions to motivation, while midbrain dopamine pathways influence several reward-related and motivational processes. === The Hypothalamus and Homeostatic Motivation === Homeostatic approaches propose that changes in internal bodily conditions can generate motivational states that encourage behaviour to meet physiological needs. The [[wikipedia:Hypothalamus|hypothalamus]] is central to this process, particularly in regulating feeding and energy balance. Rossi and Stuber (2018) explain that neural circuits involved in homeostatic feeding overlap with reward-related circuits. This suggests that eating is not controlled by hunger alone: the attractiveness and rewarding properties of food can also influence the motivation to eat. Evidence from primary research illustrates this interaction. Opland et al. (2013) found that disrupting neurotensin receptor-1 in mice altered leptin-related regulation of mesolimbic dopamine function and increased preference for a palatable, high-fat, high-sugar diet. These findings support the view that hypothalamic signalling can influence both physiological regulation and reward-related feeding. However, the study involved a specific genetic manipulation in mice, so its findings cannot establish how strongly the same mechanisms determine everyday eating behaviour in humans. === The Amygdala and Motivational Salience === The [[wikipedia:Amygdala|amygdala]] contributes to evaluating emotionally and motivationally significant stimuli. In the context of incentive-based learning, stimuli can acquire significance through their association with outcomes, influencing whether behaviour is directed towards or away from them. Haber and Behrens (2014) describe how brain networks connect information about stimuli and outcomes with action selection. The amygdala is therefore better understood as a component of broader motivational networks than as a structure responsible for fear alone. Human neuroimaging evidence supports this network-based account. Liu et al. (2011), in a meta-analysis of 142 neuroimaging studies, found that the amygdala was more strongly associated with reward outcomes, alongside regions such as the [[wikipedia:Nucleus_accumbens|nucleus accumbens]]. However, the presence of activity in a brain region does not prove that it causes a particular motivational response. The findings identify consistent associations across studies but must be interpreted alongside evidence about neural connections and behavioural effects. === The Ventral Striatum and Reward === The ventral striatum, including the nucleus accumbens, contributes to reward-related motivation and the pursuit of desirable outcomes. Berridge et al. (2009) distinguish three components of reward: “liking”, the pleasurable impact of an outcome; “wanting”, its motivational pull; and learning, which helps establish associations between cues and outcomes. These processes can interact without being identical. The nucleus accumbens should therefore not be described simply as a pleasure centre, because its activity is also associated with motivational processes that encourage reward seeking. Midbrain dopamine pathways, particularly projections from the ventral tegmental area, contribute to these reward-related processes. Berridge (2012) explains that incentive salience can change according to an organism’s current physiological state, making a previously learned food cue more compelling during hunger. Salamone et al. (2018) review evidence linking dopamine signalling to effort-based choices, suggesting that dopamine contributes to the allocation of effort towards obtaining rewards. This role is distinct from directly producing the pleasurable experience of a reward. However, many findings concerning these mechanisms come from animal experiments, and dopamine’s role depends on the neural circuit and behaviour being studied. Overall, reward motivation is best explained through the interaction of multiple structures and processes rather than the function of one brain region alone. == How Subcortical Systems Generate Motivational Impulses == Motivational impulses emerge through interactions between physiological needs, environmental cues and neural processes that influence the pursuit of desired outcomes. Hunger, for example, can increase the priority given to obtaining food, while learned associations can make food-related cues more compelling. These processes involve interconnected subcortical systems rather than a single motivational centre. Research on feeding circuits and reward-related behaviour helps explain how internal states generate motivational responses and how those responses influence the direction and intensity of behaviour (Berridge, 2012; Haber & Behrens, 2014).[[File:Subcortical regions 2026.png|thumb|'''Figure 2'''. Major subcortical brain regions involved in motivational drive and their interactions in regulating physiological needs, reward and behavioural activation.]] === Homeostatic Motivation === Homeostatic motivation occurs when changes in the body's internal condition influence behaviour that helps meet physiological needs. During an energy deficit, hunger-related signals influence neural circuits that regulate feeding, contributing to food-seeking behaviour. Rossi and Stuber (2018) explain that homeostatic and reward-related feeding circuits overlap, suggesting that eating cannot be understood solely as a response to biological need. Instead, internal physiological states can influence how strongly an organism is motivated to obtain particular outcomes. Original experimental research provides evidence for the neural mechanisms involved. Atasoy et al. (2012) found that activating agouti-related peptide (AgRP) neurons in mice rapidly elicited feeding and identified a pathway involving the inhibition of oxytocin neurons in the paraventricular hypothalamus that was critical for this response. Krashes et al. (2014) identified excitatory inputs from specific paraventricular hypothalamic neurons to AgRP neurons; stimulating these inputs in satiated mice activated AgRP neurons and induced feeding. Together, these studies demonstrate that defined neural circuits can influence hunger-related behaviour. However, both studies used experimental manipulations in mice, so their findings cannot establish that the same circuits fully explain human hunger or everyday eating behaviour. === Reward and Incentive Motivation === Physiological needs do not fully determine which outcomes an organism pursues. Environmental cues can acquire motivational significance through learning, encouraging approach towards outcomes associated with reward. Berridge et al. (2009) distinguish between “liking”, the pleasurable impact of a reward; “wanting”, its motivational pull; and learning, through which associations between cues and outcomes develop. These processes are related but separable, meaning that a cue can stimulate reward seeking without necessarily increasing the pleasure experienced when the reward is obtained. Berridge (2012) describes ''incentive salience'' as the process through which reward-associated stimuli gain motivational significance and become capable of attracting attention and encouraging pursuit. The motivational influence of a cue can change with physiological state, helping explain why food may become more compelling when an individual is hungry. This account complements research on the interaction between homeostatic and reward-related systems, which suggests that internal needs can influence the motivational value of available outcomes (Rossi & Stuber, 2018). Nevertheless, incentive salience is not the only influence on behaviour; learning, context and the availability of alternative outcomes also matter. === Motivational Activation and Effort === Motivational drive also involves the willingness to expend effort to obtain a desired outcome. Dopamine-related processes contribute to this aspect of motivation, but dopamine should not be understood simply as a chemical that produces pleasure. Salamone et al. (2018) review evidence linking dopamine signalling with effort-based choice, while Bardgett et al. (2009) provide experimental evidence from rats. In their study, rats became more likely to choose a smaller reward requiring less effort following treatment with D1 or D2 dopamine receptor antagonists, whereas a dopamine-enhancing drug biased choices towards the larger reward requiring greater effort. These findings suggest that dopamine receptor activity can influence how effort is allocated when rewards compete with one another. However, the study involved only nine male rats, and pharmacological manipulations do not establish that dopamine alone determines motivation. Effort-based decisions also depend on the value of the available outcomes and the demands of the task. Overall, homeostatic signals, incentive salience and effort-related processes help explain how motivational impulses emerge, become directed towards particular outcomes and influence the likelihood of action. == Interactions between subcortical systems and Motivated behaviour == Motivated behaviour depends on the integration of physiological information, reward-related signals and information about the environment. Although individual subcortical structures make distinct contributions, their activity is interconnected, allowing motivational states to influence which outcomes attract attention and which behaviours are pursued. Haber and Behrens (2014) describe incentive-based behaviour as emerging from networks that connect information about stimuli and outcomes with potential actions. This network-based perspective helps explain why motivational drive is not generated by one structure acting independently, but through interactions between systems involved in homeostasis, reward and behavioural control. === Homeostatic and reward systems === The interaction between homeostatic and reward systems helps explain why the motivational value of an outcome changes according to an organism's current needs. For example, food may become more compelling during hunger because physiological signals influence the activity of reward-related circuits. Rossi and Stuber (2018) reviewed evidence that homeostatic and hedonic feeding involve overlapping neural circuits, challenging the idea that eating to satisfy a biological need and eating for pleasure are controlled by completely separate systems. This interaction allows physiological conditions to influence not only the need to eat but also the attractiveness of available food. Primary research provides further evidence that signalling associated with energy regulation can influence reward-related processes. Opland et al. (2013) found that disrupting neurotensin receptor-1 in mice altered leptin-related regulation of mesolimbic dopamine function and increased preference for a palatable, energy-dense diet. These findings support a connection between physiological regulation and reward-related feeding, although the specific genetic manipulation limits how directly the results can be generalised to humans. Together, these findings suggest that motivational value depends partly on the relationship between an organism's internal state and the potential rewards available in its environment. The main structures and their contributions to these processes are summarised in Table 1 (see Table 1). === From neural interaction to motivated behaviour === Interactions between motivational systems help translate the significance of a need or cue into behaviour directed towards an outcome. The amygdala contributes to processing motivationally significant stimuli, while the ventral striatum participates in reward-related motivation and the pursuit of desirable outcomes. These processes operate within broader neural networks that link information about outcomes with action selection (Haber & Behrens, 2014). Consequently, a motivational impulse does not automatically produce a particular action; its behavioural expression depends on how information about the stimulus, expected outcome and available responses is integrated. Dopamine-related processes also contribute to how motivational signals influence the effort invested in pursuing an outcome. Bardgett et al. (2009) found that manipulating dopamine receptors changed effort-based reward choices in rats, while Salamone et al. (2018) review evidence linking dopamine signalling with effort allocation and behavioural activation. These findings complement the distinction between “wanting” and “liking”: motivational processes can encourage pursuit and influence effort without simply determining how pleasurable an outcome feels (Berridge et al., 2009). However, neither dopamine activity nor any single subcortical structure fully explains goal-directed behaviour. Learning, the context in which a choice occurs and the effort required to obtain a reward also influence whether an impulse leads to action. Overall, motivated behaviour is best understood as the outcome of interacting systems that combine information about physiological needs, motivationally significant cues and potential rewards. These interactions help explain how motivational drive becomes directed towards particular goals, while also highlighting the limits of explanations based on individual brain regions or isolated neural processes. {{RoundBoxTop|theme=3}} {| class="wikitable" |+Table 1. Subcortical brain systems involved in motivational drive and their contribution to motivated behaviour !Subcortical system !Primary motivational role !How it contributes to motivation !Example of motivated behaviour |- |'''Hypothalamus''' |Homeostasis and physiological needs |Integrates physiological signals and helps regulate motivational states related to needs such as hunger |Seeking and consuming food when hungry |- |'''Amygdala''' |Processing motivationally significant stimuli |Helps process information about significant cues and outcomes and influences reward-related behaviour. |Responding to a cue associated with a potential reward. |- |'''Ventral striatum / nucleus accumbens''' |Reward and incentive motivation |Contributes to the pursuit of rewarding outcomes and the motivational pull of desirable stimuli. |Seeking food or other rewarding outcomes |- |'''Dopamine pathways''' |Motivational activation and effort |Modulate effort-based choices and behavioural activation rather than simply producing pleasure |Choosing whether to expend greater effort for a larger reward. |- |'''Interconnected subcortical circuits''' |Integration of motivational information |Interactions between physiological regulation and reward-related circuits help shape motivational responses and feeding behaviour |Food becoming more motivating when hungry. |} {{RoundBoxBottom}} == Conclusion == Subcortical brain regions contribute to motivational drive by integrating information about physiological needs, motivationally significant stimuli and potential rewards. The hypothalamus helps regulate motivational states associated with homeostatic needs, while the amygdala contributes to processing significant cues and the ventral striatum supports reward-related motivation. However, motivated behaviour cannot be explained by the function of any single structure. Instead, interactions between interconnected neural systems help translate internal needs and environmental information into behaviour directed towards particular outcomes. Research on feeding circuits demonstrates how specific neural pathways can influence hunger-related behaviour in mice (Atasoy et al., 2012; Krashes et al., 2014). Research on reward also shows that “wanting” and “liking” are distinguishable processes, while experimental findings link dopamine receptor activity with effort-based choices in rats (Berridge et al., 2009; Bardgett et al., 2009). These findings provide evidence for biological mechanisms underlying motivational drive, although animal studies cannot fully explain complex human behaviour. Learning, context and other psychological processes also influence how motivational states are expressed (Haber & Behrens, 2014). The central takeaway is that motivational drive emerges from interactions between physiological regulation, reward processing and processes influencing behavioural activation and effort. Understanding these interactions helps explain why the same stimulus can become more motivating under particular conditions and why wanting an outcome does not always lead to action. This network-based perspective offers a more complete account of motivation than explanations that attribute behaviour to a single brain region or neurotransmitter. ==Check your understanding== a. Which statement best explains how homeostatic and reward systems interact in feeding motivation? # Food cues influence behaviour only after food is consumed. # Reward circuits regulate eating independently of physiological needs. # Hunger determines eating behaviour independently of reward. # Physiological state can change how motivating food-related rewards become b. How can hunger influence a person's response to food-related cues? # It makes food cues less noticeable until eating begins. # It can increase the motivational significance of food cues, making them more attention-grabbing. # It prevents reward-related brain systems from influencing eating. # It determines eating behaviour independently of learning and context. c. Why is motivated behaviour best explained by interactions between multiple subcortical systems? # Each brain region performs the same function in generating motivation. # A single brain region determines whether a person acts on every motivational impulse. # Different systems integrate physiological needs, significant cues and potential rewards to influence behaviour. # Reward processing operates separately from physiological needs and behavioural effort. ==See also== * [[Motivation and emotion/Book/2026/Hypothalamus and homeostatic motivation|Hypothalamus and homeostatic motivation]] (Book Chapter, 2026) * [[wikipedia:Motivation|Motivation]] (Wikipedia) ==References== {{Hanging indent|1= Atasoy, D., Betley, J. N., Su, H. H., & Sternson, S. M. (2012b). Deconstruction of a neural circuit for hunger. Nature, 488(7410), 172–177. https://doi.org/10.1038/nature11270 Berridge, K. C. (2012). From prediction error to incentive salience: mesolimbic computation of reward motivation. European Journal of Neuroscience, 35(7), 1124–1143. https://doi.org/10.1111/j.1460-9568.2012.07990.x Berridge, K. C., & Kringelbach, M. L. (2015). Pleasure systems in the brain. Neuron, 86(3), 646–664. https://doi.org/10.1016/j.neuron.2015.02.018 Berridge, K. C., Robinson, T. E., & Aldridge, J. W. (2009). Dissecting components of reward: ‘liking’, ‘wanting’, and learning. Current Opinion in Pharmacology, 9(1), 65–73. https://doi.org/10.1016/j.coph.2008.12.014 Castro, D. C., Cole, S. L., & Berridge, K. C. (2015). Lateral hypothalamus, nucleus accumbens, and ventral pallidum roles in eating and hunger: interactions between homeostatic and reward circuitry. Frontiers in Systems Neuroscience, 9, 90. https://doi.org/10.3389/fnsys.2015.00090 Haber, S. N., & Behrens, T. E. (2014). The Neural Network Underlying Incentive-Based Learning: Implications for Interpreting circuit Disruptions in Psychiatric Disorders. Neuron, 83(5), 1019–1039. https://doi.org/10.1016/j.neuron.2014.08.031 Krashes, M. J., Shah, B. P., Madara, J. C., Olson, D. P., Strochlic, D. E., Garfield, A. S., Vong, L., Pei, H., Watabe-Uchida, M., Uchida, N., Liberles, S. D., & Lowell, B. B. (2014). An excitatory paraventricular nucleus to AgRP neuron circuit that drives hunger. Nature, 507(7491), 238–242. https://doi.org/10.1038/nature12956 Liu, X., Hairston, J., Schrier, M., & Fan, J. (2010). Common and distinct networks underlying reward valence and processing stages: A meta-analysis of functional neuroimaging studies. Neuroscience & Biobehavioral Reviews, 35(5), 1219–1236. https://doi.org/10.1016/j.neubiorev.2010.12.012 Opland, D., Sutton, A., Woodworth, H., Brown, J., Bugescu, R., Garcia, A., Christensen, L., Rhodes, C., Myers, M., & Leinninger, G. (2013). Loss of neurotensin receptor-1 disrupts the control of the mesolimbic dopamine system by leptin and promotes hedonic feeding and obesity. Molecular Metabolism, 2(4), 423–434. https://doi.org/10.1016/j.molmet.2013.07.008 Rossi, M. A., & Stuber, G. D. (2017). Overlapping brain circuits for homeostatic and hedonic feeding. Cell Metabolism, 27(1), 42–56. https://doi.org/10.1016/j.cmet.2017.09.021 Salamone, J. D., Correa, M., Yang, J., Rotolo, R., & Presby, R. (2018). Dopamine, Effort-Based Choice, and Behavioral Economics: Basic and Translational Research. Frontiers in Behavioral Neuroscience, 12, 52. https://doi.org/10.3389/fnbeh.2018.00052 }} ==External links== * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) * [https://www.ninds.nih.gov/health-information/public-education/brain-basics/brain-basics-know-your-brain Brain basics: Know your brain] * [https://neuroscience.mssm.edu/nestler/nidappg/brain_reward_pathways.html Brain reward pathways] * [https://neurosity.co/guides/brain-reward-system-dopamine-motivation Your brain's reward system] * T[https://youtu.be/lacFcgcHx6I?si=2tRI40Thspp7uFpX op Brain Scientist: Billionaire Brain, Anxiety & Addictions] [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Neuroscience]] a1hvtej8huvrhs5rwpwzzsmt7w62i15 2841572 2841571 2026-10-19T19:34:25Z U3281503 3106990 /* References */ 2841572 wikitext text/x-wiki {{title|Subcortical structures and motivational drive:<br>How do subcortical brain regions generate basic motivational impulses and energy?}} __TOC__ ==Overview== {{RoundBoxTop}} [[File:Motivation for behavior.png|thumb|'''Figure 1'''. An example of motivational drive in everyday behaviour, illustrating how hunger can influence attention, thoughts and behavior toward obtaining food.]] '''Imagine this...''' Imagine finishing a long day of university classes without having eaten for several hours. Hunger becomes harder to ignore, the smell of food captures your attention, and finding something to eat begins to take priority over other tasks. Even when food is not immediately available, you may feel motivated to search for it. This everyday experience raises an important question: how does the brain turn internal needs and external cues into motivated behaviour? {{RoundBoxBottom}} Motivated behaviour is influenced by both psychological and biological processes. Subcortical structures are brain regions located beneath the cerebral cortex that contribute to motivation, emotion, reward and biological regulation. These structures help the brain integrate internal bodily states with information from the environment, influencing which goals become important and how strongly an individual is motivated to pursue them. One important explanation of motivational drive is the distinction between reward “wanting” and “liking”. “Wanting” refers to the motivational pull that encourages an individual to pursue a reward, whereas “liking” refers to the pleasure experienced when receiving it. These processes are related but distinct, and dopamine-related neural systems contribute particularly to incentive motivation rather than directly producing pleasure (Berridge et al., 2009; Berridge, 2012; Berridge & Kringelbach, 2015). For example, hunger can increase the motivational pull of food cues, making food more difficult to ignore. Motivation does not arise from a single brain region. Instead, interconnected subcortical systems contribute to generating motivational impulses, assigning significance to rewards and influencing the intensity and direction of behaviour (Castro et al., 2015; Liu et al., 2011). Understanding these interactions helps explain how basic motivational states influence everyday decisions and actions. {{RoundBoxTop|theme=2}} '''Focus questions''' * What are the major subcortical brain regions involved in basic motivational processes? * How do subcortical brain regions generate basic motivational impulses? * How do subcortical brain regions interact to regulate motivated behaviour?{{RoundBoxBottom}} == Subcortical Brain Regions Involved in Motivation == Motivated behaviour depends on interconnected brain systems rather than a single “motivation centre”. Different subcortical structures contribute to regulating physiological needs, processing significant stimuli and directing behaviour towards rewards. Haber and Behrens (2014) explain that incentive-based behaviour involves networks that evaluate outcomes and connect them with possible actions. The hypothalamus, amygdala and ventral striatum make distinct but overlapping contributions to motivation, while midbrain dopamine pathways influence several reward-related and motivational processes. === The Hypothalamus and Homeostatic Motivation === Homeostatic approaches propose that changes in internal bodily conditions can generate motivational states that encourage behaviour to meet physiological needs. The [[wikipedia:Hypothalamus|hypothalamus]] is central to this process, particularly in regulating feeding and energy balance. Rossi and Stuber (2018) explain that neural circuits involved in homeostatic feeding overlap with reward-related circuits. This suggests that eating is not controlled by hunger alone: the attractiveness and rewarding properties of food can also influence the motivation to eat. Evidence from primary research illustrates this interaction. Opland et al. (2013) found that disrupting neurotensin receptor-1 in mice altered leptin-related regulation of mesolimbic dopamine function and increased preference for a palatable, high-fat, high-sugar diet. These findings support the view that hypothalamic signalling can influence both physiological regulation and reward-related feeding. However, the study involved a specific genetic manipulation in mice, so its findings cannot establish how strongly the same mechanisms determine everyday eating behaviour in humans. === The Amygdala and Motivational Salience === The [[wikipedia:Amygdala|amygdala]] contributes to evaluating emotionally and motivationally significant stimuli. In the context of incentive-based learning, stimuli can acquire significance through their association with outcomes, influencing whether behaviour is directed towards or away from them. Haber and Behrens (2014) describe how brain networks connect information about stimuli and outcomes with action selection. The amygdala is therefore better understood as a component of broader motivational networks than as a structure responsible for fear alone. Human neuroimaging evidence supports this network-based account. Liu et al. (2011), in a meta-analysis of 142 neuroimaging studies, found that the amygdala was more strongly associated with reward outcomes, alongside regions such as the [[wikipedia:Nucleus_accumbens|nucleus accumbens]]. However, the presence of activity in a brain region does not prove that it causes a particular motivational response. The findings identify consistent associations across studies but must be interpreted alongside evidence about neural connections and behavioural effects. === The Ventral Striatum and Reward === The ventral striatum, including the nucleus accumbens, contributes to reward-related motivation and the pursuit of desirable outcomes. Berridge et al. (2009) distinguish three components of reward: “liking”, the pleasurable impact of an outcome; “wanting”, its motivational pull; and learning, which helps establish associations between cues and outcomes. These processes can interact without being identical. The nucleus accumbens should therefore not be described simply as a pleasure centre, because its activity is also associated with motivational processes that encourage reward seeking. Midbrain dopamine pathways, particularly projections from the ventral tegmental area, contribute to these reward-related processes. Berridge (2012) explains that incentive salience can change according to an organism’s current physiological state, making a previously learned food cue more compelling during hunger. Salamone et al. (2018) review evidence linking dopamine signalling to effort-based choices, suggesting that dopamine contributes to the allocation of effort towards obtaining rewards. This role is distinct from directly producing the pleasurable experience of a reward. However, many findings concerning these mechanisms come from animal experiments, and dopamine’s role depends on the neural circuit and behaviour being studied. Overall, reward motivation is best explained through the interaction of multiple structures and processes rather than the function of one brain region alone. == How Subcortical Systems Generate Motivational Impulses == Motivational impulses emerge through interactions between physiological needs, environmental cues and neural processes that influence the pursuit of desired outcomes. Hunger, for example, can increase the priority given to obtaining food, while learned associations can make food-related cues more compelling. These processes involve interconnected subcortical systems rather than a single motivational centre. Research on feeding circuits and reward-related behaviour helps explain how internal states generate motivational responses and how those responses influence the direction and intensity of behaviour (Berridge, 2012; Haber & Behrens, 2014).[[File:Subcortical regions 2026.png|thumb|'''Figure 2'''. Major subcortical brain regions involved in motivational drive and their interactions in regulating physiological needs, reward and behavioural activation.]] === Homeostatic Motivation === Homeostatic motivation occurs when changes in the body's internal condition influence behaviour that helps meet physiological needs. During an energy deficit, hunger-related signals influence neural circuits that regulate feeding, contributing to food-seeking behaviour. Rossi and Stuber (2018) explain that homeostatic and reward-related feeding circuits overlap, suggesting that eating cannot be understood solely as a response to biological need. Instead, internal physiological states can influence how strongly an organism is motivated to obtain particular outcomes. Original experimental research provides evidence for the neural mechanisms involved. Atasoy et al. (2012) found that activating agouti-related peptide (AgRP) neurons in mice rapidly elicited feeding and identified a pathway involving the inhibition of oxytocin neurons in the paraventricular hypothalamus that was critical for this response. Krashes et al. (2014) identified excitatory inputs from specific paraventricular hypothalamic neurons to AgRP neurons; stimulating these inputs in satiated mice activated AgRP neurons and induced feeding. Together, these studies demonstrate that defined neural circuits can influence hunger-related behaviour. However, both studies used experimental manipulations in mice, so their findings cannot establish that the same circuits fully explain human hunger or everyday eating behaviour. === Reward and Incentive Motivation === Physiological needs do not fully determine which outcomes an organism pursues. Environmental cues can acquire motivational significance through learning, encouraging approach towards outcomes associated with reward. Berridge et al. (2009) distinguish between “liking”, the pleasurable impact of a reward; “wanting”, its motivational pull; and learning, through which associations between cues and outcomes develop. These processes are related but separable, meaning that a cue can stimulate reward seeking without necessarily increasing the pleasure experienced when the reward is obtained. Berridge (2012) describes ''incentive salience'' as the process through which reward-associated stimuli gain motivational significance and become capable of attracting attention and encouraging pursuit. The motivational influence of a cue can change with physiological state, helping explain why food may become more compelling when an individual is hungry. This account complements research on the interaction between homeostatic and reward-related systems, which suggests that internal needs can influence the motivational value of available outcomes (Rossi & Stuber, 2018). Nevertheless, incentive salience is not the only influence on behaviour; learning, context and the availability of alternative outcomes also matter. === Motivational Activation and Effort === Motivational drive also involves the willingness to expend effort to obtain a desired outcome. Dopamine-related processes contribute to this aspect of motivation, but dopamine should not be understood simply as a chemical that produces pleasure. Salamone et al. (2018) review evidence linking dopamine signalling with effort-based choice, while Bardgett et al. (2009) provide experimental evidence from rats. In their study, rats became more likely to choose a smaller reward requiring less effort following treatment with D1 or D2 dopamine receptor antagonists, whereas a dopamine-enhancing drug biased choices towards the larger reward requiring greater effort. These findings suggest that dopamine receptor activity can influence how effort is allocated when rewards compete with one another. However, the study involved only nine male rats, and pharmacological manipulations do not establish that dopamine alone determines motivation. Effort-based decisions also depend on the value of the available outcomes and the demands of the task. Overall, homeostatic signals, incentive salience and effort-related processes help explain how motivational impulses emerge, become directed towards particular outcomes and influence the likelihood of action. == Interactions between subcortical systems and Motivated behaviour == Motivated behaviour depends on the integration of physiological information, reward-related signals and information about the environment. Although individual subcortical structures make distinct contributions, their activity is interconnected, allowing motivational states to influence which outcomes attract attention and which behaviours are pursued. Haber and Behrens (2014) describe incentive-based behaviour as emerging from networks that connect information about stimuli and outcomes with potential actions. This network-based perspective helps explain why motivational drive is not generated by one structure acting independently, but through interactions between systems involved in homeostasis, reward and behavioural control. === Homeostatic and reward systems === The interaction between homeostatic and reward systems helps explain why the motivational value of an outcome changes according to an organism's current needs. For example, food may become more compelling during hunger because physiological signals influence the activity of reward-related circuits. Rossi and Stuber (2018) reviewed evidence that homeostatic and hedonic feeding involve overlapping neural circuits, challenging the idea that eating to satisfy a biological need and eating for pleasure are controlled by completely separate systems. This interaction allows physiological conditions to influence not only the need to eat but also the attractiveness of available food. Primary research provides further evidence that signalling associated with energy regulation can influence reward-related processes. Opland et al. (2013) found that disrupting neurotensin receptor-1 in mice altered leptin-related regulation of mesolimbic dopamine function and increased preference for a palatable, energy-dense diet. These findings support a connection between physiological regulation and reward-related feeding, although the specific genetic manipulation limits how directly the results can be generalised to humans. Together, these findings suggest that motivational value depends partly on the relationship between an organism's internal state and the potential rewards available in its environment. The main structures and their contributions to these processes are summarised in Table 1 (see Table 1). === From neural interaction to motivated behaviour === Interactions between motivational systems help translate the significance of a need or cue into behaviour directed towards an outcome. The amygdala contributes to processing motivationally significant stimuli, while the ventral striatum participates in reward-related motivation and the pursuit of desirable outcomes. These processes operate within broader neural networks that link information about outcomes with action selection (Haber & Behrens, 2014). Consequently, a motivational impulse does not automatically produce a particular action; its behavioural expression depends on how information about the stimulus, expected outcome and available responses is integrated. Dopamine-related processes also contribute to how motivational signals influence the effort invested in pursuing an outcome. Bardgett et al. (2009) found that manipulating dopamine receptors changed effort-based reward choices in rats, while Salamone et al. (2018) review evidence linking dopamine signalling with effort allocation and behavioural activation. These findings complement the distinction between “wanting” and “liking”: motivational processes can encourage pursuit and influence effort without simply determining how pleasurable an outcome feels (Berridge et al., 2009). However, neither dopamine activity nor any single subcortical structure fully explains goal-directed behaviour. Learning, the context in which a choice occurs and the effort required to obtain a reward also influence whether an impulse leads to action. Overall, motivated behaviour is best understood as the outcome of interacting systems that combine information about physiological needs, motivationally significant cues and potential rewards. These interactions help explain how motivational drive becomes directed towards particular goals, while also highlighting the limits of explanations based on individual brain regions or isolated neural processes. {{RoundBoxTop|theme=3}} {| class="wikitable" |+Table 1. Subcortical brain systems involved in motivational drive and their contribution to motivated behaviour !Subcortical system !Primary motivational role !How it contributes to motivation !Example of motivated behaviour |- |'''Hypothalamus''' |Homeostasis and physiological needs |Integrates physiological signals and helps regulate motivational states related to needs such as hunger |Seeking and consuming food when hungry |- |'''Amygdala''' |Processing motivationally significant stimuli |Helps process information about significant cues and outcomes and influences reward-related behaviour. |Responding to a cue associated with a potential reward. |- |'''Ventral striatum / nucleus accumbens''' |Reward and incentive motivation |Contributes to the pursuit of rewarding outcomes and the motivational pull of desirable stimuli. |Seeking food or other rewarding outcomes |- |'''Dopamine pathways''' |Motivational activation and effort |Modulate effort-based choices and behavioural activation rather than simply producing pleasure |Choosing whether to expend greater effort for a larger reward. |- |'''Interconnected subcortical circuits''' |Integration of motivational information |Interactions between physiological regulation and reward-related circuits help shape motivational responses and feeding behaviour |Food becoming more motivating when hungry. |} {{RoundBoxBottom}} == Conclusion == Subcortical brain regions contribute to motivational drive by integrating information about physiological needs, motivationally significant stimuli and potential rewards. The hypothalamus helps regulate motivational states associated with homeostatic needs, while the amygdala contributes to processing significant cues and the ventral striatum supports reward-related motivation. However, motivated behaviour cannot be explained by the function of any single structure. Instead, interactions between interconnected neural systems help translate internal needs and environmental information into behaviour directed towards particular outcomes. Research on feeding circuits demonstrates how specific neural pathways can influence hunger-related behaviour in mice (Atasoy et al., 2012; Krashes et al., 2014). Research on reward also shows that “wanting” and “liking” are distinguishable processes, while experimental findings link dopamine receptor activity with effort-based choices in rats (Berridge et al., 2009; Bardgett et al., 2009). These findings provide evidence for biological mechanisms underlying motivational drive, although animal studies cannot fully explain complex human behaviour. Learning, context and other psychological processes also influence how motivational states are expressed (Haber & Behrens, 2014). The central takeaway is that motivational drive emerges from interactions between physiological regulation, reward processing and processes influencing behavioural activation and effort. Understanding these interactions helps explain why the same stimulus can become more motivating under particular conditions and why wanting an outcome does not always lead to action. This network-based perspective offers a more complete account of motivation than explanations that attribute behaviour to a single brain region or neurotransmitter. ==Check your understanding== a. Which statement best explains how homeostatic and reward systems interact in feeding motivation? # Food cues influence behaviour only after food is consumed. # Reward circuits regulate eating independently of physiological needs. # Hunger determines eating behaviour independently of reward. # Physiological state can change how motivating food-related rewards become b. How can hunger influence a person's response to food-related cues? # It makes food cues less noticeable until eating begins. # It can increase the motivational significance of food cues, making them more attention-grabbing. # It prevents reward-related brain systems from influencing eating. # It determines eating behaviour independently of learning and context. c. Why is motivated behaviour best explained by interactions between multiple subcortical systems? # Each brain region performs the same function in generating motivation. # A single brain region determines whether a person acts on every motivational impulse. # Different systems integrate physiological needs, significant cues and potential rewards to influence behaviour. # Reward processing operates separately from physiological needs and behavioural effort. ==See also== * [[Motivation and emotion/Book/2026/Hypothalamus and homeostatic motivation|Hypothalamus and homeostatic motivation]] (Book Chapter, 2026) * [[wikipedia:Motivation|Motivation]] (Wikipedia) ==References== {{Hanging indent|1= Atasoy, D., Betley, J. N., Su, H. H., & Sternson, S. M. (2012b). Deconstruction of a neural circuit for hunger. Nature, 488(7410), 172–177. https://doi.org/10.1038/nature11270 Bardgett, M. E., Depenbrock, M., Downs, N., Points, M., & Green, L. (2009). Dopamine modulates effort-based decision-making in rats. Behavioral Neuroscience, 123(2), 242–251. https://doi.org/10.1037/a0014625Bardgett, M. E., Depenbrock, M., Downs, N., Points, M., & Green, L. (2009). Dopamine modulates effort-based decision-making in rats. Behavioral Neuroscience, 123(2), 242–251. https://doi.org/10.1037/a0014625 Berridge, K. C. (2012). From prediction error to incentive salience: mesolimbic computation of reward motivation. European Journal of Neuroscience, 35(7), 1124–1143. https://doi.org/10.1111/j.1460-9568.2012.07990.x Berridge, K. C., & Kringelbach, M. L. (2015). Pleasure systems in the brain. Neuron, 86(3), 646–664. https://doi.org/10.1016/j.neuron.2015.02.018 Berridge, K. C., Robinson, T. E., & Aldridge, J. W. (2009). Dissecting components of reward: ‘liking’, ‘wanting’, and learning. Current Opinion in Pharmacology, 9(1), 65–73. https://doi.org/10.1016/j.coph.2008.12.014 Castro, D. C., Cole, S. L., & Berridge, K. C. (2015). Lateral hypothalamus, nucleus accumbens, and ventral pallidum roles in eating and hunger: interactions between homeostatic and reward circuitry. Frontiers in Systems Neuroscience, 9, 90. https://doi.org/10.3389/fnsys.2015.00090 Haber, S. N., & Behrens, T. E. (2014). The Neural Network Underlying Incentive-Based Learning: Implications for Interpreting circuit Disruptions in Psychiatric Disorders. Neuron, 83(5), 1019–1039. https://doi.org/10.1016/j.neuron.2014.08.031 Krashes, M. J., Shah, B. P., Madara, J. C., Olson, D. P., Strochlic, D. E., Garfield, A. S., Vong, L., Pei, H., Watabe-Uchida, M., Uchida, N., Liberles, S. D., & Lowell, B. B. (2014). An excitatory paraventricular nucleus to AgRP neuron circuit that drives hunger. Nature, 507(7491), 238–242. https://doi.org/10.1038/nature12956 Liu, X., Hairston, J., Schrier, M., & Fan, J. (2010). Common and distinct networks underlying reward valence and processing stages: A meta-analysis of functional neuroimaging studies. Neuroscience & Biobehavioral Reviews, 35(5), 1219–1236. https://doi.org/10.1016/j.neubiorev.2010.12.012 Opland, D., Sutton, A., Woodworth, H., Brown, J., Bugescu, R., Garcia, A., Christensen, L., Rhodes, C., Myers, M., & Leinninger, G. (2013). Loss of neurotensin receptor-1 disrupts the control of the mesolimbic dopamine system by leptin and promotes hedonic feeding and obesity. Molecular Metabolism, 2(4), 423–434. https://doi.org/10.1016/j.molmet.2013.07.008 Rossi, M. A., & Stuber, G. D. (2017). Overlapping brain circuits for homeostatic and hedonic feeding. Cell Metabolism, 27(1), 42–56. https://doi.org/10.1016/j.cmet.2017.09.021 Salamone, J. D., Correa, M., Yang, J., Rotolo, R., & Presby, R. (2018). Dopamine, Effort-Based Choice, and Behavioral Economics: Basic and Translational Research. Frontiers in Behavioral Neuroscience, 12, 52. https://doi.org/10.3389/fnbeh.2018.00052 }} ==External links== * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) * [https://www.ninds.nih.gov/health-information/public-education/brain-basics/brain-basics-know-your-brain Brain basics: Know your brain] * [https://neuroscience.mssm.edu/nestler/nidappg/brain_reward_pathways.html Brain reward pathways] * [https://neurosity.co/guides/brain-reward-system-dopamine-motivation Your brain's reward system] * T[https://youtu.be/lacFcgcHx6I?si=2tRI40Thspp7uFpX op Brain Scientist: Billionaire Brain, Anxiety & Addictions] [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Neuroscience]] 0omx0gclekjyfcttd6hsv87arl2aijc 2 331145 2841629 2841378 2026-10-20T02:11:35Z Jack4234 3106762 2841629 wikitext text/x-wiki == About me == My name is Jack Eager, I am a third year student at the [https://www.canberra.edu.au/?utm_source=google&utm_medium=search&utm_campaign=Always+On+Domestic+Search+2026&utm_term=exact+match&utm_content=study+at+uc&ef_id=CjwKCAjwqJXUBhBNEiwA8BgG7gVrDcfqsFkI_krMN939VcOSlFRigCDj6-XAx5pB-s2FxjkFsBm65BoC0iQQAvD_BwE:G:s&s_kwcid=AL!10441!3!793469273490!e!!g!!university%20of%20canberra!20950742786!163508319248&gad_source=1&gad_campaignid=20950742786&gbraid=0AAAAADQmSqsV8IGOJfVzdTEgkOgcwiLLA&gclid=CjwKCAjwqJXUBhBNEiwA8BgG7gVrDcfqsFkI_krMN939VcOSlFRigCDj6-XAx5pB-s2FxjkFsBm65BoC0iQQAvD_BwE University of Canberra] studying a Bachelor of Science in Psychology / Bachelor of Arts (specialising in Global Studies). I am also undertaking a Project Management course at the Canberra Institute of Technology to further my organisational, planning, and administrative skills. I am currently working at Weetangera Primary School as a learning support assistant, a role that I have held since 2022, where I work with children with diverse needs and collaborate with staff to deliver educational programs. My hobbies * Reading: currently reading ''21 Lessons for the 21st Century'' by Yuval Noah Harari * Travel * Ultimate frisbee & social soccer * Running I am contributing to Wikiversity as part of the [[Motivation and emotion]] course. My book chapter will explore the relationship between possible selves and goal pursuit, with the aim of answering the question: how do possible selves influence motivation and goal directed behaviour? == Book chapter == [[Motivation and emotion/Book/2026/Possible selves and goal pursuit]] [https://en.wikiversity.org/w/index.php?title=Talk:Motivation_and_emotion/Book/2026/Possible_selves_and_goal_pursuit&oldid=2841145 Generative AI statement] == Social contributions == # [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FRomantic_jealousy&diff=2823578&oldid=2823239 Fixed a title] #[[Talk:Motivation and emotion/Book/2026/Exercise gamification motivation|Made a suggestion about literature in overview]] #[https://uclearn.canberra.edu.au/courses/20143/discussion_topics/456345 Shared about how I motivate myself] # [https://en.wikiversity.org/w/index.php?title=Talk:Motivation_and_emotion/Book/2026/Youth_environmental_activism_motivation&oldid=2841167| Recommendation/comment and further research suggestion] #[https://en.wikiversity.org/w/index.php?title=Talk:Motivation_and_emotion/Book/2026/Apocalyptic_fear&oldid=2841258| Referencing adjustment suggestion] #[https://commons.wikimedia.org/w/index.php?title=Special:ListFiles/Jack4234&ilshowall=1| Added to wikimedia commons] #[https://en.wikiversity.org/w/index.php?title=Talk:Motivation_and_emotion/Book/2026/Creative_inspiration_and_effort&oldid=2841372| Topic development feedback and article suggestions] #[https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2026/Types_of_impulsivity&oldid=2841374| Internal link embedded] #[https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2026/Trust_rebuilding_after_trauma&oldid=2841376| Internal link embedded] #[https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2026/Breathing_exercises_and_relaxation&oldid=2841377| Internal link embedded] sy7nbqw8jl9v6lkf7skfjga8qr20s7x 0 331201 2841596 2841391 2026-10-19T22:20:06Z StudentUC2026 3105303 /* External links */ Re-labelled external links correctly. Labelled the You-tube video in external links incorrectly and now has been fixed 2841596 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} The scenario above shows how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002,). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed and while task value describes how important, useful, or enjoyable the task feels. Together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why student respond differently to the same task. Expectancy refer’s to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost, (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. Cost refer’s to the downsides of doing the task, such as the amount of effort, time or stress required for the task. Theses components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contempory work emphaises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Social-cognitive models also highlight the importance of students’ beliefs about the value of academic tasks, with Eccles and Wigfield (2002) noting that motivation increases when learners view an activity as important, enjoyable, or useful for future goals. Together, these perspectives show that educational motivation is influenced by how students think about themselves and how they evaluate the learning activities they encounter. This perspective sets up a clear link to expectancy-value theory, which similarly emphasises how motivation is shaped by both personal beliefs and environmental influences. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Task value describes how important, enjoyable, or useful students perceive a learning activity to be. Eccles and Wigfield (2000, 2002) explain that these evaluations play a major role in shaping motivation because they influence how worthwhile students believe a task is. When students see value in what they are learning, they are more likely to participate and invest effort. Eccles and Wigfield (2000, 2002) emphasise that task values are central to expectancy-value theory because they explain most of the variation in why students choose certain learning activities. Intrinsic value, utility value, attainment value, and cost together account for the majority of the model, showing that motivation is shaped not just by whether students think they can succeed, but by how worthwhile they believe the task is. These values influence decisions such as which subjects’ students pursue, how much effort they invest, and whether they persist when work becomes challenging. By highlighting the importance of enjoyment, usefulness, personal significance, and perceived cost, task values help explain why students engage differently even when their abilities are similar. Research supports the importance of task values by showing that students are more motivated when they find learning activities enjoyable or personally meaningful (Eccles & Wigfield, 2000). Utility value also plays a major role, with studies demonstrating that students invest more effort when they believe the task will help them achieve future goals (Harackiewicz & Hulleman 2009). These findings reinforce the central claim of expectancy-value theory: students engage more deeply with task they see as worthwhile, either because they enjoy the activity, believe it will help them in the future, or view it as personally important. More recent work highlights the importance of cost, showing that high perceived effort, stress and anxiety, or time demands can reduce motivation even when other values are string (Flake et al., 2015). Cost captures the negative side of engaging in a task, and research demonstrates that these perceptions can undermine students’ willingness to participate even when they find the activity enjoyable or useful. This helps explain why motivation can drop in situations where the workload feels overwhelming or emotionally demanding. Task values help explain educational motivation because students are more likely to engage with learning activities, they see as enjoyable, important, or useful. When students believe a task is worthwhile, they are more willing to invest effort and persist through challenges. This perspective shows how socio-cognitive models account for differences in motivation by focusing on how students evaluate the worth of academic tasks. Intrinsic subjective task value refers to the enjoyment or interest students expect from a learning activity. In SEVT, this is understood as situated intrinsic value, meaning that enjoyment is shaped by the learner’s immediate context rather that being a stable personal trait. Eccles and Wigfield (2020) argue that these contextual influences are central to how task values form and change. This is why the “S” was added to EVT: to emphasise that value is always shaped by the learner’s developmental, cultural, and situational context. Task value research has been critiqued for focusing mainly on cognitive evaluations and overlooking how emotions, social pressures, and classroom climate shape students’ perceptions of value. Researchers also note that the different types of value can blur together in real learning situations, making them difficult to distinguish clearly (Eccles, 2005; Flake et al., 2015). These critiques highlight the need for approaches that consider how students’ experiences and environments influenct the value they assign to learning tasks. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | What's happening in this space? |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | '''The move towards situated expectancy-value theory'''<br> Early EVT (Eccles et al., 1983) focused on stable beliefs about competence and task value. Later refinements clarified how social influences (teachers, parents, and peers) shape these beliefs. SEVT (2020) reframes motivation as dynamic and situated, showing that expectancies and values shift in response to classroom context, feedback, identity, and social interactions.<br> ''' The MUSIC model of motivation '''<br> <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:TED stage logo from Flickr (cropped).jpg|150px|alt=TED talk icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. Expectancy-Value Theory, Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> A recent extension of situated expectancy-value theory is the MUSIC Model of Motivation developed by Brett D. Jones. This model helps explain how motivation shifts across different learning environments, which is the key difference between EVT and SEVT. The first scenario in this chapter reflects traditional EVT, where motivation is guided by stable beliefs about ability and long-term goals (Eccles & Wigfield, 2002). The second scenario reflects SEVT, where confidence and task value change in response to immediate environmental demands (Eccles & Wigfield, 2020). The MUSIC model builds on this situational perspective by identifying five classroom features that shape students’ moment-to-moment motivation: empowerment, usefulness, success, interest, and caring. Empowerment helps students feel more in control of their learning, which can strengthen both expectancy beliefs and task value. Usefulness reflects how relevant a task feels to students’ goals and future needs, consistent with utility value (Eccles & Wigfield, 2002). Success relates to students’ confidence in their ability to achieve desired outcomes. Interest captures the enjoyment and engagement students experience during learning, which aligns with intrinsic value (Eccles & Wigfield, 2002). Caring reflects the supportive relationships in the classroom, which SEVT identifies as a key influence on how expectancies and values shift across contexts. Jones explains in his Motivating Others talk (Episode 3) that these elements help teachers design learning experiences that support students’ confidence and perceived value in different situations, which can be seen in Figure 4. The MUSIC model therefore extends EVT by showing how educators can intentionally shape classroom conditions to strengthen motivation in real time, a claim supported by intervention research demonstrating that increasing perceived usefulness enhances performance and retention (Canning et al., 2018). |} == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strngthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing eaxamples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more eduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utitility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. Half redundant in terms that it boosts motivation in those who may not particularly need it and reduce confidence in those that do. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Increasing task values or expectancy beliefs may have a limited impact when students face broader structural barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students’ opportunities to engage, even when they recognise the value of a task or believe they can succeed. EVT-based strategies also rely on ongoing support, and without consistent reinforcement they can be difficult to maintain over time (Eccles & Wigfield, 2002). == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task calues by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expactancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Ted-talk, Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 EricEdwardWilson714. (2021, July 21). Science lab at Pace Brantley Preparatory School [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Science_Lab_at_Pace_Brantley_Preparatory_School.jpg Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002 Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067 Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832 Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 S00246164. (2025). Motivation Laptop.svg [SVG image]. Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} 1iylglpzpha182to4g02epi5c57ch1q 2841610 2841596 2026-10-19T23:38:07Z StudentUC2026 3105303 Inserting Figure 5. MUSIC model of motivation diagram based from the work of Brett D. Jones, PhD, Professor at Virginia Tech 2841610 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} The scenario above shows how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002,). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed and while task value describes how important, useful, or enjoyable the task feels. Together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why student respond differently to the same task. Expectancy refer’s to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost, (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. Cost refer’s to the downsides of doing the task, such as the amount of effort, time or stress required for the task. Theses components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contempory work emphaises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Social-cognitive models also highlight the importance of students’ beliefs about the value of academic tasks, with Eccles and Wigfield (2002) noting that motivation increases when learners view an activity as important, enjoyable, or useful for future goals. Together, these perspectives show that educational motivation is influenced by how students think about themselves and how they evaluate the learning activities they encounter. This perspective sets up a clear link to expectancy-value theory, which similarly emphasises how motivation is shaped by both personal beliefs and environmental influences. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Task value describes how important, enjoyable, or useful students perceive a learning activity to be. Eccles and Wigfield (2000, 2002) explain that these evaluations play a major role in shaping motivation because they influence how worthwhile students believe a task is. When students see value in what they are learning, they are more likely to participate and invest effort. Eccles and Wigfield (2000, 2002) emphasise that task values are central to expectancy-value theory because they explain most of the variation in why students choose certain learning activities. Intrinsic value, utility value, attainment value, and cost together account for the majority of the model, showing that motivation is shaped not just by whether students think they can succeed, but by how worthwhile they believe the task is. These values influence decisions such as which subjects’ students pursue, how much effort they invest, and whether they persist when work becomes challenging. By highlighting the importance of enjoyment, usefulness, personal significance, and perceived cost, task values help explain why students engage differently even when their abilities are similar. Research supports the importance of task values by showing that students are more motivated when they find learning activities enjoyable or personally meaningful (Eccles & Wigfield, 2000). Utility value also plays a major role, with studies demonstrating that students invest more effort when they believe the task will help them achieve future goals (Harackiewicz & Hulleman 2009). These findings reinforce the central claim of expectancy-value theory: students engage more deeply with task they see as worthwhile, either because they enjoy the activity, believe it will help them in the future, or view it as personally important. More recent work highlights the importance of cost, showing that high perceived effort, stress and anxiety, or time demands can reduce motivation even when other values are string (Flake et al., 2015). Cost captures the negative side of engaging in a task, and research demonstrates that these perceptions can undermine students’ willingness to participate even when they find the activity enjoyable or useful. This helps explain why motivation can drop in situations where the workload feels overwhelming or emotionally demanding. Task values help explain educational motivation because students are more likely to engage with learning activities, they see as enjoyable, important, or useful. When students believe a task is worthwhile, they are more willing to invest effort and persist through challenges. This perspective shows how socio-cognitive models account for differences in motivation by focusing on how students evaluate the worth of academic tasks. Intrinsic subjective task value refers to the enjoyment or interest students expect from a learning activity. In SEVT, this is understood as situated intrinsic value, meaning that enjoyment is shaped by the learner’s immediate context rather that being a stable personal trait. Eccles and Wigfield (2020) argue that these contextual influences are central to how task values form and change. This is why the “S” was added to EVT: to emphasise that value is always shaped by the learner’s developmental, cultural, and situational context. Task value research has been critiqued for focusing mainly on cognitive evaluations and overlooking how emotions, social pressures, and classroom climate shape students’ perceptions of value. Researchers also note that the different types of value can blur together in real learning situations, making them difficult to distinguish clearly (Eccles, 2005; Flake et al., 2015). These critiques highlight the need for approaches that consider how students’ experiences and environments influenct the value they assign to learning tasks. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | What's happening in this space? |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | '''The move towards situated expectancy-value theory'''<br> Early EVT (Eccles et al., 1983) focused on stable beliefs about competence and task value. Later refinements clarified how social influences (teachers, parents, and peers) shape these beliefs. SEVT (2020) reframes motivation as dynamic and situated, showing that expectancies and values shift in response to classroom context, feedback, identity, and social interactions.<br> ''' The MUSIC model of motivation '''<br> <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:TED stage logo from Flickr (cropped).jpg|150px|alt=TED talk icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. Expectancy-Value Theory, Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> A recent extension of situated expectancy-value theory is the MUSIC Model of Motivation developed by Brett D. Jones. This model helps explain how motivation shifts across different learning environments, which is the key difference between EVT and SEVT. The first scenario in this chapter reflects traditional EVT, where motivation is guided by stable beliefs about ability and long-term goals (Eccles & Wigfield, 2002). The second scenario reflects SEVT, where confidence and task value change in response to immediate environmental demands (Eccles & Wigfield, 2020). The MUSIC model builds on this situational perspective by identifying five classroom features that shape students’ moment-to-moment motivation: empowerment, usefulness, success, interest, and caring. Empowerment helps students feel more in control of their learning, which can strengthen both expectancy beliefs and task value. Usefulness reflects how relevant a task feels to students’ goals and future needs, consistent with utility value (Eccles & Wigfield, 2002). Success relates to students’ confidence in their ability to achieve desired outcomes. Interest captures the enjoyment and engagement students experience during learning, which aligns with intrinsic value (Eccles & Wigfield, 2002). Caring reflects the supportive relationships in the classroom, which SEVT identifies as a key influence on how expectancies and values shift across contexts. Jones explains in his Motivating Others talk (Episode 3) that these elements help teachers design learning experiences that support students’ confidence and perceived value in different situations, which can be seen in Figure 4. The MUSIC model therefore extends EVT by showing how educators can intentionally shape classroom conditions to strengthen motivation in real time, a claim supported by intervention research demonstrating that increasing perceived usefulness enhances performance and retention (Canning et al., 2018). |} [[File:MUSIC model of motivation diagram.png|thumb|Figure 5. MUSIC model of motivation diagram based from the work of Brett D. Jones, PhD, Professor at Virginia Tech]] <div> <br> == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strngthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing eaxamples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more eduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utitility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. Half redundant in terms that it boosts motivation in those who may not particularly need it and reduce confidence in those that do. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Increasing task values or expectancy beliefs may have a limited impact when students face broader structural barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students’ opportunities to engage, even when they recognise the value of a task or believe they can succeed. EVT-based strategies also rely on ongoing support, and without consistent reinforcement they can be difficult to maintain over time (Eccles & Wigfield, 2002). == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task calues by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expactancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Ted-talk, Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 EricEdwardWilson714. (2021, July 21). Science lab at Pace Brantley Preparatory School [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Science_Lab_at_Pace_Brantley_Preparatory_School.jpg Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002 Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067 Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832 Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 S00246164. (2025). Motivation Laptop.svg [SVG image]. Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} pr4xr8c33qyhj9y8y6hbnh39lsplesg 2841611 2841610 2026-10-19T23:49:41Z StudentUC2026 3105303 Editing style of whats happening in this space feature box 2841611 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} The scenario above shows how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002,). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed and while task value describes how important, useful, or enjoyable the task feels. Together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why student respond differently to the same task. Expectancy refer’s to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost, (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. Cost refer’s to the downsides of doing the task, such as the amount of effort, time or stress required for the task. Theses components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contempory work emphaises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Social-cognitive models also highlight the importance of students’ beliefs about the value of academic tasks, with Eccles and Wigfield (2002) noting that motivation increases when learners view an activity as important, enjoyable, or useful for future goals. Together, these perspectives show that educational motivation is influenced by how students think about themselves and how they evaluate the learning activities they encounter. This perspective sets up a clear link to expectancy-value theory, which similarly emphasises how motivation is shaped by both personal beliefs and environmental influences. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Task value describes how important, enjoyable, or useful students perceive a learning activity to be. Eccles and Wigfield (2000, 2002) explain that these evaluations play a major role in shaping motivation because they influence how worthwhile students believe a task is. When students see value in what they are learning, they are more likely to participate and invest effort. Eccles and Wigfield (2000, 2002) emphasise that task values are central to expectancy-value theory because they explain most of the variation in why students choose certain learning activities. Intrinsic value, utility value, attainment value, and cost together account for the majority of the model, showing that motivation is shaped not just by whether students think they can succeed, but by how worthwhile they believe the task is. These values influence decisions such as which subjects’ students pursue, how much effort they invest, and whether they persist when work becomes challenging. By highlighting the importance of enjoyment, usefulness, personal significance, and perceived cost, task values help explain why students engage differently even when their abilities are similar. Research supports the importance of task values by showing that students are more motivated when they find learning activities enjoyable or personally meaningful (Eccles & Wigfield, 2000). Utility value also plays a major role, with studies demonstrating that students invest more effort when they believe the task will help them achieve future goals (Harackiewicz & Hulleman 2009). These findings reinforce the central claim of expectancy-value theory: students engage more deeply with task they see as worthwhile, either because they enjoy the activity, believe it will help them in the future, or view it as personally important. More recent work highlights the importance of cost, showing that high perceived effort, stress and anxiety, or time demands can reduce motivation even when other values are string (Flake et al., 2015). Cost captures the negative side of engaging in a task, and research demonstrates that these perceptions can undermine students’ willingness to participate even when they find the activity enjoyable or useful. This helps explain why motivation can drop in situations where the workload feels overwhelming or emotionally demanding. Task values help explain educational motivation because students are more likely to engage with learning activities, they see as enjoyable, important, or useful. When students believe a task is worthwhile, they are more willing to invest effort and persist through challenges. This perspective shows how socio-cognitive models account for differences in motivation by focusing on how students evaluate the worth of academic tasks. Intrinsic subjective task value refers to the enjoyment or interest students expect from a learning activity. In SEVT, this is understood as situated intrinsic value, meaning that enjoyment is shaped by the learner’s immediate context rather that being a stable personal trait. Eccles and Wigfield (2020) argue that these contextual influences are central to how task values form and change. This is why the “S” was added to EVT: to emphasise that value is always shaped by the learner’s developmental, cultural, and situational context. Task value research has been critiqued for focusing mainly on cognitive evaluations and overlooking how emotions, social pressures, and classroom climate shape students’ perceptions of value. Researchers also note that the different types of value can blur together in real learning situations, making them difficult to distinguish clearly (Eccles, 2005; Flake et al., 2015). These critiques highlight the need for approaches that consider how students’ experiences and environments influenct the value they assign to learning tasks. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | What's happening in this space? |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | '''The move towards situated expectancy-value theory'''<br> Early EVT (Eccles et al., 1983) focused on stable beliefs about competence and task value. Later refinements clarified how social influences (teachers, parents, and peers) shape these beliefs. SEVT (2020) reframes motivation as dynamic and situated, showing that expectancies and values shift in response to classroom context, feedback, identity, and social interactions.<br> ''' The MUSIC model of motivation '''<br> <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:MUSIC model of motivation diagram.png|150px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. Representaion of the MUSIC Model of Motivation diagram'' </span> <br> [[File:YouTube social white square (2024).svg|150px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> A recent extension of situated expectancy-value theory is the MUSIC Model of Motivation developed by Brett D. Jones. This model helps explain how motivation shifts across different learning environments, which is the key difference between EVT and SEVT. The first scenario in this chapter reflects traditional EVT, where motivation is guided by stable beliefs about ability and long-term goals (Eccles & Wigfield, 2002). The second scenario reflects SEVT, where confidence and task value change in response to immediate environmental demands (Eccles & Wigfield, 2020). The MUSIC model builds on this situational perspective by identifying five classroom features that shape students’ moment-to-moment motivation: empowerment, usefulness, success, interest, and caring. Empowerment helps students feel more in control of their learning, which can strengthen both expectancy beliefs and task value. Usefulness reflects how relevant a task feels to students’ goals and future needs, consistent with utility value (Eccles & Wigfield, 2002). Success relates to students’ confidence in their ability to achieve desired outcomes. Interest captures the enjoyment and engagement students experience during learning, which aligns with intrinsic value (Eccles & Wigfield, 2002). Caring reflects the supportive relationships in the classroom, which SEVT identifies as a key influence on how expectancies and values shift across contexts. Jones explains in his Motivating Others talk (Episode 3) that these elements help teachers design learning experiences that support students’ confidence and perceived value in different situations, which can be seen in Figure 4. The MUSIC model therefore extends EVT by showing how educators can intentionally shape classroom conditions to strengthen motivation in real time, a claim supported by intervention research demonstrating that increasing perceived usefulness enhances performance and retention (Canning et al., 2018). |} [[File:MUSIC model of motivation diagram.png|thumb|Figure 5. MUSIC model of motivation diagram based from the work of Brett D. Jones, PhD, Professor at Virginia Tech]] <div> <br> == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strngthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing eaxamples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more eduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utitility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. Half redundant in terms that it boosts motivation in those who may not particularly need it and reduce confidence in those that do. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Increasing task values or expectancy beliefs may have a limited impact when students face broader structural barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students’ opportunities to engage, even when they recognise the value of a task or believe they can succeed. EVT-based strategies also rely on ongoing support, and without consistent reinforcement they can be difficult to maintain over time (Eccles & Wigfield, 2002). == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task calues by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expactancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Ted-talk, Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 EricEdwardWilson714. (2021, July 21). Science lab at Pace Brantley Preparatory School [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Science_Lab_at_Pace_Brantley_Preparatory_School.jpg Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002 Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067 Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832 Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 S00246164. (2025). Motivation Laptop.svg [SVG image]. Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} ofslaghdzv6r2iu3lllxusnigno84uw 2841612 2841611 2026-10-19T23:59:30Z StudentUC2026 3105303 Editing format and figures 2841612 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} The scenario above shows how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002,). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed and while task value describes how important, useful, or enjoyable the task feels. Together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why student respond differently to the same task. Expectancy refer’s to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost, (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. Cost refer’s to the downsides of doing the task, such as the amount of effort, time or stress required for the task. Theses components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contempory work emphaises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Social-cognitive models also highlight the importance of students’ beliefs about the value of academic tasks, with Eccles and Wigfield (2002) noting that motivation increases when learners view an activity as important, enjoyable, or useful for future goals. Together, these perspectives show that educational motivation is influenced by how students think about themselves and how they evaluate the learning activities they encounter. This perspective sets up a clear link to expectancy-value theory, which similarly emphasises how motivation is shaped by both personal beliefs and environmental influences. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Task value describes how important, enjoyable, or useful students perceive a learning activity to be. Eccles and Wigfield (2000, 2002) explain that these evaluations play a major role in shaping motivation because they influence how worthwhile students believe a task is. When students see value in what they are learning, they are more likely to participate and invest effort. Eccles and Wigfield (2000, 2002) emphasise that task values are central to expectancy-value theory because they explain most of the variation in why students choose certain learning activities. Intrinsic value, utility value, attainment value, and cost together account for the majority of the model, showing that motivation is shaped not just by whether students think they can succeed, but by how worthwhile they believe the task is. These values influence decisions such as which subjects’ students pursue, how much effort they invest, and whether they persist when work becomes challenging. By highlighting the importance of enjoyment, usefulness, personal significance, and perceived cost, task values help explain why students engage differently even when their abilities are similar. Research supports the importance of task values by showing that students are more motivated when they find learning activities enjoyable or personally meaningful (Eccles & Wigfield, 2000). Utility value also plays a major role, with studies demonstrating that students invest more effort when they believe the task will help them achieve future goals (Harackiewicz & Hulleman 2009). These findings reinforce the central claim of expectancy-value theory: students engage more deeply with task they see as worthwhile, either because they enjoy the activity, believe it will help them in the future, or view it as personally important. More recent work highlights the importance of cost, showing that high perceived effort, stress and anxiety, or time demands can reduce motivation even when other values are string (Flake et al., 2015). Cost captures the negative side of engaging in a task, and research demonstrates that these perceptions can undermine students’ willingness to participate even when they find the activity enjoyable or useful. This helps explain why motivation can drop in situations where the workload feels overwhelming or emotionally demanding. Task values help explain educational motivation because students are more likely to engage with learning activities, they see as enjoyable, important, or useful. When students believe a task is worthwhile, they are more willing to invest effort and persist through challenges. This perspective shows how socio-cognitive models account for differences in motivation by focusing on how students evaluate the worth of academic tasks. Intrinsic subjective task value refers to the enjoyment or interest students expect from a learning activity. In SEVT, this is understood as situated intrinsic value, meaning that enjoyment is shaped by the learner’s immediate context rather that being a stable personal trait. Eccles and Wigfield (2020) argue that these contextual influences are central to how task values form and change. This is why the “S” was added to EVT: to emphasise that value is always shaped by the learner’s developmental, cultural, and situational context. Task value research has been critiqued for focusing mainly on cognitive evaluations and overlooking how emotions, social pressures, and classroom climate shape students’ perceptions of value. Researchers also note that the different types of value can blur together in real learning situations, making them difficult to distinguish clearly (Eccles, 2005; Flake et al., 2015). These critiques highlight the need for approaches that consider how students’ experiences and environments influenct the value they assign to learning tasks. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | What's happening in this space? |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | '''The move towards situated expectancy-value theory'''<br> Early EVT (Eccles et al., 1983) focused on stable beliefs about competence and task value. Later refinements clarified how social influences (teachers, parents, and peers) shape these beliefs. SEVT (2020) reframes motivation as dynamic and situated, showing that expectancies and values shift in response to classroom context, feedback, identity, and social interactions.<br> ''' The MUSIC model of motivation '''[[File:MUSIC model of motivation diagram.png|300px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> <br> A recent extension of situated expectancy-value theory is the MUSIC Model of Motivation developed by Brett D. Jones. This model helps explain how motivation shifts across different learning environments, which is the key difference between EVT and SEVT. The first scenario in this chapter reflects traditional EVT, where motivation is guided by stable beliefs about ability and long-term goals (Eccles & Wigfield, 2002). The second scenario reflects SEVT, where confidence and task value change in response to immediate environmental demands (Eccles & Wigfield, 2020). The MUSIC model builds on this situational perspective by identifying five classroom features that shape students’ moment-to-moment motivation: empowerment, usefulness, success, interest, and caring. Empowerment helps students feel more in control of their learning, which can strengthen both expectancy beliefs and task value. Usefulness reflects how relevant a task feels to students’ goals and future needs, consistent with utility value (Eccles & Wigfield, 2002). Success relates to students’ confidence in their ability to achieve desired outcomes. Interest captures the enjoyment and engagement students experience during learning, which aligns with intrinsic value (Eccles & Wigfield, 2002). Caring reflects the supportive relationships in the classroom, which SEVT identifies as a key influence on how expectancies and values shift across contexts. Jones explains in his Motivating Others talk (Episode 3) that these elements help teachers design learning experiences that support students’ confidence and perceived value in different situations, see Figure 5. The MUSIC model therefore extends EVT by showing how educators can intentionally shape classroom conditions to strengthen motivation in real time, a claim supported by intervention research demonstrating that increasing perceived usefulness enhances performance and retention (Canning et al., 2018). <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:YouTube social white square (2024).svg|150px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> |} [[File:MUSIC model of motivation diagram.png|thumb|Figure 5. MUSIC model of motivation diagram based from the work of Brett D. Jones, PhD, Professor at Virginia Tech]] <div> <br> == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strngthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing eaxamples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more eduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utitility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. Half redundant in terms that it boosts motivation in those who may not particularly need it and reduce confidence in those that do. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Increasing task values or expectancy beliefs may have a limited impact when students face broader structural barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students’ opportunities to engage, even when they recognise the value of a task or believe they can succeed. EVT-based strategies also rely on ongoing support, and without consistent reinforcement they can be difficult to maintain over time (Eccles & Wigfield, 2002). == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task calues by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expactancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Ted-talk, Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). 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Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} 53uxhm9t7jqt14cf3r7pzqzbizoklf9 2841614 2841612 2026-10-20T00:06:30Z StudentUC2026 3105303 2841614 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} The scenario above shows how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002,). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed and while task value describes how important, useful, or enjoyable the task feels. Together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why student respond differently to the same task. Expectancy refer’s to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost, (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. Cost refer’s to the downsides of doing the task, such as the amount of effort, time or stress required for the task. Theses components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contempory work emphaises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Social-cognitive models also highlight the importance of students’ beliefs about the value of academic tasks, with Eccles and Wigfield (2002) noting that motivation increases when learners view an activity as important, enjoyable, or useful for future goals. Together, these perspectives show that educational motivation is influenced by how students think about themselves and how they evaluate the learning activities they encounter. This perspective sets up a clear link to expectancy-value theory, which similarly emphasises how motivation is shaped by both personal beliefs and environmental influences. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Task value describes how important, enjoyable, or useful students perceive a learning activity to be. Eccles and Wigfield (2000, 2002) explain that these evaluations play a major role in shaping motivation because they influence how worthwhile students believe a task is. When students see value in what they are learning, they are more likely to participate and invest effort. Eccles and Wigfield (2000, 2002) emphasise that task values are central to expectancy-value theory because they explain most of the variation in why students choose certain learning activities. Intrinsic value, utility value, attainment value, and cost together account for the majority of the model, showing that motivation is shaped not just by whether students think they can succeed, but by how worthwhile they believe the task is. These values influence decisions such as which subjects’ students pursue, how much effort they invest, and whether they persist when work becomes challenging. By highlighting the importance of enjoyment, usefulness, personal significance, and perceived cost, task values help explain why students engage differently even when their abilities are similar. Research supports the importance of task values by showing that students are more motivated when they find learning activities enjoyable or personally meaningful (Eccles & Wigfield, 2000). Utility value also plays a major role, with studies demonstrating that students invest more effort when they believe the task will help them achieve future goals (Harackiewicz & Hulleman 2009). These findings reinforce the central claim of expectancy-value theory: students engage more deeply with task they see as worthwhile, either because they enjoy the activity, believe it will help them in the future, or view it as personally important. More recent work highlights the importance of cost, showing that high perceived effort, stress and anxiety, or time demands can reduce motivation even when other values are string (Flake et al., 2015). Cost captures the negative side of engaging in a task, and research demonstrates that these perceptions can undermine students’ willingness to participate even when they find the activity enjoyable or useful. This helps explain why motivation can drop in situations where the workload feels overwhelming or emotionally demanding. Task values help explain educational motivation because students are more likely to engage with learning activities, they see as enjoyable, important, or useful. When students believe a task is worthwhile, they are more willing to invest effort and persist through challenges. This perspective shows how socio-cognitive models account for differences in motivation by focusing on how students evaluate the worth of academic tasks. Intrinsic subjective task value refers to the enjoyment or interest students expect from a learning activity. In SEVT, this is understood as situated intrinsic value, meaning that enjoyment is shaped by the learner’s immediate context rather that being a stable personal trait. Eccles and Wigfield (2020) argue that these contextual influences are central to how task values form and change. This is why the “S” was added to EVT: to emphasise that value is always shaped by the learner’s developmental, cultural, and situational context. Task value research has been critiqued for focusing mainly on cognitive evaluations and overlooking how emotions, social pressures, and classroom climate shape students’ perceptions of value. Researchers also note that the different types of value can blur together in real learning situations, making them difficult to distinguish clearly (Eccles, 2005; Flake et al., 2015). These critiques highlight the need for approaches that consider how students’ experiences and environments influenct the value they assign to learning tasks. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | What's happening in this space? |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | '''The move towards situated expectancy-value theory'''<br> Early EVT (Eccles et al., 1983) focused on stable beliefs about competence and task value. Later refinements clarified how social influences (teachers, parents, and peers) shape these beliefs. SEVT (2020) reframes motivation as dynamic and situated, showing that expectancies and values shift in response to classroom context, feedback, identity, and social interactions.<br> ''' The MUSIC model of motivation '''<div><br>[[File:MUSIC model of motivation diagram.png|300px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> <br> A recent extension of situated expectancy-value theory is the MUSIC Model of Motivation developed by Brett D. Jones. This model helps explain how motivation shifts across different learning environments, which is the key difference between EVT and SEVT. The first scenario in this chapter reflects traditional EVT, where motivation is guided by stable beliefs about ability and long-term goals (Eccles & Wigfield, 2002). The second scenario reflects SEVT, where confidence and task value change in response to immediate environmental demands (Eccles & Wigfield, 2020). The MUSIC model builds on this situational perspective by identifying five classroom features that shape students’ moment-to-moment motivation: empowerment, usefulness, success, interest, and caring. Empowerment helps students feel more in control of their learning, which can strengthen both expectancy beliefs and task value. Usefulness reflects how relevant a task feels to students’ goals and future needs, consistent with utility value (Eccles & Wigfield, 2002). Success relates to students’ confidence in their ability to achieve desired outcomes. Interest captures the enjoyment and engagement students experience during learning, which aligns with intrinsic value (Eccles & Wigfield, 2002). Caring reflects the supportive relationships in the classroom, which SEVT identifies as a key influence on how expectancies and values shift across contexts. Jones explains in his Motivating Others talk (Episode 3) that these elements help teachers design learning experiences that support students’ confidence and perceived value in different situations, see Figure 5. The MUSIC model therefore extends EVT by showing how educators can intentionally shape classroom conditions to strengthen motivation in real time, a claim supported by intervention research demonstrating that increasing perceived usefulness enhances performance and retention (Canning et al., 2018). <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:YouTube social white square (2024).svg|150px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> |} == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strngthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing eaxamples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more eduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utitility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. Half redundant in terms that it boosts motivation in those who may not particularly need it and reduce confidence in those that do. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Increasing task values or expectancy beliefs may have a limited impact when students face broader structural barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students’ opportunities to engage, even when they recognise the value of a task or believe they can succeed. EVT-based strategies also rely on ongoing support, and without consistent reinforcement they can be difficult to maintain over time (Eccles & Wigfield, 2002). == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task calues by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expactancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Ted-talk, Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. 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Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} sebu4ycmtt80kgbi8nu7c8ph3ys4mas 2841615 2841614 2026-10-20T00:10:19Z StudentUC2026 3105303 2841615 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} The scenario above shows how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002,). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed and while task value describes how important, useful, or enjoyable the task feels. Together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why student respond differently to the same task. Expectancy refer’s to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost, (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. Cost refer’s to the downsides of doing the task, such as the amount of effort, time or stress required for the task. Theses components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contempory work emphaises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Social-cognitive models also highlight the importance of students’ beliefs about the value of academic tasks, with Eccles and Wigfield (2002) noting that motivation increases when learners view an activity as important, enjoyable, or useful for future goals. Together, these perspectives show that educational motivation is influenced by how students think about themselves and how they evaluate the learning activities they encounter. This perspective sets up a clear link to expectancy-value theory, which similarly emphasises how motivation is shaped by both personal beliefs and environmental influences. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Task value describes how important, enjoyable, or useful students perceive a learning activity to be. Eccles and Wigfield (2000, 2002) explain that these evaluations play a major role in shaping motivation because they influence how worthwhile students believe a task is. When students see value in what they are learning, they are more likely to participate and invest effort. Eccles and Wigfield (2000, 2002) emphasise that task values are central to expectancy-value theory because they explain most of the variation in why students choose certain learning activities. Intrinsic value, utility value, attainment value, and cost together account for the majority of the model, showing that motivation is shaped not just by whether students think they can succeed, but by how worthwhile they believe the task is. These values influence decisions such as which subjects’ students pursue, how much effort they invest, and whether they persist when work becomes challenging. By highlighting the importance of enjoyment, usefulness, personal significance, and perceived cost, task values help explain why students engage differently even when their abilities are similar. Research supports the importance of task values by showing that students are more motivated when they find learning activities enjoyable or personally meaningful (Eccles & Wigfield, 2000). Utility value also plays a major role, with studies demonstrating that students invest more effort when they believe the task will help them achieve future goals (Harackiewicz & Hulleman 2009). These findings reinforce the central claim of expectancy-value theory: students engage more deeply with task they see as worthwhile, either because they enjoy the activity, believe it will help them in the future, or view it as personally important. More recent work highlights the importance of cost, showing that high perceived effort, stress and anxiety, or time demands can reduce motivation even when other values are string (Flake et al., 2015). Cost captures the negative side of engaging in a task, and research demonstrates that these perceptions can undermine students’ willingness to participate even when they find the activity enjoyable or useful. This helps explain why motivation can drop in situations where the workload feels overwhelming or emotionally demanding. Task values help explain educational motivation because students are more likely to engage with learning activities, they see as enjoyable, important, or useful. When students believe a task is worthwhile, they are more willing to invest effort and persist through challenges. This perspective shows how socio-cognitive models account for differences in motivation by focusing on how students evaluate the worth of academic tasks. Intrinsic subjective task value refers to the enjoyment or interest students expect from a learning activity. In SEVT, this is understood as situated intrinsic value, meaning that enjoyment is shaped by the learner’s immediate context rather that being a stable personal trait. Eccles and Wigfield (2020) argue that these contextual influences are central to how task values form and change. This is why the “S” was added to EVT: to emphasise that value is always shaped by the learner’s developmental, cultural, and situational context. Task value research has been critiqued for focusing mainly on cognitive evaluations and overlooking how emotions, social pressures, and classroom climate shape students’ perceptions of value. Researchers also note that the different types of value can blur together in real learning situations, making them difficult to distinguish clearly (Eccles, 2005; Flake et al., 2015). These critiques highlight the need for approaches that consider how students’ experiences and environments influenct the value they assign to learning tasks. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | What's happening in this space? |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | '''The move towards situated expectancy-value theory'''<br> Early EVT (Eccles et al., 1983) focused on stable beliefs about competence and task value. Later refinements clarified how social influences (teachers, parents, and peers) shape these beliefs. SEVT (2020) reframes motivation as dynamic and situated, showing that expectancies and values shift in response to classroom context, feedback, identity, and social interactions.<br> <div style="float:left; margin:10px 20px 10px 0; width:320px;"> [[File:MUSIC model of motivation diagram.png|300px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> </div> ''' The MUSIC model of motivation ''' A recent extension of situated expectancy-value theory is the MUSIC Model of Motivation developed by Brett D. Jones. This model helps explain how motivation shifts across different learning environments, which is the key difference between EVT and SEVT. The first scenario in this chapter reflects traditional EVT, where motivation is guided by stable beliefs about ability and long-term goals (Eccles & Wigfield, 2002). The second scenario reflects SEVT, where confidence and task value change in response to immediate environmental demands (Eccles & Wigfield, 2020). The MUSIC model builds on this situational perspective by identifying five classroom features that shape students’ moment-to-moment motivation: empowerment, usefulness, success, interest, and caring. Empowerment helps students feel more in control of their learning, which can strengthen both expectancy beliefs and task value. Usefulness reflects how relevant a task feels to students’ goals and future needs, consistent with utility value (Eccles & Wigfield, 2002). Success relates to students’ confidence in their ability to achieve desired outcomes. Interest captures the enjoyment and engagement students experience during learning, which aligns with intrinsic value (Eccles & Wigfield, 2002). Caring reflects the supportive relationships in the classroom, which SEVT identifies as a key influence on how expectancies and values shift across contexts. Jones explains in his Motivating Others talk (Episode 3) that these elements help teachers design learning experiences that support students’ confidence and perceived value in different situations, see Figure 5. The MUSIC model therefore extends EVT by showing how educators can intentionally shape classroom conditions to strengthen motivation in real time, a claim supported by intervention research demonstrating that increasing perceived usefulness enhances performance and retention (Canning et al., 2018). <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:YouTube social white square (2024).svg|150px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> |} == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strngthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing eaxamples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more eduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utitility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. Half redundant in terms that it boosts motivation in those who may not particularly need it and reduce confidence in those that do. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Increasing task values or expectancy beliefs may have a limited impact when students face broader structural barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students’ opportunities to engage, even when they recognise the value of a task or believe they can succeed. EVT-based strategies also rely on ongoing support, and without consistent reinforcement they can be difficult to maintain over time (Eccles & Wigfield, 2002). == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task calues by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expactancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Ted-talk, Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 EricEdwardWilson714. (2021, July 21). Science lab at Pace Brantley Preparatory School [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Science_Lab_at_Pace_Brantley_Preparatory_School.jpg Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002 Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067 Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832 Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 S00246164. (2025). Motivation Laptop.svg [SVG image]. Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} n8oumno2pdkqvb91jxg353bdwlfxedd 2841616 2841615 2026-10-20T00:14:01Z StudentUC2026 3105303 2841616 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} The scenario above shows how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002,). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed and while task value describes how important, useful, or enjoyable the task feels. Together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why student respond differently to the same task. Expectancy refer’s to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost, (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. Cost refer’s to the downsides of doing the task, such as the amount of effort, time or stress required for the task. Theses components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contempory work emphaises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Social-cognitive models also highlight the importance of students’ beliefs about the value of academic tasks, with Eccles and Wigfield (2002) noting that motivation increases when learners view an activity as important, enjoyable, or useful for future goals. Together, these perspectives show that educational motivation is influenced by how students think about themselves and how they evaluate the learning activities they encounter. This perspective sets up a clear link to expectancy-value theory, which similarly emphasises how motivation is shaped by both personal beliefs and environmental influences. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Task value describes how important, enjoyable, or useful students perceive a learning activity to be. Eccles and Wigfield (2000, 2002) explain that these evaluations play a major role in shaping motivation because they influence how worthwhile students believe a task is. When students see value in what they are learning, they are more likely to participate and invest effort. Eccles and Wigfield (2000, 2002) emphasise that task values are central to expectancy-value theory because they explain most of the variation in why students choose certain learning activities. Intrinsic value, utility value, attainment value, and cost together account for the majority of the model, showing that motivation is shaped not just by whether students think they can succeed, but by how worthwhile they believe the task is. These values influence decisions such as which subjects’ students pursue, how much effort they invest, and whether they persist when work becomes challenging. By highlighting the importance of enjoyment, usefulness, personal significance, and perceived cost, task values help explain why students engage differently even when their abilities are similar. Research supports the importance of task values by showing that students are more motivated when they find learning activities enjoyable or personally meaningful (Eccles & Wigfield, 2000). Utility value also plays a major role, with studies demonstrating that students invest more effort when they believe the task will help them achieve future goals (Harackiewicz & Hulleman 2009). These findings reinforce the central claim of expectancy-value theory: students engage more deeply with task they see as worthwhile, either because they enjoy the activity, believe it will help them in the future, or view it as personally important. More recent work highlights the importance of cost, showing that high perceived effort, stress and anxiety, or time demands can reduce motivation even when other values are string (Flake et al., 2015). Cost captures the negative side of engaging in a task, and research demonstrates that these perceptions can undermine students’ willingness to participate even when they find the activity enjoyable or useful. This helps explain why motivation can drop in situations where the workload feels overwhelming or emotionally demanding. Task values help explain educational motivation because students are more likely to engage with learning activities, they see as enjoyable, important, or useful. When students believe a task is worthwhile, they are more willing to invest effort and persist through challenges. This perspective shows how socio-cognitive models account for differences in motivation by focusing on how students evaluate the worth of academic tasks. Intrinsic subjective task value refers to the enjoyment or interest students expect from a learning activity. In SEVT, this is understood as situated intrinsic value, meaning that enjoyment is shaped by the learner’s immediate context rather that being a stable personal trait. Eccles and Wigfield (2020) argue that these contextual influences are central to how task values form and change. This is why the “S” was added to EVT: to emphasise that value is always shaped by the learner’s developmental, cultural, and situational context. Task value research has been critiqued for focusing mainly on cognitive evaluations and overlooking how emotions, social pressures, and classroom climate shape students’ perceptions of value. Researchers also note that the different types of value can blur together in real learning situations, making them difficult to distinguish clearly (Eccles, 2005; Flake et al., 2015). These critiques highlight the need for approaches that consider how students’ experiences and environments influenct the value they assign to learning tasks. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | What's happening in this space? |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | '''The move towards situated expectancy-value theory'''<br> Early EVT (Eccles et al., 1983) focused on stable beliefs about competence and task value. Later refinements clarified how social influences (teachers, parents, and peers) shape these beliefs. SEVT (2020) reframes motivation as dynamic and situated, showing that expectancies and values shift in response to classroom context, feedback, identity, and social interactions.<br> <div style="float:left; margin:10px 20px 10px 0; width:320px;"> [[File:MUSIC model of motivation diagram.png|375px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> </div> ''' The MUSIC model of motivation '''<br> A recent extension of situated expectancy-value theory is the MUSIC Model of Motivation developed by Brett D. Jones. This model helps explain how motivation shifts across different learning environments, which is the key difference between EVT and SEVT. The first scenario in this chapter reflects traditional EVT, where motivation is guided by stable beliefs about ability and long-term goals (Eccles & Wigfield, 2002). The second scenario reflects SEVT, where confidence and task value change in response to immediate environmental demands (Eccles & Wigfield, 2020). The MUSIC model builds on this situational perspective by identifying five classroom features that shape students’ moment-to-moment motivation: empowerment, usefulness, success, interest, and caring. Empowerment helps students feel more in control of their learning, which can strengthen both expectancy beliefs and task value. Usefulness reflects how relevant a task feels to students’ goals and future needs, consistent with utility value (Eccles & Wigfield, 2002). Success relates to students’ confidence in their ability to achieve desired outcomes. Interest captures the enjoyment and engagement students experience during learning, which aligns with intrinsic value (Eccles & Wigfield, 2002). Caring reflects the supportive relationships in the classroom, which SEVT identifies as a key influence on how expectancies and values shift across contexts. Jones explains in his Motivating Others talk (Episode 3) that these elements help teachers design learning experiences that support students’ confidence and perceived value in different situations, see Figure 5. The MUSIC model therefore extends EVT by showing how educators can intentionally shape classroom conditions to strengthen motivation in real time, a claim supported by intervention research demonstrating that increasing perceived usefulness enhances performance and retention (Canning et al., 2018). <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:YouTube social white square (2024).svg|150px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> |} == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strngthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing eaxamples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more eduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utitility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. Half redundant in terms that it boosts motivation in those who may not particularly need it and reduce confidence in those that do. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Increasing task values or expectancy beliefs may have a limited impact when students face broader structural barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students’ opportunities to engage, even when they recognise the value of a task or believe they can succeed. EVT-based strategies also rely on ongoing support, and without consistent reinforcement they can be difficult to maintain over time (Eccles & Wigfield, 2002). == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task calues by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expactancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Ted-talk, Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 EricEdwardWilson714. (2021, July 21). Science lab at Pace Brantley Preparatory School [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Science_Lab_at_Pace_Brantley_Preparatory_School.jpg Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002 Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067 Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832 Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 S00246164. (2025). Motivation Laptop.svg [SVG image]. Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} snbzv1v9syxlfy1l9p753t9ut6fb4jw 2841617 2841616 2026-10-20T00:16:55Z StudentUC2026 3105303 2841617 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} The scenario above shows how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002,). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed and while task value describes how important, useful, or enjoyable the task feels. Together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why student respond differently to the same task. Expectancy refer’s to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost, (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. Cost refer’s to the downsides of doing the task, such as the amount of effort, time or stress required for the task. Theses components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contempory work emphaises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Social-cognitive models also highlight the importance of students’ beliefs about the value of academic tasks, with Eccles and Wigfield (2002) noting that motivation increases when learners view an activity as important, enjoyable, or useful for future goals. Together, these perspectives show that educational motivation is influenced by how students think about themselves and how they evaluate the learning activities they encounter. This perspective sets up a clear link to expectancy-value theory, which similarly emphasises how motivation is shaped by both personal beliefs and environmental influences. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Task value describes how important, enjoyable, or useful students perceive a learning activity to be. Eccles and Wigfield (2000, 2002) explain that these evaluations play a major role in shaping motivation because they influence how worthwhile students believe a task is. When students see value in what they are learning, they are more likely to participate and invest effort. Eccles and Wigfield (2000, 2002) emphasise that task values are central to expectancy-value theory because they explain most of the variation in why students choose certain learning activities. Intrinsic value, utility value, attainment value, and cost together account for the majority of the model, showing that motivation is shaped not just by whether students think they can succeed, but by how worthwhile they believe the task is. These values influence decisions such as which subjects’ students pursue, how much effort they invest, and whether they persist when work becomes challenging. By highlighting the importance of enjoyment, usefulness, personal significance, and perceived cost, task values help explain why students engage differently even when their abilities are similar. Research supports the importance of task values by showing that students are more motivated when they find learning activities enjoyable or personally meaningful (Eccles & Wigfield, 2000). Utility value also plays a major role, with studies demonstrating that students invest more effort when they believe the task will help them achieve future goals (Harackiewicz & Hulleman 2009). These findings reinforce the central claim of expectancy-value theory: students engage more deeply with task they see as worthwhile, either because they enjoy the activity, believe it will help them in the future, or view it as personally important. More recent work highlights the importance of cost, showing that high perceived effort, stress and anxiety, or time demands can reduce motivation even when other values are string (Flake et al., 2015). Cost captures the negative side of engaging in a task, and research demonstrates that these perceptions can undermine students’ willingness to participate even when they find the activity enjoyable or useful. This helps explain why motivation can drop in situations where the workload feels overwhelming or emotionally demanding. Task values help explain educational motivation because students are more likely to engage with learning activities, they see as enjoyable, important, or useful. When students believe a task is worthwhile, they are more willing to invest effort and persist through challenges. This perspective shows how socio-cognitive models account for differences in motivation by focusing on how students evaluate the worth of academic tasks. Intrinsic subjective task value refers to the enjoyment or interest students expect from a learning activity. In SEVT, this is understood as situated intrinsic value, meaning that enjoyment is shaped by the learner’s immediate context rather that being a stable personal trait. Eccles and Wigfield (2020) argue that these contextual influences are central to how task values form and change. This is why the “S” was added to EVT: to emphasise that value is always shaped by the learner’s developmental, cultural, and situational context. Task value research has been critiqued for focusing mainly on cognitive evaluations and overlooking how emotions, social pressures, and classroom climate shape students’ perceptions of value. Researchers also note that the different types of value can blur together in real learning situations, making them difficult to distinguish clearly (Eccles, 2005; Flake et al., 2015). These critiques highlight the need for approaches that consider how students’ experiences and environments influenct the value they assign to learning tasks. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | What's happening in this space? |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | '''The move towards situated expectancy-value theory'''<br> Early EVT (Eccles et al., 1983) focused on stable beliefs about competence and task value. Later refinements clarified how social influences (teachers, parents, and peers) shape these beliefs. SEVT (2020) reframes motivation as dynamic and situated, showing that expectancies and values shift in response to classroom context, feedback, identity, and social interactions.<br> <div style="float:left; margin:10px 20px 10px 0; width:320px;"> [[File:MUSIC model of motivation diagram.png|335px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> </div> ''' The MUSIC model of motivation '''<br> A recent extension of situated expectancy-value theory is the MUSIC Model of Motivation developed by Brett D. Jones. This model helps explain how motivation shifts across different learning environments, which is the key difference between EVT and SEVT. The first scenario in this chapter reflects traditional EVT, where motivation is guided by stable beliefs about ability and long-term goals (Eccles & Wigfield, 2002). The second scenario reflects SEVT, where confidence and task value change in response to immediate environmental demands (Eccles & Wigfield, 2020). The MUSIC model builds on this situational perspective by identifying five classroom features that shape students’ moment-to-moment motivation: empowerment, usefulness, success, interest, and caring. Empowerment helps students feel more in control of their learning, which can strengthen both expectancy beliefs and task value. Usefulness reflects how relevant a task feels to students’ goals and future needs, consistent with utility value (Eccles & Wigfield, 2002). Success relates to students’ confidence in their ability to achieve desired outcomes. Interest captures the enjoyment and engagement students experience during learning, which aligns with intrinsic value (Eccles & Wigfield, 2002). Caring reflects the supportive relationships in the classroom, which SEVT identifies as a key influence on how expectancies and values shift across contexts. Jones explains in his Motivating Others talk (Episode 3) that these elements help teachers design learning experiences that support students’ confidence and perceived value in different situations, see Figure 5. The MUSIC model therefore extends EVT by showing how educators can intentionally shape classroom conditions to strengthen motivation in real time, a claim supported by intervention research demonstrating that increasing perceived usefulness enhances performance and retention (Canning et al., 2018). <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:YouTube social white square (2024).svg|150px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> |} == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strngthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing eaxamples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more eduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utitility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. Half redundant in terms that it boosts motivation in those who may not particularly need it and reduce confidence in those that do. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Increasing task values or expectancy beliefs may have a limited impact when students face broader structural barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students’ opportunities to engage, even when they recognise the value of a task or believe they can succeed. EVT-based strategies also rely on ongoing support, and without consistent reinforcement they can be difficult to maintain over time (Eccles & Wigfield, 2002). == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task calues by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expactancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Ted-talk, Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 EricEdwardWilson714. (2021, July 21). Science lab at Pace Brantley Preparatory School [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Science_Lab_at_Pace_Brantley_Preparatory_School.jpg Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002 Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067 Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832 Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 S00246164. (2025). Motivation Laptop.svg [SVG image]. Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} nhbwjwzi6qcq548eduwvnryyn9bv5w4 2841618 2841617 2026-10-20T00:34:44Z StudentUC2026 3105303 2841618 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} The scenario above shows how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002,). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed and while task value describes how important, useful, or enjoyable the task feels. Together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why student respond differently to the same task. Expectancy refer’s to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost, (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. Cost refer’s to the downsides of doing the task, such as the amount of effort, time or stress required for the task. Theses components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contempory work emphaises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Social-cognitive models also highlight the importance of students’ beliefs about the value of academic tasks, with Eccles and Wigfield (2002) noting that motivation increases when learners view an activity as important, enjoyable, or useful for future goals. Together, these perspectives show that educational motivation is influenced by how students think about themselves and how they evaluate the learning activities they encounter. This perspective sets up a clear link to expectancy-value theory, which similarly emphasises how motivation is shaped by both personal beliefs and environmental influences. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Task value describes how important, enjoyable, or useful students perceive a learning activity to be. Eccles and Wigfield (2000, 2002) explain that these evaluations play a major role in shaping motivation because they influence how worthwhile students believe a task is. When students see value in what they are learning, they are more likely to participate and invest effort. Eccles and Wigfield (2000, 2002) emphasise that task values are central to expectancy-value theory because they explain most of the variation in why students choose certain learning activities. Intrinsic value, utility value, attainment value, and cost together account for the majority of the model, showing that motivation is shaped not just by whether students think they can succeed, but by how worthwhile they believe the task is. These values influence decisions such as which subjects’ students pursue, how much effort they invest, and whether they persist when work becomes challenging. By highlighting the importance of enjoyment, usefulness, personal significance, and perceived cost, task values help explain why students engage differently even when their abilities are similar. Research supports the importance of task values by showing that students are more motivated when they find learning activities enjoyable or personally meaningful (Eccles & Wigfield, 2000). Utility value also plays a major role, with studies demonstrating that students invest more effort when they believe the task will help them achieve future goals (Harackiewicz & Hulleman 2009). These findings reinforce the central claim of expectancy-value theory: students engage more deeply with task they see as worthwhile, either because they enjoy the activity, believe it will help them in the future, or view it as personally important. More recent work highlights the importance of cost, showing that high perceived effort, stress and anxiety, or time demands can reduce motivation even when other values are string (Flake et al., 2015). Cost captures the negative side of engaging in a task, and research demonstrates that these perceptions can undermine students’ willingness to participate even when they find the activity enjoyable or useful. This helps explain why motivation can drop in situations where the workload feels overwhelming or emotionally demanding. Task values help explain educational motivation because students are more likely to engage with learning activities, they see as enjoyable, important, or useful. When students believe a task is worthwhile, they are more willing to invest effort and persist through challenges. This perspective shows how socio-cognitive models account for differences in motivation by focusing on how students evaluate the worth of academic tasks. Intrinsic subjective task value refers to the enjoyment or interest students expect from a learning activity. In SEVT, this is understood as situated intrinsic value, meaning that enjoyment is shaped by the learner’s immediate context rather that being a stable personal trait. Eccles and Wigfield (2020) argue that these contextual influences are central to how task values form and change. This is why the “S” was added to EVT: to emphasise that value is always shaped by the learner’s developmental, cultural, and situational context. Task value research has been critiqued for focusing mainly on cognitive evaluations and overlooking how emotions, social pressures, and classroom climate shape students’ perceptions of value. Researchers also note that the different types of value can blur together in real learning situations, making them difficult to distinguish clearly (Eccles, 2005; Flake et al., 2015). These critiques highlight the need for approaches that consider how students’ experiences and environments influenct the value they assign to learning tasks. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | What's happening in this space? |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | '''The move towards situated expectancy-value theory'''<br> Early EVT (Eccles et al., 1983) focused on stable beliefs about competence and task value. Later refinements clarified how social influences (teachers, parents, and peers) shape these beliefs. SEVT (2020) reframes motivation as dynamic and situated, showing that expectancies and values shift in response to classroom context, feedback, identity, and social interactions.<br> <div style="float:left; margin:10px 20px 10px 0; width:320px;"> [[File:MUSIC model of motivation diagram.png|335px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> </div> ''' The MUSIC model of motivation '''<br> A recent extension of situated expectancy-value theory is the MUSIC Model of Motivation developed by Brett D. Jones. This model helps explain how motivation shifts across different learning environments, which is the key difference between EVT and SEVT. The first scenario in this chapter reflects traditional EVT, where motivation is guided by stable beliefs about ability and long-term goals (Eccles & Wigfield, 2002). The second scenario reflects SEVT, where confidence and task value change in response to immediate environmental demands (Eccles & Wigfield, 2020). The MUSIC model builds on this situational perspective by identifying five classroom features that shape students’ moment-to-moment motivation: empowerment, usefulness, success, interest, and caring. Empowerment helps students feel more in control of their learning, which can strengthen both expectancy beliefs and task value. <div style="float:right; background-color:#F6F4E7; padding:8px; width:150px; text-align:center; margin:10px 0 10px 20px;"> [[File:YouTube social white square (2024).svg|150px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> Usefulness reflects how relevant a task feels to students’ goals and future needs, consistent with utility value (Eccles & Wigfield, 2002). Success relates to students’ confidence in their ability to achieve desired outcomes. Interest captures the enjoyment and engagement students experience during learning, which aligns with intrinsic value (Eccles & Wigfield, 2002). Caring reflects the supportive relationships in the classroom, which SEVT identifies as a key influence on how expectancies and values shift across contexts. Jones explains in his Motivating Others talk (Episode 3) that these elements help teachers design learning experiences that support students’ confidence and perceived value in different situations, see Figure 5. The MUSIC model therefore extends EVT by showing how educators can intentionally shape classroom conditions to strengthen motivation in real time, a claim supported by intervention research demonstrating that increasing perceived usefulness enhances performance and retention (Canning et al., 2018). <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:YouTube social white square (2024).svg|150px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> |} == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strngthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing eaxamples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more eduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utitility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. Half redundant in terms that it boosts motivation in those who may not particularly need it and reduce confidence in those that do. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Increasing task values or expectancy beliefs may have a limited impact when students face broader structural barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students’ opportunities to engage, even when they recognise the value of a task or believe they can succeed. EVT-based strategies also rely on ongoing support, and without consistent reinforcement they can be difficult to maintain over time (Eccles & Wigfield, 2002). == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task calues by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expactancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Ted-talk, Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 EricEdwardWilson714. (2021, July 21). Science lab at Pace Brantley Preparatory School [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Science_Lab_at_Pace_Brantley_Preparatory_School.jpg Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002 Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067 Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832 Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 S00246164. (2025). Motivation Laptop.svg [SVG image]. Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} gzlyq0ufna63nofhmgz44gt5aeh393d 2841619 2841618 2026-10-20T00:37:25Z StudentUC2026 3105303 2841619 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} The scenario above shows how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002,). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed and while task value describes how important, useful, or enjoyable the task feels. Together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why student respond differently to the same task. Expectancy refer’s to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost, (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. Cost refer’s to the downsides of doing the task, such as the amount of effort, time or stress required for the task. Theses components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contempory work emphaises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Social-cognitive models also highlight the importance of students’ beliefs about the value of academic tasks, with Eccles and Wigfield (2002) noting that motivation increases when learners view an activity as important, enjoyable, or useful for future goals. Together, these perspectives show that educational motivation is influenced by how students think about themselves and how they evaluate the learning activities they encounter. This perspective sets up a clear link to expectancy-value theory, which similarly emphasises how motivation is shaped by both personal beliefs and environmental influences. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Task value describes how important, enjoyable, or useful students perceive a learning activity to be. Eccles and Wigfield (2000, 2002) explain that these evaluations play a major role in shaping motivation because they influence how worthwhile students believe a task is. When students see value in what they are learning, they are more likely to participate and invest effort. Eccles and Wigfield (2000, 2002) emphasise that task values are central to expectancy-value theory because they explain most of the variation in why students choose certain learning activities. Intrinsic value, utility value, attainment value, and cost together account for the majority of the model, showing that motivation is shaped not just by whether students think they can succeed, but by how worthwhile they believe the task is. These values influence decisions such as which subjects’ students pursue, how much effort they invest, and whether they persist when work becomes challenging. By highlighting the importance of enjoyment, usefulness, personal significance, and perceived cost, task values help explain why students engage differently even when their abilities are similar. Research supports the importance of task values by showing that students are more motivated when they find learning activities enjoyable or personally meaningful (Eccles & Wigfield, 2000). Utility value also plays a major role, with studies demonstrating that students invest more effort when they believe the task will help them achieve future goals (Harackiewicz & Hulleman 2009). These findings reinforce the central claim of expectancy-value theory: students engage more deeply with task they see as worthwhile, either because they enjoy the activity, believe it will help them in the future, or view it as personally important. More recent work highlights the importance of cost, showing that high perceived effort, stress and anxiety, or time demands can reduce motivation even when other values are string (Flake et al., 2015). Cost captures the negative side of engaging in a task, and research demonstrates that these perceptions can undermine students’ willingness to participate even when they find the activity enjoyable or useful. This helps explain why motivation can drop in situations where the workload feels overwhelming or emotionally demanding. Task values help explain educational motivation because students are more likely to engage with learning activities, they see as enjoyable, important, or useful. When students believe a task is worthwhile, they are more willing to invest effort and persist through challenges. This perspective shows how socio-cognitive models account for differences in motivation by focusing on how students evaluate the worth of academic tasks. Intrinsic subjective task value refers to the enjoyment or interest students expect from a learning activity. In SEVT, this is understood as situated intrinsic value, meaning that enjoyment is shaped by the learner’s immediate context rather that being a stable personal trait. Eccles and Wigfield (2020) argue that these contextual influences are central to how task values form and change. This is why the “S” was added to EVT: to emphasise that value is always shaped by the learner’s developmental, cultural, and situational context. Task value research has been critiqued for focusing mainly on cognitive evaluations and overlooking how emotions, social pressures, and classroom climate shape students’ perceptions of value. Researchers also note that the different types of value can blur together in real learning situations, making them difficult to distinguish clearly (Eccles, 2005; Flake et al., 2015). These critiques highlight the need for approaches that consider how students’ experiences and environments influenct the value they assign to learning tasks. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | What's happening in this space? |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | '''The move towards situated expectancy-value theory'''<br> Early EVT (Eccles et al., 1983) focused on stable beliefs about competence and task value. Later refinements clarified how social influences (teachers, parents, and peers) shape these beliefs. SEVT (2020) reframes motivation as dynamic and situated, showing that expectancies and values shift in response to classroom context, feedback, identity, and social interactions. <div style="float:left; margin:10px 20px 10px 0; width:320px;"> [[File:MUSIC model of motivation diagram.png|335px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> </div> ''' The MUSIC model of motivation '''<br> A recent extension of situated expectancy-value theory is the MUSIC Model of Motivation developed by Brett D. Jones. This model helps explain how motivation shifts across different learning environments, which is the key difference between EVT and SEVT. The first scenario in this chapter reflects traditional EVT, where motivation is guided by stable beliefs about ability and long-term goals (Eccles & Wigfield, 2002). The second scenario reflects SEVT, where confidence and task value change in response to immediate environmental demands (Eccles & Wigfield, 2020). The MUSIC model builds on this situational perspective by identifying five classroom features that shape students’ moment-to-moment motivation: empowerment, usefulness, success, interest, and caring. Empowerment helps students feel more in control of their learning, which can strengthen both expectancy beliefs and task value. <div style="float:right; background-color:#F6F4E7; padding:8px; width:150px; text-align:center; margin:10px 0 10px 20px;"> [[File:YouTube social white square (2024).svg|150px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> Usefulness reflects how relevant a task feels to students’ goals and future needs, consistent with utility value (Eccles & Wigfield, 2002). Success relates to students’ confidence in their ability to achieve desired outcomes. Interest captures the enjoyment and engagement students experience during learning, which aligns with intrinsic value (Eccles & Wigfield, 2002). Caring reflects the supportive relationships in the classroom, which SEVT identifies as a key influence on how expectancies and values shift across contexts. Jones explains in his Motivating Others talk (Episode 3) that these elements help teachers design learning experiences that support students’ confidence and perceived value in different situations, see Figure 5. The MUSIC model therefore extends EVT by showing how educators can intentionally shape classroom conditions to strengthen motivation in real time, a claim supported by intervention research demonstrating that increasing perceived usefulness enhances performance and retention (Canning et al., 2018). |} == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strngthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing eaxamples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more eduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utitility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. Half redundant in terms that it boosts motivation in those who may not particularly need it and reduce confidence in those that do. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Increasing task values or expectancy beliefs may have a limited impact when students face broader structural barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students’ opportunities to engage, even when they recognise the value of a task or believe they can succeed. EVT-based strategies also rely on ongoing support, and without consistent reinforcement they can be difficult to maintain over time (Eccles & Wigfield, 2002). == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task calues by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expactancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Ted-talk, Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 EricEdwardWilson714. (2021, July 21). Science lab at Pace Brantley Preparatory School [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Science_Lab_at_Pace_Brantley_Preparatory_School.jpg Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002 Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067 Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832 Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 S00246164. (2025). Motivation Laptop.svg [SVG image]. Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} 4f4c4almsq44n7jg5oqpg2hry4x6jkr 2841620 2841619 2026-10-20T00:39:08Z StudentUC2026 3105303 2841620 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} The scenario above shows how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002,). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed and while task value describes how important, useful, or enjoyable the task feels. Together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why student respond differently to the same task. Expectancy refer’s to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost, (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. Cost refer’s to the downsides of doing the task, such as the amount of effort, time or stress required for the task. Theses components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contempory work emphaises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Social-cognitive models also highlight the importance of students’ beliefs about the value of academic tasks, with Eccles and Wigfield (2002) noting that motivation increases when learners view an activity as important, enjoyable, or useful for future goals. Together, these perspectives show that educational motivation is influenced by how students think about themselves and how they evaluate the learning activities they encounter. This perspective sets up a clear link to expectancy-value theory, which similarly emphasises how motivation is shaped by both personal beliefs and environmental influences. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Task value describes how important, enjoyable, or useful students perceive a learning activity to be. Eccles and Wigfield (2000, 2002) explain that these evaluations play a major role in shaping motivation because they influence how worthwhile students believe a task is. When students see value in what they are learning, they are more likely to participate and invest effort. Eccles and Wigfield (2000, 2002) emphasise that task values are central to expectancy-value theory because they explain most of the variation in why students choose certain learning activities. Intrinsic value, utility value, attainment value, and cost together account for the majority of the model, showing that motivation is shaped not just by whether students think they can succeed, but by how worthwhile they believe the task is. These values influence decisions such as which subjects’ students pursue, how much effort they invest, and whether they persist when work becomes challenging. By highlighting the importance of enjoyment, usefulness, personal significance, and perceived cost, task values help explain why students engage differently even when their abilities are similar. Research supports the importance of task values by showing that students are more motivated when they find learning activities enjoyable or personally meaningful (Eccles & Wigfield, 2000). Utility value also plays a major role, with studies demonstrating that students invest more effort when they believe the task will help them achieve future goals (Harackiewicz & Hulleman 2009). These findings reinforce the central claim of expectancy-value theory: students engage more deeply with task they see as worthwhile, either because they enjoy the activity, believe it will help them in the future, or view it as personally important. More recent work highlights the importance of cost, showing that high perceived effort, stress and anxiety, or time demands can reduce motivation even when other values are string (Flake et al., 2015). Cost captures the negative side of engaging in a task, and research demonstrates that these perceptions can undermine students’ willingness to participate even when they find the activity enjoyable or useful. This helps explain why motivation can drop in situations where the workload feels overwhelming or emotionally demanding. Task values help explain educational motivation because students are more likely to engage with learning activities, they see as enjoyable, important, or useful. When students believe a task is worthwhile, they are more willing to invest effort and persist through challenges. This perspective shows how socio-cognitive models account for differences in motivation by focusing on how students evaluate the worth of academic tasks. Intrinsic subjective task value refers to the enjoyment or interest students expect from a learning activity. In SEVT, this is understood as situated intrinsic value, meaning that enjoyment is shaped by the learner’s immediate context rather that being a stable personal trait. Eccles and Wigfield (2020) argue that these contextual influences are central to how task values form and change. This is why the “S” was added to EVT: to emphasise that value is always shaped by the learner’s developmental, cultural, and situational context. Task value research has been critiqued for focusing mainly on cognitive evaluations and overlooking how emotions, social pressures, and classroom climate shape students’ perceptions of value. Researchers also note that the different types of value can blur together in real learning situations, making them difficult to distinguish clearly (Eccles, 2005; Flake et al., 2015). These critiques highlight the need for approaches that consider how students’ experiences and environments influenct the value they assign to learning tasks. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | What's happening in this space? |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | '''The move towards situated expectancy-value theory'''<br> Early EVT (Eccles et al., 1983) focused on stable beliefs about competence and task value. Later refinements clarified how social influences (teachers, parents, and peers) shape these beliefs. SEVT (2020) reframes motivation as dynamic and situated, showing that expectancies and values shift in response to classroom context, feedback, identity, and social interactions. <div style="float:left; margin:10px 20px 10px 0; width:320px;"> [[File:MUSIC model of motivation diagram.png|335px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> </div> ''' The MUSIC model of motivation '''<br> A recent extension of situated expectancy-value theory is the MUSIC Model of Motivation developed by Brett D. Jones, see Figure 4. This model helps explain how motivation shifts across different learning environments, which is the key difference between EVT and SEVT. The first scenario in this chapter reflects traditional EVT, where motivation is guided by stable beliefs about ability and long-term goals (Eccles & Wigfield, 2002). The second scenario reflects SEVT, where confidence and task value change in response to immediate environmental demands (Eccles & Wigfield, 2020). The MUSIC model builds on this situational perspective by identifying five classroom features that shape students’ moment-to-moment motivation: empowerment, usefulness, success, interest, and caring. Empowerment helps students feel more in control of their learning, which can strengthen both expectancy beliefs and task value. <div style="float:right; background-color:#F6F4E7; padding:8px; width:150px; text-align:center; margin:10px 0 10px 20px;"> [[File:YouTube social white square (2024).svg|150px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> Usefulness reflects how relevant a task feels to students’ goals and future needs, consistent with utility value (Eccles & Wigfield, 2002). Success relates to students’ confidence in their ability to achieve desired outcomes. Interest captures the enjoyment and engagement students experience during learning, which aligns with intrinsic value (Eccles & Wigfield, 2002). Caring reflects the supportive relationships in the classroom, which SEVT identifies as a key influence on how expectancies and values shift across contexts. Jones explains in his Motivating Others talk (Episode 3) that these elements help teachers design learning experiences that support students’ confidence and perceived value in different situations, see Figure 5. The MUSIC model therefore extends EVT by showing how educators can intentionally shape classroom conditions to strengthen motivation in real time, a claim supported by intervention research demonstrating that increasing perceived usefulness enhances performance and retention (Canning et al., 2018). |} == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strngthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing eaxamples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more eduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utitility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. Half redundant in terms that it boosts motivation in those who may not particularly need it and reduce confidence in those that do. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Increasing task values or expectancy beliefs may have a limited impact when students face broader structural barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students’ opportunities to engage, even when they recognise the value of a task or believe they can succeed. EVT-based strategies also rely on ongoing support, and without consistent reinforcement they can be difficult to maintain over time (Eccles & Wigfield, 2002). == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task calues by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expactancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Ted-talk, Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 EricEdwardWilson714. (2021, July 21). Science lab at Pace Brantley Preparatory School [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Science_Lab_at_Pace_Brantley_Preparatory_School.jpg Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002 Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067 Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832 Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 S00246164. (2025). Motivation Laptop.svg [SVG image]. Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} g8a2cbys7hzl7r2rmmefkuuqq6hb18y 2841621 2841620 2026-10-20T00:54:53Z StudentUC2026 3105303 /* External links */ 2841621 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} The scenario above shows how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002,). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed and while task value describes how important, useful, or enjoyable the task feels. Together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why student respond differently to the same task. Expectancy refer’s to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost, (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. Cost refer’s to the downsides of doing the task, such as the amount of effort, time or stress required for the task. Theses components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contempory work emphaises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Social-cognitive models also highlight the importance of students’ beliefs about the value of academic tasks, with Eccles and Wigfield (2002) noting that motivation increases when learners view an activity as important, enjoyable, or useful for future goals. Together, these perspectives show that educational motivation is influenced by how students think about themselves and how they evaluate the learning activities they encounter. This perspective sets up a clear link to expectancy-value theory, which similarly emphasises how motivation is shaped by both personal beliefs and environmental influences. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Task value describes how important, enjoyable, or useful students perceive a learning activity to be. Eccles and Wigfield (2000, 2002) explain that these evaluations play a major role in shaping motivation because they influence how worthwhile students believe a task is. When students see value in what they are learning, they are more likely to participate and invest effort. Eccles and Wigfield (2000, 2002) emphasise that task values are central to expectancy-value theory because they explain most of the variation in why students choose certain learning activities. Intrinsic value, utility value, attainment value, and cost together account for the majority of the model, showing that motivation is shaped not just by whether students think they can succeed, but by how worthwhile they believe the task is. These values influence decisions such as which subjects’ students pursue, how much effort they invest, and whether they persist when work becomes challenging. By highlighting the importance of enjoyment, usefulness, personal significance, and perceived cost, task values help explain why students engage differently even when their abilities are similar. Research supports the importance of task values by showing that students are more motivated when they find learning activities enjoyable or personally meaningful (Eccles & Wigfield, 2000). Utility value also plays a major role, with studies demonstrating that students invest more effort when they believe the task will help them achieve future goals (Harackiewicz & Hulleman 2009). These findings reinforce the central claim of expectancy-value theory: students engage more deeply with task they see as worthwhile, either because they enjoy the activity, believe it will help them in the future, or view it as personally important. More recent work highlights the importance of cost, showing that high perceived effort, stress and anxiety, or time demands can reduce motivation even when other values are string (Flake et al., 2015). Cost captures the negative side of engaging in a task, and research demonstrates that these perceptions can undermine students’ willingness to participate even when they find the activity enjoyable or useful. This helps explain why motivation can drop in situations where the workload feels overwhelming or emotionally demanding. Task values help explain educational motivation because students are more likely to engage with learning activities, they see as enjoyable, important, or useful. When students believe a task is worthwhile, they are more willing to invest effort and persist through challenges. This perspective shows how socio-cognitive models account for differences in motivation by focusing on how students evaluate the worth of academic tasks. Intrinsic subjective task value refers to the enjoyment or interest students expect from a learning activity. In SEVT, this is understood as situated intrinsic value, meaning that enjoyment is shaped by the learner’s immediate context rather that being a stable personal trait. Eccles and Wigfield (2020) argue that these contextual influences are central to how task values form and change. This is why the “S” was added to EVT: to emphasise that value is always shaped by the learner’s developmental, cultural, and situational context. Task value research has been critiqued for focusing mainly on cognitive evaluations and overlooking how emotions, social pressures, and classroom climate shape students’ perceptions of value. Researchers also note that the different types of value can blur together in real learning situations, making them difficult to distinguish clearly (Eccles, 2005; Flake et al., 2015). These critiques highlight the need for approaches that consider how students’ experiences and environments influenct the value they assign to learning tasks. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | What's happening in this space? |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | '''The move towards situated expectancy-value theory'''<br> Early EVT (Eccles et al., 1983) focused on stable beliefs about competence and task value. Later refinements clarified how social influences (teachers, parents, and peers) shape these beliefs. SEVT (2020) reframes motivation as dynamic and situated, showing that expectancies and values shift in response to classroom context, feedback, identity, and social interactions. <div style="float:left; margin:10px 20px 10px 0; width:320px;"> [[File:MUSIC model of motivation diagram.png|335px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> </div> ''' The MUSIC model of motivation '''<br> A recent extension of situated expectancy-value theory is the MUSIC Model of Motivation developed by Brett D. Jones, see Figure 4. This model helps explain how motivation shifts across different learning environments, which is the key difference between EVT and SEVT. The first scenario in this chapter reflects traditional EVT, where motivation is guided by stable beliefs about ability and long-term goals (Eccles & Wigfield, 2002). The second scenario reflects SEVT, where confidence and task value change in response to immediate environmental demands (Eccles & Wigfield, 2020). The MUSIC model builds on this situational perspective by identifying five classroom features that shape students’ moment-to-moment motivation: empowerment, usefulness, success, interest, and caring. Empowerment helps students feel more in control of their learning, which can strengthen both expectancy beliefs and task value. <div style="float:right; background-color:#F6F4E7; padding:8px; width:150px; text-align:center; margin:10px 0 10px 20px;"> [[File:YouTube social white square (2024).svg|150px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> Usefulness reflects how relevant a task feels to students’ goals and future needs, consistent with utility value (Eccles & Wigfield, 2002). Success relates to students’ confidence in their ability to achieve desired outcomes. Interest captures the enjoyment and engagement students experience during learning, which aligns with intrinsic value (Eccles & Wigfield, 2002). Caring reflects the supportive relationships in the classroom, which SEVT identifies as a key influence on how expectancies and values shift across contexts. Jones explains in his Motivating Others talk (Episode 3) that these elements help teachers design learning experiences that support students’ confidence and perceived value in different situations, see Figure 5. The MUSIC model therefore extends EVT by showing how educators can intentionally shape classroom conditions to strengthen motivation in real time, a claim supported by intervention research demonstrating that increasing perceived usefulness enhances performance and retention (Canning et al., 2018). |} == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strngthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing eaxamples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more eduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utitility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. Half redundant in terms that it boosts motivation in those who may not particularly need it and reduce confidence in those that do. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Increasing task values or expectancy beliefs may have a limited impact when students face broader structural barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students’ opportunities to engage, even when they recognise the value of a task or believe they can succeed. EVT-based strategies also rely on ongoing support, and without consistent reinforcement they can be difficult to maintain over time (Eccles & Wigfield, 2002). == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task calues by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expactancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 EricEdwardWilson714. (2021, July 21). Science lab at Pace Brantley Preparatory School [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Science_Lab_at_Pace_Brantley_Preparatory_School.jpg Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002 Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067 Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832 Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 S00246164. (2025). Motivation Laptop.svg [SVG image]. Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} d5jqb9owex13q2rjr1vfbqxxrj98xvr 2841623 2841621 2026-10-20T01:10:19Z StudentUC2026 3105303 Re-wording intrinsic subjective task value paragraph for clarity. 2841623 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} The scenario above shows how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002,). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed and while task value describes how important, useful, or enjoyable the task feels. Together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why student respond differently to the same task. Expectancy refer’s to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost, (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. Cost refer’s to the downsides of doing the task, such as the amount of effort, time or stress required for the task. Theses components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contempory work emphaises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Social-cognitive models also highlight the importance of students’ beliefs about the value of academic tasks, with Eccles and Wigfield (2002) noting that motivation increases when learners view an activity as important, enjoyable, or useful for future goals. Together, these perspectives show that educational motivation is influenced by how students think about themselves and how they evaluate the learning activities they encounter. This perspective sets up a clear link to expectancy-value theory, which similarly emphasises how motivation is shaped by both personal beliefs and environmental influences. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Task value describes how important, enjoyable, or useful students perceive a learning activity to be. Eccles and Wigfield (2000, 2002) explain that these evaluations play a major role in shaping motivation because they influence how worthwhile students believe a task is. When students see value in what they are learning, they are more likely to participate and invest effort. Eccles and Wigfield (2000, 2002) emphasise that task values are central to expectancy-value theory because they explain most of the variation in why students choose certain learning activities. Intrinsic value, utility value, attainment value, and cost together account for the majority of the model, showing that motivation is shaped not just by whether students think they can succeed, but by how worthwhile they believe the task is. These values influence decisions such as which subjects’ students pursue, how much effort they invest, and whether they persist when work becomes challenging. By highlighting the importance of enjoyment, usefulness, personal significance, and perceived cost, task values help explain why students engage differently even when their abilities are similar. Research supports the importance of task values by showing that students are more motivated when they find learning activities enjoyable or personally meaningful (Eccles & Wigfield, 2000). Utility value also plays a major role, with studies demonstrating that students invest more effort when they believe the task will help them achieve future goals (Harackiewicz & Hulleman 2009). These findings reinforce the central claim of expectancy-value theory: students engage more deeply with task they see as worthwhile, either because they enjoy the activity, believe it will help them in the future, or view it as personally important. More recent work highlights the importance of cost, showing that high perceived effort, stress and anxiety, or time demands can reduce motivation even when other values are string (Flake et al., 2015). Cost captures the negative side of engaging in a task, and research demonstrates that these perceptions can undermine students’ willingness to participate even when they find the activity enjoyable or useful. This helps explain why motivation can drop in situations where the workload feels overwhelming or emotionally demanding. Task values help explain educational motivation because students are more likely to engage with learning activities, they see as enjoyable, important, or useful. When students believe a task is worthwhile, they are more willing to invest effort and persist through challenges. This perspective shows how socio-cognitive models account for differences in motivation by focusing on how students evaluate the worth of academic tasks. Intrinsic subjective task value refers to the enjoyment or interest students expect from a learning activity. SEVT reframes this same construct as situated intrinsic value, emphasising that enjoyment is shaped by the learner's immediate context rather then being a stable personal trait. Eccles and Wigfield (2020) argue that all task values are context-dependent, which is why the “S” was added to EVT: to highlight that value is always shaped by the learner’s developmental, cultural, and situational context. Task value research has been critiqued for focusing mainly on cognitive evaluations and overlooking how emotions, social pressures, and classroom climate shape students’ perceptions of value. Researchers also note that the different types of value can blur together in real learning situations, making them difficult to distinguish clearly (Eccles, 2005; Flake et al., 2015). These critiques highlight the need for approaches that consider how students’ experiences and environments influenct the value they assign to learning tasks. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | What's happening in this space? |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | '''The move towards situated expectancy-value theory'''<br> Early EVT (Eccles et al., 1983) focused on stable beliefs about competence and task value. Later refinements clarified how social influences (teachers, parents, and peers) shape these beliefs. SEVT (2020) reframes motivation as dynamic and situated, showing that expectancies and values shift in response to classroom context, feedback, identity, and social interactions. <div style="float:left; margin:10px 20px 10px 0; width:320px;"> [[File:MUSIC model of motivation diagram.png|335px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> </div> ''' The MUSIC model of motivation '''<br> A recent extension of situated expectancy-value theory is the MUSIC Model of Motivation developed by Brett D. Jones, see Figure 4. This model helps explain how motivation shifts across different learning environments, which is the key difference between EVT and SEVT. The first scenario in this chapter reflects traditional EVT, where motivation is guided by stable beliefs about ability and long-term goals (Eccles & Wigfield, 2002). The second scenario reflects SEVT, where confidence and task value change in response to immediate environmental demands (Eccles & Wigfield, 2020). The MUSIC model builds on this situational perspective by identifying five classroom features that shape students’ moment-to-moment motivation: empowerment, usefulness, success, interest, and caring. Empowerment helps students feel more in control of their learning, which can strengthen both expectancy beliefs and task value. <div style="float:right; background-color:#F6F4E7; padding:8px; width:150px; text-align:center; margin:10px 0 10px 20px;"> [[File:YouTube social white square (2024).svg|150px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> Usefulness reflects how relevant a task feels to students’ goals and future needs, consistent with utility value (Eccles & Wigfield, 2002). Success relates to students’ confidence in their ability to achieve desired outcomes. Interest captures the enjoyment and engagement students experience during learning, which aligns with intrinsic value (Eccles & Wigfield, 2002). Caring reflects the supportive relationships in the classroom, which SEVT identifies as a key influence on how expectancies and values shift across contexts. Jones explains in his Motivating Others talk (Episode 3) that these elements help teachers design learning experiences that support students’ confidence and perceived value in different situations, see Figure 5. The MUSIC model therefore extends EVT by showing how educators can intentionally shape classroom conditions to strengthen motivation in real time, a claim supported by intervention research demonstrating that increasing perceived usefulness enhances performance and retention (Canning et al., 2018). |} == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strngthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing eaxamples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more eduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utitility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. Half redundant in terms that it boosts motivation in those who may not particularly need it and reduce confidence in those that do. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Increasing task values or expectancy beliefs may have a limited impact when students face broader structural barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students’ opportunities to engage, even when they recognise the value of a task or believe they can succeed. EVT-based strategies also rely on ongoing support, and without consistent reinforcement they can be difficult to maintain over time (Eccles & Wigfield, 2002). == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task calues by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expactancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 EricEdwardWilson714. (2021, July 21). Science lab at Pace Brantley Preparatory School [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Science_Lab_at_Pace_Brantley_Preparatory_School.jpg Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002 Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067 Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832 Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 S00246164. (2025). Motivation Laptop.svg [SVG image]. Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} 7orxse3ixivs23pe2lh18z1lxf756k5 2841624 2841623 2026-10-20T01:29:51Z StudentUC2026 3105303 /* How do task values influence educational motivation? */ Re-writing first 2 paragraphs to eliminate repetition. 2841624 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} The scenario above shows how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002,). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed and while task value describes how important, useful, or enjoyable the task feels. Together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why student respond differently to the same task. Expectancy refer’s to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost, (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. Cost refer’s to the downsides of doing the task, such as the amount of effort, time or stress required for the task. Theses components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contempory work emphaises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Social-cognitive models also highlight the importance of students’ beliefs about the value of academic tasks, with Eccles and Wigfield (2002) noting that motivation increases when learners view an activity as important, enjoyable, or useful for future goals. Together, these perspectives show that educational motivation is influenced by how students think about themselves and how they evaluate the learning activities they encounter. This perspective sets up a clear link to expectancy-value theory, which similarly emphasises how motivation is shaped by both personal beliefs and environmental influences. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Task value describes how important, enjoyable, or useful student perceive a learning activity to be, and it plays a central role in EVT because it explains why students choose certain tasks over others. Intrinsic, utility, attainment, and cost together shape how worthwhile a atsk feels, influencing effort, persiostence, and subject choices (Eccles & Wigfield, 2000, 2002). Research supports the importance of task values by showing that students are more motivated when they find learning activities enjoyable or personally meaningful (Eccles & Wigfield, 2000). Utility value also plays a major role, with studies demonstrating that students invest more effort when they believe the task will help them achieve future goals (Harackiewicz & Hulleman 2009). These findings reinforce the central claim of expectancy-value theory: students engage more deeply with task they see as worthwhile, either because they enjoy the activity, believe it will help them in the future, or view it as personally important. More recent work highlights the importance of cost, showing that high perceived effort, stress and anxiety, or time demands can reduce motivation even when other values are string (Flake et al., 2015). Cost captures the negative side of engaging in a task, and research demonstrates that these perceptions can undermine students’ willingness to participate even when they find the activity enjoyable or useful. This helps explain why motivation can drop in situations where the workload feels overwhelming or emotionally demanding. Task values help explain educational motivation because students are more likely to engage with learning activities, they see as enjoyable, important, or useful. When students believe a task is worthwhile, they are more willing to invest effort and persist through challenges. This perspective shows how socio-cognitive models account for differences in motivation by focusing on how students evaluate the worth of academic tasks. Intrinsic subjective task value refers to the enjoyment or interest students expect from a learning activity. SEVT reframes this same construct as situated intrinsic value, emphasising that enjoyment is shaped by the learner's immediate context rather then being a stable personal trait. Eccles and Wigfield (2020) argue that all task values are context-dependent, which is why the “S” was added to EVT: to highlight that value is always shaped by the learner’s developmental, cultural, and situational context. Task value research has been critiqued for focusing mainly on cognitive evaluations and overlooking how emotions, social pressures, and classroom climate shape students’ perceptions of value. Researchers also note that the different types of value can blur together in real learning situations, making them difficult to distinguish clearly (Eccles, 2005; Flake et al., 2015). These critiques highlight the need for approaches that consider how students’ experiences and environments influenct the value they assign to learning tasks. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | What's happening in this space? |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | '''The move towards situated expectancy-value theory'''<br> Early EVT (Eccles et al., 1983) focused on stable beliefs about competence and task value. Later refinements clarified how social influences (teachers, parents, and peers) shape these beliefs. SEVT (2020) reframes motivation as dynamic and situated, showing that expectancies and values shift in response to classroom context, feedback, identity, and social interactions. <div style="float:left; margin:10px 20px 10px 0; width:320px;"> [[File:MUSIC model of motivation diagram.png|335px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> </div> ''' The MUSIC model of motivation '''<br> A recent extension of situated expectancy-value theory is the MUSIC Model of Motivation developed by Brett D. Jones, see Figure 4. This model helps explain how motivation shifts across different learning environments, which is the key difference between EVT and SEVT. The first scenario in this chapter reflects traditional EVT, where motivation is guided by stable beliefs about ability and long-term goals (Eccles & Wigfield, 2002). The second scenario reflects SEVT, where confidence and task value change in response to immediate environmental demands (Eccles & Wigfield, 2020). The MUSIC model builds on this situational perspective by identifying five classroom features that shape students’ moment-to-moment motivation: empowerment, usefulness, success, interest, and caring. Empowerment helps students feel more in control of their learning, which can strengthen both expectancy beliefs and task value. <div style="float:right; background-color:#F6F4E7; padding:8px; width:150px; text-align:center; margin:10px 0 10px 20px;"> [[File:YouTube social white square (2024).svg|150px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> Usefulness reflects how relevant a task feels to students’ goals and future needs, consistent with utility value (Eccles & Wigfield, 2002). Success relates to students’ confidence in their ability to achieve desired outcomes. Interest captures the enjoyment and engagement students experience during learning, which aligns with intrinsic value (Eccles & Wigfield, 2002). Caring reflects the supportive relationships in the classroom, which SEVT identifies as a key influence on how expectancies and values shift across contexts. Jones explains in his Motivating Others talk (Episode 3) that these elements help teachers design learning experiences that support students’ confidence and perceived value in different situations, see Figure 5. The MUSIC model therefore extends EVT by showing how educators can intentionally shape classroom conditions to strengthen motivation in real time, a claim supported by intervention research demonstrating that increasing perceived usefulness enhances performance and retention (Canning et al., 2018). |} == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strngthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing eaxamples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more eduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utitility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. Half redundant in terms that it boosts motivation in those who may not particularly need it and reduce confidence in those that do. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Increasing task values or expectancy beliefs may have a limited impact when students face broader structural barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students’ opportunities to engage, even when they recognise the value of a task or believe they can succeed. EVT-based strategies also rely on ongoing support, and without consistent reinforcement they can be difficult to maintain over time (Eccles & Wigfield, 2002). == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task calues by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expactancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 EricEdwardWilson714. (2021, July 21). Science lab at Pace Brantley Preparatory School [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Science_Lab_at_Pace_Brantley_Preparatory_School.jpg Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002 Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067 Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832 Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 S00246164. (2025). Motivation Laptop.svg [SVG image]. Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} 9yzrkyqax9q3c9evoswra5mzc60lvvc 2841625 2841624 2026-10-20T01:34:27Z StudentUC2026 3105303 /* Harackiewicz & Hulleman's (2009), utility-value intervention */ Re-wording sentence for better clarity 2841625 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} The scenario above shows how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002,). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed and while task value describes how important, useful, or enjoyable the task feels. Together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why student respond differently to the same task. Expectancy refer’s to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost, (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. Cost refer’s to the downsides of doing the task, such as the amount of effort, time or stress required for the task. Theses components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contempory work emphaises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Social-cognitive models also highlight the importance of students’ beliefs about the value of academic tasks, with Eccles and Wigfield (2002) noting that motivation increases when learners view an activity as important, enjoyable, or useful for future goals. Together, these perspectives show that educational motivation is influenced by how students think about themselves and how they evaluate the learning activities they encounter. This perspective sets up a clear link to expectancy-value theory, which similarly emphasises how motivation is shaped by both personal beliefs and environmental influences. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Task value describes how important, enjoyable, or useful student perceive a learning activity to be, and it plays a central role in EVT because it explains why students choose certain tasks over others. Intrinsic, utility, attainment, and cost together shape how worthwhile a atsk feels, influencing effort, persiostence, and subject choices (Eccles & Wigfield, 2000, 2002). Research supports the importance of task values by showing that students are more motivated when they find learning activities enjoyable or personally meaningful (Eccles & Wigfield, 2000). Utility value also plays a major role, with studies demonstrating that students invest more effort when they believe the task will help them achieve future goals (Harackiewicz & Hulleman 2009). These findings reinforce the central claim of expectancy-value theory: students engage more deeply with task they see as worthwhile, either because they enjoy the activity, believe it will help them in the future, or view it as personally important. More recent work highlights the importance of cost, showing that high perceived effort, stress and anxiety, or time demands can reduce motivation even when other values are string (Flake et al., 2015). Cost captures the negative side of engaging in a task, and research demonstrates that these perceptions can undermine students’ willingness to participate even when they find the activity enjoyable or useful. This helps explain why motivation can drop in situations where the workload feels overwhelming or emotionally demanding. Task values help explain educational motivation because students are more likely to engage with learning activities, they see as enjoyable, important, or useful. When students believe a task is worthwhile, they are more willing to invest effort and persist through challenges. This perspective shows how socio-cognitive models account for differences in motivation by focusing on how students evaluate the worth of academic tasks. Intrinsic subjective task value refers to the enjoyment or interest students expect from a learning activity. SEVT reframes this same construct as situated intrinsic value, emphasising that enjoyment is shaped by the learner's immediate context rather then being a stable personal trait. Eccles and Wigfield (2020) argue that all task values are context-dependent, which is why the “S” was added to EVT: to highlight that value is always shaped by the learner’s developmental, cultural, and situational context. Task value research has been critiqued for focusing mainly on cognitive evaluations and overlooking how emotions, social pressures, and classroom climate shape students’ perceptions of value. Researchers also note that the different types of value can blur together in real learning situations, making them difficult to distinguish clearly (Eccles, 2005; Flake et al., 2015). These critiques highlight the need for approaches that consider how students’ experiences and environments influenct the value they assign to learning tasks. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | What's happening in this space? |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | '''The move towards situated expectancy-value theory'''<br> Early EVT (Eccles et al., 1983) focused on stable beliefs about competence and task value. Later refinements clarified how social influences (teachers, parents, and peers) shape these beliefs. SEVT (2020) reframes motivation as dynamic and situated, showing that expectancies and values shift in response to classroom context, feedback, identity, and social interactions. <div style="float:left; margin:10px 20px 10px 0; width:320px;"> [[File:MUSIC model of motivation diagram.png|335px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> </div> ''' The MUSIC model of motivation '''<br> A recent extension of situated expectancy-value theory is the MUSIC Model of Motivation developed by Brett D. Jones, see Figure 4. This model helps explain how motivation shifts across different learning environments, which is the key difference between EVT and SEVT. The first scenario in this chapter reflects traditional EVT, where motivation is guided by stable beliefs about ability and long-term goals (Eccles & Wigfield, 2002). The second scenario reflects SEVT, where confidence and task value change in response to immediate environmental demands (Eccles & Wigfield, 2020). The MUSIC model builds on this situational perspective by identifying five classroom features that shape students’ moment-to-moment motivation: empowerment, usefulness, success, interest, and caring. Empowerment helps students feel more in control of their learning, which can strengthen both expectancy beliefs and task value. <div style="float:right; background-color:#F6F4E7; padding:8px; width:150px; text-align:center; margin:10px 0 10px 20px;"> [[File:YouTube social white square (2024).svg|150px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> Usefulness reflects how relevant a task feels to students’ goals and future needs, consistent with utility value (Eccles & Wigfield, 2002). Success relates to students’ confidence in their ability to achieve desired outcomes. Interest captures the enjoyment and engagement students experience during learning, which aligns with intrinsic value (Eccles & Wigfield, 2002). Caring reflects the supportive relationships in the classroom, which SEVT identifies as a key influence on how expectancies and values shift across contexts. Jones explains in his Motivating Others talk (Episode 3) that these elements help teachers design learning experiences that support students’ confidence and perceived value in different situations, see Figure 5. The MUSIC model therefore extends EVT by showing how educators can intentionally shape classroom conditions to strengthen motivation in real time, a claim supported by intervention research demonstrating that increasing perceived usefulness enhances performance and retention (Canning et al., 2018). |} == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strngthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing eaxamples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more eduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utitility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. However, the writing component can disadvantage students with lower literacy skill, meaning the intervaention may be most effective for students who already possess stronger academic abilities. This creates a paradox where the strategy can enhance motivation for students who need it least, while offering limited benefit, or even reducing confidence, for thois who may benefit the most. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Increasing task values or expectancy beliefs may have a limited impact when students face broader structural barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students’ opportunities to engage, even when they recognise the value of a task or believe they can succeed. EVT-based strategies also rely on ongoing support, and without consistent reinforcement they can be difficult to maintain over time (Eccles & Wigfield, 2002). == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task calues by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expactancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 EricEdwardWilson714. (2021, July 21). Science lab at Pace Brantley Preparatory School [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Science_Lab_at_Pace_Brantley_Preparatory_School.jpg Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002 Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067 Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832 Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 S00246164. (2025). Motivation Laptop.svg [SVG image]. Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} ivs1jr9m6jzdfak5hsw3oxcx714475v 2841627 2841625 2026-10-20T01:40:02Z StudentUC2026 3105303 /* How do task values influence educational motivation? */ Added sentence to clarify the cost component 2841627 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} The scenario above shows how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002,). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed and while task value describes how important, useful, or enjoyable the task feels. Together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why student respond differently to the same task. Expectancy refer’s to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost, (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. Cost refer’s to the downsides of doing the task, such as the amount of effort, time or stress required for the task. Theses components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contempory work emphaises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Social-cognitive models also highlight the importance of students’ beliefs about the value of academic tasks, with Eccles and Wigfield (2002) noting that motivation increases when learners view an activity as important, enjoyable, or useful for future goals. Together, these perspectives show that educational motivation is influenced by how students think about themselves and how they evaluate the learning activities they encounter. This perspective sets up a clear link to expectancy-value theory, which similarly emphasises how motivation is shaped by both personal beliefs and environmental influences. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Task value describes how important, enjoyable, or useful student perceive a learning activity to be, and it plays a central role in EVT because it explains why students choose certain tasks over others. Intrinsic, utility, attainment, and cost together shape how worthwhile a atsk feels, influencing effort, persiostence, and subject choices (Eccles & Wigfield, 2000, 2002). Research supports the importance of task values by showing that students are more motivated when they find learning activities enjoyable or personally meaningful (Eccles & Wigfield, 2000). Utility value also plays a major role, with studies demonstrating that students invest more effort when they believe the task will help them achieve future goals (Harackiewicz & Hulleman 2009). These findings reinforce the central claim of expectancy-value theory: students engage more deeply with task they see as worthwhile, either because they enjoy the activity, believe it will help them in the future, or view it as personally important. More recent work highlights the importance of cost, showing that high perceived effort, stress and anxiety, or time demands can reduce motivation even when other values are string (Flake et al., 2015). Although cost is grouped within the task value framework, it represents the negative aspects of engagement rather than a positive value, capturing effort, stress, and time demands, (Flake et al., 2015). Cost captures the negative side of engaging in a task, and research demonstrates that these perceptions can undermine students’ willingness to participate even when they find the activity enjoyable or useful. This helps explain why motivation can drop in situations where the workload feels overwhelming or emotionally demanding. Task values help explain educational motivation because students are more likely to engage with learning activities, they see as enjoyable, important, or useful. When students believe a task is worthwhile, they are more willing to invest effort and persist through challenges. This perspective shows how socio-cognitive models account for differences in motivation by focusing on how students evaluate the worth of academic tasks. Intrinsic subjective task value refers to the enjoyment or interest students expect from a learning activity. SEVT reframes this same construct as situated intrinsic value, emphasising that enjoyment is shaped by the learner's immediate context rather then being a stable personal trait. Eccles and Wigfield (2020) argue that all task values are context-dependent, which is why the “S” was added to EVT: to highlight that value is always shaped by the learner’s developmental, cultural, and situational context. Task value research has been critiqued for focusing mainly on cognitive evaluations and overlooking how emotions, social pressures, and classroom climate shape students’ perceptions of value. Researchers also note that the different types of value can blur together in real learning situations, making them difficult to distinguish clearly (Eccles, 2005; Flake et al., 2015). These critiques highlight the need for approaches that consider how students’ experiences and environments influenct the value they assign to learning tasks. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | What's happening in this space? |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | '''The move towards situated expectancy-value theory'''<br> Early EVT (Eccles et al., 1983) focused on stable beliefs about competence and task value. Later refinements clarified how social influences (teachers, parents, and peers) shape these beliefs. SEVT (2020) reframes motivation as dynamic and situated, showing that expectancies and values shift in response to classroom context, feedback, identity, and social interactions. <div style="float:left; margin:10px 20px 10px 0; width:320px;"> [[File:MUSIC model of motivation diagram.png|335px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> </div> ''' The MUSIC model of motivation '''<br> A recent extension of situated expectancy-value theory is the MUSIC Model of Motivation developed by Brett D. Jones, see Figure 4. This model helps explain how motivation shifts across different learning environments, which is the key difference between EVT and SEVT. The first scenario in this chapter reflects traditional EVT, where motivation is guided by stable beliefs about ability and long-term goals (Eccles & Wigfield, 2002). The second scenario reflects SEVT, where confidence and task value change in response to immediate environmental demands (Eccles & Wigfield, 2020). The MUSIC model builds on this situational perspective by identifying five classroom features that shape students’ moment-to-moment motivation: empowerment, usefulness, success, interest, and caring. Empowerment helps students feel more in control of their learning, which can strengthen both expectancy beliefs and task value. <div style="float:right; background-color:#F6F4E7; padding:8px; width:150px; text-align:center; margin:10px 0 10px 20px;"> [[File:YouTube social white square (2024).svg|150px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> Usefulness reflects how relevant a task feels to students’ goals and future needs, consistent with utility value (Eccles & Wigfield, 2002). Success relates to students’ confidence in their ability to achieve desired outcomes. Interest captures the enjoyment and engagement students experience during learning, which aligns with intrinsic value (Eccles & Wigfield, 2002). Caring reflects the supportive relationships in the classroom, which SEVT identifies as a key influence on how expectancies and values shift across contexts. Jones explains in his Motivating Others talk (Episode 3) that these elements help teachers design learning experiences that support students’ confidence and perceived value in different situations, see Figure 5. The MUSIC model therefore extends EVT by showing how educators can intentionally shape classroom conditions to strengthen motivation in real time, a claim supported by intervention research demonstrating that increasing perceived usefulness enhances performance and retention (Canning et al., 2018). |} == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strngthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing eaxamples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more eduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utitility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. However, the writing component can disadvantage students with lower literacy skill, meaning the intervaention may be most effective for students who already possess stronger academic abilities. This creates a paradox where the strategy can enhance motivation for students who need it least, while offering limited benefit, or even reducing confidence, for thois who may benefit the most. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Increasing task values or expectancy beliefs may have a limited impact when students face broader structural barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students’ opportunities to engage, even when they recognise the value of a task or believe they can succeed. EVT-based strategies also rely on ongoing support, and without consistent reinforcement they can be difficult to maintain over time (Eccles & Wigfield, 2002). == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task calues by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expactancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 EricEdwardWilson714. (2021, July 21). Science lab at Pace Brantley Preparatory School [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Science_Lab_at_Pace_Brantley_Preparatory_School.jpg Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002 Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067 Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832 Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 S00246164. (2025). Motivation Laptop.svg [SVG image]. Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} klsas5xiic3dpd0orl27tiu8vg6jmu0 2841628 2841627 2026-10-20T01:45:34Z StudentUC2026 3105303 /* Critique for applying EVT in educational settings */ Added critique about underemphasised component of emotion in EVT 2841628 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} The scenario above shows how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002,). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed and while task value describes how important, useful, or enjoyable the task feels. Together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why student respond differently to the same task. Expectancy refer’s to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost, (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. Cost refer’s to the downsides of doing the task, such as the amount of effort, time or stress required for the task. Theses components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contempory work emphaises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Social-cognitive models also highlight the importance of students’ beliefs about the value of academic tasks, with Eccles and Wigfield (2002) noting that motivation increases when learners view an activity as important, enjoyable, or useful for future goals. Together, these perspectives show that educational motivation is influenced by how students think about themselves and how they evaluate the learning activities they encounter. This perspective sets up a clear link to expectancy-value theory, which similarly emphasises how motivation is shaped by both personal beliefs and environmental influences. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Task value describes how important, enjoyable, or useful student perceive a learning activity to be, and it plays a central role in EVT because it explains why students choose certain tasks over others. Intrinsic, utility, attainment, and cost together shape how worthwhile a atsk feels, influencing effort, persiostence, and subject choices (Eccles & Wigfield, 2000, 2002). Research supports the importance of task values by showing that students are more motivated when they find learning activities enjoyable or personally meaningful (Eccles & Wigfield, 2000). Utility value also plays a major role, with studies demonstrating that students invest more effort when they believe the task will help them achieve future goals (Harackiewicz & Hulleman 2009). These findings reinforce the central claim of expectancy-value theory: students engage more deeply with task they see as worthwhile, either because they enjoy the activity, believe it will help them in the future, or view it as personally important. More recent work highlights the importance of cost, showing that high perceived effort, stress and anxiety, or time demands can reduce motivation even when other values are string (Flake et al., 2015). Although cost is grouped within the task value framework, it represents the negative aspects of engagement rather than a positive value, capturing effort, stress, and time demands, (Flake et al., 2015). Cost captures the negative side of engaging in a task, and research demonstrates that these perceptions can undermine students’ willingness to participate even when they find the activity enjoyable or useful. This helps explain why motivation can drop in situations where the workload feels overwhelming or emotionally demanding. Task values help explain educational motivation because students are more likely to engage with learning activities, they see as enjoyable, important, or useful. When students believe a task is worthwhile, they are more willing to invest effort and persist through challenges. This perspective shows how socio-cognitive models account for differences in motivation by focusing on how students evaluate the worth of academic tasks. Intrinsic subjective task value refers to the enjoyment or interest students expect from a learning activity. SEVT reframes this same construct as situated intrinsic value, emphasising that enjoyment is shaped by the learner's immediate context rather then being a stable personal trait. Eccles and Wigfield (2020) argue that all task values are context-dependent, which is why the “S” was added to EVT: to highlight that value is always shaped by the learner’s developmental, cultural, and situational context. Task value research has been critiqued for focusing mainly on cognitive evaluations and overlooking how emotions, social pressures, and classroom climate shape students’ perceptions of value. Researchers also note that the different types of value can blur together in real learning situations, making them difficult to distinguish clearly (Eccles, 2005; Flake et al., 2015). These critiques highlight the need for approaches that consider how students’ experiences and environments influenct the value they assign to learning tasks. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | What's happening in this space? |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | '''The move towards situated expectancy-value theory'''<br> Early EVT (Eccles et al., 1983) focused on stable beliefs about competence and task value. Later refinements clarified how social influences (teachers, parents, and peers) shape these beliefs. SEVT (2020) reframes motivation as dynamic and situated, showing that expectancies and values shift in response to classroom context, feedback, identity, and social interactions. <div style="float:left; margin:10px 20px 10px 0; width:320px;"> [[File:MUSIC model of motivation diagram.png|335px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> </div> ''' The MUSIC model of motivation '''<br> A recent extension of situated expectancy-value theory is the MUSIC Model of Motivation developed by Brett D. Jones, see Figure 4. This model helps explain how motivation shifts across different learning environments, which is the key difference between EVT and SEVT. The first scenario in this chapter reflects traditional EVT, where motivation is guided by stable beliefs about ability and long-term goals (Eccles & Wigfield, 2002). The second scenario reflects SEVT, where confidence and task value change in response to immediate environmental demands (Eccles & Wigfield, 2020). The MUSIC model builds on this situational perspective by identifying five classroom features that shape students’ moment-to-moment motivation: empowerment, usefulness, success, interest, and caring. Empowerment helps students feel more in control of their learning, which can strengthen both expectancy beliefs and task value. <div style="float:right; background-color:#F6F4E7; padding:8px; width:150px; text-align:center; margin:10px 0 10px 20px;"> [[File:YouTube social white square (2024).svg|150px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> Usefulness reflects how relevant a task feels to students’ goals and future needs, consistent with utility value (Eccles & Wigfield, 2002). Success relates to students’ confidence in their ability to achieve desired outcomes. Interest captures the enjoyment and engagement students experience during learning, which aligns with intrinsic value (Eccles & Wigfield, 2002). Caring reflects the supportive relationships in the classroom, which SEVT identifies as a key influence on how expectancies and values shift across contexts. Jones explains in his Motivating Others talk (Episode 3) that these elements help teachers design learning experiences that support students’ confidence and perceived value in different situations, see Figure 5. The MUSIC model therefore extends EVT by showing how educators can intentionally shape classroom conditions to strengthen motivation in real time, a claim supported by intervention research demonstrating that increasing perceived usefulness enhances performance and retention (Canning et al., 2018). |} == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strngthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing eaxamples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more eduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utitility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. However, the writing component can disadvantage students with lower literacy skill, meaning the intervaention may be most effective for students who already possess stronger academic abilities. This creates a paradox where the strategy can enhance motivation for students who need it least, while offering limited benefit, or even reducing confidence, for thois who may benefit the most. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Increasing task values or expectancy beliefs may have a limited impact when students face broader structural barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students’ opportunities to engage, even when they recognise the value of a task or believe they can succeed. EVT-based strategies also rely on ongoing support, and without consistent reinforcement they can be difficult to maintain over time (Eccles & Wigfield, 2002). EVT has also been critiqued for underemphasising emotional processes, despite evidence that anxiety, stress, and classroom climate strongly influence motivation. Additionally, the boundaries between intrinsic, utility, and attainment value often blur in real learning contexts, making them difficult to measure distinctly (Eccles, 2005). These limitations highlight the need for models like SEVT that account for contextual and affective influences. == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task calues by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expactancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 EricEdwardWilson714. (2021, July 21). Science lab at Pace Brantley Preparatory School [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Science_Lab_at_Pace_Brantley_Preparatory_School.jpg Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002 Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067 Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832 Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 S00246164. (2025). Motivation Laptop.svg [SVG image]. Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} 4wo9zlr5b5utpdo21kidql4u5szx4xv 2841630 2841628 2026-10-20T02:17:03Z StudentUC2026 3105303 /* What is expectancy-value theory? */ 2841630 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} The scenario above shows how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002,). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed, and while task value describes how important, useful, or enjoyable the task feels, together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why student respond differently to the same task. Expectancy refer’s to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost, (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. Cost refer’s to the downsides of doing the task, such as the amount of effort, time or stress required for the task. Theses components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contempory work emphaises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Social-cognitive models also highlight the importance of students’ beliefs about the value of academic tasks, with Eccles and Wigfield (2002) noting that motivation increases when learners view an activity as important, enjoyable, or useful for future goals. Together, these perspectives show that educational motivation is influenced by how students think about themselves and how they evaluate the learning activities they encounter. This perspective sets up a clear link to expectancy-value theory, which similarly emphasises how motivation is shaped by both personal beliefs and environmental influences. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Task value describes how important, enjoyable, or useful student perceive a learning activity to be, and it plays a central role in EVT because it explains why students choose certain tasks over others. Intrinsic, utility, attainment, and cost together shape how worthwhile a atsk feels, influencing effort, persiostence, and subject choices (Eccles & Wigfield, 2000, 2002). Research supports the importance of task values by showing that students are more motivated when they find learning activities enjoyable or personally meaningful (Eccles & Wigfield, 2000). Utility value also plays a major role, with studies demonstrating that students invest more effort when they believe the task will help them achieve future goals (Harackiewicz & Hulleman 2009). These findings reinforce the central claim of expectancy-value theory: students engage more deeply with task they see as worthwhile, either because they enjoy the activity, believe it will help them in the future, or view it as personally important. More recent work highlights the importance of cost, showing that high perceived effort, stress and anxiety, or time demands can reduce motivation even when other values are string (Flake et al., 2015). Although cost is grouped within the task value framework, it represents the negative aspects of engagement rather than a positive value, capturing effort, stress, and time demands, (Flake et al., 2015). Cost captures the negative side of engaging in a task, and research demonstrates that these perceptions can undermine students’ willingness to participate even when they find the activity enjoyable or useful. This helps explain why motivation can drop in situations where the workload feels overwhelming or emotionally demanding. Task values help explain educational motivation because students are more likely to engage with learning activities, they see as enjoyable, important, or useful. When students believe a task is worthwhile, they are more willing to invest effort and persist through challenges. This perspective shows how socio-cognitive models account for differences in motivation by focusing on how students evaluate the worth of academic tasks. Intrinsic subjective task value refers to the enjoyment or interest students expect from a learning activity. SEVT reframes this same construct as situated intrinsic value, emphasising that enjoyment is shaped by the learner's immediate context rather then being a stable personal trait. Eccles and Wigfield (2020) argue that all task values are context-dependent, which is why the “S” was added to EVT: to highlight that value is always shaped by the learner’s developmental, cultural, and situational context. Task value research has been critiqued for focusing mainly on cognitive evaluations and overlooking how emotions, social pressures, and classroom climate shape students’ perceptions of value. Researchers also note that the different types of value can blur together in real learning situations, making them difficult to distinguish clearly (Eccles, 2005; Flake et al., 2015). These critiques highlight the need for approaches that consider how students’ experiences and environments influenct the value they assign to learning tasks. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | What's happening in this space? |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | '''The move towards situated expectancy-value theory'''<br> Early EVT (Eccles et al., 1983) focused on stable beliefs about competence and task value. Later refinements clarified how social influences (teachers, parents, and peers) shape these beliefs. SEVT (2020) reframes motivation as dynamic and situated, showing that expectancies and values shift in response to classroom context, feedback, identity, and social interactions. <div style="float:left; margin:10px 20px 10px 0; width:320px;"> [[File:MUSIC model of motivation diagram.png|335px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> </div> ''' The MUSIC model of motivation '''<br> A recent extension of situated expectancy-value theory is the MUSIC Model of Motivation developed by Brett D. Jones, see Figure 4. This model helps explain how motivation shifts across different learning environments, which is the key difference between EVT and SEVT. The first scenario in this chapter reflects traditional EVT, where motivation is guided by stable beliefs about ability and long-term goals (Eccles & Wigfield, 2002). The second scenario reflects SEVT, where confidence and task value change in response to immediate environmental demands (Eccles & Wigfield, 2020). The MUSIC model builds on this situational perspective by identifying five classroom features that shape students’ moment-to-moment motivation: empowerment, usefulness, success, interest, and caring. Empowerment helps students feel more in control of their learning, which can strengthen both expectancy beliefs and task value. <div style="float:right; background-color:#F6F4E7; padding:8px; width:150px; text-align:center; margin:10px 0 10px 20px;"> [[File:YouTube social white square (2024).svg|150px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> Usefulness reflects how relevant a task feels to students’ goals and future needs, consistent with utility value (Eccles & Wigfield, 2002). Success relates to students’ confidence in their ability to achieve desired outcomes. Interest captures the enjoyment and engagement students experience during learning, which aligns with intrinsic value (Eccles & Wigfield, 2002). Caring reflects the supportive relationships in the classroom, which SEVT identifies as a key influence on how expectancies and values shift across contexts. Jones explains in his Motivating Others talk (Episode 3) that these elements help teachers design learning experiences that support students’ confidence and perceived value in different situations, see Figure 5. The MUSIC model therefore extends EVT by showing how educators can intentionally shape classroom conditions to strengthen motivation in real time, a claim supported by intervention research demonstrating that increasing perceived usefulness enhances performance and retention (Canning et al., 2018). |} == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strngthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing eaxamples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more eduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utitility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. However, the writing component can disadvantage students with lower literacy skill, meaning the intervaention may be most effective for students who already possess stronger academic abilities. This creates a paradox where the strategy can enhance motivation for students who need it least, while offering limited benefit, or even reducing confidence, for thois who may benefit the most. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Increasing task values or expectancy beliefs may have a limited impact when students face broader structural barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students’ opportunities to engage, even when they recognise the value of a task or believe they can succeed. EVT-based strategies also rely on ongoing support, and without consistent reinforcement they can be difficult to maintain over time (Eccles & Wigfield, 2002). EVT has also been critiqued for underemphasising emotional processes, despite evidence that anxiety, stress, and classroom climate strongly influence motivation. Additionally, the boundaries between intrinsic, utility, and attainment value often blur in real learning contexts, making them difficult to measure distinctly (Eccles, 2005). These limitations highlight the need for models like SEVT that account for contextual and affective influences. == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task calues by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expactancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 EricEdwardWilson714. (2021, July 21). Science lab at Pace Brantley Preparatory School [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Science_Lab_at_Pace_Brantley_Preparatory_School.jpg Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002 Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067 Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832 Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 S00246164. (2025). Motivation Laptop.svg [SVG image]. Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} 1ddi3ixwxrqgowwhtgbrle9om911lwi 2841631 2841630 2026-10-20T02:23:19Z StudentUC2026 3105303 /* Overview */ Rewording to remove repetitive wording 2841631 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} This example illustrates how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002,). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed, and while task value describes how important, useful, or enjoyable the task feels, together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why student respond differently to the same task. Expectancy refer’s to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost, (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. Cost refer’s to the downsides of doing the task, such as the amount of effort, time or stress required for the task. Theses components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contempory work emphaises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Social-cognitive models also highlight the importance of students’ beliefs about the value of academic tasks, with Eccles and Wigfield (2002) noting that motivation increases when learners view an activity as important, enjoyable, or useful for future goals. Together, these perspectives show that educational motivation is influenced by how students think about themselves and how they evaluate the learning activities they encounter. This perspective sets up a clear link to expectancy-value theory, which similarly emphasises how motivation is shaped by both personal beliefs and environmental influences. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Task value describes how important, enjoyable, or useful student perceive a learning activity to be, and it plays a central role in EVT because it explains why students choose certain tasks over others. Intrinsic, utility, attainment, and cost together shape how worthwhile a atsk feels, influencing effort, persiostence, and subject choices (Eccles & Wigfield, 2000, 2002). Research supports the importance of task values by showing that students are more motivated when they find learning activities enjoyable or personally meaningful (Eccles & Wigfield, 2000). Utility value also plays a major role, with studies demonstrating that students invest more effort when they believe the task will help them achieve future goals (Harackiewicz & Hulleman 2009). These findings reinforce the central claim of expectancy-value theory: students engage more deeply with task they see as worthwhile, either because they enjoy the activity, believe it will help them in the future, or view it as personally important. More recent work highlights the importance of cost, showing that high perceived effort, stress and anxiety, or time demands can reduce motivation even when other values are string (Flake et al., 2015). Although cost is grouped within the task value framework, it represents the negative aspects of engagement rather than a positive value, capturing effort, stress, and time demands, (Flake et al., 2015). Cost captures the negative side of engaging in a task, and research demonstrates that these perceptions can undermine students’ willingness to participate even when they find the activity enjoyable or useful. This helps explain why motivation can drop in situations where the workload feels overwhelming or emotionally demanding. Task values help explain educational motivation because students are more likely to engage with learning activities, they see as enjoyable, important, or useful. When students believe a task is worthwhile, they are more willing to invest effort and persist through challenges. This perspective shows how socio-cognitive models account for differences in motivation by focusing on how students evaluate the worth of academic tasks. Intrinsic subjective task value refers to the enjoyment or interest students expect from a learning activity. SEVT reframes this same construct as situated intrinsic value, emphasising that enjoyment is shaped by the learner's immediate context rather then being a stable personal trait. Eccles and Wigfield (2020) argue that all task values are context-dependent, which is why the “S” was added to EVT: to highlight that value is always shaped by the learner’s developmental, cultural, and situational context. Task value research has been critiqued for focusing mainly on cognitive evaluations and overlooking how emotions, social pressures, and classroom climate shape students’ perceptions of value. Researchers also note that the different types of value can blur together in real learning situations, making them difficult to distinguish clearly (Eccles, 2005; Flake et al., 2015). These critiques highlight the need for approaches that consider how students’ experiences and environments influenct the value they assign to learning tasks. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | What's happening in this space? |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | '''The move towards situated expectancy-value theory'''<br> Early EVT (Eccles et al., 1983) focused on stable beliefs about competence and task value. Later refinements clarified how social influences (teachers, parents, and peers) shape these beliefs. SEVT (2020) reframes motivation as dynamic and situated, showing that expectancies and values shift in response to classroom context, feedback, identity, and social interactions. <div style="float:left; margin:10px 20px 10px 0; width:320px;"> [[File:MUSIC model of motivation diagram.png|335px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> </div> ''' The MUSIC model of motivation '''<br> A recent extension of situated expectancy-value theory is the MUSIC Model of Motivation developed by Brett D. Jones, see Figure 4. This model helps explain how motivation shifts across different learning environments, which is the key difference between EVT and SEVT. The first scenario in this chapter reflects traditional EVT, where motivation is guided by stable beliefs about ability and long-term goals (Eccles & Wigfield, 2002). The second scenario reflects SEVT, where confidence and task value change in response to immediate environmental demands (Eccles & Wigfield, 2020). The MUSIC model builds on this situational perspective by identifying five classroom features that shape students’ moment-to-moment motivation: empowerment, usefulness, success, interest, and caring. Empowerment helps students feel more in control of their learning, which can strengthen both expectancy beliefs and task value. <div style="float:right; background-color:#F6F4E7; padding:8px; width:150px; text-align:center; margin:10px 0 10px 20px;"> [[File:YouTube social white square (2024).svg|150px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> Usefulness reflects how relevant a task feels to students’ goals and future needs, consistent with utility value (Eccles & Wigfield, 2002). Success relates to students’ confidence in their ability to achieve desired outcomes. Interest captures the enjoyment and engagement students experience during learning, which aligns with intrinsic value (Eccles & Wigfield, 2002). Caring reflects the supportive relationships in the classroom, which SEVT identifies as a key influence on how expectancies and values shift across contexts. Jones explains in his Motivating Others talk (Episode 3) that these elements help teachers design learning experiences that support students’ confidence and perceived value in different situations, see Figure 5. The MUSIC model therefore extends EVT by showing how educators can intentionally shape classroom conditions to strengthen motivation in real time, a claim supported by intervention research demonstrating that increasing perceived usefulness enhances performance and retention (Canning et al., 2018). |} == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strngthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing eaxamples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more eduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utitility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. However, the writing component can disadvantage students with lower literacy skill, meaning the intervaention may be most effective for students who already possess stronger academic abilities. This creates a paradox where the strategy can enhance motivation for students who need it least, while offering limited benefit, or even reducing confidence, for thois who may benefit the most. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Increasing task values or expectancy beliefs may have a limited impact when students face broader structural barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students’ opportunities to engage, even when they recognise the value of a task or believe they can succeed. EVT-based strategies also rely on ongoing support, and without consistent reinforcement they can be difficult to maintain over time (Eccles & Wigfield, 2002). EVT has also been critiqued for underemphasising emotional processes, despite evidence that anxiety, stress, and classroom climate strongly influence motivation. Additionally, the boundaries between intrinsic, utility, and attainment value often blur in real learning contexts, making them difficult to measure distinctly (Eccles, 2005). These limitations highlight the need for models like SEVT that account for contextual and affective influences. == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task calues by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expactancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 EricEdwardWilson714. (2021, July 21). Science lab at Pace Brantley Preparatory School [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Science_Lab_at_Pace_Brantley_Preparatory_School.jpg Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002 Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067 Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832 Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 S00246164. (2025). Motivation Laptop.svg [SVG image]. Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} j57vf11u8zzqtrmr1w1gbllm7hr0b1c 2841632 2841631 2026-10-20T02:28:41Z StudentUC2026 3105303 Fixed spelling errors throughout 2841632 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} This example illustrates how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed, and while task value describes how important, useful, or enjoyable the task feels, together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why students respond differently to the same task. 'Expectancy' refers to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. 'Cost' refers to the downsides of doing the task, such as the amount of effort, time or stress required for the task. These components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contemporary work emphasises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Social-cognitive models also highlight the importance of students’ beliefs about the value of academic tasks, with Eccles and Wigfield (2002) noting that motivation increases when learners view an activity as important, enjoyable, or useful for future goals. Together, these perspectives show that educational motivation is influenced by how students think about themselves and how they evaluate the learning activities they encounter. This perspective sets up a clear link to expectancy-value theory, which similarly emphasises how motivation is shaped by both personal beliefs and environmental influences. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Task value describes how important, enjoyable, or useful student perceive a learning activity to be, and it plays a central role in EVT because it explains why students choose certain tasks over others. Intrinsic, utility, attainment, and cost together shape how worthwhile a task feels, influencing effort, persistence, and subject choices (Eccles & Wigfield, 2000, 2002). Research supports the importance of task values by showing that students are more motivated when they find learning activities enjoyable or personally meaningful (Eccles & Wigfield, 2000). Utility value also plays a major role, with studies demonstrating that students invest more effort when they believe the task will help them achieve future goals (Harackiewicz & Hulleman 2009). These findings reinforce the central claim of expectancy-value theory: students engage more deeply with task they see as worthwhile, either because they enjoy the activity, believe it will help them in the future, or view it as personally important. More recent work highlights the importance of cost, showing that high perceived effort, stress and anxiety, or time demands can reduce motivation even when other values are string (Flake et al., 2015). Although cost is grouped within the task value framework, it represents the negative aspects of engagement rather than a positive value, capturing effort, stress, and time demands, (Flake et al., 2015). Cost captures the negative side of engaging in a task, and research demonstrates that these perceptions can undermine students’ willingness to participate even when they find the activity enjoyable or useful. This helps explain why motivation can drop in situations where the workload feels overwhelming or emotionally demanding. Task values help explain educational motivation because students are more likely to engage with learning activities, they see as enjoyable, important, or useful. When students believe a task is worthwhile, they are more willing to invest effort and persist through challenges. This perspective shows how socio-cognitive models account for differences in motivation by focusing on how students evaluate the worth of academic tasks. Intrinsic subjective task value refers to the enjoyment or interest students expect from a learning activity. SEVT reframes this same construct as situated intrinsic value, emphasising that enjoyment is shaped by the learner's immediate context rather then being a stable personal trait. Eccles and Wigfield (2020) argue that all task values are context-dependent, which is why the “S” was added to EVT: to highlight that value is always shaped by the learner’s developmental, cultural, and situational context. Task value research has been critiqued for focusing mainly on cognitive evaluations and overlooking how emotions, social pressures, and classroom climate shape students’ perceptions of value. Researchers also note that the different types of value can blur together in real learning situations, making them difficult to distinguish clearly (Eccles, 2005; Flake et al., 2015). These critiques highlight the need for approaches that consider how students’ experiences and environments influenct the value they assign to learning tasks. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | What's happening in this space? |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | '''The move towards situated expectancy-value theory'''<br> Early EVT (Eccles et al., 1983) focused on stable beliefs about competence and task value. Later refinements clarified how social influences (teachers, parents, and peers) shape these beliefs. SEVT (2020) reframes motivation as dynamic and situated, showing that expectancies and values shift in response to classroom context, feedback, identity, and social interactions. <div style="float:left; margin:10px 20px 10px 0; width:320px;"> [[File:MUSIC model of motivation diagram.png|335px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> </div> ''' The MUSIC model of motivation '''<br> A recent extension of situated expectancy-value theory is the MUSIC Model of Motivation developed by Brett D. Jones, see Figure 4. This model helps explain how motivation shifts across different learning environments, which is the key difference between EVT and SEVT. The first scenario in this chapter reflects traditional EVT, where motivation is guided by stable beliefs about ability and long-term goals (Eccles & Wigfield, 2002). The second scenario reflects SEVT, where confidence and task value change in response to immediate environmental demands (Eccles & Wigfield, 2020). The MUSIC model builds on this situational perspective by identifying five classroom features that shape students’ moment-to-moment motivation: empowerment, usefulness, success, interest, and caring. Empowerment helps students feel more in control of their learning, which can strengthen both expectancy beliefs and task value. <div style="float:right; background-color:#F6F4E7; padding:8px; width:150px; text-align:center; margin:10px 0 10px 20px;"> [[File:YouTube social white square (2024).svg|150px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> Usefulness reflects how relevant a task feels to students’ goals and future needs, consistent with utility value (Eccles & Wigfield, 2002). Success relates to students’ confidence in their ability to achieve desired outcomes. Interest captures the enjoyment and engagement students experience during learning, which aligns with intrinsic value (Eccles & Wigfield, 2002). Caring reflects the supportive relationships in the classroom, which SEVT identifies as a key influence on how expectancies and values shift across contexts. Jones explains in his Motivating Others talk (Episode 3) that these elements help teachers design learning experiences that support students’ confidence and perceived value in different situations, see Figure 5. The MUSIC model therefore extends EVT by showing how educators can intentionally shape classroom conditions to strengthen motivation in real time, a claim supported by intervention research demonstrating that increasing perceived usefulness enhances performance and retention (Canning et al., 2018). |} == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strngthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing examples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more enduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. However, the writing component can disadvantage students with lower literacy skill, meaning the intervention may be most effective for students who already possess stronger academic abilities. This creates a paradox where the strategy can enhance motivation for students who need it least, while offering limited benefit, or even reducing confidence, for those who may benefit the most. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Increasing task values or expectancy beliefs may have a limited impact when students face broader structural barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students’ opportunities to engage, even when they recognise the value of a task or believe they can succeed. EVT-based strategies also rely on ongoing support, and without consistent reinforcement they can be difficult to maintain over time (Eccles & Wigfield, 2002). EVT has also been critiqued for underemphasising emotional processes, despite evidence that anxiety, stress, and classroom climate strongly influence motivation. Additionally, the boundaries between intrinsic, utility, and attainment value often blur in real learning contexts, making them difficult to measure distinctly (Eccles, 2005). These limitations highlight the need for models like SEVT that account for contextual and affective influences. == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task values by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expectancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 EricEdwardWilson714. (2021, July 21). Science lab at Pace Brantley Preparatory School [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Science_Lab_at_Pace_Brantley_Preparatory_School.jpg Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002 Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067 Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832 Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 S00246164. (2025). Motivation Laptop.svg [SVG image]. Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} fx88gzyo93sj9yvv0s8ijnktf8g5zln 2841634 2841632 2026-10-20T02:48:49Z StudentUC2026 3105303 /* How do task values influence educational motivation? */ Adding subheading 'Intrinsic value' and re-wording to improve quality 2841634 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} This example illustrates how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed, and while task value describes how important, useful, or enjoyable the task feels, together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why students respond differently to the same task. 'Expectancy' refers to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. 'Cost' refers to the downsides of doing the task, such as the amount of effort, time or stress required for the task. These components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contemporary work emphasises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Social-cognitive models also highlight the importance of students’ beliefs about the value of academic tasks, with Eccles and Wigfield (2002) noting that motivation increases when learners view an activity as important, enjoyable, or useful for future goals. Together, these perspectives show that educational motivation is influenced by how students think about themselves and how they evaluate the learning activities they encounter. This perspective sets up a clear link to expectancy-value theory, which similarly emphasises how motivation is shaped by both personal beliefs and environmental influences. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Task value describes how important, enjoyable, or useful student perceive a learning activity to be, and it plays a central role in EVT because it explains why students choose certain tasks over others. Intrinsic, utility, attainment, and cost together shape how worthwhile a task feels, influencing effort, persistence, and subject choices (Eccles & Wigfield, 2000, 2002). === Intrinsic value === Intrinsic value refers to the enjoyment or interest students experience when engaging in a learning activity. Students are more motivated when they find tasks enjoyable or personally meaningful, and research consistently shows that intrinsic value predicts greater engagement and persistence (Eccles & Wigfield, 2000). Situated expectancy value theory reframes intrinsic value as situated intrinsic value, which emphasises that enjoyment is shaped by the learner's immediate context rather than being a stable personal trait. Eccles and Wigfield (2020) argue that intrinsic value fluctuates across settings, meaning classroom climate, task dersign, and moment to monent experiences can fluctuate how enjoyabkle a task feels. Research supports the importance of task values by showing that students are more motivated when they find learning activities enjoyable or personally meaningful (Eccles & Wigfield, 2000). Utility value also plays a major role, with studies demonstrating that students invest more effort when they believe the task will help them achieve future goals (Harackiewicz & Hulleman 2009). These findings reinforce the central claim of expectancy-value theory: students engage more deeply with task they see as worthwhile, either because they enjoy the activity, believe it will help them in the future, or view it as personally important. More recent work highlights the importance of cost, showing that high perceived effort, stress and anxiety, or time demands can reduce motivation even when other values are string (Flake et al., 2015). Although cost is grouped within the task value framework, it represents the negative aspects of engagement rather than a positive value, capturing effort, stress, and time demands, (Flake et al., 2015). Cost captures the negative side of engaging in a task, and research demonstrates that these perceptions can undermine students’ willingness to participate even when they find the activity enjoyable or useful. This helps explain why motivation can drop in situations where the workload feels overwhelming or emotionally demanding. Task values help explain educational motivation because students are more likely to engage with learning activities, they see as enjoyable, important, or useful. When students believe a task is worthwhile, they are more willing to invest effort and persist through challenges. This perspective shows how socio-cognitive models account for differences in motivation by focusing on how students evaluate the worth of academic tasks. Intrinsic subjective task value refers to the enjoyment or interest students expect from a learning activity. SEVT reframes this same construct as situated intrinsic value, emphasising that enjoyment is shaped by the learner's immediate context rather then being a stable personal trait. Eccles and Wigfield (2020) argue that all task values are context-dependent, which is why the “S” was added to EVT: to highlight that value is always shaped by the learner’s developmental, cultural, and situational context. Task value research has been critiqued for focusing mainly on cognitive evaluations and overlooking how emotions, social pressures, and classroom climate shape students’ perceptions of value. Researchers also note that the different types of value can blur together in real learning situations, making them difficult to distinguish clearly (Eccles, 2005; Flake et al., 2015). These critiques highlight the need for approaches that consider how students’ experiences and environments influenct the value they assign to learning tasks. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | What's happening in this space? |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | '''The move towards situated expectancy-value theory'''<br> Early EVT (Eccles et al., 1983) focused on stable beliefs about competence and task value. Later refinements clarified how social influences (teachers, parents, and peers) shape these beliefs. SEVT (2020) reframes motivation as dynamic and situated, showing that expectancies and values shift in response to classroom context, feedback, identity, and social interactions. <div style="float:left; margin:10px 20px 10px 0; width:320px;"> [[File:MUSIC model of motivation diagram.png|335px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> </div> ''' The MUSIC model of motivation '''<br> A recent extension of situated expectancy-value theory is the MUSIC Model of Motivation developed by Brett D. Jones, see Figure 4. This model helps explain how motivation shifts across different learning environments, which is the key difference between EVT and SEVT. The first scenario in this chapter reflects traditional EVT, where motivation is guided by stable beliefs about ability and long-term goals (Eccles & Wigfield, 2002). The second scenario reflects SEVT, where confidence and task value change in response to immediate environmental demands (Eccles & Wigfield, 2020). The MUSIC model builds on this situational perspective by identifying five classroom features that shape students’ moment-to-moment motivation: empowerment, usefulness, success, interest, and caring. Empowerment helps students feel more in control of their learning, which can strengthen both expectancy beliefs and task value. <div style="float:right; background-color:#F6F4E7; padding:8px; width:150px; text-align:center; margin:10px 0 10px 20px;"> [[File:YouTube social white square (2024).svg|150px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> Usefulness reflects how relevant a task feels to students’ goals and future needs, consistent with utility value (Eccles & Wigfield, 2002). Success relates to students’ confidence in their ability to achieve desired outcomes. Interest captures the enjoyment and engagement students experience during learning, which aligns with intrinsic value (Eccles & Wigfield, 2002). Caring reflects the supportive relationships in the classroom, which SEVT identifies as a key influence on how expectancies and values shift across contexts. Jones explains in his Motivating Others talk (Episode 3) that these elements help teachers design learning experiences that support students’ confidence and perceived value in different situations, see Figure 5. The MUSIC model therefore extends EVT by showing how educators can intentionally shape classroom conditions to strengthen motivation in real time, a claim supported by intervention research demonstrating that increasing perceived usefulness enhances performance and retention (Canning et al., 2018). |} == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strngthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing examples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more enduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. However, the writing component can disadvantage students with lower literacy skill, meaning the intervention may be most effective for students who already possess stronger academic abilities. This creates a paradox where the strategy can enhance motivation for students who need it least, while offering limited benefit, or even reducing confidence, for those who may benefit the most. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Increasing task values or expectancy beliefs may have a limited impact when students face broader structural barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students’ opportunities to engage, even when they recognise the value of a task or believe they can succeed. EVT-based strategies also rely on ongoing support, and without consistent reinforcement they can be difficult to maintain over time (Eccles & Wigfield, 2002). EVT has also been critiqued for underemphasising emotional processes, despite evidence that anxiety, stress, and classroom climate strongly influence motivation. Additionally, the boundaries between intrinsic, utility, and attainment value often blur in real learning contexts, making them difficult to measure distinctly (Eccles, 2005). These limitations highlight the need for models like SEVT that account for contextual and affective influences. == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task values by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expectancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 EricEdwardWilson714. (2021, July 21). Science lab at Pace Brantley Preparatory School [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Science_Lab_at_Pace_Brantley_Preparatory_School.jpg Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002 Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067 Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832 Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 S00246164. (2025). Motivation Laptop.svg [SVG image]. Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} 9xfvchuznbky2mzvbct7vjqdovb1548 2841635 2841634 2026-10-20T02:50:52Z StudentUC2026 3105303 /* How do task values influence educational motivation? */ Minor spelling and grammar edits 2841635 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} This example illustrates how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed, and while task value describes how important, useful, or enjoyable the task feels, together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why students respond differently to the same task. 'Expectancy' refers to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. 'Cost' refers to the downsides of doing the task, such as the amount of effort, time or stress required for the task. These components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contemporary work emphasises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Social-cognitive models also highlight the importance of students’ beliefs about the value of academic tasks, with Eccles and Wigfield (2002) noting that motivation increases when learners view an activity as important, enjoyable, or useful for future goals. Together, these perspectives show that educational motivation is influenced by how students think about themselves and how they evaluate the learning activities they encounter. This perspective sets up a clear link to expectancy-value theory, which similarly emphasises how motivation is shaped by both personal beliefs and environmental influences. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Task value describes how important, enjoyable, or useful student perceive a learning activity to be, and it plays a central role in EVT because it explains why students choose certain tasks over others. Intrinsic, utility, attainment, and cost together shape how worthwhile a task feels, influencing effort, persistence, and subject choices (Eccles & Wigfield, 2000, 2002). === Intrinsic value === Intrinsic value refers to the enjoyment or interest students experience when engaging in a learning activity. Students are more motivated when they find tasks enjoyable or personally meaningful, and research consistently shows that intrinsic value predicts greater engagement and persistence (Eccles & Wigfield, 2000). Situated expectancy value theory reframes intrinsic value as situated intrinsic value, which emphasises that enjoyment is shaped by the learner's immediate context rather than being a stable personal trait. Eccles and Wigfield (2020) argue that intrinsic value fluctuates across settings, meaning classroom climate, task design, and moment-to-moment experiences can fluctuate how enjoyable a task feels. Research supports the importance of task values by showing that students are more motivated when they find learning activities enjoyable or personally meaningful (Eccles & Wigfield, 2000). Utility value also plays a major role, with studies demonstrating that students invest more effort when they believe the task will help them achieve future goals (Harackiewicz & Hulleman 2009). These findings reinforce the central claim of expectancy-value theory: students engage more deeply with task they see as worthwhile, either because they enjoy the activity, believe it will help them in the future, or view it as personally important. More recent work highlights the importance of cost, showing that high perceived effort, stress and anxiety, or time demands can reduce motivation even when other values are string (Flake et al., 2015). Although cost is grouped within the task value framework, it represents the negative aspects of engagement rather than a positive value, capturing effort, stress, and time demands, (Flake et al., 2015). Cost captures the negative side of engaging in a task, and research demonstrates that these perceptions can undermine students’ willingness to participate even when they find the activity enjoyable or useful. This helps explain why motivation can drop in situations where the workload feels overwhelming or emotionally demanding. Task values help explain educational motivation because students are more likely to engage with learning activities, they see as enjoyable, important, or useful. When students believe a task is worthwhile, they are more willing to invest effort and persist through challenges. This perspective shows how socio-cognitive models account for differences in motivation by focusing on how students evaluate the worth of academic tasks. Intrinsic subjective task value refers to the enjoyment or interest students expect from a learning activity. SEVT reframes this same construct as situated intrinsic value, emphasising that enjoyment is shaped by the learner's immediate context rather then being a stable personal trait. Eccles and Wigfield (2020) argue that all task values are context-dependent, which is why the “S” was added to EVT: to highlight that value is always shaped by the learner’s developmental, cultural, and situational context. Task value research has been critiqued for focusing mainly on cognitive evaluations and overlooking how emotions, social pressures, and classroom climate shape students’ perceptions of value. Researchers also note that the different types of value can blur together in real learning situations, making them difficult to distinguish clearly (Eccles, 2005; Flake et al., 2015). These critiques highlight the need for approaches that consider how students’ experiences and environments influenct the value they assign to learning tasks. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | What's happening in this space? |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | '''The move towards situated expectancy-value theory'''<br> Early EVT (Eccles et al., 1983) focused on stable beliefs about competence and task value. Later refinements clarified how social influences (teachers, parents, and peers) shape these beliefs. SEVT (2020) reframes motivation as dynamic and situated, showing that expectancies and values shift in response to classroom context, feedback, identity, and social interactions. <div style="float:left; margin:10px 20px 10px 0; width:320px;"> [[File:MUSIC model of motivation diagram.png|335px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> </div> ''' The MUSIC model of motivation '''<br> A recent extension of situated expectancy-value theory is the MUSIC Model of Motivation developed by Brett D. Jones, see Figure 4. This model helps explain how motivation shifts across different learning environments, which is the key difference between EVT and SEVT. The first scenario in this chapter reflects traditional EVT, where motivation is guided by stable beliefs about ability and long-term goals (Eccles & Wigfield, 2002). The second scenario reflects SEVT, where confidence and task value change in response to immediate environmental demands (Eccles & Wigfield, 2020). The MUSIC model builds on this situational perspective by identifying five classroom features that shape students’ moment-to-moment motivation: empowerment, usefulness, success, interest, and caring. Empowerment helps students feel more in control of their learning, which can strengthen both expectancy beliefs and task value. <div style="float:right; background-color:#F6F4E7; padding:8px; width:150px; text-align:center; margin:10px 0 10px 20px;"> [[File:YouTube social white square (2024).svg|150px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> Usefulness reflects how relevant a task feels to students’ goals and future needs, consistent with utility value (Eccles & Wigfield, 2002). Success relates to students’ confidence in their ability to achieve desired outcomes. Interest captures the enjoyment and engagement students experience during learning, which aligns with intrinsic value (Eccles & Wigfield, 2002). Caring reflects the supportive relationships in the classroom, which SEVT identifies as a key influence on how expectancies and values shift across contexts. Jones explains in his Motivating Others talk (Episode 3) that these elements help teachers design learning experiences that support students’ confidence and perceived value in different situations, see Figure 5. The MUSIC model therefore extends EVT by showing how educators can intentionally shape classroom conditions to strengthen motivation in real time, a claim supported by intervention research demonstrating that increasing perceived usefulness enhances performance and retention (Canning et al., 2018). |} == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strngthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing examples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more enduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. However, the writing component can disadvantage students with lower literacy skill, meaning the intervention may be most effective for students who already possess stronger academic abilities. This creates a paradox where the strategy can enhance motivation for students who need it least, while offering limited benefit, or even reducing confidence, for those who may benefit the most. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Increasing task values or expectancy beliefs may have a limited impact when students face broader structural barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students’ opportunities to engage, even when they recognise the value of a task or believe they can succeed. EVT-based strategies also rely on ongoing support, and without consistent reinforcement they can be difficult to maintain over time (Eccles & Wigfield, 2002). EVT has also been critiqued for underemphasising emotional processes, despite evidence that anxiety, stress, and classroom climate strongly influence motivation. Additionally, the boundaries between intrinsic, utility, and attainment value often blur in real learning contexts, making them difficult to measure distinctly (Eccles, 2005). These limitations highlight the need for models like SEVT that account for contextual and affective influences. == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task values by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expectancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 EricEdwardWilson714. (2021, July 21). Science lab at Pace Brantley Preparatory School [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Science_Lab_at_Pace_Brantley_Preparatory_School.jpg Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002 Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067 Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832 Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 S00246164. (2025). Motivation Laptop.svg [SVG image]. Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} lis9u4ebyaq5qjo8jgcxsg97lf50h8m 2841636 2841635 2026-10-20T02:52:55Z StudentUC2026 3105303 /* How do task values influence educational motivation? */ Added acronym (SEVT) 2841636 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} This example illustrates how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed, and while task value describes how important, useful, or enjoyable the task feels, together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why students respond differently to the same task. 'Expectancy' refers to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. 'Cost' refers to the downsides of doing the task, such as the amount of effort, time or stress required for the task. These components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contemporary work emphasises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Social-cognitive models also highlight the importance of students’ beliefs about the value of academic tasks, with Eccles and Wigfield (2002) noting that motivation increases when learners view an activity as important, enjoyable, or useful for future goals. Together, these perspectives show that educational motivation is influenced by how students think about themselves and how they evaluate the learning activities they encounter. This perspective sets up a clear link to expectancy-value theory, which similarly emphasises how motivation is shaped by both personal beliefs and environmental influences. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Task value describes how important, enjoyable, or useful student perceive a learning activity to be, and it plays a central role in EVT because it explains why students choose certain tasks over others. Intrinsic, utility, attainment, and cost together shape how worthwhile a task feels, influencing effort, persistence, and subject choices (Eccles & Wigfield, 2000, 2002). === Intrinsic value === Intrinsic value refers to the enjoyment or interest students experience when engaging in a learning activity. Students are more motivated when they find tasks enjoyable or personally meaningful, and research consistently shows that intrinsic value predicts greater engagement and persistence (Eccles & Wigfield, 2000). Situated expectancy value theory (SEVT), reframes intrinsic value as situated intrinsic value, which emphasises that enjoyment is shaped by the learner's immediate context rather than being a stable personal trait. Eccles and Wigfield (2020) argue that intrinsic value fluctuates across settings, meaning classroom climate, task design, and moment-to-moment experiences can fluctuate how enjoyable a task feels. Research supports the importance of task values by showing that students are more motivated when they find learning activities enjoyable or personally meaningful (Eccles & Wigfield, 2000). Utility value also plays a major role, with studies demonstrating that students invest more effort when they believe the task will help them achieve future goals (Harackiewicz & Hulleman 2009). These findings reinforce the central claim of expectancy-value theory: students engage more deeply with task they see as worthwhile, either because they enjoy the activity, believe it will help them in the future, or view it as personally important. More recent work highlights the importance of cost, showing that high perceived effort, stress and anxiety, or time demands can reduce motivation even when other values are string (Flake et al., 2015). Although cost is grouped within the task value framework, it represents the negative aspects of engagement rather than a positive value, capturing effort, stress, and time demands, (Flake et al., 2015). Cost captures the negative side of engaging in a task, and research demonstrates that these perceptions can undermine students’ willingness to participate even when they find the activity enjoyable or useful. This helps explain why motivation can drop in situations where the workload feels overwhelming or emotionally demanding. Task values help explain educational motivation because students are more likely to engage with learning activities, they see as enjoyable, important, or useful. When students believe a task is worthwhile, they are more willing to invest effort and persist through challenges. This perspective shows how socio-cognitive models account for differences in motivation by focusing on how students evaluate the worth of academic tasks. Intrinsic subjective task value refers to the enjoyment or interest students expect from a learning activity. SEVT reframes this same construct as situated intrinsic value, emphasising that enjoyment is shaped by the learner's immediate context rather then being a stable personal trait. Eccles and Wigfield (2020) argue that all task values are context-dependent, which is why the “S” was added to EVT: to highlight that value is always shaped by the learner’s developmental, cultural, and situational context. Task value research has been critiqued for focusing mainly on cognitive evaluations and overlooking how emotions, social pressures, and classroom climate shape students’ perceptions of value. Researchers also note that the different types of value can blur together in real learning situations, making them difficult to distinguish clearly (Eccles, 2005; Flake et al., 2015). These critiques highlight the need for approaches that consider how students’ experiences and environments influenct the value they assign to learning tasks. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | What's happening in this space? |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | '''The move towards situated expectancy-value theory'''<br> Early EVT (Eccles et al., 1983) focused on stable beliefs about competence and task value. Later refinements clarified how social influences (teachers, parents, and peers) shape these beliefs. SEVT (2020) reframes motivation as dynamic and situated, showing that expectancies and values shift in response to classroom context, feedback, identity, and social interactions. <div style="float:left; margin:10px 20px 10px 0; width:320px;"> [[File:MUSIC model of motivation diagram.png|335px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> </div> ''' The MUSIC model of motivation '''<br> A recent extension of situated expectancy-value theory is the MUSIC Model of Motivation developed by Brett D. Jones, see Figure 4. This model helps explain how motivation shifts across different learning environments, which is the key difference between EVT and SEVT. The first scenario in this chapter reflects traditional EVT, where motivation is guided by stable beliefs about ability and long-term goals (Eccles & Wigfield, 2002). The second scenario reflects SEVT, where confidence and task value change in response to immediate environmental demands (Eccles & Wigfield, 2020). The MUSIC model builds on this situational perspective by identifying five classroom features that shape students’ moment-to-moment motivation: empowerment, usefulness, success, interest, and caring. Empowerment helps students feel more in control of their learning, which can strengthen both expectancy beliefs and task value. <div style="float:right; background-color:#F6F4E7; padding:8px; width:150px; text-align:center; margin:10px 0 10px 20px;"> [[File:YouTube social white square (2024).svg|150px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> Usefulness reflects how relevant a task feels to students’ goals and future needs, consistent with utility value (Eccles & Wigfield, 2002). Success relates to students’ confidence in their ability to achieve desired outcomes. Interest captures the enjoyment and engagement students experience during learning, which aligns with intrinsic value (Eccles & Wigfield, 2002). Caring reflects the supportive relationships in the classroom, which SEVT identifies as a key influence on how expectancies and values shift across contexts. Jones explains in his Motivating Others talk (Episode 3) that these elements help teachers design learning experiences that support students’ confidence and perceived value in different situations, see Figure 5. The MUSIC model therefore extends EVT by showing how educators can intentionally shape classroom conditions to strengthen motivation in real time, a claim supported by intervention research demonstrating that increasing perceived usefulness enhances performance and retention (Canning et al., 2018). |} == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strngthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing examples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more enduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. However, the writing component can disadvantage students with lower literacy skill, meaning the intervention may be most effective for students who already possess stronger academic abilities. This creates a paradox where the strategy can enhance motivation for students who need it least, while offering limited benefit, or even reducing confidence, for those who may benefit the most. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Increasing task values or expectancy beliefs may have a limited impact when students face broader structural barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students’ opportunities to engage, even when they recognise the value of a task or believe they can succeed. EVT-based strategies also rely on ongoing support, and without consistent reinforcement they can be difficult to maintain over time (Eccles & Wigfield, 2002). EVT has also been critiqued for underemphasising emotional processes, despite evidence that anxiety, stress, and classroom climate strongly influence motivation. Additionally, the boundaries between intrinsic, utility, and attainment value often blur in real learning contexts, making them difficult to measure distinctly (Eccles, 2005). These limitations highlight the need for models like SEVT that account for contextual and affective influences. == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task values by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expectancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 EricEdwardWilson714. (2021, July 21). Science lab at Pace Brantley Preparatory School [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Science_Lab_at_Pace_Brantley_Preparatory_School.jpg Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002 Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067 Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832 Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 S00246164. (2025). Motivation Laptop.svg [SVG image]. Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} 8gowvkcws81winrlvpl2iaahwuew043 2841637 2841636 2026-10-20T03:06:50Z StudentUC2026 3105303 /* How do task values influence educational motivation? */ Added sub-heading Utility value and rewording to improve quality. Also removed SEVT as this gets introduced later 2841637 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} This example illustrates how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed, and while task value describes how important, useful, or enjoyable the task feels, together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why students respond differently to the same task. 'Expectancy' refers to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. 'Cost' refers to the downsides of doing the task, such as the amount of effort, time or stress required for the task. These components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contemporary work emphasises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Social-cognitive models also highlight the importance of students’ beliefs about the value of academic tasks, with Eccles and Wigfield (2002) noting that motivation increases when learners view an activity as important, enjoyable, or useful for future goals. Together, these perspectives show that educational motivation is influenced by how students think about themselves and how they evaluate the learning activities they encounter. This perspective sets up a clear link to expectancy-value theory, which similarly emphasises how motivation is shaped by both personal beliefs and environmental influences. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Task value describes how important, enjoyable, or useful student perceive a learning activity to be, and it plays a central role in EVT because it explains why students choose certain tasks over others. Intrinsic, utility, attainment, and cost together shape how worthwhile a task feels, influencing effort, persistence, and subject choices (Eccles & Wigfield, 2000, 2002). === Intrinsic value === Intrinsic value refers to the enjoyment or interest students experience when engaging in a learning activity. Students are more motivated when they find tasks enjoyable or personally meaningful, and research consistently shows that intrinsic value predicts greater engagement and persistence (Eccles & Wigfield, 2000). Intrinsic value can vary across subjects and activities, which helps explain why students may feel highly motivated in one learning domain but less interested in another. === Utility value === Utility value reflects how useful a task is for achieving future goals. Students invest more effort when they believe a learning activity will help them progress academically or professionally (Harackieicz & Hulleman, 2009). Recent meta-analytic work by Canning et al. (2018) shows that utility value interventions, which ask students to explain how course content connects to their personal goals, are particularly effective for learners with low initial expectancy beliefs. When students doubt their ability, highlighting usefulness can compensate for low confidence and increased engagement. This finding demonstrates that utility value interacts with expectancy beliefs, which reinforces the idea that motivation is shaped by both confidence and perceived relevance. More recent work highlights the importance of cost, showing that high perceived effort, stress and anxiety, or time demands can reduce motivation even when other values are string (Flake et al., 2015). Although cost is grouped within the task value framework, it represents the negative aspects of engagement rather than a positive value, capturing effort, stress, and time demands, (Flake et al., 2015). Cost captures the negative side of engaging in a task, and research demonstrates that these perceptions can undermine students’ willingness to participate even when they find the activity enjoyable or useful. This helps explain why motivation can drop in situations where the workload feels overwhelming or emotionally demanding. Task values help explain educational motivation because students are more likely to engage with learning activities, they see as enjoyable, important, or useful. When students believe a task is worthwhile, they are more willing to invest effort and persist through challenges. This perspective shows how socio-cognitive models account for differences in motivation by focusing on how students evaluate the worth of academic tasks. Intrinsic subjective task value refers to the enjoyment or interest students expect from a learning activity. SEVT reframes this same construct as situated intrinsic value, emphasising that enjoyment is shaped by the learner's immediate context rather then being a stable personal trait. Eccles and Wigfield (2020) argue that all task values are context-dependent, which is why the “S” was added to EVT: to highlight that value is always shaped by the learner’s developmental, cultural, and situational context. Task value research has been critiqued for focusing mainly on cognitive evaluations and overlooking how emotions, social pressures, and classroom climate shape students’ perceptions of value. Researchers also note that the different types of value can blur together in real learning situations, making them difficult to distinguish clearly (Eccles, 2005; Flake et al., 2015). These critiques highlight the need for approaches that consider how students’ experiences and environments influenct the value they assign to learning tasks. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | What's happening in this space? |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | '''The move towards situated expectancy-value theory'''<br> Early EVT (Eccles et al., 1983) focused on stable beliefs about competence and task value. Later refinements clarified how social influences (teachers, parents, and peers) shape these beliefs. SEVT (2020) reframes motivation as dynamic and situated, showing that expectancies and values shift in response to classroom context, feedback, identity, and social interactions. <div style="float:left; margin:10px 20px 10px 0; width:320px;"> [[File:MUSIC model of motivation diagram.png|335px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> </div> ''' The MUSIC model of motivation '''<br> A recent extension of situated expectancy-value theory is the MUSIC Model of Motivation developed by Brett D. Jones, see Figure 4. This model helps explain how motivation shifts across different learning environments, which is the key difference between EVT and SEVT. The first scenario in this chapter reflects traditional EVT, where motivation is guided by stable beliefs about ability and long-term goals (Eccles & Wigfield, 2002). The second scenario reflects SEVT, where confidence and task value change in response to immediate environmental demands (Eccles & Wigfield, 2020). The MUSIC model builds on this situational perspective by identifying five classroom features that shape students’ moment-to-moment motivation: empowerment, usefulness, success, interest, and caring. Empowerment helps students feel more in control of their learning, which can strengthen both expectancy beliefs and task value. <div style="float:right; background-color:#F6F4E7; padding:8px; width:150px; text-align:center; margin:10px 0 10px 20px;"> [[File:YouTube social white square (2024).svg|150px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> Usefulness reflects how relevant a task feels to students’ goals and future needs, consistent with utility value (Eccles & Wigfield, 2002). Success relates to students’ confidence in their ability to achieve desired outcomes. Interest captures the enjoyment and engagement students experience during learning, which aligns with intrinsic value (Eccles & Wigfield, 2002). Caring reflects the supportive relationships in the classroom, which SEVT identifies as a key influence on how expectancies and values shift across contexts. Jones explains in his Motivating Others talk (Episode 3) that these elements help teachers design learning experiences that support students’ confidence and perceived value in different situations, see Figure 5. The MUSIC model therefore extends EVT by showing how educators can intentionally shape classroom conditions to strengthen motivation in real time, a claim supported by intervention research demonstrating that increasing perceived usefulness enhances performance and retention (Canning et al., 2018). |} == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strngthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing examples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more enduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. However, the writing component can disadvantage students with lower literacy skill, meaning the intervention may be most effective for students who already possess stronger academic abilities. This creates a paradox where the strategy can enhance motivation for students who need it least, while offering limited benefit, or even reducing confidence, for those who may benefit the most. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Increasing task values or expectancy beliefs may have a limited impact when students face broader structural barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students’ opportunities to engage, even when they recognise the value of a task or believe they can succeed. EVT-based strategies also rely on ongoing support, and without consistent reinforcement they can be difficult to maintain over time (Eccles & Wigfield, 2002). EVT has also been critiqued for underemphasising emotional processes, despite evidence that anxiety, stress, and classroom climate strongly influence motivation. Additionally, the boundaries between intrinsic, utility, and attainment value often blur in real learning contexts, making them difficult to measure distinctly (Eccles, 2005). These limitations highlight the need for models like SEVT that account for contextual and affective influences. == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task values by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expectancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 EricEdwardWilson714. (2021, July 21). Science lab at Pace Brantley Preparatory School [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Science_Lab_at_Pace_Brantley_Preparatory_School.jpg Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002 Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067 Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832 Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 S00246164. (2025). Motivation Laptop.svg [SVG image]. Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} mmus5dihdxg1q4wzofayd6zxg3dtt13 2841639 2841637 2026-10-20T03:15:10Z StudentUC2026 3105303 /* How do task values influence educational motivation? */ Adding subheading attainment value and improving writing quality 2841639 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} This example illustrates how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed, and while task value describes how important, useful, or enjoyable the task feels, together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why students respond differently to the same task. 'Expectancy' refers to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. 'Cost' refers to the downsides of doing the task, such as the amount of effort, time or stress required for the task. These components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contemporary work emphasises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Social-cognitive models also highlight the importance of students’ beliefs about the value of academic tasks, with Eccles and Wigfield (2002) noting that motivation increases when learners view an activity as important, enjoyable, or useful for future goals. Together, these perspectives show that educational motivation is influenced by how students think about themselves and how they evaluate the learning activities they encounter. This perspective sets up a clear link to expectancy-value theory, which similarly emphasises how motivation is shaped by both personal beliefs and environmental influences. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Task value describes how important, enjoyable, or useful student perceive a learning activity to be, and it plays a central role in EVT because it explains why students choose certain tasks over others. Intrinsic, utility, attainment, and cost together shape how worthwhile a task feels, influencing effort, persistence, and subject choices (Eccles & Wigfield, 2000, 2002). === Intrinsic value === Intrinsic value refers to the enjoyment or interest students experience when engaging in a learning activity. Students are more motivated when they find tasks enjoyable or personally meaningful, and research consistently shows that intrinsic value predicts greater engagement and persistence (Eccles & Wigfield, 2000). Intrinsic value can vary across subjects and activities, which helps explain why students may feel highly motivated in one learning domain but less interested in another. === Utility value === Utility value reflects how useful a task is for achieving future goals. Students invest more effort when they believe a learning activity will help them progress academically or professionally (Harackieicz & Hulleman, 2009). Recent meta-analytic work by Canning et al. (2018) shows that utility value interventions, which ask students to explain how course content connects to their personal goals, are particularly effective for learners with low initial expectancy beliefs. When students doubt their ability, highlighting usefulness can compensate for low confidence and increased engagement. This finding demonstrates that utility value interacts with expectancy beliefs, which reinforces the idea that motivation is shaped by both confidence and perceived relevance. === Attainment value === Attainment value refers to the personal importance of perfoming well on a task (Eccles & Wigfield, 2000). Students are motivated when success aligns with their identity, values, or self concept. For example, a student who sees being good at maths as part of who they are is more likely to invest effort in math related tasks. Attainment value influences subject choices and long term academic commitment, especially in domains that feel central to students' sense of self. More recent work highlights the importance of cost, showing that high perceived effort, stress and anxiety, or time demands can reduce motivation even when other values are string (Flake et al., 2015). Although cost is grouped within the task value framework, it represents the negative aspects of engagement rather than a positive value, capturing effort, stress, and time demands, (Flake et al., 2015). Cost captures the negative side of engaging in a task, and research demonstrates that these perceptions can undermine students’ willingness to participate even when they find the activity enjoyable or useful. This helps explain why motivation can drop in situations where the workload feels overwhelming or emotionally demanding. Intrinsic subjective task value refers to the enjoyment or interest students expect from a learning activity. SEVT reframes this same construct as situated intrinsic value, emphasising that enjoyment is shaped by the learner's immediate context rather then being a stable personal trait. Eccles and Wigfield (2020) argue that all task values are context-dependent, which is why the “S” was added to EVT: to highlight that value is always shaped by the learner’s developmental, cultural, and situational context. Task value research has been critiqued for focusing mainly on cognitive evaluations and overlooking how emotions, social pressures, and classroom climate shape students’ perceptions of value. Researchers also note that the different types of value can blur together in real learning situations, making them difficult to distinguish clearly (Eccles, 2005; Flake et al., 2015). These critiques highlight the need for approaches that consider how students’ experiences and environments influenct the value they assign to learning tasks. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | What's happening in this space? |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | '''The move towards situated expectancy-value theory'''<br> Early EVT (Eccles et al., 1983) focused on stable beliefs about competence and task value. Later refinements clarified how social influences (teachers, parents, and peers) shape these beliefs. SEVT (2020) reframes motivation as dynamic and situated, showing that expectancies and values shift in response to classroom context, feedback, identity, and social interactions. <div style="float:left; margin:10px 20px 10px 0; width:320px;"> [[File:MUSIC model of motivation diagram.png|335px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> </div> ''' The MUSIC model of motivation '''<br> A recent extension of situated expectancy-value theory is the MUSIC Model of Motivation developed by Brett D. Jones, see Figure 4. This model helps explain how motivation shifts across different learning environments, which is the key difference between EVT and SEVT. The first scenario in this chapter reflects traditional EVT, where motivation is guided by stable beliefs about ability and long-term goals (Eccles & Wigfield, 2002). The second scenario reflects SEVT, where confidence and task value change in response to immediate environmental demands (Eccles & Wigfield, 2020). The MUSIC model builds on this situational perspective by identifying five classroom features that shape students’ moment-to-moment motivation: empowerment, usefulness, success, interest, and caring. Empowerment helps students feel more in control of their learning, which can strengthen both expectancy beliefs and task value. <div style="float:right; background-color:#F6F4E7; padding:8px; width:150px; text-align:center; margin:10px 0 10px 20px;"> [[File:YouTube social white square (2024).svg|150px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> Usefulness reflects how relevant a task feels to students’ goals and future needs, consistent with utility value (Eccles & Wigfield, 2002). Success relates to students’ confidence in their ability to achieve desired outcomes. Interest captures the enjoyment and engagement students experience during learning, which aligns with intrinsic value (Eccles & Wigfield, 2002). Caring reflects the supportive relationships in the classroom, which SEVT identifies as a key influence on how expectancies and values shift across contexts. Jones explains in his Motivating Others talk (Episode 3) that these elements help teachers design learning experiences that support students’ confidence and perceived value in different situations, see Figure 5. The MUSIC model therefore extends EVT by showing how educators can intentionally shape classroom conditions to strengthen motivation in real time, a claim supported by intervention research demonstrating that increasing perceived usefulness enhances performance and retention (Canning et al., 2018). |} == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strngthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing examples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more enduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. However, the writing component can disadvantage students with lower literacy skill, meaning the intervention may be most effective for students who already possess stronger academic abilities. This creates a paradox where the strategy can enhance motivation for students who need it least, while offering limited benefit, or even reducing confidence, for those who may benefit the most. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Increasing task values or expectancy beliefs may have a limited impact when students face broader structural barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students’ opportunities to engage, even when they recognise the value of a task or believe they can succeed. EVT-based strategies also rely on ongoing support, and without consistent reinforcement they can be difficult to maintain over time (Eccles & Wigfield, 2002). EVT has also been critiqued for underemphasising emotional processes, despite evidence that anxiety, stress, and classroom climate strongly influence motivation. Additionally, the boundaries between intrinsic, utility, and attainment value often blur in real learning contexts, making them difficult to measure distinctly (Eccles, 2005). These limitations highlight the need for models like SEVT that account for contextual and affective influences. == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task values by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expectancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 EricEdwardWilson714. (2021, July 21). Science lab at Pace Brantley Preparatory School [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Science_Lab_at_Pace_Brantley_Preparatory_School.jpg Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002 Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067 Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832 Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 S00246164. (2025). Motivation Laptop.svg [SVG image]. Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} bsi6jaafazvnyhkafai0w49yre3jz93 2841640 2841639 2026-10-20T03:25:43Z StudentUC2026 3105303 /* How do task values influence educational motivation? */ Added subheading 'cost' and rewording to improve quality 2841640 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} This example illustrates how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed, and while task value describes how important, useful, or enjoyable the task feels, together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why students respond differently to the same task. 'Expectancy' refers to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. 'Cost' refers to the downsides of doing the task, such as the amount of effort, time or stress required for the task. These components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contemporary work emphasises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Social-cognitive models also highlight the importance of students’ beliefs about the value of academic tasks, with Eccles and Wigfield (2002) noting that motivation increases when learners view an activity as important, enjoyable, or useful for future goals. Together, these perspectives show that educational motivation is influenced by how students think about themselves and how they evaluate the learning activities they encounter. This perspective sets up a clear link to expectancy-value theory, which similarly emphasises how motivation is shaped by both personal beliefs and environmental influences. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Task value describes how important, enjoyable, or useful student perceive a learning activity to be, and it plays a central role in EVT because it explains why students choose certain tasks over others. Intrinsic, utility, attainment, and cost together shape how worthwhile a task feels, influencing effort, persistence, and subject choices (Eccles & Wigfield, 2000, 2002). === Intrinsic value === Intrinsic value refers to the enjoyment or interest students experience when engaging in a learning activity. Students are more motivated when they find tasks enjoyable or personally meaningful, and research consistently shows that intrinsic value predicts greater engagement and persistence (Eccles & Wigfield, 2000). Intrinsic value can vary across subjects and activities, which helps explain why students may feel highly motivated in one learning domain but less interested in another. === Utility value === Utility value reflects how useful a task is for achieving future goals. Students invest more effort when they believe a learning activity will help them progress academically or professionally (Harackieicz & Hulleman, 2009). Recent meta-analytic work by Canning et al. (2018) shows that utility value interventions, which ask students to explain how course content connects to their personal goals, are particularly effective for learners with low initial expectancy beliefs. When students doubt their ability, highlighting usefulness can compensate for low confidence and increased engagement. This finding demonstrates that utility value interacts with expectancy beliefs, which reinforces the idea that motivation is shaped by both confidence and perceived relevance. === Attainment value === Attainment value refers to the personal importance of perfoming well on a task (Eccles & Wigfield, 2000). Students are motivated when success aligns with their identity, values, or self concept. For example, a student who sees being good at maths as part of who they are is more likely to invest effort in math related tasks. Attainment value influences subject choices and long term academic commitment, especially in domains that feel central to students' sense of self. === Cost === Cost represents the negative aspects of engaging in a task, including effort, stress, anxiety, and time demands. Although cost is grouped within the task value framework, it functions differently from the other components because it refers to the negative demands associated with a task rather than its motivayional benefits. Flake et al., (2015) show that high perceived cost can reduce motivation even when intrinsic, utilty, or attainment values are strong. Students may find a task enjoyable or useful but still disengage if the workload feels overwhelmin or emotionally demanding. This helps explain why motivation can drop in situations where stress, pressure, or if other academic pressures interfere with students' ability to engage with learning tasks. Intrinsic subjective task value refers to the enjoyment or interest students expect from a learning activity. SEVT reframes this same construct as situated intrinsic value, emphasising that enjoyment is shaped by the learner's immediate context rather then being a stable personal trait. Eccles and Wigfield (2020) argue that all task values are context-dependent, which is why the “S” was added to EVT: to highlight that value is always shaped by the learner’s developmental, cultural, and situational context. Task value research has been critiqued for focusing mainly on cognitive evaluations and overlooking how emotions, social pressures, and classroom climate shape students’ perceptions of value. Researchers also note that the different types of value can blur together in real learning situations, making them difficult to distinguish clearly (Eccles, 2005; Flake et al., 2015). These critiques highlight the need for approaches that consider how students’ experiences and environments influenct the value they assign to learning tasks. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | What's happening in this space? |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | '''The move towards situated expectancy-value theory'''<br> Early EVT (Eccles et al., 1983) focused on stable beliefs about competence and task value. Later refinements clarified how social influences (teachers, parents, and peers) shape these beliefs. SEVT (2020) reframes motivation as dynamic and situated, showing that expectancies and values shift in response to classroom context, feedback, identity, and social interactions. <div style="float:left; margin:10px 20px 10px 0; width:320px;"> [[File:MUSIC model of motivation diagram.png|335px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> </div> ''' The MUSIC model of motivation '''<br> A recent extension of situated expectancy-value theory is the MUSIC Model of Motivation developed by Brett D. Jones, see Figure 4. This model helps explain how motivation shifts across different learning environments, which is the key difference between EVT and SEVT. The first scenario in this chapter reflects traditional EVT, where motivation is guided by stable beliefs about ability and long-term goals (Eccles & Wigfield, 2002). The second scenario reflects SEVT, where confidence and task value change in response to immediate environmental demands (Eccles & Wigfield, 2020). The MUSIC model builds on this situational perspective by identifying five classroom features that shape students’ moment-to-moment motivation: empowerment, usefulness, success, interest, and caring. Empowerment helps students feel more in control of their learning, which can strengthen both expectancy beliefs and task value. <div style="float:right; background-color:#F6F4E7; padding:8px; width:150px; text-align:center; margin:10px 0 10px 20px;"> [[File:YouTube social white square (2024).svg|150px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> Usefulness reflects how relevant a task feels to students’ goals and future needs, consistent with utility value (Eccles & Wigfield, 2002). Success relates to students’ confidence in their ability to achieve desired outcomes. Interest captures the enjoyment and engagement students experience during learning, which aligns with intrinsic value (Eccles & Wigfield, 2002). Caring reflects the supportive relationships in the classroom, which SEVT identifies as a key influence on how expectancies and values shift across contexts. Jones explains in his Motivating Others talk (Episode 3) that these elements help teachers design learning experiences that support students’ confidence and perceived value in different situations, see Figure 5. The MUSIC model therefore extends EVT by showing how educators can intentionally shape classroom conditions to strengthen motivation in real time, a claim supported by intervention research demonstrating that increasing perceived usefulness enhances performance and retention (Canning et al., 2018). |} == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strngthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing examples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more enduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. However, the writing component can disadvantage students with lower literacy skill, meaning the intervention may be most effective for students who already possess stronger academic abilities. This creates a paradox where the strategy can enhance motivation for students who need it least, while offering limited benefit, or even reducing confidence, for those who may benefit the most. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Increasing task values or expectancy beliefs may have a limited impact when students face broader structural barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students’ opportunities to engage, even when they recognise the value of a task or believe they can succeed. EVT-based strategies also rely on ongoing support, and without consistent reinforcement they can be difficult to maintain over time (Eccles & Wigfield, 2002). EVT has also been critiqued for underemphasising emotional processes, despite evidence that anxiety, stress, and classroom climate strongly influence motivation. Additionally, the boundaries between intrinsic, utility, and attainment value often blur in real learning contexts, making them difficult to measure distinctly (Eccles, 2005). These limitations highlight the need for models like SEVT that account for contextual and affective influences. == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task values by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expectancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 EricEdwardWilson714. (2021, July 21). Science lab at Pace Brantley Preparatory School [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Science_Lab_at_Pace_Brantley_Preparatory_School.jpg Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002 Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067 Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832 Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 S00246164. (2025). Motivation Laptop.svg [SVG image]. Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} 1er866jtkp5prkfrzqrz6m3w4eg72tu 2841641 2841640 2026-10-20T03:40:15Z StudentUC2026 3105303 /* How do task values influence educational motivation? */ Adding subheading 'Task value as a motivational process' and re-wording to improve quality 2841641 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} This example illustrates how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed, and while task value describes how important, useful, or enjoyable the task feels, together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why students respond differently to the same task. 'Expectancy' refers to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. 'Cost' refers to the downsides of doing the task, such as the amount of effort, time or stress required for the task. These components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contemporary work emphasises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Social-cognitive models also highlight the importance of students’ beliefs about the value of academic tasks, with Eccles and Wigfield (2002) noting that motivation increases when learners view an activity as important, enjoyable, or useful for future goals. Together, these perspectives show that educational motivation is influenced by how students think about themselves and how they evaluate the learning activities they encounter. This perspective sets up a clear link to expectancy-value theory, which similarly emphasises how motivation is shaped by both personal beliefs and environmental influences. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Task value describes how important, enjoyable, or useful student perceive a learning activity to be, and it plays a central role in EVT because it explains why students choose certain tasks over others. Intrinsic, utility, attainment, and cost together shape how worthwhile a task feels, influencing effort, persistence, and subject choices (Eccles & Wigfield, 2000, 2002). === Intrinsic value === Intrinsic value refers to the enjoyment or interest students experience when engaging in a learning activity. Students are more motivated when they find tasks enjoyable or personally meaningful, and research consistently shows that intrinsic value predicts greater engagement and persistence (Eccles & Wigfield, 2000). Intrinsic value can vary across subjects and activities, which helps explain why students may feel highly motivated in one learning domain but less interested in another. === Utility value === Utility value reflects how useful a task is for achieving future goals. Students invest more effort when they believe a learning activity will help them progress academically or professionally (Harackieicz & Hulleman, 2009). Recent meta-analytic work by Canning et al. (2018) shows that utility value interventions, which ask students to explain how course content connects to their personal goals, are particularly effective for learners with low initial expectancy beliefs. When students doubt their ability, highlighting usefulness can compensate for low confidence and increased engagement. This finding demonstrates that utility value interacts with expectancy beliefs, which reinforces the idea that motivation is shaped by both confidence and perceived relevance. === Attainment value === Attainment value refers to the personal importance of perfoming well on a task (Eccles & Wigfield, 2000). Students are motivated when success aligns with their identity, values, or self concept. For example, a student who sees being good at maths as part of who they are is more likely to invest effort in math related tasks. Attainment value influences subject choices and long term academic commitment, especially in domains that feel central to students' sense of self. === Cost === Cost represents the negative aspects of engaging in a task, including effort, stress, anxiety, and time demands. Although cost is grouped within the task value framework, it functions differently from the other components because it refers to the negative demands associated with a task rather than its motivayional benefits. Flake et al., (2015) show that high perceived cost can reduce motivation even when intrinsic, utilty, or attainment values are strong. Students may find a task enjoyable or useful but still disengage if the workload feels overwhelmin or emotionally demanding. This helps explain why motivation can drop in situations where stress, pressure, or if other academic pressures interfere with students' ability to engage with learning tasks. === Task value as a motivational process === Task values shape motivation by influencing how students judge whether a learning activity is worth their time and effort. This perspective aligns with socio-cognitive models, which emphasise how students evaluate the worth of academic task and how these evaluations shape engagement (Pintrich, 2003). While traditional expectancy-value theory focuses on relatively stable beliefs about enjoyment, usefulness, imprtance, and cost, more recent work highlights that these values can shift across situations. Sitauted expectancy-value theory extends EVT by emphasising that task values are context dependant (Eccles & Wigfield, 2020). Classroom climate, social interactions, cultural background, and moment-to-moment experiences influence how students perceive enjoyment, usefulness, importance, and cost. This situational perspective explains why motivation fluctuates across different learning environments. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | What's happening in this space? |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | '''The move towards situated expectancy-value theory'''<br> Early EVT (Eccles et al., 1983) focused on stable beliefs about competence and task value. Later refinements clarified how social influences (teachers, parents, and peers) shape these beliefs. SEVT (2020) reframes motivation as dynamic and situated, showing that expectancies and values shift in response to classroom context, feedback, identity, and social interactions. <div style="float:left; margin:10px 20px 10px 0; width:320px;"> [[File:MUSIC model of motivation diagram.png|335px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> </div> ''' The MUSIC model of motivation '''<br> A recent extension of situated expectancy-value theory is the MUSIC Model of Motivation developed by Brett D. Jones, see Figure 4. This model helps explain how motivation shifts across different learning environments, which is the key difference between EVT and SEVT. The first scenario in this chapter reflects traditional EVT, where motivation is guided by stable beliefs about ability and long-term goals (Eccles & Wigfield, 2002). The second scenario reflects SEVT, where confidence and task value change in response to immediate environmental demands (Eccles & Wigfield, 2020). The MUSIC model builds on this situational perspective by identifying five classroom features that shape students’ moment-to-moment motivation: empowerment, usefulness, success, interest, and caring. Empowerment helps students feel more in control of their learning, which can strengthen both expectancy beliefs and task value. <div style="float:right; background-color:#F6F4E7; padding:8px; width:150px; text-align:center; margin:10px 0 10px 20px;"> [[File:YouTube social white square (2024).svg|150px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> Usefulness reflects how relevant a task feels to students’ goals and future needs, consistent with utility value (Eccles & Wigfield, 2002). Success relates to students’ confidence in their ability to achieve desired outcomes. Interest captures the enjoyment and engagement students experience during learning, which aligns with intrinsic value (Eccles & Wigfield, 2002). Caring reflects the supportive relationships in the classroom, which SEVT identifies as a key influence on how expectancies and values shift across contexts. Jones explains in his Motivating Others talk (Episode 3) that these elements help teachers design learning experiences that support students’ confidence and perceived value in different situations, see Figure 5. The MUSIC model therefore extends EVT by showing how educators can intentionally shape classroom conditions to strengthen motivation in real time, a claim supported by intervention research demonstrating that increasing perceived usefulness enhances performance and retention (Canning et al., 2018). |} == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strengthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing examples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more enduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. However, the writing component can disadvantage students with lower literacy skill, meaning the intervention may be most effective for students who already possess stronger academic abilities. This creates a paradox where the strategy can enhance motivation for students who need it least, while offering limited benefit, or even reducing confidence, for those who may benefit the most. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Increasing task values or expectancy beliefs may have a limited impact when students face broader structural barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students’ opportunities to engage, even when they recognise the value of a task or believe they can succeed. EVT-based strategies also rely on ongoing support, and without consistent reinforcement they can be difficult to maintain over time (Eccles & Wigfield, 2002). EVT has also been critiqued for underemphasising emotional processes, despite evidence that anxiety, stress, and classroom climate strongly influence motivation. Additionally, the boundaries between intrinsic, utility, and attainment value often blur in real learning contexts, making them difficult to measure distinctly (Eccles, 2005). These limitations highlight the need for models like SEVT that account for contextual and affective influences. == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task values by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expectancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 EricEdwardWilson714. (2021, July 21). Science lab at Pace Brantley Preparatory School [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Science_Lab_at_Pace_Brantley_Preparatory_School.jpg Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002 Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067 Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832 Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 S00246164. (2025). Motivation Laptop.svg [SVG image]. Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} 8esjvzwfa43meh3dryg4f3vbcp0vznp 2841643 2841641 2026-10-20T03:47:20Z StudentUC2026 3105303 /* How do task values influence educational motivation? */ Re-wroded opening paragraph to improve flow and quality 2841643 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} This example illustrates how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed, and while task value describes how important, useful, or enjoyable the task feels, together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why students respond differently to the same task. 'Expectancy' refers to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. 'Cost' refers to the downsides of doing the task, such as the amount of effort, time or stress required for the task. These components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contemporary work emphasises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Social-cognitive models also highlight the importance of students’ beliefs about the value of academic tasks, with Eccles and Wigfield (2002) noting that motivation increases when learners view an activity as important, enjoyable, or useful for future goals. Together, these perspectives show that educational motivation is influenced by how students think about themselves and how they evaluate the learning activities they encounter. This perspective sets up a clear link to expectancy-value theory, which similarly emphasises how motivation is shaped by both personal beliefs and environmental influences. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Expectancy-value theory proposes that students' motivation is shaped by how valuable they perceive a learning activity to be. Eccles and Wigfield (2000, 2002) outline four components of task value: '''intrinsic value, utility value, attainment value, and cost,''' all of which influence students' effort, persistence, and academic choices. === Intrinsic value === Intrinsic value refers to the enjoyment or interest students experience when engaging in a learning activity. Students are more motivated when they find tasks enjoyable or personally meaningful, and research consistently shows that intrinsic value predicts greater engagement and persistence (Eccles & Wigfield, 2000). Intrinsic value can vary across subjects and activities, which helps explain why students may feel highly motivated in one learning domain but less interested in another. === Utility value === Utility value reflects how useful a task is for achieving future goals. Students invest more effort when they believe a learning activity will help them progress academically or professionally (Harackieicz & Hulleman, 2009). Recent meta-analytic work by Canning et al. (2018) shows that utility value interventions, which ask students to explain how course content connects to their personal goals, are particularly effective for learners with low initial expectancy beliefs. When students doubt their ability, highlighting usefulness can compensate for low confidence and increased engagement. This finding demonstrates that utility value interacts with expectancy beliefs, which reinforces the idea that motivation is shaped by both confidence and perceived relevance. === Attainment value === Attainment value refers to the personal importance of perfoming well on a task (Eccles & Wigfield, 2000). Students are motivated when success aligns with their identity, values, or self concept. For example, a student who sees being good at maths as part of who they are is more likely to invest effort in math related tasks. Attainment value influences subject choices and long term academic commitment, especially in domains that feel central to students' sense of self. === Cost === Cost represents the negative aspects of engaging in a task, including effort, stress, anxiety, and time demands. Although cost is grouped within the task value framework, it functions differently from the other components because it refers to the negative demands associated with a task rather than its motivayional benefits. Flake et al., (2015) show that high perceived cost can reduce motivation even when intrinsic, utilty, or attainment values are strong. Students may find a task enjoyable or useful but still disengage if the workload feels overwhelmin or emotionally demanding. This helps explain why motivation can drop in situations where stress, pressure, or if other academic pressures interfere with students' ability to engage with learning tasks. === Task value as a motivational process === Task values shape motivation by influencing how students judge whether a learning activity is worth their time and effort. This perspective aligns with socio-cognitive models, which emphasise how students evaluate the worth of academic task and how these evaluations shape engagement (Pintrich, 2003). While traditional expectancy-value theory focuses on relatively stable beliefs about enjoyment, usefulness, imprtance, and cost, more recent work highlights that these values can shift across situations. Sitauted expectancy-value theory extends EVT by emphasising that task values are context dependant (Eccles & Wigfield, 2020). Classroom climate, social interactions, cultural background, and moment-to-moment experiences influence how students perceive enjoyment, usefulness, importance, and cost. This situational perspective explains why motivation fluctuates across different learning environments. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | What's happening in this space? |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | '''The move towards situated expectancy-value theory'''<br> Early EVT (Eccles et al., 1983) focused on stable beliefs about competence and task value. Later refinements clarified how social influences (teachers, parents, and peers) shape these beliefs. SEVT (2020) reframes motivation as dynamic and situated, showing that expectancies and values shift in response to classroom context, feedback, identity, and social interactions. <div style="float:left; margin:10px 20px 10px 0; width:320px;"> [[File:MUSIC model of motivation diagram.png|335px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> </div> ''' The MUSIC model of motivation '''<br> A recent extension of situated expectancy-value theory is the MUSIC Model of Motivation developed by Brett D. Jones, see Figure 4. This model helps explain how motivation shifts across different learning environments, which is the key difference between EVT and SEVT. The first scenario in this chapter reflects traditional EVT, where motivation is guided by stable beliefs about ability and long-term goals (Eccles & Wigfield, 2002). The second scenario reflects SEVT, where confidence and task value change in response to immediate environmental demands (Eccles & Wigfield, 2020). The MUSIC model builds on this situational perspective by identifying five classroom features that shape students’ moment-to-moment motivation: empowerment, usefulness, success, interest, and caring. Empowerment helps students feel more in control of their learning, which can strengthen both expectancy beliefs and task value. <div style="float:right; background-color:#F6F4E7; padding:8px; width:150px; text-align:center; margin:10px 0 10px 20px;"> [[File:YouTube social white square (2024).svg|150px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> Usefulness reflects how relevant a task feels to students’ goals and future needs, consistent with utility value (Eccles & Wigfield, 2002). Success relates to students’ confidence in their ability to achieve desired outcomes. Interest captures the enjoyment and engagement students experience during learning, which aligns with intrinsic value (Eccles & Wigfield, 2002). Caring reflects the supportive relationships in the classroom, which SEVT identifies as a key influence on how expectancies and values shift across contexts. Jones explains in his Motivating Others talk (Episode 3) that these elements help teachers design learning experiences that support students’ confidence and perceived value in different situations, see Figure 5. The MUSIC model therefore extends EVT by showing how educators can intentionally shape classroom conditions to strengthen motivation in real time, a claim supported by intervention research demonstrating that increasing perceived usefulness enhances performance and retention (Canning et al., 2018). |} == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strengthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing examples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more enduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. However, the writing component can disadvantage students with lower literacy skill, meaning the intervention may be most effective for students who already possess stronger academic abilities. This creates a paradox where the strategy can enhance motivation for students who need it least, while offering limited benefit, or even reducing confidence, for those who may benefit the most. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Increasing task values or expectancy beliefs may have a limited impact when students face broader structural barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students’ opportunities to engage, even when they recognise the value of a task or believe they can succeed. EVT-based strategies also rely on ongoing support, and without consistent reinforcement they can be difficult to maintain over time (Eccles & Wigfield, 2002). EVT has also been critiqued for underemphasising emotional processes, despite evidence that anxiety, stress, and classroom climate strongly influence motivation. Additionally, the boundaries between intrinsic, utility, and attainment value often blur in real learning contexts, making them difficult to measure distinctly (Eccles, 2005). These limitations highlight the need for models like SEVT that account for contextual and affective influences. == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task values by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expectancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 EricEdwardWilson714. (2021, July 21). Science lab at Pace Brantley Preparatory School [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Science_Lab_at_Pace_Brantley_Preparatory_School.jpg Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002 Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067 Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832 Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 S00246164. (2025). Motivation Laptop.svg [SVG image]. Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} lglz888dg1azfrcjr4wyuovjbvbvrrq 2841645 2841643 2026-10-20T03:51:55Z StudentUC2026 3105303 /* How do task values influence educational motivation? */ Re-wording first paragraph 2841645 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} This example illustrates how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed, and while task value describes how important, useful, or enjoyable the task feels, together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why students respond differently to the same task. 'Expectancy' refers to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. 'Cost' refers to the downsides of doing the task, such as the amount of effort, time or stress required for the task. These components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contemporary work emphasises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Social-cognitive models also highlight the importance of students’ beliefs about the value of academic tasks, with Eccles and Wigfield (2002) noting that motivation increases when learners view an activity as important, enjoyable, or useful for future goals. Together, these perspectives show that educational motivation is influenced by how students think about themselves and how they evaluate the learning activities they encounter. This perspective sets up a clear link to expectancy-value theory, which similarly emphasises how motivation is shaped by both personal beliefs and environmental influences. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Expectancy-value theory proposes that students' motivation is shaped by how valuable they perceive a learning activity to be. Eccles and Wigfield (2000, 2002) outline four components of task value: '''intrinsic value, utility value, attainment value, and cost,''' and these components influence students' effort, persistence, and academic choices. === Intrinsic value === Intrinsic value refers to the enjoyment or interest students experience when engaging in a learning activity. Students are more motivated when they find tasks enjoyable or personally meaningful, and research consistently shows that intrinsic value predicts greater engagement and persistence (Eccles & Wigfield, 2000). Intrinsic value can vary across subjects and activities, which helps explain why students may feel highly motivated in one learning domain but less interested in another. === Utility value === Utility value reflects how useful a task is for achieving future goals. Students invest more effort when they believe a learning activity will help them progress academically or professionally (Harackieicz & Hulleman, 2009). Recent meta-analytic work by Canning et al. (2018) shows that utility value interventions, which ask students to explain how course content connects to their personal goals, are particularly effective for learners with low initial expectancy beliefs. When students doubt their ability, highlighting usefulness can compensate for low confidence and increased engagement. This finding demonstrates that utility value interacts with expectancy beliefs, which reinforces the idea that motivation is shaped by both confidence and perceived relevance. === Attainment value === Attainment value refers to the personal importance of perfoming well on a task (Eccles & Wigfield, 2000). Students are motivated when success aligns with their identity, values, or self concept. For example, a student who sees being good at maths as part of who they are is more likely to invest effort in math related tasks. Attainment value influences subject choices and long term academic commitment, especially in domains that feel central to students' sense of self. === Cost === Cost represents the negative aspects of engaging in a task, including effort, stress, anxiety, and time demands. Although cost is grouped within the task value framework, it functions differently from the other components because it refers to the negative demands associated with a task rather than its motivayional benefits. Flake et al., (2015) show that high perceived cost can reduce motivation even when intrinsic, utilty, or attainment values are strong. Students may find a task enjoyable or useful but still disengage if the workload feels overwhelmin or emotionally demanding. This helps explain why motivation can drop in situations where stress, pressure, or if other academic pressures interfere with students' ability to engage with learning tasks. === Task value as a motivational process === Task values shape motivation by influencing how students judge whether a learning activity is worth their time and effort. This perspective aligns with socio-cognitive models, which emphasise how students evaluate the worth of academic task and how these evaluations shape engagement (Pintrich, 2003). While traditional expectancy-value theory focuses on relatively stable beliefs about enjoyment, usefulness, imprtance, and cost, more recent work highlights that these values can shift across situations. Sitauted expectancy-value theory extends EVT by emphasising that task values are context dependant (Eccles & Wigfield, 2020). Classroom climate, social interactions, cultural background, and moment-to-moment experiences influence how students perceive enjoyment, usefulness, importance, and cost. This situational perspective explains why motivation fluctuates across different learning environments. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | What's happening in this space? |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | '''The move towards situated expectancy-value theory'''<br> Early EVT (Eccles et al., 1983) focused on stable beliefs about competence and task value. Later refinements clarified how social influences (teachers, parents, and peers) shape these beliefs. SEVT (2020) reframes motivation as dynamic and situated, showing that expectancies and values shift in response to classroom context, feedback, identity, and social interactions. <div style="float:left; margin:10px 20px 10px 0; width:320px;"> [[File:MUSIC model of motivation diagram.png|335px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> </div> ''' The MUSIC model of motivation '''<br> A recent extension of situated expectancy-value theory is the MUSIC Model of Motivation developed by Brett D. Jones, see Figure 4. This model helps explain how motivation shifts across different learning environments, which is the key difference between EVT and SEVT. The first scenario in this chapter reflects traditional EVT, where motivation is guided by stable beliefs about ability and long-term goals (Eccles & Wigfield, 2002). The second scenario reflects SEVT, where confidence and task value change in response to immediate environmental demands (Eccles & Wigfield, 2020). The MUSIC model builds on this situational perspective by identifying five classroom features that shape students’ moment-to-moment motivation: empowerment, usefulness, success, interest, and caring. Empowerment helps students feel more in control of their learning, which can strengthen both expectancy beliefs and task value. <div style="float:right; background-color:#F6F4E7; padding:8px; width:150px; text-align:center; margin:10px 0 10px 20px;"> [[File:YouTube social white square (2024).svg|150px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> Usefulness reflects how relevant a task feels to students’ goals and future needs, consistent with utility value (Eccles & Wigfield, 2002). Success relates to students’ confidence in their ability to achieve desired outcomes. Interest captures the enjoyment and engagement students experience during learning, which aligns with intrinsic value (Eccles & Wigfield, 2002). Caring reflects the supportive relationships in the classroom, which SEVT identifies as a key influence on how expectancies and values shift across contexts. Jones explains in his Motivating Others talk (Episode 3) that these elements help teachers design learning experiences that support students’ confidence and perceived value in different situations, see Figure 5. The MUSIC model therefore extends EVT by showing how educators can intentionally shape classroom conditions to strengthen motivation in real time, a claim supported by intervention research demonstrating that increasing perceived usefulness enhances performance and retention (Canning et al., 2018). |} == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strengthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing examples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more enduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. However, the writing component can disadvantage students with lower literacy skill, meaning the intervention may be most effective for students who already possess stronger academic abilities. This creates a paradox where the strategy can enhance motivation for students who need it least, while offering limited benefit, or even reducing confidence, for those who may benefit the most. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Increasing task values or expectancy beliefs may have a limited impact when students face broader structural barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students’ opportunities to engage, even when they recognise the value of a task or believe they can succeed. EVT-based strategies also rely on ongoing support, and without consistent reinforcement they can be difficult to maintain over time (Eccles & Wigfield, 2002). EVT has also been critiqued for underemphasising emotional processes, despite evidence that anxiety, stress, and classroom climate strongly influence motivation. Additionally, the boundaries between intrinsic, utility, and attainment value often blur in real learning contexts, making them difficult to measure distinctly (Eccles, 2005). These limitations highlight the need for models like SEVT that account for contextual and affective influences. == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task values by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expectancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). 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''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} o190g7sm5hgsg39kn6u8f9kvsgnf3k0 2841646 2841645 2026-10-20T03:57:32Z StudentUC2026 3105303 /* How do task values influence educational motivation? */ Spelling corrections 2841646 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} This example illustrates how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed, and while task value describes how important, useful, or enjoyable the task feels, together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why students respond differently to the same task. 'Expectancy' refers to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. 'Cost' refers to the downsides of doing the task, such as the amount of effort, time or stress required for the task. These components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contemporary work emphasises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Social-cognitive models also highlight the importance of students’ beliefs about the value of academic tasks, with Eccles and Wigfield (2002) noting that motivation increases when learners view an activity as important, enjoyable, or useful for future goals. Together, these perspectives show that educational motivation is influenced by how students think about themselves and how they evaluate the learning activities they encounter. This perspective sets up a clear link to expectancy-value theory, which similarly emphasises how motivation is shaped by both personal beliefs and environmental influences. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Expectancy-value theory proposes that students' motivation is shaped by how valuable they perceive a learning activity to be. Eccles and Wigfield (2000, 2002) outline four components of task value: '''intrinsic value, utility value, attainment value, and cost,''' and these components influence students' effort, persistence, and academic choices. === Intrinsic value === Intrinsic value refers to the enjoyment or interest students experience when engaging in a learning activity. Students are more motivated when they find tasks enjoyable or personally meaningful, and research consistently shows that intrinsic value predicts greater engagement and persistence (Eccles & Wigfield, 2000). Intrinsic value can vary across subjects and activities, which helps explain why students may feel highly motivated in one learning domain but less interested in another. === Utility value === Utility value reflects how useful a task is for achieving future goals. Students invest more effort when they believe a learning activity will help them progress academically or professionally (Harackieicz & Hulleman, 2009). Recent meta-analytic work by Canning et al. (2018) shows that utility value interventions, which ask students to explain how course content connects to their personal goals, are particularly effective for learners with low initial expectancy beliefs. When students doubt their ability, highlighting usefulness can compensate for low confidence and increased engagement. This finding demonstrates that utility value interacts with expectancy beliefs, which reinforces the idea that motivation is shaped by both confidence and perceived relevance. === Attainment value === Attainment value refers to the personal importance of performing well on a task (Eccles & Wigfield, 2000). Students are motivated when success aligns with their identity, values, or self concept. For example, a student who sees being good at maths as part of who they are is more likely to invest effort in math related tasks. Attainment value influences subject choices and long term academic commitment, especially in domains that feel central to students' sense of self. === Cost === Cost represents the negative aspects of engaging in a task, including effort, stress, anxiety, and time demands. Although cost is grouped within the task value framework, it functions differently from the other components because it refers to the negative demands associated with a task rather than its motivational benefits. Flake et al., (2015) show that high perceived cost can reduce motivation even when intrinsic, utility, or attainment values are strong. Students may find a task enjoyable or useful but still disengage if the workload feels overwhelming or emotionally demanding. This helps explain why motivation can drop in situations where stress, pressure, or if other academic pressures interfere with students' ability to engage with learning tasks. === Task value as a motivational process === Task values shape motivation by influencing how students judge whether a learning activity is worth their time and effort. This perspective aligns with socio-cognitive models, which emphasise how students evaluate the worth of academic tasks and how these evaluations shape engagement (Pintrich, 2003). While traditional expectancy-value theory focuses on relatively stable beliefs about enjoyment, usefulness, importance, and cost, more recent work highlights that these values can shift across situations. Situated expectancy-value theory extends EVT by emphasising that task values are context dependent (Eccles & Wigfield, 2020). Classroom climate, social interactions, cultural background, and moment-to-moment experiences influence how students perceive enjoyment, usefulness, importance, and cost. This situational perspective explains why motivation fluctuates across different learning environments. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | What's happening in this space? |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | '''The move towards situated expectancy-value theory'''<br> Early EVT (Eccles et al., 1983) focused on stable beliefs about competence and task value. Later refinements clarified how social influences (teachers, parents, and peers) shape these beliefs. SEVT (2020) reframes motivation as dynamic and situated, showing that expectancies and values shift in response to classroom context, feedback, identity, and social interactions. <div style="float:left; margin:10px 20px 10px 0; width:320px;"> [[File:MUSIC model of motivation diagram.png|335px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> </div> ''' The MUSIC model of motivation '''<br> A recent extension of situated expectancy-value theory is the MUSIC Model of Motivation developed by Brett D. Jones, see Figure 4. This model helps explain how motivation shifts across different learning environments, which is the key difference between EVT and SEVT. The first scenario in this chapter reflects traditional EVT, where motivation is guided by stable beliefs about ability and long-term goals (Eccles & Wigfield, 2002). The second scenario reflects SEVT, where confidence and task value change in response to immediate environmental demands (Eccles & Wigfield, 2020). The MUSIC model builds on this situational perspective by identifying five classroom features that shape students’ moment-to-moment motivation: empowerment, usefulness, success, interest, and caring. Empowerment helps students feel more in control of their learning, which can strengthen both expectancy beliefs and task value. <div style="float:right; background-color:#F6F4E7; padding:8px; width:150px; text-align:center; margin:10px 0 10px 20px;"> [[File:YouTube social white square (2024).svg|150px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> Usefulness reflects how relevant a task feels to students’ goals and future needs, consistent with utility value (Eccles & Wigfield, 2002). Success relates to students’ confidence in their ability to achieve desired outcomes. Interest captures the enjoyment and engagement students experience during learning, which aligns with intrinsic value (Eccles & Wigfield, 2002). Caring reflects the supportive relationships in the classroom, which SEVT identifies as a key influence on how expectancies and values shift across contexts. Jones explains in his Motivating Others talk (Episode 3) that these elements help teachers design learning experiences that support students’ confidence and perceived value in different situations, see Figure 5. The MUSIC model therefore extends EVT by showing how educators can intentionally shape classroom conditions to strengthen motivation in real time, a claim supported by intervention research demonstrating that increasing perceived usefulness enhances performance and retention (Canning et al., 2018). |} == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strengthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing examples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more enduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. However, the writing component can disadvantage students with lower literacy skill, meaning the intervention may be most effective for students who already possess stronger academic abilities. This creates a paradox where the strategy can enhance motivation for students who need it least, while offering limited benefit, or even reducing confidence, for those who may benefit the most. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Increasing task values or expectancy beliefs may have a limited impact when students face broader structural barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students’ opportunities to engage, even when they recognise the value of a task or believe they can succeed. EVT-based strategies also rely on ongoing support, and without consistent reinforcement they can be difficult to maintain over time (Eccles & Wigfield, 2002). EVT has also been critiqued for underemphasising emotional processes, despite evidence that anxiety, stress, and classroom climate strongly influence motivation. Additionally, the boundaries between intrinsic, utility, and attainment value often blur in real learning contexts, making them difficult to measure distinctly (Eccles, 2005). These limitations highlight the need for models like SEVT that account for contextual and affective influences. == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task values by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expectancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. 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''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} n681pl495b43udms4gre7mmiv7snr77 2841647 2841646 2026-10-20T03:59:27Z StudentUC2026 3105303 /* How do task values influence educational motivation? */ Spelling error fix 2841647 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} This example illustrates how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed, and while task value describes how important, useful, or enjoyable the task feels, together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why students respond differently to the same task. 'Expectancy' refers to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. 'Cost' refers to the downsides of doing the task, such as the amount of effort, time or stress required for the task. These components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contemporary work emphasises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Social-cognitive models also highlight the importance of students’ beliefs about the value of academic tasks, with Eccles and Wigfield (2002) noting that motivation increases when learners view an activity as important, enjoyable, or useful for future goals. Together, these perspectives show that educational motivation is influenced by how students think about themselves and how they evaluate the learning activities they encounter. This perspective sets up a clear link to expectancy-value theory, which similarly emphasises how motivation is shaped by both personal beliefs and environmental influences. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Expectancy-value theory proposes that students' motivation is shaped by how valuable they perceive a learning activity to be. Eccles and Wigfield (2000, 2002) outline four components of task value: '''intrinsic value, utility value, attainment value, and cost,''' and these components influence students' effort, persistence, and academic choices. === Intrinsic value === Intrinsic value refers to the enjoyment or interest students experience when engaging in a learning activity. Students are more motivated when they find tasks enjoyable or personally meaningful, and research consistently shows that intrinsic value predicts greater engagement and persistence (Eccles & Wigfield, 2000). Intrinsic value can vary across subjects and activities, which helps explain why students may feel highly motivated in one learning domain but less interested in another. === Utility value === Utility value reflects how useful a task is for achieving future goals. Students invest more effort when they believe a learning activity will help them progress academically or professionally (Harackiewicz & Hulleman, 2009). Recent meta-analytic work by Canning et al. (2018) shows that utility value interventions, which ask students to explain how course content connects to their personal goals, are particularly effective for learners with low initial expectancy beliefs. When students doubt their ability, highlighting usefulness can compensate for low confidence and increased engagement. This finding demonstrates that utility value interacts with expectancy beliefs, which reinforces the idea that motivation is shaped by both confidence and perceived relevance. === Attainment value === Attainment value refers to the personal importance of performing well on a task (Eccles & Wigfield, 2000). Students are motivated when success aligns with their identity, values, or self concept. For example, a student who sees being good at maths as part of who they are is more likely to invest effort in math related tasks. Attainment value influences subject choices and long term academic commitment, especially in domains that feel central to students' sense of self. === Cost === Cost represents the negative aspects of engaging in a task, including effort, stress, anxiety, and time demands. Although cost is grouped within the task value framework, it functions differently from the other components because it refers to the negative demands associated with a task rather than its motivational benefits. Flake et al., (2015) show that high perceived cost can reduce motivation even when intrinsic, utility, or attainment values are strong. Students may find a task enjoyable or useful but still disengage if the workload feels overwhelming or emotionally demanding. This helps explain why motivation can drop in situations where stress, pressure, or if other academic pressures interfere with students' ability to engage with learning tasks. === Task value as a motivational process === Task values shape motivation by influencing how students judge whether a learning activity is worth their time and effort. This perspective aligns with socio-cognitive models, which emphasise how students evaluate the worth of academic tasks and how these evaluations shape engagement (Pintrich, 2003). While traditional expectancy-value theory focuses on relatively stable beliefs about enjoyment, usefulness, importance, and cost, more recent work highlights that these values can shift across situations. Situated expectancy-value theory extends EVT by emphasising that task values are context dependent (Eccles & Wigfield, 2020). Classroom climate, social interactions, cultural background, and moment-to-moment experiences influence how students perceive enjoyment, usefulness, importance, and cost. This situational perspective explains why motivation fluctuates across different learning environments. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | What's happening in this space? |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | '''The move towards situated expectancy-value theory'''<br> Early EVT (Eccles et al., 1983) focused on stable beliefs about competence and task value. Later refinements clarified how social influences (teachers, parents, and peers) shape these beliefs. SEVT (2020) reframes motivation as dynamic and situated, showing that expectancies and values shift in response to classroom context, feedback, identity, and social interactions. <div style="float:left; margin:10px 20px 10px 0; width:320px;"> [[File:MUSIC model of motivation diagram.png|335px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> </div> ''' The MUSIC model of motivation '''<br> A recent extension of situated expectancy-value theory is the MUSIC Model of Motivation developed by Brett D. Jones, see Figure 4. This model helps explain how motivation shifts across different learning environments, which is the key difference between EVT and SEVT. The first scenario in this chapter reflects traditional EVT, where motivation is guided by stable beliefs about ability and long-term goals (Eccles & Wigfield, 2002). The second scenario reflects SEVT, where confidence and task value change in response to immediate environmental demands (Eccles & Wigfield, 2020). The MUSIC model builds on this situational perspective by identifying five classroom features that shape students’ moment-to-moment motivation: empowerment, usefulness, success, interest, and caring. Empowerment helps students feel more in control of their learning, which can strengthen both expectancy beliefs and task value. <div style="float:right; background-color:#F6F4E7; padding:8px; width:150px; text-align:center; margin:10px 0 10px 20px;"> [[File:YouTube social white square (2024).svg|150px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> Usefulness reflects how relevant a task feels to students’ goals and future needs, consistent with utility value (Eccles & Wigfield, 2002). Success relates to students’ confidence in their ability to achieve desired outcomes. Interest captures the enjoyment and engagement students experience during learning, which aligns with intrinsic value (Eccles & Wigfield, 2002). Caring reflects the supportive relationships in the classroom, which SEVT identifies as a key influence on how expectancies and values shift across contexts. Jones explains in his Motivating Others talk (Episode 3) that these elements help teachers design learning experiences that support students’ confidence and perceived value in different situations, see Figure 5. The MUSIC model therefore extends EVT by showing how educators can intentionally shape classroom conditions to strengthen motivation in real time, a claim supported by intervention research demonstrating that increasing perceived usefulness enhances performance and retention (Canning et al., 2018). |} == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strengthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing examples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more enduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. However, the writing component can disadvantage students with lower literacy skill, meaning the intervention may be most effective for students who already possess stronger academic abilities. This creates a paradox where the strategy can enhance motivation for students who need it least, while offering limited benefit, or even reducing confidence, for those who may benefit the most. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Increasing task values or expectancy beliefs may have a limited impact when students face broader structural barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students’ opportunities to engage, even when they recognise the value of a task or believe they can succeed. EVT-based strategies also rely on ongoing support, and without consistent reinforcement they can be difficult to maintain over time (Eccles & Wigfield, 2002). EVT has also been critiqued for underemphasising emotional processes, despite evidence that anxiety, stress, and classroom climate strongly influence motivation. Additionally, the boundaries between intrinsic, utility, and attainment value often blur in real learning contexts, making them difficult to measure distinctly (Eccles, 2005). These limitations highlight the need for models like SEVT that account for contextual and affective influences. == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task values by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expectancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 EricEdwardWilson714. (2021, July 21). Science lab at Pace Brantley Preparatory School [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Science_Lab_at_Pace_Brantley_Preparatory_School.jpg Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002 Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067 Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832 Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 S00246164. (2025). Motivation Laptop.svg [SVG image]. Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} a8xo5a8jng6topffpizy6g79qjiih2z 2841652 2841647 2026-10-20T04:18:09Z StudentUC2026 3105303 Re-labelled 'what's happening in this space' to more suitable heading 2841652 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} This example illustrates how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed, and while task value describes how important, useful, or enjoyable the task feels, together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why students respond differently to the same task. 'Expectancy' refers to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. 'Cost' refers to the downsides of doing the task, such as the amount of effort, time or stress required for the task. These components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contemporary work emphasises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Social-cognitive models also highlight the importance of students’ beliefs about the value of academic tasks, with Eccles and Wigfield (2002) noting that motivation increases when learners view an activity as important, enjoyable, or useful for future goals. Together, these perspectives show that educational motivation is influenced by how students think about themselves and how they evaluate the learning activities they encounter. This perspective sets up a clear link to expectancy-value theory, which similarly emphasises how motivation is shaped by both personal beliefs and environmental influences. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Expectancy-value theory proposes that students' motivation is shaped by how valuable they perceive a learning activity to be. Eccles and Wigfield (2000, 2002) outline four components of task value: '''intrinsic value, utility value, attainment value, and cost,''' and these components influence students' effort, persistence, and academic choices. === Intrinsic value === Intrinsic value refers to the enjoyment or interest students experience when engaging in a learning activity. Students are more motivated when they find tasks enjoyable or personally meaningful, and research consistently shows that intrinsic value predicts greater engagement and persistence (Eccles & Wigfield, 2000). Intrinsic value can vary across subjects and activities, which helps explain why students may feel highly motivated in one learning domain but less interested in another. === Utility value === Utility value reflects how useful a task is for achieving future goals. Students invest more effort when they believe a learning activity will help them progress academically or professionally (Harackiewicz & Hulleman, 2009). Recent meta-analytic work by Canning et al. (2018) shows that utility value interventions, which ask students to explain how course content connects to their personal goals, are particularly effective for learners with low initial expectancy beliefs. When students doubt their ability, highlighting usefulness can compensate for low confidence and increased engagement. This finding demonstrates that utility value interacts with expectancy beliefs, which reinforces the idea that motivation is shaped by both confidence and perceived relevance. === Attainment value === Attainment value refers to the personal importance of performing well on a task (Eccles & Wigfield, 2000). Students are motivated when success aligns with their identity, values, or self concept. For example, a student who sees being good at maths as part of who they are is more likely to invest effort in math related tasks. Attainment value influences subject choices and long term academic commitment, especially in domains that feel central to students' sense of self. === Cost === Cost represents the negative aspects of engaging in a task, including effort, stress, anxiety, and time demands. Although cost is grouped within the task value framework, it functions differently from the other components because it refers to the negative demands associated with a task rather than its motivational benefits. Flake et al., (2015) show that high perceived cost can reduce motivation even when intrinsic, utility, or attainment values are strong. Students may find a task enjoyable or useful but still disengage if the workload feels overwhelming or emotionally demanding. This helps explain why motivation can drop in situations where stress, pressure, or if other academic pressures interfere with students' ability to engage with learning tasks. === Task value as a motivational process === Task values shape motivation by influencing how students judge whether a learning activity is worth their time and effort. This perspective aligns with socio-cognitive models, which emphasise how students evaluate the worth of academic tasks and how these evaluations shape engagement (Pintrich, 2003). While traditional expectancy-value theory focuses on relatively stable beliefs about enjoyment, usefulness, importance, and cost, more recent work highlights that these values can shift across situations. Situated expectancy-value theory extends EVT by emphasising that task values are context dependent (Eccles & Wigfield, 2020). Classroom climate, social interactions, cultural background, and moment-to-moment experiences influence how students perceive enjoyment, usefulness, importance, and cost. This situational perspective explains why motivation fluctuates across different learning environments. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Contemporary developments in expectancy-value theory |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | '''The move towards situated expectancy-value theory'''<br> Early EVT (Eccles et al., 1983) focused on stable beliefs about competence and task value. Later refinements clarified how social influences (teachers, parents, and peers) shape these beliefs. SEVT (2020) reframes motivation as dynamic and situated, showing that expectancies and values shift in response to classroom context, feedback, identity, and social interactions. <div style="float:left; margin:10px 20px 10px 0; width:320px;"> [[File:MUSIC model of motivation diagram.png|335px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> </div> ''' The MUSIC model of motivation '''<br> A recent extension of situated expectancy-value theory is the MUSIC Model of Motivation developed by Brett D. Jones, see Figure 4. This model helps explain how motivation shifts across different learning environments, which is the key difference between EVT and SEVT. The first scenario in this chapter reflects traditional EVT, where motivation is guided by stable beliefs about ability and long-term goals (Eccles & Wigfield, 2002). The second scenario reflects SEVT, where confidence and task value change in response to immediate environmental demands (Eccles & Wigfield, 2020). The MUSIC model builds on this situational perspective by identifying five classroom features that shape students’ moment-to-moment motivation: empowerment, usefulness, success, interest, and caring. Empowerment helps students feel more in control of their learning, which can strengthen both expectancy beliefs and task value. <div style="float:right; background-color:#F6F4E7; padding:8px; width:150px; text-align:center; margin:10px 0 10px 20px;"> [[File:YouTube social white square (2024).svg|150px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> Usefulness reflects how relevant a task feels to students’ goals and future needs, consistent with utility value (Eccles & Wigfield, 2002). Success relates to students’ confidence in their ability to achieve desired outcomes. Interest captures the enjoyment and engagement students experience during learning, which aligns with intrinsic value (Eccles & Wigfield, 2002). Caring reflects the supportive relationships in the classroom, which SEVT identifies as a key influence on how expectancies and values shift across contexts. Jones explains in his Motivating Others talk (Episode 3) that these elements help teachers design learning experiences that support students’ confidence and perceived value in different situations, see Figure 5. The MUSIC model therefore extends EVT by showing how educators can intentionally shape classroom conditions to strengthen motivation in real time, a claim supported by intervention research demonstrating that increasing perceived usefulness enhances performance and retention (Canning et al., 2018). |} == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strengthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing examples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more enduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. However, the writing component can disadvantage students with lower literacy skill, meaning the intervention may be most effective for students who already possess stronger academic abilities. This creates a paradox where the strategy can enhance motivation for students who need it least, while offering limited benefit, or even reducing confidence, for those who may benefit the most. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Increasing task values or expectancy beliefs may have a limited impact when students face broader structural barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students’ opportunities to engage, even when they recognise the value of a task or believe they can succeed. EVT-based strategies also rely on ongoing support, and without consistent reinforcement they can be difficult to maintain over time (Eccles & Wigfield, 2002). EVT has also been critiqued for underemphasising emotional processes, despite evidence that anxiety, stress, and classroom climate strongly influence motivation. Additionally, the boundaries between intrinsic, utility, and attainment value often blur in real learning contexts, making them difficult to measure distinctly (Eccles, 2005). These limitations highlight the need for models like SEVT that account for contextual and affective influences. == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task values by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expectancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 EricEdwardWilson714. (2021, July 21). Science lab at Pace Brantley Preparatory School [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Science_Lab_at_Pace_Brantley_Preparatory_School.jpg Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002 Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067 Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832 Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 S00246164. (2025). Motivation Laptop.svg [SVG image]. Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} smi3gowbn8o0la6rbrarka1qhj1i6q3 2841654 2841652 2026-10-20T04:26:48Z StudentUC2026 3105303 Re-wording and refining MUSIC model section 2841654 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} This example illustrates how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed, and while task value describes how important, useful, or enjoyable the task feels, together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why students respond differently to the same task. 'Expectancy' refers to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. 'Cost' refers to the downsides of doing the task, such as the amount of effort, time or stress required for the task. These components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contemporary work emphasises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Social-cognitive models also highlight the importance of students’ beliefs about the value of academic tasks, with Eccles and Wigfield (2002) noting that motivation increases when learners view an activity as important, enjoyable, or useful for future goals. Together, these perspectives show that educational motivation is influenced by how students think about themselves and how they evaluate the learning activities they encounter. This perspective sets up a clear link to expectancy-value theory, which similarly emphasises how motivation is shaped by both personal beliefs and environmental influences. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Expectancy-value theory proposes that students' motivation is shaped by how valuable they perceive a learning activity to be. Eccles and Wigfield (2000, 2002) outline four components of task value: '''intrinsic value, utility value, attainment value, and cost,''' and these components influence students' effort, persistence, and academic choices. === Intrinsic value === Intrinsic value refers to the enjoyment or interest students experience when engaging in a learning activity. Students are more motivated when they find tasks enjoyable or personally meaningful, and research consistently shows that intrinsic value predicts greater engagement and persistence (Eccles & Wigfield, 2000). Intrinsic value can vary across subjects and activities, which helps explain why students may feel highly motivated in one learning domain but less interested in another. === Utility value === Utility value reflects how useful a task is for achieving future goals. Students invest more effort when they believe a learning activity will help them progress academically or professionally (Harackiewicz & Hulleman, 2009). Recent meta-analytic work by Canning et al. (2018) shows that utility value interventions, which ask students to explain how course content connects to their personal goals, are particularly effective for learners with low initial expectancy beliefs. When students doubt their ability, highlighting usefulness can compensate for low confidence and increased engagement. This finding demonstrates that utility value interacts with expectancy beliefs, which reinforces the idea that motivation is shaped by both confidence and perceived relevance. === Attainment value === Attainment value refers to the personal importance of performing well on a task (Eccles & Wigfield, 2000). Students are motivated when success aligns with their identity, values, or self concept. For example, a student who sees being good at maths as part of who they are is more likely to invest effort in math related tasks. Attainment value influences subject choices and long term academic commitment, especially in domains that feel central to students' sense of self. === Cost === Cost represents the negative aspects of engaging in a task, including effort, stress, anxiety, and time demands. Although cost is grouped within the task value framework, it functions differently from the other components because it refers to the negative demands associated with a task rather than its motivational benefits. Flake et al., (2015) show that high perceived cost can reduce motivation even when intrinsic, utility, or attainment values are strong. Students may find a task enjoyable or useful but still disengage if the workload feels overwhelming or emotionally demanding. This helps explain why motivation can drop in situations where stress, pressure, or if other academic pressures interfere with students' ability to engage with learning tasks. === Task value as a motivational process === Task values shape motivation by influencing how students judge whether a learning activity is worth their time and effort. This perspective aligns with socio-cognitive models, which emphasise how students evaluate the worth of academic tasks and how these evaluations shape engagement (Pintrich, 2003). While traditional expectancy-value theory focuses on relatively stable beliefs about enjoyment, usefulness, importance, and cost, more recent work highlights that these values can shift across situations. Situated expectancy-value theory extends EVT by emphasising that task values are context dependent (Eccles & Wigfield, 2020). Classroom climate, social interactions, cultural background, and moment-to-moment experiences influence how students perceive enjoyment, usefulness, importance, and cost. This situational perspective explains why motivation fluctuates across different learning environments. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Contemporary developments in expectancy-value theory: SEVT and the MUSIC model |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="float:left; margin:10px 20px 10px 0; width:320px;"> [[File:MUSIC model of motivation diagram.png|335px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> </div> ''' The MUSIC model of motivation '''<br> Recent developments in expectancy-value theory emphasise the role of context in shaping motivation, which has led to the emergence of situated expectancy-value theory (SEVT) and practical frameworks such as the MUSIC Model of Motivation (Eccles & Wigfield, 2020; Jones, 2018). The MUSIC model builds on this situational perspective by identifying five classroom features that shape students’ moment-to-moment motivation: empowerment, usefulness, success, interest, and caring. Empowerment helps students feel more in control of their learning, which can strengthen both expectancy beliefs and task value. <div style="float:right; background-color:#F6F4E7; padding:8px; width:150px; text-align:center; margin:10px 0 10px 20px;"> [[File:YouTube social white square (2024).svg|150px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> Usefulness reflects how relevant a task feels to students’ goals and future needs, consistent with utility value (Eccles & Wigfield, 2002). Success relates to students’ confidence in their ability to achieve desired outcomes. Interest captures the enjoyment and engagement students experience during learning, which aligns with intrinsic value (Eccles & Wigfield, 2002). Caring reflects the supportive relationships in the classroom, which SEVT identifies as a key influence on how expectancies and values shift across contexts. Jones explains in his Motivating Others talk (Episode 3) that these elements help teachers design learning experiences that support students’ confidence and perceived value in different situations, see Figure 5. The MUSIC model therefore extends EVT by showing how educators can intentionally shape classroom conditions to strengthen motivation in real time, a claim supported by intervention research demonstrating that increasing perceived usefulness enhances performance and retention (Canning et al., 2018). |} == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strengthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing examples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more enduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. However, the writing component can disadvantage students with lower literacy skill, meaning the intervention may be most effective for students who already possess stronger academic abilities. This creates a paradox where the strategy can enhance motivation for students who need it least, while offering limited benefit, or even reducing confidence, for those who may benefit the most. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Increasing task values or expectancy beliefs may have a limited impact when students face broader structural barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students’ opportunities to engage, even when they recognise the value of a task or believe they can succeed. EVT-based strategies also rely on ongoing support, and without consistent reinforcement they can be difficult to maintain over time (Eccles & Wigfield, 2002). EVT has also been critiqued for underemphasising emotional processes, despite evidence that anxiety, stress, and classroom climate strongly influence motivation. Additionally, the boundaries between intrinsic, utility, and attainment value often blur in real learning contexts, making them difficult to measure distinctly (Eccles, 2005). These limitations highlight the need for models like SEVT that account for contextual and affective influences. == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task values by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expectancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 EricEdwardWilson714. (2021, July 21). Science lab at Pace Brantley Preparatory School [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Science_Lab_at_Pace_Brantley_Preparatory_School.jpg Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002 Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067 Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832 Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 S00246164. (2025). Motivation Laptop.svg [SVG image]. Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} s2bqddrpjpphzbzmlczkp3caao3qzhr 2841656 2841654 2026-10-20T04:31:39Z StudentUC2026 3105303 Deepening theory on MUSIC model 2841656 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} This example illustrates how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed, and while task value describes how important, useful, or enjoyable the task feels, together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why students respond differently to the same task. 'Expectancy' refers to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. 'Cost' refers to the downsides of doing the task, such as the amount of effort, time or stress required for the task. These components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contemporary work emphasises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Social-cognitive models also highlight the importance of students’ beliefs about the value of academic tasks, with Eccles and Wigfield (2002) noting that motivation increases when learners view an activity as important, enjoyable, or useful for future goals. Together, these perspectives show that educational motivation is influenced by how students think about themselves and how they evaluate the learning activities they encounter. This perspective sets up a clear link to expectancy-value theory, which similarly emphasises how motivation is shaped by both personal beliefs and environmental influences. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Expectancy-value theory proposes that students' motivation is shaped by how valuable they perceive a learning activity to be. Eccles and Wigfield (2000, 2002) outline four components of task value: '''intrinsic value, utility value, attainment value, and cost,''' and these components influence students' effort, persistence, and academic choices. === Intrinsic value === Intrinsic value refers to the enjoyment or interest students experience when engaging in a learning activity. Students are more motivated when they find tasks enjoyable or personally meaningful, and research consistently shows that intrinsic value predicts greater engagement and persistence (Eccles & Wigfield, 2000). Intrinsic value can vary across subjects and activities, which helps explain why students may feel highly motivated in one learning domain but less interested in another. === Utility value === Utility value reflects how useful a task is for achieving future goals. Students invest more effort when they believe a learning activity will help them progress academically or professionally (Harackiewicz & Hulleman, 2009). Recent meta-analytic work by Canning et al. (2018) shows that utility value interventions, which ask students to explain how course content connects to their personal goals, are particularly effective for learners with low initial expectancy beliefs. When students doubt their ability, highlighting usefulness can compensate for low confidence and increased engagement. This finding demonstrates that utility value interacts with expectancy beliefs, which reinforces the idea that motivation is shaped by both confidence and perceived relevance. === Attainment value === Attainment value refers to the personal importance of performing well on a task (Eccles & Wigfield, 2000). Students are motivated when success aligns with their identity, values, or self concept. For example, a student who sees being good at maths as part of who they are is more likely to invest effort in math related tasks. Attainment value influences subject choices and long term academic commitment, especially in domains that feel central to students' sense of self. === Cost === Cost represents the negative aspects of engaging in a task, including effort, stress, anxiety, and time demands. Although cost is grouped within the task value framework, it functions differently from the other components because it refers to the negative demands associated with a task rather than its motivational benefits. Flake et al., (2015) show that high perceived cost can reduce motivation even when intrinsic, utility, or attainment values are strong. Students may find a task enjoyable or useful but still disengage if the workload feels overwhelming or emotionally demanding. This helps explain why motivation can drop in situations where stress, pressure, or if other academic pressures interfere with students' ability to engage with learning tasks. === Task value as a motivational process === Task values shape motivation by influencing how students judge whether a learning activity is worth their time and effort. This perspective aligns with socio-cognitive models, which emphasise how students evaluate the worth of academic tasks and how these evaluations shape engagement (Pintrich, 2003). While traditional expectancy-value theory focuses on relatively stable beliefs about enjoyment, usefulness, importance, and cost, more recent work highlights that these values can shift across situations. Situated expectancy-value theory extends EVT by emphasising that task values are context dependent (Eccles & Wigfield, 2020). Classroom climate, social interactions, cultural background, and moment-to-moment experiences influence how students perceive enjoyment, usefulness, importance, and cost. This situational perspective explains why motivation fluctuates across different learning environments. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Contemporary developments in expectancy-value theory: SEVT and the MUSIC model |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="float:left; margin:10px 20px 10px 0; width:320px;"> [[File:MUSIC model of motivation diagram.png|335px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> </div> ''' The MUSIC model of motivation '''<br> Recent developments in expectancy-value theory emphasise the role of context in shaping motivation, which has led to the emergence of situated expectancy-value theory (SEVT) and practical frameworks such as the MUSIC Model of Motivation (Eccles & Wigfield, 2020; Jones, 2018). The MUSIC Model of Motivation (Jones, 2009; 2018) provides a practical framework that complements and extends SEVT. EVT explains how expectancy and task value influence motivation (Eccles & Wigfield, 2002), and SEVT emphasises how these beliefs fluctuate across contexts (Eccles & Wigfield, 2020). However, neither framework specifies how educators can intentionally shape the contextual factors that influence motivation. The MUSIC model addresses this gap by identifying five classroom features: empowerment, usefulness, success, interest, and caring (Jones, 2009). These features influence students’ moment-to-moment expectancies and task values. <div style="float:right; background-color:#F6F4E7; padding:8px; width:150px; text-align:center; margin:10px 0 10px 20px;"> [[File:YouTube social white square (2024).svg|150px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> Usefulness reflects how relevant a task feels to students’ goals and future needs, consistent with utility value (Eccles & Wigfield, 2002). Success relates to students’ confidence in their ability to achieve desired outcomes. Interest captures the enjoyment and engagement students experience during learning, which aligns with intrinsic value (Eccles & Wigfield, 2002). Caring reflects the supportive relationships in the classroom, which SEVT identifies as a key influence on how expectancies and values shift across contexts. Jones explains in his Motivating Others talk (Episode 3) that these elements help teachers design learning experiences that support students’ confidence and perceived value in different situations, see Figure 5. The MUSIC model therefore extends EVT by showing how educators can intentionally shape classroom conditions to strengthen motivation in real time, a claim supported by intervention research demonstrating that increasing perceived usefulness enhances performance and retention (Canning et al., 2018). |} == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strengthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing examples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more enduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. However, the writing component can disadvantage students with lower literacy skill, meaning the intervention may be most effective for students who already possess stronger academic abilities. This creates a paradox where the strategy can enhance motivation for students who need it least, while offering limited benefit, or even reducing confidence, for those who may benefit the most. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Increasing task values or expectancy beliefs may have a limited impact when students face broader structural barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students’ opportunities to engage, even when they recognise the value of a task or believe they can succeed. EVT-based strategies also rely on ongoing support, and without consistent reinforcement they can be difficult to maintain over time (Eccles & Wigfield, 2002). EVT has also been critiqued for underemphasising emotional processes, despite evidence that anxiety, stress, and classroom climate strongly influence motivation. Additionally, the boundaries between intrinsic, utility, and attainment value often blur in real learning contexts, making them difficult to measure distinctly (Eccles, 2005). These limitations highlight the need for models like SEVT that account for contextual and affective influences. == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task values by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expectancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 EricEdwardWilson714. (2021, July 21). Science lab at Pace Brantley Preparatory School [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Science_Lab_at_Pace_Brantley_Preparatory_School.jpg Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002 Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067 Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832 Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 S00246164. (2025). Motivation Laptop.svg [SVG image]. Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} 7n4k0a6vpw2u45j672luemhwoe0ht38 2841658 2841656 2026-10-20T04:34:13Z StudentUC2026 3105303 Adding empowerment sentence with in-text citations 2841658 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} This example illustrates how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed, and while task value describes how important, useful, or enjoyable the task feels, together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why students respond differently to the same task. 'Expectancy' refers to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. 'Cost' refers to the downsides of doing the task, such as the amount of effort, time or stress required for the task. These components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contemporary work emphasises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Social-cognitive models also highlight the importance of students’ beliefs about the value of academic tasks, with Eccles and Wigfield (2002) noting that motivation increases when learners view an activity as important, enjoyable, or useful for future goals. Together, these perspectives show that educational motivation is influenced by how students think about themselves and how they evaluate the learning activities they encounter. This perspective sets up a clear link to expectancy-value theory, which similarly emphasises how motivation is shaped by both personal beliefs and environmental influences. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Expectancy-value theory proposes that students' motivation is shaped by how valuable they perceive a learning activity to be. Eccles and Wigfield (2000, 2002) outline four components of task value: '''intrinsic value, utility value, attainment value, and cost,''' and these components influence students' effort, persistence, and academic choices. === Intrinsic value === Intrinsic value refers to the enjoyment or interest students experience when engaging in a learning activity. Students are more motivated when they find tasks enjoyable or personally meaningful, and research consistently shows that intrinsic value predicts greater engagement and persistence (Eccles & Wigfield, 2000). Intrinsic value can vary across subjects and activities, which helps explain why students may feel highly motivated in one learning domain but less interested in another. === Utility value === Utility value reflects how useful a task is for achieving future goals. Students invest more effort when they believe a learning activity will help them progress academically or professionally (Harackiewicz & Hulleman, 2009). Recent meta-analytic work by Canning et al. (2018) shows that utility value interventions, which ask students to explain how course content connects to their personal goals, are particularly effective for learners with low initial expectancy beliefs. When students doubt their ability, highlighting usefulness can compensate for low confidence and increased engagement. This finding demonstrates that utility value interacts with expectancy beliefs, which reinforces the idea that motivation is shaped by both confidence and perceived relevance. === Attainment value === Attainment value refers to the personal importance of performing well on a task (Eccles & Wigfield, 2000). Students are motivated when success aligns with their identity, values, or self concept. For example, a student who sees being good at maths as part of who they are is more likely to invest effort in math related tasks. Attainment value influences subject choices and long term academic commitment, especially in domains that feel central to students' sense of self. === Cost === Cost represents the negative aspects of engaging in a task, including effort, stress, anxiety, and time demands. Although cost is grouped within the task value framework, it functions differently from the other components because it refers to the negative demands associated with a task rather than its motivational benefits. Flake et al., (2015) show that high perceived cost can reduce motivation even when intrinsic, utility, or attainment values are strong. Students may find a task enjoyable or useful but still disengage if the workload feels overwhelming or emotionally demanding. This helps explain why motivation can drop in situations where stress, pressure, or if other academic pressures interfere with students' ability to engage with learning tasks. === Task value as a motivational process === Task values shape motivation by influencing how students judge whether a learning activity is worth their time and effort. This perspective aligns with socio-cognitive models, which emphasise how students evaluate the worth of academic tasks and how these evaluations shape engagement (Pintrich, 2003). While traditional expectancy-value theory focuses on relatively stable beliefs about enjoyment, usefulness, importance, and cost, more recent work highlights that these values can shift across situations. Situated expectancy-value theory extends EVT by emphasising that task values are context dependent (Eccles & Wigfield, 2020). Classroom climate, social interactions, cultural background, and moment-to-moment experiences influence how students perceive enjoyment, usefulness, importance, and cost. This situational perspective explains why motivation fluctuates across different learning environments. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Contemporary developments in expectancy-value theory: SEVT and the MUSIC model |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="float:left; margin:10px 20px 10px 0; width:320px;"> [[File:MUSIC model of motivation diagram.png|335px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> </div> ''' The MUSIC model of motivation '''<br> Recent developments in expectancy-value theory emphasise the role of context in shaping motivation, which has led to the emergence of situated expectancy-value theory (SEVT) and practical frameworks such as the MUSIC Model of Motivation (Eccles & Wigfield, 2020; Jones, 2018). The MUSIC Model of Motivation (Jones, 2009; 2018) provides a practical framework that complements and extends SEVT. EVT explains how expectancy and task value influence motivation (Eccles & Wigfield, 2002), and SEVT emphasises how these beliefs fluctuate across contexts (Eccles & Wigfield, 2020). However, neither framework specifies how educators can intentionally shape the contextual factors that influence motivation. The MUSIC model addresses this gap by identifying five classroom features: empowerment, usefulness, success, interest, and caring (Jones, 2009). These features influence students’ moment-to-moment expectancies and task values. <div style="float:right; background-color:#F6F4E7; padding:8px; width:150px; text-align:center; margin:10px 0 10px 20px;"> [[File:YouTube social white square (2024).svg|150px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> Empowerment aligns with SEVT’s emphasis on contextual influences by giving students autonomy and control over their learning environment (Jones, 2018). This supports expectancy beliefs by helping students feel capable of directing their own learning, which is consistent with research on self-efficacy and mastery experiences (Bandura, 1997; Pajares & Schunk, 2009). Usefulness reflects how relevant a task feels to students’ goals and future needs, consistent with utility value (Eccles & Wigfield, 2002). Success relates to students’ confidence in their ability to achieve desired outcomes. Interest captures the enjoyment and engagement students experience during learning, which aligns with intrinsic value (Eccles & Wigfield, 2002). Caring reflects the supportive relationships in the classroom, which SEVT identifies as a key influence on how expectancies and values shift across contexts. Jones explains in his Motivating Others talk (Episode 3) that these elements help teachers design learning experiences that support students’ confidence and perceived value in different situations, see Figure 5. The MUSIC model therefore extends EVT by showing how educators can intentionally shape classroom conditions to strengthen motivation in real time, a claim supported by intervention research demonstrating that increasing perceived usefulness enhances performance and retention (Canning et al., 2018). |} == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strengthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing examples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more enduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. However, the writing component can disadvantage students with lower literacy skill, meaning the intervention may be most effective for students who already possess stronger academic abilities. This creates a paradox where the strategy can enhance motivation for students who need it least, while offering limited benefit, or even reducing confidence, for those who may benefit the most. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Increasing task values or expectancy beliefs may have a limited impact when students face broader structural barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students’ opportunities to engage, even when they recognise the value of a task or believe they can succeed. EVT-based strategies also rely on ongoing support, and without consistent reinforcement they can be difficult to maintain over time (Eccles & Wigfield, 2002). EVT has also been critiqued for underemphasising emotional processes, despite evidence that anxiety, stress, and classroom climate strongly influence motivation. Additionally, the boundaries between intrinsic, utility, and attainment value often blur in real learning contexts, making them difficult to measure distinctly (Eccles, 2005). These limitations highlight the need for models like SEVT that account for contextual and affective influences. == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task values by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expectancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 EricEdwardWilson714. (2021, July 21). Science lab at Pace Brantley Preparatory School [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Science_Lab_at_Pace_Brantley_Preparatory_School.jpg Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002 Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067 Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832 Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 S00246164. (2025). Motivation Laptop.svg [SVG image]. Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} g07lrd2rbu1hk5mq29xargm1r0e1bpy 2841659 2841658 2026-10-20T04:36:50Z StudentUC2026 3105303 adding re-worded usefulness sentence to feature box 2841659 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} This example illustrates how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed, and while task value describes how important, useful, or enjoyable the task feels, together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why students respond differently to the same task. 'Expectancy' refers to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. 'Cost' refers to the downsides of doing the task, such as the amount of effort, time or stress required for the task. These components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contemporary work emphasises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Social-cognitive models also highlight the importance of students’ beliefs about the value of academic tasks, with Eccles and Wigfield (2002) noting that motivation increases when learners view an activity as important, enjoyable, or useful for future goals. Together, these perspectives show that educational motivation is influenced by how students think about themselves and how they evaluate the learning activities they encounter. This perspective sets up a clear link to expectancy-value theory, which similarly emphasises how motivation is shaped by both personal beliefs and environmental influences. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Expectancy-value theory proposes that students' motivation is shaped by how valuable they perceive a learning activity to be. Eccles and Wigfield (2000, 2002) outline four components of task value: '''intrinsic value, utility value, attainment value, and cost,''' and these components influence students' effort, persistence, and academic choices. === Intrinsic value === Intrinsic value refers to the enjoyment or interest students experience when engaging in a learning activity. Students are more motivated when they find tasks enjoyable or personally meaningful, and research consistently shows that intrinsic value predicts greater engagement and persistence (Eccles & Wigfield, 2000). Intrinsic value can vary across subjects and activities, which helps explain why students may feel highly motivated in one learning domain but less interested in another. === Utility value === Utility value reflects how useful a task is for achieving future goals. Students invest more effort when they believe a learning activity will help them progress academically or professionally (Harackiewicz & Hulleman, 2009). Recent meta-analytic work by Canning et al. (2018) shows that utility value interventions, which ask students to explain how course content connects to their personal goals, are particularly effective for learners with low initial expectancy beliefs. When students doubt their ability, highlighting usefulness can compensate for low confidence and increased engagement. This finding demonstrates that utility value interacts with expectancy beliefs, which reinforces the idea that motivation is shaped by both confidence and perceived relevance. === Attainment value === Attainment value refers to the personal importance of performing well on a task (Eccles & Wigfield, 2000). Students are motivated when success aligns with their identity, values, or self concept. For example, a student who sees being good at maths as part of who they are is more likely to invest effort in math related tasks. Attainment value influences subject choices and long term academic commitment, especially in domains that feel central to students' sense of self. === Cost === Cost represents the negative aspects of engaging in a task, including effort, stress, anxiety, and time demands. Although cost is grouped within the task value framework, it functions differently from the other components because it refers to the negative demands associated with a task rather than its motivational benefits. Flake et al., (2015) show that high perceived cost can reduce motivation even when intrinsic, utility, or attainment values are strong. Students may find a task enjoyable or useful but still disengage if the workload feels overwhelming or emotionally demanding. This helps explain why motivation can drop in situations where stress, pressure, or if other academic pressures interfere with students' ability to engage with learning tasks. === Task value as a motivational process === Task values shape motivation by influencing how students judge whether a learning activity is worth their time and effort. This perspective aligns with socio-cognitive models, which emphasise how students evaluate the worth of academic tasks and how these evaluations shape engagement (Pintrich, 2003). While traditional expectancy-value theory focuses on relatively stable beliefs about enjoyment, usefulness, importance, and cost, more recent work highlights that these values can shift across situations. Situated expectancy-value theory extends EVT by emphasising that task values are context dependent (Eccles & Wigfield, 2020). Classroom climate, social interactions, cultural background, and moment-to-moment experiences influence how students perceive enjoyment, usefulness, importance, and cost. This situational perspective explains why motivation fluctuates across different learning environments. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Contemporary developments in expectancy-value theory: SEVT and the MUSIC model |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="float:left; margin:10px 20px 10px 0; width:320px;"> [[File:MUSIC model of motivation diagram.png|335px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> </div> ''' The MUSIC model of motivation '''<br> Recent developments in expectancy-value theory emphasise the role of context in shaping motivation, which has led to the emergence of situated expectancy-value theory (SEVT) and practical frameworks such as the MUSIC Model of Motivation (Eccles & Wigfield, 2020; Jones, 2018). The MUSIC Model of Motivation (Jones, 2009; 2018) provides a practical framework that complements and extends SEVT. EVT explains how expectancy and task value influence motivation (Eccles & Wigfield, 2002), and SEVT emphasises how these beliefs fluctuate across contexts (Eccles & Wigfield, 2020). However, neither framework specifies how educators can intentionally shape the contextual factors that influence motivation. The MUSIC model addresses this gap by identifying five classroom features: empowerment, usefulness, success, interest, and caring (Jones, 2009). These features influence students’ moment-to-moment expectancies and task values. <div style="float:right; background-color:#F6F4E7; padding:8px; width:150px; text-align:center; margin:10px 0 10px 20px;"> [[File:YouTube social white square (2024).svg|150px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> '''Empowerment''' aligns with SEVT’s emphasis on contextual influences by giving students autonomy and control over their learning environment (Jones, 2018). This supports expectancy beliefs by helping students feel capable of directing their own learning, which is consistent with research on self-efficacy and mastery experiences (Bandura, 1997; Pajares & Schunk, 2009). '''Usefulness''' corresponds directly to utility value in EVT and reinforces the idea that students are more motivated when they perceive tasks as relevant to their goals (Eccles & Wigfield, 2002; Harackiewicz & Hulleman, 2009). Interest captures the enjoyment and engagement students experience during learning, which aligns with intrinsic value (Eccles & Wigfield, 2002). Caring reflects the supportive relationships in the classroom, which SEVT identifies as a key influence on how expectancies and values shift across contexts. Jones explains in his Motivating Others talk (Episode 3) that these elements help teachers design learning experiences that support students’ confidence and perceived value in different situations, see Figure 5. The MUSIC model therefore extends EVT by showing how educators can intentionally shape classroom conditions to strengthen motivation in real time, a claim supported by intervention research demonstrating that increasing perceived usefulness enhances performance and retention (Canning et al., 2018). |} == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strengthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing examples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more enduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. However, the writing component can disadvantage students with lower literacy skill, meaning the intervention may be most effective for students who already possess stronger academic abilities. This creates a paradox where the strategy can enhance motivation for students who need it least, while offering limited benefit, or even reducing confidence, for those who may benefit the most. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Increasing task values or expectancy beliefs may have a limited impact when students face broader structural barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students’ opportunities to engage, even when they recognise the value of a task or believe they can succeed. EVT-based strategies also rely on ongoing support, and without consistent reinforcement they can be difficult to maintain over time (Eccles & Wigfield, 2002). EVT has also been critiqued for underemphasising emotional processes, despite evidence that anxiety, stress, and classroom climate strongly influence motivation. Additionally, the boundaries between intrinsic, utility, and attainment value often blur in real learning contexts, making them difficult to measure distinctly (Eccles, 2005). These limitations highlight the need for models like SEVT that account for contextual and affective influences. == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task values by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expectancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 EricEdwardWilson714. (2021, July 21). Science lab at Pace Brantley Preparatory School [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Science_Lab_at_Pace_Brantley_Preparatory_School.jpg Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002 Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067 Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832 Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 S00246164. (2025). Motivation Laptop.svg [SVG image]. Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} 8icxmp77j87mvpsk3go3srm8fmqx73x 2841660 2841659 2026-10-20T04:39:43Z StudentUC2026 3105303 Added re-worded sentence on success in feature box 2841660 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} This example illustrates how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed, and while task value describes how important, useful, or enjoyable the task feels, together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why students respond differently to the same task. 'Expectancy' refers to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. 'Cost' refers to the downsides of doing the task, such as the amount of effort, time or stress required for the task. These components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contemporary work emphasises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Social-cognitive models also highlight the importance of students’ beliefs about the value of academic tasks, with Eccles and Wigfield (2002) noting that motivation increases when learners view an activity as important, enjoyable, or useful for future goals. Together, these perspectives show that educational motivation is influenced by how students think about themselves and how they evaluate the learning activities they encounter. This perspective sets up a clear link to expectancy-value theory, which similarly emphasises how motivation is shaped by both personal beliefs and environmental influences. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Expectancy-value theory proposes that students' motivation is shaped by how valuable they perceive a learning activity to be. Eccles and Wigfield (2000, 2002) outline four components of task value: '''intrinsic value, utility value, attainment value, and cost,''' and these components influence students' effort, persistence, and academic choices. === Intrinsic value === Intrinsic value refers to the enjoyment or interest students experience when engaging in a learning activity. Students are more motivated when they find tasks enjoyable or personally meaningful, and research consistently shows that intrinsic value predicts greater engagement and persistence (Eccles & Wigfield, 2000). Intrinsic value can vary across subjects and activities, which helps explain why students may feel highly motivated in one learning domain but less interested in another. === Utility value === Utility value reflects how useful a task is for achieving future goals. Students invest more effort when they believe a learning activity will help them progress academically or professionally (Harackiewicz & Hulleman, 2009). Recent meta-analytic work by Canning et al. (2018) shows that utility value interventions, which ask students to explain how course content connects to their personal goals, are particularly effective for learners with low initial expectancy beliefs. When students doubt their ability, highlighting usefulness can compensate for low confidence and increased engagement. This finding demonstrates that utility value interacts with expectancy beliefs, which reinforces the idea that motivation is shaped by both confidence and perceived relevance. === Attainment value === Attainment value refers to the personal importance of performing well on a task (Eccles & Wigfield, 2000). Students are motivated when success aligns with their identity, values, or self concept. For example, a student who sees being good at maths as part of who they are is more likely to invest effort in math related tasks. Attainment value influences subject choices and long term academic commitment, especially in domains that feel central to students' sense of self. === Cost === Cost represents the negative aspects of engaging in a task, including effort, stress, anxiety, and time demands. Although cost is grouped within the task value framework, it functions differently from the other components because it refers to the negative demands associated with a task rather than its motivational benefits. Flake et al., (2015) show that high perceived cost can reduce motivation even when intrinsic, utility, or attainment values are strong. Students may find a task enjoyable or useful but still disengage if the workload feels overwhelming or emotionally demanding. This helps explain why motivation can drop in situations where stress, pressure, or if other academic pressures interfere with students' ability to engage with learning tasks. === Task value as a motivational process === Task values shape motivation by influencing how students judge whether a learning activity is worth their time and effort. This perspective aligns with socio-cognitive models, which emphasise how students evaluate the worth of academic tasks and how these evaluations shape engagement (Pintrich, 2003). While traditional expectancy-value theory focuses on relatively stable beliefs about enjoyment, usefulness, importance, and cost, more recent work highlights that these values can shift across situations. Situated expectancy-value theory extends EVT by emphasising that task values are context dependent (Eccles & Wigfield, 2020). Classroom climate, social interactions, cultural background, and moment-to-moment experiences influence how students perceive enjoyment, usefulness, importance, and cost. This situational perspective explains why motivation fluctuates across different learning environments. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Contemporary developments in expectancy-value theory: SEVT and the MUSIC model |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="float:left; margin:10px 20px 10px 0; width:320px;"> [[File:MUSIC model of motivation diagram.png|335px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> </div> ''' The MUSIC model of motivation '''<br> Recent developments in expectancy-value theory emphasise the role of context in shaping motivation, which has led to the emergence of situated expectancy-value theory (SEVT) and practical frameworks such as the MUSIC Model of Motivation (Eccles & Wigfield, 2020; Jones, 2018). The MUSIC Model of Motivation (Jones, 2009; 2018) provides a practical framework that complements and extends SEVT. EVT explains how expectancy and task value influence motivation (Eccles & Wigfield, 2002), and SEVT emphasises how these beliefs fluctuate across contexts (Eccles & Wigfield, 2020). However, neither framework specifies how educators can intentionally shape the contextual factors that influence motivation. The MUSIC model addresses this gap by identifying five classroom features: empowerment, usefulness, success, interest, and caring (Jones, 2009). These features influence students’ moment-to-moment expectancies and task values. '''Empowerment''' aligns with SEVT’s emphasis on contextual influences by giving students autonomy and control over their learning environment (Jones, 2018). This supports expectancy beliefs by helping students feel capable of directing their own learning, which is consistent with research on self-efficacy and mastery experiences (Bandura, 1997; Pajares & Schunk, 2009). <div style="float:right; background-color:#F6F4E7; padding:8px; width:150px; text-align:center; margin:10px 0 10px 20px;"> [[File:YouTube social white square (2024).svg|150px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> '''Usefulness''' corresponds directly to utility value in EVT and reinforces the idea that students are more motivated when they perceive tasks as relevant to their goals (Eccles & Wigfield, 2002; Harackiewicz & Hulleman, 2009). '''Success''' reflects students’ confidence in achieving desired outcomes and strengthens expectancy beliefs, which aligns with both EVT and self-efficacy theory (Pajares, 1996). Interest captures the enjoyment and engagement students experience during learning, which aligns with intrinsic value (Eccles & Wigfield, 2002). Caring reflects the supportive relationships in the classroom, which SEVT identifies as a key influence on how expectancies and values shift across contexts. Jones explains in his Motivating Others talk (Episode 3) that these elements help teachers design learning experiences that support students’ confidence and perceived value in different situations, see Figure 5. The MUSIC model therefore extends EVT by showing how educators can intentionally shape classroom conditions to strengthen motivation in real time, a claim supported by intervention research demonstrating that increasing perceived usefulness enhances performance and retention (Canning et al., 2018). |} == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strengthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing examples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more enduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. However, the writing component can disadvantage students with lower literacy skill, meaning the intervention may be most effective for students who already possess stronger academic abilities. This creates a paradox where the strategy can enhance motivation for students who need it least, while offering limited benefit, or even reducing confidence, for those who may benefit the most. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Increasing task values or expectancy beliefs may have a limited impact when students face broader structural barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students’ opportunities to engage, even when they recognise the value of a task or believe they can succeed. EVT-based strategies also rely on ongoing support, and without consistent reinforcement they can be difficult to maintain over time (Eccles & Wigfield, 2002). EVT has also been critiqued for underemphasising emotional processes, despite evidence that anxiety, stress, and classroom climate strongly influence motivation. Additionally, the boundaries between intrinsic, utility, and attainment value often blur in real learning contexts, making them difficult to measure distinctly (Eccles, 2005). These limitations highlight the need for models like SEVT that account for contextual and affective influences. == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task values by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expectancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 EricEdwardWilson714. (2021, July 21). Science lab at Pace Brantley Preparatory School [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Science_Lab_at_Pace_Brantley_Preparatory_School.jpg Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002 Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067 Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832 Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 S00246164. (2025). Motivation Laptop.svg [SVG image]. Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} fzita2u9tr80cd89biyhsau4tbhgzb3 2841661 2841660 2026-10-20T04:44:06Z StudentUC2026 3105303 added reworded interest and caring sentences to feature box 2841661 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} This example illustrates how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed, and while task value describes how important, useful, or enjoyable the task feels, together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why students respond differently to the same task. 'Expectancy' refers to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. 'Cost' refers to the downsides of doing the task, such as the amount of effort, time or stress required for the task. These components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contemporary work emphasises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Social-cognitive models also highlight the importance of students’ beliefs about the value of academic tasks, with Eccles and Wigfield (2002) noting that motivation increases when learners view an activity as important, enjoyable, or useful for future goals. Together, these perspectives show that educational motivation is influenced by how students think about themselves and how they evaluate the learning activities they encounter. This perspective sets up a clear link to expectancy-value theory, which similarly emphasises how motivation is shaped by both personal beliefs and environmental influences. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Expectancy-value theory proposes that students' motivation is shaped by how valuable they perceive a learning activity to be. Eccles and Wigfield (2000, 2002) outline four components of task value: '''intrinsic value, utility value, attainment value, and cost,''' and these components influence students' effort, persistence, and academic choices. === Intrinsic value === Intrinsic value refers to the enjoyment or interest students experience when engaging in a learning activity. Students are more motivated when they find tasks enjoyable or personally meaningful, and research consistently shows that intrinsic value predicts greater engagement and persistence (Eccles & Wigfield, 2000). Intrinsic value can vary across subjects and activities, which helps explain why students may feel highly motivated in one learning domain but less interested in another. === Utility value === Utility value reflects how useful a task is for achieving future goals. Students invest more effort when they believe a learning activity will help them progress academically or professionally (Harackiewicz & Hulleman, 2009). Recent meta-analytic work by Canning et al. (2018) shows that utility value interventions, which ask students to explain how course content connects to their personal goals, are particularly effective for learners with low initial expectancy beliefs. When students doubt their ability, highlighting usefulness can compensate for low confidence and increased engagement. This finding demonstrates that utility value interacts with expectancy beliefs, which reinforces the idea that motivation is shaped by both confidence and perceived relevance. === Attainment value === Attainment value refers to the personal importance of performing well on a task (Eccles & Wigfield, 2000). Students are motivated when success aligns with their identity, values, or self concept. For example, a student who sees being good at maths as part of who they are is more likely to invest effort in math related tasks. Attainment value influences subject choices and long term academic commitment, especially in domains that feel central to students' sense of self. === Cost === Cost represents the negative aspects of engaging in a task, including effort, stress, anxiety, and time demands. Although cost is grouped within the task value framework, it functions differently from the other components because it refers to the negative demands associated with a task rather than its motivational benefits. Flake et al., (2015) show that high perceived cost can reduce motivation even when intrinsic, utility, or attainment values are strong. Students may find a task enjoyable or useful but still disengage if the workload feels overwhelming or emotionally demanding. This helps explain why motivation can drop in situations where stress, pressure, or if other academic pressures interfere with students' ability to engage with learning tasks. === Task value as a motivational process === Task values shape motivation by influencing how students judge whether a learning activity is worth their time and effort. This perspective aligns with socio-cognitive models, which emphasise how students evaluate the worth of academic tasks and how these evaluations shape engagement (Pintrich, 2003). While traditional expectancy-value theory focuses on relatively stable beliefs about enjoyment, usefulness, importance, and cost, more recent work highlights that these values can shift across situations. Situated expectancy-value theory extends EVT by emphasising that task values are context dependent (Eccles & Wigfield, 2020). Classroom climate, social interactions, cultural background, and moment-to-moment experiences influence how students perceive enjoyment, usefulness, importance, and cost. This situational perspective explains why motivation fluctuates across different learning environments. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Contemporary developments in expectancy-value theory: SEVT and the MUSIC model |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="float:left; margin:10px 20px 10px 0; width:320px;"> [[File:MUSIC model of motivation diagram.png|335px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> </div> ''' The MUSIC model of motivation '''<br> Recent developments in expectancy-value theory emphasise the role of context in shaping motivation, which has led to the emergence of situated expectancy-value theory (SEVT) and practical frameworks such as the MUSIC Model of Motivation (Eccles & Wigfield, 2020; Jones, 2018). The MUSIC Model of Motivation (Jones, 2009; 2018) provides a practical framework that complements and extends SEVT. EVT explains how expectancy and task value influence motivation (Eccles & Wigfield, 2002), and SEVT emphasises how these beliefs fluctuate across contexts (Eccles & Wigfield, 2020). However, neither framework specifies how educators can intentionally shape the contextual factors that influence motivation. The MUSIC model addresses this gap by identifying five classroom features: empowerment, usefulness, success, interest, and caring (Jones, 2009). These features influence students’ moment-to-moment expectancies and task values. '''Empowerment''' aligns with SEVT’s emphasis on contextual influences by giving students autonomy and control over their learning environment (Jones, 2018). This supports expectancy beliefs by helping students feel capable of directing their own learning, which is consistent with research on self-efficacy and mastery experiences (Bandura, 1997; Pajares & Schunk, 2009). '''Usefulness''' corresponds directly to utility value in EVT and reinforces the idea that students are more motivated when they perceive tasks as relevant to their goals (Eccles & Wigfield, 2002; Harackiewicz & Hulleman, 2009). '''Success''' reflects students’ confidence in achieving desired outcomes and strengthens expectancy beliefs, which aligns with both EVT and self-efficacy theory (Pajares, 1996). '''Interest''' aligns with intrinsic value and highlights the role of enjoyment and engagement in shaping task value (Eccles & Wigfield, 2000). '''Caring''' reflects the social and emotional climate of the classroom, which is underemphasised in traditional EVT but central to SEVT’s focus on contextual and relational influences (Eccles & Wigfield, 2020; Jones, 2018). <div style="float:right; background-color:#F6F4E7; padding:8px; width:150px; text-align:center; margin:10px 0 10px 20px;"> [[File:YouTube social white square (2024).svg|150px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> |} == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strengthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing examples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more enduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. However, the writing component can disadvantage students with lower literacy skill, meaning the intervention may be most effective for students who already possess stronger academic abilities. This creates a paradox where the strategy can enhance motivation for students who need it least, while offering limited benefit, or even reducing confidence, for those who may benefit the most. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Increasing task values or expectancy beliefs may have a limited impact when students face broader structural barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students’ opportunities to engage, even when they recognise the value of a task or believe they can succeed. EVT-based strategies also rely on ongoing support, and without consistent reinforcement they can be difficult to maintain over time (Eccles & Wigfield, 2002). EVT has also been critiqued for underemphasising emotional processes, despite evidence that anxiety, stress, and classroom climate strongly influence motivation. Additionally, the boundaries between intrinsic, utility, and attainment value often blur in real learning contexts, making them difficult to measure distinctly (Eccles, 2005). These limitations highlight the need for models like SEVT that account for contextual and affective influences. == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task values by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expectancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 EricEdwardWilson714. (2021, July 21). Science lab at Pace Brantley Preparatory School [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Science_Lab_at_Pace_Brantley_Preparatory_School.jpg Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002 Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067 Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832 Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 S00246164. (2025). Motivation Laptop.svg [SVG image]. Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} mma0usue7ls7px632vrm7zgru3ede3s 2841662 2841661 2026-10-20T04:47:06Z StudentUC2026 3105303 Added concluding paragraph to the MUSIC model feature box 2841662 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} This example illustrates how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed, and while task value describes how important, useful, or enjoyable the task feels, together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why students respond differently to the same task. 'Expectancy' refers to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. 'Cost' refers to the downsides of doing the task, such as the amount of effort, time or stress required for the task. These components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contemporary work emphasises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Social-cognitive models also highlight the importance of students’ beliefs about the value of academic tasks, with Eccles and Wigfield (2002) noting that motivation increases when learners view an activity as important, enjoyable, or useful for future goals. Together, these perspectives show that educational motivation is influenced by how students think about themselves and how they evaluate the learning activities they encounter. This perspective sets up a clear link to expectancy-value theory, which similarly emphasises how motivation is shaped by both personal beliefs and environmental influences. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Expectancy-value theory proposes that students' motivation is shaped by how valuable they perceive a learning activity to be. Eccles and Wigfield (2000, 2002) outline four components of task value: '''intrinsic value, utility value, attainment value, and cost,''' and these components influence students' effort, persistence, and academic choices. === Intrinsic value === Intrinsic value refers to the enjoyment or interest students experience when engaging in a learning activity. Students are more motivated when they find tasks enjoyable or personally meaningful, and research consistently shows that intrinsic value predicts greater engagement and persistence (Eccles & Wigfield, 2000). Intrinsic value can vary across subjects and activities, which helps explain why students may feel highly motivated in one learning domain but less interested in another. === Utility value === Utility value reflects how useful a task is for achieving future goals. Students invest more effort when they believe a learning activity will help them progress academically or professionally (Harackiewicz & Hulleman, 2009). Recent meta-analytic work by Canning et al. (2018) shows that utility value interventions, which ask students to explain how course content connects to their personal goals, are particularly effective for learners with low initial expectancy beliefs. When students doubt their ability, highlighting usefulness can compensate for low confidence and increased engagement. This finding demonstrates that utility value interacts with expectancy beliefs, which reinforces the idea that motivation is shaped by both confidence and perceived relevance. === Attainment value === Attainment value refers to the personal importance of performing well on a task (Eccles & Wigfield, 2000). Students are motivated when success aligns with their identity, values, or self concept. For example, a student who sees being good at maths as part of who they are is more likely to invest effort in math related tasks. Attainment value influences subject choices and long term academic commitment, especially in domains that feel central to students' sense of self. === Cost === Cost represents the negative aspects of engaging in a task, including effort, stress, anxiety, and time demands. Although cost is grouped within the task value framework, it functions differently from the other components because it refers to the negative demands associated with a task rather than its motivational benefits. Flake et al., (2015) show that high perceived cost can reduce motivation even when intrinsic, utility, or attainment values are strong. Students may find a task enjoyable or useful but still disengage if the workload feels overwhelming or emotionally demanding. This helps explain why motivation can drop in situations where stress, pressure, or if other academic pressures interfere with students' ability to engage with learning tasks. === Task value as a motivational process === Task values shape motivation by influencing how students judge whether a learning activity is worth their time and effort. This perspective aligns with socio-cognitive models, which emphasise how students evaluate the worth of academic tasks and how these evaluations shape engagement (Pintrich, 2003). While traditional expectancy-value theory focuses on relatively stable beliefs about enjoyment, usefulness, importance, and cost, more recent work highlights that these values can shift across situations. Situated expectancy-value theory extends EVT by emphasising that task values are context dependent (Eccles & Wigfield, 2020). Classroom climate, social interactions, cultural background, and moment-to-moment experiences influence how students perceive enjoyment, usefulness, importance, and cost. This situational perspective explains why motivation fluctuates across different learning environments. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Contemporary developments in expectancy-value theory: SEVT and the MUSIC model |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="float:left; margin:10px 20px 10px 0; width:320px;"> [[File:MUSIC model of motivation diagram.png|335px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> </div> ''' The MUSIC model of motivation '''<br> Recent developments in expectancy-value theory emphasise the role of context in shaping motivation, which has led to the emergence of situated expectancy-value theory (SEVT) and practical frameworks such as the MUSIC Model of Motivation (Eccles & Wigfield, 2020; Jones, 2018). The MUSIC Model of Motivation (Jones, 2009; 2018) provides a practical framework that complements and extends SEVT. EVT explains how expectancy and task value influence motivation (Eccles & Wigfield, 2002), and SEVT emphasises how these beliefs fluctuate across contexts (Eccles & Wigfield, 2020). However, neither framework specifies how educators can intentionally shape the contextual factors that influence motivation. The MUSIC model addresses this gap by identifying five classroom features: empowerment, usefulness, success, interest, and caring (Jones, 2009). These features influence students’ moment-to-moment expectancies and task values. '''Empowerment''' aligns with SEVT’s emphasis on contextual influences by giving students autonomy and control over their learning environment (Jones, 2018). This supports expectancy beliefs by helping students feel capable of directing their own learning, which is consistent with research on self-efficacy and mastery experiences (Bandura, 1997; Pajares & Schunk, 2009). '''Usefulness''' corresponds directly to utility value in EVT and reinforces the idea that students are more motivated when they perceive tasks as relevant to their goals (Eccles & Wigfield, 2002; Harackiewicz & Hulleman, 2009). '''Success''' reflects students’ confidence in achieving desired outcomes and strengthens expectancy beliefs, which aligns with both EVT and self-efficacy theory (Pajares, 1996). '''Interest''' aligns with intrinsic value and highlights the role of enjoyment and engagement in shaping task value (Eccles & Wigfield, 2000). '''Caring''' reflects the social and emotional climate of the classroom, which is underemphasised in traditional EVT but central to SEVT’s focus on contextual and relational influences (Eccles & Wigfield, 2020; Jones, 2018). <div style="float:right; background-color:#F6F4E7; padding:8px; width:150px; text-align:center; margin:10px 0 10px 20px;"> [[File:YouTube social white square (2024).svg|150px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> Empirical research supports the connection between MUSIC and EVT/SEVT. Jones and Skaggs (2016) found that increases in empowerment, usefulness, and success predicted higher expectancy beliefs and task values. Park et al. (2019) demonstrated that MUSIC perceptions predicted students’ engagement and persistence, which reinforces the idea that contextual features shape motivational beliefs in real time. These findings show that MUSIC provides a practical mechanism for applying SEVT because it identifies the environmental features that cause expectancies and values to fluctuate. |} == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strengthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing examples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more enduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. However, the writing component can disadvantage students with lower literacy skill, meaning the intervention may be most effective for students who already possess stronger academic abilities. This creates a paradox where the strategy can enhance motivation for students who need it least, while offering limited benefit, or even reducing confidence, for those who may benefit the most. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Increasing task values or expectancy beliefs may have a limited impact when students face broader structural barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students’ opportunities to engage, even when they recognise the value of a task or believe they can succeed. EVT-based strategies also rely on ongoing support, and without consistent reinforcement they can be difficult to maintain over time (Eccles & Wigfield, 2002). EVT has also been critiqued for underemphasising emotional processes, despite evidence that anxiety, stress, and classroom climate strongly influence motivation. Additionally, the boundaries between intrinsic, utility, and attainment value often blur in real learning contexts, making them difficult to measure distinctly (Eccles, 2005). These limitations highlight the need for models like SEVT that account for contextual and affective influences. == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task values by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expectancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 EricEdwardWilson714. (2021, July 21). Science lab at Pace Brantley Preparatory School [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Science_Lab_at_Pace_Brantley_Preparatory_School.jpg Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002 Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067 Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832 Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 S00246164. (2025). Motivation Laptop.svg [SVG image]. Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} d5esip0psten28a1lhjl6dmi2idmpun 2841663 2841662 2026-10-20T04:48:26Z StudentUC2026 3105303 reducing size of you tube icon 2841663 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} This example illustrates how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed, and while task value describes how important, useful, or enjoyable the task feels, together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why students respond differently to the same task. 'Expectancy' refers to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. 'Cost' refers to the downsides of doing the task, such as the amount of effort, time or stress required for the task. These components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contemporary work emphasises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Social-cognitive models also highlight the importance of students’ beliefs about the value of academic tasks, with Eccles and Wigfield (2002) noting that motivation increases when learners view an activity as important, enjoyable, or useful for future goals. Together, these perspectives show that educational motivation is influenced by how students think about themselves and how they evaluate the learning activities they encounter. This perspective sets up a clear link to expectancy-value theory, which similarly emphasises how motivation is shaped by both personal beliefs and environmental influences. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Expectancy-value theory proposes that students' motivation is shaped by how valuable they perceive a learning activity to be. Eccles and Wigfield (2000, 2002) outline four components of task value: '''intrinsic value, utility value, attainment value, and cost,''' and these components influence students' effort, persistence, and academic choices. === Intrinsic value === Intrinsic value refers to the enjoyment or interest students experience when engaging in a learning activity. Students are more motivated when they find tasks enjoyable or personally meaningful, and research consistently shows that intrinsic value predicts greater engagement and persistence (Eccles & Wigfield, 2000). Intrinsic value can vary across subjects and activities, which helps explain why students may feel highly motivated in one learning domain but less interested in another. === Utility value === Utility value reflects how useful a task is for achieving future goals. Students invest more effort when they believe a learning activity will help them progress academically or professionally (Harackiewicz & Hulleman, 2009). Recent meta-analytic work by Canning et al. (2018) shows that utility value interventions, which ask students to explain how course content connects to their personal goals, are particularly effective for learners with low initial expectancy beliefs. When students doubt their ability, highlighting usefulness can compensate for low confidence and increased engagement. This finding demonstrates that utility value interacts with expectancy beliefs, which reinforces the idea that motivation is shaped by both confidence and perceived relevance. === Attainment value === Attainment value refers to the personal importance of performing well on a task (Eccles & Wigfield, 2000). Students are motivated when success aligns with their identity, values, or self concept. For example, a student who sees being good at maths as part of who they are is more likely to invest effort in math related tasks. Attainment value influences subject choices and long term academic commitment, especially in domains that feel central to students' sense of self. === Cost === Cost represents the negative aspects of engaging in a task, including effort, stress, anxiety, and time demands. Although cost is grouped within the task value framework, it functions differently from the other components because it refers to the negative demands associated with a task rather than its motivational benefits. Flake et al., (2015) show that high perceived cost can reduce motivation even when intrinsic, utility, or attainment values are strong. Students may find a task enjoyable or useful but still disengage if the workload feels overwhelming or emotionally demanding. This helps explain why motivation can drop in situations where stress, pressure, or if other academic pressures interfere with students' ability to engage with learning tasks. === Task value as a motivational process === Task values shape motivation by influencing how students judge whether a learning activity is worth their time and effort. This perspective aligns with socio-cognitive models, which emphasise how students evaluate the worth of academic tasks and how these evaluations shape engagement (Pintrich, 2003). While traditional expectancy-value theory focuses on relatively stable beliefs about enjoyment, usefulness, importance, and cost, more recent work highlights that these values can shift across situations. Situated expectancy-value theory extends EVT by emphasising that task values are context dependent (Eccles & Wigfield, 2020). Classroom climate, social interactions, cultural background, and moment-to-moment experiences influence how students perceive enjoyment, usefulness, importance, and cost. This situational perspective explains why motivation fluctuates across different learning environments. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Contemporary developments in expectancy-value theory: SEVT and the MUSIC model |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="float:left; margin:10px 20px 10px 0; width:320px;"> [[File:MUSIC model of motivation diagram.png|335px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> </div> ''' The MUSIC model of motivation '''<br> Recent developments in expectancy-value theory emphasise the role of context in shaping motivation, which has led to the emergence of situated expectancy-value theory (SEVT) and practical frameworks such as the MUSIC Model of Motivation (Eccles & Wigfield, 2020; Jones, 2018). The MUSIC Model of Motivation (Jones, 2009; 2018) provides a practical framework that complements and extends SEVT. EVT explains how expectancy and task value influence motivation (Eccles & Wigfield, 2002), and SEVT emphasises how these beliefs fluctuate across contexts (Eccles & Wigfield, 2020). However, neither framework specifies how educators can intentionally shape the contextual factors that influence motivation. The MUSIC model addresses this gap by identifying five classroom features: empowerment, usefulness, success, interest, and caring (Jones, 2009). These features influence students’ moment-to-moment expectancies and task values. '''Empowerment''' aligns with SEVT’s emphasis on contextual influences by giving students autonomy and control over their learning environment (Jones, 2018). This supports expectancy beliefs by helping students feel capable of directing their own learning, which is consistent with research on self-efficacy and mastery experiences (Bandura, 1997; Pajares & Schunk, 2009). '''Usefulness''' corresponds directly to utility value in EVT and reinforces the idea that students are more motivated when they perceive tasks as relevant to their goals (Eccles & Wigfield, 2002; Harackiewicz & Hulleman, 2009). '''Success''' reflects students’ confidence in achieving desired outcomes and strengthens expectancy beliefs, which aligns with both EVT and self-efficacy theory (Pajares, 1996). '''Interest''' aligns with intrinsic value and highlights the role of enjoyment and engagement in shaping task value (Eccles & Wigfield, 2000). '''Caring''' reflects the social and emotional climate of the classroom, which is underemphasised in traditional EVT but central to SEVT’s focus on contextual and relational influences (Eccles & Wigfield, 2020; Jones, 2018). <div style="float:right; background-color:#F6F4E7; padding:8px; width:150px; text-align:center; margin:10px 0 10px 20px;"> [[File:YouTube social white square (2024).svg|100px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> Empirical research supports the connection between MUSIC and EVT/SEVT. Jones and Skaggs (2016) found that increases in empowerment, usefulness, and success predicted higher expectancy beliefs and task values. Park et al. (2019) demonstrated that MUSIC perceptions predicted students’ engagement and persistence, which reinforces the idea that contextual features shape motivational beliefs in real time. These findings show that MUSIC provides a practical mechanism for applying SEVT because it identifies the environmental features that cause expectancies and values to fluctuate. |} == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strengthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing examples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more enduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. However, the writing component can disadvantage students with lower literacy skill, meaning the intervention may be most effective for students who already possess stronger academic abilities. This creates a paradox where the strategy can enhance motivation for students who need it least, while offering limited benefit, or even reducing confidence, for those who may benefit the most. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Increasing task values or expectancy beliefs may have a limited impact when students face broader structural barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students’ opportunities to engage, even when they recognise the value of a task or believe they can succeed. EVT-based strategies also rely on ongoing support, and without consistent reinforcement they can be difficult to maintain over time (Eccles & Wigfield, 2002). EVT has also been critiqued for underemphasising emotional processes, despite evidence that anxiety, stress, and classroom climate strongly influence motivation. Additionally, the boundaries between intrinsic, utility, and attainment value often blur in real learning contexts, making them difficult to measure distinctly (Eccles, 2005). These limitations highlight the need for models like SEVT that account for contextual and affective influences. == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task values by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expectancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 EricEdwardWilson714. (2021, July 21). Science lab at Pace Brantley Preparatory School [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Science_Lab_at_Pace_Brantley_Preparatory_School.jpg Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002 Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067 Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832 Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 S00246164. (2025). Motivation Laptop.svg [SVG image]. Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} f129pzs6psjx30qd4kz7rz30e41mmlx 2841664 2841663 2026-10-20T04:52:41Z StudentUC2026 3105303 adding reference to figure 4 and 5 2841664 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} This example illustrates how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed, and while task value describes how important, useful, or enjoyable the task feels, together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why students respond differently to the same task. 'Expectancy' refers to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. 'Cost' refers to the downsides of doing the task, such as the amount of effort, time or stress required for the task. These components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contemporary work emphasises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Social-cognitive models also highlight the importance of students’ beliefs about the value of academic tasks, with Eccles and Wigfield (2002) noting that motivation increases when learners view an activity as important, enjoyable, or useful for future goals. Together, these perspectives show that educational motivation is influenced by how students think about themselves and how they evaluate the learning activities they encounter. This perspective sets up a clear link to expectancy-value theory, which similarly emphasises how motivation is shaped by both personal beliefs and environmental influences. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Expectancy-value theory proposes that students' motivation is shaped by how valuable they perceive a learning activity to be. Eccles and Wigfield (2000, 2002) outline four components of task value: '''intrinsic value, utility value, attainment value, and cost,''' and these components influence students' effort, persistence, and academic choices. === Intrinsic value === Intrinsic value refers to the enjoyment or interest students experience when engaging in a learning activity. Students are more motivated when they find tasks enjoyable or personally meaningful, and research consistently shows that intrinsic value predicts greater engagement and persistence (Eccles & Wigfield, 2000). Intrinsic value can vary across subjects and activities, which helps explain why students may feel highly motivated in one learning domain but less interested in another. === Utility value === Utility value reflects how useful a task is for achieving future goals. Students invest more effort when they believe a learning activity will help them progress academically or professionally (Harackiewicz & Hulleman, 2009). Recent meta-analytic work by Canning et al. (2018) shows that utility value interventions, which ask students to explain how course content connects to their personal goals, are particularly effective for learners with low initial expectancy beliefs. When students doubt their ability, highlighting usefulness can compensate for low confidence and increased engagement. This finding demonstrates that utility value interacts with expectancy beliefs, which reinforces the idea that motivation is shaped by both confidence and perceived relevance. === Attainment value === Attainment value refers to the personal importance of performing well on a task (Eccles & Wigfield, 2000). Students are motivated when success aligns with their identity, values, or self concept. For example, a student who sees being good at maths as part of who they are is more likely to invest effort in math related tasks. Attainment value influences subject choices and long term academic commitment, especially in domains that feel central to students' sense of self. === Cost === Cost represents the negative aspects of engaging in a task, including effort, stress, anxiety, and time demands. Although cost is grouped within the task value framework, it functions differently from the other components because it refers to the negative demands associated with a task rather than its motivational benefits. Flake et al., (2015) show that high perceived cost can reduce motivation even when intrinsic, utility, or attainment values are strong. Students may find a task enjoyable or useful but still disengage if the workload feels overwhelming or emotionally demanding. This helps explain why motivation can drop in situations where stress, pressure, or if other academic pressures interfere with students' ability to engage with learning tasks. === Task value as a motivational process === Task values shape motivation by influencing how students judge whether a learning activity is worth their time and effort. This perspective aligns with socio-cognitive models, which emphasise how students evaluate the worth of academic tasks and how these evaluations shape engagement (Pintrich, 2003). While traditional expectancy-value theory focuses on relatively stable beliefs about enjoyment, usefulness, importance, and cost, more recent work highlights that these values can shift across situations. Situated expectancy-value theory extends EVT by emphasising that task values are context dependent (Eccles & Wigfield, 2020). Classroom climate, social interactions, cultural background, and moment-to-moment experiences influence how students perceive enjoyment, usefulness, importance, and cost. This situational perspective explains why motivation fluctuates across different learning environments. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Contemporary developments in expectancy-value theory: SEVT and the MUSIC model |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="float:left; margin:10px 20px 10px 0; width:320px;"> [[File:MUSIC model of motivation diagram.png|335px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> </div> ''' The MUSIC model of motivation '''<br> Recent developments in expectancy-value theory emphasise the role of context in shaping motivation, which has led to the emergence of situated expectancy-value theory (SEVT) and practical frameworks such as the MUSIC Model of Motivation (Eccles & Wigfield, 2020; Jones, 2018), see Figure 4. The MUSIC Model of Motivation (Jones, 2009; 2018) provides a practical framework that complements and extends SEVT. EVT explains how expectancy and task value influence motivation (Eccles & Wigfield, 2002), and SEVT emphasises how these beliefs fluctuate across contexts (Eccles & Wigfield, 2020). However, neither framework specifies how educators can intentionally shape the contextual factors that influence motivation. The MUSIC model addresses this gap by identifying five classroom features: empowerment, usefulness, success, interest, and caring (Jones, 2009). These features influence students’ moment-to-moment expectancies and task values. '''Empowerment''' aligns with SEVT’s emphasis on contextual influences by giving students autonomy and control over their learning environment (Jones, 2018). This supports expectancy beliefs by helping students feel capable of directing their own learning, which is consistent with research on self-efficacy and mastery experiences (Bandura, 1997; Pajares & Schunk, 2009). '''Usefulness''' corresponds directly to utility value in EVT and reinforces the idea that students are more motivated when they perceive tasks as relevant to their goals (Eccles & Wigfield, 2002; Harackiewicz & Hulleman, 2009). '''Success''' reflects students’ confidence in achieving desired outcomes and strengthens expectancy beliefs, which aligns with both EVT and self-efficacy theory (Pajares, 1996). '''Interest''' aligns with intrinsic value and highlights the role of enjoyment and engagement in shaping task value (Eccles & Wigfield, 2000). '''Caring''' reflects the social and emotional climate of the classroom, which is underemphasised in traditional EVT but central to SEVT’s focus on contextual and relational influences (Eccles & Wigfield, 2020; Jones, 2018). <div style="float:right; background-color:#F6F4E7; padding:8px; width:150px; text-align:center; margin:10px 0 10px 20px;"> [[File:YouTube social white square (2024).svg|100px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> See Figure 5. for Brett D. Jones’ explanation of how these five components can be applied in real learning environments. Empirical research supports the connection between MUSIC and EVT/SEVT. Jones and Skaggs (2016) found that increases in empowerment, usefulness, and success predicted higher expectancy beliefs and task values. Park et al. (2019) demonstrated that MUSIC perceptions predicted students’ engagement and persistence, which reinforces the idea that contextual features shape motivational beliefs in real time. These findings show that MUSIC provides a practical mechanism for applying SEVT because it identifies the environmental features that cause expectancies and values to fluctuate. |} == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strengthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing examples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more enduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. However, the writing component can disadvantage students with lower literacy skill, meaning the intervention may be most effective for students who already possess stronger academic abilities. This creates a paradox where the strategy can enhance motivation for students who need it least, while offering limited benefit, or even reducing confidence, for those who may benefit the most. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Increasing task values or expectancy beliefs may have a limited impact when students face broader structural barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students’ opportunities to engage, even when they recognise the value of a task or believe they can succeed. EVT-based strategies also rely on ongoing support, and without consistent reinforcement they can be difficult to maintain over time (Eccles & Wigfield, 2002). EVT has also been critiqued for underemphasising emotional processes, despite evidence that anxiety, stress, and classroom climate strongly influence motivation. Additionally, the boundaries between intrinsic, utility, and attainment value often blur in real learning contexts, making them difficult to measure distinctly (Eccles, 2005). These limitations highlight the need for models like SEVT that account for contextual and affective influences. == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task values by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expectancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 EricEdwardWilson714. (2021, July 21). Science lab at Pace Brantley Preparatory School [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Science_Lab_at_Pace_Brantley_Preparatory_School.jpg Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002 Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067 Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832 Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 S00246164. (2025). Motivation Laptop.svg [SVG image]. Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} 83ndcvfngujdgqdqwh042ysp11m2c8g 2841672 2841664 2026-10-20T06:25:36Z StudentUC2026 3105303 /* Critique for applying EVT in educational settings */ Working on wording for critique section. 2841672 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} This example illustrates how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed, and while task value describes how important, useful, or enjoyable the task feels, together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why students respond differently to the same task. 'Expectancy' refers to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. 'Cost' refers to the downsides of doing the task, such as the amount of effort, time or stress required for the task. These components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contemporary work emphasises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Social-cognitive models also highlight the importance of students’ beliefs about the value of academic tasks, with Eccles and Wigfield (2002) noting that motivation increases when learners view an activity as important, enjoyable, or useful for future goals. Together, these perspectives show that educational motivation is influenced by how students think about themselves and how they evaluate the learning activities they encounter. This perspective sets up a clear link to expectancy-value theory, which similarly emphasises how motivation is shaped by both personal beliefs and environmental influences. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Expectancy-value theory proposes that students' motivation is shaped by how valuable they perceive a learning activity to be. Eccles and Wigfield (2000, 2002) outline four components of task value: '''intrinsic value, utility value, attainment value, and cost,''' and these components influence students' effort, persistence, and academic choices. === Intrinsic value === Intrinsic value refers to the enjoyment or interest students experience when engaging in a learning activity. Students are more motivated when they find tasks enjoyable or personally meaningful, and research consistently shows that intrinsic value predicts greater engagement and persistence (Eccles & Wigfield, 2000). Intrinsic value can vary across subjects and activities, which helps explain why students may feel highly motivated in one learning domain but less interested in another. === Utility value === Utility value reflects how useful a task is for achieving future goals. Students invest more effort when they believe a learning activity will help them progress academically or professionally (Harackiewicz & Hulleman, 2009). Recent meta-analytic work by Canning et al. (2018) shows that utility value interventions, which ask students to explain how course content connects to their personal goals, are particularly effective for learners with low initial expectancy beliefs. When students doubt their ability, highlighting usefulness can compensate for low confidence and increased engagement. This finding demonstrates that utility value interacts with expectancy beliefs, which reinforces the idea that motivation is shaped by both confidence and perceived relevance. === Attainment value === Attainment value refers to the personal importance of performing well on a task (Eccles & Wigfield, 2000). Students are motivated when success aligns with their identity, values, or self concept. For example, a student who sees being good at maths as part of who they are is more likely to invest effort in math related tasks. Attainment value influences subject choices and long term academic commitment, especially in domains that feel central to students' sense of self. === Cost === Cost represents the negative aspects of engaging in a task, including effort, stress, anxiety, and time demands. Although cost is grouped within the task value framework, it functions differently from the other components because it refers to the negative demands associated with a task rather than its motivational benefits. Flake et al., (2015) show that high perceived cost can reduce motivation even when intrinsic, utility, or attainment values are strong. Students may find a task enjoyable or useful but still disengage if the workload feels overwhelming or emotionally demanding. This helps explain why motivation can drop in situations where stress, pressure, or if other academic pressures interfere with students' ability to engage with learning tasks. === Task value as a motivational process === Task values shape motivation by influencing how students judge whether a learning activity is worth their time and effort. This perspective aligns with socio-cognitive models, which emphasise how students evaluate the worth of academic tasks and how these evaluations shape engagement (Pintrich, 2003). While traditional expectancy-value theory focuses on relatively stable beliefs about enjoyment, usefulness, importance, and cost, more recent work highlights that these values can shift across situations. Situated expectancy-value theory extends EVT by emphasising that task values are context dependent (Eccles & Wigfield, 2020). Classroom climate, social interactions, cultural background, and moment-to-moment experiences influence how students perceive enjoyment, usefulness, importance, and cost. This situational perspective explains why motivation fluctuates across different learning environments. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Contemporary developments in expectancy-value theory: SEVT and the MUSIC model |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="float:left; margin:10px 20px 10px 0; width:320px;"> [[File:MUSIC model of motivation diagram.png|335px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> </div> ''' The MUSIC model of motivation '''<br> Recent developments in expectancy-value theory emphasise the role of context in shaping motivation, which has led to the emergence of situated expectancy-value theory (SEVT) and practical frameworks such as the MUSIC Model of Motivation (Eccles & Wigfield, 2020; Jones, 2018), see Figure 4. The MUSIC Model of Motivation (Jones, 2009; 2018) provides a practical framework that complements and extends SEVT. EVT explains how expectancy and task value influence motivation (Eccles & Wigfield, 2002), and SEVT emphasises how these beliefs fluctuate across contexts (Eccles & Wigfield, 2020). However, neither framework specifies how educators can intentionally shape the contextual factors that influence motivation. The MUSIC model addresses this gap by identifying five classroom features: empowerment, usefulness, success, interest, and caring (Jones, 2009). These features influence students’ moment-to-moment expectancies and task values. '''Empowerment''' aligns with SEVT’s emphasis on contextual influences by giving students autonomy and control over their learning environment (Jones, 2018). This supports expectancy beliefs by helping students feel capable of directing their own learning, which is consistent with research on self-efficacy and mastery experiences (Bandura, 1997; Pajares & Schunk, 2009). '''Usefulness''' corresponds directly to utility value in EVT and reinforces the idea that students are more motivated when they perceive tasks as relevant to their goals (Eccles & Wigfield, 2002; Harackiewicz & Hulleman, 2009). '''Success''' reflects students’ confidence in achieving desired outcomes and strengthens expectancy beliefs, which aligns with both EVT and self-efficacy theory (Pajares, 1996). '''Interest''' aligns with intrinsic value and highlights the role of enjoyment and engagement in shaping task value (Eccles & Wigfield, 2000). '''Caring''' reflects the social and emotional climate of the classroom, which is underemphasised in traditional EVT but central to SEVT’s focus on contextual and relational influences (Eccles & Wigfield, 2020; Jones, 2018). <div style="float:right; background-color:#F6F4E7; padding:8px; width:150px; text-align:center; margin:10px 0 10px 20px;"> [[File:YouTube social white square (2024).svg|100px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> See Figure 5. for Brett D. Jones’ explanation of how these five components can be applied in real learning environments. Empirical research supports the connection between MUSIC and EVT/SEVT. Jones and Skaggs (2016) found that increases in empowerment, usefulness, and success predicted higher expectancy beliefs and task values. Park et al. (2019) demonstrated that MUSIC perceptions predicted students’ engagement and persistence, which reinforces the idea that contextual features shape motivational beliefs in real time. These findings show that MUSIC provides a practical mechanism for applying SEVT because it identifies the environmental features that cause expectancies and values to fluctuate. |} == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strengthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing examples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more enduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. However, the writing component can disadvantage students with lower literacy skill, meaning the intervention may be most effective for students who already possess stronger academic abilities. This creates a paradox where the strategy can enhance motivation for students who need it least, while offering limited benefit, or even reducing confidence, for those who may benefit the most. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Increasing task values or expectancy beliefs may have a limited impact when students face broader structural barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students’ opportunities to engage, even when they recognise the value of a task or believe they can succeed. EVT-based strategies also rely on ongoing support, and without consistent reinforcement they can be difficult to maintain over time (Eccles & Wigfield, 2002). EVT has also been critiqued for underemphasising emotional processes, despite evidence that anxiety, stress, and classroom climate strongly influence motivation. Additionally, the boundaries between intrinsic, utility, and attainment value often blur in real learning contexts, making them difficult to measure distinctly (Eccles, 2005). These limitations highlight the need for models like SEVT that account for contextual and affective influences. Although expectancy-value theory provides clear framework for understanding educational motivation, several limitations affect how effectively it can be applied in real learning environments. == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task values by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expectancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 EricEdwardWilson714. (2021, July 21). Science lab at Pace Brantley Preparatory School [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Science_Lab_at_Pace_Brantley_Preparatory_School.jpg Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002 Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067 Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832 Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 S00246164. (2025). Motivation Laptop.svg [SVG image]. Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} 7eti5y5fzwdg9w9oan9wozqk6az8inr 2841673 2841672 2026-10-20T06:30:21Z StudentUC2026 3105303 /* Critique for applying EVT in educational settings */ added sentence to critique section 2841673 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} This example illustrates how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed, and while task value describes how important, useful, or enjoyable the task feels, together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why students respond differently to the same task. 'Expectancy' refers to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. 'Cost' refers to the downsides of doing the task, such as the amount of effort, time or stress required for the task. These components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contemporary work emphasises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Social-cognitive models also highlight the importance of students’ beliefs about the value of academic tasks, with Eccles and Wigfield (2002) noting that motivation increases when learners view an activity as important, enjoyable, or useful for future goals. Together, these perspectives show that educational motivation is influenced by how students think about themselves and how they evaluate the learning activities they encounter. This perspective sets up a clear link to expectancy-value theory, which similarly emphasises how motivation is shaped by both personal beliefs and environmental influences. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Expectancy-value theory proposes that students' motivation is shaped by how valuable they perceive a learning activity to be. Eccles and Wigfield (2000, 2002) outline four components of task value: '''intrinsic value, utility value, attainment value, and cost,''' and these components influence students' effort, persistence, and academic choices. === Intrinsic value === Intrinsic value refers to the enjoyment or interest students experience when engaging in a learning activity. Students are more motivated when they find tasks enjoyable or personally meaningful, and research consistently shows that intrinsic value predicts greater engagement and persistence (Eccles & Wigfield, 2000). Intrinsic value can vary across subjects and activities, which helps explain why students may feel highly motivated in one learning domain but less interested in another. === Utility value === Utility value reflects how useful a task is for achieving future goals. Students invest more effort when they believe a learning activity will help them progress academically or professionally (Harackiewicz & Hulleman, 2009). Recent meta-analytic work by Canning et al. (2018) shows that utility value interventions, which ask students to explain how course content connects to their personal goals, are particularly effective for learners with low initial expectancy beliefs. When students doubt their ability, highlighting usefulness can compensate for low confidence and increased engagement. This finding demonstrates that utility value interacts with expectancy beliefs, which reinforces the idea that motivation is shaped by both confidence and perceived relevance. === Attainment value === Attainment value refers to the personal importance of performing well on a task (Eccles & Wigfield, 2000). Students are motivated when success aligns with their identity, values, or self concept. For example, a student who sees being good at maths as part of who they are is more likely to invest effort in math related tasks. Attainment value influences subject choices and long term academic commitment, especially in domains that feel central to students' sense of self. === Cost === Cost represents the negative aspects of engaging in a task, including effort, stress, anxiety, and time demands. Although cost is grouped within the task value framework, it functions differently from the other components because it refers to the negative demands associated with a task rather than its motivational benefits. Flake et al., (2015) show that high perceived cost can reduce motivation even when intrinsic, utility, or attainment values are strong. Students may find a task enjoyable or useful but still disengage if the workload feels overwhelming or emotionally demanding. This helps explain why motivation can drop in situations where stress, pressure, or if other academic pressures interfere with students' ability to engage with learning tasks. === Task value as a motivational process === Task values shape motivation by influencing how students judge whether a learning activity is worth their time and effort. This perspective aligns with socio-cognitive models, which emphasise how students evaluate the worth of academic tasks and how these evaluations shape engagement (Pintrich, 2003). While traditional expectancy-value theory focuses on relatively stable beliefs about enjoyment, usefulness, importance, and cost, more recent work highlights that these values can shift across situations. Situated expectancy-value theory extends EVT by emphasising that task values are context dependent (Eccles & Wigfield, 2020). Classroom climate, social interactions, cultural background, and moment-to-moment experiences influence how students perceive enjoyment, usefulness, importance, and cost. This situational perspective explains why motivation fluctuates across different learning environments. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Contemporary developments in expectancy-value theory: SEVT and the MUSIC model |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="float:left; margin:10px 20px 10px 0; width:320px;"> [[File:MUSIC model of motivation diagram.png|335px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> </div> ''' The MUSIC model of motivation '''<br> Recent developments in expectancy-value theory emphasise the role of context in shaping motivation, which has led to the emergence of situated expectancy-value theory (SEVT) and practical frameworks such as the MUSIC Model of Motivation (Eccles & Wigfield, 2020; Jones, 2018), see Figure 4. The MUSIC Model of Motivation (Jones, 2009; 2018) provides a practical framework that complements and extends SEVT. EVT explains how expectancy and task value influence motivation (Eccles & Wigfield, 2002), and SEVT emphasises how these beliefs fluctuate across contexts (Eccles & Wigfield, 2020). However, neither framework specifies how educators can intentionally shape the contextual factors that influence motivation. The MUSIC model addresses this gap by identifying five classroom features: empowerment, usefulness, success, interest, and caring (Jones, 2009). These features influence students’ moment-to-moment expectancies and task values. '''Empowerment''' aligns with SEVT’s emphasis on contextual influences by giving students autonomy and control over their learning environment (Jones, 2018). This supports expectancy beliefs by helping students feel capable of directing their own learning, which is consistent with research on self-efficacy and mastery experiences (Bandura, 1997; Pajares & Schunk, 2009). '''Usefulness''' corresponds directly to utility value in EVT and reinforces the idea that students are more motivated when they perceive tasks as relevant to their goals (Eccles & Wigfield, 2002; Harackiewicz & Hulleman, 2009). '''Success''' reflects students’ confidence in achieving desired outcomes and strengthens expectancy beliefs, which aligns with both EVT and self-efficacy theory (Pajares, 1996). '''Interest''' aligns with intrinsic value and highlights the role of enjoyment and engagement in shaping task value (Eccles & Wigfield, 2000). '''Caring''' reflects the social and emotional climate of the classroom, which is underemphasised in traditional EVT but central to SEVT’s focus on contextual and relational influences (Eccles & Wigfield, 2020; Jones, 2018). <div style="float:right; background-color:#F6F4E7; padding:8px; width:150px; text-align:center; margin:10px 0 10px 20px;"> [[File:YouTube social white square (2024).svg|100px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> See Figure 5. for Brett D. Jones’ explanation of how these five components can be applied in real learning environments. Empirical research supports the connection between MUSIC and EVT/SEVT. Jones and Skaggs (2016) found that increases in empowerment, usefulness, and success predicted higher expectancy beliefs and task values. Park et al. (2019) demonstrated that MUSIC perceptions predicted students’ engagement and persistence, which reinforces the idea that contextual features shape motivational beliefs in real time. These findings show that MUSIC provides a practical mechanism for applying SEVT because it identifies the environmental features that cause expectancies and values to fluctuate. |} == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strengthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing examples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more enduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. However, the writing component can disadvantage students with lower literacy skill, meaning the intervention may be most effective for students who already possess stronger academic abilities. This creates a paradox where the strategy can enhance motivation for students who need it least, while offering limited benefit, or even reducing confidence, for those who may benefit the most. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Increasing task values or expectancy beliefs may have a limited impact when students face broader structural barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students’ opportunities to engage, even when they recognise the value of a task or believe they can succeed. EVT-based strategies also rely on ongoing support, and without consistent reinforcement they can be difficult to maintain over time (Eccles & Wigfield, 2002). EVT has also been critiqued for underemphasising emotional processes, despite evidence that anxiety, stress, and classroom climate strongly influence motivation. Additionally, the boundaries between intrinsic, utility, and attainment value often blur in real learning contexts, making them difficult to measure distinctly (Eccles, 2005). These limitations highlight the need for models like SEVT that account for contextual and affective influences. Although expectancy-value theory provides clear framework for understanding educational motivation, several limitations affect how effectively it can be applied in real learning environments. One major issue is that increasing task values or expectancy beliefs may have limited impact when students face barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students' opportunities to engage, even when they recognise the value of a task or believe they can succeed (Eccles & Wigfield, 2002). == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task values by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expectancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 EricEdwardWilson714. (2021, July 21). Science lab at Pace Brantley Preparatory School [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Science_Lab_at_Pace_Brantley_Preparatory_School.jpg Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002 Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067 Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832 Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 S00246164. (2025). Motivation Laptop.svg [SVG image]. Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} ch2ene3eh7kyalrjzwocrjn0noh7xjg 2841674 2841673 2026-10-20T06:39:22Z StudentUC2026 3105303 /* Critique for applying EVT in educational settings */ Added limitation and new research content to critique section 2841674 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} This example illustrates how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed, and while task value describes how important, useful, or enjoyable the task feels, together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why students respond differently to the same task. 'Expectancy' refers to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. 'Cost' refers to the downsides of doing the task, such as the amount of effort, time or stress required for the task. These components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contemporary work emphasises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Social-cognitive models also highlight the importance of students’ beliefs about the value of academic tasks, with Eccles and Wigfield (2002) noting that motivation increases when learners view an activity as important, enjoyable, or useful for future goals. Together, these perspectives show that educational motivation is influenced by how students think about themselves and how they evaluate the learning activities they encounter. This perspective sets up a clear link to expectancy-value theory, which similarly emphasises how motivation is shaped by both personal beliefs and environmental influences. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Expectancy-value theory proposes that students' motivation is shaped by how valuable they perceive a learning activity to be. Eccles and Wigfield (2000, 2002) outline four components of task value: '''intrinsic value, utility value, attainment value, and cost,''' and these components influence students' effort, persistence, and academic choices. === Intrinsic value === Intrinsic value refers to the enjoyment or interest students experience when engaging in a learning activity. Students are more motivated when they find tasks enjoyable or personally meaningful, and research consistently shows that intrinsic value predicts greater engagement and persistence (Eccles & Wigfield, 2000). Intrinsic value can vary across subjects and activities, which helps explain why students may feel highly motivated in one learning domain but less interested in another. === Utility value === Utility value reflects how useful a task is for achieving future goals. Students invest more effort when they believe a learning activity will help them progress academically or professionally (Harackiewicz & Hulleman, 2009). Recent meta-analytic work by Canning et al. (2018) shows that utility value interventions, which ask students to explain how course content connects to their personal goals, are particularly effective for learners with low initial expectancy beliefs. When students doubt their ability, highlighting usefulness can compensate for low confidence and increased engagement. This finding demonstrates that utility value interacts with expectancy beliefs, which reinforces the idea that motivation is shaped by both confidence and perceived relevance. === Attainment value === Attainment value refers to the personal importance of performing well on a task (Eccles & Wigfield, 2000). Students are motivated when success aligns with their identity, values, or self concept. For example, a student who sees being good at maths as part of who they are is more likely to invest effort in math related tasks. Attainment value influences subject choices and long term academic commitment, especially in domains that feel central to students' sense of self. === Cost === Cost represents the negative aspects of engaging in a task, including effort, stress, anxiety, and time demands. Although cost is grouped within the task value framework, it functions differently from the other components because it refers to the negative demands associated with a task rather than its motivational benefits. Flake et al., (2015) show that high perceived cost can reduce motivation even when intrinsic, utility, or attainment values are strong. Students may find a task enjoyable or useful but still disengage if the workload feels overwhelming or emotionally demanding. This helps explain why motivation can drop in situations where stress, pressure, or if other academic pressures interfere with students' ability to engage with learning tasks. === Task value as a motivational process === Task values shape motivation by influencing how students judge whether a learning activity is worth their time and effort. This perspective aligns with socio-cognitive models, which emphasise how students evaluate the worth of academic tasks and how these evaluations shape engagement (Pintrich, 2003). While traditional expectancy-value theory focuses on relatively stable beliefs about enjoyment, usefulness, importance, and cost, more recent work highlights that these values can shift across situations. Situated expectancy-value theory extends EVT by emphasising that task values are context dependent (Eccles & Wigfield, 2020). Classroom climate, social interactions, cultural background, and moment-to-moment experiences influence how students perceive enjoyment, usefulness, importance, and cost. This situational perspective explains why motivation fluctuates across different learning environments. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Contemporary developments in expectancy-value theory: SEVT and the MUSIC model |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="float:left; margin:10px 20px 10px 0; width:320px;"> [[File:MUSIC model of motivation diagram.png|335px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> </div> ''' The MUSIC model of motivation '''<br> Recent developments in expectancy-value theory emphasise the role of context in shaping motivation, which has led to the emergence of situated expectancy-value theory (SEVT) and practical frameworks such as the MUSIC Model of Motivation (Eccles & Wigfield, 2020; Jones, 2018), see Figure 4. The MUSIC Model of Motivation (Jones, 2009; 2018) provides a practical framework that complements and extends SEVT. EVT explains how expectancy and task value influence motivation (Eccles & Wigfield, 2002), and SEVT emphasises how these beliefs fluctuate across contexts (Eccles & Wigfield, 2020). However, neither framework specifies how educators can intentionally shape the contextual factors that influence motivation. The MUSIC model addresses this gap by identifying five classroom features: empowerment, usefulness, success, interest, and caring (Jones, 2009). These features influence students’ moment-to-moment expectancies and task values. '''Empowerment''' aligns with SEVT’s emphasis on contextual influences by giving students autonomy and control over their learning environment (Jones, 2018). This supports expectancy beliefs by helping students feel capable of directing their own learning, which is consistent with research on self-efficacy and mastery experiences (Bandura, 1997; Pajares & Schunk, 2009). '''Usefulness''' corresponds directly to utility value in EVT and reinforces the idea that students are more motivated when they perceive tasks as relevant to their goals (Eccles & Wigfield, 2002; Harackiewicz & Hulleman, 2009). '''Success''' reflects students’ confidence in achieving desired outcomes and strengthens expectancy beliefs, which aligns with both EVT and self-efficacy theory (Pajares, 1996). '''Interest''' aligns with intrinsic value and highlights the role of enjoyment and engagement in shaping task value (Eccles & Wigfield, 2000). '''Caring''' reflects the social and emotional climate of the classroom, which is underemphasised in traditional EVT but central to SEVT’s focus on contextual and relational influences (Eccles & Wigfield, 2020; Jones, 2018). <div style="float:right; background-color:#F6F4E7; padding:8px; width:150px; text-align:center; margin:10px 0 10px 20px;"> [[File:YouTube social white square (2024).svg|100px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> See Figure 5. for Brett D. Jones’ explanation of how these five components can be applied in real learning environments. Empirical research supports the connection between MUSIC and EVT/SEVT. Jones and Skaggs (2016) found that increases in empowerment, usefulness, and success predicted higher expectancy beliefs and task values. Park et al. (2019) demonstrated that MUSIC perceptions predicted students’ engagement and persistence, which reinforces the idea that contextual features shape motivational beliefs in real time. These findings show that MUSIC provides a practical mechanism for applying SEVT because it identifies the environmental features that cause expectancies and values to fluctuate. |} == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strengthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing examples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more enduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. However, the writing component can disadvantage students with lower literacy skill, meaning the intervention may be most effective for students who already possess stronger academic abilities. This creates a paradox where the strategy can enhance motivation for students who need it least, while offering limited benefit, or even reducing confidence, for those who may benefit the most. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Increasing task values or expectancy beliefs may have a limited impact when students face broader structural barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students’ opportunities to engage, even when they recognise the value of a task or believe they can succeed. EVT-based strategies also rely on ongoing support, and without consistent reinforcement they can be difficult to maintain over time (Eccles & Wigfield, 2002). EVT has also been critiqued for underemphasising emotional processes, despite evidence that anxiety, stress, and classroom climate strongly influence motivation. Additionally, the boundaries between intrinsic, utility, and attainment value often blur in real learning contexts, making them difficult to measure distinctly (Eccles, 2005). These limitations highlight the need for models like SEVT that account for contextual and affective influences. Although expectancy-value theory provides clear framework for understanding educational motivation, several limitations affect how effectively it can be applied in real learning environments. One major issue is that increasing task values or expectancy beliefs may have limited impact when students face barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students' opportunities to engage, even when they recognise the value of a task or believe they can succeed (Eccles & Wigfield, 2002). A second limitation concerns emotional influences, particularly in distinguishing between intrinsic, utility, and attainment value. Eccles (2005) notes that these components often overlap in real learning contexts, making them difficult to measure distinctly. Students may find a task enjoyable because it aligns with their identity, or view a task as useful because it is enjoyable. When intrinsic, utility, and attainment values blur together, it becomes difficult to measure them as distinct constructs, which in turn weakens the effectiveness of interventions designed to target specific value components (Gaspard et al., 2015). == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task values by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expectancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 EricEdwardWilson714. (2021, July 21). Science lab at Pace Brantley Preparatory School [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Science_Lab_at_Pace_Brantley_Preparatory_School.jpg Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002 Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067 Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832 Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 S00246164. (2025). Motivation Laptop.svg [SVG image]. Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} 9yjwowpqpy11w86nqwhwfvp0s5q56jm 2841675 2841674 2026-10-20T06:41:37Z StudentUC2026 3105303 2841675 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} This example illustrates how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed, and while task value describes how important, useful, or enjoyable the task feels, together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why students respond differently to the same task. 'Expectancy' refers to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. 'Cost' refers to the downsides of doing the task, such as the amount of effort, time or stress required for the task. These components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contemporary work emphasises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Social-cognitive models also highlight the importance of students’ beliefs about the value of academic tasks, with Eccles and Wigfield (2002) noting that motivation increases when learners view an activity as important, enjoyable, or useful for future goals. Together, these perspectives show that educational motivation is influenced by how students think about themselves and how they evaluate the learning activities they encounter. This perspective sets up a clear link to expectancy-value theory, which similarly emphasises how motivation is shaped by both personal beliefs and environmental influences. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Expectancy-value theory proposes that students' motivation is shaped by how valuable they perceive a learning activity to be. Eccles and Wigfield (2000, 2002) outline four components of task value: '''intrinsic value, utility value, attainment value, and cost,''' and these components influence students' effort, persistence, and academic choices. === Intrinsic value === Intrinsic value refers to the enjoyment or interest students experience when engaging in a learning activity. Students are more motivated when they find tasks enjoyable or personally meaningful, and research consistently shows that intrinsic value predicts greater engagement and persistence (Eccles & Wigfield, 2000). Intrinsic value can vary across subjects and activities, which helps explain why students may feel highly motivated in one learning domain but less interested in another. === Utility value === Utility value reflects how useful a task is for achieving future goals. Students invest more effort when they believe a learning activity will help them progress academically or professionally (Harackiewicz & Hulleman, 2009). Recent meta-analytic work by Canning et al. (2018) shows that utility value interventions, which ask students to explain how course content connects to their personal goals, are particularly effective for learners with low initial expectancy beliefs. When students doubt their ability, highlighting usefulness can compensate for low confidence and increased engagement. This finding demonstrates that utility value interacts with expectancy beliefs, which reinforces the idea that motivation is shaped by both confidence and perceived relevance. === Attainment value === Attainment value refers to the personal importance of performing well on a task (Eccles & Wigfield, 2000). Students are motivated when success aligns with their identity, values, or self concept. For example, a student who sees being good at maths as part of who they are is more likely to invest effort in math related tasks. Attainment value influences subject choices and long term academic commitment, especially in domains that feel central to students' sense of self. === Cost === Cost represents the negative aspects of engaging in a task, including effort, stress, anxiety, and time demands. Although cost is grouped within the task value framework, it functions differently from the other components because it refers to the negative demands associated with a task rather than its motivational benefits. Flake et al., (2015) show that high perceived cost can reduce motivation even when intrinsic, utility, or attainment values are strong. Students may find a task enjoyable or useful but still disengage if the workload feels overwhelming or emotionally demanding. This helps explain why motivation can drop in situations where stress, pressure, or if other academic pressures interfere with students' ability to engage with learning tasks. === Task value as a motivational process === Task values shape motivation by influencing how students judge whether a learning activity is worth their time and effort. This perspective aligns with socio-cognitive models, which emphasise how students evaluate the worth of academic tasks and how these evaluations shape engagement (Pintrich, 2003). While traditional expectancy-value theory focuses on relatively stable beliefs about enjoyment, usefulness, importance, and cost, more recent work highlights that these values can shift across situations. Situated expectancy-value theory extends EVT by emphasising that task values are context dependent (Eccles & Wigfield, 2020). Classroom climate, social interactions, cultural background, and moment-to-moment experiences influence how students perceive enjoyment, usefulness, importance, and cost. This situational perspective explains why motivation fluctuates across different learning environments. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Contemporary developments in expectancy-value theory: SEVT and the MUSIC model |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="float:left; margin:10px 20px 10px 0; width:320px;"> [[File:MUSIC model of motivation diagram.png|335px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> </div> ''' The MUSIC model of motivation '''<br> Recent developments in expectancy-value theory emphasise the role of context in shaping motivation, which has led to the emergence of situated expectancy-value theory (SEVT) and practical frameworks such as the MUSIC Model of Motivation (Eccles & Wigfield, 2020; Jones, 2018), see Figure 4. The MUSIC Model of Motivation (Jones, 2009; 2018) provides a practical framework that complements and extends SEVT. EVT explains how expectancy and task value influence motivation (Eccles & Wigfield, 2002), and SEVT emphasises how these beliefs fluctuate across contexts (Eccles & Wigfield, 2020). However, neither framework specifies how educators can intentionally shape the contextual factors that influence motivation. The MUSIC model addresses this gap by identifying five classroom features: empowerment, usefulness, success, interest, and caring (Jones, 2009). These features influence students’ moment-to-moment expectancies and task values. '''Empowerment''' aligns with SEVT’s emphasis on contextual influences by giving students autonomy and control over their learning environment (Jones, 2018). This supports expectancy beliefs by helping students feel capable of directing their own learning, which is consistent with research on self-efficacy and mastery experiences (Bandura, 1997; Pajares & Schunk, 2009). '''Usefulness''' corresponds directly to utility value in EVT and reinforces the idea that students are more motivated when they perceive tasks as relevant to their goals (Eccles & Wigfield, 2002; Harackiewicz & Hulleman, 2009). '''Success''' reflects students’ confidence in achieving desired outcomes and strengthens expectancy beliefs, which aligns with both EVT and self-efficacy theory (Pajares, 1996). '''Interest''' aligns with intrinsic value and highlights the role of enjoyment and engagement in shaping task value (Eccles & Wigfield, 2000). '''Caring''' reflects the social and emotional climate of the classroom, which is underemphasised in traditional EVT but central to SEVT’s focus on contextual and relational influences (Eccles & Wigfield, 2020; Jones, 2018). <div style="float:right; background-color:#F6F4E7; padding:8px; width:150px; text-align:center; margin:10px 0 10px 20px;"> [[File:YouTube social white square (2024).svg|100px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> See Figure 5. for Brett D. Jones’ explanation of how these five components can be applied in real learning environments. Empirical research supports the connection between MUSIC and EVT/SEVT. Jones and Skaggs (2016) found that increases in empowerment, usefulness, and success predicted higher expectancy beliefs and task values. Park et al. (2019) demonstrated that MUSIC perceptions predicted students’ engagement and persistence, which reinforces the idea that contextual features shape motivational beliefs in real time. These findings show that MUSIC provides a practical mechanism for applying SEVT because it identifies the environmental features that cause expectancies and values to fluctuate. |} == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strengthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing examples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more enduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. However, the writing component can disadvantage students with lower literacy skill, meaning the intervention may be most effective for students who already possess stronger academic abilities. This creates a paradox where the strategy can enhance motivation for students who need it least, while offering limited benefit, or even reducing confidence, for those who may benefit the most. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Increasing task values or expectancy beliefs may have a limited impact when students face broader structural barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students’ opportunities to engage, even when they recognise the value of a task or believe they can succeed. EVT-based strategies also rely on ongoing support, and without consistent reinforcement they can be difficult to maintain over time (Eccles & Wigfield, 2002). EVT has also been critiqued for underemphasising emotional processes, despite evidence that anxiety, stress, and classroom climate strongly influence motivation. Additionally, the boundaries between intrinsic, utility, and attainment value often blur in real learning contexts, making them difficult to measure distinctly (Eccles, 2005). These limitations highlight the need for models like SEVT that account for contextual and affective influences. Although expectancy-value theory provides clear framework for understanding educational motivation, several limitations affect how effectively it can be applied in real learning environments. One major issue is that increasing task values or expectancy beliefs may have limited impact when students face barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students' opportunities to engage, even when they recognise the value of a task or believe they can succeed (Eccles & Wigfield, 2002). A second limitation concerns measurement challenges, particularly in distinguishing between intrinsic, utility, and attainment value. Eccles (2005) notes that these components often overlap in real learning contexts, making them difficult to measure distinctly. Students may find a task enjoyable because it aligns with their identity, or view a task as useful because it is enjoyable. When intrinsic, utility, and attainment values blur together, it becomes difficult to measure them as distinct constructs, which in turn weakens the effectiveness of interventions designed to target specific value components (Gaspard et al., 2015). == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task values by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expectancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). 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Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} s2biebwopzxnnwe3395ybxys2umzngl 2841676 2841675 2026-10-20T06:48:36Z StudentUC2026 3105303 /* Critique for applying EVT in educational settings */ Added sentence about emotional influence and added research from Pekrun, 2006; Pekrun et al., 2017 2841676 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} This example illustrates how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed, and while task value describes how important, useful, or enjoyable the task feels, together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why students respond differently to the same task. 'Expectancy' refers to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. 'Cost' refers to the downsides of doing the task, such as the amount of effort, time or stress required for the task. These components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contemporary work emphasises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Social-cognitive models also highlight the importance of students’ beliefs about the value of academic tasks, with Eccles and Wigfield (2002) noting that motivation increases when learners view an activity as important, enjoyable, or useful for future goals. Together, these perspectives show that educational motivation is influenced by how students think about themselves and how they evaluate the learning activities they encounter. This perspective sets up a clear link to expectancy-value theory, which similarly emphasises how motivation is shaped by both personal beliefs and environmental influences. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Expectancy-value theory proposes that students' motivation is shaped by how valuable they perceive a learning activity to be. Eccles and Wigfield (2000, 2002) outline four components of task value: '''intrinsic value, utility value, attainment value, and cost,''' and these components influence students' effort, persistence, and academic choices. === Intrinsic value === Intrinsic value refers to the enjoyment or interest students experience when engaging in a learning activity. Students are more motivated when they find tasks enjoyable or personally meaningful, and research consistently shows that intrinsic value predicts greater engagement and persistence (Eccles & Wigfield, 2000). Intrinsic value can vary across subjects and activities, which helps explain why students may feel highly motivated in one learning domain but less interested in another. === Utility value === Utility value reflects how useful a task is for achieving future goals. Students invest more effort when they believe a learning activity will help them progress academically or professionally (Harackiewicz & Hulleman, 2009). Recent meta-analytic work by Canning et al. (2018) shows that utility value interventions, which ask students to explain how course content connects to their personal goals, are particularly effective for learners with low initial expectancy beliefs. When students doubt their ability, highlighting usefulness can compensate for low confidence and increased engagement. This finding demonstrates that utility value interacts with expectancy beliefs, which reinforces the idea that motivation is shaped by both confidence and perceived relevance. === Attainment value === Attainment value refers to the personal importance of performing well on a task (Eccles & Wigfield, 2000). Students are motivated when success aligns with their identity, values, or self concept. For example, a student who sees being good at maths as part of who they are is more likely to invest effort in math related tasks. Attainment value influences subject choices and long term academic commitment, especially in domains that feel central to students' sense of self. === Cost === Cost represents the negative aspects of engaging in a task, including effort, stress, anxiety, and time demands. Although cost is grouped within the task value framework, it functions differently from the other components because it refers to the negative demands associated with a task rather than its motivational benefits. Flake et al., (2015) show that high perceived cost can reduce motivation even when intrinsic, utility, or attainment values are strong. Students may find a task enjoyable or useful but still disengage if the workload feels overwhelming or emotionally demanding. This helps explain why motivation can drop in situations where stress, pressure, or if other academic pressures interfere with students' ability to engage with learning tasks. === Task value as a motivational process === Task values shape motivation by influencing how students judge whether a learning activity is worth their time and effort. This perspective aligns with socio-cognitive models, which emphasise how students evaluate the worth of academic tasks and how these evaluations shape engagement (Pintrich, 2003). While traditional expectancy-value theory focuses on relatively stable beliefs about enjoyment, usefulness, importance, and cost, more recent work highlights that these values can shift across situations. Situated expectancy-value theory extends EVT by emphasising that task values are context dependent (Eccles & Wigfield, 2020). Classroom climate, social interactions, cultural background, and moment-to-moment experiences influence how students perceive enjoyment, usefulness, importance, and cost. This situational perspective explains why motivation fluctuates across different learning environments. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Contemporary developments in expectancy-value theory: SEVT and the MUSIC model |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="float:left; margin:10px 20px 10px 0; width:320px;"> [[File:MUSIC model of motivation diagram.png|335px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> </div> ''' The MUSIC model of motivation '''<br> Recent developments in expectancy-value theory emphasise the role of context in shaping motivation, which has led to the emergence of situated expectancy-value theory (SEVT) and practical frameworks such as the MUSIC Model of Motivation (Eccles & Wigfield, 2020; Jones, 2018), see Figure 4. The MUSIC Model of Motivation (Jones, 2009; 2018) provides a practical framework that complements and extends SEVT. EVT explains how expectancy and task value influence motivation (Eccles & Wigfield, 2002), and SEVT emphasises how these beliefs fluctuate across contexts (Eccles & Wigfield, 2020). However, neither framework specifies how educators can intentionally shape the contextual factors that influence motivation. The MUSIC model addresses this gap by identifying five classroom features: empowerment, usefulness, success, interest, and caring (Jones, 2009). These features influence students’ moment-to-moment expectancies and task values. '''Empowerment''' aligns with SEVT’s emphasis on contextual influences by giving students autonomy and control over their learning environment (Jones, 2018). This supports expectancy beliefs by helping students feel capable of directing their own learning, which is consistent with research on self-efficacy and mastery experiences (Bandura, 1997; Pajares & Schunk, 2009). '''Usefulness''' corresponds directly to utility value in EVT and reinforces the idea that students are more motivated when they perceive tasks as relevant to their goals (Eccles & Wigfield, 2002; Harackiewicz & Hulleman, 2009). '''Success''' reflects students’ confidence in achieving desired outcomes and strengthens expectancy beliefs, which aligns with both EVT and self-efficacy theory (Pajares, 1996). '''Interest''' aligns with intrinsic value and highlights the role of enjoyment and engagement in shaping task value (Eccles & Wigfield, 2000). '''Caring''' reflects the social and emotional climate of the classroom, which is underemphasised in traditional EVT but central to SEVT’s focus on contextual and relational influences (Eccles & Wigfield, 2020; Jones, 2018). <div style="float:right; background-color:#F6F4E7; padding:8px; width:150px; text-align:center; margin:10px 0 10px 20px;"> [[File:YouTube social white square (2024).svg|100px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> See Figure 5. for Brett D. Jones’ explanation of how these five components can be applied in real learning environments. Empirical research supports the connection between MUSIC and EVT/SEVT. Jones and Skaggs (2016) found that increases in empowerment, usefulness, and success predicted higher expectancy beliefs and task values. Park et al. (2019) demonstrated that MUSIC perceptions predicted students’ engagement and persistence, which reinforces the idea that contextual features shape motivational beliefs in real time. These findings show that MUSIC provides a practical mechanism for applying SEVT because it identifies the environmental features that cause expectancies and values to fluctuate. |} == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strengthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing examples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more enduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. However, the writing component can disadvantage students with lower literacy skill, meaning the intervention may be most effective for students who already possess stronger academic abilities. This creates a paradox where the strategy can enhance motivation for students who need it least, while offering limited benefit, or even reducing confidence, for those who may benefit the most. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Increasing task values or expectancy beliefs may have a limited impact when students face broader structural barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students’ opportunities to engage, even when they recognise the value of a task or believe they can succeed. EVT-based strategies also rely on ongoing support, and without consistent reinforcement they can be difficult to maintain over time (Eccles & Wigfield, 2002). EVT has also been critiqued for underemphasising emotional processes, despite evidence that anxiety, stress, and classroom climate strongly influence motivation. Additionally, the boundaries between intrinsic, utility, and attainment value often blur in real learning contexts, making them difficult to measure distinctly (Eccles, 2005). These limitations highlight the need for models like SEVT that account for contextual and affective influences. Although expectancy-value theory provides clear framework for understanding educational motivation, several limitations affect how effectively it can be applied in real learning environments. One major issue is that increasing task values or expectancy beliefs may have limited impact when students face barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students' opportunities to engage, even when they recognise the value of a task or believe they can succeed (Eccles & Wigfield, 2002). A second limitation concerns measurement challenges, particularly in distinguishing between intrinsic, utility, and attainment value. Eccles (2005) notes that these components often overlap in real learning contexts, making them difficult to measure distinctly. Students may find a task enjoyable because it aligns with their identity, or view a task as useful because it is enjoyable. When intrinsic, utility, and attainment values blur together, it becomes difficult to measure them as distinct constructs, which in turn weakens the effectiveness of interventions designed to target specific value components (Gaspard et al., 2015). EVT also faces limitations with emotional influences, which traditional EVT enderemphasises. EVT focuses primarily on cognitive appraisals of ability and value, yet research shows that emotions such as anxiety, stress, boredom, and frustration strongly shape students' willingness to engage (Pekrun, 2006; Pekrun et al., 2017). == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task values by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expectancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 EricEdwardWilson714. (2021, July 21). Science lab at Pace Brantley Preparatory School [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Science_Lab_at_Pace_Brantley_Preparatory_School.jpg Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002 Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067 Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832 Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 S00246164. (2025). Motivation Laptop.svg [SVG image]. Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} or6bu3jb0n0r5df2dwr9l76xhet9c9x 2841677 2841676 2026-10-20T06:54:51Z StudentUC2026 3105303 /* Critique for applying EVT in educational settings */ Added example to emotional issues in EVT 2841677 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} This example illustrates how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed, and while task value describes how important, useful, or enjoyable the task feels, together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why students respond differently to the same task. 'Expectancy' refers to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. 'Cost' refers to the downsides of doing the task, such as the amount of effort, time or stress required for the task. These components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contemporary work emphasises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Social-cognitive models also highlight the importance of students’ beliefs about the value of academic tasks, with Eccles and Wigfield (2002) noting that motivation increases when learners view an activity as important, enjoyable, or useful for future goals. Together, these perspectives show that educational motivation is influenced by how students think about themselves and how they evaluate the learning activities they encounter. This perspective sets up a clear link to expectancy-value theory, which similarly emphasises how motivation is shaped by both personal beliefs and environmental influences. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Expectancy-value theory proposes that students' motivation is shaped by how valuable they perceive a learning activity to be. Eccles and Wigfield (2000, 2002) outline four components of task value: '''intrinsic value, utility value, attainment value, and cost,''' and these components influence students' effort, persistence, and academic choices. === Intrinsic value === Intrinsic value refers to the enjoyment or interest students experience when engaging in a learning activity. Students are more motivated when they find tasks enjoyable or personally meaningful, and research consistently shows that intrinsic value predicts greater engagement and persistence (Eccles & Wigfield, 2000). Intrinsic value can vary across subjects and activities, which helps explain why students may feel highly motivated in one learning domain but less interested in another. === Utility value === Utility value reflects how useful a task is for achieving future goals. Students invest more effort when they believe a learning activity will help them progress academically or professionally (Harackiewicz & Hulleman, 2009). Recent meta-analytic work by Canning et al. (2018) shows that utility value interventions, which ask students to explain how course content connects to their personal goals, are particularly effective for learners with low initial expectancy beliefs. When students doubt their ability, highlighting usefulness can compensate for low confidence and increased engagement. This finding demonstrates that utility value interacts with expectancy beliefs, which reinforces the idea that motivation is shaped by both confidence and perceived relevance. === Attainment value === Attainment value refers to the personal importance of performing well on a task (Eccles & Wigfield, 2000). Students are motivated when success aligns with their identity, values, or self concept. For example, a student who sees being good at maths as part of who they are is more likely to invest effort in math related tasks. Attainment value influences subject choices and long term academic commitment, especially in domains that feel central to students' sense of self. === Cost === Cost represents the negative aspects of engaging in a task, including effort, stress, anxiety, and time demands. Although cost is grouped within the task value framework, it functions differently from the other components because it refers to the negative demands associated with a task rather than its motivational benefits. Flake et al., (2015) show that high perceived cost can reduce motivation even when intrinsic, utility, or attainment values are strong. Students may find a task enjoyable or useful but still disengage if the workload feels overwhelming or emotionally demanding. This helps explain why motivation can drop in situations where stress, pressure, or if other academic pressures interfere with students' ability to engage with learning tasks. === Task value as a motivational process === Task values shape motivation by influencing how students judge whether a learning activity is worth their time and effort. This perspective aligns with socio-cognitive models, which emphasise how students evaluate the worth of academic tasks and how these evaluations shape engagement (Pintrich, 2003). While traditional expectancy-value theory focuses on relatively stable beliefs about enjoyment, usefulness, importance, and cost, more recent work highlights that these values can shift across situations. Situated expectancy-value theory extends EVT by emphasising that task values are context dependent (Eccles & Wigfield, 2020). Classroom climate, social interactions, cultural background, and moment-to-moment experiences influence how students perceive enjoyment, usefulness, importance, and cost. This situational perspective explains why motivation fluctuates across different learning environments. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Contemporary developments in expectancy-value theory: SEVT and the MUSIC model |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="float:left; margin:10px 20px 10px 0; width:320px;"> [[File:MUSIC model of motivation diagram.png|335px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> </div> ''' The MUSIC model of motivation '''<br> Recent developments in expectancy-value theory emphasise the role of context in shaping motivation, which has led to the emergence of situated expectancy-value theory (SEVT) and practical frameworks such as the MUSIC Model of Motivation (Eccles & Wigfield, 2020; Jones, 2018), see Figure 4. The MUSIC Model of Motivation (Jones, 2009; 2018) provides a practical framework that complements and extends SEVT. EVT explains how expectancy and task value influence motivation (Eccles & Wigfield, 2002), and SEVT emphasises how these beliefs fluctuate across contexts (Eccles & Wigfield, 2020). However, neither framework specifies how educators can intentionally shape the contextual factors that influence motivation. The MUSIC model addresses this gap by identifying five classroom features: empowerment, usefulness, success, interest, and caring (Jones, 2009). These features influence students’ moment-to-moment expectancies and task values. '''Empowerment''' aligns with SEVT’s emphasis on contextual influences by giving students autonomy and control over their learning environment (Jones, 2018). This supports expectancy beliefs by helping students feel capable of directing their own learning, which is consistent with research on self-efficacy and mastery experiences (Bandura, 1997; Pajares & Schunk, 2009). '''Usefulness''' corresponds directly to utility value in EVT and reinforces the idea that students are more motivated when they perceive tasks as relevant to their goals (Eccles & Wigfield, 2002; Harackiewicz & Hulleman, 2009). '''Success''' reflects students’ confidence in achieving desired outcomes and strengthens expectancy beliefs, which aligns with both EVT and self-efficacy theory (Pajares, 1996). '''Interest''' aligns with intrinsic value and highlights the role of enjoyment and engagement in shaping task value (Eccles & Wigfield, 2000). '''Caring''' reflects the social and emotional climate of the classroom, which is underemphasised in traditional EVT but central to SEVT’s focus on contextual and relational influences (Eccles & Wigfield, 2020; Jones, 2018). <div style="float:right; background-color:#F6F4E7; padding:8px; width:150px; text-align:center; margin:10px 0 10px 20px;"> [[File:YouTube social white square (2024).svg|100px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> See Figure 5. for Brett D. Jones’ explanation of how these five components can be applied in real learning environments. Empirical research supports the connection between MUSIC and EVT/SEVT. Jones and Skaggs (2016) found that increases in empowerment, usefulness, and success predicted higher expectancy beliefs and task values. Park et al. (2019) demonstrated that MUSIC perceptions predicted students’ engagement and persistence, which reinforces the idea that contextual features shape motivational beliefs in real time. These findings show that MUSIC provides a practical mechanism for applying SEVT because it identifies the environmental features that cause expectancies and values to fluctuate. |} == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strengthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing examples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more enduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. However, the writing component can disadvantage students with lower literacy skill, meaning the intervention may be most effective for students who already possess stronger academic abilities. This creates a paradox where the strategy can enhance motivation for students who need it least, while offering limited benefit, or even reducing confidence, for those who may benefit the most. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Increasing task values or expectancy beliefs may have a limited impact when students face broader structural barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students’ opportunities to engage, even when they recognise the value of a task or believe they can succeed. EVT-based strategies also rely on ongoing support, and without consistent reinforcement they can be difficult to maintain over time (Eccles & Wigfield, 2002). EVT has also been critiqued for underemphasising emotional processes, despite evidence that anxiety, stress, and classroom climate strongly influence motivation. Additionally, the boundaries between intrinsic, utility, and attainment value often blur in real learning contexts, making them difficult to measure distinctly (Eccles, 2005). These limitations highlight the need for models like SEVT that account for contextual and affective influences. Although expectancy-value theory provides clear framework for understanding educational motivation, several limitations affect how effectively it can be applied in real learning environments. One major issue is that increasing task values or expectancy beliefs may have limited impact when students face barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students' opportunities to engage, even when they recognise the value of a task or believe they can succeed (Eccles & Wigfield, 2002). A second limitation concerns measurement challenges, particularly in distinguishing between intrinsic, utility, and attainment value. Eccles (2005) notes that these components often overlap in real learning contexts, making them difficult to measure distinctly. Students may find a task enjoyable because it aligns with their identity, or view a task as useful because it is enjoyable. When intrinsic, utility, and attainment values blur together, it becomes difficult to measure them as distinct constructs, which in turn weakens the effectiveness of interventions designed to target specific value components (Gaspard et al., 2015). EVT also faces limitations with emotional influences, which traditional EVT enderemphasises. EVT focuses primarily on cognitive appraisals of ability and value, yet research shows that emotions such as anxiety, stress, boredom, and frustration strongly shape students' willingness to engage (Pekrun, 2006; Pekrun et al., 2017). For example, a student may believe they are capable of completing a task but still disengage if they experience classroom preassures. These emotional processes interact with expectancy and value in ways that EVT does not fully explain, highlighting the need for models that incorporate affective and relational factors. == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task values by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expectancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 EricEdwardWilson714. (2021, July 21). Science lab at Pace Brantley Preparatory School [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Science_Lab_at_Pace_Brantley_Preparatory_School.jpg Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002 Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067 Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832 Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 S00246164. (2025). Motivation Laptop.svg [SVG image]. Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} k4t9mj112nvar2tz7j54zr14jvr3vj6 2841679 2841677 2026-10-20T07:03:34Z StudentUC2026 3105303 /* Critique for applying EVT in educational settings */ Added cultural differences in EVT critique 2841679 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} This example illustrates how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed, and while task value describes how important, useful, or enjoyable the task feels, together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why students respond differently to the same task. 'Expectancy' refers to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. 'Cost' refers to the downsides of doing the task, such as the amount of effort, time or stress required for the task. These components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contemporary work emphasises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Social-cognitive models also highlight the importance of students’ beliefs about the value of academic tasks, with Eccles and Wigfield (2002) noting that motivation increases when learners view an activity as important, enjoyable, or useful for future goals. Together, these perspectives show that educational motivation is influenced by how students think about themselves and how they evaluate the learning activities they encounter. This perspective sets up a clear link to expectancy-value theory, which similarly emphasises how motivation is shaped by both personal beliefs and environmental influences. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Expectancy-value theory proposes that students' motivation is shaped by how valuable they perceive a learning activity to be. Eccles and Wigfield (2000, 2002) outline four components of task value: '''intrinsic value, utility value, attainment value, and cost,''' and these components influence students' effort, persistence, and academic choices. === Intrinsic value === Intrinsic value refers to the enjoyment or interest students experience when engaging in a learning activity. Students are more motivated when they find tasks enjoyable or personally meaningful, and research consistently shows that intrinsic value predicts greater engagement and persistence (Eccles & Wigfield, 2000). Intrinsic value can vary across subjects and activities, which helps explain why students may feel highly motivated in one learning domain but less interested in another. === Utility value === Utility value reflects how useful a task is for achieving future goals. Students invest more effort when they believe a learning activity will help them progress academically or professionally (Harackiewicz & Hulleman, 2009). Recent meta-analytic work by Canning et al. (2018) shows that utility value interventions, which ask students to explain how course content connects to their personal goals, are particularly effective for learners with low initial expectancy beliefs. When students doubt their ability, highlighting usefulness can compensate for low confidence and increased engagement. This finding demonstrates that utility value interacts with expectancy beliefs, which reinforces the idea that motivation is shaped by both confidence and perceived relevance. === Attainment value === Attainment value refers to the personal importance of performing well on a task (Eccles & Wigfield, 2000). Students are motivated when success aligns with their identity, values, or self concept. For example, a student who sees being good at maths as part of who they are is more likely to invest effort in math related tasks. Attainment value influences subject choices and long term academic commitment, especially in domains that feel central to students' sense of self. === Cost === Cost represents the negative aspects of engaging in a task, including effort, stress, anxiety, and time demands. Although cost is grouped within the task value framework, it functions differently from the other components because it refers to the negative demands associated with a task rather than its motivational benefits. Flake et al., (2015) show that high perceived cost can reduce motivation even when intrinsic, utility, or attainment values are strong. Students may find a task enjoyable or useful but still disengage if the workload feels overwhelming or emotionally demanding. This helps explain why motivation can drop in situations where stress, pressure, or if other academic pressures interfere with students' ability to engage with learning tasks. === Task value as a motivational process === Task values shape motivation by influencing how students judge whether a learning activity is worth their time and effort. This perspective aligns with socio-cognitive models, which emphasise how students evaluate the worth of academic tasks and how these evaluations shape engagement (Pintrich, 2003). While traditional expectancy-value theory focuses on relatively stable beliefs about enjoyment, usefulness, importance, and cost, more recent work highlights that these values can shift across situations. Situated expectancy-value theory extends EVT by emphasising that task values are context dependent (Eccles & Wigfield, 2020). Classroom climate, social interactions, cultural background, and moment-to-moment experiences influence how students perceive enjoyment, usefulness, importance, and cost. This situational perspective explains why motivation fluctuates across different learning environments. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Contemporary developments in expectancy-value theory: SEVT and the MUSIC model |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="float:left; margin:10px 20px 10px 0; width:320px;"> [[File:MUSIC model of motivation diagram.png|335px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> </div> ''' The MUSIC model of motivation '''<br> Recent developments in expectancy-value theory emphasise the role of context in shaping motivation, which has led to the emergence of situated expectancy-value theory (SEVT) and practical frameworks such as the MUSIC Model of Motivation (Eccles & Wigfield, 2020; Jones, 2018), see Figure 4. The MUSIC Model of Motivation (Jones, 2009; 2018) provides a practical framework that complements and extends SEVT. EVT explains how expectancy and task value influence motivation (Eccles & Wigfield, 2002), and SEVT emphasises how these beliefs fluctuate across contexts (Eccles & Wigfield, 2020). However, neither framework specifies how educators can intentionally shape the contextual factors that influence motivation. The MUSIC model addresses this gap by identifying five classroom features: empowerment, usefulness, success, interest, and caring (Jones, 2009). These features influence students’ moment-to-moment expectancies and task values. '''Empowerment''' aligns with SEVT’s emphasis on contextual influences by giving students autonomy and control over their learning environment (Jones, 2018). This supports expectancy beliefs by helping students feel capable of directing their own learning, which is consistent with research on self-efficacy and mastery experiences (Bandura, 1997; Pajares & Schunk, 2009). '''Usefulness''' corresponds directly to utility value in EVT and reinforces the idea that students are more motivated when they perceive tasks as relevant to their goals (Eccles & Wigfield, 2002; Harackiewicz & Hulleman, 2009). '''Success''' reflects students’ confidence in achieving desired outcomes and strengthens expectancy beliefs, which aligns with both EVT and self-efficacy theory (Pajares, 1996). '''Interest''' aligns with intrinsic value and highlights the role of enjoyment and engagement in shaping task value (Eccles & Wigfield, 2000). '''Caring''' reflects the social and emotional climate of the classroom, which is underemphasised in traditional EVT but central to SEVT’s focus on contextual and relational influences (Eccles & Wigfield, 2020; Jones, 2018). <div style="float:right; background-color:#F6F4E7; padding:8px; width:150px; text-align:center; margin:10px 0 10px 20px;"> [[File:YouTube social white square (2024).svg|100px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> See Figure 5. for Brett D. Jones’ explanation of how these five components can be applied in real learning environments. Empirical research supports the connection between MUSIC and EVT/SEVT. Jones and Skaggs (2016) found that increases in empowerment, usefulness, and success predicted higher expectancy beliefs and task values. Park et al. (2019) demonstrated that MUSIC perceptions predicted students’ engagement and persistence, which reinforces the idea that contextual features shape motivational beliefs in real time. These findings show that MUSIC provides a practical mechanism for applying SEVT because it identifies the environmental features that cause expectancies and values to fluctuate. |} == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strengthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing examples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more enduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. However, the writing component can disadvantage students with lower literacy skill, meaning the intervention may be most effective for students who already possess stronger academic abilities. This creates a paradox where the strategy can enhance motivation for students who need it least, while offering limited benefit, or even reducing confidence, for those who may benefit the most. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Increasing task values or expectancy beliefs may have a limited impact when students face broader structural barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students’ opportunities to engage, even when they recognise the value of a task or believe they can succeed. EVT-based strategies also rely on ongoing support, and without consistent reinforcement they can be difficult to maintain over time (Eccles & Wigfield, 2002). EVT has also been critiqued for underemphasising emotional processes, despite evidence that anxiety, stress, and classroom climate strongly influence motivation. Additionally, the boundaries between intrinsic, utility, and attainment value often blur in real learning contexts, making them difficult to measure distinctly (Eccles, 2005). These limitations highlight the need for models like SEVT that account for contextual and affective influences. Although expectancy-value theory provides clear framework for understanding educational motivation, several limitations affect how effectively it can be applied in real learning environments. One major issue is that increasing task values or expectancy beliefs may have limited impact when students face barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students' opportunities to engage, even when they recognise the value of a task or believe they can succeed (Eccles & Wigfield, 2002). A second limitation concerns measurement challenges, particularly in distinguishing between intrinsic, utility, and attainment value. Eccles (2005) notes that these components often overlap in real learning contexts, making them difficult to measure distinctly. Students may find a task enjoyable because it aligns with their identity, or view a task as useful because it is enjoyable. When intrinsic, utility, and attainment values blur together, it becomes difficult to measure them as distinct constructs, which in turn weakens the effectiveness of interventions designed to target specific value components (Gaspard et al., 2015). EVT also faces limitations with emotional influences, which traditional EVT enderemphasises. EVT focuses primarily on cognitive appraisals of ability and value, yet research shows that emotions such as anxiety, stress, boredom, and frustration strongly shape students' willingness to engage (Pekrun, 2006; Pekrun et al., 2017). For example, a student may believe they are capable of completing a task but still disengage if they experience classroom preassures. These emotional processes interact with expectancy and value in ways that EVT does not fully explain, highlighting the need for models that incorporate affective and relational factors. Another critique involves cultural differences in value perceptions. EVT assumes that students evaluate tasks based on personal enjoyment, usefuleness, and identity relevance, but these constructs vary across cultural contexts. Research shows that students in collectivist cultures often value tasks because they align with family expectations, social obligations, or group harmony rather than personal interest or identity (Tomasetto et al., 2011; King & McInerney, 2014). This means EVT-based interventions may not generalise across diverse cultural groups without adaptation, and the theory may oversimplify how students from different backgrounds interpret the importance or usefulness of academic tasks. == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task values by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expectancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 EricEdwardWilson714. (2021, July 21). Science lab at Pace Brantley Preparatory School [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Science_Lab_at_Pace_Brantley_Preparatory_School.jpg Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002 Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067 Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832 Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 S00246164. (2025). Motivation Laptop.svg [SVG image]. Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} 0rka99n73nziwkz0jhdv3d5sbihsz9l 2841680 2841679 2026-10-20T07:08:29Z StudentUC2026 3105303 /* Critique for applying EVT in educational settings */ introduced SEVT to critique section 2841680 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} This example illustrates how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed, and while task value describes how important, useful, or enjoyable the task feels, together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why students respond differently to the same task. 'Expectancy' refers to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. 'Cost' refers to the downsides of doing the task, such as the amount of effort, time or stress required for the task. These components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contemporary work emphasises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Social-cognitive models also highlight the importance of students’ beliefs about the value of academic tasks, with Eccles and Wigfield (2002) noting that motivation increases when learners view an activity as important, enjoyable, or useful for future goals. Together, these perspectives show that educational motivation is influenced by how students think about themselves and how they evaluate the learning activities they encounter. This perspective sets up a clear link to expectancy-value theory, which similarly emphasises how motivation is shaped by both personal beliefs and environmental influences. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Expectancy-value theory proposes that students' motivation is shaped by how valuable they perceive a learning activity to be. Eccles and Wigfield (2000, 2002) outline four components of task value: '''intrinsic value, utility value, attainment value, and cost,''' and these components influence students' effort, persistence, and academic choices. === Intrinsic value === Intrinsic value refers to the enjoyment or interest students experience when engaging in a learning activity. Students are more motivated when they find tasks enjoyable or personally meaningful, and research consistently shows that intrinsic value predicts greater engagement and persistence (Eccles & Wigfield, 2000). Intrinsic value can vary across subjects and activities, which helps explain why students may feel highly motivated in one learning domain but less interested in another. === Utility value === Utility value reflects how useful a task is for achieving future goals. Students invest more effort when they believe a learning activity will help them progress academically or professionally (Harackiewicz & Hulleman, 2009). Recent meta-analytic work by Canning et al. (2018) shows that utility value interventions, which ask students to explain how course content connects to their personal goals, are particularly effective for learners with low initial expectancy beliefs. When students doubt their ability, highlighting usefulness can compensate for low confidence and increased engagement. This finding demonstrates that utility value interacts with expectancy beliefs, which reinforces the idea that motivation is shaped by both confidence and perceived relevance. === Attainment value === Attainment value refers to the personal importance of performing well on a task (Eccles & Wigfield, 2000). Students are motivated when success aligns with their identity, values, or self concept. For example, a student who sees being good at maths as part of who they are is more likely to invest effort in math related tasks. Attainment value influences subject choices and long term academic commitment, especially in domains that feel central to students' sense of self. === Cost === Cost represents the negative aspects of engaging in a task, including effort, stress, anxiety, and time demands. Although cost is grouped within the task value framework, it functions differently from the other components because it refers to the negative demands associated with a task rather than its motivational benefits. Flake et al., (2015) show that high perceived cost can reduce motivation even when intrinsic, utility, or attainment values are strong. Students may find a task enjoyable or useful but still disengage if the workload feels overwhelming or emotionally demanding. This helps explain why motivation can drop in situations where stress, pressure, or if other academic pressures interfere with students' ability to engage with learning tasks. === Task value as a motivational process === Task values shape motivation by influencing how students judge whether a learning activity is worth their time and effort. This perspective aligns with socio-cognitive models, which emphasise how students evaluate the worth of academic tasks and how these evaluations shape engagement (Pintrich, 2003). While traditional expectancy-value theory focuses on relatively stable beliefs about enjoyment, usefulness, importance, and cost, more recent work highlights that these values can shift across situations. Situated expectancy-value theory extends EVT by emphasising that task values are context dependent (Eccles & Wigfield, 2020). Classroom climate, social interactions, cultural background, and moment-to-moment experiences influence how students perceive enjoyment, usefulness, importance, and cost. This situational perspective explains why motivation fluctuates across different learning environments. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Contemporary developments in expectancy-value theory: SEVT and the MUSIC model |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="float:left; margin:10px 20px 10px 0; width:320px;"> [[File:MUSIC model of motivation diagram.png|335px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> </div> ''' The MUSIC model of motivation '''<br> Recent developments in expectancy-value theory emphasise the role of context in shaping motivation, which has led to the emergence of situated expectancy-value theory (SEVT) and practical frameworks such as the MUSIC Model of Motivation (Eccles & Wigfield, 2020; Jones, 2018), see Figure 4. The MUSIC Model of Motivation (Jones, 2009; 2018) provides a practical framework that complements and extends SEVT. EVT explains how expectancy and task value influence motivation (Eccles & Wigfield, 2002), and SEVT emphasises how these beliefs fluctuate across contexts (Eccles & Wigfield, 2020). However, neither framework specifies how educators can intentionally shape the contextual factors that influence motivation. The MUSIC model addresses this gap by identifying five classroom features: empowerment, usefulness, success, interest, and caring (Jones, 2009). These features influence students’ moment-to-moment expectancies and task values. '''Empowerment''' aligns with SEVT’s emphasis on contextual influences by giving students autonomy and control over their learning environment (Jones, 2018). This supports expectancy beliefs by helping students feel capable of directing their own learning, which is consistent with research on self-efficacy and mastery experiences (Bandura, 1997; Pajares & Schunk, 2009). '''Usefulness''' corresponds directly to utility value in EVT and reinforces the idea that students are more motivated when they perceive tasks as relevant to their goals (Eccles & Wigfield, 2002; Harackiewicz & Hulleman, 2009). '''Success''' reflects students’ confidence in achieving desired outcomes and strengthens expectancy beliefs, which aligns with both EVT and self-efficacy theory (Pajares, 1996). '''Interest''' aligns with intrinsic value and highlights the role of enjoyment and engagement in shaping task value (Eccles & Wigfield, 2000). '''Caring''' reflects the social and emotional climate of the classroom, which is underemphasised in traditional EVT but central to SEVT’s focus on contextual and relational influences (Eccles & Wigfield, 2020; Jones, 2018). <div style="float:right; background-color:#F6F4E7; padding:8px; width:150px; text-align:center; margin:10px 0 10px 20px;"> [[File:YouTube social white square (2024).svg|100px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> See Figure 5. for Brett D. Jones’ explanation of how these five components can be applied in real learning environments. Empirical research supports the connection between MUSIC and EVT/SEVT. Jones and Skaggs (2016) found that increases in empowerment, usefulness, and success predicted higher expectancy beliefs and task values. Park et al. (2019) demonstrated that MUSIC perceptions predicted students’ engagement and persistence, which reinforces the idea that contextual features shape motivational beliefs in real time. These findings show that MUSIC provides a practical mechanism for applying SEVT because it identifies the environmental features that cause expectancies and values to fluctuate. |} == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strengthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing examples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more enduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. However, the writing component can disadvantage students with lower literacy skill, meaning the intervention may be most effective for students who already possess stronger academic abilities. This creates a paradox where the strategy can enhance motivation for students who need it least, while offering limited benefit, or even reducing confidence, for those who may benefit the most. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Increasing task values or expectancy beliefs may have a limited impact when students face broader structural barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students’ opportunities to engage, even when they recognise the value of a task or believe they can succeed. EVT-based strategies also rely on ongoing support, and without consistent reinforcement they can be difficult to maintain over time (Eccles & Wigfield, 2002). EVT has also been critiqued for underemphasising emotional processes, despite evidence that anxiety, stress, and classroom climate strongly influence motivation. Additionally, the boundaries between intrinsic, utility, and attainment value often blur in real learning contexts, making them difficult to measure distinctly (Eccles, 2005). These limitations highlight the need for models like SEVT that account for contextual and affective influences. Although expectancy-value theory provides clear framework for understanding educational motivation, several limitations affect how effectively it can be applied in real learning environments. One major issue is that increasing task values or expectancy beliefs may have limited impact when students face barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students' opportunities to engage, even when they recognise the value of a task or believe they can succeed (Eccles & Wigfield, 2002). A second limitation concerns measurement challenges, particularly in distinguishing between intrinsic, utility, and attainment value. Eccles (2005) notes that these components often overlap in real learning contexts, making them difficult to measure distinctly. Students may find a task enjoyable because it aligns with their identity, or view a task as useful because it is enjoyable. When intrinsic, utility, and attainment values blur together, it becomes difficult to measure them as distinct constructs, which in turn weakens the effectiveness of interventions designed to target specific value components (Gaspard et al., 2015). EVT also faces limitations with emotional influences, which traditional EVT enderemphasises. EVT focuses primarily on cognitive appraisals of ability and value, yet research shows that emotions such as anxiety, stress, boredom, and frustration strongly shape students' willingness to engage (Pekrun, 2006; Pekrun et al., 2017). For example, a student may believe they are capable of completing a task but still disengage if they experience classroom preassures. These emotional processes interact with expectancy and value in ways that EVT does not fully explain, highlighting the need for models that incorporate affective and relational factors. Another critique involves cultural differences in value perceptions. EVT assumes that students evaluate tasks based on personal enjoyment, usefuleness, and identity relevance, but these constructs vary across cultural contexts. Research shows that students in collectivist cultures often value tasks because they align with family expectations, social obligations, or group harmony rather than personal interest or identity (Tomasetto et al., 2011; King & McInerney, 2014). This means EVT-based interventions may not generalise across diverse cultural groups without adaptation, and the theory may oversimplify how students from different backgrounds interpret the importance or usefulness of academic tasks. These limitations highlight why contempory extensions such as situated expectancy-value theory (SEVT) are neccessary. SEVT addresses several gaps in traditional EVT by emphasising that expectancies and task values are not fixed traits but fluctuate across context, social environments, and moment-to-moment experiences (Eccles & Wigfield, 2020). == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task values by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expectancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 EricEdwardWilson714. (2021, July 21). Science lab at Pace Brantley Preparatory School [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Science_Lab_at_Pace_Brantley_Preparatory_School.jpg Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002 Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067 Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832 Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 S00246164. (2025). Motivation Laptop.svg [SVG image]. Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} to46x4c5dy7km4kfhoswul0z0im3mvj 2841681 2841680 2026-10-20T07:11:25Z StudentUC2026 3105303 Moved feature box 2841681 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} This example illustrates how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed, and while task value describes how important, useful, or enjoyable the task feels, together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why students respond differently to the same task. 'Expectancy' refers to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. 'Cost' refers to the downsides of doing the task, such as the amount of effort, time or stress required for the task. These components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contemporary work emphasises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Social-cognitive models also highlight the importance of students’ beliefs about the value of academic tasks, with Eccles and Wigfield (2002) noting that motivation increases when learners view an activity as important, enjoyable, or useful for future goals. Together, these perspectives show that educational motivation is influenced by how students think about themselves and how they evaluate the learning activities they encounter. This perspective sets up a clear link to expectancy-value theory, which similarly emphasises how motivation is shaped by both personal beliefs and environmental influences. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Expectancy-value theory proposes that students' motivation is shaped by how valuable they perceive a learning activity to be. Eccles and Wigfield (2000, 2002) outline four components of task value: '''intrinsic value, utility value, attainment value, and cost,''' and these components influence students' effort, persistence, and academic choices. === Intrinsic value === Intrinsic value refers to the enjoyment or interest students experience when engaging in a learning activity. Students are more motivated when they find tasks enjoyable or personally meaningful, and research consistently shows that intrinsic value predicts greater engagement and persistence (Eccles & Wigfield, 2000). Intrinsic value can vary across subjects and activities, which helps explain why students may feel highly motivated in one learning domain but less interested in another. === Utility value === Utility value reflects how useful a task is for achieving future goals. Students invest more effort when they believe a learning activity will help them progress academically or professionally (Harackiewicz & Hulleman, 2009). Recent meta-analytic work by Canning et al. (2018) shows that utility value interventions, which ask students to explain how course content connects to their personal goals, are particularly effective for learners with low initial expectancy beliefs. When students doubt their ability, highlighting usefulness can compensate for low confidence and increased engagement. This finding demonstrates that utility value interacts with expectancy beliefs, which reinforces the idea that motivation is shaped by both confidence and perceived relevance. === Attainment value === Attainment value refers to the personal importance of performing well on a task (Eccles & Wigfield, 2000). Students are motivated when success aligns with their identity, values, or self concept. For example, a student who sees being good at maths as part of who they are is more likely to invest effort in math related tasks. Attainment value influences subject choices and long term academic commitment, especially in domains that feel central to students' sense of self. === Cost === Cost represents the negative aspects of engaging in a task, including effort, stress, anxiety, and time demands. Although cost is grouped within the task value framework, it functions differently from the other components because it refers to the negative demands associated with a task rather than its motivational benefits. Flake et al., (2015) show that high perceived cost can reduce motivation even when intrinsic, utility, or attainment values are strong. Students may find a task enjoyable or useful but still disengage if the workload feels overwhelming or emotionally demanding. This helps explain why motivation can drop in situations where stress, pressure, or if other academic pressures interfere with students' ability to engage with learning tasks. === Task value as a motivational process === Task values shape motivation by influencing how students judge whether a learning activity is worth their time and effort. This perspective aligns with socio-cognitive models, which emphasise how students evaluate the worth of academic tasks and how these evaluations shape engagement (Pintrich, 2003). While traditional expectancy-value theory focuses on relatively stable beliefs about enjoyment, usefulness, importance, and cost, more recent work highlights that these values can shift across situations. Situated expectancy-value theory extends EVT by emphasising that task values are context dependent (Eccles & Wigfield, 2020). Classroom climate, social interactions, cultural background, and moment-to-moment experiences influence how students perceive enjoyment, usefulness, importance, and cost. This situational perspective explains why motivation fluctuates across different learning environments. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strengthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing examples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more enduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. However, the writing component can disadvantage students with lower literacy skill, meaning the intervention may be most effective for students who already possess stronger academic abilities. This creates a paradox where the strategy can enhance motivation for students who need it least, while offering limited benefit, or even reducing confidence, for those who may benefit the most. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Increasing task values or expectancy beliefs may have a limited impact when students face broader structural barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students’ opportunities to engage, even when they recognise the value of a task or believe they can succeed. EVT-based strategies also rely on ongoing support, and without consistent reinforcement they can be difficult to maintain over time (Eccles & Wigfield, 2002). EVT has also been critiqued for underemphasising emotional processes, despite evidence that anxiety, stress, and classroom climate strongly influence motivation. Additionally, the boundaries between intrinsic, utility, and attainment value often blur in real learning contexts, making them difficult to measure distinctly (Eccles, 2005). These limitations highlight the need for models like SEVT that account for contextual and affective influences. Although expectancy-value theory provides clear framework for understanding educational motivation, several limitations affect how effectively it can be applied in real learning environments. One major issue is that increasing task values or expectancy beliefs may have limited impact when students face barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students' opportunities to engage, even when they recognise the value of a task or believe they can succeed (Eccles & Wigfield, 2002). A second limitation concerns measurement challenges, particularly in distinguishing between intrinsic, utility, and attainment value. Eccles (2005) notes that these components often overlap in real learning contexts, making them difficult to measure distinctly. Students may find a task enjoyable because it aligns with their identity, or view a task as useful because it is enjoyable. When intrinsic, utility, and attainment values blur together, it becomes difficult to measure them as distinct constructs, which in turn weakens the effectiveness of interventions designed to target specific value components (Gaspard et al., 2015). EVT also faces limitations with emotional influences, which traditional EVT enderemphasises. EVT focuses primarily on cognitive appraisals of ability and value, yet research shows that emotions such as anxiety, stress, boredom, and frustration strongly shape students' willingness to engage (Pekrun, 2006; Pekrun et al., 2017). For example, a student may believe they are capable of completing a task but still disengage if they experience classroom preassures. These emotional processes interact with expectancy and value in ways that EVT does not fully explain, highlighting the need for models that incorporate affective and relational factors. Another critique involves cultural differences in value perceptions. EVT assumes that students evaluate tasks based on personal enjoyment, usefuleness, and identity relevance, but these constructs vary across cultural contexts. Research shows that students in collectivist cultures often value tasks because they align with family expectations, social obligations, or group harmony rather than personal interest or identity (Tomasetto et al., 2011; King & McInerney, 2014). This means EVT-based interventions may not generalise across diverse cultural groups without adaptation, and the theory may oversimplify how students from different backgrounds interpret the importance or usefulness of academic tasks. These limitations highlight why contempory extensions such as situated expectancy-value theory (SEVT) are neccessary. SEVT addresses several gaps in traditional EVT by emphasising that expectancies and task values are not fixed traits but fluctuate across context, social environments, and moment-to-moment experiences (Eccles & Wigfield, 2020). {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Contemporary developments in expectancy-value theory: SEVT and the MUSIC model |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="float:left; margin:10px 20px 10px 0; width:320px;"> [[File:MUSIC model of motivation diagram.png|335px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> </div> ''' The MUSIC model of motivation '''<br> Recent developments in expectancy-value theory emphasise the role of context in shaping motivation, which has led to the emergence of situated expectancy-value theory (SEVT) and practical frameworks such as the MUSIC Model of Motivation (Eccles & Wigfield, 2020; Jones, 2018), see Figure 4. The MUSIC Model of Motivation (Jones, 2009; 2018) provides a practical framework that complements and extends SEVT. EVT explains how expectancy and task value influence motivation (Eccles & Wigfield, 2002), and SEVT emphasises how these beliefs fluctuate across contexts (Eccles & Wigfield, 2020). However, neither framework specifies how educators can intentionally shape the contextual factors that influence motivation. The MUSIC model addresses this gap by identifying five classroom features: empowerment, usefulness, success, interest, and caring (Jones, 2009). These features influence students’ moment-to-moment expectancies and task values. '''Empowerment''' aligns with SEVT’s emphasis on contextual influences by giving students autonomy and control over their learning environment (Jones, 2018). This supports expectancy beliefs by helping students feel capable of directing their own learning, which is consistent with research on self-efficacy and mastery experiences (Bandura, 1997; Pajares & Schunk, 2009). '''Usefulness''' corresponds directly to utility value in EVT and reinforces the idea that students are more motivated when they perceive tasks as relevant to their goals (Eccles & Wigfield, 2002; Harackiewicz & Hulleman, 2009). '''Success''' reflects students’ confidence in achieving desired outcomes and strengthens expectancy beliefs, which aligns with both EVT and self-efficacy theory (Pajares, 1996). '''Interest''' aligns with intrinsic value and highlights the role of enjoyment and engagement in shaping task value (Eccles & Wigfield, 2000). '''Caring''' reflects the social and emotional climate of the classroom, which is underemphasised in traditional EVT but central to SEVT’s focus on contextual and relational influences (Eccles & Wigfield, 2020; Jones, 2018). <div style="float:right; background-color:#F6F4E7; padding:8px; width:150px; text-align:center; margin:10px 0 10px 20px;"> [[File:YouTube social white square (2024).svg|100px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> See Figure 5. for Brett D. Jones’ explanation of how these five components can be applied in real learning environments. Empirical research supports the connection between MUSIC and EVT/SEVT. Jones and Skaggs (2016) found that increases in empowerment, usefulness, and success predicted higher expectancy beliefs and task values. Park et al. (2019) demonstrated that MUSIC perceptions predicted students’ engagement and persistence, which reinforces the idea that contextual features shape motivational beliefs in real time. These findings show that MUSIC provides a practical mechanism for applying SEVT because it identifies the environmental features that cause expectancies and values to fluctuate. |} == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task values by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expectancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 EricEdwardWilson714. (2021, July 21). Science lab at Pace Brantley Preparatory School [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Science_Lab_at_Pace_Brantley_Preparatory_School.jpg Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002 Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067 Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832 Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 S00246164. (2025). Motivation Laptop.svg [SVG image]. Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} cmj515gw60mi0v8aikwetoa2ovavncv 2841682 2841681 2026-10-20T07:12:28Z StudentUC2026 3105303 /* Critique for applying EVT in educational settings */ removed paragraph from critique to reduce/preserve word count 2841682 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} This example illustrates how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed, and while task value describes how important, useful, or enjoyable the task feels, together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why students respond differently to the same task. 'Expectancy' refers to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. 'Cost' refers to the downsides of doing the task, such as the amount of effort, time or stress required for the task. These components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contemporary work emphasises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Social-cognitive models also highlight the importance of students’ beliefs about the value of academic tasks, with Eccles and Wigfield (2002) noting that motivation increases when learners view an activity as important, enjoyable, or useful for future goals. Together, these perspectives show that educational motivation is influenced by how students think about themselves and how they evaluate the learning activities they encounter. This perspective sets up a clear link to expectancy-value theory, which similarly emphasises how motivation is shaped by both personal beliefs and environmental influences. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Expectancy-value theory proposes that students' motivation is shaped by how valuable they perceive a learning activity to be. Eccles and Wigfield (2000, 2002) outline four components of task value: '''intrinsic value, utility value, attainment value, and cost,''' and these components influence students' effort, persistence, and academic choices. === Intrinsic value === Intrinsic value refers to the enjoyment or interest students experience when engaging in a learning activity. Students are more motivated when they find tasks enjoyable or personally meaningful, and research consistently shows that intrinsic value predicts greater engagement and persistence (Eccles & Wigfield, 2000). Intrinsic value can vary across subjects and activities, which helps explain why students may feel highly motivated in one learning domain but less interested in another. === Utility value === Utility value reflects how useful a task is for achieving future goals. Students invest more effort when they believe a learning activity will help them progress academically or professionally (Harackiewicz & Hulleman, 2009). Recent meta-analytic work by Canning et al. (2018) shows that utility value interventions, which ask students to explain how course content connects to their personal goals, are particularly effective for learners with low initial expectancy beliefs. When students doubt their ability, highlighting usefulness can compensate for low confidence and increased engagement. This finding demonstrates that utility value interacts with expectancy beliefs, which reinforces the idea that motivation is shaped by both confidence and perceived relevance. === Attainment value === Attainment value refers to the personal importance of performing well on a task (Eccles & Wigfield, 2000). Students are motivated when success aligns with their identity, values, or self concept. For example, a student who sees being good at maths as part of who they are is more likely to invest effort in math related tasks. Attainment value influences subject choices and long term academic commitment, especially in domains that feel central to students' sense of self. === Cost === Cost represents the negative aspects of engaging in a task, including effort, stress, anxiety, and time demands. Although cost is grouped within the task value framework, it functions differently from the other components because it refers to the negative demands associated with a task rather than its motivational benefits. Flake et al., (2015) show that high perceived cost can reduce motivation even when intrinsic, utility, or attainment values are strong. Students may find a task enjoyable or useful but still disengage if the workload feels overwhelming or emotionally demanding. This helps explain why motivation can drop in situations where stress, pressure, or if other academic pressures interfere with students' ability to engage with learning tasks. === Task value as a motivational process === Task values shape motivation by influencing how students judge whether a learning activity is worth their time and effort. This perspective aligns with socio-cognitive models, which emphasise how students evaluate the worth of academic tasks and how these evaluations shape engagement (Pintrich, 2003). While traditional expectancy-value theory focuses on relatively stable beliefs about enjoyment, usefulness, importance, and cost, more recent work highlights that these values can shift across situations. Situated expectancy-value theory extends EVT by emphasising that task values are context dependent (Eccles & Wigfield, 2020). Classroom climate, social interactions, cultural background, and moment-to-moment experiences influence how students perceive enjoyment, usefulness, importance, and cost. This situational perspective explains why motivation fluctuates across different learning environments. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strengthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing examples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more enduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. However, the writing component can disadvantage students with lower literacy skill, meaning the intervention may be most effective for students who already possess stronger academic abilities. This creates a paradox where the strategy can enhance motivation for students who need it least, while offering limited benefit, or even reducing confidence, for those who may benefit the most. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Although expectancy-value theory provides clear framework for understanding educational motivation, several limitations affect how effectively it can be applied in real learning environments. One major issue is that increasing task values or expectancy beliefs may have limited impact when students face barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students' opportunities to engage, even when they recognise the value of a task or believe they can succeed (Eccles & Wigfield, 2002). A second limitation concerns measurement challenges, particularly in distinguishing between intrinsic, utility, and attainment value. Eccles (2005) notes that these components often overlap in real learning contexts, making them difficult to measure distinctly. Students may find a task enjoyable because it aligns with their identity, or view a task as useful because it is enjoyable. When intrinsic, utility, and attainment values blur together, it becomes difficult to measure them as distinct constructs, which in turn weakens the effectiveness of interventions designed to target specific value components (Gaspard et al., 2015). EVT also faces limitations with emotional influences, which traditional EVT enderemphasises. EVT focuses primarily on cognitive appraisals of ability and value, yet research shows that emotions such as anxiety, stress, boredom, and frustration strongly shape students' willingness to engage (Pekrun, 2006; Pekrun et al., 2017). For example, a student may believe they are capable of completing a task but still disengage if they experience classroom preassures. These emotional processes interact with expectancy and value in ways that EVT does not fully explain, highlighting the need for models that incorporate affective and relational factors. Another critique involves cultural differences in value perceptions. EVT assumes that students evaluate tasks based on personal enjoyment, usefuleness, and identity relevance, but these constructs vary across cultural contexts. Research shows that students in collectivist cultures often value tasks because they align with family expectations, social obligations, or group harmony rather than personal interest or identity (Tomasetto et al., 2011; King & McInerney, 2014). This means EVT-based interventions may not generalise across diverse cultural groups without adaptation, and the theory may oversimplify how students from different backgrounds interpret the importance or usefulness of academic tasks. These limitations highlight why contempory extensions such as situated expectancy-value theory (SEVT) are neccessary. SEVT addresses several gaps in traditional EVT by emphasising that expectancies and task values are not fixed traits but fluctuate across context, social environments, and moment-to-moment experiences (Eccles & Wigfield, 2020). {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Contemporary developments in expectancy-value theory: SEVT and the MUSIC model |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="float:left; margin:10px 20px 10px 0; width:320px;"> [[File:MUSIC model of motivation diagram.png|335px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> </div> ''' The MUSIC model of motivation '''<br> Recent developments in expectancy-value theory emphasise the role of context in shaping motivation, which has led to the emergence of situated expectancy-value theory (SEVT) and practical frameworks such as the MUSIC Model of Motivation (Eccles & Wigfield, 2020; Jones, 2018), see Figure 4. The MUSIC Model of Motivation (Jones, 2009; 2018) provides a practical framework that complements and extends SEVT. EVT explains how expectancy and task value influence motivation (Eccles & Wigfield, 2002), and SEVT emphasises how these beliefs fluctuate across contexts (Eccles & Wigfield, 2020). However, neither framework specifies how educators can intentionally shape the contextual factors that influence motivation. The MUSIC model addresses this gap by identifying five classroom features: empowerment, usefulness, success, interest, and caring (Jones, 2009). These features influence students’ moment-to-moment expectancies and task values. '''Empowerment''' aligns with SEVT’s emphasis on contextual influences by giving students autonomy and control over their learning environment (Jones, 2018). This supports expectancy beliefs by helping students feel capable of directing their own learning, which is consistent with research on self-efficacy and mastery experiences (Bandura, 1997; Pajares & Schunk, 2009). '''Usefulness''' corresponds directly to utility value in EVT and reinforces the idea that students are more motivated when they perceive tasks as relevant to their goals (Eccles & Wigfield, 2002; Harackiewicz & Hulleman, 2009). '''Success''' reflects students’ confidence in achieving desired outcomes and strengthens expectancy beliefs, which aligns with both EVT and self-efficacy theory (Pajares, 1996). '''Interest''' aligns with intrinsic value and highlights the role of enjoyment and engagement in shaping task value (Eccles & Wigfield, 2000). '''Caring''' reflects the social and emotional climate of the classroom, which is underemphasised in traditional EVT but central to SEVT’s focus on contextual and relational influences (Eccles & Wigfield, 2020; Jones, 2018). <div style="float:right; background-color:#F6F4E7; padding:8px; width:150px; text-align:center; margin:10px 0 10px 20px;"> [[File:YouTube social white square (2024).svg|100px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> See Figure 5. for Brett D. Jones’ explanation of how these five components can be applied in real learning environments. Empirical research supports the connection between MUSIC and EVT/SEVT. Jones and Skaggs (2016) found that increases in empowerment, usefulness, and success predicted higher expectancy beliefs and task values. Park et al. (2019) demonstrated that MUSIC perceptions predicted students’ engagement and persistence, which reinforces the idea that contextual features shape motivational beliefs in real time. These findings show that MUSIC provides a practical mechanism for applying SEVT because it identifies the environmental features that cause expectancies and values to fluctuate. |} == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task values by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expectancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 EricEdwardWilson714. (2021, July 21). Science lab at Pace Brantley Preparatory School [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Science_Lab_at_Pace_Brantley_Preparatory_School.jpg Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002 Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067 Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832 Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 S00246164. (2025). Motivation Laptop.svg [SVG image]. Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} 2i5wfcczwxagpntj76ve1oti3xsifrf 2841683 2841682 2026-10-20T07:17:16Z StudentUC2026 3105303 /* Critique for applying EVT in educational settings */ added concluding sentences to critique section 2841683 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} This example illustrates how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed, and while task value describes how important, useful, or enjoyable the task feels, together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why students respond differently to the same task. 'Expectancy' refers to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. 'Cost' refers to the downsides of doing the task, such as the amount of effort, time or stress required for the task. These components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contemporary work emphasises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Social-cognitive models also highlight the importance of students’ beliefs about the value of academic tasks, with Eccles and Wigfield (2002) noting that motivation increases when learners view an activity as important, enjoyable, or useful for future goals. Together, these perspectives show that educational motivation is influenced by how students think about themselves and how they evaluate the learning activities they encounter. This perspective sets up a clear link to expectancy-value theory, which similarly emphasises how motivation is shaped by both personal beliefs and environmental influences. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Expectancy-value theory proposes that students' motivation is shaped by how valuable they perceive a learning activity to be. Eccles and Wigfield (2000, 2002) outline four components of task value: '''intrinsic value, utility value, attainment value, and cost,''' and these components influence students' effort, persistence, and academic choices. === Intrinsic value === Intrinsic value refers to the enjoyment or interest students experience when engaging in a learning activity. Students are more motivated when they find tasks enjoyable or personally meaningful, and research consistently shows that intrinsic value predicts greater engagement and persistence (Eccles & Wigfield, 2000). Intrinsic value can vary across subjects and activities, which helps explain why students may feel highly motivated in one learning domain but less interested in another. === Utility value === Utility value reflects how useful a task is for achieving future goals. Students invest more effort when they believe a learning activity will help them progress academically or professionally (Harackiewicz & Hulleman, 2009). Recent meta-analytic work by Canning et al. (2018) shows that utility value interventions, which ask students to explain how course content connects to their personal goals, are particularly effective for learners with low initial expectancy beliefs. When students doubt their ability, highlighting usefulness can compensate for low confidence and increased engagement. This finding demonstrates that utility value interacts with expectancy beliefs, which reinforces the idea that motivation is shaped by both confidence and perceived relevance. === Attainment value === Attainment value refers to the personal importance of performing well on a task (Eccles & Wigfield, 2000). Students are motivated when success aligns with their identity, values, or self concept. For example, a student who sees being good at maths as part of who they are is more likely to invest effort in math related tasks. Attainment value influences subject choices and long term academic commitment, especially in domains that feel central to students' sense of self. === Cost === Cost represents the negative aspects of engaging in a task, including effort, stress, anxiety, and time demands. Although cost is grouped within the task value framework, it functions differently from the other components because it refers to the negative demands associated with a task rather than its motivational benefits. Flake et al., (2015) show that high perceived cost can reduce motivation even when intrinsic, utility, or attainment values are strong. Students may find a task enjoyable or useful but still disengage if the workload feels overwhelming or emotionally demanding. This helps explain why motivation can drop in situations where stress, pressure, or if other academic pressures interfere with students' ability to engage with learning tasks. === Task value as a motivational process === Task values shape motivation by influencing how students judge whether a learning activity is worth their time and effort. This perspective aligns with socio-cognitive models, which emphasise how students evaluate the worth of academic tasks and how these evaluations shape engagement (Pintrich, 2003). While traditional expectancy-value theory focuses on relatively stable beliefs about enjoyment, usefulness, importance, and cost, more recent work highlights that these values can shift across situations. Situated expectancy-value theory extends EVT by emphasising that task values are context dependent (Eccles & Wigfield, 2020). Classroom climate, social interactions, cultural background, and moment-to-moment experiences influence how students perceive enjoyment, usefulness, importance, and cost. This situational perspective explains why motivation fluctuates across different learning environments. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strengthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing examples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more enduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. However, the writing component can disadvantage students with lower literacy skill, meaning the intervention may be most effective for students who already possess stronger academic abilities. This creates a paradox where the strategy can enhance motivation for students who need it least, while offering limited benefit, or even reducing confidence, for those who may benefit the most. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Although expectancy-value theory provides clear framework for understanding educational motivation, several limitations affect how effectively it can be applied in real learning environments. One major issue is that increasing task values or expectancy beliefs may have limited impact when students face barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students' opportunities to engage, even when they recognise the value of a task or believe they can succeed (Eccles & Wigfield, 2002). A second limitation concerns measurement challenges, particularly in distinguishing between intrinsic, utility, and attainment value. Eccles (2005) notes that these components often overlap in real learning contexts, making them difficult to measure distinctly. Students may find a task enjoyable because it aligns with their identity, or view a task as useful because it is enjoyable. When intrinsic, utility, and attainment values blur together, it becomes difficult to measure them as distinct constructs, which in turn weakens the effectiveness of interventions designed to target specific value components (Gaspard et al., 2015). EVT also faces limitations with emotional influences, which traditional EVT enderemphasises. EVT focuses primarily on cognitive appraisals of ability and value, yet research shows that emotions such as anxiety, stress, boredom, and frustration strongly shape students' willingness to engage (Pekrun, 2006; Pekrun et al., 2017). For example, a student may believe they are capable of completing a task but still disengage if they experience classroom preassures. These emotional processes interact with expectancy and value in ways that EVT does not fully explain, highlighting the need for models that incorporate affective and relational factors. Another critique involves cultural differences in value perceptions. EVT assumes that students evaluate tasks based on personal enjoyment, usefuleness, and identity relevance, but these constructs vary across cultural contexts. Research shows that students in collectivist cultures often value tasks because they align with family expectations, social obligations, or group harmony rather than personal interest or identity (Tomasetto et al., 2011; King & McInerney, 2014). This means EVT-based interventions may not generalise across diverse cultural groups without adaptation, and the theory may oversimplify how students from different backgrounds interpret the importance or usefulness of academic tasks. These limitations highlight why contempory extensions such as situated expectancy-value theory (SEVT) are neccessary. SEVT addresses several gaps in traditional EVT by emphasising that expectancies and task values are not fixed traits but fluctuate across context, social environments, and moment-to-moment experiences (Eccles & Wigfield, 2020). By incorporating situational, emotional, and relational influences, SEVT provides a more comprehensive explanation of how motivation changes in real learning environments. This contextual perspective helps account for variability in students' motivation and offers a more flexible foundation for designing interventions that respond to dynamic learning environments. {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Contemporary developments in expectancy-value theory: SEVT and the MUSIC model |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="float:left; margin:10px 20px 10px 0; width:320px;"> [[File:MUSIC model of motivation diagram.png|335px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> </div> ''' The MUSIC model of motivation '''<br> Recent developments in expectancy-value theory emphasise the role of context in shaping motivation, which has led to the emergence of situated expectancy-value theory (SEVT) and practical frameworks such as the MUSIC Model of Motivation (Eccles & Wigfield, 2020; Jones, 2018), see Figure 4. The MUSIC Model of Motivation (Jones, 2009; 2018) provides a practical framework that complements and extends SEVT. EVT explains how expectancy and task value influence motivation (Eccles & Wigfield, 2002), and SEVT emphasises how these beliefs fluctuate across contexts (Eccles & Wigfield, 2020). However, neither framework specifies how educators can intentionally shape the contextual factors that influence motivation. The MUSIC model addresses this gap by identifying five classroom features: empowerment, usefulness, success, interest, and caring (Jones, 2009). These features influence students’ moment-to-moment expectancies and task values. '''Empowerment''' aligns with SEVT’s emphasis on contextual influences by giving students autonomy and control over their learning environment (Jones, 2018). This supports expectancy beliefs by helping students feel capable of directing their own learning, which is consistent with research on self-efficacy and mastery experiences (Bandura, 1997; Pajares & Schunk, 2009). '''Usefulness''' corresponds directly to utility value in EVT and reinforces the idea that students are more motivated when they perceive tasks as relevant to their goals (Eccles & Wigfield, 2002; Harackiewicz & Hulleman, 2009). '''Success''' reflects students’ confidence in achieving desired outcomes and strengthens expectancy beliefs, which aligns with both EVT and self-efficacy theory (Pajares, 1996). '''Interest''' aligns with intrinsic value and highlights the role of enjoyment and engagement in shaping task value (Eccles & Wigfield, 2000). '''Caring''' reflects the social and emotional climate of the classroom, which is underemphasised in traditional EVT but central to SEVT’s focus on contextual and relational influences (Eccles & Wigfield, 2020; Jones, 2018). <div style="float:right; background-color:#F6F4E7; padding:8px; width:150px; text-align:center; margin:10px 0 10px 20px;"> [[File:YouTube social white square (2024).svg|100px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> See Figure 5. for Brett D. Jones’ explanation of how these five components can be applied in real learning environments. Empirical research supports the connection between MUSIC and EVT/SEVT. Jones and Skaggs (2016) found that increases in empowerment, usefulness, and success predicted higher expectancy beliefs and task values. Park et al. (2019) demonstrated that MUSIC perceptions predicted students’ engagement and persistence, which reinforces the idea that contextual features shape motivational beliefs in real time. These findings show that MUSIC provides a practical mechanism for applying SEVT because it identifies the environmental features that cause expectancies and values to fluctuate. |} == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task values by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expectancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 EricEdwardWilson714. (2021, July 21). Science lab at Pace Brantley Preparatory School [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Science_Lab_at_Pace_Brantley_Preparatory_School.jpg Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002 Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067 Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832 Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 S00246164. (2025). Motivation Laptop.svg [SVG image]. Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} nzg03zxlqu1nsn3zj3bgcvgb89swvwz 2841684 2841683 2026-10-20T07:20:54Z StudentUC2026 3105303 /* Conclusion */ Added SEVT take home message 2841684 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} This example illustrates how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed, and while task value describes how important, useful, or enjoyable the task feels, together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why students respond differently to the same task. 'Expectancy' refers to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. 'Cost' refers to the downsides of doing the task, such as the amount of effort, time or stress required for the task. These components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contemporary work emphasises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Social-cognitive models also highlight the importance of students’ beliefs about the value of academic tasks, with Eccles and Wigfield (2002) noting that motivation increases when learners view an activity as important, enjoyable, or useful for future goals. Together, these perspectives show that educational motivation is influenced by how students think about themselves and how they evaluate the learning activities they encounter. This perspective sets up a clear link to expectancy-value theory, which similarly emphasises how motivation is shaped by both personal beliefs and environmental influences. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Expectancy-value theory proposes that students' motivation is shaped by how valuable they perceive a learning activity to be. Eccles and Wigfield (2000, 2002) outline four components of task value: '''intrinsic value, utility value, attainment value, and cost,''' and these components influence students' effort, persistence, and academic choices. === Intrinsic value === Intrinsic value refers to the enjoyment or interest students experience when engaging in a learning activity. Students are more motivated when they find tasks enjoyable or personally meaningful, and research consistently shows that intrinsic value predicts greater engagement and persistence (Eccles & Wigfield, 2000). Intrinsic value can vary across subjects and activities, which helps explain why students may feel highly motivated in one learning domain but less interested in another. === Utility value === Utility value reflects how useful a task is for achieving future goals. Students invest more effort when they believe a learning activity will help them progress academically or professionally (Harackiewicz & Hulleman, 2009). Recent meta-analytic work by Canning et al. (2018) shows that utility value interventions, which ask students to explain how course content connects to their personal goals, are particularly effective for learners with low initial expectancy beliefs. When students doubt their ability, highlighting usefulness can compensate for low confidence and increased engagement. This finding demonstrates that utility value interacts with expectancy beliefs, which reinforces the idea that motivation is shaped by both confidence and perceived relevance. === Attainment value === Attainment value refers to the personal importance of performing well on a task (Eccles & Wigfield, 2000). Students are motivated when success aligns with their identity, values, or self concept. For example, a student who sees being good at maths as part of who they are is more likely to invest effort in math related tasks. Attainment value influences subject choices and long term academic commitment, especially in domains that feel central to students' sense of self. === Cost === Cost represents the negative aspects of engaging in a task, including effort, stress, anxiety, and time demands. Although cost is grouped within the task value framework, it functions differently from the other components because it refers to the negative demands associated with a task rather than its motivational benefits. Flake et al., (2015) show that high perceived cost can reduce motivation even when intrinsic, utility, or attainment values are strong. Students may find a task enjoyable or useful but still disengage if the workload feels overwhelming or emotionally demanding. This helps explain why motivation can drop in situations where stress, pressure, or if other academic pressures interfere with students' ability to engage with learning tasks. === Task value as a motivational process === Task values shape motivation by influencing how students judge whether a learning activity is worth their time and effort. This perspective aligns with socio-cognitive models, which emphasise how students evaluate the worth of academic tasks and how these evaluations shape engagement (Pintrich, 2003). While traditional expectancy-value theory focuses on relatively stable beliefs about enjoyment, usefulness, importance, and cost, more recent work highlights that these values can shift across situations. Situated expectancy-value theory extends EVT by emphasising that task values are context dependent (Eccles & Wigfield, 2020). Classroom climate, social interactions, cultural background, and moment-to-moment experiences influence how students perceive enjoyment, usefulness, importance, and cost. This situational perspective explains why motivation fluctuates across different learning environments. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strengthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing examples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more enduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. However, the writing component can disadvantage students with lower literacy skill, meaning the intervention may be most effective for students who already possess stronger academic abilities. This creates a paradox where the strategy can enhance motivation for students who need it least, while offering limited benefit, or even reducing confidence, for those who may benefit the most. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Although expectancy-value theory provides clear framework for understanding educational motivation, several limitations affect how effectively it can be applied in real learning environments. One major issue is that increasing task values or expectancy beliefs may have limited impact when students face barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students' opportunities to engage, even when they recognise the value of a task or believe they can succeed (Eccles & Wigfield, 2002). A second limitation concerns measurement challenges, particularly in distinguishing between intrinsic, utility, and attainment value. Eccles (2005) notes that these components often overlap in real learning contexts, making them difficult to measure distinctly. Students may find a task enjoyable because it aligns with their identity, or view a task as useful because it is enjoyable. When intrinsic, utility, and attainment values blur together, it becomes difficult to measure them as distinct constructs, which in turn weakens the effectiveness of interventions designed to target specific value components (Gaspard et al., 2015). EVT also faces limitations with emotional influences, which traditional EVT enderemphasises. EVT focuses primarily on cognitive appraisals of ability and value, yet research shows that emotions such as anxiety, stress, boredom, and frustration strongly shape students' willingness to engage (Pekrun, 2006; Pekrun et al., 2017). For example, a student may believe they are capable of completing a task but still disengage if they experience classroom preassures. These emotional processes interact with expectancy and value in ways that EVT does not fully explain, highlighting the need for models that incorporate affective and relational factors. Another critique involves cultural differences in value perceptions. EVT assumes that students evaluate tasks based on personal enjoyment, usefuleness, and identity relevance, but these constructs vary across cultural contexts. Research shows that students in collectivist cultures often value tasks because they align with family expectations, social obligations, or group harmony rather than personal interest or identity (Tomasetto et al., 2011; King & McInerney, 2014). This means EVT-based interventions may not generalise across diverse cultural groups without adaptation, and the theory may oversimplify how students from different backgrounds interpret the importance or usefulness of academic tasks. These limitations highlight why contempory extensions such as situated expectancy-value theory (SEVT) are neccessary. SEVT addresses several gaps in traditional EVT by emphasising that expectancies and task values are not fixed traits but fluctuate across context, social environments, and moment-to-moment experiences (Eccles & Wigfield, 2020). By incorporating situational, emotional, and relational influences, SEVT provides a more comprehensive explanation of how motivation changes in real learning environments. This contextual perspective helps account for variability in students' motivation and offers a more flexible foundation for designing interventions that respond to dynamic learning environments. {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Contemporary developments in expectancy-value theory: SEVT and the MUSIC model |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="float:left; margin:10px 20px 10px 0; width:320px;"> [[File:MUSIC model of motivation diagram.png|335px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> </div> ''' The MUSIC model of motivation '''<br> Recent developments in expectancy-value theory emphasise the role of context in shaping motivation, which has led to the emergence of situated expectancy-value theory (SEVT) and practical frameworks such as the MUSIC Model of Motivation (Eccles & Wigfield, 2020; Jones, 2018), see Figure 4. The MUSIC Model of Motivation (Jones, 2009; 2018) provides a practical framework that complements and extends SEVT. EVT explains how expectancy and task value influence motivation (Eccles & Wigfield, 2002), and SEVT emphasises how these beliefs fluctuate across contexts (Eccles & Wigfield, 2020). However, neither framework specifies how educators can intentionally shape the contextual factors that influence motivation. The MUSIC model addresses this gap by identifying five classroom features: empowerment, usefulness, success, interest, and caring (Jones, 2009). These features influence students’ moment-to-moment expectancies and task values. '''Empowerment''' aligns with SEVT’s emphasis on contextual influences by giving students autonomy and control over their learning environment (Jones, 2018). This supports expectancy beliefs by helping students feel capable of directing their own learning, which is consistent with research on self-efficacy and mastery experiences (Bandura, 1997; Pajares & Schunk, 2009). '''Usefulness''' corresponds directly to utility value in EVT and reinforces the idea that students are more motivated when they perceive tasks as relevant to their goals (Eccles & Wigfield, 2002; Harackiewicz & Hulleman, 2009). '''Success''' reflects students’ confidence in achieving desired outcomes and strengthens expectancy beliefs, which aligns with both EVT and self-efficacy theory (Pajares, 1996). '''Interest''' aligns with intrinsic value and highlights the role of enjoyment and engagement in shaping task value (Eccles & Wigfield, 2000). '''Caring''' reflects the social and emotional climate of the classroom, which is underemphasised in traditional EVT but central to SEVT’s focus on contextual and relational influences (Eccles & Wigfield, 2020; Jones, 2018). <div style="float:right; background-color:#F6F4E7; padding:8px; width:150px; text-align:center; margin:10px 0 10px 20px;"> [[File:YouTube social white square (2024).svg|100px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> See Figure 5. for Brett D. Jones’ explanation of how these five components can be applied in real learning environments. Empirical research supports the connection between MUSIC and EVT/SEVT. Jones and Skaggs (2016) found that increases in empowerment, usefulness, and success predicted higher expectancy beliefs and task values. Park et al. (2019) demonstrated that MUSIC perceptions predicted students’ engagement and persistence, which reinforces the idea that contextual features shape motivational beliefs in real time. These findings show that MUSIC provides a practical mechanism for applying SEVT because it identifies the environmental features that cause expectancies and values to fluctuate. |} == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task values by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. *SEVT highlights that motivation varies across contexts, meaning classroom conditions directly shape students’ expectancies and task values. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expectancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. 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''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} ce5eet74ub4swqs28gi58bszpztemny 2841685 2841684 2026-10-20T07:34:17Z StudentUC2026 3105303 /* How do social-cognitive models explain educational motivation? */ removing repetition 2841685 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} This example illustrates how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed, and while task value describes how important, useful, or enjoyable the task feels, together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why students respond differently to the same task. 'Expectancy' refers to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. 'Cost' refers to the downsides of doing the task, such as the amount of effort, time or stress required for the task. These components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contemporary work emphasises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Expectancy-value theory proposes that students' motivation is shaped by how valuable they perceive a learning activity to be. Eccles and Wigfield (2000, 2002) outline four components of task value: '''intrinsic value, utility value, attainment value, and cost,''' and these components influence students' effort, persistence, and academic choices. === Intrinsic value === Intrinsic value refers to the enjoyment or interest students experience when engaging in a learning activity. Students are more motivated when they find tasks enjoyable or personally meaningful, and research consistently shows that intrinsic value predicts greater engagement and persistence (Eccles & Wigfield, 2000). Intrinsic value can vary across subjects and activities, which helps explain why students may feel highly motivated in one learning domain but less interested in another. === Utility value === Utility value reflects how useful a task is for achieving future goals. Students invest more effort when they believe a learning activity will help them progress academically or professionally (Harackiewicz & Hulleman, 2009). Recent meta-analytic work by Canning et al. (2018) shows that utility value interventions, which ask students to explain how course content connects to their personal goals, are particularly effective for learners with low initial expectancy beliefs. When students doubt their ability, highlighting usefulness can compensate for low confidence and increased engagement. This finding demonstrates that utility value interacts with expectancy beliefs, which reinforces the idea that motivation is shaped by both confidence and perceived relevance. === Attainment value === Attainment value refers to the personal importance of performing well on a task (Eccles & Wigfield, 2000). Students are motivated when success aligns with their identity, values, or self concept. For example, a student who sees being good at maths as part of who they are is more likely to invest effort in math related tasks. Attainment value influences subject choices and long term academic commitment, especially in domains that feel central to students' sense of self. === Cost === Cost represents the negative aspects of engaging in a task, including effort, stress, anxiety, and time demands. Although cost is grouped within the task value framework, it functions differently from the other components because it refers to the negative demands associated with a task rather than its motivational benefits. Flake et al., (2015) show that high perceived cost can reduce motivation even when intrinsic, utility, or attainment values are strong. Students may find a task enjoyable or useful but still disengage if the workload feels overwhelming or emotionally demanding. This helps explain why motivation can drop in situations where stress, pressure, or if other academic pressures interfere with students' ability to engage with learning tasks. === Task value as a motivational process === Task values shape motivation by influencing how students judge whether a learning activity is worth their time and effort. This perspective aligns with socio-cognitive models, which emphasise how students evaluate the worth of academic tasks and how these evaluations shape engagement (Pintrich, 2003). While traditional expectancy-value theory focuses on relatively stable beliefs about enjoyment, usefulness, importance, and cost, more recent work highlights that these values can shift across situations. Situated expectancy-value theory extends EVT by emphasising that task values are context dependent (Eccles & Wigfield, 2020). Classroom climate, social interactions, cultural background, and moment-to-moment experiences influence how students perceive enjoyment, usefulness, importance, and cost. This situational perspective explains why motivation fluctuates across different learning environments. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strengthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing examples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more enduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. However, the writing component can disadvantage students with lower literacy skill, meaning the intervention may be most effective for students who already possess stronger academic abilities. This creates a paradox where the strategy can enhance motivation for students who need it least, while offering limited benefit, or even reducing confidence, for those who may benefit the most. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Although expectancy-value theory provides clear framework for understanding educational motivation, several limitations affect how effectively it can be applied in real learning environments. One major issue is that increasing task values or expectancy beliefs may have limited impact when students face barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students' opportunities to engage, even when they recognise the value of a task or believe they can succeed (Eccles & Wigfield, 2002). A second limitation concerns measurement challenges, particularly in distinguishing between intrinsic, utility, and attainment value. Eccles (2005) notes that these components often overlap in real learning contexts, making them difficult to measure distinctly. Students may find a task enjoyable because it aligns with their identity, or view a task as useful because it is enjoyable. When intrinsic, utility, and attainment values blur together, it becomes difficult to measure them as distinct constructs, which in turn weakens the effectiveness of interventions designed to target specific value components (Gaspard et al., 2015). EVT also faces limitations with emotional influences, which traditional EVT enderemphasises. EVT focuses primarily on cognitive appraisals of ability and value, yet research shows that emotions such as anxiety, stress, boredom, and frustration strongly shape students' willingness to engage (Pekrun, 2006; Pekrun et al., 2017). For example, a student may believe they are capable of completing a task but still disengage if they experience classroom preassures. These emotional processes interact with expectancy and value in ways that EVT does not fully explain, highlighting the need for models that incorporate affective and relational factors. Another critique involves cultural differences in value perceptions. EVT assumes that students evaluate tasks based on personal enjoyment, usefuleness, and identity relevance, but these constructs vary across cultural contexts. Research shows that students in collectivist cultures often value tasks because they align with family expectations, social obligations, or group harmony rather than personal interest or identity (Tomasetto et al., 2011; King & McInerney, 2014). This means EVT-based interventions may not generalise across diverse cultural groups without adaptation, and the theory may oversimplify how students from different backgrounds interpret the importance or usefulness of academic tasks. These limitations highlight why contempory extensions such as situated expectancy-value theory (SEVT) are neccessary. SEVT addresses several gaps in traditional EVT by emphasising that expectancies and task values are not fixed traits but fluctuate across context, social environments, and moment-to-moment experiences (Eccles & Wigfield, 2020). By incorporating situational, emotional, and relational influences, SEVT provides a more comprehensive explanation of how motivation changes in real learning environments. This contextual perspective helps account for variability in students' motivation and offers a more flexible foundation for designing interventions that respond to dynamic learning environments. {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Contemporary developments in expectancy-value theory: SEVT and the MUSIC model |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="float:left; margin:10px 20px 10px 0; width:320px;"> [[File:MUSIC model of motivation diagram.png|335px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> </div> ''' The MUSIC model of motivation '''<br> Recent developments in expectancy-value theory emphasise the role of context in shaping motivation, which has led to the emergence of situated expectancy-value theory (SEVT) and practical frameworks such as the MUSIC Model of Motivation (Eccles & Wigfield, 2020; Jones, 2018), see Figure 4. The MUSIC Model of Motivation (Jones, 2009; 2018) provides a practical framework that complements and extends SEVT. EVT explains how expectancy and task value influence motivation (Eccles & Wigfield, 2002), and SEVT emphasises how these beliefs fluctuate across contexts (Eccles & Wigfield, 2020). However, neither framework specifies how educators can intentionally shape the contextual factors that influence motivation. The MUSIC model addresses this gap by identifying five classroom features: empowerment, usefulness, success, interest, and caring (Jones, 2009). These features influence students’ moment-to-moment expectancies and task values. '''Empowerment''' aligns with SEVT’s emphasis on contextual influences by giving students autonomy and control over their learning environment (Jones, 2018). This supports expectancy beliefs by helping students feel capable of directing their own learning, which is consistent with research on self-efficacy and mastery experiences (Bandura, 1997; Pajares & Schunk, 2009). '''Usefulness''' corresponds directly to utility value in EVT and reinforces the idea that students are more motivated when they perceive tasks as relevant to their goals (Eccles & Wigfield, 2002; Harackiewicz & Hulleman, 2009). '''Success''' reflects students’ confidence in achieving desired outcomes and strengthens expectancy beliefs, which aligns with both EVT and self-efficacy theory (Pajares, 1996). '''Interest''' aligns with intrinsic value and highlights the role of enjoyment and engagement in shaping task value (Eccles & Wigfield, 2000). '''Caring''' reflects the social and emotional climate of the classroom, which is underemphasised in traditional EVT but central to SEVT’s focus on contextual and relational influences (Eccles & Wigfield, 2020; Jones, 2018). <div style="float:right; background-color:#F6F4E7; padding:8px; width:150px; text-align:center; margin:10px 0 10px 20px;"> [[File:YouTube social white square (2024).svg|100px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> See Figure 5. for Brett D. Jones’ explanation of how these five components can be applied in real learning environments. Empirical research supports the connection between MUSIC and EVT/SEVT. Jones and Skaggs (2016) found that increases in empowerment, usefulness, and success predicted higher expectancy beliefs and task values. Park et al. (2019) demonstrated that MUSIC perceptions predicted students’ engagement and persistence, which reinforces the idea that contextual features shape motivational beliefs in real time. These findings show that MUSIC provides a practical mechanism for applying SEVT because it identifies the environmental features that cause expectancies and values to fluctuate. |} == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task values by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. *SEVT highlights that motivation varies across contexts, meaning classroom conditions directly shape students’ expectancies and task values. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expectancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 EricEdwardWilson714. (2021, July 21). Science lab at Pace Brantley Preparatory School [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Science_Lab_at_Pace_Brantley_Preparatory_School.jpg Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002 Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067 Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832 Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 S00246164. (2025). Motivation Laptop.svg [SVG image]. Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} mqus6x5hd6oy25utyntscxhhrsrvkc8 2841687 2841685 2026-10-20T07:45:52Z StudentUC2026 3105303 /* How do social-cognitive models explain educational motivation? */ Relocating nature-nurture sentence. 2841687 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} This example illustrates how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed, and while task value describes how important, useful, or enjoyable the task feels, together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why students respond differently to the same task. 'Expectancy' refers to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. 'Cost' refers to the downsides of doing the task, such as the amount of effort, time or stress required for the task. These components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contemporary work emphasises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Expectancy-value theory proposes that students' motivation is shaped by how valuable they perceive a learning activity to be. Eccles and Wigfield (2000, 2002) outline four components of task value: '''intrinsic value, utility value, attainment value, and cost,''' and these components influence students' effort, persistence, and academic choices. === Intrinsic value === Intrinsic value refers to the enjoyment or interest students experience when engaging in a learning activity. Students are more motivated when they find tasks enjoyable or personally meaningful, and research consistently shows that intrinsic value predicts greater engagement and persistence (Eccles & Wigfield, 2000). Intrinsic value can vary across subjects and activities, which helps explain why students may feel highly motivated in one learning domain but less interested in another. === Utility value === Utility value reflects how useful a task is for achieving future goals. Students invest more effort when they believe a learning activity will help them progress academically or professionally (Harackiewicz & Hulleman, 2009). Recent meta-analytic work by Canning et al. (2018) shows that utility value interventions, which ask students to explain how course content connects to their personal goals, are particularly effective for learners with low initial expectancy beliefs. When students doubt their ability, highlighting usefulness can compensate for low confidence and increased engagement. This finding demonstrates that utility value interacts with expectancy beliefs, which reinforces the idea that motivation is shaped by both confidence and perceived relevance. === Attainment value === Attainment value refers to the personal importance of performing well on a task (Eccles & Wigfield, 2000). Students are motivated when success aligns with their identity, values, or self concept. For example, a student who sees being good at maths as part of who they are is more likely to invest effort in math related tasks. Attainment value influences subject choices and long term academic commitment, especially in domains that feel central to students' sense of self. === Cost === Cost represents the negative aspects of engaging in a task, including effort, stress, anxiety, and time demands. Although cost is grouped within the task value framework, it functions differently from the other components because it refers to the negative demands associated with a task rather than its motivational benefits. Flake et al., (2015) show that high perceived cost can reduce motivation even when intrinsic, utility, or attainment values are strong. Students may find a task enjoyable or useful but still disengage if the workload feels overwhelming or emotionally demanding. This helps explain why motivation can drop in situations where stress, pressure, or if other academic pressures interfere with students' ability to engage with learning tasks. === Task value as a motivational process === Task values shape motivation by influencing how students judge whether a learning activity is worth their time and effort. This perspective aligns with socio-cognitive models, which emphasise how students evaluate the worth of academic tasks and how these evaluations shape engagement (Pintrich, 2003). While traditional expectancy-value theory focuses on relatively stable beliefs about enjoyment, usefulness, importance, and cost, more recent work highlights that these values can shift across situations. Situated expectancy-value theory extends EVT by emphasising that task values are context dependent (Eccles & Wigfield, 2020). Classroom climate, social interactions, cultural background, and moment-to-moment experiences influence how students perceive enjoyment, usefulness, importance, and cost. This situational perspective explains why motivation fluctuates across different learning environments. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). This reflects the broader nature-nurture perspective, where motivation emerges from the interaction between internal beliefs and external contextual influences. Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strengthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing examples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more enduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. However, the writing component can disadvantage students with lower literacy skill, meaning the intervention may be most effective for students who already possess stronger academic abilities. This creates a paradox where the strategy can enhance motivation for students who need it least, while offering limited benefit, or even reducing confidence, for those who may benefit the most. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Although expectancy-value theory provides clear framework for understanding educational motivation, several limitations affect how effectively it can be applied in real learning environments. One major issue is that increasing task values or expectancy beliefs may have limited impact when students face barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students' opportunities to engage, even when they recognise the value of a task or believe they can succeed (Eccles & Wigfield, 2002). A second limitation concerns measurement challenges, particularly in distinguishing between intrinsic, utility, and attainment value. Eccles (2005) notes that these components often overlap in real learning contexts, making them difficult to measure distinctly. Students may find a task enjoyable because it aligns with their identity, or view a task as useful because it is enjoyable. When intrinsic, utility, and attainment values blur together, it becomes difficult to measure them as distinct constructs, which in turn weakens the effectiveness of interventions designed to target specific value components (Gaspard et al., 2015). EVT also faces limitations with emotional influences, which traditional EVT enderemphasises. EVT focuses primarily on cognitive appraisals of ability and value, yet research shows that emotions such as anxiety, stress, boredom, and frustration strongly shape students' willingness to engage (Pekrun, 2006; Pekrun et al., 2017). For example, a student may believe they are capable of completing a task but still disengage if they experience classroom preassures. These emotional processes interact with expectancy and value in ways that EVT does not fully explain, highlighting the need for models that incorporate affective and relational factors. Another critique involves cultural differences in value perceptions. EVT assumes that students evaluate tasks based on personal enjoyment, usefuleness, and identity relevance, but these constructs vary across cultural contexts. Research shows that students in collectivist cultures often value tasks because they align with family expectations, social obligations, or group harmony rather than personal interest or identity (Tomasetto et al., 2011; King & McInerney, 2014). This means EVT-based interventions may not generalise across diverse cultural groups without adaptation, and the theory may oversimplify how students from different backgrounds interpret the importance or usefulness of academic tasks. These limitations highlight why contempory extensions such as situated expectancy-value theory (SEVT) are neccessary. SEVT addresses several gaps in traditional EVT by emphasising that expectancies and task values are not fixed traits but fluctuate across context, social environments, and moment-to-moment experiences (Eccles & Wigfield, 2020). By incorporating situational, emotional, and relational influences, SEVT provides a more comprehensive explanation of how motivation changes in real learning environments. This contextual perspective helps account for variability in students' motivation and offers a more flexible foundation for designing interventions that respond to dynamic learning environments. {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Contemporary developments in expectancy-value theory: SEVT and the MUSIC model |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="float:left; margin:10px 20px 10px 0; width:320px;"> [[File:MUSIC model of motivation diagram.png|335px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> </div> ''' The MUSIC model of motivation '''<br> Recent developments in expectancy-value theory emphasise the role of context in shaping motivation, which has led to the emergence of situated expectancy-value theory (SEVT) and practical frameworks such as the MUSIC Model of Motivation (Eccles & Wigfield, 2020; Jones, 2018), see Figure 4. The MUSIC Model of Motivation (Jones, 2009; 2018) provides a practical framework that complements and extends SEVT. EVT explains how expectancy and task value influence motivation (Eccles & Wigfield, 2002), and SEVT emphasises how these beliefs fluctuate across contexts (Eccles & Wigfield, 2020). However, neither framework specifies how educators can intentionally shape the contextual factors that influence motivation. The MUSIC model addresses this gap by identifying five classroom features: empowerment, usefulness, success, interest, and caring (Jones, 2009). These features influence students’ moment-to-moment expectancies and task values. '''Empowerment''' aligns with SEVT’s emphasis on contextual influences by giving students autonomy and control over their learning environment (Jones, 2018). This supports expectancy beliefs by helping students feel capable of directing their own learning, which is consistent with research on self-efficacy and mastery experiences (Bandura, 1997; Pajares & Schunk, 2009). '''Usefulness''' corresponds directly to utility value in EVT and reinforces the idea that students are more motivated when they perceive tasks as relevant to their goals (Eccles & Wigfield, 2002; Harackiewicz & Hulleman, 2009). '''Success''' reflects students’ confidence in achieving desired outcomes and strengthens expectancy beliefs, which aligns with both EVT and self-efficacy theory (Pajares, 1996). '''Interest''' aligns with intrinsic value and highlights the role of enjoyment and engagement in shaping task value (Eccles & Wigfield, 2000). '''Caring''' reflects the social and emotional climate of the classroom, which is underemphasised in traditional EVT but central to SEVT’s focus on contextual and relational influences (Eccles & Wigfield, 2020; Jones, 2018). <div style="float:right; background-color:#F6F4E7; padding:8px; width:150px; text-align:center; margin:10px 0 10px 20px;"> [[File:YouTube social white square (2024).svg|100px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> See Figure 5. for Brett D. Jones’ explanation of how these five components can be applied in real learning environments. Empirical research supports the connection between MUSIC and EVT/SEVT. Jones and Skaggs (2016) found that increases in empowerment, usefulness, and success predicted higher expectancy beliefs and task values. Park et al. (2019) demonstrated that MUSIC perceptions predicted students’ engagement and persistence, which reinforces the idea that contextual features shape motivational beliefs in real time. These findings show that MUSIC provides a practical mechanism for applying SEVT because it identifies the environmental features that cause expectancies and values to fluctuate. |} == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task values by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. *SEVT highlights that motivation varies across contexts, meaning classroom conditions directly shape students’ expectancies and task values. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expectancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 EricEdwardWilson714. (2021, July 21). Science lab at Pace Brantley Preparatory School [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Science_Lab_at_Pace_Brantley_Preparatory_School.jpg Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002 Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067 Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832 Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 S00246164. (2025). Motivation Laptop.svg [SVG image]. Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} n2sujkdhm842nufilcixv7rjcvupk8e 2841688 2841687 2026-10-20T07:49:31Z StudentUC2026 3105303 Undid revision [[Special:Diff/2841687|2841687]] by [[Special:Contributions/StudentUC2026|StudentUC2026]] ([[User talk:StudentUC2026|talk]]) 2841688 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} This example illustrates how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed, and while task value describes how important, useful, or enjoyable the task feels, together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why students respond differently to the same task. 'Expectancy' refers to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. 'Cost' refers to the downsides of doing the task, such as the amount of effort, time or stress required for the task. These components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contemporary work emphasises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Expectancy-value theory proposes that students' motivation is shaped by how valuable they perceive a learning activity to be. Eccles and Wigfield (2000, 2002) outline four components of task value: '''intrinsic value, utility value, attainment value, and cost,''' and these components influence students' effort, persistence, and academic choices. === Intrinsic value === Intrinsic value refers to the enjoyment or interest students experience when engaging in a learning activity. Students are more motivated when they find tasks enjoyable or personally meaningful, and research consistently shows that intrinsic value predicts greater engagement and persistence (Eccles & Wigfield, 2000). Intrinsic value can vary across subjects and activities, which helps explain why students may feel highly motivated in one learning domain but less interested in another. === Utility value === Utility value reflects how useful a task is for achieving future goals. Students invest more effort when they believe a learning activity will help them progress academically or professionally (Harackiewicz & Hulleman, 2009). Recent meta-analytic work by Canning et al. (2018) shows that utility value interventions, which ask students to explain how course content connects to their personal goals, are particularly effective for learners with low initial expectancy beliefs. When students doubt their ability, highlighting usefulness can compensate for low confidence and increased engagement. This finding demonstrates that utility value interacts with expectancy beliefs, which reinforces the idea that motivation is shaped by both confidence and perceived relevance. === Attainment value === Attainment value refers to the personal importance of performing well on a task (Eccles & Wigfield, 2000). Students are motivated when success aligns with their identity, values, or self concept. For example, a student who sees being good at maths as part of who they are is more likely to invest effort in math related tasks. Attainment value influences subject choices and long term academic commitment, especially in domains that feel central to students' sense of self. === Cost === Cost represents the negative aspects of engaging in a task, including effort, stress, anxiety, and time demands. Although cost is grouped within the task value framework, it functions differently from the other components because it refers to the negative demands associated with a task rather than its motivational benefits. Flake et al., (2015) show that high perceived cost can reduce motivation even when intrinsic, utility, or attainment values are strong. Students may find a task enjoyable or useful but still disengage if the workload feels overwhelming or emotionally demanding. This helps explain why motivation can drop in situations where stress, pressure, or if other academic pressures interfere with students' ability to engage with learning tasks. === Task value as a motivational process === Task values shape motivation by influencing how students judge whether a learning activity is worth their time and effort. This perspective aligns with socio-cognitive models, which emphasise how students evaluate the worth of academic tasks and how these evaluations shape engagement (Pintrich, 2003). While traditional expectancy-value theory focuses on relatively stable beliefs about enjoyment, usefulness, importance, and cost, more recent work highlights that these values can shift across situations. Situated expectancy-value theory extends EVT by emphasising that task values are context dependent (Eccles & Wigfield, 2020). Classroom climate, social interactions, cultural background, and moment-to-moment experiences influence how students perceive enjoyment, usefulness, importance, and cost. This situational perspective explains why motivation fluctuates across different learning environments. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilityies, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strengthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing examples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more enduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. However, the writing component can disadvantage students with lower literacy skill, meaning the intervention may be most effective for students who already possess stronger academic abilities. This creates a paradox where the strategy can enhance motivation for students who need it least, while offering limited benefit, or even reducing confidence, for those who may benefit the most. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Although expectancy-value theory provides clear framework for understanding educational motivation, several limitations affect how effectively it can be applied in real learning environments. One major issue is that increasing task values or expectancy beliefs may have limited impact when students face barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students' opportunities to engage, even when they recognise the value of a task or believe they can succeed (Eccles & Wigfield, 2002). A second limitation concerns measurement challenges, particularly in distinguishing between intrinsic, utility, and attainment value. Eccles (2005) notes that these components often overlap in real learning contexts, making them difficult to measure distinctly. Students may find a task enjoyable because it aligns with their identity, or view a task as useful because it is enjoyable. When intrinsic, utility, and attainment values blur together, it becomes difficult to measure them as distinct constructs, which in turn weakens the effectiveness of interventions designed to target specific value components (Gaspard et al., 2015). EVT also faces limitations with emotional influences, which traditional EVT enderemphasises. EVT focuses primarily on cognitive appraisals of ability and value, yet research shows that emotions such as anxiety, stress, boredom, and frustration strongly shape students' willingness to engage (Pekrun, 2006; Pekrun et al., 2017). For example, a student may believe they are capable of completing a task but still disengage if they experience classroom preassures. These emotional processes interact with expectancy and value in ways that EVT does not fully explain, highlighting the need for models that incorporate affective and relational factors. Another critique involves cultural differences in value perceptions. EVT assumes that students evaluate tasks based on personal enjoyment, usefuleness, and identity relevance, but these constructs vary across cultural contexts. Research shows that students in collectivist cultures often value tasks because they align with family expectations, social obligations, or group harmony rather than personal interest or identity (Tomasetto et al., 2011; King & McInerney, 2014). This means EVT-based interventions may not generalise across diverse cultural groups without adaptation, and the theory may oversimplify how students from different backgrounds interpret the importance or usefulness of academic tasks. These limitations highlight why contempory extensions such as situated expectancy-value theory (SEVT) are neccessary. SEVT addresses several gaps in traditional EVT by emphasising that expectancies and task values are not fixed traits but fluctuate across context, social environments, and moment-to-moment experiences (Eccles & Wigfield, 2020). By incorporating situational, emotional, and relational influences, SEVT provides a more comprehensive explanation of how motivation changes in real learning environments. This contextual perspective helps account for variability in students' motivation and offers a more flexible foundation for designing interventions that respond to dynamic learning environments. {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Contemporary developments in expectancy-value theory: SEVT and the MUSIC model |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="float:left; margin:10px 20px 10px 0; width:320px;"> [[File:MUSIC model of motivation diagram.png|335px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> </div> ''' The MUSIC model of motivation '''<br> Recent developments in expectancy-value theory emphasise the role of context in shaping motivation, which has led to the emergence of situated expectancy-value theory (SEVT) and practical frameworks such as the MUSIC Model of Motivation (Eccles & Wigfield, 2020; Jones, 2018), see Figure 4. The MUSIC Model of Motivation (Jones, 2009; 2018) provides a practical framework that complements and extends SEVT. EVT explains how expectancy and task value influence motivation (Eccles & Wigfield, 2002), and SEVT emphasises how these beliefs fluctuate across contexts (Eccles & Wigfield, 2020). However, neither framework specifies how educators can intentionally shape the contextual factors that influence motivation. The MUSIC model addresses this gap by identifying five classroom features: empowerment, usefulness, success, interest, and caring (Jones, 2009). These features influence students’ moment-to-moment expectancies and task values. '''Empowerment''' aligns with SEVT’s emphasis on contextual influences by giving students autonomy and control over their learning environment (Jones, 2018). This supports expectancy beliefs by helping students feel capable of directing their own learning, which is consistent with research on self-efficacy and mastery experiences (Bandura, 1997; Pajares & Schunk, 2009). '''Usefulness''' corresponds directly to utility value in EVT and reinforces the idea that students are more motivated when they perceive tasks as relevant to their goals (Eccles & Wigfield, 2002; Harackiewicz & Hulleman, 2009). '''Success''' reflects students’ confidence in achieving desired outcomes and strengthens expectancy beliefs, which aligns with both EVT and self-efficacy theory (Pajares, 1996). '''Interest''' aligns with intrinsic value and highlights the role of enjoyment and engagement in shaping task value (Eccles & Wigfield, 2000). '''Caring''' reflects the social and emotional climate of the classroom, which is underemphasised in traditional EVT but central to SEVT’s focus on contextual and relational influences (Eccles & Wigfield, 2020; Jones, 2018). <div style="float:right; background-color:#F6F4E7; padding:8px; width:150px; text-align:center; margin:10px 0 10px 20px;"> [[File:YouTube social white square (2024).svg|100px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> See Figure 5. for Brett D. Jones’ explanation of how these five components can be applied in real learning environments. Empirical research supports the connection between MUSIC and EVT/SEVT. Jones and Skaggs (2016) found that increases in empowerment, usefulness, and success predicted higher expectancy beliefs and task values. Park et al. (2019) demonstrated that MUSIC perceptions predicted students’ engagement and persistence, which reinforces the idea that contextual features shape motivational beliefs in real time. These findings show that MUSIC provides a practical mechanism for applying SEVT because it identifies the environmental features that cause expectancies and values to fluctuate. |} == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task values by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. *SEVT highlights that motivation varies across contexts, meaning classroom conditions directly shape students’ expectancies and task values. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expectancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 EricEdwardWilson714. (2021, July 21). Science lab at Pace Brantley Preparatory School [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Science_Lab_at_Pace_Brantley_Preparatory_School.jpg Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002 Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067 Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832 Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 S00246164. (2025). Motivation Laptop.svg [SVG image]. Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} mqus6x5hd6oy25utyntscxhhrsrvkc8 2841689 2841688 2026-10-20T07:59:21Z StudentUC2026 3105303 2841689 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin, see Figure 1. After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} This example illustrates how small shifts in confidence and perceived value can make everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how to apply them in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == What is expectancy-value theory? == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|'''Figure 2.''' Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] Expectancy-value theory comes from research on student motivation, especially the work of Eccles and Wigfield (2000, 2002). The theory says that students are motivated by two main things: how confident they feel about doing a task and how much they value the task, which is seen in a conceptual flow chart in Figure 2. Expectancy is about whether a student believes they can succeed, and while task value describes how important, useful, or enjoyable the task feels, together these ideas shape how students approach schoolwork, how much effort they put in, and how long they keep trying. An example of this would be a student is more likely to study for a maths test if they feel capable and believe the test will help them reach future goals (Eccles & Wigfield, 2002). The theory includes several components that help explain why students respond differently to the same task. 'Expectancy' refers to beliefs about success, while task value includes four parts: intrinsic value, utility value, attainment value, and cost (Eccles & Wigfield, 2002). Intrinsic value is the level of enjoyment a student gets from the task, utility value is about how well the task aligns with future goals, attainment value is the about how important doing well in the task is to the student. 'Cost' refers to the downsides of doing the task, such as the amount of effort, time or stress required for the task. These components influence how worthwhile a task feels and how much time and energy students are willing to invest. Table 1 summarises these components with definitions and examples. Although expectancy-value theory is widely used, researchers have pointed out some limitations. Pintrach (2003) argues that the theory focuses too much on logical decision-making and does not fully consider emotional or social influences. Flake et al. (2015) also note that theory does not clearly explain how expectancies and values develop or why they differ between students. These critiques have led to updates of the theory which includes adding the “S” (situated) to EVT, which evolved EVT into situated expectancy-value theory (SEVT). This contemporary work emphasises how motivation changes across different contexts and learning environments (Eccles & Wigfield, 2020). This new theory reflects a meaningful extension of EVT, highlighting how context actively shapes motivation. ==How do social-cognitive models explain educational motivation?== Social-cognitive models explain educational motivation by emphasising the beliefs students hold about their abilities and the value they assign to learning tasks. Bandura’s self-efficacy theory proposes that learners’ confidence in their capability to succeed strongly influences the choices they make, the effort they invest, and their persistence when facing challenges (Bandura, 1997). Building on this work, Pajares (1996) demonstrates that self-efficacy beliefs are powerful predictors of academic performance because they shape how students interpret difficulty and regulate their learning. Pajares and Schunk (2009) further explain that self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom environments play a central role in shaping motivation. Self-efficacy theory and expectancy-value theory share an important similarity: both recognise that motivation is shaped not only by internal beliefs but also by the environment in which learning occurs. Self-efficacy develops through experiences such as mastery, feedback, and social comparison, which means classroom conditions and teacher support directly influence how confident students feel (Pajares & Schunk, 2009). EVT makes a similar point through the development of situated expectancy-value theory (SEVT), which emphasises that expectancies and task values shift depending on the learning context. In both models, motivation is not fixed within the individual but is shaped by the interaction between personal beliefs and environmental factors. This overlap reflects the broader nature-versus-nurture debate, showing that educational motivation emerges from both internal psychological processes (nature) and external influences such as teaching practices, feedback, and classroom climate (nurture). == How do expectancy beliefs influence educational motivation? == Expectancy beliefs refer to students’ judgements about how capable they are of completing a task successfully. Eccles and Wigfield (2002) explain that these beliefs come from students' past achievements, their self-concept, and how difficult they think the task will be. When students believe they can succeed, they are more willing to start a task, put effort in and keep going when challenges arise or the task becomes more difficult. This makes expectancy beliefs a key part of understanding why some students engage strongly with schoolwork while others hold back. Bandura (1997), Pajares (1996), and Pajares and Schunk (2009) are key social-cognitive researchers who show how strongly expectancy beliefs influence students’ effort, persistence, and academic performance. Bandura’s work demonstrates that when students feel capable, they try harder and keep going when the task becomes difficult. Pajares (1996) adds that these beliefs shape how students interpret challenges and manage their learning. Pajares and Schunk (2009) explain that expectancy beliefs grow through experiences like mastery, feedback, and seeing others succeed. This suggests that classroom environments and teacher support play an important role in building students’ confidence. Together, these researchers show that expectancy beliefs are central to understanding why students engage differently with schoolwork. Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, keep trying when things get difficult and choose activities that support their academic progress (Eccles & Wigfield, 2002; Bandura, 1997). These beliefs shape how students understand classroom demands and influence how much effort they are willing to put in (Pajares, 1996). This is why students with similar abilities can show very different levels of motivation: it is not only their actual skill that matters, but what they believe they can achieve (Eccles & Wigfield, 2002). Expectancy beliefs act as a motivational filter that guide how students approach schoolwork. Although expectancy beliefs are strong predictors of motivation, researchers point out several limitations. Critics argue that these models focus too heavily on cognitive judgements and overlook the emotional and contextual factors that influence how students engage. Pajares (1996) and Bandura (1997) show that confidence alone cannot fully explain motivation, especially when anxiety, stress, or negative classroom climates reduce students’ willingness to participate. A student may believe they are capable but still disengage if the environment feels overwhelming or unsupportive. These critiques highlight why newer approaches, such as situated expectancy-value theory (SEVT), emphasise how motivation shifts across different learning contexts. == How do task values influence educational motivation? == Expectancy-value theory proposes that students' motivation is shaped by how valuable they perceive a learning activity to be. Eccles and Wigfield (2000, 2002) outline four components of task value: '''intrinsic value, utility value, attainment value, and cost,''' and these components influence students' effort, persistence, and academic choices. === Intrinsic value === Intrinsic value refers to the enjoyment or interest students experience when engaging in a learning activity. Students are more motivated when they find tasks enjoyable or personally meaningful, and research consistently shows that intrinsic value predicts greater engagement and persistence (Eccles & Wigfield, 2000). Intrinsic value can vary across subjects and activities, which helps explain why students may feel highly motivated in one learning domain but less interested in another. === Utility value === Utility value reflects how useful a task is for achieving future goals. Students invest more effort when they believe a learning activity will help them progress academically or professionally (Harackiewicz & Hulleman, 2009). Recent meta-analytic work by Canning et al. (2018) shows that utility value interventions, which ask students to explain how course content connects to their personal goals, are particularly effective for learners with low initial expectancy beliefs. When students doubt their ability, highlighting usefulness can compensate for low confidence and increased engagement. This finding demonstrates that utility value interacts with expectancy beliefs, which reinforces the idea that motivation is shaped by both confidence and perceived relevance. === Attainment value === Attainment value refers to the personal importance of performing well on a task (Eccles & Wigfield, 2000). Students are motivated when success aligns with their identity, values, or self concept. For example, a student who sees being good at maths as part of who they are is more likely to invest effort in math related tasks. Attainment value influences subject choices and long term academic commitment, especially in domains that feel central to students' sense of self. === Cost === Cost represents the negative aspects of engaging in a task, including effort, stress, anxiety, and time demands. Although cost is grouped within the task value framework, it functions differently from the other components because it refers to the negative demands associated with a task rather than its motivational benefits. Flake et al., (2015) show that high perceived cost can reduce motivation even when intrinsic, utility, or attainment values are strong. Students may find a task enjoyable or useful but still disengage if the workload feels overwhelming or emotionally demanding. This helps explain why motivation can drop in situations where stress, pressure, or if other academic pressures interfere with students' ability to engage with learning tasks. === Task value as a motivational process === Task values shape motivation by influencing how students judge whether a learning activity is worth their time and effort. This perspective aligns with socio-cognitive models, which emphasise how students evaluate the worth of academic tasks and how these evaluations shape engagement (Pintrich, 2003). While traditional expectancy-value theory focuses on relatively stable beliefs about enjoyment, usefulness, importance, and cost, more recent work highlights that these values can shift across situations. Situated expectancy-value theory extends EVT by emphasising that task values are context dependent (Eccles & Wigfield, 2020). Classroom climate, social interactions, cultural background, and moment-to-moment experiences influence how students perceive enjoyment, usefulness, importance, and cost. This situational perspective explains why motivation fluctuates across different learning environments. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Science Lab at Pace Brantley Preparatory School.jpg|Science_Lab_at_Pace_Brantley_Preparatory_School|150px|alt= Science student's engaging in a group activity]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 3.'''. Science student's engaging in a group activity. </span> </div> You are sitting in a crowded classroom during a weekly science workshop. The activity involves a group problem-solving task that requires quick thinking and collaboration. As the task begins, you notice that the instructions feel unclear, and your group members start discussing ideas rapidly. You hesitate, unsure whether your contribution will be helpful. This uncertainty lowers your confidence, even though you usually feel capable when working on similar material in quieter settings. The noise in the room makes it difficult to concentrate, and you begin to question whether the task is worth the effort at this moment. You remind yourself that the activity is part of your assessment, but the immediate pressure and social dynamics make the task feel less manageable. This situation contrasts with the scenario at the beginning of this book chapter, where motivation was shaped by stable beliefs about ability and long-term goals. In the current example, motivation shifts in response to the environment, social interactions, and moment-to-moment changes in confidence. Situated expectancy-value theory explains these fluctuations by emphasising that expectancies and values are influenced by context and can vary across settings and activities (Eccles & Wigfield, 2020). Figure 3 illustrates how these situational influences interact with expectancy and task value, showing that motivation is shaped not only by learners’ beliefs but also by the conditions in which learning occurs. The learner’s confidence decreases because the classroom environment feels overwhelming, and the value of the task changes because the immediate demands differ from previous experiences. |} This scenario illustrates how expectancy and value can fluctuate in response to environmental and social cues, which reflects the situational perspective introduced in contemporary extensions of expectancy-value theory. Unlike the earlier example in the first scenario where motivation was guided by stable beliefs and long-term goals, this scenario shows how context can rapidly alter confidence and perceived task value. Situated expectancy-value theory highlights that motivation is shaped not only by what learners believe and value but also by the conditions under which learning takes place (Eccles & Wigfield, 2020). == How can expectancy-value theory be used to enhance motivation in educational settings? == Expectancy-value theory can be applied in several practical ways to strengthen students’ motivation in educational settings. By targeting expectancy beliefs, task values and perceived cost, educators can shape how students think about their abilities, the importance of learning activities, and the effort required to complete them. The following sections outline key strategies grounded in EVT and explain how each can support more consistent and sustained engagement. ===Strengthening expectancy beliefs=== Strengthening expectany beliefs is one way Evt can be used to enhance motivation in educational settings. Students are more willing to engage when they believe they can succees, and teachers can support this by providing support and guidance with how to approach tasks, breaking the work into manageable steps and providing clear feedback, in doing so will help build confidence strengthening their expectancy beliefs and enhancing motivation. Demonstrating effective strategies, such as thinking aloud while problem solving or showing how to organise information, helps students to see what successful performance looks like. Research shows that confidence develops through repeated experiences of mastery and supportive information, which increases students’ willingness to attempt challenging tasks (Bandura, 1997; Pajares & Schunk, 2009). By helping students build a realistic sense of competence, educators create conditions where expectancy beliefs contribute to stronger and more sustained motivation. ===Enhancing task value=== Enhancing task values is another way EVT can be applied to strengthen motivation in educational settings. Students are more likely to engage when they see learning activities as relevant, useful, or personally meaningful, therefore teachers can support this by explaining how tasks connect to future goals or real-world situations. Highlighting the purpose behind an activity helps students understand why it matters, while providing examples of how skills are used outside the classroom can increase perceived usefulness. Research shows that when students recognise the value of what they are learning, they invest more effort and show greater persistence (Eccled & Wigfield, 2002; Harackiewicz & Hulleman, 2009). By making the significance of academic tasks clear, educators can help students develop stronger and more enduring task values. ===Reducing perceived cost=== Reducing perceived cost is another way EVT can be applied to strengthen motivation in educational settings. Students are less willing to engage when tasks feel overwhelming, stressful, or too time-consuming, and research shows that these experiences can lower motivation (Flake et al., 2015). Teachers can support students by creating classroom environments that minimise these pressure through manageable workloads, breaking tasks into smaller steps, and offering opportunities for autonomy. Supportive classroom climates also help reduce stress and anxiety, making students more comfortable asking questions and attempting challenging work. Lowering perceived cost has been shown to increase engagement even when students already hold high intrinsic, utility, or attainment value for a task (Flake et al., 2015), meaning that reducing stress and workload pressure can still make a meaningful difference for learners who otherwise see the activity as valuable. ===Harackiewicz & Hulleman's (2009), utility-value intervention=== A practical example of EVT in educational settings is the utility-value intervention, where students complete a short writing task that asks them to explain how a learning activity connects to their personal goals or future plans. This process helps students recognise the usefuleness of what they are learning, which increases task value and encourages greater engagement. Howerver, the writing component can be difficult for students with lower literacy skills, which limits the effectiveness of the intervention for those who may benefit from it the most. However, the writing component can disadvantage students with lower literacy skill, meaning the intervention may be most effective for students who already possess stronger academic abilities. This creates a paradox where the strategy can enhance motivation for students who need it least, while offering limited benefit, or even reducing confidence, for those who may benefit the most. Despite this limitation, the approach has been shown to improve motivation and academic performance, particularly for students with lower initial expectancy beliefs (Harackiewicz & Hulleman, 2009). ===Critique for applying EVT in educational settings=== Although expectancy-value theory provides clear framework for understanding educational motivation, several limitations affect how effectively it can be applied in real learning environments. One major issue is that increasing task values or expectancy beliefs may have limited impact when students face barriers such as poor teaching quality, limited resources, or high levels of stress and anxiety. These conditions can restrict students' opportunities to engage, even when they recognise the value of a task or believe they can succeed (Eccles & Wigfield, 2002). A second limitation concerns measurement challenges, particularly in distinguishing between intrinsic, utility, and attainment value. Eccles (2005) notes that these components often overlap in real learning contexts, making them difficult to measure distinctly. Students may find a task enjoyable because it aligns with their identity, or view a task as useful because it is enjoyable. When intrinsic, utility, and attainment values blur together, it becomes difficult to measure them as distinct constructs, which in turn weakens the effectiveness of interventions designed to target specific value components (Gaspard et al., 2015). EVT also faces limitations with emotional influences, which traditional EVT enderemphasises. EVT focuses primarily on cognitive appraisals of ability and value, yet research shows that emotions such as anxiety, stress, boredom, and frustration strongly shape students' willingness to engage (Pekrun, 2006; Pekrun et al., 2017). For example, a student may believe they are capable of completing a task but still disengage if they experience classroom preassures. These emotional processes interact with expectancy and value in ways that EVT does not fully explain, highlighting the need for models that incorporate affective and relational factors. Another critique involves cultural differences in value perceptions. EVT assumes that students evaluate tasks based on personal enjoyment, usefuleness, and identity relevance, but these constructs vary across cultural contexts. Research shows that students in collectivist cultures often value tasks because they align with family expectations, social obligations, or group harmony rather than personal interest or identity (Tomasetto et al., 2011; King & McInerney, 2014). This means EVT-based interventions may not generalise across diverse cultural groups without adaptation, and the theory may oversimplify how students from different backgrounds interpret the importance or usefulness of academic tasks. These limitations highlight why contempory extensions such as situated expectancy-value theory (SEVT) are neccessary. SEVT addresses several gaps in traditional EVT by emphasising that expectancies and task values are not fixed traits but fluctuate across context, social environments, and moment-to-moment experiences (Eccles & Wigfield, 2020). By incorporating situational, emotional, and relational influences, SEVT provides a more comprehensive explanation of how motivation changes in real learning environments. This contextual perspective helps account for variability in students' motivation and offers a more flexible foundation for designing interventions that respond to dynamic learning environments. {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Contemporary developments in expectancy-value theory: SEVT and the MUSIC model |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="float:left; margin:10px 20px 10px 0; width:320px;"> [[File:MUSIC model of motivation diagram.png|335px|alt=MUSIC model diagram]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 4'''. MUSIC Model of Motivation'' </span> </div> ''' The MUSIC model of motivation '''<br> Recent developments in expectancy-value theory emphasise the role of context in shaping motivation, which has led to the emergence of situated expectancy-value theory (SEVT) and practical frameworks such as the MUSIC Model of Motivation (Eccles & Wigfield, 2020; Jones, 2018), see Figure 4. The MUSIC Model of Motivation (Jones, 2009; 2018) provides a practical framework that complements and extends SEVT. EVT explains how expectancy and task value influence motivation (Eccles & Wigfield, 2002), and SEVT emphasises how these beliefs fluctuate across contexts (Eccles & Wigfield, 2020). However, neither framework specifies how educators can intentionally shape the contextual factors that influence motivation. The MUSIC model addresses this gap by identifying five classroom features: empowerment, usefulness, success, interest, and caring (Jones, 2009). These features influence students’ moment-to-moment expectancies and task values. '''Empowerment''' aligns with SEVT’s emphasis on contextual influences by giving students autonomy and control over their learning environment (Jones, 2018). This supports expectancy beliefs by helping students feel capable of directing their own learning, which is consistent with research on self-efficacy and mastery experiences (Bandura, 1997; Pajares & Schunk, 2009). '''Usefulness''' corresponds directly to utility value in EVT and reinforces the idea that students are more motivated when they perceive tasks as relevant to their goals (Eccles & Wigfield, 2002; Harackiewicz & Hulleman, 2009). '''Success''' reflects students’ confidence in achieving desired outcomes and strengthens expectancy beliefs, which aligns with both EVT and self-efficacy theory (Pajares, 1996). '''Interest''' aligns with intrinsic value and highlights the role of enjoyment and engagement in shaping task value (Eccles & Wigfield, 2000). '''Caring''' reflects the social and emotional climate of the classroom, which is underemphasised in traditional EVT but central to SEVT’s focus on contextual and relational influences (Eccles & Wigfield, 2020; Jones, 2018). <div style="float:right; background-color:#F6F4E7; padding:8px; width:150px; text-align:center; margin:10px 0 10px 20px;"> [[File:YouTube social white square (2024).svg|100px|alt=YouTube icon|link=https://www.youtube.com/watch?v=De5U-GE4YkE]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''''Figure 5'''. Motivating Others (Ep. 3), Brett D. Jones'' </span> </div> See Figure 5. for Brett D. Jones’ explanation of how these five components can be applied in real learning environments. Empirical research supports the connection between MUSIC and EVT/SEVT. Jones and Skaggs (2016) found that increases in empowerment, usefulness, and success predicted higher expectancy beliefs and task values. Park et al. (2019) demonstrated that MUSIC perceptions predicted students’ engagement and persistence, which reinforces the idea that contextual features shape motivational beliefs in real time. These findings show that MUSIC provides a practical mechanism for applying SEVT because it identifies the environmental features that cause expectancies and values to fluctuate. |} == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component of EVT reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost {What was added to the updated theory SEVT that was not a component of traditional EVT? |type="()"} - Stable, long-term beliefs about ability - The inclusion of cost value + The idea that motivation is shaped by situational and contextual factors - The addition of attainment value } </quiz> </div> |} ==Conclusion== Expectancy-value theory offers a clear and practical framework for understanding why students engage with learning tasks and how their motivation can be strengthened in educational settings. Expectancy beliefs shape students’ confidence in their ability to succeed, influencing effort, persistence, and engagement. Task values determine how important, interesting or useful a learning activity feels, guiding students’ willingness to invest time and energy. Together, these components show motivation increases when students believe they can succeed and when they view tasks as meaningful relevant or aligned with their personal goals. Applying EVT in classrooms involves strengthening expectancy beliefs through supportive feedback and structured guidance, enhancing task values by emphasising relevance and usefulness, and reducing perceived cost by minimising stress, workload pressure, and emotional barriers. These strategies help create learning environments where students are more willing to participate, persist, and engage with academic tasks. Overall, EVT provides educators with a practical, evidence-based approach for improving student motivations in everyday classroom contexts. {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take-home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Students engage more when they feel capable and see value in the task. * Clear feedback, manageable steps, and modelling strategies help build expectancy beliefs. * Connecting tasks to real-world relevance strengthens task value. *Reducing stress, workload pressure, and anxiety lowers perceived cost, supporting engagement. *Motivation is context-sensitive, meaning classroom climate and task design matter. *SEVT highlights that motivation varies across contexts, meaning classroom conditions directly shape students’ expectancies and task values. |} == See also == *[[Achievement motivation]] (Book chapter 2011) *[[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) *[[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) *[[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == *[https://study.com/academy/lesson/video/the-expectancy-value-theory-of-motivation.html Expectancy-value theory video] (Study.com) *[https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) *[https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Oklahoma State University, professional teaching resource) *[https://www.youtube.com/watch?v=De5U-GE4YkE Expectancy-Value Theory - Motivating Others Ep. 3] (Brett D. Jones, PhD, Professor at Virginia Tech) ==References insert italics where neccessary== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 EricEdwardWilson714. (2021, July 21). Science lab at Pace Brantley Preparatory School [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Science_Lab_at_Pace_Brantley_Preparatory_School.jpg Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002 Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067 Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832 Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 S00246164. (2025). Motivation Laptop.svg [SVG image]. Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} 3ygnqrzsu54pyj8du3lzkkrzwb016lt 0 331226 2841564 2841497 2026-10-19T18:32:32Z Lilfish215 3107244 2841564 wikitext text/x-wiki {{title|Emotional effects of incarceration on Indigenous Australians:<br>What are the emotional effects of incarceration on Indigenous Australians? }} __TOC__ ==Overview== {{RoundBoxTop|theme=12}} [[File:Kakadu (AU), Kakadu National Park, Anbangbang Rock Shelter -- 2019 -- 4106.jpg|thumb|250px|'''Figure 1'''. Emotional wellbeing for Indigenous Australians is viewed as health, connected with the land, culture, and community.]] ; Case study In January of 2021, an unnamed incarcerated Aboriginal woman on remand at the [[w:Alexander Maconochie Centre|Alexander Maconochie Centre in the ACT]] was allegedly strip searched by four guards in riot gear, within view of male detainees (Larkin, 2021). The woman is a victim of a previous sexual assault. This case, amongst others, has caused concern among health care professionals who work with Aboriginal women detainees (Larkin, 2021). For many First Nations communities, the showing of a woman's sensitive body parts is considered sacred to women's business (Thompson & Archibald-Binge, 2020). This lore and culture has been practised for thousands of years. The separation of men's and women's business, and strict traditions and customs is central to many [[w:Australian Aboriginal culture|Aboriginal cultures]]. The conduct and nature of these traditions recognises and respects particular roles, ceremony and lore sacred to men and women (Sydney Nature Team, 2025). The customs and practices within men's and women's business are strict and if the rules are broken, harsh punishment is to follow. "If women's business is conducted in front of males, cultural shame is likely to be the result. This is extremely distressing and would stay with the woman for a long time," (Thompson & Archibald-Binge, 2020). This local case, alongside many others, acknowledges how the absence of cultural safety within institutional practice can undermine Indigenous wellbeing. This chapter explores the social and emotional wellbeing model and the emotional effects of incarceration on Indigenous Australians. {{RoundBoxBottom}} * Introduction to the problem: Indigenous Australians are incarcerated at a disproportionately high rate, accounting for 37% of all persons in custody as of March 2025 (ABS, 2025). * "Research shows that imprisonment has negative impacts on the physical and mental health of incarcerated individuals, and these impacts persist after release." - (Impacts of Imprisonment | Bugmy Bar Book, 2023) {{ic|Include page numbers for quotes (APA style)}} * Incarceration significantly implicates{{huh}} the cultural and relational connections to land and kin which are directly correlational with wellbeing for many Indigenous Australians. * Introduction to the model/theory: Social and Emotional Wellbeing (SEWB) model was developed to support and strengthen Indigenous mental health --> The SEWB model is a holistic, multi-dimensional concept of wellbeing which takes into account the impacts of the history of colonisation (Dudgeon, 2026). * How incarceration negatively impacts Indigenous emotional wellbeing --> which also affects mental health. * The SEWB model recognises that connection to land, sea, culture, and spirituality contribute to wellbeing. * Incarceration affects SEWB domains --> physical separation from family members, restricted cultural practice, removal from country. * Why does this matter? ...Access to culturally safe, responsive, and person-centred services is essential to improving the emotional wellbeing of Indigenous Australians in custody (Department of the Prime Minister and Cabinet, 2017). --> Essential that psychological science be informed by Indigenous understandings of wellbeing. {{RoundBoxTop|theme=11}} '''Focus questions''' * What is the relationship between incarceration and the emotional wellbeing of Indigenous Australians? * What broader factors are affected by high rates of offending and imprisonment among First Nations people? * What is the Social and Emotional Wellbeing (SEWB) model? * How does incarceration affect the domains of social and emotional wellbeing? * What does the Social and Emotional Wellbeing model contribute that westernised frameworks don't? {{RoundBoxBottom}} ==Incarceration and emotional wellbeing== '''Focus question:''' ''What is the relationship between incarceration and the emotional wellbeing of Indigenous Australians?'' The relationship between incarceration and the emotional wellbeing of Indigenous Australians is bidirectional. Targeted discrimination and intergenerational trauma have undermined the health and wellbeing of Australia’s Aboriginal and Torres Strait Islander population, which directly leads to significantly poorer health status, social impoverishment and inequity resulting in the over-representation of Aboriginal people in Australian prisons” (Kendall et al., 2020). The relationship between poor mental health and contact with the criminal justice system is well established, and systemic issues in the criminal justice system can intensify mental health problems (Harrison et al., 2024). In 2021, the census-based estimated resident population of Aboriginal and Torres Strait Islander peoples was 3.8% of the total Australian population (ABS). In the June quarter of 2026, there were 18,396 Aboriginal and Torres Strait Islander prisoners, which accounts for 37% of the custodial population in Australia (Australian Bureau of Statistics [ABS], 2026). People in prison are disproportionately affected by poorer physical, mental, and social outcomes, with greater healthcare needs than the broader Australian population. They have higher rates of mental health conditions, chronic conditions, communicable disease, acquired brain injury, tobacco smoking, high-risk alcohol consumption, recent illicit drug use, and recent injecting drug use than the general population (AIHW 2026). As described by Haney (2003), the implication of incarceration on the individual often causes long-term consequences due to experiencing pain, deprivation, and extremely atypical patterns and norms of living and interacting with others, which is dysfunctional in periods post-incarceration. He argues that individuals are forced to quickly adapt to the institutional routine, where they are deprived of privacy and liberty, subjected to a diminished, stigmatised status, and live in sparse material conditions which overall are stressful and unpleasant for the individual (Haney, 2003). ===Mental disorder and incarceration=== The relationship between poor mental health and engagement with the justice system is well established (Harrison et al., 2024). The prevalence of mental disorder among the general prison population is much higher than in the community, but there are complex links between incarceration, social adversity and poor mental health for Indigenous people (Shepherd et al., 2016). Indigenous Australians are incarcerated at a disproportionately high rate compared to non-indigenous Australians (ABS, 2026). In Hefferen et al.,’s (2012) study estimating the prevalence of mental disorder in a representative sample of Aboriginal and Torres Strait Islander people in Queensland prisons, the 12 month prevalence of mental disorder was 73% among men and 86% among women. Anxiety, depression, and psychosis, are particularly high in women (Heffernan et al., 2012). Research shows that individuals who experience several forms of disadvantage such as racism and gender discrimination, are more likely to experience poor health (Bastos et al., 2018). ===Trauma and PTSD=== ==What contributes to high offending rates and imprisonment among First Nations people?== '''Focus question:''' ''What broader factors are affected by high rates of offending and imprisonment among First Nations people?'' ===Modifiable factors=== ====Education==== ====Employment==== ====Housing==== ====Removal from family==== ====Living in a single-parent family==== ====Experience of physical harm==== ====Physical and mental health==== ====Financial stress==== ====Alcohol and drug use==== ====Adverse childhood experiences==== ==Social and Emotional Wellbeing== '''Focus question:''' ''What is the Social and Emotional Wellbeing (SEWB) model?'' Social and Emotional Wellbeing (SEWB) is a stepped care model which is dedicated to focalising Aboriginal and Torres Strait Islander social and emotional wellbeing and mental health. The term social and emotional wellbeing (SEWB) is used by many Aboriginal and Torres Strait Islander people to describe the social, emotional, spiritual, and cultural wellbeing of a person (Gee et al., 2014). According to Gee et al., (2014), SEWB is the preferred term used to describe an individual's wellbeing as it corresponds with a holistic view of health, compared to using terms such as mental health and mental illness as it is perceived as medical terms that focalise on problems, and do not properly describe all the factors that make up and influence wellbeing. The SEWB framework has nine principles that define the concept of SEWB: # Aboriginal and Torres Strait Islander health is viewed in a holistic context that encompasses mental, physical, cultural, and spiritual health. Land is central to wellbeing. The disruption of these interrelations will result in Aboriginal and Torres Strait Islander ill health (Dudgeon et al., 2014, p. xxiv). # Self-determination is central to the provision of Aboriginal and Torres Strait Islander health services (Dudgeon et al., 2014, p. xxiv). # Culturally valid understandings must inform the provision of services and must guide assessment, care, and management of Aboriginal and Torres Strait Islander peoples health problems generally, and mental health problems in particular (Dudgeon et al., 2014, p. xxiv). # Trauma and loss which has been present since European invasion are a direct outcome of the disruption to cultural wellbeing. Trauma and loss of this magnitude continue to have intergenerational effects. This concept must be recognised (Dudgeon et al., 2014, p. xxiv). # The human rights of Aboriginal and Torres Strait Islander peoples must be recognised and respected. Human rights relevant to mental illness must be specifically addressed (Dudgeon et al., 2014, p. xxiv). # Racism, stigma, environmental adversity and social disadvantage constitute ongoing stressors and have negative impacts on Aboriginal and Torres Strait Islander people's mental health and wellbeing (Dudgeon et al., 2014, p. xxiv). # Recognition of the centrality of Aboriginal and Torres Strait Islander family and kinship must be recognised as well as the broader concepts of family and the bonds of reciprocal affection, responsibility and sharing (Dudgeon et al., 2014, p. xxiv). # Aboriginal or Torres Strait Islander culture or groups are not singular, but rather hundreds of groupings, languages, kinships, tribes, and ways of living and being. Aboriginal or Torres Strait Islander peoples may currently live in urban, rural, or remote settings, in urbanised, traditional, or other lifestyles and frequently move between these ways of living (Dudgeon et al., 2014, p. xxiv). # Aboriginal and Torres Strait Islander peoples have great strengths, creativity, and endurance and a deep understanding of the relationships between human beings and their environment (Dudgeon et al., 2014, p. xxiv). [[File:Determinants of social and emotional wellbeing.png|thumb|300px|'''Figure 2'''. Determinants of social and emotional wellbeing. Adapted from [Dudgeon & Walker, 2015].]] Figure 2, displays that the SEWB of individuals, families and communities are shaped by connections to body, mind and emotions, family and kinship, community, culture, land, and spirituality. ‘Connection’ refers to the diverse ways in which people experience and express these various domains of SEWB throughout the course of their lives. The nature of these connections are affected by the differentiation of needs across the lifespan (childhood, youth, adulthood, and old age) (Gee et al., 2014, p. 57). The disruption of these connections can result in higher likeliness of experiencing poorer SEWB (Gee at l., 2014, p. 58). ==How incarceration affects SEWB domains== '''Focus question:''' ''How does incarceration affect the domains of social and emotional wellbeing?'' * colonial impact (colonisation) --> cultural, economic, and social bases of Indigenous lives and health has been significantly impacted by colonialism ("through disease, massacre, dispossession of lands, relocation, forced labor, removal of children, and enforced cultural assimilation.")(Battams et al., 2021) ==Connection to community== * Separation * Limited/restrictive nature of visitation ==Connection to country== * Removal from country * Inability to participate or attend (in/to) cultural practices (ceremonies, obligations etc). * Reference to opening case study, not only is incarceration and the criminal justice system preventing cultural agency for Indigenous Australians, but it is complicit in the cultural discrimination of Aboriginal lore and culture (Larkin, 2021). This point is quite direct; further elaborate. * Identity within country and within the land. ==Emotional and mental wellbeing== * Direct implications on wellbeing due to incarceration. ===Emotional resilience, and protective factors=== '''Focus Question:''' ''What factors improve/support emotional resilience during and after incarceration?'' ===Why the Social and Emotional Wellbeing model?=== '''Focus Question:''' ''What does the Social and Emotional Wellbeing model contribute that Westernised frameworks don't?'' * Western definitions of mental health do not align with Aboriginal perspectives of health and wellbeing which endorse a more holistic approach to their conceptualisation (Harrison, 2021). ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Future directions/recommendations== Note: this section could be added to discuss future directions, and ways to improve the emotional wellbeing of Indigenous Australians in custody. ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) * [https://en.wikipedia.org/wiki/Indigenous_Australians_and_crime Indigenous incarceration] * [https://en.wikipedia.org/wiki/Closing_the_Gap Closing the gap] ==References== {{Hanging indent|1= Australian Bureau of Statistics. (2025). ''Corrective services, Australia, March quarter 2025''. https://www.abs.gov.au/statistics/people/crime-and-justice/corrective-services-australia/latest-release Australian Institute of Health and Welfare. (2025). ''Social and emotional wellbeing''. https://www.aihw.gov.au/reports/indigenous-mental-health-suicide-prevention/social-emotional-wellbeing Battams, S., Delany-Crowe, T., Fisher, M., Wright, L., Krieg, A., McDermott, D., & Baum, F. (2021). Applying crime prevention and health promotion frameworks to the problem of high incarceration rates for Aboriginal and Torres Strait Islander populations: Lessons from a case study from Victoria. ''International Indigenous Policy Journal'', ''12''(2), 1–29. https://doi.org/10.18584/iipj.2021.12.2.10208 Department of the Prime Minister and Cabinet. (2017, April 4). ''National strategic framework for Aboriginal and Torres Strait Islander peoples' mental health and social and emotional wellbeing 2017–2023''. Australian Indigenous HealthInfoNet. https://healthinfonet.ecu.edu.au/key-resources/policies-and-strategies/33834/ Dudgeon, P. (2026, May 26). ''Pat Dudgeon AM FAPS on developing the social and emotional wellbeing model to support Indigenous communities''. Australian Psychological Society. https://psychology.org.au/insights/pat-dudgeon-am-sewb-model Dudgeon, P., & Walker, R. (2015). Decolonising Australian psychology: Discourses, strategies, and practice. ''Journal of Social and Political Psychology'', ''3''(1). https://doi.org/10.5964/jspp.v3i1.4857 }} ==External links== * [https://www.aihw.gov.au/reports/indigenous-australians/closing-the-gap-targets-key-findings-implications/contents/criminal-justice Closing the Gap targets: Key findings – Criminal justice] (Australian Institute of Health and Welfare) * [https://www.myiacfp.org/the-relationship-between-justice-system-involvement-and-the-social-and-emotional-wellbeing-sewb-of-aboriginal-and-torres-strait-islander-youth/ The relationship between justice system involvement and the social and emotional wellbeing (SEWB) of Aboriginal and Torres Strait Islander youth] (IACFP) * [https://bugmybarbook.org.au/chapters/imprisonment/ Imprisonment] (Bugmy Bar Book) * [https://theconversation.com/excessive-strip-searching-shines-light-on-discrimination-of-aboriginal-women-in-the-criminal-justice-system-163969 Excessive strip searching shines light on discrimination of Aboriginal women in the criminal justice system] (The Conversation) * [https://www.smh.com.au/national/nsw/aboriginal-girl-fights-to-exclude-men-from-seeing-strip-search-footage-20200310-p548pu.html Aboriginal girl fights to exclude men from seeing strip search footage] (Sydney Morning Herald) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Indigenous/Australian]] hw95zekvomagtfiu7sh5qew3miujwd8 2841566 2841564 2026-10-19T19:11:43Z Lilfish215 3107244 /* What contributes to high offending rates and imprisonment among First Nations people? */ 2841566 wikitext text/x-wiki {{title|Emotional effects of incarceration on Indigenous Australians:<br>What are the emotional effects of incarceration on Indigenous Australians? }} __TOC__ ==Overview== {{RoundBoxTop|theme=12}} [[File:Kakadu (AU), Kakadu National Park, Anbangbang Rock Shelter -- 2019 -- 4106.jpg|thumb|250px|'''Figure 1'''. Emotional wellbeing for Indigenous Australians is viewed as health, connected with the land, culture, and community.]] ; Case study In January of 2021, an unnamed incarcerated Aboriginal woman on remand at the [[w:Alexander Maconochie Centre|Alexander Maconochie Centre in the ACT]] was allegedly strip searched by four guards in riot gear, within view of male detainees (Larkin, 2021). The woman is a victim of a previous sexual assault. This case, amongst others, has caused concern among health care professionals who work with Aboriginal women detainees (Larkin, 2021). For many First Nations communities, the showing of a woman's sensitive body parts is considered sacred to women's business (Thompson & Archibald-Binge, 2020). This lore and culture has been practised for thousands of years. The separation of men's and women's business, and strict traditions and customs is central to many [[w:Australian Aboriginal culture|Aboriginal cultures]]. The conduct and nature of these traditions recognises and respects particular roles, ceremony and lore sacred to men and women (Sydney Nature Team, 2025). The customs and practices within men's and women's business are strict and if the rules are broken, harsh punishment is to follow. "If women's business is conducted in front of males, cultural shame is likely to be the result. This is extremely distressing and would stay with the woman for a long time," (Thompson & Archibald-Binge, 2020). This local case, alongside many others, acknowledges how the absence of cultural safety within institutional practice can undermine Indigenous wellbeing. This chapter explores the social and emotional wellbeing model and the emotional effects of incarceration on Indigenous Australians. {{RoundBoxBottom}} * Introduction to the problem: Indigenous Australians are incarcerated at a disproportionately high rate, accounting for 37% of all persons in custody as of March 2025 (ABS, 2025). * "Research shows that imprisonment has negative impacts on the physical and mental health of incarcerated individuals, and these impacts persist after release." - (Impacts of Imprisonment | Bugmy Bar Book, 2023) {{ic|Include page numbers for quotes (APA style)}} * Incarceration significantly implicates{{huh}} the cultural and relational connections to land and kin which are directly correlational with wellbeing for many Indigenous Australians. * Introduction to the model/theory: Social and Emotional Wellbeing (SEWB) model was developed to support and strengthen Indigenous mental health --> The SEWB model is a holistic, multi-dimensional concept of wellbeing which takes into account the impacts of the history of colonisation (Dudgeon, 2026). * How incarceration negatively impacts Indigenous emotional wellbeing --> which also affects mental health. * The SEWB model recognises that connection to land, sea, culture, and spirituality contribute to wellbeing. * Incarceration affects SEWB domains --> physical separation from family members, restricted cultural practice, removal from country. * Why does this matter? ...Access to culturally safe, responsive, and person-centred services is essential to improving the emotional wellbeing of Indigenous Australians in custody (Department of the Prime Minister and Cabinet, 2017). --> Essential that psychological science be informed by Indigenous understandings of wellbeing. {{RoundBoxTop|theme=11}} '''Focus questions''' * What is the relationship between incarceration and the emotional wellbeing of Indigenous Australians? * What broader factors are affected by high rates of offending and imprisonment among First Nations people? * What is the Social and Emotional Wellbeing (SEWB) model? * How does incarceration affect the domains of social and emotional wellbeing? * What does the Social and Emotional Wellbeing model contribute that westernised frameworks don't? {{RoundBoxBottom}} ==Incarceration and emotional wellbeing== '''Focus question:''' ''What is the relationship between incarceration and the emotional wellbeing of Indigenous Australians?'' The relationship between incarceration and the emotional wellbeing of Indigenous Australians is bidirectional. Targeted discrimination and intergenerational trauma have undermined the health and wellbeing of Australia’s Aboriginal and Torres Strait Islander population, which directly leads to significantly poorer health status, social impoverishment and inequity resulting in the over-representation of Aboriginal people in Australian prisons” (Kendall et al., 2020). The relationship between poor mental health and contact with the criminal justice system is well established, and systemic issues in the criminal justice system can intensify mental health problems (Harrison et al., 2024). In 2021, the census-based estimated resident population of Aboriginal and Torres Strait Islander peoples was 3.8% of the total Australian population (ABS). In the June quarter of 2026, there were 18,396 Aboriginal and Torres Strait Islander prisoners, which accounts for 37% of the custodial population in Australia (Australian Bureau of Statistics [ABS], 2026). People in prison are disproportionately affected by poorer physical, mental, and social outcomes, with greater healthcare needs than the broader Australian population. They have higher rates of mental health conditions, chronic conditions, communicable disease, acquired brain injury, tobacco smoking, high-risk alcohol consumption, recent illicit drug use, and recent injecting drug use than the general population (AIHW 2026). As described by Haney (2003), the implication of incarceration on the individual often causes long-term consequences due to experiencing pain, deprivation, and extremely atypical patterns and norms of living and interacting with others, which is dysfunctional in periods post-incarceration. He argues that individuals are forced to quickly adapt to the institutional routine, where they are deprived of privacy and liberty, subjected to a diminished, stigmatised status, and live in sparse material conditions which overall are stressful and unpleasant for the individual (Haney, 2003). ===Mental disorder and incarceration=== The relationship between poor mental health and engagement with the justice system is well established (Harrison et al., 2024). The prevalence of mental disorder among the general prison population is much higher than in the community, but there are complex links between incarceration, social adversity and poor mental health for Indigenous people (Shepherd et al., 2016). Indigenous Australians are incarcerated at a disproportionately high rate compared to non-indigenous Australians (ABS, 2026). In Hefferen et al.,’s (2012) study estimating the prevalence of mental disorder in a representative sample of Aboriginal and Torres Strait Islander people in Queensland prisons, the 12 month prevalence of mental disorder was 73% among men and 86% among women. Anxiety, depression, and psychosis, are particularly high in women (Heffernan et al., 2012). Research shows that individuals who experience several forms of disadvantage such as racism and gender discrimination, are more likely to experience poor health (Bastos et al., 2018). ===Trauma and PTSD=== Significantly lower health statistics, social impoverishment, and inequity are factors which have contributed to the over-representation of Indigenous Australian's in Australian prisons, and are significantly impacted by the targeted discrimination and intergenerational trauma which has undermined the health and wellbeing of Indigenous Australians (Kendall, 2020). The relationship between intergenerational trauma, mental disorders and poor SEWB in Indigenous Australians is incredibly complex, impacted by colonisation, the forced removal of children from their families (the stolen generation), and immense systemic disadvantage (Berger & Sarnyai, 2015; Brown, 2012; Sherwood, 2013) * Heffernan et al. (2015) found 12-month prevalence rates of PTSD to be 12.1% among Indigenous men, and 32.3% among Indigenous women in custody. Individuals with PTSD are more likely to experience other mental diorder, suicidal thoughts across the lifespan, suicide attempts, and high rates of intoxication at the time of arrest, in comparison to those without (Heffernan, 2015). Despite this fact, 58.9% of the participants had never accessed mental health care before incarceration. * Potential limitations to these statistics is that they are cross-sectional, therefore it is undetermined whether prison caused the disorder or if the study focalised on people who had pre-existing mental health disorders. * Diagnostic interviews of similiar format used in this study, were developed in western settings and potentially misread culturally specific expressions of distress (Gee et al., 2014). ==Social and Emotional Wellbeing== '''Focus question:''' ''What is the Social and Emotional Wellbeing (SEWB) model?'' Social and Emotional Wellbeing (SEWB) is a stepped care model which is dedicated to focalising Aboriginal and Torres Strait Islander social and emotional wellbeing and mental health. The term social and emotional wellbeing (SEWB) is used by many Aboriginal and Torres Strait Islander people to describe the social, emotional, spiritual, and cultural wellbeing of a person (Gee et al., 2014). According to Gee et al., (2014), SEWB is the preferred term used to describe an individual's wellbeing as it corresponds with a holistic view of health, compared to using terms such as mental health and mental illness as it is perceived as medical terms that focalise on problems, and do not properly describe all the factors that make up and influence wellbeing. The SEWB framework has nine principles that define the concept of SEWB: # Aboriginal and Torres Strait Islander health is viewed in a holistic context that encompasses mental, physical, cultural, and spiritual health. Land is central to wellbeing. The disruption of these interrelations will result in Aboriginal and Torres Strait Islander ill health (Dudgeon et al., 2014, p. xxiv). # Self-determination is central to the provision of Aboriginal and Torres Strait Islander health services (Dudgeon et al., 2014, p. xxiv). # Culturally valid understandings must inform the provision of services and must guide assessment, care, and management of Aboriginal and Torres Strait Islander peoples health problems generally, and mental health problems in particular (Dudgeon et al., 2014, p. xxiv). # Trauma and loss which has been present since European invasion are a direct outcome of the disruption to cultural wellbeing. Trauma and loss of this magnitude continue to have intergenerational effects. This concept must be recognised (Dudgeon et al., 2014, p. xxiv). # The human rights of Aboriginal and Torres Strait Islander peoples must be recognised and respected. Human rights relevant to mental illness must be specifically addressed (Dudgeon et al., 2014, p. xxiv). # Racism, stigma, environmental adversity and social disadvantage constitute ongoing stressors and have negative impacts on Aboriginal and Torres Strait Islander people's mental health and wellbeing (Dudgeon et al., 2014, p. xxiv). # Recognition of the centrality of Aboriginal and Torres Strait Islander family and kinship must be recognised as well as the broader concepts of family and the bonds of reciprocal affection, responsibility and sharing (Dudgeon et al., 2014, p. xxiv). # Aboriginal or Torres Strait Islander culture or groups are not singular, but rather hundreds of groupings, languages, kinships, tribes, and ways of living and being. Aboriginal or Torres Strait Islander peoples may currently live in urban, rural, or remote settings, in urbanised, traditional, or other lifestyles and frequently move between these ways of living (Dudgeon et al., 2014, p. xxiv). # Aboriginal and Torres Strait Islander peoples have great strengths, creativity, and endurance and a deep understanding of the relationships between human beings and their environment (Dudgeon et al., 2014, p. xxiv). [[File:Determinants of social and emotional wellbeing.png|thumb|300px|'''Figure 2'''. Determinants of social and emotional wellbeing. Adapted from [Dudgeon & Walker, 2015].]] Figure 2, displays that the SEWB of individuals, families and communities are shaped by connections to body, mind and emotions, family and kinship, community, culture, land, and spirituality. ‘Connection’ refers to the diverse ways in which people experience and express these various domains of SEWB throughout the course of their lives. The nature of these connections are affected by the differentiation of needs across the lifespan (childhood, youth, adulthood, and old age) (Gee et al., 2014, p. 57). The disruption of these connections can result in higher likeliness of experiencing poorer SEWB (Gee at l., 2014, p. 58). ==How incarceration affects SEWB domains== '''Focus question:''' ''How does incarceration affect the domains of social and emotional wellbeing?'' * colonial impact (colonisation) --> cultural, economic, and social bases of Indigenous lives and health has been significantly impacted by colonialism ("through disease, massacre, dispossession of lands, relocation, forced labor, removal of children, and enforced cultural assimilation.")(Battams et al., 2021) ==Connection to community== * Separation * Limited/restrictive nature of visitation ==Connection to country== * Removal from country * Inability to participate or attend (in/to) cultural practices (ceremonies, obligations etc). * Reference to opening case study, not only is incarceration and the criminal justice system preventing cultural agency for Indigenous Australians, but it is complicit in the cultural discrimination of Aboriginal lore and culture (Larkin, 2021). This point is quite direct; further elaborate. * Identity within country and within the land. ==Emotional and mental wellbeing== * Direct implications on wellbeing due to incarceration. ===Emotional resilience, and protective factors=== '''Focus Question:''' ''What factors improve/support emotional resilience during and after incarceration?'' ===Why the Social and Emotional Wellbeing model?=== '''Focus Question:''' ''What does the Social and Emotional Wellbeing model contribute that Westernised frameworks don't?'' * Western definitions of mental health do not align with Aboriginal perspectives of health and wellbeing which endorse a more holistic approach to their conceptualisation (Harrison, 2021). ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Future directions/recommendations== Note: this section could be added to discuss future directions, and ways to improve the emotional wellbeing of Indigenous Australians in custody. ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) * [https://en.wikipedia.org/wiki/Indigenous_Australians_and_crime Indigenous incarceration] * [https://en.wikipedia.org/wiki/Closing_the_Gap Closing the gap] ==References== {{Hanging indent|1= Australian Bureau of Statistics. (2025). ''Corrective services, Australia, March quarter 2025''. https://www.abs.gov.au/statistics/people/crime-and-justice/corrective-services-australia/latest-release Australian Institute of Health and Welfare. (2025). ''Social and emotional wellbeing''. https://www.aihw.gov.au/reports/indigenous-mental-health-suicide-prevention/social-emotional-wellbeing Battams, S., Delany-Crowe, T., Fisher, M., Wright, L., Krieg, A., McDermott, D., & Baum, F. (2021). Applying crime prevention and health promotion frameworks to the problem of high incarceration rates for Aboriginal and Torres Strait Islander populations: Lessons from a case study from Victoria. ''International Indigenous Policy Journal'', ''12''(2), 1–29. https://doi.org/10.18584/iipj.2021.12.2.10208 Department of the Prime Minister and Cabinet. (2017, April 4). ''National strategic framework for Aboriginal and Torres Strait Islander peoples' mental health and social and emotional wellbeing 2017–2023''. Australian Indigenous HealthInfoNet. https://healthinfonet.ecu.edu.au/key-resources/policies-and-strategies/33834/ Dudgeon, P. (2026, May 26). ''Pat Dudgeon AM FAPS on developing the social and emotional wellbeing model to support Indigenous communities''. Australian Psychological Society. https://psychology.org.au/insights/pat-dudgeon-am-sewb-model Dudgeon, P., & Walker, R. (2015). Decolonising Australian psychology: Discourses, strategies, and practice. ''Journal of Social and Political Psychology'', ''3''(1). https://doi.org/10.5964/jspp.v3i1.4857 }} ==External links== * [https://www.aihw.gov.au/reports/indigenous-australians/closing-the-gap-targets-key-findings-implications/contents/criminal-justice Closing the Gap targets: Key findings – Criminal justice] (Australian Institute of Health and Welfare) * [https://www.myiacfp.org/the-relationship-between-justice-system-involvement-and-the-social-and-emotional-wellbeing-sewb-of-aboriginal-and-torres-strait-islander-youth/ The relationship between justice system involvement and the social and emotional wellbeing (SEWB) of Aboriginal and Torres Strait Islander youth] (IACFP) * [https://bugmybarbook.org.au/chapters/imprisonment/ Imprisonment] (Bugmy Bar Book) * [https://theconversation.com/excessive-strip-searching-shines-light-on-discrimination-of-aboriginal-women-in-the-criminal-justice-system-163969 Excessive strip searching shines light on discrimination of Aboriginal women in the criminal justice system] (The Conversation) * [https://www.smh.com.au/national/nsw/aboriginal-girl-fights-to-exclude-men-from-seeing-strip-search-footage-20200310-p548pu.html Aboriginal girl fights to exclude men from seeing strip search footage] (Sydney Morning Herald) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Indigenous/Australian]] 7fbgh4e7y58n1hrs07v6mes7vtz32jl 2841567 2841566 2026-10-19T19:16:32Z Lilfish215 3107244 /* Trauma and PTSD */ 2841567 wikitext text/x-wiki {{title|Emotional effects of incarceration on Indigenous Australians:<br>What are the emotional effects of incarceration on Indigenous Australians? }} __TOC__ ==Overview== {{RoundBoxTop|theme=12}} [[File:Kakadu (AU), Kakadu National Park, Anbangbang Rock Shelter -- 2019 -- 4106.jpg|thumb|250px|'''Figure 1'''. Emotional wellbeing for Indigenous Australians is viewed as health, connected with the land, culture, and community.]] ; Case study In January of 2021, an unnamed incarcerated Aboriginal woman on remand at the [[w:Alexander Maconochie Centre|Alexander Maconochie Centre in the ACT]] was allegedly strip searched by four guards in riot gear, within view of male detainees (Larkin, 2021). The woman is a victim of a previous sexual assault. This case, amongst others, has caused concern among health care professionals who work with Aboriginal women detainees (Larkin, 2021). For many First Nations communities, the showing of a woman's sensitive body parts is considered sacred to women's business (Thompson & Archibald-Binge, 2020). This lore and culture has been practised for thousands of years. The separation of men's and women's business, and strict traditions and customs is central to many [[w:Australian Aboriginal culture|Aboriginal cultures]]. The conduct and nature of these traditions recognises and respects particular roles, ceremony and lore sacred to men and women (Sydney Nature Team, 2025). The customs and practices within men's and women's business are strict and if the rules are broken, harsh punishment is to follow. "If women's business is conducted in front of males, cultural shame is likely to be the result. This is extremely distressing and would stay with the woman for a long time," (Thompson & Archibald-Binge, 2020). This local case, alongside many others, acknowledges how the absence of cultural safety within institutional practice can undermine Indigenous wellbeing. This chapter explores the social and emotional wellbeing model and the emotional effects of incarceration on Indigenous Australians. {{RoundBoxBottom}} * Introduction to the problem: Indigenous Australians are incarcerated at a disproportionately high rate, accounting for 37% of all persons in custody as of March 2025 (ABS, 2025). * "Research shows that imprisonment has negative impacts on the physical and mental health of incarcerated individuals, and these impacts persist after release." - (Impacts of Imprisonment | Bugmy Bar Book, 2023) {{ic|Include page numbers for quotes (APA style)}} * Incarceration significantly implicates{{huh}} the cultural and relational connections to land and kin which are directly correlational with wellbeing for many Indigenous Australians. * Introduction to the model/theory: Social and Emotional Wellbeing (SEWB) model was developed to support and strengthen Indigenous mental health --> The SEWB model is a holistic, multi-dimensional concept of wellbeing which takes into account the impacts of the history of colonisation (Dudgeon, 2026). * How incarceration negatively impacts Indigenous emotional wellbeing --> which also affects mental health. * The SEWB model recognises that connection to land, sea, culture, and spirituality contribute to wellbeing. * Incarceration affects SEWB domains --> physical separation from family members, restricted cultural practice, removal from country. * Why does this matter? ...Access to culturally safe, responsive, and person-centred services is essential to improving the emotional wellbeing of Indigenous Australians in custody (Department of the Prime Minister and Cabinet, 2017). --> Essential that psychological science be informed by Indigenous understandings of wellbeing. {{RoundBoxTop|theme=11}} '''Focus questions''' * What is the relationship between incarceration and the emotional wellbeing of Indigenous Australians? * What broader factors are affected by high rates of offending and imprisonment among First Nations people? * What is the Social and Emotional Wellbeing (SEWB) model? * How does incarceration affect the domains of social and emotional wellbeing? * What does the Social and Emotional Wellbeing model contribute that westernised frameworks don't? {{RoundBoxBottom}} ==Incarceration and emotional wellbeing== '''Focus question:''' ''What is the relationship between incarceration and the emotional wellbeing of Indigenous Australians?'' The relationship between incarceration and the emotional wellbeing of Indigenous Australians is bidirectional. Targeted discrimination and intergenerational trauma have undermined the health and wellbeing of Australia’s Aboriginal and Torres Strait Islander population, which directly leads to significantly poorer health status, social impoverishment and inequity resulting in the over-representation of Aboriginal people in Australian prisons” (Kendall et al., 2020). The relationship between poor mental health and contact with the criminal justice system is well established, and systemic issues in the criminal justice system can intensify mental health problems (Harrison et al., 2024). In 2021, the census-based estimated resident population of Aboriginal and Torres Strait Islander peoples was 3.8% of the total Australian population (ABS). In the June quarter of 2026, there were 18,396 Aboriginal and Torres Strait Islander prisoners, which accounts for 37% of the custodial population in Australia (Australian Bureau of Statistics [ABS], 2026). People in prison are disproportionately affected by poorer physical, mental, and social outcomes, with greater healthcare needs than the broader Australian population. They have higher rates of mental health conditions, chronic conditions, communicable disease, acquired brain injury, tobacco smoking, high-risk alcohol consumption, recent illicit drug use, and recent injecting drug use than the general population (AIHW 2026). As described by Haney (2003), the implication of incarceration on the individual often causes long-term consequences due to experiencing pain, deprivation, and extremely atypical patterns and norms of living and interacting with others, which is dysfunctional in periods post-incarceration. He argues that individuals are forced to quickly adapt to the institutional routine, where they are deprived of privacy and liberty, subjected to a diminished, stigmatised status, and live in sparse material conditions which overall are stressful and unpleasant for the individual (Haney, 2003). ===Mental disorder and incarceration=== The relationship between poor mental health and engagement with the justice system is well established (Harrison et al., 2024). The prevalence of mental disorder among the general prison population is much higher than in the community, but there are complex links between incarceration, social adversity and poor mental health for Indigenous people (Shepherd et al., 2016). Indigenous Australians are incarcerated at a disproportionately high rate compared to non-indigenous Australians (ABS, 2026). In Hefferen et al.,’s (2012) study estimating the prevalence of mental disorder in a representative sample of Aboriginal and Torres Strait Islander people in Queensland prisons, the 12 month prevalence of mental disorder was 73% among men and 86% among women. Anxiety, depression, and psychosis, are particularly high in women (Heffernan et al., 2012). Research shows that individuals who experience several forms of disadvantage such as racism and gender discrimination, are more likely to experience poor health (Bastos et al., 2018). ===Trauma and PTSD=== Significantly lower health statistics, social impoverishment, and inequity are factors which have contributed to the over-representation of Indigenous Australian's in Australian prisons, and are significantly impacted by the targeted discrimination and intergenerational trauma which has undermined the health and wellbeing of Indigenous Australians (Kendall, 2020). The relationship between intergenerational trauma, mental disorders and poor SEWB in Indigenous Australians is incredibly complex, impacted by colonisation, the forced removal of children from their families (the stolen generation), and immense systemic disadvantage (Berger & Sarnyai, 2015; Brown, 2012; Sherwood, 2013) * Heffernan et al. (2015) found 12-month prevalence rates of PTSD to be 12.1% among Indigenous men, and 32.3% among Indigenous women in custody. Individuals with PTSD are more likely to experience other mental diorder, suicidal thoughts across the lifespan, suicide attempts, and high rates of intoxication at the time of arrest, in comparison to those without (Heffernan, 2015). Despite this fact, 58.9% of the participants had never accessed mental health care before incarceration. * Potential limitations to these statistics is that they are cross-sectional, therefore it is undetermined whether prison caused the disorder or if the study focalised on people who had pre-existing mental health disorders. * Diagnostic interviews of similiar format used in this study, were developed in western settings and potentially misread culturally specific expressions of distress (Gee et al., 2014). {Why is the relationship between incarceration and Indigenous emotional wellbeing described as bidirectional? |type="()"} + Because poor wellbeing and disadvantage increases the risk of imprisonment > therefore imprisonment further damages wellbeing. - Because prison improves overall wellbeing for some, and harms wellbeing for others. ==Social and Emotional Wellbeing== '''Focus question:''' ''What is the Social and Emotional Wellbeing (SEWB) model?'' Social and Emotional Wellbeing (SEWB) is a stepped care model which is dedicated to focalising Aboriginal and Torres Strait Islander social and emotional wellbeing and mental health. The term social and emotional wellbeing (SEWB) is used by many Aboriginal and Torres Strait Islander people to describe the social, emotional, spiritual, and cultural wellbeing of a person (Gee et al., 2014). According to Gee et al., (2014), SEWB is the preferred term used to describe an individual's wellbeing as it corresponds with a holistic view of health, compared to using terms such as mental health and mental illness as it is perceived as medical terms that focalise on problems, and do not properly describe all the factors that make up and influence wellbeing. The SEWB framework has nine principles that define the concept of SEWB: # Aboriginal and Torres Strait Islander health is viewed in a holistic context that encompasses mental, physical, cultural, and spiritual health. Land is central to wellbeing. The disruption of these interrelations will result in Aboriginal and Torres Strait Islander ill health (Dudgeon et al., 2014, p. xxiv). # Self-determination is central to the provision of Aboriginal and Torres Strait Islander health services (Dudgeon et al., 2014, p. xxiv). # Culturally valid understandings must inform the provision of services and must guide assessment, care, and management of Aboriginal and Torres Strait Islander peoples health problems generally, and mental health problems in particular (Dudgeon et al., 2014, p. xxiv). # Trauma and loss which has been present since European invasion are a direct outcome of the disruption to cultural wellbeing. Trauma and loss of this magnitude continue to have intergenerational effects. This concept must be recognised (Dudgeon et al., 2014, p. xxiv). # The human rights of Aboriginal and Torres Strait Islander peoples must be recognised and respected. Human rights relevant to mental illness must be specifically addressed (Dudgeon et al., 2014, p. xxiv). # Racism, stigma, environmental adversity and social disadvantage constitute ongoing stressors and have negative impacts on Aboriginal and Torres Strait Islander people's mental health and wellbeing (Dudgeon et al., 2014, p. xxiv). # Recognition of the centrality of Aboriginal and Torres Strait Islander family and kinship must be recognised as well as the broader concepts of family and the bonds of reciprocal affection, responsibility and sharing (Dudgeon et al., 2014, p. xxiv). # Aboriginal or Torres Strait Islander culture or groups are not singular, but rather hundreds of groupings, languages, kinships, tribes, and ways of living and being. Aboriginal or Torres Strait Islander peoples may currently live in urban, rural, or remote settings, in urbanised, traditional, or other lifestyles and frequently move between these ways of living (Dudgeon et al., 2014, p. xxiv). # Aboriginal and Torres Strait Islander peoples have great strengths, creativity, and endurance and a deep understanding of the relationships between human beings and their environment (Dudgeon et al., 2014, p. xxiv). [[File:Determinants of social and emotional wellbeing.png|thumb|300px|'''Figure 2'''. Determinants of social and emotional wellbeing. Adapted from [Dudgeon & Walker, 2015].]] Figure 2, displays that the SEWB of individuals, families and communities are shaped by connections to body, mind and emotions, family and kinship, community, culture, land, and spirituality. ‘Connection’ refers to the diverse ways in which people experience and express these various domains of SEWB throughout the course of their lives. The nature of these connections are affected by the differentiation of needs across the lifespan (childhood, youth, adulthood, and old age) (Gee et al., 2014, p. 57). The disruption of these connections can result in higher likeliness of experiencing poorer SEWB (Gee at l., 2014, p. 58). ==How incarceration affects SEWB domains== '''Focus question:''' ''How does incarceration affect the domains of social and emotional wellbeing?'' * colonial impact (colonisation) --> cultural, economic, and social bases of Indigenous lives and health has been significantly impacted by colonialism ("through disease, massacre, dispossession of lands, relocation, forced labor, removal of children, and enforced cultural assimilation.")(Battams et al., 2021) ==Connection to community== * Separation * Limited/restrictive nature of visitation ==Connection to country== * Removal from country * Inability to participate or attend (in/to) cultural practices (ceremonies, obligations etc). * Reference to opening case study, not only is incarceration and the criminal justice system preventing cultural agency for Indigenous Australians, but it is complicit in the cultural discrimination of Aboriginal lore and culture (Larkin, 2021). This point is quite direct; further elaborate. * Identity within country and within the land. ==Emotional and mental wellbeing== * Direct implications on wellbeing due to incarceration. ===Emotional resilience, and protective factors=== '''Focus Question:''' ''What factors improve/support emotional resilience during and after incarceration?'' ===Why the Social and Emotional Wellbeing model?=== '''Focus Question:''' ''What does the Social and Emotional Wellbeing model contribute that Westernised frameworks don't?'' * Western definitions of mental health do not align with Aboriginal perspectives of health and wellbeing which endorse a more holistic approach to their conceptualisation (Harrison, 2021). ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Future directions/recommendations== Note: this section could be added to discuss future directions, and ways to improve the emotional wellbeing of Indigenous Australians in custody. ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) * [https://en.wikipedia.org/wiki/Indigenous_Australians_and_crime Indigenous incarceration] * [https://en.wikipedia.org/wiki/Closing_the_Gap Closing the gap] ==References== {{Hanging indent|1= Australian Bureau of Statistics. (2025). ''Corrective services, Australia, March quarter 2025''. https://www.abs.gov.au/statistics/people/crime-and-justice/corrective-services-australia/latest-release Australian Institute of Health and Welfare. (2025). ''Social and emotional wellbeing''. https://www.aihw.gov.au/reports/indigenous-mental-health-suicide-prevention/social-emotional-wellbeing Battams, S., Delany-Crowe, T., Fisher, M., Wright, L., Krieg, A., McDermott, D., & Baum, F. (2021). Applying crime prevention and health promotion frameworks to the problem of high incarceration rates for Aboriginal and Torres Strait Islander populations: Lessons from a case study from Victoria. ''International Indigenous Policy Journal'', ''12''(2), 1–29. https://doi.org/10.18584/iipj.2021.12.2.10208 Department of the Prime Minister and Cabinet. (2017, April 4). ''National strategic framework for Aboriginal and Torres Strait Islander peoples' mental health and social and emotional wellbeing 2017–2023''. Australian Indigenous HealthInfoNet. https://healthinfonet.ecu.edu.au/key-resources/policies-and-strategies/33834/ Dudgeon, P. (2026, May 26). ''Pat Dudgeon AM FAPS on developing the social and emotional wellbeing model to support Indigenous communities''. Australian Psychological Society. https://psychology.org.au/insights/pat-dudgeon-am-sewb-model Dudgeon, P., & Walker, R. (2015). Decolonising Australian psychology: Discourses, strategies, and practice. ''Journal of Social and Political Psychology'', ''3''(1). https://doi.org/10.5964/jspp.v3i1.4857 }} ==External links== * [https://www.aihw.gov.au/reports/indigenous-australians/closing-the-gap-targets-key-findings-implications/contents/criminal-justice Closing the Gap targets: Key findings – Criminal justice] (Australian Institute of Health and Welfare) * [https://www.myiacfp.org/the-relationship-between-justice-system-involvement-and-the-social-and-emotional-wellbeing-sewb-of-aboriginal-and-torres-strait-islander-youth/ The relationship between justice system involvement and the social and emotional wellbeing (SEWB) of Aboriginal and Torres Strait Islander youth] (IACFP) * [https://bugmybarbook.org.au/chapters/imprisonment/ Imprisonment] (Bugmy Bar Book) * [https://theconversation.com/excessive-strip-searching-shines-light-on-discrimination-of-aboriginal-women-in-the-criminal-justice-system-163969 Excessive strip searching shines light on discrimination of Aboriginal women in the criminal justice system] (The Conversation) * [https://www.smh.com.au/national/nsw/aboriginal-girl-fights-to-exclude-men-from-seeing-strip-search-footage-20200310-p548pu.html Aboriginal girl fights to exclude men from seeing strip search footage] (Sydney Morning Herald) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Indigenous/Australian]] afs9bceybqd3wyejr1vvlwch2221amw 2841568 2841567 2026-10-19T19:18:29Z Lilfish215 3107244 2841568 wikitext text/x-wiki {{title|Emotional effects of incarceration on Indigenous Australians:<br>What are the emotional effects of incarceration on Indigenous Australians? }} __TOC__ ==Overview== {{RoundBoxTop|theme=12}} [[File:Kakadu (AU), Kakadu National Park, Anbangbang Rock Shelter -- 2019 -- 4106.jpg|thumb|250px|'''Figure 1'''. Emotional wellbeing for Indigenous Australians is viewed as health, connected with the land, culture, and community.]] ; Case study In January of 2021, an unnamed incarcerated Aboriginal woman on remand at the [[w:Alexander Maconochie Centre|Alexander Maconochie Centre in the ACT]] was allegedly strip searched by four guards in riot gear, within view of male detainees (Larkin, 2021). The woman is a victim of a previous sexual assault. This case, amongst others, has caused concern among health care professionals who work with Aboriginal women detainees (Larkin, 2021). For many First Nations communities, the showing of a woman's sensitive body parts is considered sacred to women's business (Thompson & Archibald-Binge, 2020). This lore and culture has been practised for thousands of years. The separation of men's and women's business, and strict traditions and customs is central to many [[w:Australian Aboriginal culture|Aboriginal cultures]]. The conduct and nature of these traditions recognises and respects particular roles, ceremony and lore sacred to men and women (Sydney Nature Team, 2025). The customs and practices within men's and women's business are strict and if the rules are broken, harsh punishment is to follow. "If women's business is conducted in front of males, cultural shame is likely to be the result. This is extremely distressing and would stay with the woman for a long time," (Thompson & Archibald-Binge, 2020). This local case, alongside many others, acknowledges how the absence of cultural safety within institutional practice can undermine Indigenous wellbeing. This chapter explores the social and emotional wellbeing model and the emotional effects of incarceration on Indigenous Australians. {{RoundBoxBottom}} * Introduction to the problem: Indigenous Australians are incarcerated at a disproportionately high rate, accounting for 37% of all persons in custody as of March 2025 (ABS, 2025). * "Research shows that imprisonment has negative impacts on the physical and mental health of incarcerated individuals, and these impacts persist after release." - (Impacts of Imprisonment | Bugmy Bar Book, 2023) {{ic|Include page numbers for quotes (APA style)}} * Incarceration significantly implicates{{huh}} the cultural and relational connections to land and kin which are directly correlational with wellbeing for many Indigenous Australians. * Introduction to the model/theory: Social and Emotional Wellbeing (SEWB) model was developed to support and strengthen Indigenous mental health --> The SEWB model is a holistic, multi-dimensional concept of wellbeing which takes into account the impacts of the history of colonisation (Dudgeon, 2026). * How incarceration negatively impacts Indigenous emotional wellbeing --> which also affects mental health. * The SEWB model recognises that connection to land, sea, culture, and spirituality contribute to wellbeing. * Incarceration affects SEWB domains --> physical separation from family members, restricted cultural practice, removal from country. * Why does this matter? ...Access to culturally safe, responsive, and person-centred services is essential to improving the emotional wellbeing of Indigenous Australians in custody (Department of the Prime Minister and Cabinet, 2017). --> Essential that psychological science be informed by Indigenous understandings of wellbeing. {{RoundBoxTop|theme=11}} '''Focus questions''' * What is the relationship between incarceration and the emotional wellbeing of Indigenous Australians? * What broader factors are affected by high rates of offending and imprisonment among First Nations people? * What is the Social and Emotional Wellbeing (SEWB) model? * How does incarceration affect the domains of social and emotional wellbeing? * What does the Social and Emotional Wellbeing model contribute that westernised frameworks don't? {{RoundBoxBottom}} ==Incarceration and emotional wellbeing== '''Focus question:''' ''What is the relationship between incarceration and the emotional wellbeing of Indigenous Australians?'' The relationship between incarceration and the emotional wellbeing of Indigenous Australians is bidirectional. Targeted discrimination and intergenerational trauma have undermined the health and wellbeing of Australia’s Aboriginal and Torres Strait Islander population, which directly leads to significantly poorer health status, social impoverishment and inequity resulting in the over-representation of Aboriginal people in Australian prisons” (Kendall et al., 2020). The relationship between poor mental health and contact with the criminal justice system is well established, and systemic issues in the criminal justice system can intensify mental health problems (Harrison et al., 2024). In 2021, the census-based estimated resident population of Aboriginal and Torres Strait Islander peoples was 3.8% of the total Australian population (ABS). In the June quarter of 2026, there were 18,396 Aboriginal and Torres Strait Islander prisoners, which accounts for 37% of the custodial population in Australia (Australian Bureau of Statistics [ABS], 2026). People in prison are disproportionately affected by poorer physical, mental, and social outcomes, with greater healthcare needs than the broader Australian population. They have higher rates of mental health conditions, chronic conditions, communicable disease, acquired brain injury, tobacco smoking, high-risk alcohol consumption, recent illicit drug use, and recent injecting drug use than the general population (AIHW 2026). As described by Haney (2003), the implication of incarceration on the individual often causes long-term consequences due to experiencing pain, deprivation, and extremely atypical patterns and norms of living and interacting with others, which is dysfunctional in periods post-incarceration. He argues that individuals are forced to quickly adapt to the institutional routine, where they are deprived of privacy and liberty, subjected to a diminished, stigmatised status, and live in sparse material conditions which overall are stressful and unpleasant for the individual (Haney, 2003). ===Mental disorder and incarceration=== The relationship between poor mental health and engagement with the justice system is well established (Harrison et al., 2024). The prevalence of mental disorder among the general prison population is much higher than in the community, but there are complex links between incarceration, social adversity and poor mental health for Indigenous people (Shepherd et al., 2016). Indigenous Australians are incarcerated at a disproportionately high rate compared to non-indigenous Australians (ABS, 2026). In Hefferen et al.,’s (2012) study estimating the prevalence of mental disorder in a representative sample of Aboriginal and Torres Strait Islander people in Queensland prisons, the 12 month prevalence of mental disorder was 73% among men and 86% among women. Anxiety, depression, and psychosis, are particularly high in women (Heffernan et al., 2012). Research shows that individuals who experience several forms of disadvantage such as racism and gender discrimination, are more likely to experience poor health (Bastos et al., 2018). ===Trauma and PTSD=== Significantly lower health statistics, social impoverishment, and inequity are factors which have contributed to the over-representation of Indigenous Australian's in Australian prisons, and are significantly impacted by the targeted discrimination and intergenerational trauma which has undermined the health and wellbeing of Indigenous Australians (Kendall, 2020). The relationship between intergenerational trauma, mental disorders and poor SEWB in Indigenous Australians is incredibly complex, impacted by colonisation, the forced removal of children from their families (the stolen generation), and immense systemic disadvantage (Berger & Sarnyai, 2015; Brown, 2012; Sherwood, 2013) * Heffernan et al. (2015) found 12-month prevalence rates of PTSD to be 12.1% among Indigenous men, and 32.3% among Indigenous women in custody. Individuals with PTSD are more likely to experience other mental diorder, suicidal thoughts across the lifespan, suicide attempts, and high rates of intoxication at the time of arrest, in comparison to those without (Heffernan, 2015). Despite this fact, 58.9% of the participants had never accessed mental health care before incarceration. * Potential limitations to these statistics is that they are cross-sectional, therefore it is undetermined whether prison caused the disorder or if the study focalised on people who had pre-existing mental health disorders. * Diagnostic interviews of similiar format used in this study, were developed in western settings and potentially misread culturally specific expressions of distress (Gee et al., 2014). <quiz display=simple> {Why is the relationship between incarceration and Indigenous emotional wellbeing described as bidirectional? |type="()"} + Because poor wellbeing and disadvantage increases the risk of imprisonment, and therefore imprisonment further damages wellbeing. - Because prison improves overall wellbeing for some, and harms wellbeing for others. </quiz> ==Social and Emotional Wellbeing== '''Focus question:''' ''What is the Social and Emotional Wellbeing (SEWB) model?'' Social and Emotional Wellbeing (SEWB) is a stepped care model which is dedicated to focalising Aboriginal and Torres Strait Islander social and emotional wellbeing and mental health. The term social and emotional wellbeing (SEWB) is used by many Aboriginal and Torres Strait Islander people to describe the social, emotional, spiritual, and cultural wellbeing of a person (Gee et al., 2014). According to Gee et al., (2014), SEWB is the preferred term used to describe an individual's wellbeing as it corresponds with a holistic view of health, compared to using terms such as mental health and mental illness as it is perceived as medical terms that focalise on problems, and do not properly describe all the factors that make up and influence wellbeing. The SEWB framework has nine principles that define the concept of SEWB: # Aboriginal and Torres Strait Islander health is viewed in a holistic context that encompasses mental, physical, cultural, and spiritual health. Land is central to wellbeing. The disruption of these interrelations will result in Aboriginal and Torres Strait Islander ill health (Dudgeon et al., 2014, p. xxiv). # Self-determination is central to the provision of Aboriginal and Torres Strait Islander health services (Dudgeon et al., 2014, p. xxiv). # Culturally valid understandings must inform the provision of services and must guide assessment, care, and management of Aboriginal and Torres Strait Islander peoples health problems generally, and mental health problems in particular (Dudgeon et al., 2014, p. xxiv). # Trauma and loss which has been present since European invasion are a direct outcome of the disruption to cultural wellbeing. Trauma and loss of this magnitude continue to have intergenerational effects. This concept must be recognised (Dudgeon et al., 2014, p. xxiv). # The human rights of Aboriginal and Torres Strait Islander peoples must be recognised and respected. Human rights relevant to mental illness must be specifically addressed (Dudgeon et al., 2014, p. xxiv). # Racism, stigma, environmental adversity and social disadvantage constitute ongoing stressors and have negative impacts on Aboriginal and Torres Strait Islander people's mental health and wellbeing (Dudgeon et al., 2014, p. xxiv). # Recognition of the centrality of Aboriginal and Torres Strait Islander family and kinship must be recognised as well as the broader concepts of family and the bonds of reciprocal affection, responsibility and sharing (Dudgeon et al., 2014, p. xxiv). # Aboriginal or Torres Strait Islander culture or groups are not singular, but rather hundreds of groupings, languages, kinships, tribes, and ways of living and being. Aboriginal or Torres Strait Islander peoples may currently live in urban, rural, or remote settings, in urbanised, traditional, or other lifestyles and frequently move between these ways of living (Dudgeon et al., 2014, p. xxiv). # Aboriginal and Torres Strait Islander peoples have great strengths, creativity, and endurance and a deep understanding of the relationships between human beings and their environment (Dudgeon et al., 2014, p. xxiv). [[File:Determinants of social and emotional wellbeing.png|thumb|300px|'''Figure 2'''. Determinants of social and emotional wellbeing. Adapted from [Dudgeon & Walker, 2015].]] Figure 2, displays that the SEWB of individuals, families and communities are shaped by connections to body, mind and emotions, family and kinship, community, culture, land, and spirituality. ‘Connection’ refers to the diverse ways in which people experience and express these various domains of SEWB throughout the course of their lives. The nature of these connections are affected by the differentiation of needs across the lifespan (childhood, youth, adulthood, and old age) (Gee et al., 2014, p. 57). The disruption of these connections can result in higher likeliness of experiencing poorer SEWB (Gee at l., 2014, p. 58). ==How incarceration affects SEWB domains== '''Focus question:''' ''How does incarceration affect the domains of social and emotional wellbeing?'' * colonial impact (colonisation) --> cultural, economic, and social bases of Indigenous lives and health has been significantly impacted by colonialism ("through disease, massacre, dispossession of lands, relocation, forced labor, removal of children, and enforced cultural assimilation.")(Battams et al., 2021) ==Connection to community== * Separation * Limited/restrictive nature of visitation ==Connection to country== * Removal from country * Inability to participate or attend (in/to) cultural practices (ceremonies, obligations etc). * Reference to opening case study, not only is incarceration and the criminal justice system preventing cultural agency for Indigenous Australians, but it is complicit in the cultural discrimination of Aboriginal lore and culture (Larkin, 2021). This point is quite direct; further elaborate. * Identity within country and within the land. ==Emotional and mental wellbeing== * Direct implications on wellbeing due to incarceration. ===Emotional resilience, and protective factors=== '''Focus Question:''' ''What factors improve/support emotional resilience during and after incarceration?'' ===Why the Social and Emotional Wellbeing model?=== '''Focus Question:''' ''What does the Social and Emotional Wellbeing model contribute that Westernised frameworks don't?'' * Western definitions of mental health do not align with Aboriginal perspectives of health and wellbeing which endorse a more holistic approach to their conceptualisation (Harrison, 2021). ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Future directions/recommendations== Note: this section could be added to discuss future directions, and ways to improve the emotional wellbeing of Indigenous Australians in custody. ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) * [https://en.wikipedia.org/wiki/Indigenous_Australians_and_crime Indigenous incarceration] * [https://en.wikipedia.org/wiki/Closing_the_Gap Closing the gap] ==References== {{Hanging indent|1= Australian Bureau of Statistics. (2025). ''Corrective services, Australia, March quarter 2025''. https://www.abs.gov.au/statistics/people/crime-and-justice/corrective-services-australia/latest-release Australian Institute of Health and Welfare. (2025). ''Social and emotional wellbeing''. https://www.aihw.gov.au/reports/indigenous-mental-health-suicide-prevention/social-emotional-wellbeing Battams, S., Delany-Crowe, T., Fisher, M., Wright, L., Krieg, A., McDermott, D., & Baum, F. (2021). Applying crime prevention and health promotion frameworks to the problem of high incarceration rates for Aboriginal and Torres Strait Islander populations: Lessons from a case study from Victoria. ''International Indigenous Policy Journal'', ''12''(2), 1–29. https://doi.org/10.18584/iipj.2021.12.2.10208 Department of the Prime Minister and Cabinet. (2017, April 4). ''National strategic framework for Aboriginal and Torres Strait Islander peoples' mental health and social and emotional wellbeing 2017–2023''. Australian Indigenous HealthInfoNet. https://healthinfonet.ecu.edu.au/key-resources/policies-and-strategies/33834/ Dudgeon, P. (2026, May 26). ''Pat Dudgeon AM FAPS on developing the social and emotional wellbeing model to support Indigenous communities''. Australian Psychological Society. https://psychology.org.au/insights/pat-dudgeon-am-sewb-model Dudgeon, P., & Walker, R. (2015). Decolonising Australian psychology: Discourses, strategies, and practice. ''Journal of Social and Political Psychology'', ''3''(1). https://doi.org/10.5964/jspp.v3i1.4857 }} ==External links== * [https://www.aihw.gov.au/reports/indigenous-australians/closing-the-gap-targets-key-findings-implications/contents/criminal-justice Closing the Gap targets: Key findings – Criminal justice] (Australian Institute of Health and Welfare) * [https://www.myiacfp.org/the-relationship-between-justice-system-involvement-and-the-social-and-emotional-wellbeing-sewb-of-aboriginal-and-torres-strait-islander-youth/ The relationship between justice system involvement and the social and emotional wellbeing (SEWB) of Aboriginal and Torres Strait Islander youth] (IACFP) * [https://bugmybarbook.org.au/chapters/imprisonment/ Imprisonment] (Bugmy Bar Book) * [https://theconversation.com/excessive-strip-searching-shines-light-on-discrimination-of-aboriginal-women-in-the-criminal-justice-system-163969 Excessive strip searching shines light on discrimination of Aboriginal women in the criminal justice system] (The Conversation) * [https://www.smh.com.au/national/nsw/aboriginal-girl-fights-to-exclude-men-from-seeing-strip-search-footage-20200310-p548pu.html Aboriginal girl fights to exclude men from seeing strip search footage] (Sydney Morning Herald) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Indigenous/Australian]] q104asa7h5pwojhx7krftw2qpbuy76r 2841569 2841568 2026-10-19T19:19:14Z Lilfish215 3107244 /* Trauma and PTSD */ 2841569 wikitext text/x-wiki {{title|Emotional effects of incarceration on Indigenous Australians:<br>What are the emotional effects of incarceration on Indigenous Australians? }} __TOC__ ==Overview== {{RoundBoxTop|theme=12}} [[File:Kakadu (AU), Kakadu National Park, Anbangbang Rock Shelter -- 2019 -- 4106.jpg|thumb|250px|'''Figure 1'''. Emotional wellbeing for Indigenous Australians is viewed as health, connected with the land, culture, and community.]] ; Case study In January of 2021, an unnamed incarcerated Aboriginal woman on remand at the [[w:Alexander Maconochie Centre|Alexander Maconochie Centre in the ACT]] was allegedly strip searched by four guards in riot gear, within view of male detainees (Larkin, 2021). The woman is a victim of a previous sexual assault. This case, amongst others, has caused concern among health care professionals who work with Aboriginal women detainees (Larkin, 2021). For many First Nations communities, the showing of a woman's sensitive body parts is considered sacred to women's business (Thompson & Archibald-Binge, 2020). This lore and culture has been practised for thousands of years. The separation of men's and women's business, and strict traditions and customs is central to many [[w:Australian Aboriginal culture|Aboriginal cultures]]. The conduct and nature of these traditions recognises and respects particular roles, ceremony and lore sacred to men and women (Sydney Nature Team, 2025). The customs and practices within men's and women's business are strict and if the rules are broken, harsh punishment is to follow. "If women's business is conducted in front of males, cultural shame is likely to be the result. This is extremely distressing and would stay with the woman for a long time," (Thompson & Archibald-Binge, 2020). This local case, alongside many others, acknowledges how the absence of cultural safety within institutional practice can undermine Indigenous wellbeing. This chapter explores the social and emotional wellbeing model and the emotional effects of incarceration on Indigenous Australians. {{RoundBoxBottom}} * Introduction to the problem: Indigenous Australians are incarcerated at a disproportionately high rate, accounting for 37% of all persons in custody as of March 2025 (ABS, 2025). * "Research shows that imprisonment has negative impacts on the physical and mental health of incarcerated individuals, and these impacts persist after release." - (Impacts of Imprisonment | Bugmy Bar Book, 2023) {{ic|Include page numbers for quotes (APA style)}} * Incarceration significantly implicates{{huh}} the cultural and relational connections to land and kin which are directly correlational with wellbeing for many Indigenous Australians. * Introduction to the model/theory: Social and Emotional Wellbeing (SEWB) model was developed to support and strengthen Indigenous mental health --> The SEWB model is a holistic, multi-dimensional concept of wellbeing which takes into account the impacts of the history of colonisation (Dudgeon, 2026). * How incarceration negatively impacts Indigenous emotional wellbeing --> which also affects mental health. * The SEWB model recognises that connection to land, sea, culture, and spirituality contribute to wellbeing. * Incarceration affects SEWB domains --> physical separation from family members, restricted cultural practice, removal from country. * Why does this matter? ...Access to culturally safe, responsive, and person-centred services is essential to improving the emotional wellbeing of Indigenous Australians in custody (Department of the Prime Minister and Cabinet, 2017). --> Essential that psychological science be informed by Indigenous understandings of wellbeing. {{RoundBoxTop|theme=11}} '''Focus questions''' * What is the relationship between incarceration and the emotional wellbeing of Indigenous Australians? * What broader factors are affected by high rates of offending and imprisonment among First Nations people? * What is the Social and Emotional Wellbeing (SEWB) model? * How does incarceration affect the domains of social and emotional wellbeing? * What does the Social and Emotional Wellbeing model contribute that westernised frameworks don't? {{RoundBoxBottom}} ==Incarceration and emotional wellbeing== '''Focus question:''' ''What is the relationship between incarceration and the emotional wellbeing of Indigenous Australians?'' The relationship between incarceration and the emotional wellbeing of Indigenous Australians is bidirectional. Targeted discrimination and intergenerational trauma have undermined the health and wellbeing of Australia’s Aboriginal and Torres Strait Islander population, which directly leads to significantly poorer health status, social impoverishment and inequity resulting in the over-representation of Aboriginal people in Australian prisons” (Kendall et al., 2020). The relationship between poor mental health and contact with the criminal justice system is well established, and systemic issues in the criminal justice system can intensify mental health problems (Harrison et al., 2024). In 2021, the census-based estimated resident population of Aboriginal and Torres Strait Islander peoples was 3.8% of the total Australian population (ABS). In the June quarter of 2026, there were 18,396 Aboriginal and Torres Strait Islander prisoners, which accounts for 37% of the custodial population in Australia (Australian Bureau of Statistics [ABS], 2026). People in prison are disproportionately affected by poorer physical, mental, and social outcomes, with greater healthcare needs than the broader Australian population. They have higher rates of mental health conditions, chronic conditions, communicable disease, acquired brain injury, tobacco smoking, high-risk alcohol consumption, recent illicit drug use, and recent injecting drug use than the general population (AIHW 2026). As described by Haney (2003), the implication of incarceration on the individual often causes long-term consequences due to experiencing pain, deprivation, and extremely atypical patterns and norms of living and interacting with others, which is dysfunctional in periods post-incarceration. He argues that individuals are forced to quickly adapt to the institutional routine, where they are deprived of privacy and liberty, subjected to a diminished, stigmatised status, and live in sparse material conditions which overall are stressful and unpleasant for the individual (Haney, 2003). ===Mental disorder and incarceration=== The relationship between poor mental health and engagement with the justice system is well established (Harrison et al., 2024). The prevalence of mental disorder among the general prison population is much higher than in the community, but there are complex links between incarceration, social adversity and poor mental health for Indigenous people (Shepherd et al., 2016). Indigenous Australians are incarcerated at a disproportionately high rate compared to non-indigenous Australians (ABS, 2026). In Hefferen et al.,’s (2012) study estimating the prevalence of mental disorder in a representative sample of Aboriginal and Torres Strait Islander people in Queensland prisons, the 12 month prevalence of mental disorder was 73% among men and 86% among women. Anxiety, depression, and psychosis, are particularly high in women (Heffernan et al., 2012). Research shows that individuals who experience several forms of disadvantage such as racism and gender discrimination, are more likely to experience poor health (Bastos et al., 2018). ===Trauma and PTSD=== Significantly lower health statistics, social impoverishment, and inequity are factors which have contributed to the over-representation of Indigenous Australian's in Australian prisons, and are significantly impacted by the targeted discrimination and intergenerational trauma which has undermined the health and wellbeing of Indigenous Australians (Kendall, 2020). The relationship between intergenerational trauma, mental disorders and poor SEWB in Indigenous Australians is incredibly complex, impacted by colonisation, the forced removal of children from their families (the stolen generation), and immense systemic disadvantage (Berger & Sarnyai, 2015; Brown, 2012; Sherwood, 2013) * Heffernan et al. (2015) found 12-month prevalence rates of PTSD to be 12.1% among Indigenous men, and 32.3% among Indigenous women in custody. Individuals with PTSD are more likely to experience other mental diorder, suicidal thoughts across the lifespan, suicide attempts, and high rates of intoxication at the time of arrest, in comparison to those without (Heffernan, 2015). Despite this fact, 58.9% of the participants had never accessed mental health care before incarceration. * Potential limitations to these statistics is that they are cross-sectional, therefore it is undetermined whether prison caused the disorder or if the study focalised on people who had pre-existing mental health disorders. * Diagnostic interviews of similiar format used in this study, were developed in western settings and potentially misread culturally specific expressions of distress (Gee et al., 2014). =====Quiz===== <quiz display=simple> {Why is the relationship between incarceration and Indigenous emotional wellbeing described as bidirectional? |type="()"} + Because poor wellbeing and disadvantage increases the risk of imprisonment, and therefore imprisonment further damages wellbeing. - Because prison improves overall wellbeing for some, and harms wellbeing for others. </quiz> ==Social and Emotional Wellbeing== '''Focus question:''' ''What is the Social and Emotional Wellbeing (SEWB) model?'' Social and Emotional Wellbeing (SEWB) is a stepped care model which is dedicated to focalising Aboriginal and Torres Strait Islander social and emotional wellbeing and mental health. The term social and emotional wellbeing (SEWB) is used by many Aboriginal and Torres Strait Islander people to describe the social, emotional, spiritual, and cultural wellbeing of a person (Gee et al., 2014). According to Gee et al., (2014), SEWB is the preferred term used to describe an individual's wellbeing as it corresponds with a holistic view of health, compared to using terms such as mental health and mental illness as it is perceived as medical terms that focalise on problems, and do not properly describe all the factors that make up and influence wellbeing. The SEWB framework has nine principles that define the concept of SEWB: # Aboriginal and Torres Strait Islander health is viewed in a holistic context that encompasses mental, physical, cultural, and spiritual health. Land is central to wellbeing. The disruption of these interrelations will result in Aboriginal and Torres Strait Islander ill health (Dudgeon et al., 2014, p. xxiv). # Self-determination is central to the provision of Aboriginal and Torres Strait Islander health services (Dudgeon et al., 2014, p. xxiv). # Culturally valid understandings must inform the provision of services and must guide assessment, care, and management of Aboriginal and Torres Strait Islander peoples health problems generally, and mental health problems in particular (Dudgeon et al., 2014, p. xxiv). # Trauma and loss which has been present since European invasion are a direct outcome of the disruption to cultural wellbeing. Trauma and loss of this magnitude continue to have intergenerational effects. This concept must be recognised (Dudgeon et al., 2014, p. xxiv). # The human rights of Aboriginal and Torres Strait Islander peoples must be recognised and respected. Human rights relevant to mental illness must be specifically addressed (Dudgeon et al., 2014, p. xxiv). # Racism, stigma, environmental adversity and social disadvantage constitute ongoing stressors and have negative impacts on Aboriginal and Torres Strait Islander people's mental health and wellbeing (Dudgeon et al., 2014, p. xxiv). # Recognition of the centrality of Aboriginal and Torres Strait Islander family and kinship must be recognised as well as the broader concepts of family and the bonds of reciprocal affection, responsibility and sharing (Dudgeon et al., 2014, p. xxiv). # Aboriginal or Torres Strait Islander culture or groups are not singular, but rather hundreds of groupings, languages, kinships, tribes, and ways of living and being. Aboriginal or Torres Strait Islander peoples may currently live in urban, rural, or remote settings, in urbanised, traditional, or other lifestyles and frequently move between these ways of living (Dudgeon et al., 2014, p. xxiv). # Aboriginal and Torres Strait Islander peoples have great strengths, creativity, and endurance and a deep understanding of the relationships between human beings and their environment (Dudgeon et al., 2014, p. xxiv). [[File:Determinants of social and emotional wellbeing.png|thumb|300px|'''Figure 2'''. Determinants of social and emotional wellbeing. Adapted from [Dudgeon & Walker, 2015].]] Figure 2, displays that the SEWB of individuals, families and communities are shaped by connections to body, mind and emotions, family and kinship, community, culture, land, and spirituality. ‘Connection’ refers to the diverse ways in which people experience and express these various domains of SEWB throughout the course of their lives. The nature of these connections are affected by the differentiation of needs across the lifespan (childhood, youth, adulthood, and old age) (Gee et al., 2014, p. 57). The disruption of these connections can result in higher likeliness of experiencing poorer SEWB (Gee at l., 2014, p. 58). ==How incarceration affects SEWB domains== '''Focus question:''' ''How does incarceration affect the domains of social and emotional wellbeing?'' * colonial impact (colonisation) --> cultural, economic, and social bases of Indigenous lives and health has been significantly impacted by colonialism ("through disease, massacre, dispossession of lands, relocation, forced labor, removal of children, and enforced cultural assimilation.")(Battams et al., 2021) ==Connection to community== * Separation * Limited/restrictive nature of visitation ==Connection to country== * Removal from country * Inability to participate or attend (in/to) cultural practices (ceremonies, obligations etc). * Reference to opening case study, not only is incarceration and the criminal justice system preventing cultural agency for Indigenous Australians, but it is complicit in the cultural discrimination of Aboriginal lore and culture (Larkin, 2021). This point is quite direct; further elaborate. * Identity within country and within the land. ==Emotional and mental wellbeing== * Direct implications on wellbeing due to incarceration. ===Emotional resilience, and protective factors=== '''Focus Question:''' ''What factors improve/support emotional resilience during and after incarceration?'' ===Why the Social and Emotional Wellbeing model?=== '''Focus Question:''' ''What does the Social and Emotional Wellbeing model contribute that Westernised frameworks don't?'' * Western definitions of mental health do not align with Aboriginal perspectives of health and wellbeing which endorse a more holistic approach to their conceptualisation (Harrison, 2021). ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Future directions/recommendations== Note: this section could be added to discuss future directions, and ways to improve the emotional wellbeing of Indigenous Australians in custody. ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) * [https://en.wikipedia.org/wiki/Indigenous_Australians_and_crime Indigenous incarceration] * [https://en.wikipedia.org/wiki/Closing_the_Gap Closing the gap] ==References== {{Hanging indent|1= Australian Bureau of Statistics. (2025). ''Corrective services, Australia, March quarter 2025''. https://www.abs.gov.au/statistics/people/crime-and-justice/corrective-services-australia/latest-release Australian Institute of Health and Welfare. (2025). ''Social and emotional wellbeing''. https://www.aihw.gov.au/reports/indigenous-mental-health-suicide-prevention/social-emotional-wellbeing Battams, S., Delany-Crowe, T., Fisher, M., Wright, L., Krieg, A., McDermott, D., & Baum, F. (2021). Applying crime prevention and health promotion frameworks to the problem of high incarceration rates for Aboriginal and Torres Strait Islander populations: Lessons from a case study from Victoria. ''International Indigenous Policy Journal'', ''12''(2), 1–29. https://doi.org/10.18584/iipj.2021.12.2.10208 Department of the Prime Minister and Cabinet. (2017, April 4). ''National strategic framework for Aboriginal and Torres Strait Islander peoples' mental health and social and emotional wellbeing 2017–2023''. Australian Indigenous HealthInfoNet. https://healthinfonet.ecu.edu.au/key-resources/policies-and-strategies/33834/ Dudgeon, P. (2026, May 26). ''Pat Dudgeon AM FAPS on developing the social and emotional wellbeing model to support Indigenous communities''. Australian Psychological Society. https://psychology.org.au/insights/pat-dudgeon-am-sewb-model Dudgeon, P., & Walker, R. (2015). Decolonising Australian psychology: Discourses, strategies, and practice. ''Journal of Social and Political Psychology'', ''3''(1). https://doi.org/10.5964/jspp.v3i1.4857 }} ==External links== * [https://www.aihw.gov.au/reports/indigenous-australians/closing-the-gap-targets-key-findings-implications/contents/criminal-justice Closing the Gap targets: Key findings – Criminal justice] (Australian Institute of Health and Welfare) * [https://www.myiacfp.org/the-relationship-between-justice-system-involvement-and-the-social-and-emotional-wellbeing-sewb-of-aboriginal-and-torres-strait-islander-youth/ The relationship between justice system involvement and the social and emotional wellbeing (SEWB) of Aboriginal and Torres Strait Islander youth] (IACFP) * [https://bugmybarbook.org.au/chapters/imprisonment/ Imprisonment] (Bugmy Bar Book) * [https://theconversation.com/excessive-strip-searching-shines-light-on-discrimination-of-aboriginal-women-in-the-criminal-justice-system-163969 Excessive strip searching shines light on discrimination of Aboriginal women in the criminal justice system] (The Conversation) * [https://www.smh.com.au/national/nsw/aboriginal-girl-fights-to-exclude-men-from-seeing-strip-search-footage-20200310-p548pu.html Aboriginal girl fights to exclude men from seeing strip search footage] (Sydney Morning Herald) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Indigenous/Australian]] srntahtqataata8vvdo0b6a6rp5vddv 2841573 2841569 2026-10-19T19:47:08Z Lilfish215 3107244 /* Social and Emotional Wellbeing */ 2841573 wikitext text/x-wiki {{title|Emotional effects of incarceration on Indigenous Australians:<br>What are the emotional effects of incarceration on Indigenous Australians? }} __TOC__ ==Overview== {{RoundBoxTop|theme=12}} [[File:Kakadu (AU), Kakadu National Park, Anbangbang Rock Shelter -- 2019 -- 4106.jpg|thumb|250px|'''Figure 1'''. Emotional wellbeing for Indigenous Australians is viewed as health, connected with the land, culture, and community.]] ; Case study In January of 2021, an unnamed incarcerated Aboriginal woman on remand at the [[w:Alexander Maconochie Centre|Alexander Maconochie Centre in the ACT]] was allegedly strip searched by four guards in riot gear, within view of male detainees (Larkin, 2021). The woman is a victim of a previous sexual assault. This case, amongst others, has caused concern among health care professionals who work with Aboriginal women detainees (Larkin, 2021). For many First Nations communities, the showing of a woman's sensitive body parts is considered sacred to women's business (Thompson & Archibald-Binge, 2020). This lore and culture has been practised for thousands of years. The separation of men's and women's business, and strict traditions and customs is central to many [[w:Australian Aboriginal culture|Aboriginal cultures]]. The conduct and nature of these traditions recognises and respects particular roles, ceremony and lore sacred to men and women (Sydney Nature Team, 2025). The customs and practices within men's and women's business are strict and if the rules are broken, harsh punishment is to follow. "If women's business is conducted in front of males, cultural shame is likely to be the result. This is extremely distressing and would stay with the woman for a long time," (Thompson & Archibald-Binge, 2020). This local case, alongside many others, acknowledges how the absence of cultural safety within institutional practice can undermine Indigenous wellbeing. This chapter explores the social and emotional wellbeing model and the emotional effects of incarceration on Indigenous Australians. {{RoundBoxBottom}} * Introduction to the problem: Indigenous Australians are incarcerated at a disproportionately high rate, accounting for 37% of all persons in custody as of March 2025 (ABS, 2025). * "Research shows that imprisonment has negative impacts on the physical and mental health of incarcerated individuals, and these impacts persist after release." - (Impacts of Imprisonment | Bugmy Bar Book, 2023) {{ic|Include page numbers for quotes (APA style)}} * Incarceration significantly implicates{{huh}} the cultural and relational connections to land and kin which are directly correlational with wellbeing for many Indigenous Australians. * Introduction to the model/theory: Social and Emotional Wellbeing (SEWB) model was developed to support and strengthen Indigenous mental health --> The SEWB model is a holistic, multi-dimensional concept of wellbeing which takes into account the impacts of the history of colonisation (Dudgeon, 2026). * How incarceration negatively impacts Indigenous emotional wellbeing --> which also affects mental health. * The SEWB model recognises that connection to land, sea, culture, and spirituality contribute to wellbeing. * Incarceration affects SEWB domains --> physical separation from family members, restricted cultural practice, removal from country. * Why does this matter? ...Access to culturally safe, responsive, and person-centred services is essential to improving the emotional wellbeing of Indigenous Australians in custody (Department of the Prime Minister and Cabinet, 2017). --> Essential that psychological science be informed by Indigenous understandings of wellbeing. {{RoundBoxTop|theme=11}} '''Focus questions''' * What is the relationship between incarceration and the emotional wellbeing of Indigenous Australians? * What broader factors are affected by high rates of offending and imprisonment among First Nations people? * What is the Social and Emotional Wellbeing (SEWB) model? * How does incarceration affect the domains of social and emotional wellbeing? * What does the Social and Emotional Wellbeing model contribute that westernised frameworks don't? {{RoundBoxBottom}} ==Incarceration and emotional wellbeing== '''Focus question:''' ''What is the relationship between incarceration and the emotional wellbeing of Indigenous Australians?'' The relationship between incarceration and the emotional wellbeing of Indigenous Australians is bidirectional. Targeted discrimination and intergenerational trauma have undermined the health and wellbeing of Australia’s Aboriginal and Torres Strait Islander population, which directly leads to significantly poorer health status, social impoverishment and inequity resulting in the over-representation of Aboriginal people in Australian prisons” (Kendall et al., 2020). The relationship between poor mental health and contact with the criminal justice system is well established, and systemic issues in the criminal justice system can intensify mental health problems (Harrison et al., 2024). In 2021, the census-based estimated resident population of Aboriginal and Torres Strait Islander peoples was 3.8% of the total Australian population (ABS). In the June quarter of 2026, there were 18,396 Aboriginal and Torres Strait Islander prisoners, which accounts for 37% of the custodial population in Australia (Australian Bureau of Statistics [ABS], 2026). People in prison are disproportionately affected by poorer physical, mental, and social outcomes, with greater healthcare needs than the broader Australian population. They have higher rates of mental health conditions, chronic conditions, communicable disease, acquired brain injury, tobacco smoking, high-risk alcohol consumption, recent illicit drug use, and recent injecting drug use than the general population (AIHW 2026). As described by Haney (2003), the implication of incarceration on the individual often causes long-term consequences due to experiencing pain, deprivation, and extremely atypical patterns and norms of living and interacting with others, which is dysfunctional in periods post-incarceration. He argues that individuals are forced to quickly adapt to the institutional routine, where they are deprived of privacy and liberty, subjected to a diminished, stigmatised status, and live in sparse material conditions which overall are stressful and unpleasant for the individual (Haney, 2003). ===Mental disorder and incarceration=== The relationship between poor mental health and engagement with the justice system is well established (Harrison et al., 2024). The prevalence of mental disorder among the general prison population is much higher than in the community, but there are complex links between incarceration, social adversity and poor mental health for Indigenous people (Shepherd et al., 2016). Indigenous Australians are incarcerated at a disproportionately high rate compared to non-indigenous Australians (ABS, 2026). In Hefferen et al.,’s (2012) study estimating the prevalence of mental disorder in a representative sample of Aboriginal and Torres Strait Islander people in Queensland prisons, the 12 month prevalence of mental disorder was 73% among men and 86% among women. Anxiety, depression, and psychosis, are particularly high in women (Heffernan et al., 2012). Research shows that individuals who experience several forms of disadvantage such as racism and gender discrimination, are more likely to experience poor health (Bastos et al., 2018). ===Trauma and PTSD=== Significantly lower health statistics, social impoverishment, and inequity are factors which have contributed to the over-representation of Indigenous Australian's in Australian prisons, and are significantly impacted by the targeted discrimination and intergenerational trauma which has undermined the health and wellbeing of Indigenous Australians (Kendall, 2020). The relationship between intergenerational trauma, mental disorders and poor SEWB in Indigenous Australians is incredibly complex, impacted by colonisation, the forced removal of children from their families (the stolen generation), and immense systemic disadvantage (Berger & Sarnyai, 2015; Brown, 2012; Sherwood, 2013) * Heffernan et al. (2015) found 12-month prevalence rates of PTSD to be 12.1% among Indigenous men, and 32.3% among Indigenous women in custody. Individuals with PTSD are more likely to experience other mental diorder, suicidal thoughts across the lifespan, suicide attempts, and high rates of intoxication at the time of arrest, in comparison to those without (Heffernan, 2015). Despite this fact, 58.9% of the participants had never accessed mental health care before incarceration. * Potential limitations to these statistics is that they are cross-sectional, therefore it is undetermined whether prison caused the disorder or if the study focalised on people who had pre-existing mental health disorders. * Diagnostic interviews of similiar format used in this study, were developed in western settings and potentially misread culturally specific expressions of distress (Gee et al., 2014). =====Quiz===== <quiz display=simple> {Why is the relationship between incarceration and Indigenous emotional wellbeing described as bidirectional? |type="()"} + Because poor wellbeing and disadvantage increases the risk of imprisonment, and therefore imprisonment further damages wellbeing. - Because prison improves overall wellbeing for some, and harms wellbeing for others. </quiz> ==Social and Emotional Wellbeing== '''Focus question:''' ''What is the Social and Emotional Wellbeing (SEWB) model?'' Social and Emotional Wellbeing (SEWB) is a stepped care model which is dedicated to focalising Aboriginal and Torres Strait Islander social and emotional wellbeing and mental health. The term social and emotional wellbeing (SEWB) is used by many Aboriginal and Torres Strait Islander people to describe the social, emotional, spiritual, and cultural wellbeing of a person (Gee et al., 2014). According to Gee et al., (2014), SEWB is the preferred term used to describe an individual's wellbeing as it corresponds with a holistic view of health, compared to using terms such as mental health and mental illness as it is perceived as medical terms that focalise on problems, and do not properly describe all the factors that make up and influence wellbeing. The SEWB model was merticulously designed by Aboriginal psychologists and communities to make indigenous understatndings and the history of colonisaton, central to how wellbeing is assessed and supported within healthcare and institutions (Dudgeon & Walker, 2015). The SEWB framework has nine principles that define the concept of SEWB: # Aboriginal and Torres Strait Islander health is viewed in a holistic context that encompasses mental, physical, cultural, and spiritual health. Land is central to wellbeing. The disruption of these interrelations will result in Aboriginal and Torres Strait Islander ill health (Dudgeon et al., 2014, p. xxiv). # Self-determination is central to the provision of Aboriginal and Torres Strait Islander health services (Dudgeon et al., 2014, p. xxiv). # Culturally valid understandings must inform the provision of services and must guide assessment, care, and management of Aboriginal and Torres Strait Islander peoples health problems generally, and mental health problems in particular (Dudgeon et al., 2014, p. xxiv). # Trauma and loss which has been present since European invasion are a direct outcome of the disruption to cultural wellbeing. Trauma and loss of this magnitude continue to have intergenerational effects. This concept must be recognised (Dudgeon et al., 2014, p. xxiv). # The human rights of Aboriginal and Torres Strait Islander peoples must be recognised and respected. Human rights relevant to mental illness must be specifically addressed (Dudgeon et al., 2014, p. xxiv). # Racism, stigma, environmental adversity and social disadvantage constitute ongoing stressors and have negative impacts on Aboriginal and Torres Strait Islander people's mental health and wellbeing (Dudgeon et al., 2014, p. xxiv). # Recognition of the centrality of Aboriginal and Torres Strait Islander family and kinship must be recognised as well as the broader concepts of family and the bonds of reciprocal affection, responsibility and sharing (Dudgeon et al., 2014, p. xxiv). # Aboriginal or Torres Strait Islander culture or groups are not singular, but rather hundreds of groupings, languages, kinships, tribes, and ways of living and being. Aboriginal or Torres Strait Islander peoples may currently live in urban, rural, or remote settings, in urbanised, traditional, or other lifestyles and frequently move between these ways of living (Dudgeon et al., 2014, p. xxiv). # Aboriginal and Torres Strait Islander peoples have great strengths, creativity, and endurance and a deep understanding of the relationships between human beings and their environment (Dudgeon et al., 2014, p. xxiv). [[File:Determinants of social and emotional wellbeing.png|thumb|300px|'''Figure 2'''. Determinants of social and emotional wellbeing. Adapted from [Dudgeon & Walker, 2015].]] Figure 2, displays that the SEWB of individuals, families and communities are shaped by connections to body, mind and emotions, family and kinship, community, culture, land, and spirituality. ‘Connection’ refers to the diverse ways in which people experience and express these various domains of SEWB throughout the course of their lives. The nature of these connections are affected by the differentiation of needs across the lifespan (childhood, youth, adulthood, and old age) (Gee et al., 2014, p. 57). The disruption of these connections can result in higher likeliness of experiencing poorer SEWB (Gee et al., 2014, p. 58). The outermost ring displayed in the model (see Figure 2.) acknowledges the ways which social determinants (such as income and housing), and historical determinants (such as colonisation and child removal) shape connections (Gee et al., 2014, p.58). ==How incarceration affects SEWB domains== '''Focus question:''' ''How does incarceration affect the domains of social and emotional wellbeing?'' By design, prison is an environment of disconnection which centres westernised conceptualisations of knowing and being (Leeson et al., 2016). Incarceration disrupts the SEWB domains of Aboriginal and Torres Strait Islander peoples by forcing individuals into an environment which is inherently misaligned with a holistic view of health and well-being, and Indigenous structures of law and lore. Incarceration also impacts support networks, individual autonomy, and inflicts psychological trauma which disrupts elements of health during and after imprisonment (Cunha et al., 2023). Historically, colonisation has impacted Indigenous lives through disease, massacre, dispossession of lands, relocation, forced labor, removal of children, and enforced cultural assimilation (Battams et al., 2021), and to this day, the nature of incarceration reproduces the same trauma and losses Indigenous people have experience generationally (Kendall et al., 2019). Kendall et al.’s (2019) in qualitative interviews with incarcerated Aboriginal women, found that they have holistic, culturally specific conceptualisations on their health, and what they believe it means to be healthy. However, it was evident in their stories that maintaining positive health and SEWB in prison, as well as access to appropriate health care, is challenging (Kendall et al., 2019).   Correctional facilities can frequently exacerbate pre-existing mental health conditions, such as major depression, severe anxiety, and bipolar disorder (Cunha et al., 2023). In 2025, 57% of incarcerated individuals reported having been told they had a mental health condition at some point during their lives (Australian Institute of Health and Welfare, 2024). ==Connection to community== * Separation * Limited/restrictive nature of visitation ==Connection to country== * Removal from country * Inability to participate or attend (in/to) cultural practices (ceremonies, obligations etc). * Reference to opening case study, not only is incarceration and the criminal justice system preventing cultural agency for Indigenous Australians, but it is complicit in the cultural discrimination of Aboriginal lore and culture (Larkin, 2021). This point is quite direct; further elaborate. * Identity within country and within the land. ==Emotional and mental wellbeing== * Direct implications on wellbeing due to incarceration. ===Emotional resilience, and protective factors=== '''Focus Question:''' ''What factors improve/support emotional resilience during and after incarceration?'' ===Why the Social and Emotional Wellbeing model?=== '''Focus Question:''' ''What does the Social and Emotional Wellbeing model contribute that Westernised frameworks don't?'' * Western definitions of mental health do not align with Aboriginal perspectives of health and wellbeing which endorse a more holistic approach to their conceptualisation (Harrison, 2021). ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Future directions/recommendations== Note: this section could be added to discuss future directions, and ways to improve the emotional wellbeing of Indigenous Australians in custody. ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) * [https://en.wikipedia.org/wiki/Indigenous_Australians_and_crime Indigenous incarceration] * [https://en.wikipedia.org/wiki/Closing_the_Gap Closing the gap] ==References== {{Hanging indent|1= Australian Bureau of Statistics. (2025). ''Corrective services, Australia, March quarter 2025''. https://www.abs.gov.au/statistics/people/crime-and-justice/corrective-services-australia/latest-release Australian Institute of Health and Welfare. (2025). ''Social and emotional wellbeing''. https://www.aihw.gov.au/reports/indigenous-mental-health-suicide-prevention/social-emotional-wellbeing Battams, S., Delany-Crowe, T., Fisher, M., Wright, L., Krieg, A., McDermott, D., & Baum, F. (2021). Applying crime prevention and health promotion frameworks to the problem of high incarceration rates for Aboriginal and Torres Strait Islander populations: Lessons from a case study from Victoria. ''International Indigenous Policy Journal'', ''12''(2), 1–29. https://doi.org/10.18584/iipj.2021.12.2.10208 Department of the Prime Minister and Cabinet. (2017, April 4). ''National strategic framework for Aboriginal and Torres Strait Islander peoples' mental health and social and emotional wellbeing 2017–2023''. Australian Indigenous HealthInfoNet. https://healthinfonet.ecu.edu.au/key-resources/policies-and-strategies/33834/ Dudgeon, P. (2026, May 26). ''Pat Dudgeon AM FAPS on developing the social and emotional wellbeing model to support Indigenous communities''. Australian Psychological Society. https://psychology.org.au/insights/pat-dudgeon-am-sewb-model Dudgeon, P., & Walker, R. (2015). Decolonising Australian psychology: Discourses, strategies, and practice. ''Journal of Social and Political Psychology'', ''3''(1). https://doi.org/10.5964/jspp.v3i1.4857 }} ==External links== * [https://www.aihw.gov.au/reports/indigenous-australians/closing-the-gap-targets-key-findings-implications/contents/criminal-justice Closing the Gap targets: Key findings – Criminal justice] (Australian Institute of Health and Welfare) * [https://www.myiacfp.org/the-relationship-between-justice-system-involvement-and-the-social-and-emotional-wellbeing-sewb-of-aboriginal-and-torres-strait-islander-youth/ The relationship between justice system involvement and the social and emotional wellbeing (SEWB) of Aboriginal and Torres Strait Islander youth] (IACFP) * [https://bugmybarbook.org.au/chapters/imprisonment/ Imprisonment] (Bugmy Bar Book) * [https://theconversation.com/excessive-strip-searching-shines-light-on-discrimination-of-aboriginal-women-in-the-criminal-justice-system-163969 Excessive strip searching shines light on discrimination of Aboriginal women in the criminal justice system] (The Conversation) * [https://www.smh.com.au/national/nsw/aboriginal-girl-fights-to-exclude-men-from-seeing-strip-search-footage-20200310-p548pu.html Aboriginal girl fights to exclude men from seeing strip search footage] (Sydney Morning Herald) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Indigenous/Australian]] k6pampy3iwsasdj2fpov3n6su61q605 2841576 2841573 2026-10-19T20:46:33Z Lilfish215 3107244 /* Connection to community */ 2841576 wikitext text/x-wiki {{title|Emotional effects of incarceration on Indigenous Australians:<br>What are the emotional effects of incarceration on Indigenous Australians? }} __TOC__ ==Overview== {{RoundBoxTop|theme=12}} [[File:Kakadu (AU), Kakadu National Park, Anbangbang Rock Shelter -- 2019 -- 4106.jpg|thumb|250px|'''Figure 1'''. Emotional wellbeing for Indigenous Australians is viewed as health, connected with the land, culture, and community.]] ; Case study In January of 2021, an unnamed incarcerated Aboriginal woman on remand at the [[w:Alexander Maconochie Centre|Alexander Maconochie Centre in the ACT]] was allegedly strip searched by four guards in riot gear, within view of male detainees (Larkin, 2021). The woman is a victim of a previous sexual assault. This case, amongst others, has caused concern among health care professionals who work with Aboriginal women detainees (Larkin, 2021). For many First Nations communities, the showing of a woman's sensitive body parts is considered sacred to women's business (Thompson & Archibald-Binge, 2020). This lore and culture has been practised for thousands of years. The separation of men's and women's business, and strict traditions and customs is central to many [[w:Australian Aboriginal culture|Aboriginal cultures]]. The conduct and nature of these traditions recognises and respects particular roles, ceremony and lore sacred to men and women (Sydney Nature Team, 2025). The customs and practices within men's and women's business are strict and if the rules are broken, harsh punishment is to follow. "If women's business is conducted in front of males, cultural shame is likely to be the result. This is extremely distressing and would stay with the woman for a long time," (Thompson & Archibald-Binge, 2020). This local case, alongside many others, acknowledges how the absence of cultural safety within institutional practice can undermine Indigenous wellbeing. This chapter explores the social and emotional wellbeing model and the emotional effects of incarceration on Indigenous Australians. {{RoundBoxBottom}} * Introduction to the problem: Indigenous Australians are incarcerated at a disproportionately high rate, accounting for 37% of all persons in custody as of March 2025 (ABS, 2025). * "Research shows that imprisonment has negative impacts on the physical and mental health of incarcerated individuals, and these impacts persist after release." - (Impacts of Imprisonment | Bugmy Bar Book, 2023) {{ic|Include page numbers for quotes (APA style)}} * Incarceration significantly implicates{{huh}} the cultural and relational connections to land and kin which are directly correlational with wellbeing for many Indigenous Australians. * Introduction to the model/theory: Social and Emotional Wellbeing (SEWB) model was developed to support and strengthen Indigenous mental health --> The SEWB model is a holistic, multi-dimensional concept of wellbeing which takes into account the impacts of the history of colonisation (Dudgeon, 2026). * How incarceration negatively impacts Indigenous emotional wellbeing --> which also affects mental health. * The SEWB model recognises that connection to land, sea, culture, and spirituality contribute to wellbeing. * Incarceration affects SEWB domains --> physical separation from family members, restricted cultural practice, removal from country. * Why does this matter? ...Access to culturally safe, responsive, and person-centred services is essential to improving the emotional wellbeing of Indigenous Australians in custody (Department of the Prime Minister and Cabinet, 2017). --> Essential that psychological science be informed by Indigenous understandings of wellbeing. {{RoundBoxTop|theme=11}} '''Focus questions''' * What is the relationship between incarceration and the emotional wellbeing of Indigenous Australians? * What broader factors are affected by high rates of offending and imprisonment among First Nations people? * What is the Social and Emotional Wellbeing (SEWB) model? * How does incarceration affect the domains of social and emotional wellbeing? * What does the Social and Emotional Wellbeing model contribute that westernised frameworks don't? {{RoundBoxBottom}} ==Incarceration and emotional wellbeing== '''Focus question:''' ''What is the relationship between incarceration and the emotional wellbeing of Indigenous Australians?'' The relationship between incarceration and the emotional wellbeing of Indigenous Australians is bidirectional. Targeted discrimination and intergenerational trauma have undermined the health and wellbeing of Australia’s Aboriginal and Torres Strait Islander population, which directly leads to significantly poorer health status, social impoverishment and inequity resulting in the over-representation of Aboriginal people in Australian prisons” (Kendall et al., 2020). The relationship between poor mental health and contact with the criminal justice system is well established, and systemic issues in the criminal justice system can intensify mental health problems (Harrison et al., 2024). In 2021, the census-based estimated resident population of Aboriginal and Torres Strait Islander peoples was 3.8% of the total Australian population (ABS). In the June quarter of 2026, there were 18,396 Aboriginal and Torres Strait Islander prisoners, which accounts for 37% of the custodial population in Australia (Australian Bureau of Statistics [ABS], 2026). People in prison are disproportionately affected by poorer physical, mental, and social outcomes, with greater healthcare needs than the broader Australian population. They have higher rates of mental health conditions, chronic conditions, communicable disease, acquired brain injury, tobacco smoking, high-risk alcohol consumption, recent illicit drug use, and recent injecting drug use than the general population (AIHW 2026). As described by Haney (2003), the implication of incarceration on the individual often causes long-term consequences due to experiencing pain, deprivation, and extremely atypical patterns and norms of living and interacting with others, which is dysfunctional in periods post-incarceration. He argues that individuals are forced to quickly adapt to the institutional routine, where they are deprived of privacy and liberty, subjected to a diminished, stigmatised status, and live in sparse material conditions which overall are stressful and unpleasant for the individual (Haney, 2003). ===Mental disorder and incarceration=== The relationship between poor mental health and engagement with the justice system is well established (Harrison et al., 2024). The prevalence of mental disorder among the general prison population is much higher than in the community, but there are complex links between incarceration, social adversity and poor mental health for Indigenous people (Shepherd et al., 2016). Indigenous Australians are incarcerated at a disproportionately high rate compared to non-indigenous Australians (ABS, 2026). In Hefferen et al.,’s (2012) study estimating the prevalence of mental disorder in a representative sample of Aboriginal and Torres Strait Islander people in Queensland prisons, the 12 month prevalence of mental disorder was 73% among men and 86% among women. Anxiety, depression, and psychosis, are particularly high in women (Heffernan et al., 2012). Research shows that individuals who experience several forms of disadvantage such as racism and gender discrimination, are more likely to experience poor health (Bastos et al., 2018). ===Trauma and PTSD=== Significantly lower health statistics, social impoverishment, and inequity are factors which have contributed to the over-representation of Indigenous Australian's in Australian prisons, and are significantly impacted by the targeted discrimination and intergenerational trauma which has undermined the health and wellbeing of Indigenous Australians (Kendall, 2020). The relationship between intergenerational trauma, mental disorders and poor SEWB in Indigenous Australians is incredibly complex, impacted by colonisation, the forced removal of children from their families (the stolen generation), and immense systemic disadvantage (Berger & Sarnyai, 2015; Brown, 2012; Sherwood, 2013) * Heffernan et al. (2015) found 12-month prevalence rates of PTSD to be 12.1% among Indigenous men, and 32.3% among Indigenous women in custody. Individuals with PTSD are more likely to experience other mental diorder, suicidal thoughts across the lifespan, suicide attempts, and high rates of intoxication at the time of arrest, in comparison to those without (Heffernan, 2015). Despite this fact, 58.9% of the participants had never accessed mental health care before incarceration. * Potential limitations to these statistics is that they are cross-sectional, therefore it is undetermined whether prison caused the disorder or if the study focalised on people who had pre-existing mental health disorders. * Diagnostic interviews of similiar format used in this study, were developed in western settings and potentially misread culturally specific expressions of distress (Gee et al., 2014). =====Quiz===== <quiz display=simple> {Why is the relationship between incarceration and Indigenous emotional wellbeing described as bidirectional? |type="()"} + Because poor wellbeing and disadvantage increases the risk of imprisonment, and therefore imprisonment further damages wellbeing. - Because prison improves overall wellbeing for some, and harms wellbeing for others. </quiz> ==Social and Emotional Wellbeing== '''Focus question:''' ''What is the Social and Emotional Wellbeing (SEWB) model?'' Social and Emotional Wellbeing (SEWB) is a stepped care model which is dedicated to focalising Aboriginal and Torres Strait Islander social and emotional wellbeing and mental health. The term social and emotional wellbeing (SEWB) is used by many Aboriginal and Torres Strait Islander people to describe the social, emotional, spiritual, and cultural wellbeing of a person (Gee et al., 2014). According to Gee et al., (2014), SEWB is the preferred term used to describe an individual's wellbeing as it corresponds with a holistic view of health, compared to using terms such as mental health and mental illness as it is perceived as medical terms that focalise on problems, and do not properly describe all the factors that make up and influence wellbeing. The SEWB model was merticulously designed by Aboriginal psychologists and communities to make indigenous understatndings and the history of colonisaton, central to how wellbeing is assessed and supported within healthcare and institutions (Dudgeon & Walker, 2015). The SEWB framework has nine principles that define the concept of SEWB: # Aboriginal and Torres Strait Islander health is viewed in a holistic context that encompasses mental, physical, cultural, and spiritual health. Land is central to wellbeing. The disruption of these interrelations will result in Aboriginal and Torres Strait Islander ill health (Dudgeon et al., 2014, p. xxiv). # Self-determination is central to the provision of Aboriginal and Torres Strait Islander health services (Dudgeon et al., 2014, p. xxiv). # Culturally valid understandings must inform the provision of services and must guide assessment, care, and management of Aboriginal and Torres Strait Islander peoples health problems generally, and mental health problems in particular (Dudgeon et al., 2014, p. xxiv). # Trauma and loss which has been present since European invasion are a direct outcome of the disruption to cultural wellbeing. Trauma and loss of this magnitude continue to have intergenerational effects. This concept must be recognised (Dudgeon et al., 2014, p. xxiv). # The human rights of Aboriginal and Torres Strait Islander peoples must be recognised and respected. Human rights relevant to mental illness must be specifically addressed (Dudgeon et al., 2014, p. xxiv). # Racism, stigma, environmental adversity and social disadvantage constitute ongoing stressors and have negative impacts on Aboriginal and Torres Strait Islander people's mental health and wellbeing (Dudgeon et al., 2014, p. xxiv). # Recognition of the centrality of Aboriginal and Torres Strait Islander family and kinship must be recognised as well as the broader concepts of family and the bonds of reciprocal affection, responsibility and sharing (Dudgeon et al., 2014, p. xxiv). # Aboriginal or Torres Strait Islander culture or groups are not singular, but rather hundreds of groupings, languages, kinships, tribes, and ways of living and being. Aboriginal or Torres Strait Islander peoples may currently live in urban, rural, or remote settings, in urbanised, traditional, or other lifestyles and frequently move between these ways of living (Dudgeon et al., 2014, p. xxiv). # Aboriginal and Torres Strait Islander peoples have great strengths, creativity, and endurance and a deep understanding of the relationships between human beings and their environment (Dudgeon et al., 2014, p. xxiv). [[File:Determinants of social and emotional wellbeing.png|thumb|300px|'''Figure 2'''. Determinants of social and emotional wellbeing. Adapted from [Dudgeon & Walker, 2015].]] Figure 2, displays that the SEWB of individuals, families and communities are shaped by connections to body, mind and emotions, family and kinship, community, culture, land, and spirituality. ‘Connection’ refers to the diverse ways in which people experience and express these various domains of SEWB throughout the course of their lives. The nature of these connections are affected by the differentiation of needs across the lifespan (childhood, youth, adulthood, and old age) (Gee et al., 2014, p. 57). The disruption of these connections can result in higher likeliness of experiencing poorer SEWB (Gee et al., 2014, p. 58). The outermost ring displayed in the model (see Figure 2.) acknowledges the ways which social determinants (such as income and housing), and historical determinants (such as colonisation and child removal) shape connections (Gee et al., 2014, p.58). ==How incarceration affects SEWB domains== '''Focus question:''' ''How does incarceration affect the domains of social and emotional wellbeing?'' By design, prison is an environment of disconnection which centres westernised conceptualisations of knowing and being (Leeson et al., 2016). Incarceration disrupts the SEWB domains of Aboriginal and Torres Strait Islander peoples by forcing individuals into an environment which is inherently misaligned with a holistic view of health and well-being, and Indigenous structures of law and lore. Incarceration also impacts support networks, individual autonomy, and inflicts psychological trauma which disrupts elements of health during and after imprisonment (Cunha et al., 2023). Historically, colonisation has impacted Indigenous lives through disease, massacre, dispossession of lands, relocation, forced labor, removal of children, and enforced cultural assimilation (Battams et al., 2021), and to this day, the nature of incarceration reproduces the same trauma and losses Indigenous people have experience generationally (Kendall et al., 2019). Kendall et al.’s (2019) in qualitative interviews with incarcerated Aboriginal women, found that they have holistic, culturally specific conceptualisations on their health, and what they believe it means to be healthy. However, it was evident in their stories that maintaining positive health and SEWB in prison, as well as access to appropriate health care, is challenging (Kendall et al., 2019).   Correctional facilities can frequently exacerbate pre-existing mental health conditions, such as major depression, severe anxiety, and bipolar disorder (Cunha et al., 2023). In 2025, 57% of incarcerated individuals reported having been told they had a mental health condition at some point during their lives (Australian Institute of Health and Welfare, 2024). ==Connection to community== The implication of incarceration on family, kinship, and community affects connection through the physical separation of people from their families and communities. For many Aboriginal women, one of the most distressing outcomes of incarceration is the removal of their children (Kendall et al., 2019). Through the SEWB model, connection to family and kinship, and wellbeing are directly linked, the harm that separation has extends to the wellbeing of the broader community. ==Connection to country== With reference to opening case study, not only is incarceration and the criminal justice system preventing cultural agency for Indigenous Australians, but it is complicit in the cultural discrimination of Aboriginal lore and culture (Larkin, 2021). Prison removes people from country and this action prevents their participation or attendance (in/to) cultural practices (ceremonies, obligations etc). In line with the SEWB model, prison disrupts the connection an individual has to their culture and spirit. ==Connection to body, mind, and emotions== Incarceration manifests stress, poor health, and produces numerous barriers to accessing adequate healthcare which impacts mind and body of the individual (Quandt & Jones, 2021). Aboriginal women in custody have holistic conceptualisations of their health and have a proactive approach to what it means to be healthy, but report failing to be listened to, experiencing stereotyping, and recieving overall poorer care than non-indigenous women in custody (Kendall et al., 2020). The implication that racism and discriminiation has on mental health alone is associated with poorer mental health, including experiencing depression, anxiety, and psychological distress (Paradies et al., 2020). In the prison environment, the loss of connection and overall how people are treated can cause emotional impairment. ==Emotional and mental wellbeing== '''Focus Question:''' ''What factors improve/support emotional resilience during and after incarceration?'' ===Why the Social and Emotional Wellbeing model?=== '''Focus Question:''' ''What does the Social and Emotional Wellbeing model contribute that Westernised frameworks don't?'' * Western definitions of mental health do not align with Aboriginal perspectives of health and wellbeing which endorse a more holistic approach to their conceptualisation (Harrison, 2021). ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Future directions/recommendations== Note: this section could be added to discuss future directions, and ways to improve the emotional wellbeing of Indigenous Australians in custody. ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) * [https://en.wikipedia.org/wiki/Indigenous_Australians_and_crime Indigenous incarceration] * [https://en.wikipedia.org/wiki/Closing_the_Gap Closing the gap] ==References== {{Hanging indent|1= Australian Bureau of Statistics. (2025). ''Corrective services, Australia, March quarter 2025''. https://www.abs.gov.au/statistics/people/crime-and-justice/corrective-services-australia/latest-release Australian Institute of Health and Welfare. (2025). ''Social and emotional wellbeing''. https://www.aihw.gov.au/reports/indigenous-mental-health-suicide-prevention/social-emotional-wellbeing Battams, S., Delany-Crowe, T., Fisher, M., Wright, L., Krieg, A., McDermott, D., & Baum, F. (2021). Applying crime prevention and health promotion frameworks to the problem of high incarceration rates for Aboriginal and Torres Strait Islander populations: Lessons from a case study from Victoria. ''International Indigenous Policy Journal'', ''12''(2), 1–29. https://doi.org/10.18584/iipj.2021.12.2.10208 Department of the Prime Minister and Cabinet. (2017, April 4). ''National strategic framework for Aboriginal and Torres Strait Islander peoples' mental health and social and emotional wellbeing 2017–2023''. Australian Indigenous HealthInfoNet. https://healthinfonet.ecu.edu.au/key-resources/policies-and-strategies/33834/ Dudgeon, P. (2026, May 26). ''Pat Dudgeon AM FAPS on developing the social and emotional wellbeing model to support Indigenous communities''. Australian Psychological Society. https://psychology.org.au/insights/pat-dudgeon-am-sewb-model Dudgeon, P., & Walker, R. (2015). Decolonising Australian psychology: Discourses, strategies, and practice. ''Journal of Social and Political Psychology'', ''3''(1). https://doi.org/10.5964/jspp.v3i1.4857 }} ==External links== * [https://www.aihw.gov.au/reports/indigenous-australians/closing-the-gap-targets-key-findings-implications/contents/criminal-justice Closing the Gap targets: Key findings – Criminal justice] (Australian Institute of Health and Welfare) * [https://www.myiacfp.org/the-relationship-between-justice-system-involvement-and-the-social-and-emotional-wellbeing-sewb-of-aboriginal-and-torres-strait-islander-youth/ The relationship between justice system involvement and the social and emotional wellbeing (SEWB) of Aboriginal and Torres Strait Islander youth] (IACFP) * [https://bugmybarbook.org.au/chapters/imprisonment/ Imprisonment] (Bugmy Bar Book) * [https://theconversation.com/excessive-strip-searching-shines-light-on-discrimination-of-aboriginal-women-in-the-criminal-justice-system-163969 Excessive strip searching shines light on discrimination of Aboriginal women in the criminal justice system] (The Conversation) * [https://www.smh.com.au/national/nsw/aboriginal-girl-fights-to-exclude-men-from-seeing-strip-search-footage-20200310-p548pu.html Aboriginal girl fights to exclude men from seeing strip search footage] (Sydney Morning Herald) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Indigenous/Australian]] 1d0an6mlswaytxwd0x7eqvxh85qyl1j 2841577 2841576 2026-10-19T20:47:16Z Lilfish215 3107244 /* Emotional and mental wellbeing */ 2841577 wikitext text/x-wiki {{title|Emotional effects of incarceration on Indigenous Australians:<br>What are the emotional effects of incarceration on Indigenous Australians? }} __TOC__ ==Overview== {{RoundBoxTop|theme=12}} [[File:Kakadu (AU), Kakadu National Park, Anbangbang Rock Shelter -- 2019 -- 4106.jpg|thumb|250px|'''Figure 1'''. Emotional wellbeing for Indigenous Australians is viewed as health, connected with the land, culture, and community.]] ; Case study In January of 2021, an unnamed incarcerated Aboriginal woman on remand at the [[w:Alexander Maconochie Centre|Alexander Maconochie Centre in the ACT]] was allegedly strip searched by four guards in riot gear, within view of male detainees (Larkin, 2021). The woman is a victim of a previous sexual assault. This case, amongst others, has caused concern among health care professionals who work with Aboriginal women detainees (Larkin, 2021). For many First Nations communities, the showing of a woman's sensitive body parts is considered sacred to women's business (Thompson & Archibald-Binge, 2020). This lore and culture has been practised for thousands of years. The separation of men's and women's business, and strict traditions and customs is central to many [[w:Australian Aboriginal culture|Aboriginal cultures]]. The conduct and nature of these traditions recognises and respects particular roles, ceremony and lore sacred to men and women (Sydney Nature Team, 2025). The customs and practices within men's and women's business are strict and if the rules are broken, harsh punishment is to follow. "If women's business is conducted in front of males, cultural shame is likely to be the result. This is extremely distressing and would stay with the woman for a long time," (Thompson & Archibald-Binge, 2020). This local case, alongside many others, acknowledges how the absence of cultural safety within institutional practice can undermine Indigenous wellbeing. This chapter explores the social and emotional wellbeing model and the emotional effects of incarceration on Indigenous Australians. {{RoundBoxBottom}} * Introduction to the problem: Indigenous Australians are incarcerated at a disproportionately high rate, accounting for 37% of all persons in custody as of March 2025 (ABS, 2025). * "Research shows that imprisonment has negative impacts on the physical and mental health of incarcerated individuals, and these impacts persist after release." - (Impacts of Imprisonment | Bugmy Bar Book, 2023) {{ic|Include page numbers for quotes (APA style)}} * Incarceration significantly implicates{{huh}} the cultural and relational connections to land and kin which are directly correlational with wellbeing for many Indigenous Australians. * Introduction to the model/theory: Social and Emotional Wellbeing (SEWB) model was developed to support and strengthen Indigenous mental health --> The SEWB model is a holistic, multi-dimensional concept of wellbeing which takes into account the impacts of the history of colonisation (Dudgeon, 2026). * How incarceration negatively impacts Indigenous emotional wellbeing --> which also affects mental health. * The SEWB model recognises that connection to land, sea, culture, and spirituality contribute to wellbeing. * Incarceration affects SEWB domains --> physical separation from family members, restricted cultural practice, removal from country. * Why does this matter? ...Access to culturally safe, responsive, and person-centred services is essential to improving the emotional wellbeing of Indigenous Australians in custody (Department of the Prime Minister and Cabinet, 2017). --> Essential that psychological science be informed by Indigenous understandings of wellbeing. {{RoundBoxTop|theme=11}} '''Focus questions''' * What is the relationship between incarceration and the emotional wellbeing of Indigenous Australians? * What broader factors are affected by high rates of offending and imprisonment among First Nations people? * What is the Social and Emotional Wellbeing (SEWB) model? * How does incarceration affect the domains of social and emotional wellbeing? * What does the Social and Emotional Wellbeing model contribute that westernised frameworks don't? {{RoundBoxBottom}} ==Incarceration and emotional wellbeing== '''Focus question:''' ''What is the relationship between incarceration and the emotional wellbeing of Indigenous Australians?'' The relationship between incarceration and the emotional wellbeing of Indigenous Australians is bidirectional. Targeted discrimination and intergenerational trauma have undermined the health and wellbeing of Australia’s Aboriginal and Torres Strait Islander population, which directly leads to significantly poorer health status, social impoverishment and inequity resulting in the over-representation of Aboriginal people in Australian prisons” (Kendall et al., 2020). The relationship between poor mental health and contact with the criminal justice system is well established, and systemic issues in the criminal justice system can intensify mental health problems (Harrison et al., 2024). In 2021, the census-based estimated resident population of Aboriginal and Torres Strait Islander peoples was 3.8% of the total Australian population (ABS). In the June quarter of 2026, there were 18,396 Aboriginal and Torres Strait Islander prisoners, which accounts for 37% of the custodial population in Australia (Australian Bureau of Statistics [ABS], 2026). People in prison are disproportionately affected by poorer physical, mental, and social outcomes, with greater healthcare needs than the broader Australian population. They have higher rates of mental health conditions, chronic conditions, communicable disease, acquired brain injury, tobacco smoking, high-risk alcohol consumption, recent illicit drug use, and recent injecting drug use than the general population (AIHW 2026). As described by Haney (2003), the implication of incarceration on the individual often causes long-term consequences due to experiencing pain, deprivation, and extremely atypical patterns and norms of living and interacting with others, which is dysfunctional in periods post-incarceration. He argues that individuals are forced to quickly adapt to the institutional routine, where they are deprived of privacy and liberty, subjected to a diminished, stigmatised status, and live in sparse material conditions which overall are stressful and unpleasant for the individual (Haney, 2003). ===Mental disorder and incarceration=== The relationship between poor mental health and engagement with the justice system is well established (Harrison et al., 2024). The prevalence of mental disorder among the general prison population is much higher than in the community, but there are complex links between incarceration, social adversity and poor mental health for Indigenous people (Shepherd et al., 2016). Indigenous Australians are incarcerated at a disproportionately high rate compared to non-indigenous Australians (ABS, 2026). In Hefferen et al.,’s (2012) study estimating the prevalence of mental disorder in a representative sample of Aboriginal and Torres Strait Islander people in Queensland prisons, the 12 month prevalence of mental disorder was 73% among men and 86% among women. Anxiety, depression, and psychosis, are particularly high in women (Heffernan et al., 2012). Research shows that individuals who experience several forms of disadvantage such as racism and gender discrimination, are more likely to experience poor health (Bastos et al., 2018). ===Trauma and PTSD=== Significantly lower health statistics, social impoverishment, and inequity are factors which have contributed to the over-representation of Indigenous Australian's in Australian prisons, and are significantly impacted by the targeted discrimination and intergenerational trauma which has undermined the health and wellbeing of Indigenous Australians (Kendall, 2020). The relationship between intergenerational trauma, mental disorders and poor SEWB in Indigenous Australians is incredibly complex, impacted by colonisation, the forced removal of children from their families (the stolen generation), and immense systemic disadvantage (Berger & Sarnyai, 2015; Brown, 2012; Sherwood, 2013) * Heffernan et al. (2015) found 12-month prevalence rates of PTSD to be 12.1% among Indigenous men, and 32.3% among Indigenous women in custody. Individuals with PTSD are more likely to experience other mental diorder, suicidal thoughts across the lifespan, suicide attempts, and high rates of intoxication at the time of arrest, in comparison to those without (Heffernan, 2015). Despite this fact, 58.9% of the participants had never accessed mental health care before incarceration. * Potential limitations to these statistics is that they are cross-sectional, therefore it is undetermined whether prison caused the disorder or if the study focalised on people who had pre-existing mental health disorders. * Diagnostic interviews of similiar format used in this study, were developed in western settings and potentially misread culturally specific expressions of distress (Gee et al., 2014). =====Quiz===== <quiz display=simple> {Why is the relationship between incarceration and Indigenous emotional wellbeing described as bidirectional? |type="()"} + Because poor wellbeing and disadvantage increases the risk of imprisonment, and therefore imprisonment further damages wellbeing. - Because prison improves overall wellbeing for some, and harms wellbeing for others. </quiz> ==Social and Emotional Wellbeing== '''Focus question:''' ''What is the Social and Emotional Wellbeing (SEWB) model?'' Social and Emotional Wellbeing (SEWB) is a stepped care model which is dedicated to focalising Aboriginal and Torres Strait Islander social and emotional wellbeing and mental health. The term social and emotional wellbeing (SEWB) is used by many Aboriginal and Torres Strait Islander people to describe the social, emotional, spiritual, and cultural wellbeing of a person (Gee et al., 2014). According to Gee et al., (2014), SEWB is the preferred term used to describe an individual's wellbeing as it corresponds with a holistic view of health, compared to using terms such as mental health and mental illness as it is perceived as medical terms that focalise on problems, and do not properly describe all the factors that make up and influence wellbeing. The SEWB model was merticulously designed by Aboriginal psychologists and communities to make indigenous understatndings and the history of colonisaton, central to how wellbeing is assessed and supported within healthcare and institutions (Dudgeon & Walker, 2015). The SEWB framework has nine principles that define the concept of SEWB: # Aboriginal and Torres Strait Islander health is viewed in a holistic context that encompasses mental, physical, cultural, and spiritual health. Land is central to wellbeing. The disruption of these interrelations will result in Aboriginal and Torres Strait Islander ill health (Dudgeon et al., 2014, p. xxiv). # Self-determination is central to the provision of Aboriginal and Torres Strait Islander health services (Dudgeon et al., 2014, p. xxiv). # Culturally valid understandings must inform the provision of services and must guide assessment, care, and management of Aboriginal and Torres Strait Islander peoples health problems generally, and mental health problems in particular (Dudgeon et al., 2014, p. xxiv). # Trauma and loss which has been present since European invasion are a direct outcome of the disruption to cultural wellbeing. Trauma and loss of this magnitude continue to have intergenerational effects. This concept must be recognised (Dudgeon et al., 2014, p. xxiv). # The human rights of Aboriginal and Torres Strait Islander peoples must be recognised and respected. Human rights relevant to mental illness must be specifically addressed (Dudgeon et al., 2014, p. xxiv). # Racism, stigma, environmental adversity and social disadvantage constitute ongoing stressors and have negative impacts on Aboriginal and Torres Strait Islander people's mental health and wellbeing (Dudgeon et al., 2014, p. xxiv). # Recognition of the centrality of Aboriginal and Torres Strait Islander family and kinship must be recognised as well as the broader concepts of family and the bonds of reciprocal affection, responsibility and sharing (Dudgeon et al., 2014, p. xxiv). # Aboriginal or Torres Strait Islander culture or groups are not singular, but rather hundreds of groupings, languages, kinships, tribes, and ways of living and being. Aboriginal or Torres Strait Islander peoples may currently live in urban, rural, or remote settings, in urbanised, traditional, or other lifestyles and frequently move between these ways of living (Dudgeon et al., 2014, p. xxiv). # Aboriginal and Torres Strait Islander peoples have great strengths, creativity, and endurance and a deep understanding of the relationships between human beings and their environment (Dudgeon et al., 2014, p. xxiv). [[File:Determinants of social and emotional wellbeing.png|thumb|300px|'''Figure 2'''. Determinants of social and emotional wellbeing. Adapted from [Dudgeon & Walker, 2015].]] Figure 2, displays that the SEWB of individuals, families and communities are shaped by connections to body, mind and emotions, family and kinship, community, culture, land, and spirituality. ‘Connection’ refers to the diverse ways in which people experience and express these various domains of SEWB throughout the course of their lives. The nature of these connections are affected by the differentiation of needs across the lifespan (childhood, youth, adulthood, and old age) (Gee et al., 2014, p. 57). The disruption of these connections can result in higher likeliness of experiencing poorer SEWB (Gee et al., 2014, p. 58). The outermost ring displayed in the model (see Figure 2.) acknowledges the ways which social determinants (such as income and housing), and historical determinants (such as colonisation and child removal) shape connections (Gee et al., 2014, p.58). ==How incarceration affects SEWB domains== '''Focus question:''' ''How does incarceration affect the domains of social and emotional wellbeing?'' By design, prison is an environment of disconnection which centres westernised conceptualisations of knowing and being (Leeson et al., 2016). Incarceration disrupts the SEWB domains of Aboriginal and Torres Strait Islander peoples by forcing individuals into an environment which is inherently misaligned with a holistic view of health and well-being, and Indigenous structures of law and lore. Incarceration also impacts support networks, individual autonomy, and inflicts psychological trauma which disrupts elements of health during and after imprisonment (Cunha et al., 2023). Historically, colonisation has impacted Indigenous lives through disease, massacre, dispossession of lands, relocation, forced labor, removal of children, and enforced cultural assimilation (Battams et al., 2021), and to this day, the nature of incarceration reproduces the same trauma and losses Indigenous people have experience generationally (Kendall et al., 2019). Kendall et al.’s (2019) in qualitative interviews with incarcerated Aboriginal women, found that they have holistic, culturally specific conceptualisations on their health, and what they believe it means to be healthy. However, it was evident in their stories that maintaining positive health and SEWB in prison, as well as access to appropriate health care, is challenging (Kendall et al., 2019).   Correctional facilities can frequently exacerbate pre-existing mental health conditions, such as major depression, severe anxiety, and bipolar disorder (Cunha et al., 2023). In 2025, 57% of incarcerated individuals reported having been told they had a mental health condition at some point during their lives (Australian Institute of Health and Welfare, 2024). ==Connection to community== The implication of incarceration on family, kinship, and community affects connection through the physical separation of people from their families and communities. For many Aboriginal women, one of the most distressing outcomes of incarceration is the removal of their children (Kendall et al., 2019). Through the SEWB model, connection to family and kinship, and wellbeing are directly linked, the harm that separation has extends to the wellbeing of the broader community. ==Connection to country== With reference to opening case study, not only is incarceration and the criminal justice system preventing cultural agency for Indigenous Australians, but it is complicit in the cultural discrimination of Aboriginal lore and culture (Larkin, 2021). Prison removes people from country and this action prevents their participation or attendance (in/to) cultural practices (ceremonies, obligations etc). In line with the SEWB model, prison disrupts the connection an individual has to their culture and spirit. ==Connection to body, mind, and emotions== Incarceration manifests stress, poor health, and produces numerous barriers to accessing adequate healthcare which impacts mind and body of the individual (Quandt & Jones, 2021). Aboriginal women in custody have holistic conceptualisations of their health and have a proactive approach to what it means to be healthy, but report failing to be listened to, experiencing stereotyping, and recieving overall poorer care than non-indigenous women in custody (Kendall et al., 2020). The implication that racism and discriminiation has on mental health alone is associated with poorer mental health, including experiencing depression, anxiety, and psychological distress (Paradies et al., 2020). In the prison environment, the loss of connection and overall how people are treated can cause emotional impairment. ==Emotional and mental wellbeing== ===Why the Social and Emotional Wellbeing model?=== '''Focus Question:''' ''What does the Social and Emotional Wellbeing model contribute that Westernised frameworks don't?'' * Western definitions of mental health do not align with Aboriginal perspectives of health and wellbeing which endorse a more holistic approach to their conceptualisation (Harrison, 2021). ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Future directions/recommendations== Note: this section could be added to discuss future directions, and ways to improve the emotional wellbeing of Indigenous Australians in custody. ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) * [https://en.wikipedia.org/wiki/Indigenous_Australians_and_crime Indigenous incarceration] * [https://en.wikipedia.org/wiki/Closing_the_Gap Closing the gap] ==References== {{Hanging indent|1= Australian Bureau of Statistics. (2025). ''Corrective services, Australia, March quarter 2025''. https://www.abs.gov.au/statistics/people/crime-and-justice/corrective-services-australia/latest-release Australian Institute of Health and Welfare. (2025). ''Social and emotional wellbeing''. https://www.aihw.gov.au/reports/indigenous-mental-health-suicide-prevention/social-emotional-wellbeing Battams, S., Delany-Crowe, T., Fisher, M., Wright, L., Krieg, A., McDermott, D., & Baum, F. (2021). Applying crime prevention and health promotion frameworks to the problem of high incarceration rates for Aboriginal and Torres Strait Islander populations: Lessons from a case study from Victoria. ''International Indigenous Policy Journal'', ''12''(2), 1–29. https://doi.org/10.18584/iipj.2021.12.2.10208 Department of the Prime Minister and Cabinet. (2017, April 4). ''National strategic framework for Aboriginal and Torres Strait Islander peoples' mental health and social and emotional wellbeing 2017–2023''. Australian Indigenous HealthInfoNet. https://healthinfonet.ecu.edu.au/key-resources/policies-and-strategies/33834/ Dudgeon, P. (2026, May 26). ''Pat Dudgeon AM FAPS on developing the social and emotional wellbeing model to support Indigenous communities''. Australian Psychological Society. https://psychology.org.au/insights/pat-dudgeon-am-sewb-model Dudgeon, P., & Walker, R. (2015). Decolonising Australian psychology: Discourses, strategies, and practice. ''Journal of Social and Political Psychology'', ''3''(1). https://doi.org/10.5964/jspp.v3i1.4857 }} ==External links== * [https://www.aihw.gov.au/reports/indigenous-australians/closing-the-gap-targets-key-findings-implications/contents/criminal-justice Closing the Gap targets: Key findings – Criminal justice] (Australian Institute of Health and Welfare) * [https://www.myiacfp.org/the-relationship-between-justice-system-involvement-and-the-social-and-emotional-wellbeing-sewb-of-aboriginal-and-torres-strait-islander-youth/ The relationship between justice system involvement and the social and emotional wellbeing (SEWB) of Aboriginal and Torres Strait Islander youth] (IACFP) * [https://bugmybarbook.org.au/chapters/imprisonment/ Imprisonment] (Bugmy Bar Book) * [https://theconversation.com/excessive-strip-searching-shines-light-on-discrimination-of-aboriginal-women-in-the-criminal-justice-system-163969 Excessive strip searching shines light on discrimination of Aboriginal women in the criminal justice system] (The Conversation) * [https://www.smh.com.au/national/nsw/aboriginal-girl-fights-to-exclude-men-from-seeing-strip-search-footage-20200310-p548pu.html Aboriginal girl fights to exclude men from seeing strip search footage] (Sydney Morning Herald) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Indigenous/Australian]] 2jcrovts0ic9w7xdh2bmwb9mkzk9tjv 2841584 2841577 2026-10-19T21:11:43Z Lilfish215 3107244 /* Emotional and mental wellbeing */ 2841584 wikitext text/x-wiki {{title|Emotional effects of incarceration on Indigenous Australians:<br>What are the emotional effects of incarceration on Indigenous Australians? }} __TOC__ ==Overview== {{RoundBoxTop|theme=12}} [[File:Kakadu (AU), Kakadu National Park, Anbangbang Rock Shelter -- 2019 -- 4106.jpg|thumb|250px|'''Figure 1'''. Emotional wellbeing for Indigenous Australians is viewed as health, connected with the land, culture, and community.]] ; Case study In January of 2021, an unnamed incarcerated Aboriginal woman on remand at the [[w:Alexander Maconochie Centre|Alexander Maconochie Centre in the ACT]] was allegedly strip searched by four guards in riot gear, within view of male detainees (Larkin, 2021). The woman is a victim of a previous sexual assault. This case, amongst others, has caused concern among health care professionals who work with Aboriginal women detainees (Larkin, 2021). For many First Nations communities, the showing of a woman's sensitive body parts is considered sacred to women's business (Thompson & Archibald-Binge, 2020). This lore and culture has been practised for thousands of years. The separation of men's and women's business, and strict traditions and customs is central to many [[w:Australian Aboriginal culture|Aboriginal cultures]]. The conduct and nature of these traditions recognises and respects particular roles, ceremony and lore sacred to men and women (Sydney Nature Team, 2025). The customs and practices within men's and women's business are strict and if the rules are broken, harsh punishment is to follow. "If women's business is conducted in front of males, cultural shame is likely to be the result. This is extremely distressing and would stay with the woman for a long time," (Thompson & Archibald-Binge, 2020). This local case, alongside many others, acknowledges how the absence of cultural safety within institutional practice can undermine Indigenous wellbeing. This chapter explores the social and emotional wellbeing model and the emotional effects of incarceration on Indigenous Australians. {{RoundBoxBottom}} * Aboriginal and Torres Strait Islander (First Nations) people are recognised as the oldest continuous cultures on earth (Commonwealth of Australia 2017). * Indigenous Australians are incarcerated at a disproportionately high rate, accounting for 37% of all persons in custody as of March 2025 (ABS, 2025). * "Research shows that imprisonment has negative impacts on the physical and mental health of incarcerated individuals, and these impacts persist after release." - (Impacts of Imprisonment | Bugmy Bar Book, 2023) {{ic|Include page numbers for quotes (APA style)}} * Incarceration significantly implicates{{huh}} the cultural and relational connections to land and kin which are directly correlational with wellbeing for many Indigenous Australians. * Introduction to the model/theory: Social and Emotional Wellbeing (SEWB) model was developed to support and strengthen Indigenous mental health --> The SEWB model is a holistic, multi-dimensional concept of wellbeing which takes into account the impacts of the history of colonisation (Dudgeon, 2026). * How incarceration negatively impacts Indigenous emotional wellbeing --> which also affects mental health. * The SEWB model recognises that connection to land, sea, culture, and spirituality contribute to wellbeing. * Incarceration affects SEWB domains --> physical separation from family members, restricted cultural practice, removal from country. * Why does this matter? ...Access to culturally safe, responsive, and person-centred services is essential to improving the emotional wellbeing of Indigenous Australians in custody (Department of the Prime Minister and Cabinet, 2017). --> Essential that psychological science be informed by Indigenous understandings of wellbeing. {{RoundBoxTop|theme=11}} '''Focus questions''' * What is the relationship between incarceration and the emotional wellbeing of Indigenous Australians? * What broader factors are affected by high rates of offending and imprisonment among First Nations people? * What is the Social and Emotional Wellbeing (SEWB) model? * How does incarceration affect the domains of social and emotional wellbeing? * What does the Social and Emotional Wellbeing model contribute that westernised frameworks don't? {{RoundBoxBottom}} ==Incarceration and emotional wellbeing== '''Focus question:''' ''What is the relationship between incarceration and the emotional wellbeing of Indigenous Australians?'' The relationship between incarceration and the emotional wellbeing of Indigenous Australians is bidirectional. Targeted discrimination and intergenerational trauma have undermined the health and wellbeing of Australia’s Aboriginal and Torres Strait Islander population, which directly leads to significantly poorer health status, social impoverishment and inequity resulting in the over-representation of Aboriginal people in Australian prisons” (Kendall et al., 2020). The relationship between poor mental health and contact with the criminal justice system is well established, and systemic issues in the criminal justice system can intensify mental health problems (Harrison et al., 2024). In 2021, the census-based estimated resident population of Aboriginal and Torres Strait Islander peoples was 3.8% of the total Australian population (ABS). In the June quarter of 2026, there were 18,396 Aboriginal and Torres Strait Islander prisoners, which accounts for 37% of the custodial population in Australia (Australian Bureau of Statistics [ABS], 2026). People in prison are disproportionately affected by poorer physical, mental, and social outcomes, with greater healthcare needs than the broader Australian population. They have higher rates of mental health conditions, chronic conditions, communicable disease, acquired brain injury, tobacco smoking, high-risk alcohol consumption, recent illicit drug use, and recent injecting drug use than the general population (AIHW 2026). As described by Haney (2003), the implication of incarceration on the individual often causes long-term consequences due to experiencing pain, deprivation, and extremely atypical patterns and norms of living and interacting with others, which is dysfunctional in periods post-incarceration. He argues that individuals are forced to quickly adapt to the institutional routine, where they are deprived of privacy and liberty, subjected to a diminished, stigmatised status, and live in sparse material conditions which overall are stressful and unpleasant for the individual (Haney, 2003). ===Mental disorder and incarceration=== The relationship between poor mental health and engagement with the justice system is well established (Harrison et al., 2024). The prevalence of mental disorder among the general prison population is much higher than in the community, but there are complex links between incarceration, social adversity and poor mental health for Indigenous people (Shepherd et al., 2016). Indigenous Australians are incarcerated at a disproportionately high rate compared to non-indigenous Australians (ABS, 2026). In Hefferen et al.,’s (2012) study estimating the prevalence of mental disorder in a representative sample of Aboriginal and Torres Strait Islander people in Queensland prisons, the 12 month prevalence of mental disorder was 73% among men and 86% among women. Anxiety, depression, and psychosis, are particularly high in women (Heffernan et al., 2012). Research shows that individuals who experience several forms of disadvantage such as racism and gender discrimination, are more likely to experience poor health (Bastos et al., 2018). ===Trauma and PTSD=== Significantly lower health statistics, social impoverishment, and inequity are factors which have contributed to the over-representation of Indigenous Australian's in Australian prisons, and are significantly impacted by the targeted discrimination and intergenerational trauma which has undermined the health and wellbeing of Indigenous Australians (Kendall, 2020). The relationship between intergenerational trauma, mental disorders and poor SEWB in Indigenous Australians is incredibly complex, impacted by colonisation, the forced removal of children from their families (the stolen generation), and immense systemic disadvantage (Berger & Sarnyai, 2015; Brown, 2012; Sherwood, 2013) * Heffernan et al. (2015) found 12-month prevalence rates of PTSD to be 12.1% among Indigenous men, and 32.3% among Indigenous women in custody. Individuals with PTSD are more likely to experience other mental diorder, suicidal thoughts across the lifespan, suicide attempts, and high rates of intoxication at the time of arrest, in comparison to those without (Heffernan, 2015). Despite this fact, 58.9% of the participants had never accessed mental health care before incarceration. * Potential limitations to these statistics is that they are cross-sectional, therefore it is undetermined whether prison caused the disorder or if the study focalised on people who had pre-existing mental health disorders. * Diagnostic interviews of similiar format used in this study, were developed in western settings and potentially misread culturally specific expressions of distress (Gee et al., 2014). =====Quiz===== <quiz display=simple> {Why is the relationship between incarceration and Indigenous emotional wellbeing described as bidirectional? |type="()"} + Because poor wellbeing and disadvantage increases the risk of imprisonment, and therefore imprisonment further damages wellbeing. - Because prison improves overall wellbeing for some, and harms wellbeing for others. </quiz> ==Social and Emotional Wellbeing== '''Focus question:''' ''What is the Social and Emotional Wellbeing (SEWB) model?'' Social and Emotional Wellbeing (SEWB) is a stepped care model which is dedicated to focalising Aboriginal and Torres Strait Islander social and emotional wellbeing and mental health. The term social and emotional wellbeing (SEWB) is used by many Aboriginal and Torres Strait Islander people to describe the social, emotional, spiritual, and cultural wellbeing of a person (Gee et al., 2014). According to Gee et al., (2014), SEWB is the preferred term used to describe an individual's wellbeing as it corresponds with a holistic view of health, compared to using terms such as mental health and mental illness as it is perceived as medical terms that focalise on problems, and do not properly describe all the factors that make up and influence wellbeing. The SEWB model was merticulously designed by Aboriginal psychologists and communities to make indigenous understatndings and the history of colonisaton, central to how wellbeing is assessed and supported within healthcare and institutions (Dudgeon & Walker, 2015). The SEWB framework has nine principles that define the concept of SEWB: # Aboriginal and Torres Strait Islander health is viewed in a holistic context that encompasses mental, physical, cultural, and spiritual health. Land is central to wellbeing. The disruption of these interrelations will result in Aboriginal and Torres Strait Islander ill health (Dudgeon et al., 2014, p. xxiv). # Self-determination is central to the provision of Aboriginal and Torres Strait Islander health services (Dudgeon et al., 2014, p. xxiv). # Culturally valid understandings must inform the provision of services and must guide assessment, care, and management of Aboriginal and Torres Strait Islander peoples health problems generally, and mental health problems in particular (Dudgeon et al., 2014, p. xxiv). # Trauma and loss which has been present since European invasion are a direct outcome of the disruption to cultural wellbeing. Trauma and loss of this magnitude continue to have intergenerational effects. This concept must be recognised (Dudgeon et al., 2014, p. xxiv). # The human rights of Aboriginal and Torres Strait Islander peoples must be recognised and respected. Human rights relevant to mental illness must be specifically addressed (Dudgeon et al., 2014, p. xxiv). # Racism, stigma, environmental adversity and social disadvantage constitute ongoing stressors and have negative impacts on Aboriginal and Torres Strait Islander people's mental health and wellbeing (Dudgeon et al., 2014, p. xxiv). # Recognition of the centrality of Aboriginal and Torres Strait Islander family and kinship must be recognised as well as the broader concepts of family and the bonds of reciprocal affection, responsibility and sharing (Dudgeon et al., 2014, p. xxiv). # Aboriginal or Torres Strait Islander culture or groups are not singular, but rather hundreds of groupings, languages, kinships, tribes, and ways of living and being. Aboriginal or Torres Strait Islander peoples may currently live in urban, rural, or remote settings, in urbanised, traditional, or other lifestyles and frequently move between these ways of living (Dudgeon et al., 2014, p. xxiv). # Aboriginal and Torres Strait Islander peoples have great strengths, creativity, and endurance and a deep understanding of the relationships between human beings and their environment (Dudgeon et al., 2014, p. xxiv). [[File:Determinants of social and emotional wellbeing.png|thumb|300px|'''Figure 2'''. Determinants of social and emotional wellbeing. Adapted from [Dudgeon & Walker, 2015].]] Figure 2, displays that the SEWB of individuals, families and communities are shaped by connections to body, mind and emotions, family and kinship, community, culture, land, and spirituality. ‘Connection’ refers to the diverse ways in which people experience and express these various domains of SEWB throughout the course of their lives. The nature of these connections are affected by the differentiation of needs across the lifespan (childhood, youth, adulthood, and old age) (Gee et al., 2014, p. 57). The disruption of these connections can result in higher likeliness of experiencing poorer SEWB (Gee et al., 2014, p. 58). The outermost ring displayed in the model (see Figure 2.) acknowledges the ways which social determinants (such as income and housing), and historical determinants (such as colonisation and child removal) shape connections (Gee et al., 2014, p.58). ==How incarceration affects SEWB domains== '''Focus question:''' ''How does incarceration affect the domains of social and emotional wellbeing?'' By design, prison is an environment of disconnection which centres westernised conceptualisations of knowing and being (Leeson et al., 2016). Incarceration disrupts the SEWB domains of Aboriginal and Torres Strait Islander peoples by forcing individuals into an environment which is inherently misaligned with a holistic view of health and well-being, and Indigenous structures of law and lore. Incarceration also impacts support networks, individual autonomy, and inflicts psychological trauma which disrupts elements of health during and after imprisonment (Cunha et al., 2023). Historically, colonisation has impacted Indigenous lives through disease, massacre, dispossession of lands, relocation, forced labor, removal of children, and enforced cultural assimilation (Battams et al., 2021), and to this day, the nature of incarceration reproduces the same trauma and losses Indigenous people have experience generationally (Kendall et al., 2019). Kendall et al.’s (2019) in qualitative interviews with incarcerated Aboriginal women, found that they have holistic, culturally specific conceptualisations on their health, and what they believe it means to be healthy. However, it was evident in their stories that maintaining positive health and SEWB in prison, as well as access to appropriate health care, is challenging (Kendall et al., 2019).   Correctional facilities can frequently exacerbate pre-existing mental health conditions, such as major depression, severe anxiety, and bipolar disorder (Cunha et al., 2023). In 2025, 57% of incarcerated individuals reported having been told they had a mental health condition at some point during their lives (Australian Institute of Health and Welfare, 2024). ==Connection to community== The implication of incarceration on family, kinship, and community affects connection through the physical separation of people from their families and communities. For many Aboriginal women, one of the most distressing outcomes of incarceration is the removal of their children (Kendall et al., 2019). Through the SEWB model, connection to family and kinship, and wellbeing are directly linked, the harm that separation has extends to the wellbeing of the broader community. ==Connection to country== With reference to opening case study, not only is incarceration and the criminal justice system preventing cultural agency for Indigenous Australians, but it is complicit in the cultural discrimination of Aboriginal lore and culture (Larkin, 2021). Prison removes people from country and this action prevents their participation or attendance (in/to) cultural practices (ceremonies, obligations etc). In line with the SEWB model, prison disrupts the connection an individual has to their culture and spirit. ==Connection to body, mind, and emotions== Incarceration manifests stress, poor health, and produces numerous barriers to accessing adequate healthcare which impacts mind and body of the individual (Quandt & Jones, 2021). Aboriginal women in custody have holistic conceptualisations of their health and have a proactive approach to what it means to be healthy, but report failing to be listened to, experiencing stereotyping, and recieving overall poorer care than non-indigenous women in custody (Kendall et al., 2020). The implication that racism and discriminiation has on mental health alone is associated with poorer mental health, including experiencing depression, anxiety, and psychological distress (Paradies et al., 2020). In the prison environment, the loss of connection and overall how people are treated can cause emotional impairment. ==Emotional and mental wellbeing== ===Why the Social and Emotional Wellbeing model?=== '''Focus Question:''' ''What does the Social and Emotional Wellbeing model contribute that Westernised frameworks don't?'' The SEWB model supports that culture is a predictor of wellbeing. For Indigenous Australian's who are a part of the custodial population, cultural engagement is significantly associated with non-recidivism (Shepherd et al., 2017). Prisons do not adequately address factors linked to future reoffending such as substance use, psychological distress, threatening behaviour, or poor treatment adhearance (Shepherd et al., 2016). Applying equal treatment and providing everyone with the same treatment and access to healthcare services is inadequate for incarcerated Indigenous people who have greater needs (Kendall et al., 2020). * Western definitions of mental health do not align with Aboriginal perspectives of health and wellbeing which endorse a more holistic approach to their conceptualisation (Harrison, 2021). ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Future directions/recommendations== Note: this section could be added to discuss future directions, and ways to improve the emotional wellbeing of Indigenous Australians in custody. ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) * [https://en.wikipedia.org/wiki/Indigenous_Australians_and_crime Indigenous incarceration] * [https://en.wikipedia.org/wiki/Closing_the_Gap Closing the gap] ==References== {{Hanging indent|1= Australian Bureau of Statistics. (2025). ''Corrective services, Australia, March quarter 2025''. https://www.abs.gov.au/statistics/people/crime-and-justice/corrective-services-australia/latest-release Australian Institute of Health and Welfare. (2025). ''Social and emotional wellbeing''. https://www.aihw.gov.au/reports/indigenous-mental-health-suicide-prevention/social-emotional-wellbeing Battams, S., Delany-Crowe, T., Fisher, M., Wright, L., Krieg, A., McDermott, D., & Baum, F. (2021). Applying crime prevention and health promotion frameworks to the problem of high incarceration rates for Aboriginal and Torres Strait Islander populations: Lessons from a case study from Victoria. ''International Indigenous Policy Journal'', ''12''(2), 1–29. https://doi.org/10.18584/iipj.2021.12.2.10208 Department of the Prime Minister and Cabinet. (2017, April 4). ''National strategic framework for Aboriginal and Torres Strait Islander peoples' mental health and social and emotional wellbeing 2017–2023''. Australian Indigenous HealthInfoNet. https://healthinfonet.ecu.edu.au/key-resources/policies-and-strategies/33834/ Dudgeon, P. (2026, May 26). ''Pat Dudgeon AM FAPS on developing the social and emotional wellbeing model to support Indigenous communities''. Australian Psychological Society. https://psychology.org.au/insights/pat-dudgeon-am-sewb-model Dudgeon, P., & Walker, R. (2015). Decolonising Australian psychology: Discourses, strategies, and practice. ''Journal of Social and Political Psychology'', ''3''(1). https://doi.org/10.5964/jspp.v3i1.4857 }} ==External links== * [https://www.aihw.gov.au/reports/indigenous-australians/closing-the-gap-targets-key-findings-implications/contents/criminal-justice Closing the Gap targets: Key findings – Criminal justice] (Australian Institute of Health and Welfare) * [https://www.myiacfp.org/the-relationship-between-justice-system-involvement-and-the-social-and-emotional-wellbeing-sewb-of-aboriginal-and-torres-strait-islander-youth/ The relationship between justice system involvement and the social and emotional wellbeing (SEWB) of Aboriginal and Torres Strait Islander youth] (IACFP) * [https://bugmybarbook.org.au/chapters/imprisonment/ Imprisonment] (Bugmy Bar Book) * [https://theconversation.com/excessive-strip-searching-shines-light-on-discrimination-of-aboriginal-women-in-the-criminal-justice-system-163969 Excessive strip searching shines light on discrimination of Aboriginal women in the criminal justice system] (The Conversation) * [https://www.smh.com.au/national/nsw/aboriginal-girl-fights-to-exclude-men-from-seeing-strip-search-footage-20200310-p548pu.html Aboriginal girl fights to exclude men from seeing strip search footage] (Sydney Morning Herald) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Indigenous/Australian]] tgsfl7nwvx1vbt9cefe68qg7bd265p2 2841585 2841584 2026-10-19T21:16:34Z Lilfish215 3107244 2841585 wikitext text/x-wiki {{title|Emotional effects of incarceration on Indigenous Australians:<br>What are the emotional effects of incarceration on Indigenous Australians? }} __TOC__ ==Overview== {{RoundBoxTop|theme=12}} [[File:Kakadu (AU), Kakadu National Park, Anbangbang Rock Shelter -- 2019 -- 4106.jpg|thumb|250px|'''Figure 1'''. Emotional wellbeing for Indigenous Australians is viewed as health, connected with the land, culture, and community.]] ; Case study In January of 2021, an unnamed incarcerated Aboriginal woman on remand at the [[w:Alexander Maconochie Centre|Alexander Maconochie Centre in the ACT]] was allegedly strip searched by four guards in riot gear, within view of male detainees (Larkin, 2021). The woman is a victim of a previous sexual assault. This case, amongst others, has caused concern among health care professionals who work with Aboriginal women detainees (Larkin, 2021). For many First Nations communities, the showing of a woman's sensitive body parts is considered sacred to women's business (Thompson & Archibald-Binge, 2020). This lore and culture has been practised for thousands of years. The separation of men's and women's business, and strict traditions and customs is central to many [[w:Australian Aboriginal culture|Aboriginal cultures]]. The conduct and nature of these traditions recognises and respects particular roles, ceremony and lore sacred to men and women (Sydney Nature Team, 2025). The customs and practices within men's and women's business are strict and if the rules are broken, harsh punishment is to follow. "If women's business is conducted in front of males, cultural shame is likely to be the result. This is extremely distressing and would stay with the woman for a long time," (Thompson & Archibald-Binge, 2020). This local case, alongside many others, acknowledges how the absence of cultural safety within institutional practice can undermine Indigenous wellbeing. This chapter explores the social and emotional wellbeing model and the emotional effects of incarceration on Indigenous Australians. {{RoundBoxBottom}} * Aboriginal and Torres Strait Islander (First Nations) people are recognised as the oldest continuous cultures on earth (Commonwealth of Australia 2017). * Indigenous Australians are incarcerated at a disproportionately high rate, accounting for 37% of all persons in custody as of March 2025 (ABS, 2025). * "Research shows that imprisonment has negative impacts on the physical and mental health of incarcerated individuals, and these impacts persist after release." - (Impacts of Imprisonment | Bugmy Bar Book, 2023) {{ic|Include page numbers for quotes (APA style)}} * Incarceration significantly implicates{{huh}} the cultural and relational connections to land and kin which are directly correlational with wellbeing for many Indigenous Australians. * Introduction to the model/theory: Social and Emotional Wellbeing (SEWB) model was developed to support and strengthen Indigenous mental health --> The SEWB model is a holistic, multi-dimensional concept of wellbeing which takes into account the impacts of the history of colonisation (Dudgeon, 2026). * How incarceration negatively impacts Indigenous emotional wellbeing --> which also affects mental health. * The SEWB model recognises that connection to land, sea, culture, and spirituality contribute to wellbeing. * Incarceration affects SEWB domains --> physical separation from family members, restricted cultural practice, removal from country. * Why does this matter? ...Access to culturally safe, responsive, and person-centred services is essential to improving the emotional wellbeing of Indigenous Australians in custody (Department of the Prime Minister and Cabinet, 2017). --> Essential that psychological science be informed by Indigenous understandings of wellbeing. {{RoundBoxTop|theme=11}} '''Focus questions''' * What is the relationship between incarceration and the emotional wellbeing of Indigenous Australians? * What broader factors are affected by high rates of offending and imprisonment among First Nations people? * What is the Social and Emotional Wellbeing (SEWB) model? * How does incarceration affect the domains of social and emotional wellbeing? * What does the Social and Emotional Wellbeing model contribute that westernised frameworks don't? {{RoundBoxBottom}} ==Incarceration and emotional wellbeing== '''Focus question:''' ''What is the relationship between incarceration and the emotional wellbeing of Indigenous Australians?'' The relationship between incarceration and the emotional wellbeing of Indigenous Australians is bidirectional. Targeted discrimination and intergenerational trauma have undermined the health and wellbeing of Australia’s Aboriginal and Torres Strait Islander population, which directly leads to significantly poorer health status, social impoverishment and inequity resulting in the over-representation of Aboriginal people in Australian prisons” (Kendall et al., 2020). The relationship between poor mental health and contact with the criminal justice system is well established, and systemic issues in the criminal justice system can intensify mental health problems (Harrison et al., 2024). In 2021, the census-based estimated resident population of Aboriginal and Torres Strait Islander peoples was 3.8% of the total Australian population (ABS). In the June quarter of 2026, there were 18,396 Aboriginal and Torres Strait Islander prisoners, which accounts for 37% of the custodial population in Australia (Australian Bureau of Statistics [ABS], 2026). People in prison are disproportionately affected by poorer physical, mental, and social outcomes, with greater healthcare needs than the broader Australian population. They have higher rates of mental health conditions, chronic conditions, communicable disease, acquired brain injury, tobacco smoking, high-risk alcohol consumption, recent illicit drug use, and recent injecting drug use than the general population (AIHW 2026). As described by Haney (2003), the implication of incarceration on the individual often causes long-term consequences due to experiencing pain, deprivation, and extremely atypical patterns and norms of living and interacting with others, which is dysfunctional in periods post-incarceration. He argues that individuals are forced to quickly adapt to the institutional routine, where they are deprived of privacy and liberty, subjected to a diminished, stigmatised status, and live in sparse material conditions which overall are stressful and unpleasant for the individual (Haney, 2003). ===Mental disorder and incarceration=== The relationship between poor mental health and engagement with the justice system is well established (Harrison et al., 2024). The prevalence of mental disorder among the general prison population is much higher than in the community, but there are complex links between incarceration, social adversity and poor mental health for Indigenous people (Shepherd et al., 2016). Indigenous Australians are incarcerated at a disproportionately high rate compared to non-indigenous Australians (ABS, 2026). In Hefferen et al.,’s (2012) study estimating the prevalence of mental disorder in a representative sample of Aboriginal and Torres Strait Islander people in Queensland prisons, the 12 month prevalence of mental disorder was 73% among men and 86% among women. Anxiety, depression, and psychosis, are particularly high in women (Heffernan et al., 2012). Research shows that individuals who experience several forms of disadvantage such as racism and gender discrimination, are more likely to experience poor health (Bastos et al., 2018). ===Trauma and PTSD=== Significantly lower health statistics, social impoverishment, and inequity are factors which have contributed to the over-representation of Indigenous Australian's in Australian prisons, and are significantly impacted by the targeted discrimination and intergenerational trauma which has undermined the health and wellbeing of Indigenous Australians (Kendall, 2020). The relationship between intergenerational trauma, mental disorders and poor SEWB in Indigenous Australians is incredibly complex, impacted by colonisation, the forced removal of children from their families (the stolen generation), and immense systemic disadvantage (Berger & Sarnyai, 2015; Brown, 2012; Sherwood, 2013) * Heffernan et al. (2015) found 12-month prevalence rates of PTSD to be 12.1% among Indigenous men, and 32.3% among Indigenous women in custody. Individuals with PTSD are more likely to experience other mental diorder, suicidal thoughts across the lifespan, suicide attempts, and high rates of intoxication at the time of arrest, in comparison to those without (Heffernan, 2015). Despite this fact, 58.9% of the participants had never accessed mental health care before incarceration. * Potential limitations to these statistics is that they are cross-sectional, therefore it is undetermined whether prison caused the disorder or if the study focalised on people who had pre-existing mental health disorders. * Diagnostic interviews of similiar format used in this study, were developed in western settings and potentially misread culturally specific expressions of distress (Gee et al., 2014). =====Quiz===== <quiz display=simple> {Why is the relationship between incarceration and Indigenous emotional wellbeing described as bidirectional? |type="()"} + Because poor wellbeing and disadvantage increases the risk of imprisonment, and therefore imprisonment further damages wellbeing. - Because prison improves overall wellbeing for some, and harms wellbeing for others. </quiz> ==Social and Emotional Wellbeing== '''Focus question:''' ''What is the Social and Emotional Wellbeing (SEWB) model?'' Social and Emotional Wellbeing (SEWB) is a stepped care model which is dedicated to focalising Aboriginal and Torres Strait Islander social and emotional wellbeing and mental health. The term social and emotional wellbeing (SEWB) is used by many Aboriginal and Torres Strait Islander people to describe the social, emotional, spiritual, and cultural wellbeing of a person (Gee et al., 2014). According to Gee et al., (2014), SEWB is the preferred term used to describe an individual's wellbeing as it corresponds with a holistic view of health, compared to using terms such as mental health and mental illness as it is perceived as medical terms that focalise on problems, and do not properly describe all the factors that make up and influence wellbeing. The SEWB model was merticulously designed by Aboriginal psychologists and communities to make indigenous understatndings and the history of colonisaton, central to how wellbeing is assessed and supported within healthcare and institutions (Dudgeon & Walker, 2015). The SEWB framework has nine principles that define the concept of SEWB: # Aboriginal and Torres Strait Islander health is viewed in a holistic context that encompasses mental, physical, cultural, and spiritual health. Land is central to wellbeing. The disruption of these interrelations will result in Aboriginal and Torres Strait Islander ill health (Dudgeon et al., 2014, p. xxiv). # Self-determination is central to the provision of Aboriginal and Torres Strait Islander health services (Dudgeon et al., 2014, p. xxiv). # Culturally valid understandings must inform the provision of services and must guide assessment, care, and management of Aboriginal and Torres Strait Islander peoples health problems generally, and mental health problems in particular (Dudgeon et al., 2014, p. xxiv). # Trauma and loss which has been present since European invasion are a direct outcome of the disruption to cultural wellbeing. Trauma and loss of this magnitude continue to have intergenerational effects. This concept must be recognised (Dudgeon et al., 2014, p. xxiv). # The human rights of Aboriginal and Torres Strait Islander peoples must be recognised and respected. Human rights relevant to mental illness must be specifically addressed (Dudgeon et al., 2014, p. xxiv). # Racism, stigma, environmental adversity and social disadvantage constitute ongoing stressors and have negative impacts on Aboriginal and Torres Strait Islander people's mental health and wellbeing (Dudgeon et al., 2014, p. xxiv). # Recognition of the centrality of Aboriginal and Torres Strait Islander family and kinship must be recognised as well as the broader concepts of family and the bonds of reciprocal affection, responsibility and sharing (Dudgeon et al., 2014, p. xxiv). # Aboriginal or Torres Strait Islander culture or groups are not singular, but rather hundreds of groupings, languages, kinships, tribes, and ways of living and being. Aboriginal or Torres Strait Islander peoples may currently live in urban, rural, or remote settings, in urbanised, traditional, or other lifestyles and frequently move between these ways of living (Dudgeon et al., 2014, p. xxiv). # Aboriginal and Torres Strait Islander peoples have great strengths, creativity, and endurance and a deep understanding of the relationships between human beings and their environment (Dudgeon et al., 2014, p. xxiv). [[File:Determinants of social and emotional wellbeing.png|thumb|300px|'''Figure 2'''. Determinants of social and emotional wellbeing. Adapted from [Dudgeon & Walker, 2015].]] Figure 2, displays that the SEWB of individuals, families and communities are shaped by connections to body, mind and emotions, family and kinship, community, culture, land, and spirituality. ‘Connection’ refers to the diverse ways in which people experience and express these various domains of SEWB throughout the course of their lives. The nature of these connections are affected by the differentiation of needs across the lifespan (childhood, youth, adulthood, and old age) (Gee et al., 2014, p. 57). The disruption of these connections can result in higher likeliness of experiencing poorer SEWB (Gee et al., 2014, p. 58). The outermost ring displayed in the model (see Figure 2.) acknowledges the ways which social determinants (such as income and housing), and historical determinants (such as colonisation and child removal) shape connections (Gee et al., 2014, p.58). ==How incarceration affects SEWB domains== '''Focus question:''' ''How does incarceration affect the domains of social and emotional wellbeing?'' By design, prison is an environment of disconnection which centres westernised conceptualisations of knowing and being (Leeson et al., 2016). Incarceration disrupts the SEWB domains of Aboriginal and Torres Strait Islander peoples by forcing individuals into an environment which is inherently misaligned with a holistic view of health and well-being, and Indigenous structures of law and lore. Incarceration also impacts support networks, individual autonomy, and inflicts psychological trauma which disrupts elements of health during and after imprisonment (Cunha et al., 2023). Historically, colonisation has impacted Indigenous lives through disease, massacre, dispossession of lands, relocation, forced labor, removal of children, and enforced cultural assimilation (Battams et al., 2021), and to this day, the nature of incarceration reproduces the same trauma and losses Indigenous people have experience generationally (Kendall et al., 2019). Kendall et al.’s (2019) in qualitative interviews with incarcerated Aboriginal women, found that they have holistic, culturally specific conceptualisations on their health, and what they believe it means to be healthy. However, it was evident in their stories that maintaining positive health and SEWB in prison, as well as access to appropriate health care, is challenging (Kendall et al., 2019).   Correctional facilities can frequently exacerbate pre-existing mental health conditions, such as major depression, severe anxiety, and bipolar disorder (Cunha et al., 2023). In 2025, 57% of incarcerated individuals reported having been told they had a mental health condition at some point during their lives (Australian Institute of Health and Welfare, 2024). ==Connection to community== The implication of incarceration on family, kinship, and community affects connection through the physical separation of people from their families and communities. For many Aboriginal women, one of the most distressing outcomes of incarceration is the removal of their children (Kendall et al., 2019). Through the SEWB model, connection to family and kinship, and wellbeing are directly linked, the harm that separation has extends to the wellbeing of the broader community. ==Connection to country== With reference to opening case study, not only is incarceration and the criminal justice system preventing cultural agency for Indigenous Australians, but it is complicit in the cultural discrimination of Aboriginal lore and culture (Larkin, 2021). Prison removes people from country and this action prevents their participation or attendance (in/to) cultural practices (ceremonies, obligations etc). In line with the SEWB model, prison disrupts the connection an individual has to their culture and spirit. ==Connection to body, mind, and emotions== Incarceration manifests stress, poor health, and produces numerous barriers to accessing adequate healthcare which impacts mind and body of the individual (Quandt & Jones, 2021). Aboriginal women in custody have holistic conceptualisations of their health and have a proactive approach to what it means to be healthy, but report failing to be listened to, experiencing stereotyping, and recieving overall poorer care than non-indigenous women in custody (Kendall et al., 2020). The implication that racism and discriminiation has on mental health alone is associated with poorer mental health, including experiencing depression, anxiety, and psychological distress (Paradies et al., 2020). In the prison environment, the loss of connection and overall how people are treated can cause emotional impairment. ==Emotional and mental wellbeing== ===Why the Social and Emotional Wellbeing model?=== '''Focus Question:''' ''What does the Social and Emotional Wellbeing model contribute that Westernised frameworks don't?'' The SEWB model supports that culture is a predictor of wellbeing. For Indigenous Australian's who are a part of the custodial population, cultural engagement is significantly associated with non-recidivism (Shepherd et al., 2017). Prisons do not adequately address factors linked to future reoffending such as substance use, psychological distress, threatening behaviour, or poor treatment adhearance (Shepherd et al., 2016). Applying equal treatment and providing everyone with the same treatment and access to healthcare services is inadequate for incarcerated Indigenous people who have greater needs (Kendall et al., 2020). * Western definitions of mental health do not align with Aboriginal perspectives of health and wellbeing which endorse a more holistic approach to their conceptualisation (Harrison, 2021). '''Table 3''' ''Comparison of frameworks for understanding the emotional effects of incarceration'' {| class="wikitable" ! Feature !! Biomedical model !! Self-determination theory !! SEWB model |- | Unit of focus || Individual || Individual || Individual, family and community |- | Main concern || Symptoms and diagnosis || Psychological needs || Connection across seven domains |- | Role of history || Rarely considered || Not central || Colonisation and trauma central |- | Culture || Background factor || Can shape need satisfaction || Core source of wellbeing |- | Approach || Deficit-focused || Growth-focused || Strengths-based |} ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Future directions/recommendations== Note: this section could be added to discuss future directions, and ways to improve the emotional wellbeing of Indigenous Australians in custody. ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) * [https://en.wikipedia.org/wiki/Indigenous_Australians_and_crime Indigenous incarceration] * [https://en.wikipedia.org/wiki/Closing_the_Gap Closing the gap] ==References== {{Hanging indent|1= Australian Bureau of Statistics. (2025). ''Corrective services, Australia, March quarter 2025''. https://www.abs.gov.au/statistics/people/crime-and-justice/corrective-services-australia/latest-release Australian Institute of Health and Welfare. (2025). ''Social and emotional wellbeing''. https://www.aihw.gov.au/reports/indigenous-mental-health-suicide-prevention/social-emotional-wellbeing Battams, S., Delany-Crowe, T., Fisher, M., Wright, L., Krieg, A., McDermott, D., & Baum, F. (2021). Applying crime prevention and health promotion frameworks to the problem of high incarceration rates for Aboriginal and Torres Strait Islander populations: Lessons from a case study from Victoria. ''International Indigenous Policy Journal'', ''12''(2), 1–29. https://doi.org/10.18584/iipj.2021.12.2.10208 Department of the Prime Minister and Cabinet. (2017, April 4). ''National strategic framework for Aboriginal and Torres Strait Islander peoples' mental health and social and emotional wellbeing 2017–2023''. Australian Indigenous HealthInfoNet. https://healthinfonet.ecu.edu.au/key-resources/policies-and-strategies/33834/ Dudgeon, P. (2026, May 26). ''Pat Dudgeon AM FAPS on developing the social and emotional wellbeing model to support Indigenous communities''. Australian Psychological Society. https://psychology.org.au/insights/pat-dudgeon-am-sewb-model Dudgeon, P., & Walker, R. (2015). Decolonising Australian psychology: Discourses, strategies, and practice. ''Journal of Social and Political Psychology'', ''3''(1). https://doi.org/10.5964/jspp.v3i1.4857 }} ==External links== * [https://www.aihw.gov.au/reports/indigenous-australians/closing-the-gap-targets-key-findings-implications/contents/criminal-justice Closing the Gap targets: Key findings – Criminal justice] (Australian Institute of Health and Welfare) * [https://www.myiacfp.org/the-relationship-between-justice-system-involvement-and-the-social-and-emotional-wellbeing-sewb-of-aboriginal-and-torres-strait-islander-youth/ The relationship between justice system involvement and the social and emotional wellbeing (SEWB) of Aboriginal and Torres Strait Islander youth] (IACFP) * [https://bugmybarbook.org.au/chapters/imprisonment/ Imprisonment] (Bugmy Bar Book) * [https://theconversation.com/excessive-strip-searching-shines-light-on-discrimination-of-aboriginal-women-in-the-criminal-justice-system-163969 Excessive strip searching shines light on discrimination of Aboriginal women in the criminal justice system] (The Conversation) * [https://www.smh.com.au/national/nsw/aboriginal-girl-fights-to-exclude-men-from-seeing-strip-search-footage-20200310-p548pu.html Aboriginal girl fights to exclude men from seeing strip search footage] (Sydney Morning Herald) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Indigenous/Australian]] 3bk8fd24nufmlxj7umicb7sqmo4ubqe 2841586 2841585 2026-10-19T21:22:48Z Lilfish215 3107244 /* Why the Social and Emotional Wellbeing model? */ 2841586 wikitext text/x-wiki {{title|Emotional effects of incarceration on Indigenous Australians:<br>What are the emotional effects of incarceration on Indigenous Australians? }} __TOC__ ==Overview== {{RoundBoxTop|theme=12}} [[File:Kakadu (AU), Kakadu National Park, Anbangbang Rock Shelter -- 2019 -- 4106.jpg|thumb|250px|'''Figure 1'''. Emotional wellbeing for Indigenous Australians is viewed as health, connected with the land, culture, and community.]] ; Case study In January of 2021, an unnamed incarcerated Aboriginal woman on remand at the [[w:Alexander Maconochie Centre|Alexander Maconochie Centre in the ACT]] was allegedly strip searched by four guards in riot gear, within view of male detainees (Larkin, 2021). The woman is a victim of a previous sexual assault. This case, amongst others, has caused concern among health care professionals who work with Aboriginal women detainees (Larkin, 2021). For many First Nations communities, the showing of a woman's sensitive body parts is considered sacred to women's business (Thompson & Archibald-Binge, 2020). This lore and culture has been practised for thousands of years. The separation of men's and women's business, and strict traditions and customs is central to many [[w:Australian Aboriginal culture|Aboriginal cultures]]. The conduct and nature of these traditions recognises and respects particular roles, ceremony and lore sacred to men and women (Sydney Nature Team, 2025). The customs and practices within men's and women's business are strict and if the rules are broken, harsh punishment is to follow. "If women's business is conducted in front of males, cultural shame is likely to be the result. This is extremely distressing and would stay with the woman for a long time," (Thompson & Archibald-Binge, 2020). This local case, alongside many others, acknowledges how the absence of cultural safety within institutional practice can undermine Indigenous wellbeing. This chapter explores the social and emotional wellbeing model and the emotional effects of incarceration on Indigenous Australians. {{RoundBoxBottom}} * Aboriginal and Torres Strait Islander (First Nations) people are recognised as the oldest continuous cultures on earth (Commonwealth of Australia 2017). * Indigenous Australians are incarcerated at a disproportionately high rate, accounting for 37% of all persons in custody as of March 2025 (ABS, 2025). * "Research shows that imprisonment has negative impacts on the physical and mental health of incarcerated individuals, and these impacts persist after release." - (Impacts of Imprisonment | Bugmy Bar Book, 2023) {{ic|Include page numbers for quotes (APA style)}} * Incarceration significantly implicates{{huh}} the cultural and relational connections to land and kin which are directly correlational with wellbeing for many Indigenous Australians. * Introduction to the model/theory: Social and Emotional Wellbeing (SEWB) model was developed to support and strengthen Indigenous mental health --> The SEWB model is a holistic, multi-dimensional concept of wellbeing which takes into account the impacts of the history of colonisation (Dudgeon, 2026). * How incarceration negatively impacts Indigenous emotional wellbeing --> which also affects mental health. * The SEWB model recognises that connection to land, sea, culture, and spirituality contribute to wellbeing. * Incarceration affects SEWB domains --> physical separation from family members, restricted cultural practice, removal from country. * Why does this matter? ...Access to culturally safe, responsive, and person-centred services is essential to improving the emotional wellbeing of Indigenous Australians in custody (Department of the Prime Minister and Cabinet, 2017). --> Essential that psychological science be informed by Indigenous understandings of wellbeing. {{RoundBoxTop|theme=11}} '''Focus questions''' * What is the relationship between incarceration and the emotional wellbeing of Indigenous Australians? * What broader factors are affected by high rates of offending and imprisonment among First Nations people? * What is the Social and Emotional Wellbeing (SEWB) model? * How does incarceration affect the domains of social and emotional wellbeing? * What does the Social and Emotional Wellbeing model contribute that westernised frameworks don't? {{RoundBoxBottom}} ==Incarceration and emotional wellbeing== '''Focus question:''' ''What is the relationship between incarceration and the emotional wellbeing of Indigenous Australians?'' The relationship between incarceration and the emotional wellbeing of Indigenous Australians is bidirectional. Targeted discrimination and intergenerational trauma have undermined the health and wellbeing of Australia’s Aboriginal and Torres Strait Islander population, which directly leads to significantly poorer health status, social impoverishment and inequity resulting in the over-representation of Aboriginal people in Australian prisons” (Kendall et al., 2020). The relationship between poor mental health and contact with the criminal justice system is well established, and systemic issues in the criminal justice system can intensify mental health problems (Harrison et al., 2024). In 2021, the census-based estimated resident population of Aboriginal and Torres Strait Islander peoples was 3.8% of the total Australian population (ABS). In the June quarter of 2026, there were 18,396 Aboriginal and Torres Strait Islander prisoners, which accounts for 37% of the custodial population in Australia (Australian Bureau of Statistics [ABS], 2026). People in prison are disproportionately affected by poorer physical, mental, and social outcomes, with greater healthcare needs than the broader Australian population. They have higher rates of mental health conditions, chronic conditions, communicable disease, acquired brain injury, tobacco smoking, high-risk alcohol consumption, recent illicit drug use, and recent injecting drug use than the general population (AIHW 2026). As described by Haney (2003), the implication of incarceration on the individual often causes long-term consequences due to experiencing pain, deprivation, and extremely atypical patterns and norms of living and interacting with others, which is dysfunctional in periods post-incarceration. He argues that individuals are forced to quickly adapt to the institutional routine, where they are deprived of privacy and liberty, subjected to a diminished, stigmatised status, and live in sparse material conditions which overall are stressful and unpleasant for the individual (Haney, 2003). ===Mental disorder and incarceration=== The relationship between poor mental health and engagement with the justice system is well established (Harrison et al., 2024). The prevalence of mental disorder among the general prison population is much higher than in the community, but there are complex links between incarceration, social adversity and poor mental health for Indigenous people (Shepherd et al., 2016). Indigenous Australians are incarcerated at a disproportionately high rate compared to non-indigenous Australians (ABS, 2026). In Hefferen et al.,’s (2012) study estimating the prevalence of mental disorder in a representative sample of Aboriginal and Torres Strait Islander people in Queensland prisons, the 12 month prevalence of mental disorder was 73% among men and 86% among women. Anxiety, depression, and psychosis, are particularly high in women (Heffernan et al., 2012). Research shows that individuals who experience several forms of disadvantage such as racism and gender discrimination, are more likely to experience poor health (Bastos et al., 2018). ===Trauma and PTSD=== Significantly lower health statistics, social impoverishment, and inequity are factors which have contributed to the over-representation of Indigenous Australian's in Australian prisons, and are significantly impacted by the targeted discrimination and intergenerational trauma which has undermined the health and wellbeing of Indigenous Australians (Kendall, 2020). The relationship between intergenerational trauma, mental disorders and poor SEWB in Indigenous Australians is incredibly complex, impacted by colonisation, the forced removal of children from their families (the stolen generation), and immense systemic disadvantage (Berger & Sarnyai, 2015; Brown, 2012; Sherwood, 2013) * Heffernan et al. (2015) found 12-month prevalence rates of PTSD to be 12.1% among Indigenous men, and 32.3% among Indigenous women in custody. Individuals with PTSD are more likely to experience other mental diorder, suicidal thoughts across the lifespan, suicide attempts, and high rates of intoxication at the time of arrest, in comparison to those without (Heffernan, 2015). Despite this fact, 58.9% of the participants had never accessed mental health care before incarceration. * Potential limitations to these statistics is that they are cross-sectional, therefore it is undetermined whether prison caused the disorder or if the study focalised on people who had pre-existing mental health disorders. * Diagnostic interviews of similiar format used in this study, were developed in western settings and potentially misread culturally specific expressions of distress (Gee et al., 2014). =====Quiz===== <quiz display=simple> {Why is the relationship between incarceration and Indigenous emotional wellbeing described as bidirectional? |type="()"} + Because poor wellbeing and disadvantage increases the risk of imprisonment, and therefore imprisonment further damages wellbeing. - Because prison improves overall wellbeing for some, and harms wellbeing for others. </quiz> ==Social and Emotional Wellbeing== '''Focus question:''' ''What is the Social and Emotional Wellbeing (SEWB) model?'' Social and Emotional Wellbeing (SEWB) is a stepped care model which is dedicated to focalising Aboriginal and Torres Strait Islander social and emotional wellbeing and mental health. The term social and emotional wellbeing (SEWB) is used by many Aboriginal and Torres Strait Islander people to describe the social, emotional, spiritual, and cultural wellbeing of a person (Gee et al., 2014). According to Gee et al., (2014), SEWB is the preferred term used to describe an individual's wellbeing as it corresponds with a holistic view of health, compared to using terms such as mental health and mental illness as it is perceived as medical terms that focalise on problems, and do not properly describe all the factors that make up and influence wellbeing. The SEWB model was merticulously designed by Aboriginal psychologists and communities to make indigenous understatndings and the history of colonisaton, central to how wellbeing is assessed and supported within healthcare and institutions (Dudgeon & Walker, 2015). The SEWB framework has nine principles that define the concept of SEWB: # Aboriginal and Torres Strait Islander health is viewed in a holistic context that encompasses mental, physical, cultural, and spiritual health. Land is central to wellbeing. The disruption of these interrelations will result in Aboriginal and Torres Strait Islander ill health (Dudgeon et al., 2014, p. xxiv). # Self-determination is central to the provision of Aboriginal and Torres Strait Islander health services (Dudgeon et al., 2014, p. xxiv). # Culturally valid understandings must inform the provision of services and must guide assessment, care, and management of Aboriginal and Torres Strait Islander peoples health problems generally, and mental health problems in particular (Dudgeon et al., 2014, p. xxiv). # Trauma and loss which has been present since European invasion are a direct outcome of the disruption to cultural wellbeing. Trauma and loss of this magnitude continue to have intergenerational effects. This concept must be recognised (Dudgeon et al., 2014, p. xxiv). # The human rights of Aboriginal and Torres Strait Islander peoples must be recognised and respected. Human rights relevant to mental illness must be specifically addressed (Dudgeon et al., 2014, p. xxiv). # Racism, stigma, environmental adversity and social disadvantage constitute ongoing stressors and have negative impacts on Aboriginal and Torres Strait Islander people's mental health and wellbeing (Dudgeon et al., 2014, p. xxiv). # Recognition of the centrality of Aboriginal and Torres Strait Islander family and kinship must be recognised as well as the broader concepts of family and the bonds of reciprocal affection, responsibility and sharing (Dudgeon et al., 2014, p. xxiv). # Aboriginal or Torres Strait Islander culture or groups are not singular, but rather hundreds of groupings, languages, kinships, tribes, and ways of living and being. Aboriginal or Torres Strait Islander peoples may currently live in urban, rural, or remote settings, in urbanised, traditional, or other lifestyles and frequently move between these ways of living (Dudgeon et al., 2014, p. xxiv). # Aboriginal and Torres Strait Islander peoples have great strengths, creativity, and endurance and a deep understanding of the relationships between human beings and their environment (Dudgeon et al., 2014, p. xxiv). [[File:Determinants of social and emotional wellbeing.png|thumb|300px|'''Figure 2'''. Determinants of social and emotional wellbeing. Adapted from [Dudgeon & Walker, 2015].]] Figure 2, displays that the SEWB of individuals, families and communities are shaped by connections to body, mind and emotions, family and kinship, community, culture, land, and spirituality. ‘Connection’ refers to the diverse ways in which people experience and express these various domains of SEWB throughout the course of their lives. The nature of these connections are affected by the differentiation of needs across the lifespan (childhood, youth, adulthood, and old age) (Gee et al., 2014, p. 57). The disruption of these connections can result in higher likeliness of experiencing poorer SEWB (Gee et al., 2014, p. 58). The outermost ring displayed in the model (see Figure 2.) acknowledges the ways which social determinants (such as income and housing), and historical determinants (such as colonisation and child removal) shape connections (Gee et al., 2014, p.58). ==How incarceration affects SEWB domains== '''Focus question:''' ''How does incarceration affect the domains of social and emotional wellbeing?'' By design, prison is an environment of disconnection which centres westernised conceptualisations of knowing and being (Leeson et al., 2016). Incarceration disrupts the SEWB domains of Aboriginal and Torres Strait Islander peoples by forcing individuals into an environment which is inherently misaligned with a holistic view of health and well-being, and Indigenous structures of law and lore. Incarceration also impacts support networks, individual autonomy, and inflicts psychological trauma which disrupts elements of health during and after imprisonment (Cunha et al., 2023). Historically, colonisation has impacted Indigenous lives through disease, massacre, dispossession of lands, relocation, forced labor, removal of children, and enforced cultural assimilation (Battams et al., 2021), and to this day, the nature of incarceration reproduces the same trauma and losses Indigenous people have experience generationally (Kendall et al., 2019). Kendall et al.’s (2019) in qualitative interviews with incarcerated Aboriginal women, found that they have holistic, culturally specific conceptualisations on their health, and what they believe it means to be healthy. However, it was evident in their stories that maintaining positive health and SEWB in prison, as well as access to appropriate health care, is challenging (Kendall et al., 2019).   Correctional facilities can frequently exacerbate pre-existing mental health conditions, such as major depression, severe anxiety, and bipolar disorder (Cunha et al., 2023). In 2025, 57% of incarcerated individuals reported having been told they had a mental health condition at some point during their lives (Australian Institute of Health and Welfare, 2024). ==Connection to community== The implication of incarceration on family, kinship, and community affects connection through the physical separation of people from their families and communities. For many Aboriginal women, one of the most distressing outcomes of incarceration is the removal of their children (Kendall et al., 2019). Through the SEWB model, connection to family and kinship, and wellbeing are directly linked, the harm that separation has extends to the wellbeing of the broader community. ==Connection to country== With reference to opening case study, not only is incarceration and the criminal justice system preventing cultural agency for Indigenous Australians, but it is complicit in the cultural discrimination of Aboriginal lore and culture (Larkin, 2021). Prison removes people from country and this action prevents their participation or attendance (in/to) cultural practices (ceremonies, obligations etc). In line with the SEWB model, prison disrupts the connection an individual has to their culture and spirit. ==Connection to body, mind, and emotions== Incarceration manifests stress, poor health, and produces numerous barriers to accessing adequate healthcare which impacts mind and body of the individual (Quandt & Jones, 2021). Aboriginal women in custody have holistic conceptualisations of their health and have a proactive approach to what it means to be healthy, but report failing to be listened to, experiencing stereotyping, and recieving overall poorer care than non-indigenous women in custody (Kendall et al., 2020). The implication that racism and discriminiation has on mental health alone is associated with poorer mental health, including experiencing depression, anxiety, and psychological distress (Paradies et al., 2020). In the prison environment, the loss of connection and overall how people are treated can cause emotional impairment. ==Emotional and mental wellbeing== ===Why the Social and Emotional Wellbeing model?=== '''Focus Question:''' ''What does the Social and Emotional Wellbeing model contribute that Westernised frameworks don't?'' The SEWB model supports that culture is a predictor of wellbeing. For Indigenous Australian's who are a part of the custodial population, cultural engagement is significantly associated with non-recidivism (Shepherd et al., 2017). Prisons do not adequately address factors linked to future reoffending such as substance use, psychological distress, threatening behaviour, or poor treatment adhearance (Shepherd et al., 2016). Applying equal treatment and providing everyone with the same treatment and access to healthcare services is inadequate for incarcerated Indigenous people who have greater needs (Kendall et al., 2020). * Western definitions of mental health do not align with Aboriginal perspectives of health and wellbeing which endorse a more holistic approach to their conceptualisation (Harrison, 2021). '''Table 1''' ''Comparing alternative frameworks to the SEWB model.'' {| class="wikitable" ! Feature !! Biomedical model !! Self-determination theory !! SEWB model |- | Focus || Focused on the Individual || Focused on the Individual || Focused on aspects such as Individual, family and community |- | Main concern || Symptoms and diagnosis || Psychological needs || Connection across seven domains |- | Historical factors || Rarely considered || Not central || Centred around trauma and colonisatio |- | Cultural factors || Background factor || Can shape need satisfaction || Significant to overall well-being |- | Approach || Deficit-focused understanding of health || Growth-focused understanding of health || Strengths-based understanding of health |} ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Future directions/recommendations== Note: this section could be added to discuss future directions, and ways to improve the emotional wellbeing of Indigenous Australians in custody. ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) * [https://en.wikipedia.org/wiki/Indigenous_Australians_and_crime Indigenous incarceration] * [https://en.wikipedia.org/wiki/Closing_the_Gap Closing the gap] ==References== {{Hanging indent|1= Australian Bureau of Statistics. (2025). ''Corrective services, Australia, March quarter 2025''. https://www.abs.gov.au/statistics/people/crime-and-justice/corrective-services-australia/latest-release Australian Institute of Health and Welfare. (2025). ''Social and emotional wellbeing''. https://www.aihw.gov.au/reports/indigenous-mental-health-suicide-prevention/social-emotional-wellbeing Battams, S., Delany-Crowe, T., Fisher, M., Wright, L., Krieg, A., McDermott, D., & Baum, F. (2021). Applying crime prevention and health promotion frameworks to the problem of high incarceration rates for Aboriginal and Torres Strait Islander populations: Lessons from a case study from Victoria. ''International Indigenous Policy Journal'', ''12''(2), 1–29. https://doi.org/10.18584/iipj.2021.12.2.10208 Department of the Prime Minister and Cabinet. (2017, April 4). ''National strategic framework for Aboriginal and Torres Strait Islander peoples' mental health and social and emotional wellbeing 2017–2023''. Australian Indigenous HealthInfoNet. https://healthinfonet.ecu.edu.au/key-resources/policies-and-strategies/33834/ Dudgeon, P. (2026, May 26). ''Pat Dudgeon AM FAPS on developing the social and emotional wellbeing model to support Indigenous communities''. Australian Psychological Society. https://psychology.org.au/insights/pat-dudgeon-am-sewb-model Dudgeon, P., & Walker, R. (2015). Decolonising Australian psychology: Discourses, strategies, and practice. ''Journal of Social and Political Psychology'', ''3''(1). https://doi.org/10.5964/jspp.v3i1.4857 }} ==External links== * [https://www.aihw.gov.au/reports/indigenous-australians/closing-the-gap-targets-key-findings-implications/contents/criminal-justice Closing the Gap targets: Key findings – Criminal justice] (Australian Institute of Health and Welfare) * [https://www.myiacfp.org/the-relationship-between-justice-system-involvement-and-the-social-and-emotional-wellbeing-sewb-of-aboriginal-and-torres-strait-islander-youth/ The relationship between justice system involvement and the social and emotional wellbeing (SEWB) of Aboriginal and Torres Strait Islander youth] (IACFP) * [https://bugmybarbook.org.au/chapters/imprisonment/ Imprisonment] (Bugmy Bar Book) * [https://theconversation.com/excessive-strip-searching-shines-light-on-discrimination-of-aboriginal-women-in-the-criminal-justice-system-163969 Excessive strip searching shines light on discrimination of Aboriginal women in the criminal justice system] (The Conversation) * [https://www.smh.com.au/national/nsw/aboriginal-girl-fights-to-exclude-men-from-seeing-strip-search-footage-20200310-p548pu.html Aboriginal girl fights to exclude men from seeing strip search footage] (Sydney Morning Herald) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Indigenous/Australian]] fok937al8ls3szvxicthox9j5700ugx 2841587 2841586 2026-10-19T21:25:28Z Lilfish215 3107244 /* Overview */ 2841587 wikitext text/x-wiki {{title|Emotional effects of incarceration on Indigenous Australians:<br>What are the emotional effects of incarceration on Indigenous Australians? }} __TOC__ ==Overview== {{RoundBoxTop|theme=12}} [[File:Kakadu (AU), Kakadu National Park, Anbangbang Rock Shelter -- 2019 -- 4106.jpg|thumb|250px|'''Figure 1'''. Emotional wellbeing for Indigenous Australians is viewed as health, connected with the land, culture, and community.]] ; Case study In January of 2021, an unnamed incarcerated Aboriginal woman on remand at the [[w:Alexander Maconochie Centre|Alexander Maconochie Centre in the ACT]] was allegedly strip searched by four guards in riot gear, within view of male detainees (Larkin, 2021). The woman is a victim of a previous sexual assault. This case, amongst others, has caused concern among health care professionals who work with Aboriginal women detainees (Larkin, 2021). For many First Nations communities, the showing of a woman's sensitive body parts is considered sacred to women's business (Thompson & Archibald-Binge, 2020). This lore and culture has been practised for thousands of years. The separation of men's and women's business, and strict traditions and customs is central to many [[w:Australian Aboriginal culture|Aboriginal cultures]]. The conduct and nature of these traditions recognises and respects particular roles, ceremony and lore sacred to men and women (Sydney Nature Team, 2025). The customs and practices within men's and women's business are strict and if the rules are broken, harsh punishment is to follow. "If women's business is conducted in front of males, cultural shame is likely to be the result. This is extremely distressing and would stay with the woman for a long time," (Thompson & Archibald-Binge, 2020). This local case, alongside many others, acknowledges how the absence of cultural safety within institutional practice can undermine Indigenous wellbeing. This chapter explores the social and emotional wellbeing model and the emotional effects of incarceration on Indigenous Australians. {{RoundBoxBottom}} * Aboriginal and Torres Strait Islander (First Nations) people are recognised as the oldest continuous cultures on earth (Commonwealth of Australia 2017). * Indigenous Australians are incarcerated at a disproportionately high rate, accounting for 37% of all persons in custody as of March 2025 (ABS, 2025). * "Research shows that imprisonment has negative impacts on the physical and mental health of incarcerated individuals, and these impacts persist after release." - (Impacts of Imprisonment | Bugmy Bar Book, 2023) {{ic|Include page numbers for quotes (APA style)}} * Incarceration significantly implicates{{huh}} the cultural and relational connections to land and kin which are directly correlational with wellbeing for many Indigenous Australians. * Introduction to the model/theory: Social and Emotional Wellbeing (SEWB) model was developed to support and strengthen Indigenous mental health --> The SEWB model is a holistic, multi-dimensional concept of wellbeing which takes into account the impacts of the history of colonisation (Dudgeon, 2026). * How incarceration negatively impacts Indigenous emotional wellbeing --> which also affects mental health. * The SEWB model recognises that connection to land, sea, culture, and spirituality contribute to wellbeing. * Incarceration affects SEWB domains --> physical separation from family members, restricted cultural practice, removal from country. * Why does this matter? ...Access to culturally safe, responsive, and person-centred services is essential to improving the emotional wellbeing of Indigenous Australians in custody (Department of the Prime Minister and Cabinet, 2017). --> Essential that psychological science be informed by Indigenous understandings of wellbeing. {{RoundBoxTop|theme=11}} '''Focus questions''' * What is the relationship between incarceration and the emotional wellbeing of Indigenous Australians? * What is the Social and Emotional Wellbeing (SEWB) model? * How does incarceration affect the domains of social and emotional wellbeing? * What does the Social and Emotional Wellbeing model contribute that westernised frameworks don't? {{RoundBoxBottom}} ==Incarceration and emotional wellbeing== '''Focus question:''' ''What is the relationship between incarceration and the emotional wellbeing of Indigenous Australians?'' The relationship between incarceration and the emotional wellbeing of Indigenous Australians is bidirectional. Targeted discrimination and intergenerational trauma have undermined the health and wellbeing of Australia’s Aboriginal and Torres Strait Islander population, which directly leads to significantly poorer health status, social impoverishment and inequity resulting in the over-representation of Aboriginal people in Australian prisons” (Kendall et al., 2020). The relationship between poor mental health and contact with the criminal justice system is well established, and systemic issues in the criminal justice system can intensify mental health problems (Harrison et al., 2024). In 2021, the census-based estimated resident population of Aboriginal and Torres Strait Islander peoples was 3.8% of the total Australian population (ABS). In the June quarter of 2026, there were 18,396 Aboriginal and Torres Strait Islander prisoners, which accounts for 37% of the custodial population in Australia (Australian Bureau of Statistics [ABS], 2026). People in prison are disproportionately affected by poorer physical, mental, and social outcomes, with greater healthcare needs than the broader Australian population. They have higher rates of mental health conditions, chronic conditions, communicable disease, acquired brain injury, tobacco smoking, high-risk alcohol consumption, recent illicit drug use, and recent injecting drug use than the general population (AIHW 2026). As described by Haney (2003), the implication of incarceration on the individual often causes long-term consequences due to experiencing pain, deprivation, and extremely atypical patterns and norms of living and interacting with others, which is dysfunctional in periods post-incarceration. He argues that individuals are forced to quickly adapt to the institutional routine, where they are deprived of privacy and liberty, subjected to a diminished, stigmatised status, and live in sparse material conditions which overall are stressful and unpleasant for the individual (Haney, 2003). ===Mental disorder and incarceration=== The relationship between poor mental health and engagement with the justice system is well established (Harrison et al., 2024). The prevalence of mental disorder among the general prison population is much higher than in the community, but there are complex links between incarceration, social adversity and poor mental health for Indigenous people (Shepherd et al., 2016). Indigenous Australians are incarcerated at a disproportionately high rate compared to non-indigenous Australians (ABS, 2026). In Hefferen et al.,’s (2012) study estimating the prevalence of mental disorder in a representative sample of Aboriginal and Torres Strait Islander people in Queensland prisons, the 12 month prevalence of mental disorder was 73% among men and 86% among women. Anxiety, depression, and psychosis, are particularly high in women (Heffernan et al., 2012). Research shows that individuals who experience several forms of disadvantage such as racism and gender discrimination, are more likely to experience poor health (Bastos et al., 2018). ===Trauma and PTSD=== Significantly lower health statistics, social impoverishment, and inequity are factors which have contributed to the over-representation of Indigenous Australian's in Australian prisons, and are significantly impacted by the targeted discrimination and intergenerational trauma which has undermined the health and wellbeing of Indigenous Australians (Kendall, 2020). The relationship between intergenerational trauma, mental disorders and poor SEWB in Indigenous Australians is incredibly complex, impacted by colonisation, the forced removal of children from their families (the stolen generation), and immense systemic disadvantage (Berger & Sarnyai, 2015; Brown, 2012; Sherwood, 2013) * Heffernan et al. (2015) found 12-month prevalence rates of PTSD to be 12.1% among Indigenous men, and 32.3% among Indigenous women in custody. Individuals with PTSD are more likely to experience other mental diorder, suicidal thoughts across the lifespan, suicide attempts, and high rates of intoxication at the time of arrest, in comparison to those without (Heffernan, 2015). Despite this fact, 58.9% of the participants had never accessed mental health care before incarceration. * Potential limitations to these statistics is that they are cross-sectional, therefore it is undetermined whether prison caused the disorder or if the study focalised on people who had pre-existing mental health disorders. * Diagnostic interviews of similiar format used in this study, were developed in western settings and potentially misread culturally specific expressions of distress (Gee et al., 2014). =====Quiz===== <quiz display=simple> {Why is the relationship between incarceration and Indigenous emotional wellbeing described as bidirectional? |type="()"} + Because poor wellbeing and disadvantage increases the risk of imprisonment, and therefore imprisonment further damages wellbeing. - Because prison improves overall wellbeing for some, and harms wellbeing for others. </quiz> ==Social and Emotional Wellbeing== '''Focus question:''' ''What is the Social and Emotional Wellbeing (SEWB) model?'' Social and Emotional Wellbeing (SEWB) is a stepped care model which is dedicated to focalising Aboriginal and Torres Strait Islander social and emotional wellbeing and mental health. The term social and emotional wellbeing (SEWB) is used by many Aboriginal and Torres Strait Islander people to describe the social, emotional, spiritual, and cultural wellbeing of a person (Gee et al., 2014). According to Gee et al., (2014), SEWB is the preferred term used to describe an individual's wellbeing as it corresponds with a holistic view of health, compared to using terms such as mental health and mental illness as it is perceived as medical terms that focalise on problems, and do not properly describe all the factors that make up and influence wellbeing. The SEWB model was merticulously designed by Aboriginal psychologists and communities to make indigenous understatndings and the history of colonisaton, central to how wellbeing is assessed and supported within healthcare and institutions (Dudgeon & Walker, 2015). The SEWB framework has nine principles that define the concept of SEWB: # Aboriginal and Torres Strait Islander health is viewed in a holistic context that encompasses mental, physical, cultural, and spiritual health. Land is central to wellbeing. The disruption of these interrelations will result in Aboriginal and Torres Strait Islander ill health (Dudgeon et al., 2014, p. xxiv). # Self-determination is central to the provision of Aboriginal and Torres Strait Islander health services (Dudgeon et al., 2014, p. xxiv). # Culturally valid understandings must inform the provision of services and must guide assessment, care, and management of Aboriginal and Torres Strait Islander peoples health problems generally, and mental health problems in particular (Dudgeon et al., 2014, p. xxiv). # Trauma and loss which has been present since European invasion are a direct outcome of the disruption to cultural wellbeing. Trauma and loss of this magnitude continue to have intergenerational effects. This concept must be recognised (Dudgeon et al., 2014, p. xxiv). # The human rights of Aboriginal and Torres Strait Islander peoples must be recognised and respected. Human rights relevant to mental illness must be specifically addressed (Dudgeon et al., 2014, p. xxiv). # Racism, stigma, environmental adversity and social disadvantage constitute ongoing stressors and have negative impacts on Aboriginal and Torres Strait Islander people's mental health and wellbeing (Dudgeon et al., 2014, p. xxiv). # Recognition of the centrality of Aboriginal and Torres Strait Islander family and kinship must be recognised as well as the broader concepts of family and the bonds of reciprocal affection, responsibility and sharing (Dudgeon et al., 2014, p. xxiv). # Aboriginal or Torres Strait Islander culture or groups are not singular, but rather hundreds of groupings, languages, kinships, tribes, and ways of living and being. Aboriginal or Torres Strait Islander peoples may currently live in urban, rural, or remote settings, in urbanised, traditional, or other lifestyles and frequently move between these ways of living (Dudgeon et al., 2014, p. xxiv). # Aboriginal and Torres Strait Islander peoples have great strengths, creativity, and endurance and a deep understanding of the relationships between human beings and their environment (Dudgeon et al., 2014, p. xxiv). [[File:Determinants of social and emotional wellbeing.png|thumb|300px|'''Figure 2'''. Determinants of social and emotional wellbeing. Adapted from [Dudgeon & Walker, 2015].]] Figure 2, displays that the SEWB of individuals, families and communities are shaped by connections to body, mind and emotions, family and kinship, community, culture, land, and spirituality. ‘Connection’ refers to the diverse ways in which people experience and express these various domains of SEWB throughout the course of their lives. The nature of these connections are affected by the differentiation of needs across the lifespan (childhood, youth, adulthood, and old age) (Gee et al., 2014, p. 57). The disruption of these connections can result in higher likeliness of experiencing poorer SEWB (Gee et al., 2014, p. 58). The outermost ring displayed in the model (see Figure 2.) acknowledges the ways which social determinants (such as income and housing), and historical determinants (such as colonisation and child removal) shape connections (Gee et al., 2014, p.58). ==How incarceration affects SEWB domains== '''Focus question:''' ''How does incarceration affect the domains of social and emotional wellbeing?'' By design, prison is an environment of disconnection which centres westernised conceptualisations of knowing and being (Leeson et al., 2016). Incarceration disrupts the SEWB domains of Aboriginal and Torres Strait Islander peoples by forcing individuals into an environment which is inherently misaligned with a holistic view of health and well-being, and Indigenous structures of law and lore. Incarceration also impacts support networks, individual autonomy, and inflicts psychological trauma which disrupts elements of health during and after imprisonment (Cunha et al., 2023). Historically, colonisation has impacted Indigenous lives through disease, massacre, dispossession of lands, relocation, forced labor, removal of children, and enforced cultural assimilation (Battams et al., 2021), and to this day, the nature of incarceration reproduces the same trauma and losses Indigenous people have experience generationally (Kendall et al., 2019). Kendall et al.’s (2019) in qualitative interviews with incarcerated Aboriginal women, found that they have holistic, culturally specific conceptualisations on their health, and what they believe it means to be healthy. However, it was evident in their stories that maintaining positive health and SEWB in prison, as well as access to appropriate health care, is challenging (Kendall et al., 2019).   Correctional facilities can frequently exacerbate pre-existing mental health conditions, such as major depression, severe anxiety, and bipolar disorder (Cunha et al., 2023). In 2025, 57% of incarcerated individuals reported having been told they had a mental health condition at some point during their lives (Australian Institute of Health and Welfare, 2024). ==Connection to community== The implication of incarceration on family, kinship, and community affects connection through the physical separation of people from their families and communities. For many Aboriginal women, one of the most distressing outcomes of incarceration is the removal of their children (Kendall et al., 2019). Through the SEWB model, connection to family and kinship, and wellbeing are directly linked, the harm that separation has extends to the wellbeing of the broader community. ==Connection to country== With reference to opening case study, not only is incarceration and the criminal justice system preventing cultural agency for Indigenous Australians, but it is complicit in the cultural discrimination of Aboriginal lore and culture (Larkin, 2021). Prison removes people from country and this action prevents their participation or attendance (in/to) cultural practices (ceremonies, obligations etc). In line with the SEWB model, prison disrupts the connection an individual has to their culture and spirit. ==Connection to body, mind, and emotions== Incarceration manifests stress, poor health, and produces numerous barriers to accessing adequate healthcare which impacts mind and body of the individual (Quandt & Jones, 2021). Aboriginal women in custody have holistic conceptualisations of their health and have a proactive approach to what it means to be healthy, but report failing to be listened to, experiencing stereotyping, and recieving overall poorer care than non-indigenous women in custody (Kendall et al., 2020). The implication that racism and discriminiation has on mental health alone is associated with poorer mental health, including experiencing depression, anxiety, and psychological distress (Paradies et al., 2020). In the prison environment, the loss of connection and overall how people are treated can cause emotional impairment. ==Emotional and mental wellbeing== ===Why the Social and Emotional Wellbeing model?=== '''Focus Question:''' ''What does the Social and Emotional Wellbeing model contribute that Westernised frameworks don't?'' The SEWB model supports that culture is a predictor of wellbeing. For Indigenous Australian's who are a part of the custodial population, cultural engagement is significantly associated with non-recidivism (Shepherd et al., 2017). Prisons do not adequately address factors linked to future reoffending such as substance use, psychological distress, threatening behaviour, or poor treatment adhearance (Shepherd et al., 2016). Applying equal treatment and providing everyone with the same treatment and access to healthcare services is inadequate for incarcerated Indigenous people who have greater needs (Kendall et al., 2020). * Western definitions of mental health do not align with Aboriginal perspectives of health and wellbeing which endorse a more holistic approach to their conceptualisation (Harrison, 2021). '''Table 1''' ''Comparing alternative frameworks to the SEWB model.'' {| class="wikitable" ! Feature !! Biomedical model !! Self-determination theory !! SEWB model |- | Focus || Focused on the Individual || Focused on the Individual || Focused on aspects such as Individual, family and community |- | Main concern || Symptoms and diagnosis || Psychological needs || Connection across seven domains |- | Historical factors || Rarely considered || Not central || Centred around trauma and colonisatio |- | Cultural factors || Background factor || Can shape need satisfaction || Significant to overall well-being |- | Approach || Deficit-focused understanding of health || Growth-focused understanding of health || Strengths-based understanding of health |} ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Future directions/recommendations== Note: this section could be added to discuss future directions, and ways to improve the emotional wellbeing of Indigenous Australians in custody. ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) * [https://en.wikipedia.org/wiki/Indigenous_Australians_and_crime Indigenous incarceration] * [https://en.wikipedia.org/wiki/Closing_the_Gap Closing the gap] ==References== {{Hanging indent|1= Australian Bureau of Statistics. (2025). ''Corrective services, Australia, March quarter 2025''. https://www.abs.gov.au/statistics/people/crime-and-justice/corrective-services-australia/latest-release Australian Institute of Health and Welfare. (2025). ''Social and emotional wellbeing''. https://www.aihw.gov.au/reports/indigenous-mental-health-suicide-prevention/social-emotional-wellbeing Battams, S., Delany-Crowe, T., Fisher, M., Wright, L., Krieg, A., McDermott, D., & Baum, F. (2021). Applying crime prevention and health promotion frameworks to the problem of high incarceration rates for Aboriginal and Torres Strait Islander populations: Lessons from a case study from Victoria. ''International Indigenous Policy Journal'', ''12''(2), 1–29. https://doi.org/10.18584/iipj.2021.12.2.10208 Department of the Prime Minister and Cabinet. (2017, April 4). ''National strategic framework for Aboriginal and Torres Strait Islander peoples' mental health and social and emotional wellbeing 2017–2023''. Australian Indigenous HealthInfoNet. https://healthinfonet.ecu.edu.au/key-resources/policies-and-strategies/33834/ Dudgeon, P. (2026, May 26). ''Pat Dudgeon AM FAPS on developing the social and emotional wellbeing model to support Indigenous communities''. Australian Psychological Society. https://psychology.org.au/insights/pat-dudgeon-am-sewb-model Dudgeon, P., & Walker, R. (2015). Decolonising Australian psychology: Discourses, strategies, and practice. ''Journal of Social and Political Psychology'', ''3''(1). https://doi.org/10.5964/jspp.v3i1.4857 }} ==External links== * [https://www.aihw.gov.au/reports/indigenous-australians/closing-the-gap-targets-key-findings-implications/contents/criminal-justice Closing the Gap targets: Key findings – Criminal justice] (Australian Institute of Health and Welfare) * [https://www.myiacfp.org/the-relationship-between-justice-system-involvement-and-the-social-and-emotional-wellbeing-sewb-of-aboriginal-and-torres-strait-islander-youth/ The relationship between justice system involvement and the social and emotional wellbeing (SEWB) of Aboriginal and Torres Strait Islander youth] (IACFP) * [https://bugmybarbook.org.au/chapters/imprisonment/ Imprisonment] (Bugmy Bar Book) * [https://theconversation.com/excessive-strip-searching-shines-light-on-discrimination-of-aboriginal-women-in-the-criminal-justice-system-163969 Excessive strip searching shines light on discrimination of Aboriginal women in the criminal justice system] (The Conversation) * [https://www.smh.com.au/national/nsw/aboriginal-girl-fights-to-exclude-men-from-seeing-strip-search-footage-20200310-p548pu.html Aboriginal girl fights to exclude men from seeing strip search footage] (Sydney Morning Herald) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Indigenous/Australian]] duo4nqzzirdeegitwye7av6s4sk35w9 2841588 2841587 2026-10-19T21:29:59Z Lilfish215 3107244 /* Overview */ 2841588 wikitext text/x-wiki {{title|Emotional effects of incarceration on Indigenous Australians:<br>What are the emotional effects of incarceration on Indigenous Australians? }} __TOC__ ==Overview== {{RoundBoxTop|theme=12}} [[File:Kakadu (AU), Kakadu National Park, Anbangbang Rock Shelter -- 2019 -- 4106.jpg|thumb|250px|'''Figure 1'''. Emotional wellbeing for Indigenous Australians is viewed as health, connected with the land, culture, and community.]] ; Case study In January of 2021, an unnamed incarcerated Aboriginal woman on remand at the [[w:Alexander Maconochie Centre|Alexander Maconochie Centre in the ACT]] was allegedly strip searched by four guards in riot gear, within view of male detainees (Larkin, 2021). The woman is a victim of a previous sexual assault. This case, amongst others, has caused concern among health care professionals who work with Aboriginal women detainees (Larkin, 2021). For many First Nations communities, the showing of a woman's sensitive body parts is considered sacred to women's business (Thompson & Archibald-Binge, 2020). This lore and culture has been practised for thousands of years. The separation of men's and women's business, and strict traditions and customs is central to many [[w:Australian Aboriginal culture|Aboriginal cultures]]. The conduct and nature of these traditions recognises and respects particular roles, ceremony and lore sacred to men and women (Sydney Nature Team, 2025). The customs and practices within men's and women's business are strict and if the rules are broken, harsh punishment is to follow. "If women's business is conducted in front of males, cultural shame is likely to be the result. This is extremely distressing and would stay with the woman for a long time," (Thompson & Archibald-Binge, 2020). This local case, alongside many others, acknowledges how the absence of cultural safety within institutional practice can undermine Indigenous wellbeing. This chapter explores the social and emotional wellbeing model and the emotional effects of incarceration on Indigenous Australians. {{RoundBoxBottom}} * Aboriginal and Torres Strait Islander (First Nations) people are recognised as the oldest continuous cultures on earth (Commonwealth of Australia 2017). * Indigenous Australians are incarcerated at a disproportionately high rate, accounting for 37% of all persons in custody as of March 2025 (ABS, 2025). * "Research shows that imprisonment has negative impacts on the physical and mental health of incarcerated individuals, and these impacts persist after release." - (Impacts of Imprisonment | Bugmy Bar Book, 2023, p.1). * Incarceration significantly impacts the cultural and relational connections to land and kin which are directly correlational with wellbeing for many Indigenous Australians. The Social and Emotional Wellbeing (SEWB) model was developed to support and strengthen Indigenous mental health.The SEWB model is a holistic, multi-dimensional concept of wellbeing which takes into account the impacts of the history of colonisation (Dudgeon, 2026). * The SEWB model recognises that connection to land, sea, culture, and spirituality contribute to wellbeing. * Access to culturally safe, responsive, and person-centred services is essential to improving the emotional wellbeing of Indigenous Australians in custody (Department of the Prime Minister and Cabinet, 2017). It is essential that psychological science be informed by Indigenous understandings of wellbeing. {{RoundBoxTop|theme=11}} '''Focus questions''' * What is the relationship between incarceration and the emotional wellbeing of Indigenous Australians? * What is the Social and Emotional Wellbeing (SEWB) model? * How does incarceration affect the domains of social and emotional wellbeing? * What does the Social and Emotional Wellbeing model contribute that westernised frameworks don't? {{RoundBoxBottom}} ==Incarceration and emotional wellbeing== '''Focus question:''' ''What is the relationship between incarceration and the emotional wellbeing of Indigenous Australians?'' The relationship between incarceration and the emotional wellbeing of Indigenous Australians is bidirectional. Targeted discrimination and intergenerational trauma have undermined the health and wellbeing of Australia’s Aboriginal and Torres Strait Islander population, which directly leads to significantly poorer health status, social impoverishment and inequity resulting in the over-representation of Aboriginal people in Australian prisons” (Kendall et al., 2020). The relationship between poor mental health and contact with the criminal justice system is well established, and systemic issues in the criminal justice system can intensify mental health problems (Harrison et al., 2024). In 2021, the census-based estimated resident population of Aboriginal and Torres Strait Islander peoples was 3.8% of the total Australian population (ABS). In the June quarter of 2026, there were 18,396 Aboriginal and Torres Strait Islander prisoners, which accounts for 37% of the custodial population in Australia (Australian Bureau of Statistics [ABS], 2026). People in prison are disproportionately affected by poorer physical, mental, and social outcomes, with greater healthcare needs than the broader Australian population. They have higher rates of mental health conditions, chronic conditions, communicable disease, acquired brain injury, tobacco smoking, high-risk alcohol consumption, recent illicit drug use, and recent injecting drug use than the general population (AIHW 2026). As described by Haney (2003), the implication of incarceration on the individual often causes long-term consequences due to experiencing pain, deprivation, and extremely atypical patterns and norms of living and interacting with others, which is dysfunctional in periods post-incarceration. He argues that individuals are forced to quickly adapt to the institutional routine, where they are deprived of privacy and liberty, subjected to a diminished, stigmatised status, and live in sparse material conditions which overall are stressful and unpleasant for the individual (Haney, 2003). ===Mental disorder and incarceration=== The relationship between poor mental health and engagement with the justice system is well established (Harrison et al., 2024). The prevalence of mental disorder among the general prison population is much higher than in the community, but there are complex links between incarceration, social adversity and poor mental health for Indigenous people (Shepherd et al., 2016). Indigenous Australians are incarcerated at a disproportionately high rate compared to non-indigenous Australians (ABS, 2026). In Hefferen et al.,’s (2012) study estimating the prevalence of mental disorder in a representative sample of Aboriginal and Torres Strait Islander people in Queensland prisons, the 12 month prevalence of mental disorder was 73% among men and 86% among women. Anxiety, depression, and psychosis, are particularly high in women (Heffernan et al., 2012). Research shows that individuals who experience several forms of disadvantage such as racism and gender discrimination, are more likely to experience poor health (Bastos et al., 2018). ===Trauma and PTSD=== Significantly lower health statistics, social impoverishment, and inequity are factors which have contributed to the over-representation of Indigenous Australian's in Australian prisons, and are significantly impacted by the targeted discrimination and intergenerational trauma which has undermined the health and wellbeing of Indigenous Australians (Kendall, 2020). The relationship between intergenerational trauma, mental disorders and poor SEWB in Indigenous Australians is incredibly complex, impacted by colonisation, the forced removal of children from their families (the stolen generation), and immense systemic disadvantage (Berger & Sarnyai, 2015; Brown, 2012; Sherwood, 2013) * Heffernan et al. (2015) found 12-month prevalence rates of PTSD to be 12.1% among Indigenous men, and 32.3% among Indigenous women in custody. Individuals with PTSD are more likely to experience other mental diorder, suicidal thoughts across the lifespan, suicide attempts, and high rates of intoxication at the time of arrest, in comparison to those without (Heffernan, 2015). Despite this fact, 58.9% of the participants had never accessed mental health care before incarceration. * Potential limitations to these statistics is that they are cross-sectional, therefore it is undetermined whether prison caused the disorder or if the study focalised on people who had pre-existing mental health disorders. * Diagnostic interviews of similiar format used in this study, were developed in western settings and potentially misread culturally specific expressions of distress (Gee et al., 2014). =====Quiz===== <quiz display=simple> {Why is the relationship between incarceration and Indigenous emotional wellbeing described as bidirectional? |type="()"} + Because poor wellbeing and disadvantage increases the risk of imprisonment, and therefore imprisonment further damages wellbeing. - Because prison improves overall wellbeing for some, and harms wellbeing for others. </quiz> ==Social and Emotional Wellbeing== '''Focus question:''' ''What is the Social and Emotional Wellbeing (SEWB) model?'' Social and Emotional Wellbeing (SEWB) is a stepped care model which is dedicated to focalising Aboriginal and Torres Strait Islander social and emotional wellbeing and mental health. The term social and emotional wellbeing (SEWB) is used by many Aboriginal and Torres Strait Islander people to describe the social, emotional, spiritual, and cultural wellbeing of a person (Gee et al., 2014). According to Gee et al., (2014), SEWB is the preferred term used to describe an individual's wellbeing as it corresponds with a holistic view of health, compared to using terms such as mental health and mental illness as it is perceived as medical terms that focalise on problems, and do not properly describe all the factors that make up and influence wellbeing. The SEWB model was merticulously designed by Aboriginal psychologists and communities to make indigenous understatndings and the history of colonisaton, central to how wellbeing is assessed and supported within healthcare and institutions (Dudgeon & Walker, 2015). The SEWB framework has nine principles that define the concept of SEWB: # Aboriginal and Torres Strait Islander health is viewed in a holistic context that encompasses mental, physical, cultural, and spiritual health. Land is central to wellbeing. The disruption of these interrelations will result in Aboriginal and Torres Strait Islander ill health (Dudgeon et al., 2014, p. xxiv). # Self-determination is central to the provision of Aboriginal and Torres Strait Islander health services (Dudgeon et al., 2014, p. xxiv). # Culturally valid understandings must inform the provision of services and must guide assessment, care, and management of Aboriginal and Torres Strait Islander peoples health problems generally, and mental health problems in particular (Dudgeon et al., 2014, p. xxiv). # Trauma and loss which has been present since European invasion are a direct outcome of the disruption to cultural wellbeing. Trauma and loss of this magnitude continue to have intergenerational effects. This concept must be recognised (Dudgeon et al., 2014, p. xxiv). # The human rights of Aboriginal and Torres Strait Islander peoples must be recognised and respected. Human rights relevant to mental illness must be specifically addressed (Dudgeon et al., 2014, p. xxiv). # Racism, stigma, environmental adversity and social disadvantage constitute ongoing stressors and have negative impacts on Aboriginal and Torres Strait Islander people's mental health and wellbeing (Dudgeon et al., 2014, p. xxiv). # Recognition of the centrality of Aboriginal and Torres Strait Islander family and kinship must be recognised as well as the broader concepts of family and the bonds of reciprocal affection, responsibility and sharing (Dudgeon et al., 2014, p. xxiv). # Aboriginal or Torres Strait Islander culture or groups are not singular, but rather hundreds of groupings, languages, kinships, tribes, and ways of living and being. Aboriginal or Torres Strait Islander peoples may currently live in urban, rural, or remote settings, in urbanised, traditional, or other lifestyles and frequently move between these ways of living (Dudgeon et al., 2014, p. xxiv). # Aboriginal and Torres Strait Islander peoples have great strengths, creativity, and endurance and a deep understanding of the relationships between human beings and their environment (Dudgeon et al., 2014, p. xxiv). [[File:Determinants of social and emotional wellbeing.png|thumb|300px|'''Figure 2'''. Determinants of social and emotional wellbeing. Adapted from [Dudgeon & Walker, 2015].]] Figure 2, displays that the SEWB of individuals, families and communities are shaped by connections to body, mind and emotions, family and kinship, community, culture, land, and spirituality. ‘Connection’ refers to the diverse ways in which people experience and express these various domains of SEWB throughout the course of their lives. The nature of these connections are affected by the differentiation of needs across the lifespan (childhood, youth, adulthood, and old age) (Gee et al., 2014, p. 57). The disruption of these connections can result in higher likeliness of experiencing poorer SEWB (Gee et al., 2014, p. 58). The outermost ring displayed in the model (see Figure 2.) acknowledges the ways which social determinants (such as income and housing), and historical determinants (such as colonisation and child removal) shape connections (Gee et al., 2014, p.58). ==How incarceration affects SEWB domains== '''Focus question:''' ''How does incarceration affect the domains of social and emotional wellbeing?'' By design, prison is an environment of disconnection which centres westernised conceptualisations of knowing and being (Leeson et al., 2016). Incarceration disrupts the SEWB domains of Aboriginal and Torres Strait Islander peoples by forcing individuals into an environment which is inherently misaligned with a holistic view of health and well-being, and Indigenous structures of law and lore. Incarceration also impacts support networks, individual autonomy, and inflicts psychological trauma which disrupts elements of health during and after imprisonment (Cunha et al., 2023). Historically, colonisation has impacted Indigenous lives through disease, massacre, dispossession of lands, relocation, forced labor, removal of children, and enforced cultural assimilation (Battams et al., 2021), and to this day, the nature of incarceration reproduces the same trauma and losses Indigenous people have experience generationally (Kendall et al., 2019). Kendall et al.’s (2019) in qualitative interviews with incarcerated Aboriginal women, found that they have holistic, culturally specific conceptualisations on their health, and what they believe it means to be healthy. However, it was evident in their stories that maintaining positive health and SEWB in prison, as well as access to appropriate health care, is challenging (Kendall et al., 2019).   Correctional facilities can frequently exacerbate pre-existing mental health conditions, such as major depression, severe anxiety, and bipolar disorder (Cunha et al., 2023). In 2025, 57% of incarcerated individuals reported having been told they had a mental health condition at some point during their lives (Australian Institute of Health and Welfare, 2024). ==Connection to community== The implication of incarceration on family, kinship, and community affects connection through the physical separation of people from their families and communities. For many Aboriginal women, one of the most distressing outcomes of incarceration is the removal of their children (Kendall et al., 2019). Through the SEWB model, connection to family and kinship, and wellbeing are directly linked, the harm that separation has extends to the wellbeing of the broader community. ==Connection to country== With reference to opening case study, not only is incarceration and the criminal justice system preventing cultural agency for Indigenous Australians, but it is complicit in the cultural discrimination of Aboriginal lore and culture (Larkin, 2021). Prison removes people from country and this action prevents their participation or attendance (in/to) cultural practices (ceremonies, obligations etc). In line with the SEWB model, prison disrupts the connection an individual has to their culture and spirit. ==Connection to body, mind, and emotions== Incarceration manifests stress, poor health, and produces numerous barriers to accessing adequate healthcare which impacts mind and body of the individual (Quandt & Jones, 2021). Aboriginal women in custody have holistic conceptualisations of their health and have a proactive approach to what it means to be healthy, but report failing to be listened to, experiencing stereotyping, and recieving overall poorer care than non-indigenous women in custody (Kendall et al., 2020). The implication that racism and discriminiation has on mental health alone is associated with poorer mental health, including experiencing depression, anxiety, and psychological distress (Paradies et al., 2020). In the prison environment, the loss of connection and overall how people are treated can cause emotional impairment. ==Emotional and mental wellbeing== ===Why the Social and Emotional Wellbeing model?=== '''Focus Question:''' ''What does the Social and Emotional Wellbeing model contribute that Westernised frameworks don't?'' The SEWB model supports that culture is a predictor of wellbeing. For Indigenous Australian's who are a part of the custodial population, cultural engagement is significantly associated with non-recidivism (Shepherd et al., 2017). Prisons do not adequately address factors linked to future reoffending such as substance use, psychological distress, threatening behaviour, or poor treatment adhearance (Shepherd et al., 2016). Applying equal treatment and providing everyone with the same treatment and access to healthcare services is inadequate for incarcerated Indigenous people who have greater needs (Kendall et al., 2020). * Western definitions of mental health do not align with Aboriginal perspectives of health and wellbeing which endorse a more holistic approach to their conceptualisation (Harrison, 2021). '''Table 1''' ''Comparing alternative frameworks to the SEWB model.'' {| class="wikitable" ! Feature !! Biomedical model !! Self-determination theory !! SEWB model |- | Focus || Focused on the Individual || Focused on the Individual || Focused on aspects such as Individual, family and community |- | Main concern || Symptoms and diagnosis || Psychological needs || Connection across seven domains |- | Historical factors || Rarely considered || Not central || Centred around trauma and colonisatio |- | Cultural factors || Background factor || Can shape need satisfaction || Significant to overall well-being |- | Approach || Deficit-focused understanding of health || Growth-focused understanding of health || Strengths-based understanding of health |} ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Future directions/recommendations== Note: this section could be added to discuss future directions, and ways to improve the emotional wellbeing of Indigenous Australians in custody. ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) * [https://en.wikipedia.org/wiki/Indigenous_Australians_and_crime Indigenous incarceration] * [https://en.wikipedia.org/wiki/Closing_the_Gap Closing the gap] ==References== {{Hanging indent|1= Australian Bureau of Statistics. (2025). ''Corrective services, Australia, March quarter 2025''. https://www.abs.gov.au/statistics/people/crime-and-justice/corrective-services-australia/latest-release Australian Institute of Health and Welfare. (2025). ''Social and emotional wellbeing''. https://www.aihw.gov.au/reports/indigenous-mental-health-suicide-prevention/social-emotional-wellbeing Battams, S., Delany-Crowe, T., Fisher, M., Wright, L., Krieg, A., McDermott, D., & Baum, F. (2021). Applying crime prevention and health promotion frameworks to the problem of high incarceration rates for Aboriginal and Torres Strait Islander populations: Lessons from a case study from Victoria. ''International Indigenous Policy Journal'', ''12''(2), 1–29. https://doi.org/10.18584/iipj.2021.12.2.10208 Department of the Prime Minister and Cabinet. (2017, April 4). ''National strategic framework for Aboriginal and Torres Strait Islander peoples' mental health and social and emotional wellbeing 2017–2023''. Australian Indigenous HealthInfoNet. https://healthinfonet.ecu.edu.au/key-resources/policies-and-strategies/33834/ Dudgeon, P. (2026, May 26). ''Pat Dudgeon AM FAPS on developing the social and emotional wellbeing model to support Indigenous communities''. Australian Psychological Society. https://psychology.org.au/insights/pat-dudgeon-am-sewb-model Dudgeon, P., & Walker, R. (2015). Decolonising Australian psychology: Discourses, strategies, and practice. ''Journal of Social and Political Psychology'', ''3''(1). https://doi.org/10.5964/jspp.v3i1.4857 }} ==External links== * [https://www.aihw.gov.au/reports/indigenous-australians/closing-the-gap-targets-key-findings-implications/contents/criminal-justice Closing the Gap targets: Key findings – Criminal justice] (Australian Institute of Health and Welfare) * [https://www.myiacfp.org/the-relationship-between-justice-system-involvement-and-the-social-and-emotional-wellbeing-sewb-of-aboriginal-and-torres-strait-islander-youth/ The relationship between justice system involvement and the social and emotional wellbeing (SEWB) of Aboriginal and Torres Strait Islander youth] (IACFP) * [https://bugmybarbook.org.au/chapters/imprisonment/ Imprisonment] (Bugmy Bar Book) * [https://theconversation.com/excessive-strip-searching-shines-light-on-discrimination-of-aboriginal-women-in-the-criminal-justice-system-163969 Excessive strip searching shines light on discrimination of Aboriginal women in the criminal justice system] (The Conversation) * [https://www.smh.com.au/national/nsw/aboriginal-girl-fights-to-exclude-men-from-seeing-strip-search-footage-20200310-p548pu.html Aboriginal girl fights to exclude men from seeing strip search footage] (Sydney Morning Herald) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Indigenous/Australian]] jtjqymzf7dvgy697xn3t37dzl23b0bh 2841589 2841588 2026-10-19T21:35:57Z Lilfish215 3107244 2841589 wikitext text/x-wiki {{title|Emotional effects of incarceration on Indigenous Australians:<br>What are the emotional effects of incarceration on Indigenous Australians? }} __TOC__ ==Overview== {{RoundBoxTop|theme=12}} [[File:Kakadu (AU), Kakadu National Park, Anbangbang Rock Shelter -- 2019 -- 4106.jpg|thumb|250px|'''Figure 1'''. Emotional wellbeing for Indigenous Australians is viewed as health, connected with the land, culture, and community.]] ; Case study In January of 2021, an unnamed incarcerated Aboriginal woman on remand at the [[w:Alexander Maconochie Centre|Alexander Maconochie Centre in the ACT]] was allegedly strip searched by four guards in riot gear, within view of male detainees (Larkin, 2021). The woman is a victim of a previous sexual assault. This case, amongst others, has caused concern among health care professionals who work with Aboriginal women detainees (Larkin, 2021). For many First Nations communities, the showing of a woman's sensitive body parts is considered sacred to women's business (Thompson & Archibald-Binge, 2020). This lore and culture has been practised for thousands of years. The separation of men's and women's business, and strict traditions and customs is central to many [[w:Australian Aboriginal culture|Aboriginal cultures]]. The conduct and nature of these traditions recognises and respects particular roles, ceremony and lore sacred to men and women (Sydney Nature Team, 2025). The customs and practices within men's and women's business are strict and if the rules are broken, harsh punishment is to follow. "If women's business is conducted in front of males, cultural shame is likely to be the result. This is extremely distressing and would stay with the woman for a long time," (Thompson & Archibald-Binge, 2020). This local case, alongside many others, acknowledges how the absence of cultural safety within institutional practice can undermine Indigenous wellbeing. This chapter explores the social and emotional wellbeing model and the emotional effects of incarceration on Indigenous Australians. {{RoundBoxBottom}} * Aboriginal and Torres Strait Islander (First Nations) people are recognised as the oldest continuous cultures on earth (Commonwealth of Australia 2017). * Indigenous Australians are incarcerated at a disproportionately high rate, accounting for 37% of all persons in custody as of March 2025 (ABS, 2025). * "Research shows that imprisonment has negative impacts on the physical and mental health of incarcerated individuals, and these impacts persist after release." - (Impacts of Imprisonment | Bugmy Bar Book, 2023, p.1). * Incarceration significantly impacts the cultural and relational connections to land and kin which are directly correlational with wellbeing for many Indigenous Australians. The Social and Emotional Wellbeing (SEWB) model was developed to support and strengthen Indigenous mental health.The SEWB model is a holistic, multi-dimensional concept of wellbeing which takes into account the impacts of the history of colonisation (Dudgeon, 2026). * The SEWB model recognises that connection to land, sea, culture, and spirituality contribute to wellbeing. * Access to culturally safe, responsive, and person-centred services is essential to improving the emotional wellbeing of Indigenous Australians in custody (Department of the Prime Minister and Cabinet, 2017). It is essential that psychological science be informed by Indigenous understandings of wellbeing. {{RoundBoxTop|theme=11}} '''Focus questions''' * What is the relationship between incarceration and the emotional wellbeing of Indigenous Australians? * What is the Social and Emotional Wellbeing (SEWB) model? * How does incarceration affect the domains of social and emotional wellbeing? * What does the Social and Emotional Wellbeing model contribute that westernised frameworks don't? {{RoundBoxBottom}} ==Incarceration and emotional wellbeing== '''Focus question:''' ''What is the relationship between incarceration and the emotional wellbeing of Indigenous Australians?'' The relationship between incarceration and the emotional wellbeing of Indigenous Australians is bidirectional. Targeted discrimination and intergenerational trauma have undermined the health and wellbeing of Australia’s Aboriginal and Torres Strait Islander population, which directly leads to significantly poorer health status, social impoverishment and inequity resulting in the over-representation of Aboriginal people in Australian prisons” (Kendall et al., 2020). The relationship between poor mental health and contact with the criminal justice system is well established, and systemic issues in the criminal justice system can intensify mental health problems (Harrison et al., 2024). In 2021, the census-based estimated resident population of Aboriginal and Torres Strait Islander peoples was 3.8% of the total Australian population (ABS). In the June quarter of 2026, there were 18,396 Aboriginal and Torres Strait Islander prisoners, which accounts for 37% of the custodial population in Australia (Australian Bureau of Statistics [ABS], 2026). People in prison are disproportionately affected by poorer physical, mental, and social outcomes, with greater healthcare needs than the broader Australian population. They have higher rates of mental health conditions, chronic conditions, communicable disease, acquired brain injury, tobacco smoking, high-risk alcohol consumption, recent illicit drug use, and recent injecting drug use than the general population (AIHW 2026). As described by Haney (2003), the implication of incarceration on the individual often causes long-term consequences due to experiencing pain, deprivation, and extremely atypical patterns and norms of living and interacting with others, which is dysfunctional in periods post-incarceration. He argues that individuals are forced to quickly adapt to the institutional routine, where they are deprived of privacy and liberty, subjected to a diminished, stigmatised status, and live in sparse material conditions which overall are stressful and unpleasant for the individual (Haney, 2003). ===Mental disorder and incarceration=== The relationship between poor mental health and engagement with the justice system is well established (Harrison et al., 2024). The prevalence of mental disorder among the general prison population is much higher than in the community, but there are complex links between incarceration, social adversity and poor mental health for Indigenous people (Shepherd et al., 2016). Indigenous Australians are incarcerated at a disproportionately high rate compared to non-indigenous Australians (ABS, 2026). In Hefferen et al.,’s (2012) study estimating the prevalence of mental disorder in a representative sample of Aboriginal and Torres Strait Islander people in Queensland prisons, the 12 month prevalence of mental disorder was 73% among men and 86% among women. Anxiety, depression, and psychosis, are particularly high in women (Heffernan et al., 2012). Research shows that individuals who experience several forms of disadvantage such as racism and gender discrimination, are more likely to experience poor health (Bastos et al., 2018). ===Trauma and PTSD=== Significantly lower health statistics, social impoverishment, and inequity are factors which have contributed to the over-representation of Indigenous Australian's in Australian prisons, and are significantly impacted by the targeted discrimination and intergenerational trauma which has undermined the health and wellbeing of Indigenous Australians (Kendall, 2020). The relationship between intergenerational trauma, mental disorders and poor SEWB in Indigenous Australians is incredibly complex, impacted by colonisation, the forced removal of children from their families (the stolen generation), and immense systemic disadvantage (Berger & Sarnyai, 2015; Brown, 2012; Sherwood, 2013) * Heffernan et al. (2015) found 12-month prevalence rates of PTSD to be 12.1% among Indigenous men, and 32.3% among Indigenous women in custody. Individuals with PTSD are more likely to experience other mental diorder, suicidal thoughts across the lifespan, suicide attempts, and high rates of intoxication at the time of arrest, in comparison to those without (Heffernan, 2015). Despite this fact, 58.9% of the participants had never accessed mental health care before incarceration. * Potential limitations to these statistics is that they are cross-sectional, therefore it is undetermined whether prison caused the disorder or if the study focalised on people who had pre-existing mental health disorders. * Diagnostic interviews of similiar format used in this study, were developed in western settings and potentially misread culturally specific expressions of distress (Gee et al., 2014). =====Quiz===== <quiz display=simple> {Why is the relationship between incarceration and Indigenous emotional wellbeing described as bidirectional? |type="()"} + Because poor wellbeing and disadvantage increases the risk of imprisonment, and therefore imprisonment further damages wellbeing. - Because prison improves overall wellbeing for some, and harms wellbeing for others. </quiz> ==Social and Emotional Wellbeing== '''Focus question:''' ''What is the Social and Emotional Wellbeing (SEWB) model?'' Social and Emotional Wellbeing (SEWB) is a stepped care model which is dedicated to focalising Aboriginal and Torres Strait Islander social and emotional wellbeing and mental health. The term social and emotional wellbeing (SEWB) is used by many Aboriginal and Torres Strait Islander people to describe the social, emotional, spiritual, and cultural wellbeing of a person (Gee et al., 2014). According to Gee et al., (2014), SEWB is the preferred term used to describe an individual's wellbeing as it corresponds with a holistic view of health, compared to using terms such as mental health and mental illness as it is perceived as medical terms that focalise on problems, and do not properly describe all the factors that make up and influence wellbeing. The SEWB model was merticulously designed by Aboriginal psychologists and communities to make indigenous understatndings and the history of colonisaton, central to how wellbeing is assessed and supported within healthcare and institutions (Dudgeon & Walker, 2015). The SEWB framework has nine principles that define the concept of SEWB: # Aboriginal and Torres Strait Islander health is viewed in a holistic context that encompasses mental, physical, cultural, and spiritual health. Land is central to wellbeing. The disruption of these interrelations will result in Aboriginal and Torres Strait Islander ill health (Dudgeon et al., 2014, p. xxiv). # Self-determination is central to the provision of Aboriginal and Torres Strait Islander health services (Dudgeon et al., 2014, p. xxiv). # Culturally valid understandings must inform the provision of services and must guide assessment, care, and management of Aboriginal and Torres Strait Islander peoples health problems generally, and mental health problems in particular (Dudgeon et al., 2014, p. xxiv). # Trauma and loss which has been present since European invasion are a direct outcome of the disruption to cultural wellbeing. Trauma and loss of this magnitude continue to have intergenerational effects. This concept must be recognised (Dudgeon et al., 2014, p. xxiv). # The human rights of Aboriginal and Torres Strait Islander peoples must be recognised and respected. Human rights relevant to mental illness must be specifically addressed (Dudgeon et al., 2014, p. xxiv). # Racism, stigma, environmental adversity and social disadvantage constitute ongoing stressors and have negative impacts on Aboriginal and Torres Strait Islander people's mental health and wellbeing (Dudgeon et al., 2014, p. xxiv). # Recognition of the centrality of Aboriginal and Torres Strait Islander family and kinship must be recognised as well as the broader concepts of family and the bonds of reciprocal affection, responsibility and sharing (Dudgeon et al., 2014, p. xxiv). # Aboriginal or Torres Strait Islander culture or groups are not singular, but rather hundreds of groupings, languages, kinships, tribes, and ways of living and being. Aboriginal or Torres Strait Islander peoples may currently live in urban, rural, or remote settings, in urbanised, traditional, or other lifestyles and frequently move between these ways of living (Dudgeon et al., 2014, p. xxiv). # Aboriginal and Torres Strait Islander peoples have great strengths, creativity, and endurance and a deep understanding of the relationships between human beings and their environment (Dudgeon et al., 2014, p. xxiv). [[File:Determinants of social and emotional wellbeing.png|thumb|300px|'''Figure 2'''. Determinants of social and emotional wellbeing. Adapted from [Dudgeon & Walker, 2015].]] Figure 2, displays that the SEWB of individuals, families and communities are shaped by connections to body, mind and emotions, family and kinship, community, culture, land, and spirituality. ‘Connection’ refers to the diverse ways in which people experience and express these various domains of SEWB throughout the course of their lives. The nature of these connections are affected by the differentiation of needs across the lifespan (childhood, youth, adulthood, and old age) (Gee et al., 2014, p. 57). The disruption of these connections can result in higher likeliness of experiencing poorer SEWB (Gee et al., 2014, p. 58). The outermost ring displayed in the model (see Figure 2.) acknowledges the ways which social determinants (such as income and housing), and historical determinants (such as colonisation and child removal) shape connections (Gee et al., 2014, p.58). ==How incarceration affects SEWB domains== '''Focus question:''' ''How does incarceration affect the domains of social and emotional wellbeing?'' By design, prison is an environment of disconnection which centres westernised conceptualisations of knowing and being (Leeson et al., 2016). Incarceration disrupts the SEWB domains of Aboriginal and Torres Strait Islander peoples by forcing individuals into an environment which is inherently misaligned with a holistic view of health and well-being, and Indigenous structures of law and lore. Incarceration also impacts support networks, individual autonomy, and inflicts psychological trauma which disrupts elements of health during and after imprisonment (Cunha et al., 2023). Historically, colonisation has impacted Indigenous lives through disease, massacre, dispossession of lands, relocation, forced labor, removal of children, and enforced cultural assimilation (Battams et al., 2021), and to this day, the nature of incarceration reproduces the same trauma and losses Indigenous people have experience generationally (Kendall et al., 2019). Kendall et al.’s (2019) in qualitative interviews with incarcerated Aboriginal women, found that they have holistic, culturally specific conceptualisations on their health, and what they believe it means to be healthy. However, it was evident in their stories that maintaining positive health and SEWB in prison, as well as access to appropriate health care, is challenging (Kendall et al., 2019).   Correctional facilities can frequently exacerbate pre-existing mental health conditions, such as major depression, severe anxiety, and bipolar disorder (Cunha et al., 2023). In 2025, 57% of incarcerated individuals reported having been told they had a mental health condition at some point during their lives (Australian Institute of Health and Welfare, 2024). ==Connection to community== The implication of incarceration on family, kinship, and community affects connection through the physical separation of people from their families and communities. For many Aboriginal women, one of the most distressing outcomes of incarceration is the removal of their children (Kendall et al., 2019). Through the SEWB model, connection to family and kinship, and wellbeing are directly linked, the harm that separation has extends to the wellbeing of the broader community. ==Connection to country== With reference to opening case study, not only is incarceration and the criminal justice system preventing cultural agency for Indigenous Australians, but it is complicit in the cultural discrimination of Aboriginal lore and culture (Larkin, 2021). Prison removes people from country and this action prevents their participation or attendance (in/to) cultural practices (ceremonies, obligations etc). In line with the SEWB model, prison disrupts the connection an individual has to their culture and spirit. ==Connection to body, mind, and emotions== Incarceration manifests stress, poor health, and produces numerous barriers to accessing adequate healthcare which impacts mind and body of the individual (Quandt & Jones, 2021). Aboriginal women in custody have holistic conceptualisations of their health and have a proactive approach to what it means to be healthy, but report failing to be listened to, experiencing stereotyping, and recieving overall poorer care than non-indigenous women in custody (Kendall et al., 2020). The implication that racism and discriminiation has on mental health alone is associated with poorer mental health, including experiencing depression, anxiety, and psychological distress (Paradies et al., 2020). In the prison environment, the loss of connection and overall how people are treated can cause emotional impairment. ==Emotional and mental wellbeing== ===Why the Social and Emotional Wellbeing model?=== '''Focus Question:''' ''What does the Social and Emotional Wellbeing model contribute that Westernised frameworks don't?'' The SEWB model supports that culture is a predictor of wellbeing. For Indigenous Australian's who are a part of the custodial population, cultural engagement is significantly associated with non-recidivism (Shepherd et al., 2017). Prisons do not adequately address factors linked to future reoffending such as substance use, psychological distress, threatening behaviour, or poor treatment adhearance (Shepherd et al., 2016). Applying equal treatment and providing everyone with the same treatment and access to healthcare services is inadequate for incarcerated Indigenous people who have greater needs (Kendall et al., 2020). * Western definitions of mental health do not align with Aboriginal perspectives of health and wellbeing which endorse a more holistic approach to their conceptualisation (Harrison, 2021). '''Table 1''' ''Comparing alternative frameworks to the SEWB model.'' {| class="wikitable" ! Feature !! Biomedical model !! Self-determination theory !! SEWB model |- | Focus || Focused on the Individual || Focused on the Individual || Focused on aspects such as Individual, family and community |- | Main concern || Symptoms and diagnosis || Psychological needs || Connection across seven domains |- | Historical factors || Rarely considered || Not central || Centred around trauma and colonisatio |- | Cultural factors || Background factor || Can shape need satisfaction || Significant to overall well-being |- | Approach || Deficit-focused understanding of health || Growth-focused understanding of health || Strengths-based understanding of health |} ==Future directions/recommendations== Note: this section could be added to discuss future directions, and ways to improve the emotional wellbeing of Indigenous Australians in custody. ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) * [https://en.wikipedia.org/wiki/Indigenous_Australians_and_crime Indigenous incarceration] * [https://en.wikipedia.org/wiki/Closing_the_Gap Closing the gap] ==References== {{Hanging indent|1= Australian Bureau of Statistics. (2023). ''Estimates of Aboriginal and Torres Strait Islander Australians''. https://www.abs.gov.au/statistics/people/aboriginal-and-torres-strait-islander-peoples/estimates-aboriginal-and-torres-strait-islander-australians/latest-release Australian Bureau of Statistics. (2025). ''Corrective services, Australia, March quarter 2025''. https://www.abs.gov.au/statistics/people/crime-and-justice/corrective-services-australia/latest-release Australian Indigenous HealthInfoNet. (2017). ''Social and emotional wellbeing''. https://healthinfonet.ecu.edu.au/learn/health-topics/social-and-emotional-wellbeing/ Australian Institute of Health and Welfare. (2024). ''Health of people in prison''. https://www.aihw.gov.au/reports/australias-health/health-of-people-in-prison Australian Institute of Health and Welfare. (2025). ''Social and emotional wellbeing''. https://www.aihw.gov.au/reports/indigenous-mental-health-suicide-prevention/social-emotional-wellbeing <!-- Added from draft --> Baranyi, G., Cassidy, M., Fazel, S., Priebe, S., & Mundt, A. P. (2018). Prevalence of posttraumatic stress disorder in prisoners. ''Epidemiologic Reviews, 40''(1), 134–145. https://doi.org/10.1093/epirev/mxx015 Bastos, J. L., Harnois, C. E., & Paradies, Y. C. (2018). Health care barriers, racism, and intersectionality in Australia. ''Social Science & Medicine, 199'', 209–218. https://doi.org/10.1016/j.socscimed.2017.05.010 Battams, S., Delany-Crowe, T., Fisher, M., Wright, L., Krieg, A., McDermott, D., & Baum, F. (2021). Applying crime prevention and health promotion frameworks to the problem of high incarceration rates for Aboriginal and Torres Strait Islander populations: Lessons from a case study from Victoria. ''International Indigenous Policy Journal, 12''(2), 1–29. https://doi.org/10.18584/iipj.2021.12.2.10208 <!-- Added: only if you keep the Bugmy quote --> Bugmy Bar Book. (2023). ''Impacts of imprisonment''. Public Defenders NSW. https://bugmybarbook.org.au/chapters/imprisonment/ Cunha, O., de Castro Rodrigues, A., Caridade, S., Dias, A. R., Almeida, T. C., Cruz, A. R., & Peixoto, M. M. (2023). The impact of imprisonment on individuals' mental health and society reintegration: Study protocol. ''BMC Psychology, 11'', Article 215. https://doi.org/10.1186/s40359-023-01252-w <!-- CHECK author list and article number --> Department of the Prime Minister and Cabinet. (2017). ''National strategic framework for Aboriginal and Torres Strait Islander peoples' mental health and social and emotional wellbeing 2017–2023''. Commonwealth of Australia. https://healthinfonet.ecu.edu.au/key-resources/policies-and-strategies/33834/ Dudgeon, P. (2026, May 26). ''Pat Dudgeon AM FAPS on developing the social and emotional wellbeing model to support Indigenous communities''. Australian Psychological Society. https://psychology.org.au/insights/pat-dudgeon-am-sewb-model Dudgeon, P., Milroy, H., & Walker, R. (Eds.). (2014). ''Working together: Aboriginal and Torres Strait Islander mental health and wellbeing principles and practice'' (2nd ed.). Commonwealth of Australia. Dudgeon, P., & Walker, R. (2015). Decolonising Australian psychology: Discourses, strategies, and practice. ''Journal of Social and Political Psychology, 3''(1), 276–297. https://doi.org/10.5964/jspp.v3i1.126 <!-- CHECK DOI on the article page --> <!-- Added from draft --> Fazel, S., & Seewald, K. (2012). Severe mental illness in 33,588 prisoners worldwide: Systematic review and meta-regression analysis. ''British Journal of Psychiatry, 200''(5), 364–373. https://doi.org/10.1192/bjp.bp.111.096370 Gee, G., Dudgeon, P., Schultz, C., Hart, A., & Kelly, K. (2014). Aboriginal and Torres Strait Islander social and emotional wellbeing. In P. Dudgeon, H. Milroy, & R. Walker (Eds.), ''Working together: Aboriginal and Torres Strait Islander mental health and wellbeing principles and practice'' (2nd ed., pp. 55–68). Commonwealth of Australia. <!-- Added from draft --> Haney, C. (2003). The psychological impact of incarceration: Implications for post-prison adjustment. In J. Travis & M. Waul (Eds.), ''Prisoners once removed: The impact of incarceration and reentry on children, families, and communities'' (pp. 33–66). Urban Institute Press. Harrison, M., Trounson, J., Shepherd, S., Gubhaju, L., Williamson, A., Ivers, R., Eades, F., Williams, R., & Eades, S. (2024). The relationship between justice system non-involvement and the social and emotional wellbeing of young Aboriginal and Torres Strait Islander people. ''Psychiatry, Psychology and Law, 32''(4). https://doi.org/10.1080/13218719.2024.2330060 <!-- CHECK page range --> Heffernan, E. B., Andersen, K. C., Dev, A., & Kinner, S. (2012). Prevalence of mental illness among Aboriginal and Torres Strait Islander people in Queensland prisons. ''Medical Journal of Australia, 197''(1), 37–41. https://doi.org/10.5694/mja11.11352 <!-- Added from draft --> Heffernan, E., Andersen, K., Davidson, F., & Kinner, S. A. (2015). PTSD among Aboriginal and Torres Strait Islander people in custody in Australia: Prevalence and correlates. ''Journal of Traumatic Stress, 28''(6), 523–530. <!-- CHECK authors and add DOI --> Kendall, S., Lighton, S., Sherwood, J., Baldry, E., & Sullivan, E. (2019). Holistic conceptualizations of health by incarcerated Aboriginal women in New South Wales, Australia. ''Qualitative Health Research, 29''(11), 1549–1565. https://doi.org/10.1177/1049732319846162 Kendall, S., Lighton, S., Sherwood, J., Baldry, E., & Sullivan, E. A. (2020). Incarcerated Aboriginal women's experiences of accessing healthcare and the limitations of the 'equal treatment' principle. ''International Journal for Equity in Health, 19'', Article 48. https://doi.org/10.1186/s12939-020-1155-3 Larkin, D. (2021, July 19). Excessive strip-searching shines light on discrimination of Aboriginal women in the criminal justice system. ''The Conversation''. https://theconversation.com/excessive-strip-searching-shines-light-on-discrimination-of-aboriginal-women-in-the-criminal-justice-system-163969 Leeson, S., Smith, C., & Rynne, J. (2016). Yarning and appreciative inquiry: The use of culturally appropriate and respectful research methods when working with Aboriginal and Torres Strait Islander women in Australian prisons. ''Methodological Innovations, 9''. https://doi.org/10.1177/2059799116630660 Paradies, Y., Ben, J., Denson, N., Elias, A., Priest, N., Pieterse, A., Gupta, A., Kelaher, M., & Gee, G. (2015). Racism as a determinant of health: A systematic review and meta-analysis. ''PLOS ONE, 10''(9), Article e0138511. https://doi.org/10.1371/journal.pone.0138511 Productivity Commission. (2024). ''Socio-economic outcome area 10: Aboriginal and Torres Strait Islander adults are not overrepresented in the criminal justice system''. Closing the Gap information repository. https://www.pc.gov.au/closing-the-gap-data/dashboard/outcome-area/criminal-justice/ Quandt, K. R., & Jones, A. (2021, May 13). ''Research roundup: Incarceration can cause lasting damage to mental health''. Prison Policy Initiative. https://www.prisonpolicy.org/blog/2021/05/13/mentalhealthimpacts/ <!-- Added from draft --> Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. ''American Psychologist, 55''(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68 Shepherd, S. M., Delgado, R. H., Sherwood, J., & Paradies, Y. (2018). The impact of Indigenous cultural identity and cultural engagement on violent offending. ''BMC Public Health, 18'', Article 50. https://doi.org/10.1186/s12889-017-4603-2 Shepherd, S. M., Ogloff, J. R. P., & Thomas, S. D. M. (2016). Are Australian prisons meeting the needs of Indigenous offenders? ''Health & Justice, 4'', Article 1. https://doi.org/10.1186/s40352-016-0045-7 Sydney Nature Team. (2025, December 10). ''Strengthening Aboriginal cultural heritage''. NSW Environment and Heritage. https://www.environment.nsw.gov.au/about-us/get-involved/sydney-nature/country-and-culture/aboriginal-culture-and-practices/cultural-heritage Thompson, A., & Archibald-Binge, E. (2020, March 15). Aboriginal girl fights to exclude men from seeing strip search footage. ''The Sydney Morning Herald''. https://www.smh.com.au/national/nsw/aboriginal-girl-fights-to-exclude-men-from-seeing-strip-search-footage-20200310-p548pu.html[[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Indigenous/Australian]] 7hxnc5o41h01oalagthz8o20m1vrhdc 2841590 2841589 2026-10-19T21:38:00Z Lilfish215 3107244 /* References */ 2841590 wikitext text/x-wiki {{title|Emotional effects of incarceration on Indigenous Australians:<br>What are the emotional effects of incarceration on Indigenous Australians? }} __TOC__ ==Overview== {{RoundBoxTop|theme=12}} [[File:Kakadu (AU), Kakadu National Park, Anbangbang Rock Shelter -- 2019 -- 4106.jpg|thumb|250px|'''Figure 1'''. Emotional wellbeing for Indigenous Australians is viewed as health, connected with the land, culture, and community.]] ; Case study In January of 2021, an unnamed incarcerated Aboriginal woman on remand at the [[w:Alexander Maconochie Centre|Alexander Maconochie Centre in the ACT]] was allegedly strip searched by four guards in riot gear, within view of male detainees (Larkin, 2021). The woman is a victim of a previous sexual assault. This case, amongst others, has caused concern among health care professionals who work with Aboriginal women detainees (Larkin, 2021). For many First Nations communities, the showing of a woman's sensitive body parts is considered sacred to women's business (Thompson & Archibald-Binge, 2020). This lore and culture has been practised for thousands of years. The separation of men's and women's business, and strict traditions and customs is central to many [[w:Australian Aboriginal culture|Aboriginal cultures]]. The conduct and nature of these traditions recognises and respects particular roles, ceremony and lore sacred to men and women (Sydney Nature Team, 2025). The customs and practices within men's and women's business are strict and if the rules are broken, harsh punishment is to follow. "If women's business is conducted in front of males, cultural shame is likely to be the result. This is extremely distressing and would stay with the woman for a long time," (Thompson & Archibald-Binge, 2020). This local case, alongside many others, acknowledges how the absence of cultural safety within institutional practice can undermine Indigenous wellbeing. This chapter explores the social and emotional wellbeing model and the emotional effects of incarceration on Indigenous Australians. {{RoundBoxBottom}} * Aboriginal and Torres Strait Islander (First Nations) people are recognised as the oldest continuous cultures on earth (Commonwealth of Australia 2017). * Indigenous Australians are incarcerated at a disproportionately high rate, accounting for 37% of all persons in custody as of March 2025 (ABS, 2025). * "Research shows that imprisonment has negative impacts on the physical and mental health of incarcerated individuals, and these impacts persist after release." - (Impacts of Imprisonment | Bugmy Bar Book, 2023, p.1). * Incarceration significantly impacts the cultural and relational connections to land and kin which are directly correlational with wellbeing for many Indigenous Australians. The Social and Emotional Wellbeing (SEWB) model was developed to support and strengthen Indigenous mental health.The SEWB model is a holistic, multi-dimensional concept of wellbeing which takes into account the impacts of the history of colonisation (Dudgeon, 2026). * The SEWB model recognises that connection to land, sea, culture, and spirituality contribute to wellbeing. * Access to culturally safe, responsive, and person-centred services is essential to improving the emotional wellbeing of Indigenous Australians in custody (Department of the Prime Minister and Cabinet, 2017). It is essential that psychological science be informed by Indigenous understandings of wellbeing. {{RoundBoxTop|theme=11}} '''Focus questions''' * What is the relationship between incarceration and the emotional wellbeing of Indigenous Australians? * What is the Social and Emotional Wellbeing (SEWB) model? * How does incarceration affect the domains of social and emotional wellbeing? * What does the Social and Emotional Wellbeing model contribute that westernised frameworks don't? {{RoundBoxBottom}} ==Incarceration and emotional wellbeing== '''Focus question:''' ''What is the relationship between incarceration and the emotional wellbeing of Indigenous Australians?'' The relationship between incarceration and the emotional wellbeing of Indigenous Australians is bidirectional. Targeted discrimination and intergenerational trauma have undermined the health and wellbeing of Australia’s Aboriginal and Torres Strait Islander population, which directly leads to significantly poorer health status, social impoverishment and inequity resulting in the over-representation of Aboriginal people in Australian prisons” (Kendall et al., 2020). The relationship between poor mental health and contact with the criminal justice system is well established, and systemic issues in the criminal justice system can intensify mental health problems (Harrison et al., 2024). In 2021, the census-based estimated resident population of Aboriginal and Torres Strait Islander peoples was 3.8% of the total Australian population (ABS). In the June quarter of 2026, there were 18,396 Aboriginal and Torres Strait Islander prisoners, which accounts for 37% of the custodial population in Australia (Australian Bureau of Statistics [ABS], 2026). People in prison are disproportionately affected by poorer physical, mental, and social outcomes, with greater healthcare needs than the broader Australian population. They have higher rates of mental health conditions, chronic conditions, communicable disease, acquired brain injury, tobacco smoking, high-risk alcohol consumption, recent illicit drug use, and recent injecting drug use than the general population (AIHW 2026). As described by Haney (2003), the implication of incarceration on the individual often causes long-term consequences due to experiencing pain, deprivation, and extremely atypical patterns and norms of living and interacting with others, which is dysfunctional in periods post-incarceration. He argues that individuals are forced to quickly adapt to the institutional routine, where they are deprived of privacy and liberty, subjected to a diminished, stigmatised status, and live in sparse material conditions which overall are stressful and unpleasant for the individual (Haney, 2003). ===Mental disorder and incarceration=== The relationship between poor mental health and engagement with the justice system is well established (Harrison et al., 2024). The prevalence of mental disorder among the general prison population is much higher than in the community, but there are complex links between incarceration, social adversity and poor mental health for Indigenous people (Shepherd et al., 2016). Indigenous Australians are incarcerated at a disproportionately high rate compared to non-indigenous Australians (ABS, 2026). In Hefferen et al.,’s (2012) study estimating the prevalence of mental disorder in a representative sample of Aboriginal and Torres Strait Islander people in Queensland prisons, the 12 month prevalence of mental disorder was 73% among men and 86% among women. Anxiety, depression, and psychosis, are particularly high in women (Heffernan et al., 2012). Research shows that individuals who experience several forms of disadvantage such as racism and gender discrimination, are more likely to experience poor health (Bastos et al., 2018). ===Trauma and PTSD=== Significantly lower health statistics, social impoverishment, and inequity are factors which have contributed to the over-representation of Indigenous Australian's in Australian prisons, and are significantly impacted by the targeted discrimination and intergenerational trauma which has undermined the health and wellbeing of Indigenous Australians (Kendall, 2020). The relationship between intergenerational trauma, mental disorders and poor SEWB in Indigenous Australians is incredibly complex, impacted by colonisation, the forced removal of children from their families (the stolen generation), and immense systemic disadvantage (Berger & Sarnyai, 2015; Brown, 2012; Sherwood, 2013) * Heffernan et al. (2015) found 12-month prevalence rates of PTSD to be 12.1% among Indigenous men, and 32.3% among Indigenous women in custody. Individuals with PTSD are more likely to experience other mental diorder, suicidal thoughts across the lifespan, suicide attempts, and high rates of intoxication at the time of arrest, in comparison to those without (Heffernan, 2015). Despite this fact, 58.9% of the participants had never accessed mental health care before incarceration. * Potential limitations to these statistics is that they are cross-sectional, therefore it is undetermined whether prison caused the disorder or if the study focalised on people who had pre-existing mental health disorders. * Diagnostic interviews of similiar format used in this study, were developed in western settings and potentially misread culturally specific expressions of distress (Gee et al., 2014). =====Quiz===== <quiz display=simple> {Why is the relationship between incarceration and Indigenous emotional wellbeing described as bidirectional? |type="()"} + Because poor wellbeing and disadvantage increases the risk of imprisonment, and therefore imprisonment further damages wellbeing. - Because prison improves overall wellbeing for some, and harms wellbeing for others. </quiz> ==Social and Emotional Wellbeing== '''Focus question:''' ''What is the Social and Emotional Wellbeing (SEWB) model?'' Social and Emotional Wellbeing (SEWB) is a stepped care model which is dedicated to focalising Aboriginal and Torres Strait Islander social and emotional wellbeing and mental health. The term social and emotional wellbeing (SEWB) is used by many Aboriginal and Torres Strait Islander people to describe the social, emotional, spiritual, and cultural wellbeing of a person (Gee et al., 2014). According to Gee et al., (2014), SEWB is the preferred term used to describe an individual's wellbeing as it corresponds with a holistic view of health, compared to using terms such as mental health and mental illness as it is perceived as medical terms that focalise on problems, and do not properly describe all the factors that make up and influence wellbeing. The SEWB model was merticulously designed by Aboriginal psychologists and communities to make indigenous understatndings and the history of colonisaton, central to how wellbeing is assessed and supported within healthcare and institutions (Dudgeon & Walker, 2015). The SEWB framework has nine principles that define the concept of SEWB: # Aboriginal and Torres Strait Islander health is viewed in a holistic context that encompasses mental, physical, cultural, and spiritual health. Land is central to wellbeing. The disruption of these interrelations will result in Aboriginal and Torres Strait Islander ill health (Dudgeon et al., 2014, p. xxiv). # Self-determination is central to the provision of Aboriginal and Torres Strait Islander health services (Dudgeon et al., 2014, p. xxiv). # Culturally valid understandings must inform the provision of services and must guide assessment, care, and management of Aboriginal and Torres Strait Islander peoples health problems generally, and mental health problems in particular (Dudgeon et al., 2014, p. xxiv). # Trauma and loss which has been present since European invasion are a direct outcome of the disruption to cultural wellbeing. Trauma and loss of this magnitude continue to have intergenerational effects. This concept must be recognised (Dudgeon et al., 2014, p. xxiv). # The human rights of Aboriginal and Torres Strait Islander peoples must be recognised and respected. Human rights relevant to mental illness must be specifically addressed (Dudgeon et al., 2014, p. xxiv). # Racism, stigma, environmental adversity and social disadvantage constitute ongoing stressors and have negative impacts on Aboriginal and Torres Strait Islander people's mental health and wellbeing (Dudgeon et al., 2014, p. xxiv). # Recognition of the centrality of Aboriginal and Torres Strait Islander family and kinship must be recognised as well as the broader concepts of family and the bonds of reciprocal affection, responsibility and sharing (Dudgeon et al., 2014, p. xxiv). # Aboriginal or Torres Strait Islander culture or groups are not singular, but rather hundreds of groupings, languages, kinships, tribes, and ways of living and being. Aboriginal or Torres Strait Islander peoples may currently live in urban, rural, or remote settings, in urbanised, traditional, or other lifestyles and frequently move between these ways of living (Dudgeon et al., 2014, p. xxiv). # Aboriginal and Torres Strait Islander peoples have great strengths, creativity, and endurance and a deep understanding of the relationships between human beings and their environment (Dudgeon et al., 2014, p. xxiv). [[File:Determinants of social and emotional wellbeing.png|thumb|300px|'''Figure 2'''. Determinants of social and emotional wellbeing. Adapted from [Dudgeon & Walker, 2015].]] Figure 2, displays that the SEWB of individuals, families and communities are shaped by connections to body, mind and emotions, family and kinship, community, culture, land, and spirituality. ‘Connection’ refers to the diverse ways in which people experience and express these various domains of SEWB throughout the course of their lives. The nature of these connections are affected by the differentiation of needs across the lifespan (childhood, youth, adulthood, and old age) (Gee et al., 2014, p. 57). The disruption of these connections can result in higher likeliness of experiencing poorer SEWB (Gee et al., 2014, p. 58). The outermost ring displayed in the model (see Figure 2.) acknowledges the ways which social determinants (such as income and housing), and historical determinants (such as colonisation and child removal) shape connections (Gee et al., 2014, p.58). ==How incarceration affects SEWB domains== '''Focus question:''' ''How does incarceration affect the domains of social and emotional wellbeing?'' By design, prison is an environment of disconnection which centres westernised conceptualisations of knowing and being (Leeson et al., 2016). Incarceration disrupts the SEWB domains of Aboriginal and Torres Strait Islander peoples by forcing individuals into an environment which is inherently misaligned with a holistic view of health and well-being, and Indigenous structures of law and lore. Incarceration also impacts support networks, individual autonomy, and inflicts psychological trauma which disrupts elements of health during and after imprisonment (Cunha et al., 2023). Historically, colonisation has impacted Indigenous lives through disease, massacre, dispossession of lands, relocation, forced labor, removal of children, and enforced cultural assimilation (Battams et al., 2021), and to this day, the nature of incarceration reproduces the same trauma and losses Indigenous people have experience generationally (Kendall et al., 2019). Kendall et al.’s (2019) in qualitative interviews with incarcerated Aboriginal women, found that they have holistic, culturally specific conceptualisations on their health, and what they believe it means to be healthy. However, it was evident in their stories that maintaining positive health and SEWB in prison, as well as access to appropriate health care, is challenging (Kendall et al., 2019).   Correctional facilities can frequently exacerbate pre-existing mental health conditions, such as major depression, severe anxiety, and bipolar disorder (Cunha et al., 2023). In 2025, 57% of incarcerated individuals reported having been told they had a mental health condition at some point during their lives (Australian Institute of Health and Welfare, 2024). ==Connection to community== The implication of incarceration on family, kinship, and community affects connection through the physical separation of people from their families and communities. For many Aboriginal women, one of the most distressing outcomes of incarceration is the removal of their children (Kendall et al., 2019). Through the SEWB model, connection to family and kinship, and wellbeing are directly linked, the harm that separation has extends to the wellbeing of the broader community. ==Connection to country== With reference to opening case study, not only is incarceration and the criminal justice system preventing cultural agency for Indigenous Australians, but it is complicit in the cultural discrimination of Aboriginal lore and culture (Larkin, 2021). Prison removes people from country and this action prevents their participation or attendance (in/to) cultural practices (ceremonies, obligations etc). In line with the SEWB model, prison disrupts the connection an individual has to their culture and spirit. ==Connection to body, mind, and emotions== Incarceration manifests stress, poor health, and produces numerous barriers to accessing adequate healthcare which impacts mind and body of the individual (Quandt & Jones, 2021). Aboriginal women in custody have holistic conceptualisations of their health and have a proactive approach to what it means to be healthy, but report failing to be listened to, experiencing stereotyping, and recieving overall poorer care than non-indigenous women in custody (Kendall et al., 2020). The implication that racism and discriminiation has on mental health alone is associated with poorer mental health, including experiencing depression, anxiety, and psychological distress (Paradies et al., 2020). In the prison environment, the loss of connection and overall how people are treated can cause emotional impairment. ==Emotional and mental wellbeing== ===Why the Social and Emotional Wellbeing model?=== '''Focus Question:''' ''What does the Social and Emotional Wellbeing model contribute that Westernised frameworks don't?'' The SEWB model supports that culture is a predictor of wellbeing. For Indigenous Australian's who are a part of the custodial population, cultural engagement is significantly associated with non-recidivism (Shepherd et al., 2017). Prisons do not adequately address factors linked to future reoffending such as substance use, psychological distress, threatening behaviour, or poor treatment adhearance (Shepherd et al., 2016). Applying equal treatment and providing everyone with the same treatment and access to healthcare services is inadequate for incarcerated Indigenous people who have greater needs (Kendall et al., 2020). * Western definitions of mental health do not align with Aboriginal perspectives of health and wellbeing which endorse a more holistic approach to their conceptualisation (Harrison, 2021). '''Table 1''' ''Comparing alternative frameworks to the SEWB model.'' {| class="wikitable" ! Feature !! Biomedical model !! Self-determination theory !! SEWB model |- | Focus || Focused on the Individual || Focused on the Individual || Focused on aspects such as Individual, family and community |- | Main concern || Symptoms and diagnosis || Psychological needs || Connection across seven domains |- | Historical factors || Rarely considered || Not central || Centred around trauma and colonisatio |- | Cultural factors || Background factor || Can shape need satisfaction || Significant to overall well-being |- | Approach || Deficit-focused understanding of health || Growth-focused understanding of health || Strengths-based understanding of health |} ==Future directions/recommendations== Note: this section could be added to discuss future directions, and ways to improve the emotional wellbeing of Indigenous Australians in custody. ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) * [https://en.wikipedia.org/wiki/Indigenous_Australians_and_crime Indigenous incarceration] * [https://en.wikipedia.org/wiki/Closing_the_Gap Closing the gap] == References == <div style="padding-left: 2em; text-indent: -2em;"> Australian Bureau of Statistics. (2023). ''Estimates of Aboriginal and Torres Strait Islander Australians''. https://www.abs.gov.au/statistics/people/aboriginal-and-torres-strait-islander-peoples/estimates-aboriginal-and-torres-strait-islander-australians/latest-release Australian Bureau of Statistics. (2025). ''Corrective services, Australia, March quarter 2025''. https://www.abs.gov.au/statistics/people/crime-and-justice/corrective-services-australia/latest-release Australian Indigenous HealthInfoNet. (2017). ''Social and emotional wellbeing''. https://healthinfonet.ecu.edu.au/learn/health-topics/social-and-emotional-wellbeing/ Australian Institute of Health and Welfare. (2024). ''Health of people in prison''. https://www.aihw.gov.au/reports/australias-health/health-of-people-in-prison Australian Institute of Health and Welfare. (2025). ''Social and emotional wellbeing''. https://www.aihw.gov.au/reports/indigenous-mental-health-suicide-prevention/social-emotional-wellbeing <!-- Added from draft --> Baranyi, G., Cassidy, M., Fazel, S., Priebe, S., & Mundt, A. P. (2018). Prevalence of posttraumatic stress disorder in prisoners. ''Epidemiologic Reviews, 40''(1), 134–145. https://doi.org/10.1093/epirev/mxx015 Bastos, J. L., Harnois, C. E., & Paradies, Y. C. (2018). Health care barriers, racism, and intersectionality in Australia. ''Social Science & Medicine, 199'', 209–218. https://doi.org/10.1016/j.socscimed.2017.05.010 Battams, S., Delany-Crowe, T., Fisher, M., Wright, L., Krieg, A., McDermott, D., & Baum, F. (2021). Applying crime prevention and health promotion frameworks to the problem of high incarceration rates for Aboriginal and Torres Strait Islander populations: Lessons from a case study from Victoria. ''International Indigenous Policy Journal, 12''(2), 1–29. https://doi.org/10.18584/iipj.2021.12.2.10208 <!-- Added: only if you keep the Bugmy quote --> Bugmy Bar Book. (2023). ''Impacts of imprisonment''. Public Defenders NSW. https://bugmybarbook.org.au/chapters/imprisonment/ Cunha, O., de Castro Rodrigues, A., Caridade, S., Dias, A. R., Almeida, T. C., Cruz, A. R., & Peixoto, M. M. (2023). The impact of imprisonment on individuals' mental health and society reintegration: Study protocol. ''BMC Psychology, 11'', Article 215. https://doi.org/10.1186/s40359-023-01252-w <!-- CHECK author list and article number --> Department of the Prime Minister and Cabinet. (2017). ''National strategic framework for Aboriginal and Torres Strait Islander peoples' mental health and social and emotional wellbeing 2017–2023''. Commonwealth of Australia. https://healthinfonet.ecu.edu.au/key-resources/policies-and-strategies/33834/ Dudgeon, P. (2026, May 26). ''Pat Dudgeon AM FAPS on developing the social and emotional wellbeing model to support Indigenous communities''. Australian Psychological Society. https://psychology.org.au/insights/pat-dudgeon-am-sewb-model Dudgeon, P., Milroy, H., & Walker, R. (Eds.). (2014). ''Working together: Aboriginal and Torres Strait Islander mental health and wellbeing principles and practice'' (2nd ed.). Commonwealth of Australia. Dudgeon, P., & Walker, R. (2015). Decolonising Australian psychology: Discourses, strategies, and practice. ''Journal of Social and Political Psychology, 3''(1), 276–297. https://doi.org/10.5964/jspp.v3i1.126 <!-- CHECK DOI on the article page --> <!-- Added from draft --> Fazel, S., & Seewald, K. (2012). Severe mental illness in 33,588 prisoners worldwide: Systematic review and meta-regression analysis. ''British Journal of Psychiatry, 200''(5), 364–373. https://doi.org/10.1192/bjp.bp.111.096370 Gee, G., Dudgeon, P., Schultz, C., Hart, A., & Kelly, K. (2014). Aboriginal and Torres Strait Islander social and emotional wellbeing. In P. Dudgeon, H. Milroy, & R. Walker (Eds.), ''Working together: Aboriginal and Torres Strait Islander mental health and wellbeing principles and practice'' (2nd ed., pp. 55–68). Commonwealth of Australia. <!-- Added from draft --> Haney, C. (2003). The psychological impact of incarceration: Implications for post-prison adjustment. In J. Travis & M. Waul (Eds.), ''Prisoners once removed: The impact of incarceration and reentry on children, families, and communities'' (pp. 33–66). Urban Institute Press. Harrison, M., Trounson, J., Shepherd, S., Gubhaju, L., Williamson, A., Ivers, R., Eades, F., Williams, R., & Eades, S. (2024). The relationship between justice system non-involvement and the social and emotional wellbeing of young Aboriginal and Torres Strait Islander people. ''Psychiatry, Psychology and Law, 32''(4). https://doi.org/10.1080/13218719.2024.2330060 <!-- CHECK page range --> Heffernan, E. B., Andersen, K. C., Dev, A., & Kinner, S. (2012). Prevalence of mental illness among Aboriginal and Torres Strait Islander people in Queensland prisons. ''Medical Journal of Australia, 197''(1), 37–41. https://doi.org/10.5694/mja11.11352 <!-- Added from draft --> Heffernan, E., Andersen, K., Davidson, F., & Kinner, S. A. (2015). PTSD among Aboriginal and Torres Strait Islander people in custody in Australia: Prevalence and correlates. ''Journal of Traumatic Stress, 28''(6), 523–530. <!-- CHECK authors and add DOI --> Kendall, S., Lighton, S., Sherwood, J., Baldry, E., & Sullivan, E. (2019). Holistic conceptualizations of health by incarcerated Aboriginal women in New South Wales, Australia. ''Qualitative Health Research, 29''(11), 1549–1565. https://doi.org/10.1177/1049732319846162 Kendall, S., Lighton, S., Sherwood, J., Baldry, E., & Sullivan, E. A. (2020). Incarcerated Aboriginal women's experiences of accessing healthcare and the limitations of the 'equal treatment' principle. ''International Journal for Equity in Health, 19'', Article 48. https://doi.org/10.1186/s12939-020-1155-3 Larkin, D. (2021, July 19). Excessive strip-searching shines light on discrimination of Aboriginal women in the criminal justice system. ''The Conversation''. https://theconversation.com/excessive-strip-searching-shines-light-on-discrimination-of-aboriginal-women-in-the-criminal-justice-system-163969 Leeson, S., Smith, C., & Rynne, J. (2016). Yarning and appreciative inquiry: The use of culturally appropriate and respectful research methods when working with Aboriginal and Torres Strait Islander women in Australian prisons. ''Methodological Innovations, 9''. https://doi.org/10.1177/2059799116630660 Paradies, Y., Ben, J., Denson, N., Elias, A., Priest, N., Pieterse, A., Gupta, A., Kelaher, M., & Gee, G. (2015). Racism as a determinant of health: A systematic review and meta-analysis. ''PLOS ONE, 10''(9), Article e0138511. https://doi.org/10.1371/journal.pone.0138511 Productivity Commission. (2024). ''Socio-economic outcome area 10: Aboriginal and Torres Strait Islander adults are not overrepresented in the criminal justice system''. Closing the Gap information repository. https://www.pc.gov.au/closing-the-gap-data/dashboard/outcome-area/criminal-justice/ Quandt, K. R., & Jones, A. (2021, May 13). ''Research roundup: Incarceration can cause lasting damage to mental health''. Prison Policy Initiative. https://www.prisonpolicy.org/blog/2021/05/13/mentalhealthimpacts/ <!-- Added from draft --> Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. ''American Psychologist, 55''(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68 Shepherd, S. M., Delgado, R. H., Sherwood, J., & Paradies, Y. (2018). The impact of Indigenous cultural identity and cultural engagement on violent offending. ''BMC Public Health, 18'', Article 50. https://doi.org/10.1186/s12889-017-4603-2 Shepherd, S. M., Ogloff, J. R. P., & Thomas, S. D. M. (2016). Are Australian prisons meeting the needs of Indigenous offenders? ''Health & Justice, 4'', Article 1. https://doi.org/10.1186/s40352-016-0045-7 Sydney Nature Team. (2025, December 10). ''Strengthening Aboriginal cultural heritage''. NSW Environment and Heritage. https://www.environment.nsw.gov.au/about-us/get-involved/sydney-nature/country-and-culture/aboriginal-culture-and-practices/cultural-heritage Thompson, A., & Archibald-Binge, E. (2020, March 15). Aboriginal girl fights to exclude men from seeing strip search footage. ''The Sydney Morning Herald''. https://www.smh.com.au/national/nsw/aboriginal-girl-fights-to-exclude-men-from-seeing-strip-search-footage-20200310-p548pu.html </div> [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Indigenous/Australian]] l2pdo6c99vsewgs2buoumfcscaaxy4v 2841591 2841590 2026-10-19T21:49:13Z Lilfish215 3107244 GenAI was used to help with the coding of some of these references. All of the references was outsourced by myself, but I kept making mistakes when putting them into the correct coding source format for wikiversity. The prompt i used was: "Please help me with coding the referencing for wikiversity' and I provided my full bibliography entry. I was then able to enter in the coding on the references which kept showing errors. 2841591 wikitext text/x-wiki {{title|Emotional effects of incarceration on Indigenous Australians:<br>What are the emotional effects of incarceration on Indigenous Australians? }} __TOC__ ==Overview== {{RoundBoxTop|theme=12}} [[File:Kakadu (AU), Kakadu National Park, Anbangbang Rock Shelter -- 2019 -- 4106.jpg|thumb|250px|'''Figure 1'''. Emotional wellbeing for Indigenous Australians is viewed as health, connected with the land, culture, and community.]] ; Case study In January of 2021, an unnamed incarcerated Aboriginal woman on remand at the [[w:Alexander Maconochie Centre|Alexander Maconochie Centre in the ACT]] was allegedly strip searched by four guards in riot gear, within view of male detainees (Larkin, 2021). The woman is a victim of a previous sexual assault. This case, amongst others, has caused concern among health care professionals who work with Aboriginal women detainees (Larkin, 2021). For many First Nations communities, the showing of a woman's sensitive body parts is considered sacred to women's business (Thompson & Archibald-Binge, 2020). This lore and culture has been practised for thousands of years. The separation of men's and women's business, and strict traditions and customs is central to many [[w:Australian Aboriginal culture|Aboriginal cultures]]. The conduct and nature of these traditions recognises and respects particular roles, ceremony and lore sacred to men and women (Sydney Nature Team, 2025). The customs and practices within men's and women's business are strict and if the rules are broken, harsh punishment is to follow. "If women's business is conducted in front of males, cultural shame is likely to be the result. This is extremely distressing and would stay with the woman for a long time," (Thompson & Archibald-Binge, 2020). This local case, alongside many others, acknowledges how the absence of cultural safety within institutional practice can undermine Indigenous wellbeing. This chapter explores the social and emotional wellbeing model and the emotional effects of incarceration on Indigenous Australians. {{RoundBoxBottom}} * Aboriginal and Torres Strait Islander (First Nations) people are recognised as the oldest continuous cultures on earth (Commonwealth of Australia 2017). * Indigenous Australians are incarcerated at a disproportionately high rate, accounting for 37% of all persons in custody as of March 2025 (ABS, 2025). * "Research shows that imprisonment has negative impacts on the physical and mental health of incarcerated individuals, and these impacts persist after release." - (Impacts of Imprisonment | Bugmy Bar Book, 2023, p.1). * Incarceration significantly impacts the cultural and relational connections to land and kin which are directly correlational with wellbeing for many Indigenous Australians. The Social and Emotional Wellbeing (SEWB) model was developed to support and strengthen Indigenous mental health.The SEWB model is a holistic, multi-dimensional concept of wellbeing which takes into account the impacts of the history of colonisation (Dudgeon, 2026). * The SEWB model recognises that connection to land, sea, culture, and spirituality contribute to wellbeing. * Access to culturally safe, responsive, and person-centred services is essential to improving the emotional wellbeing of Indigenous Australians in custody (Department of the Prime Minister and Cabinet, 2017). It is essential that psychological science be informed by Indigenous understandings of wellbeing. {{RoundBoxTop|theme=11}} '''Focus questions''' * What is the relationship between incarceration and the emotional wellbeing of Indigenous Australians? * What is the Social and Emotional Wellbeing (SEWB) model? * How does incarceration affect the domains of social and emotional wellbeing? * What does the Social and Emotional Wellbeing model contribute that westernised frameworks don't? {{RoundBoxBottom}} ==Incarceration and emotional wellbeing== '''Focus question:''' ''What is the relationship between incarceration and the emotional wellbeing of Indigenous Australians?'' The relationship between incarceration and the emotional wellbeing of Indigenous Australians is bidirectional. Targeted discrimination and intergenerational trauma have undermined the health and wellbeing of Australia’s Aboriginal and Torres Strait Islander population, which directly leads to significantly poorer health status, social impoverishment and inequity resulting in the over-representation of Aboriginal people in Australian prisons” (Kendall et al., 2020). The relationship between poor mental health and contact with the criminal justice system is well established, and systemic issues in the criminal justice system can intensify mental health problems (Harrison et al., 2024). In 2021, the census-based estimated resident population of Aboriginal and Torres Strait Islander peoples was 3.8% of the total Australian population (ABS). In the June quarter of 2026, there were 18,396 Aboriginal and Torres Strait Islander prisoners, which accounts for 37% of the custodial population in Australia (Australian Bureau of Statistics [ABS], 2026). People in prison are disproportionately affected by poorer physical, mental, and social outcomes, with greater healthcare needs than the broader Australian population. They have higher rates of mental health conditions, chronic conditions, communicable disease, acquired brain injury, tobacco smoking, high-risk alcohol consumption, recent illicit drug use, and recent injecting drug use than the general population (AIHW 2026). As described by Haney (2003), the implication of incarceration on the individual often causes long-term consequences due to experiencing pain, deprivation, and extremely atypical patterns and norms of living and interacting with others, which is dysfunctional in periods post-incarceration. He argues that individuals are forced to quickly adapt to the institutional routine, where they are deprived of privacy and liberty, subjected to a diminished, stigmatised status, and live in sparse material conditions which overall are stressful and unpleasant for the individual (Haney, 2003). ===Mental disorder and incarceration=== The relationship between poor mental health and engagement with the justice system is well established (Harrison et al., 2024). The prevalence of mental disorder among the general prison population is much higher than in the community, but there are complex links between incarceration, social adversity and poor mental health for Indigenous people (Shepherd et al., 2016). Indigenous Australians are incarcerated at a disproportionately high rate compared to non-indigenous Australians (ABS, 2026). In Hefferen et al.,’s (2012) study estimating the prevalence of mental disorder in a representative sample of Aboriginal and Torres Strait Islander people in Queensland prisons, the 12 month prevalence of mental disorder was 73% among men and 86% among women. Anxiety, depression, and psychosis, are particularly high in women (Heffernan et al., 2012). Research shows that individuals who experience several forms of disadvantage such as racism and gender discrimination, are more likely to experience poor health (Bastos et al., 2018). ===Trauma and PTSD=== Significantly lower health statistics, social impoverishment, and inequity are factors which have contributed to the over-representation of Indigenous Australian's in Australian prisons, and are significantly impacted by the targeted discrimination and intergenerational trauma which has undermined the health and wellbeing of Indigenous Australians (Kendall, 2020). The relationship between intergenerational trauma, mental disorders and poor SEWB in Indigenous Australians is incredibly complex, impacted by colonisation, the forced removal of children from their families (the stolen generation), and immense systemic disadvantage (Berger & Sarnyai, 2015; Brown, 2012; Sherwood, 2013) * Heffernan et al. (2015) found 12-month prevalence rates of PTSD to be 12.1% among Indigenous men, and 32.3% among Indigenous women in custody. Individuals with PTSD are more likely to experience other mental diorder, suicidal thoughts across the lifespan, suicide attempts, and high rates of intoxication at the time of arrest, in comparison to those without (Heffernan, 2015). Despite this fact, 58.9% of the participants had never accessed mental health care before incarceration. * Potential limitations to these statistics is that they are cross-sectional, therefore it is undetermined whether prison caused the disorder or if the study focalised on people who had pre-existing mental health disorders. * Diagnostic interviews of similiar format used in this study, were developed in western settings and potentially misread culturally specific expressions of distress (Gee et al., 2014). =====Quiz===== <quiz display=simple> {Why is the relationship between incarceration and Indigenous emotional wellbeing described as bidirectional? |type="()"} + Because poor wellbeing and disadvantage increases the risk of imprisonment, and therefore imprisonment further damages wellbeing. - Because prison improves overall wellbeing for some, and harms wellbeing for others. </quiz> ==Social and Emotional Wellbeing== '''Focus question:''' ''What is the Social and Emotional Wellbeing (SEWB) model?'' Social and Emotional Wellbeing (SEWB) is a stepped care model which is dedicated to focalising Aboriginal and Torres Strait Islander social and emotional wellbeing and mental health. The term social and emotional wellbeing (SEWB) is used by many Aboriginal and Torres Strait Islander people to describe the social, emotional, spiritual, and cultural wellbeing of a person (Gee et al., 2014). According to Gee et al., (2014), SEWB is the preferred term used to describe an individual's wellbeing as it corresponds with a holistic view of health, compared to using terms such as mental health and mental illness as it is perceived as medical terms that focalise on problems, and do not properly describe all the factors that make up and influence wellbeing. The SEWB model was merticulously designed by Aboriginal psychologists and communities to make indigenous understatndings and the history of colonisaton, central to how wellbeing is assessed and supported within healthcare and institutions (Dudgeon & Walker, 2015). The SEWB framework has nine principles that define the concept of SEWB: # Aboriginal and Torres Strait Islander health is viewed in a holistic context that encompasses mental, physical, cultural, and spiritual health. Land is central to wellbeing. The disruption of these interrelations will result in Aboriginal and Torres Strait Islander ill health (Dudgeon et al., 2014, p. xxiv). # Self-determination is central to the provision of Aboriginal and Torres Strait Islander health services (Dudgeon et al., 2014, p. xxiv). # Culturally valid understandings must inform the provision of services and must guide assessment, care, and management of Aboriginal and Torres Strait Islander peoples health problems generally, and mental health problems in particular (Dudgeon et al., 2014, p. xxiv). # Trauma and loss which has been present since European invasion are a direct outcome of the disruption to cultural wellbeing. Trauma and loss of this magnitude continue to have intergenerational effects. This concept must be recognised (Dudgeon et al., 2014, p. xxiv). # The human rights of Aboriginal and Torres Strait Islander peoples must be recognised and respected. Human rights relevant to mental illness must be specifically addressed (Dudgeon et al., 2014, p. xxiv). # Racism, stigma, environmental adversity and social disadvantage constitute ongoing stressors and have negative impacts on Aboriginal and Torres Strait Islander people's mental health and wellbeing (Dudgeon et al., 2014, p. xxiv). # Recognition of the centrality of Aboriginal and Torres Strait Islander family and kinship must be recognised as well as the broader concepts of family and the bonds of reciprocal affection, responsibility and sharing (Dudgeon et al., 2014, p. xxiv). # Aboriginal or Torres Strait Islander culture or groups are not singular, but rather hundreds of groupings, languages, kinships, tribes, and ways of living and being. Aboriginal or Torres Strait Islander peoples may currently live in urban, rural, or remote settings, in urbanised, traditional, or other lifestyles and frequently move between these ways of living (Dudgeon et al., 2014, p. xxiv). # Aboriginal and Torres Strait Islander peoples have great strengths, creativity, and endurance and a deep understanding of the relationships between human beings and their environment (Dudgeon et al., 2014, p. xxiv). [[File:Determinants of social and emotional wellbeing.png|thumb|300px|'''Figure 2'''. Determinants of social and emotional wellbeing. Adapted from [Dudgeon & Walker, 2015].]] Figure 2, displays that the SEWB of individuals, families and communities are shaped by connections to body, mind and emotions, family and kinship, community, culture, land, and spirituality. ‘Connection’ refers to the diverse ways in which people experience and express these various domains of SEWB throughout the course of their lives. The nature of these connections are affected by the differentiation of needs across the lifespan (childhood, youth, adulthood, and old age) (Gee et al., 2014, p. 57). The disruption of these connections can result in higher likeliness of experiencing poorer SEWB (Gee et al., 2014, p. 58). The outermost ring displayed in the model (see Figure 2.) acknowledges the ways which social determinants (such as income and housing), and historical determinants (such as colonisation and child removal) shape connections (Gee et al., 2014, p.58). ==How incarceration affects SEWB domains== '''Focus question:''' ''How does incarceration affect the domains of social and emotional wellbeing?'' By design, prison is an environment of disconnection which centres westernised conceptualisations of knowing and being (Leeson et al., 2016). Incarceration disrupts the SEWB domains of Aboriginal and Torres Strait Islander peoples by forcing individuals into an environment which is inherently misaligned with a holistic view of health and well-being, and Indigenous structures of law and lore. Incarceration also impacts support networks, individual autonomy, and inflicts psychological trauma which disrupts elements of health during and after imprisonment (Cunha et al., 2023). Historically, colonisation has impacted Indigenous lives through disease, massacre, dispossession of lands, relocation, forced labor, removal of children, and enforced cultural assimilation (Battams et al., 2021), and to this day, the nature of incarceration reproduces the same trauma and losses Indigenous people have experience generationally (Kendall et al., 2019). Kendall et al.’s (2019) in qualitative interviews with incarcerated Aboriginal women, found that they have holistic, culturally specific conceptualisations on their health, and what they believe it means to be healthy. However, it was evident in their stories that maintaining positive health and SEWB in prison, as well as access to appropriate health care, is challenging (Kendall et al., 2019).   Correctional facilities can frequently exacerbate pre-existing mental health conditions, such as major depression, severe anxiety, and bipolar disorder (Cunha et al., 2023). In 2025, 57% of incarcerated individuals reported having been told they had a mental health condition at some point during their lives (Australian Institute of Health and Welfare, 2024). ==Connection to community== The implication of incarceration on family, kinship, and community affects connection through the physical separation of people from their families and communities. For many Aboriginal women, one of the most distressing outcomes of incarceration is the removal of their children (Kendall et al., 2019). Through the SEWB model, connection to family and kinship, and wellbeing are directly linked, the harm that separation has extends to the wellbeing of the broader community. ==Connection to country== With reference to opening case study, not only is incarceration and the criminal justice system preventing cultural agency for Indigenous Australians, but it is complicit in the cultural discrimination of Aboriginal lore and culture (Larkin, 2021). Prison removes people from country and this action prevents their participation or attendance (in/to) cultural practices (ceremonies, obligations etc). In line with the SEWB model, prison disrupts the connection an individual has to their culture and spirit. ==Connection to body, mind, and emotions== Incarceration manifests stress, poor health, and produces numerous barriers to accessing adequate healthcare which impacts mind and body of the individual (Quandt & Jones, 2021). Aboriginal women in custody have holistic conceptualisations of their health and have a proactive approach to what it means to be healthy, but report failing to be listened to, experiencing stereotyping, and recieving overall poorer care than non-indigenous women in custody (Kendall et al., 2020). The implication that racism and discriminiation has on mental health alone is associated with poorer mental health, including experiencing depression, anxiety, and psychological distress (Paradies et al., 2020). In the prison environment, the loss of connection and overall how people are treated can cause emotional impairment. ==Emotional and mental wellbeing== ===Why the Social and Emotional Wellbeing model?=== '''Focus Question:''' ''What does the Social and Emotional Wellbeing model contribute that Westernised frameworks don't?'' The SEWB model supports that culture is a predictor of wellbeing. For Indigenous Australian's who are a part of the custodial population, cultural engagement is significantly associated with non-recidivism (Shepherd et al., 2017). Prisons do not adequately address factors linked to future reoffending such as substance use, psychological distress, threatening behaviour, or poor treatment adhearance (Shepherd et al., 2016). Applying equal treatment and providing everyone with the same treatment and access to healthcare services is inadequate for incarcerated Indigenous people who have greater needs (Kendall et al., 2020). * Western definitions of mental health do not align with Aboriginal perspectives of health and wellbeing which endorse a more holistic approach to their conceptualisation (Harrison, 2021). '''Table 1''' ''Comparing alternative frameworks to the SEWB model.'' {| class="wikitable" ! Feature !! Biomedical model !! Self-determination theory !! SEWB model |- | Focus || Focused on the Individual || Focused on the Individual || Focused on aspects such as Individual, family and community |- | Main concern || Symptoms and diagnosis || Psychological needs || Connection across seven domains |- | Historical factors || Rarely considered || Not central || Centred around trauma and colonisatio |- | Cultural factors || Background factor || Can shape need satisfaction || Significant to overall well-being |- | Approach || Deficit-focused understanding of health || Growth-focused understanding of health || Strengths-based understanding of health |} ==Future directions/recommendations== Note: this section could be added to discuss future directions, and ways to improve the emotional wellbeing of Indigenous Australians in custody. ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) * [https://en.wikipedia.org/wiki/Indigenous_Australians_and_crime Indigenous incarceration] * [https://en.wikipedia.org/wiki/Closing_the_Gap Closing the gap] == References == {{Hanging indent|1= Australian Bureau of Statistics. (2023). ''Estimates of Aboriginal and Torres Strait Islander Australians''. https://www.abs.gov.au/statistics/people/aboriginal-and-torres-strait-islander-peoples/estimates-aboriginal-and-torres-strait-islander-australians/latest-release Australian Bureau of Statistics. (2025). ''Corrective services, Australia, March quarter 2025''. https://www.abs.gov.au/statistics/people/crime-and-justice/corrective-services-australia/latest-release Australian Indigenous HealthInfoNet. (2017). ''Social and emotional wellbeing''. https://healthinfonet.ecu.edu.au/learn/health-topics/social-and-emotional-wellbeing/ Australian Institute of Health and Welfare. (2024). ''Health of people in prison''. https://www.aihw.gov.au/reports/australias-health/health-of-people-in-prison Australian Institute of Health and Welfare. (2025). ''Social and emotional wellbeing''. https://www.aihw.gov.au/reports/indigenous-mental-health-suicide-prevention/social-emotional-wellbeing Bastos, J. L., Harnois, C. E., & Paradies, Y. C. (2018). Health care barriers, racism, and intersectionality in Australia. ''Social Science & Medicine'', ''199'', 209–218. https://doi.org/10.1016/j.socscimed.2017.05.010 Battams, S., Delany-Crowe, T., Fisher, M., Wright, L., Krieg, A., McDermott, D., & Baum, F. (2021). Applying crime prevention and health promotion frameworks to the problem of high incarceration rates for Aboriginal and Torres Strait Islander populations: Lessons from a case study from Victoria. ''International Indigenous Policy Journal'', ''12''(2), 1–29. https://doi.org/10.18584/iipj.2021.12.2.10208 Cunha, O., de Castro Rodrigues, A., Caridade, S., Conde, R., Almeida, T. C., Cruz, A. R., & Peixoto, M. M. (2023). The impact of imprisonment on individuals’ mental health and society reintegration: Study protocol. ''BMC Psychology'', ''11'', Article 215. https://doi.org/10.1186/s40359-023-01252-w Department of the Prime Minister and Cabinet. (2017). ''National strategic framework for Aboriginal and Torres Strait Islander peoples’ mental health and social and emotional wellbeing 2017–2023''. Australian Indigenous HealthInfoNet. https://healthinfonet.ecu.edu.au/key-resources/policies-and-strategies/33834/ Dudgeon, P. (2026, May 26). ''Pat Dudgeon AM FAPS on developing the social and emotional wellbeing model to support Indigenous communities''. Australian Psychological Society. https://psychology.org.au/insights/pat-dudgeon-am-sewb-model Dudgeon, P., Milroy, H., & Walker, R. (Eds.). (2014). ''Working together: Aboriginal and Torres Strait Islander mental health and wellbeing principles and practice'' (2nd ed.). Australian Government Department of the Prime Minister and Cabinet. Dudgeon, P., & Walker, R. (2015). Decolonising Australian psychology: Discourses, strategies, and practice. ''Journal of Social and Political Psychology'', ''3''(1), 276–297. https://doi.org/10.5964/jspp.v3i1.126 Gee, G., Dudgeon, P., Schultz, C., Hart, A., & Kelly, K. (2014). Aboriginal and Torres Strait Islander social and emotional wellbeing. In P. Dudgeon, H. Milroy, & R. Walker (Eds.), ''Working together: Aboriginal and Torres Strait Islander mental health and wellbeing principles and practice'' (2nd ed., pp. 55–68). Australian Government Department of the Prime Minister and Cabinet. Harrison, M., Trounson, J., Shepherd, S., Gubhaju, L., Williamson, A., Ivers, R., Eades, F., Williams, R., & Eades, S. (2024). The relationship between justice system non-involvement and the social and emotional wellbeing of young Aboriginal and Torres Strait Islander people. ''Psychiatry, Psychology and Law'', ''32''(4), 1–17. https://doi.org/10.1080/13218719.2024.2330060 Heffernan, E. B., Andersen, K. C., Dev, A., & Kinner, S. (2012). Prevalence of mental illness among Aboriginal and Torres Strait Islander people in Queensland prisons. ''Medical Journal of Australia'', ''197''(1), 37–41. https://doi.org/10.5694/mja11.11352 Kendall, S., Lighton, S., Sherwood, J., Baldry, E., & Sullivan, E. (2019). Holistic conceptualizations of health by incarcerated Aboriginal women in New South Wales, Australia. ''Qualitative Health Research'', ''29''(11), 1549–1565. https://doi.org/10.1177/1049732319846162 Kendall, S., Lighton, S., Sherwood, J., Baldry, E., & Sullivan, E. A. (2020). Incarcerated Aboriginal women’s experiences of accessing healthcare and the limitations of the ‘equal treatment’ principle. ''International Journal for Equity in Health'', ''19''(1), 1–14. https://doi.org/10.1186/s12939-020-1155-3 Larkin, D. (2021, July 19). ''Excessive strip-searching shines light on discrimination of Aboriginal women in the criminal justice system''. The Conversation. https://theconversation.com/excessive-strip-searching-shines-light-on-discrimination-of-aboriginal-women-in-the-criminal-justice-system-163969 Leeson, S., Smith, C., & Rynne, J. (2016). Yarning and appreciative inquiry: The use of culturally appropriate and respectful research methods when working with Aboriginal and Torres Strait Islander women in Australian prisons. ''Methodological Innovations'', ''9''. https://doi.org/10.1177/2059799116630660 Paradies, Y., Ben, J., Denson, N., Elias, A., Priest, N., Pieterse, A., Gupta, A., Kelaher, M., & Gee, G. (2015). Racism as a determinant of health: A systematic review and meta-analysis. ''PLOS ONE'', ''10''(9), Article e0138511. https://doi.org/10.1371/journal.pone.0138511 Quandt, K. R., & Jones, A. (2021, May 13). ''Research roundup: Incarceration can cause lasting damage to mental health''. Prison Policy Initiative. https://www.prisonpolicy.org/blog/2021/05/13/mentalhealthimpacts/ Productivity Commission. (2024). ''Socio-economic outcome area 10: Aboriginal and Torres Strait Islander adults are not overrepresented in the criminal justice system – Dashboard''. Closing the Gap Information Repository. https://www.pc.gov.au/closing-the-gap-data/dashboard/outcome-area/criminal-justice/ Shepherd, S. M., Delgado, R. H., Sherwood, J., & Paradies, Y. (2017). The impact of Indigenous cultural identity and cultural engagement on violent offending. ''BMC Public Health'', ''18''(1), Article 50. https://doi.org/10.1186/s12889-017-4603-2 Shepherd, S. M., Ogloff, J. R. P., & Thomas, S. D. M. (2016). Are Australian prisons meeting the needs of Indigenous offenders? ''Health & Justice'', ''4''(1), 1–9. https://doi.org/10.1186/s40352-016-0045-7 Sydney Nature Team. (2025, December 10). ''Strengthening Aboriginal cultural heritage''. NSW Environment and Heritage. https://www.environment.nsw.gov.au/about-us/get-involved/sydney-nature/country-and-culture/aboriginal-culture-and-practices/cultural-heritage Thompson, A., & Archibald-Binge, E. (2020, March 15). Aboriginal girl fights to exclude men from seeing strip search footage. ''The Sydney Morning Herald''. https://www.smh.com.au/national/nsw/aboriginal-girl-fights-to-exclude-men-from-seeing-strip-search-footage-20200310-p548pu.html }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Indigenous/Australian]] s2core01d7qu1da4fgblzn6zbfm2kiy 2841594 2841591 2026-10-19T21:58:54Z Lilfish215 3107244 /* See also */ 2841594 wikitext text/x-wiki {{title|Emotional effects of incarceration on Indigenous Australians:<br>What are the emotional effects of incarceration on Indigenous Australians? }} __TOC__ ==Overview== {{RoundBoxTop|theme=12}} [[File:Kakadu (AU), Kakadu National Park, Anbangbang Rock Shelter -- 2019 -- 4106.jpg|thumb|250px|'''Figure 1'''. Emotional wellbeing for Indigenous Australians is viewed as health, connected with the land, culture, and community.]] ; Case study In January of 2021, an unnamed incarcerated Aboriginal woman on remand at the [[w:Alexander Maconochie Centre|Alexander Maconochie Centre in the ACT]] was allegedly strip searched by four guards in riot gear, within view of male detainees (Larkin, 2021). The woman is a victim of a previous sexual assault. This case, amongst others, has caused concern among health care professionals who work with Aboriginal women detainees (Larkin, 2021). For many First Nations communities, the showing of a woman's sensitive body parts is considered sacred to women's business (Thompson & Archibald-Binge, 2020). This lore and culture has been practised for thousands of years. The separation of men's and women's business, and strict traditions and customs is central to many [[w:Australian Aboriginal culture|Aboriginal cultures]]. The conduct and nature of these traditions recognises and respects particular roles, ceremony and lore sacred to men and women (Sydney Nature Team, 2025). The customs and practices within men's and women's business are strict and if the rules are broken, harsh punishment is to follow. "If women's business is conducted in front of males, cultural shame is likely to be the result. This is extremely distressing and would stay with the woman for a long time," (Thompson & Archibald-Binge, 2020). This local case, alongside many others, acknowledges how the absence of cultural safety within institutional practice can undermine Indigenous wellbeing. This chapter explores the social and emotional wellbeing model and the emotional effects of incarceration on Indigenous Australians. {{RoundBoxBottom}} * Aboriginal and Torres Strait Islander (First Nations) people are recognised as the oldest continuous cultures on earth (Commonwealth of Australia 2017). * Indigenous Australians are incarcerated at a disproportionately high rate, accounting for 37% of all persons in custody as of March 2025 (ABS, 2025). * "Research shows that imprisonment has negative impacts on the physical and mental health of incarcerated individuals, and these impacts persist after release." - (Impacts of Imprisonment | Bugmy Bar Book, 2023, p.1). * Incarceration significantly impacts the cultural and relational connections to land and kin which are directly correlational with wellbeing for many Indigenous Australians. The Social and Emotional Wellbeing (SEWB) model was developed to support and strengthen Indigenous mental health.The SEWB model is a holistic, multi-dimensional concept of wellbeing which takes into account the impacts of the history of colonisation (Dudgeon, 2026). * The SEWB model recognises that connection to land, sea, culture, and spirituality contribute to wellbeing. * Access to culturally safe, responsive, and person-centred services is essential to improving the emotional wellbeing of Indigenous Australians in custody (Department of the Prime Minister and Cabinet, 2017). It is essential that psychological science be informed by Indigenous understandings of wellbeing. {{RoundBoxTop|theme=11}} '''Focus questions''' * What is the relationship between incarceration and the emotional wellbeing of Indigenous Australians? * What is the Social and Emotional Wellbeing (SEWB) model? * How does incarceration affect the domains of social and emotional wellbeing? * What does the Social and Emotional Wellbeing model contribute that westernised frameworks don't? {{RoundBoxBottom}} ==Incarceration and emotional wellbeing== '''Focus question:''' ''What is the relationship between incarceration and the emotional wellbeing of Indigenous Australians?'' The relationship between incarceration and the emotional wellbeing of Indigenous Australians is bidirectional. Targeted discrimination and intergenerational trauma have undermined the health and wellbeing of Australia’s Aboriginal and Torres Strait Islander population, which directly leads to significantly poorer health status, social impoverishment and inequity resulting in the over-representation of Aboriginal people in Australian prisons” (Kendall et al., 2020). The relationship between poor mental health and contact with the criminal justice system is well established, and systemic issues in the criminal justice system can intensify mental health problems (Harrison et al., 2024). In 2021, the census-based estimated resident population of Aboriginal and Torres Strait Islander peoples was 3.8% of the total Australian population (ABS). In the June quarter of 2026, there were 18,396 Aboriginal and Torres Strait Islander prisoners, which accounts for 37% of the custodial population in Australia (Australian Bureau of Statistics [ABS], 2026). People in prison are disproportionately affected by poorer physical, mental, and social outcomes, with greater healthcare needs than the broader Australian population. They have higher rates of mental health conditions, chronic conditions, communicable disease, acquired brain injury, tobacco smoking, high-risk alcohol consumption, recent illicit drug use, and recent injecting drug use than the general population (AIHW 2026). As described by Haney (2003), the implication of incarceration on the individual often causes long-term consequences due to experiencing pain, deprivation, and extremely atypical patterns and norms of living and interacting with others, which is dysfunctional in periods post-incarceration. He argues that individuals are forced to quickly adapt to the institutional routine, where they are deprived of privacy and liberty, subjected to a diminished, stigmatised status, and live in sparse material conditions which overall are stressful and unpleasant for the individual (Haney, 2003). ===Mental disorder and incarceration=== The relationship between poor mental health and engagement with the justice system is well established (Harrison et al., 2024). The prevalence of mental disorder among the general prison population is much higher than in the community, but there are complex links between incarceration, social adversity and poor mental health for Indigenous people (Shepherd et al., 2016). Indigenous Australians are incarcerated at a disproportionately high rate compared to non-indigenous Australians (ABS, 2026). In Hefferen et al.,’s (2012) study estimating the prevalence of mental disorder in a representative sample of Aboriginal and Torres Strait Islander people in Queensland prisons, the 12 month prevalence of mental disorder was 73% among men and 86% among women. Anxiety, depression, and psychosis, are particularly high in women (Heffernan et al., 2012). Research shows that individuals who experience several forms of disadvantage such as racism and gender discrimination, are more likely to experience poor health (Bastos et al., 2018). ===Trauma and PTSD=== Significantly lower health statistics, social impoverishment, and inequity are factors which have contributed to the over-representation of Indigenous Australian's in Australian prisons, and are significantly impacted by the targeted discrimination and intergenerational trauma which has undermined the health and wellbeing of Indigenous Australians (Kendall, 2020). The relationship between intergenerational trauma, mental disorders and poor SEWB in Indigenous Australians is incredibly complex, impacted by colonisation, the forced removal of children from their families (the stolen generation), and immense systemic disadvantage (Berger & Sarnyai, 2015; Brown, 2012; Sherwood, 2013) * Heffernan et al. (2015) found 12-month prevalence rates of PTSD to be 12.1% among Indigenous men, and 32.3% among Indigenous women in custody. Individuals with PTSD are more likely to experience other mental diorder, suicidal thoughts across the lifespan, suicide attempts, and high rates of intoxication at the time of arrest, in comparison to those without (Heffernan, 2015). Despite this fact, 58.9% of the participants had never accessed mental health care before incarceration. * Potential limitations to these statistics is that they are cross-sectional, therefore it is undetermined whether prison caused the disorder or if the study focalised on people who had pre-existing mental health disorders. * Diagnostic interviews of similiar format used in this study, were developed in western settings and potentially misread culturally specific expressions of distress (Gee et al., 2014). =====Quiz===== <quiz display=simple> {Why is the relationship between incarceration and Indigenous emotional wellbeing described as bidirectional? |type="()"} + Because poor wellbeing and disadvantage increases the risk of imprisonment, and therefore imprisonment further damages wellbeing. - Because prison improves overall wellbeing for some, and harms wellbeing for others. </quiz> ==Social and Emotional Wellbeing== '''Focus question:''' ''What is the Social and Emotional Wellbeing (SEWB) model?'' Social and Emotional Wellbeing (SEWB) is a stepped care model which is dedicated to focalising Aboriginal and Torres Strait Islander social and emotional wellbeing and mental health. The term social and emotional wellbeing (SEWB) is used by many Aboriginal and Torres Strait Islander people to describe the social, emotional, spiritual, and cultural wellbeing of a person (Gee et al., 2014). According to Gee et al., (2014), SEWB is the preferred term used to describe an individual's wellbeing as it corresponds with a holistic view of health, compared to using terms such as mental health and mental illness as it is perceived as medical terms that focalise on problems, and do not properly describe all the factors that make up and influence wellbeing. The SEWB model was merticulously designed by Aboriginal psychologists and communities to make indigenous understatndings and the history of colonisaton, central to how wellbeing is assessed and supported within healthcare and institutions (Dudgeon & Walker, 2015). The SEWB framework has nine principles that define the concept of SEWB: # Aboriginal and Torres Strait Islander health is viewed in a holistic context that encompasses mental, physical, cultural, and spiritual health. Land is central to wellbeing. The disruption of these interrelations will result in Aboriginal and Torres Strait Islander ill health (Dudgeon et al., 2014, p. xxiv). # Self-determination is central to the provision of Aboriginal and Torres Strait Islander health services (Dudgeon et al., 2014, p. xxiv). # Culturally valid understandings must inform the provision of services and must guide assessment, care, and management of Aboriginal and Torres Strait Islander peoples health problems generally, and mental health problems in particular (Dudgeon et al., 2014, p. xxiv). # Trauma and loss which has been present since European invasion are a direct outcome of the disruption to cultural wellbeing. Trauma and loss of this magnitude continue to have intergenerational effects. This concept must be recognised (Dudgeon et al., 2014, p. xxiv). # The human rights of Aboriginal and Torres Strait Islander peoples must be recognised and respected. Human rights relevant to mental illness must be specifically addressed (Dudgeon et al., 2014, p. xxiv). # Racism, stigma, environmental adversity and social disadvantage constitute ongoing stressors and have negative impacts on Aboriginal and Torres Strait Islander people's mental health and wellbeing (Dudgeon et al., 2014, p. xxiv). # Recognition of the centrality of Aboriginal and Torres Strait Islander family and kinship must be recognised as well as the broader concepts of family and the bonds of reciprocal affection, responsibility and sharing (Dudgeon et al., 2014, p. xxiv). # Aboriginal or Torres Strait Islander culture or groups are not singular, but rather hundreds of groupings, languages, kinships, tribes, and ways of living and being. Aboriginal or Torres Strait Islander peoples may currently live in urban, rural, or remote settings, in urbanised, traditional, or other lifestyles and frequently move between these ways of living (Dudgeon et al., 2014, p. xxiv). # Aboriginal and Torres Strait Islander peoples have great strengths, creativity, and endurance and a deep understanding of the relationships between human beings and their environment (Dudgeon et al., 2014, p. xxiv). [[File:Determinants of social and emotional wellbeing.png|thumb|300px|'''Figure 2'''. Determinants of social and emotional wellbeing. Adapted from [Dudgeon & Walker, 2015].]] Figure 2, displays that the SEWB of individuals, families and communities are shaped by connections to body, mind and emotions, family and kinship, community, culture, land, and spirituality. ‘Connection’ refers to the diverse ways in which people experience and express these various domains of SEWB throughout the course of their lives. The nature of these connections are affected by the differentiation of needs across the lifespan (childhood, youth, adulthood, and old age) (Gee et al., 2014, p. 57). The disruption of these connections can result in higher likeliness of experiencing poorer SEWB (Gee et al., 2014, p. 58). The outermost ring displayed in the model (see Figure 2.) acknowledges the ways which social determinants (such as income and housing), and historical determinants (such as colonisation and child removal) shape connections (Gee et al., 2014, p.58). ==How incarceration affects SEWB domains== '''Focus question:''' ''How does incarceration affect the domains of social and emotional wellbeing?'' By design, prison is an environment of disconnection which centres westernised conceptualisations of knowing and being (Leeson et al., 2016). Incarceration disrupts the SEWB domains of Aboriginal and Torres Strait Islander peoples by forcing individuals into an environment which is inherently misaligned with a holistic view of health and well-being, and Indigenous structures of law and lore. Incarceration also impacts support networks, individual autonomy, and inflicts psychological trauma which disrupts elements of health during and after imprisonment (Cunha et al., 2023). Historically, colonisation has impacted Indigenous lives through disease, massacre, dispossession of lands, relocation, forced labor, removal of children, and enforced cultural assimilation (Battams et al., 2021), and to this day, the nature of incarceration reproduces the same trauma and losses Indigenous people have experience generationally (Kendall et al., 2019). Kendall et al.’s (2019) in qualitative interviews with incarcerated Aboriginal women, found that they have holistic, culturally specific conceptualisations on their health, and what they believe it means to be healthy. However, it was evident in their stories that maintaining positive health and SEWB in prison, as well as access to appropriate health care, is challenging (Kendall et al., 2019).   Correctional facilities can frequently exacerbate pre-existing mental health conditions, such as major depression, severe anxiety, and bipolar disorder (Cunha et al., 2023). In 2025, 57% of incarcerated individuals reported having been told they had a mental health condition at some point during their lives (Australian Institute of Health and Welfare, 2024). ==Connection to community== The implication of incarceration on family, kinship, and community affects connection through the physical separation of people from their families and communities. For many Aboriginal women, one of the most distressing outcomes of incarceration is the removal of their children (Kendall et al., 2019). Through the SEWB model, connection to family and kinship, and wellbeing are directly linked, the harm that separation has extends to the wellbeing of the broader community. ==Connection to country== With reference to opening case study, not only is incarceration and the criminal justice system preventing cultural agency for Indigenous Australians, but it is complicit in the cultural discrimination of Aboriginal lore and culture (Larkin, 2021). Prison removes people from country and this action prevents their participation or attendance (in/to) cultural practices (ceremonies, obligations etc). In line with the SEWB model, prison disrupts the connection an individual has to their culture and spirit. ==Connection to body, mind, and emotions== Incarceration manifests stress, poor health, and produces numerous barriers to accessing adequate healthcare which impacts mind and body of the individual (Quandt & Jones, 2021). Aboriginal women in custody have holistic conceptualisations of their health and have a proactive approach to what it means to be healthy, but report failing to be listened to, experiencing stereotyping, and recieving overall poorer care than non-indigenous women in custody (Kendall et al., 2020). The implication that racism and discriminiation has on mental health alone is associated with poorer mental health, including experiencing depression, anxiety, and psychological distress (Paradies et al., 2020). In the prison environment, the loss of connection and overall how people are treated can cause emotional impairment. ==Emotional and mental wellbeing== ===Why the Social and Emotional Wellbeing model?=== '''Focus Question:''' ''What does the Social and Emotional Wellbeing model contribute that Westernised frameworks don't?'' The SEWB model supports that culture is a predictor of wellbeing. For Indigenous Australian's who are a part of the custodial population, cultural engagement is significantly associated with non-recidivism (Shepherd et al., 2017). Prisons do not adequately address factors linked to future reoffending such as substance use, psychological distress, threatening behaviour, or poor treatment adhearance (Shepherd et al., 2016). Applying equal treatment and providing everyone with the same treatment and access to healthcare services is inadequate for incarcerated Indigenous people who have greater needs (Kendall et al., 2020). * Western definitions of mental health do not align with Aboriginal perspectives of health and wellbeing which endorse a more holistic approach to their conceptualisation (Harrison, 2021). '''Table 1''' ''Comparing alternative frameworks to the SEWB model.'' {| class="wikitable" ! Feature !! Biomedical model !! Self-determination theory !! SEWB model |- | Focus || Focused on the Individual || Focused on the Individual || Focused on aspects such as Individual, family and community |- | Main concern || Symptoms and diagnosis || Psychological needs || Connection across seven domains |- | Historical factors || Rarely considered || Not central || Centred around trauma and colonisatio |- | Cultural factors || Background factor || Can shape need satisfaction || Significant to overall well-being |- | Approach || Deficit-focused understanding of health || Growth-focused understanding of health || Strengths-based understanding of health |} ==Future directions/recommendations== * Introduce reform and adapt prison procedures at a means to introduce culturally safe practice. * Support family visits and access to more cultural programs to support connection with country and community in custody. * Develop programs which help maintain support post release, this can assist in preventing reoffending. ==Conclusion== * The SEWB model is a promising structural model which can assist in further developing and adapting Australian prisons in a way which encourages culturally safe practise for incarcerated Indigenous Australians. * Protecting Indigenous emotional wellbeing in custody entails prioritising connections with community, culture, land, and kin. * Incarceration can have detrimental effects on the wellbeing of our first nations peoples. ==See also== * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [https://en.wikipedia.org/wiki/Indigenous_Australians_and_crime Indigenous incarceration] * [https://en.wikipedia.org/wiki/Closing_the_Gap Closing the gap] == References == {{Hanging indent|1= Australian Bureau of Statistics. (2023). ''Estimates of Aboriginal and Torres Strait Islander Australians''. https://www.abs.gov.au/statistics/people/aboriginal-and-torres-strait-islander-peoples/estimates-aboriginal-and-torres-strait-islander-australians/latest-release Australian Bureau of Statistics. (2025). ''Corrective services, Australia, March quarter 2025''. https://www.abs.gov.au/statistics/people/crime-and-justice/corrective-services-australia/latest-release Australian Indigenous HealthInfoNet. (2017). ''Social and emotional wellbeing''. https://healthinfonet.ecu.edu.au/learn/health-topics/social-and-emotional-wellbeing/ Australian Institute of Health and Welfare. (2024). ''Health of people in prison''. https://www.aihw.gov.au/reports/australias-health/health-of-people-in-prison Australian Institute of Health and Welfare. (2025). ''Social and emotional wellbeing''. https://www.aihw.gov.au/reports/indigenous-mental-health-suicide-prevention/social-emotional-wellbeing Bastos, J. L., Harnois, C. E., & Paradies, Y. C. (2018). Health care barriers, racism, and intersectionality in Australia. ''Social Science & Medicine'', ''199'', 209–218. https://doi.org/10.1016/j.socscimed.2017.05.010 Battams, S., Delany-Crowe, T., Fisher, M., Wright, L., Krieg, A., McDermott, D., & Baum, F. (2021). Applying crime prevention and health promotion frameworks to the problem of high incarceration rates for Aboriginal and Torres Strait Islander populations: Lessons from a case study from Victoria. ''International Indigenous Policy Journal'', ''12''(2), 1–29. https://doi.org/10.18584/iipj.2021.12.2.10208 Cunha, O., de Castro Rodrigues, A., Caridade, S., Conde, R., Almeida, T. C., Cruz, A. R., & Peixoto, M. M. (2023). The impact of imprisonment on individuals’ mental health and society reintegration: Study protocol. ''BMC Psychology'', ''11'', Article 215. https://doi.org/10.1186/s40359-023-01252-w Department of the Prime Minister and Cabinet. (2017). ''National strategic framework for Aboriginal and Torres Strait Islander peoples’ mental health and social and emotional wellbeing 2017–2023''. Australian Indigenous HealthInfoNet. https://healthinfonet.ecu.edu.au/key-resources/policies-and-strategies/33834/ Dudgeon, P. (2026, May 26). ''Pat Dudgeon AM FAPS on developing the social and emotional wellbeing model to support Indigenous communities''. Australian Psychological Society. https://psychology.org.au/insights/pat-dudgeon-am-sewb-model Dudgeon, P., Milroy, H., & Walker, R. (Eds.). (2014). ''Working together: Aboriginal and Torres Strait Islander mental health and wellbeing principles and practice'' (2nd ed.). Australian Government Department of the Prime Minister and Cabinet. Dudgeon, P., & Walker, R. (2015). Decolonising Australian psychology: Discourses, strategies, and practice. ''Journal of Social and Political Psychology'', ''3''(1), 276–297. https://doi.org/10.5964/jspp.v3i1.126 Gee, G., Dudgeon, P., Schultz, C., Hart, A., & Kelly, K. (2014). Aboriginal and Torres Strait Islander social and emotional wellbeing. In P. Dudgeon, H. Milroy, & R. Walker (Eds.), ''Working together: Aboriginal and Torres Strait Islander mental health and wellbeing principles and practice'' (2nd ed., pp. 55–68). Australian Government Department of the Prime Minister and Cabinet. Harrison, M., Trounson, J., Shepherd, S., Gubhaju, L., Williamson, A., Ivers, R., Eades, F., Williams, R., & Eades, S. (2024). The relationship between justice system non-involvement and the social and emotional wellbeing of young Aboriginal and Torres Strait Islander people. ''Psychiatry, Psychology and Law'', ''32''(4), 1–17. https://doi.org/10.1080/13218719.2024.2330060 Heffernan, E. B., Andersen, K. C., Dev, A., & Kinner, S. (2012). Prevalence of mental illness among Aboriginal and Torres Strait Islander people in Queensland prisons. ''Medical Journal of Australia'', ''197''(1), 37–41. https://doi.org/10.5694/mja11.11352 Kendall, S., Lighton, S., Sherwood, J., Baldry, E., & Sullivan, E. (2019). Holistic conceptualizations of health by incarcerated Aboriginal women in New South Wales, Australia. ''Qualitative Health Research'', ''29''(11), 1549–1565. https://doi.org/10.1177/1049732319846162 Kendall, S., Lighton, S., Sherwood, J., Baldry, E., & Sullivan, E. A. (2020). Incarcerated Aboriginal women’s experiences of accessing healthcare and the limitations of the ‘equal treatment’ principle. ''International Journal for Equity in Health'', ''19''(1), 1–14. https://doi.org/10.1186/s12939-020-1155-3 Larkin, D. (2021, July 19). ''Excessive strip-searching shines light on discrimination of Aboriginal women in the criminal justice system''. The Conversation. https://theconversation.com/excessive-strip-searching-shines-light-on-discrimination-of-aboriginal-women-in-the-criminal-justice-system-163969 Leeson, S., Smith, C., & Rynne, J. (2016). Yarning and appreciative inquiry: The use of culturally appropriate and respectful research methods when working with Aboriginal and Torres Strait Islander women in Australian prisons. ''Methodological Innovations'', ''9''. https://doi.org/10.1177/2059799116630660 Paradies, Y., Ben, J., Denson, N., Elias, A., Priest, N., Pieterse, A., Gupta, A., Kelaher, M., & Gee, G. (2015). Racism as a determinant of health: A systematic review and meta-analysis. ''PLOS ONE'', ''10''(9), Article e0138511. https://doi.org/10.1371/journal.pone.0138511 Quandt, K. R., & Jones, A. (2021, May 13). ''Research roundup: Incarceration can cause lasting damage to mental health''. Prison Policy Initiative. https://www.prisonpolicy.org/blog/2021/05/13/mentalhealthimpacts/ Productivity Commission. (2024). ''Socio-economic outcome area 10: Aboriginal and Torres Strait Islander adults are not overrepresented in the criminal justice system – Dashboard''. Closing the Gap Information Repository. https://www.pc.gov.au/closing-the-gap-data/dashboard/outcome-area/criminal-justice/ Shepherd, S. M., Delgado, R. H., Sherwood, J., & Paradies, Y. (2017). The impact of Indigenous cultural identity and cultural engagement on violent offending. ''BMC Public Health'', ''18''(1), Article 50. https://doi.org/10.1186/s12889-017-4603-2 Shepherd, S. M., Ogloff, J. R. P., & Thomas, S. D. M. (2016). Are Australian prisons meeting the needs of Indigenous offenders? ''Health & Justice'', ''4''(1), 1–9. https://doi.org/10.1186/s40352-016-0045-7 Sydney Nature Team. (2025, December 10). ''Strengthening Aboriginal cultural heritage''. NSW Environment and Heritage. https://www.environment.nsw.gov.au/about-us/get-involved/sydney-nature/country-and-culture/aboriginal-culture-and-practices/cultural-heritage Thompson, A., & Archibald-Binge, E. (2020, March 15). Aboriginal girl fights to exclude men from seeing strip search footage. ''The Sydney Morning Herald''. https://www.smh.com.au/national/nsw/aboriginal-girl-fights-to-exclude-men-from-seeing-strip-search-footage-20200310-p548pu.html }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Indigenous/Australian]] ptsu3o8nhrosayk2wbzvo4t7f5cd8fx 0 331258 2841622 2841468 2026-10-20T00:56:02Z ~2026-55910-53 3112914 /* Moral emotions */ added historical development 2841622 wikitext text/x-wiki {{title|Moral emotions and ethical behaviour<br>How do moral emotions motivate ethical and prosocial action?}} __TOC__ ==Overview== {{RoundBoxTop|theme=7}} [[File:Begging man Harmony Lot 27 Elliot Street downtown Brattleboro VT July 2025 02.jpg|right|thumb|150px|'''Figure 1'''. Homeless man begging]] ;Scenario Imagine that you are doing your weekly shopping and you come across a homeless person who is asking for food or money. The person present in an unkempt state and initially you make sure you walk past, your stomach drops, and subconsciously wrinkle your nose and you decide to take a longer path to the shops in order to avoid them. When paying for your groceries, you realise that you don’t have quite enough to pay the full amount, instantly, your face gets hot as there is a line of people waiting behind you and it seems they are all staring at you, judging your error. Whilst you are talking to the register assistant, asking for some time to go through your groceries to determine which items are a priority, the person behind you offers to make up the difference. Suddenly, the hot feeling in your face becomes a warm feeling in your chest and you start profusely thanking the person and ask if there is anything you can do to make it up to them, they respond with “when you are in a position to pay it forward to some else, please do so.” {{RoundBoxBottom}} [[w:Moral_emotions|Moral emotions]] potentially set humans apart from other animals, by enabling people to react to social events that do not directly affect the self but concern the interests or welfare either of others and society as a whole (''Haidt, 2003).'' They arise when individuals evaluate actions, intentions, or social situations in terms of right or wrong, in accordance with social norms and moral standards. This guides behaviours that support cooperation, fairness and social harmony. This distinguishes moral emotions from [[Motivation and emotion/Lectures/Individual emotions|basic emotions]], which are a person's primary response to a situation. Basic emotions fast, short lived, whilst moral emotions align with secondary emotions that require a cognitive evaluation of the self from learned social meaning (''Guy-Evans'', 2026). To understand how moral emotions motivate behaviour, examination of the psychological/ psychological mechanisms behind these emotions is required. Moral emotions involve appraisals of responsibility and social meaning, biological responses that prepare the body for action, and expressive behaviours that communicate intentions. These mechanisms create ''action readiness'', transforming moral evaluations into behavioural tendencies such as helping, repairing harm, confronting wrongdoing, or avoiding social violations (''Reeve'', 2023). Understanding moral emotions is essential to link how they motivate ethical and prosocial action. [[w:Self-conscious_emotions|Self-conscious moral emotions]] - such as guilt, shame, embarrassment, and authentic pride - occur when people evaluate their own behaviour against internalised moral standards. These emotions regulate the moral self by motivating reparative action, helping others, rule compliance, or withdrawal (''Tangney, Tracy, & Robins'', 2007). Importantly [[Motivation and emotion/Book/2018/Guilt and shame|guilt and shame]] differ in their internalised state, appraisal of self and motivation urge resulting in different behaviours (''Tangney, Stuewig, & Mashek'', 2007). Other‑evaluative moral emotions—including compassion, gratitude, elevation/ awe, along with contempt, disgust and moral outrage—arise when people respond to the experiences or actions of others. These emotions generate intuitive impulses to help, reciprocate kindness, emulate moral exemplars, confront wrongdoing or avoid social violations (''Haidt'', 2003). Together, these insights show how moral emotions serve as powerful motivational systems that shape ethical and prosocial behaviour in everyday life. {{RoundBoxTop|theme=5}}'''Focus questions''' {{ic|}} * What moral emotions and how do they differ from basic emotions? <br> * How are moral emotions felt and motivate action?<br> * How do self-conscious moral emotions influence ethical behaviour? * How to other-evaluating emotions motivate prosocial behaviour?{{RoundBoxBottom}} ==What are moral emotions?== * General introduction into what moral emotions are; moral emotions are linked to a person's moral compass and conscious and help establish the development of an individual's learning of the difference between right and wrong. Explain the different types of moral emotions of shame, guilt, sympathy, empathy, contempt, anger and disgust (Turner, J.H., Stets, J.E. (2006). Each emotion elicits a specific bodily response. Refer to table 1 * Self- conscious emotions - [[Motivation and emotion/Book/2018/Guilt and shame|Shame, guilt]], [[Motivation and emotion/Book/2022/Embarrassment|embarrassment]], and [[Motivation and emotion/Book/2017/Pride|pride]] ([[doi:10.1146/annurev.psych.56.091103.070145|Tangney, Stuewig, & Mashek. 2007]]) {{ic|Use APA style for citations with 3 or more authors}} {{ic|Move citation links into the References section}} ** Shame and guilt are, whilst similar [https://pmc.ncbi.nlm.nih.gov/articles/PMC12385681/ Santoro. G,et al (2025)] has defined shame as being deeply engrained self-conscious emotions linked to identity formation and guilt arising around specific events or behaviours. ''Needs further development*'' * other-focused moral emotions - [https://biblehub.com/topical/u/understanding_righteous_anger.htm Righteous anger], [[w:Contempt|Contempt]], [[w:Disgust|Disgust]], [[w:Awe|awe]] [[w:Elevation_(emotion)|elevation]] and [[Motivation and emotion/Book/2021/Gratitude|gratitude]] Explain the difference between self- conscious and other focused emotion and the ways in which people cope with them [http://www.rpforschools.net/articles/ASP/Tangney,%20Tracy%20&%20Robins%202007%20The%20self-conscious%20emotions%20-%20Theory%20and%20Research.pdf The self-counscious emotions] (Tangle et al., 2007; pdf) Moral emotions, defined to Haidt (2003), are the complex cognitively enriched emotional systems that have origins to simpler evolutionary precursors and responses to changes affecting the self. The defining qualifier of moral emotions are those involving social appraisals, cultural meaning systems and norm-based judgements that elicit motivation to act in ways that are shaped by local values and knowledge, which in turn indirectly provide benefits to the self. E.g., contempt depends on understanding rank; guilt depends on communal relationships; elevation depends on recognising moral virtue. === Historical development === In 1932, Jean Piaget developed his theory of Cognitive development and in 1965 published "The moral Judgement of the child" which explores how children develop moral reasoning, tracing the evolution of their understanding of rules, justice, justice and responsibility from early childhood to adolescence (Cherry, 2026). Kohlberg further explored upon Piaget's theory and outlined individual progress through six stages and how decisions are made based on various factors which include avoiding punishment, following laws or ethical principles. It depicts how morality evolves through their lives with not all stages being achieved (Cherry, 2026 and McLeod, 2026). Haidt emphasises that researchers historically overlooked moral emotions because they focused on basic, low‑cognition forms rather than the richer, socially embedded forms that drive human morality. Although moral emotions rely on cognitive processes such as appraising injustice, evaluating social hierarchy, or recognising moral excellence, Haidt does not classify them as cognitions; instead, he frames them as "emotion–cognition hybrids" that operate intuitively and motivate moral action more powerfully than reasoning, challenging the both [https://www.youtube.com/watch?v=eJTIo_MhG3M Piaget] and [https://www.youtube.com/watch?v=f0axVjiTe9Q Kolberg] theories of cognition‑centered moral psychology. === Basic === * === Modern theories === * Piaget * Kohlberg * Adler === Environmental influences === * Adverse Childhood experiences - (Katharine D. Wojcik, Daniel W. Cox, David Kealy, Adverse childhood experiences and shame- and guilt-proneness: Examining the mediating roles of interpersonal problems in a community sample, Child Abuse & Neglect, Volume 98, 2019, 104233, ISSN 0145-2134, <nowiki>https://doi.org/10.1016/j.chiabu.2019.104233</nowiki> .) *positive environmental influence == How moral emotions arise and motivate action == {{ic|Include an introductory paragraph before branching into sub-sections}} === Elevation/ Gratitude - === Discuss how positive moral emotions (Elevation and gratitude) can contribute to moral flourishing and improve patient care, (linking back to the scenario). (Bai,C., Liu, R., and Zhang, H. 2026) {{RoundBoxTop|theme=7}} ;Let's look back at the scenario You walk back to the car and are amazed at the kindness of strangers and so grateful that when you come across the person who was asking for money again. This time, you decide that even though you don’t have much in the way of money, you want to offer the person one of the ready meals in your shopping and wish the person a good day. Walking away, you feel a warm sensation in your chest and your back straightened and you find you are smiling to yourself. {{RoundBoxBottom}} === Guilt === Explore the following ''"Guilt is recognized as a social and moral emotion that drives prosocial behaviour, typically through actions to repair relationships with victims, often at a personal cost" .('' Kinosada, Y., et al, 2026, p.1) === Shame === Traditionally shame has been used to punish and reform behaviour, but does it actually reduce criminality? Discuss. **one reference still waiting on88 cannot confirm if it is applicable. Is shame an effective emotion now or redundant and causes more harm than good? evolutionary, it was esentail for survival, in a modern society is it causing prevalence of mental health disorders. [https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2013.00310/full#S7 Frontiers | The Role of Self-Blaming Moral Emotions in Major Depression and Their Impact on Social-Economical Decision Making] Punishment and Shame: A Philosophical Study - a North Carolina Agricultural and Technical State University, Greensboro, NC, United States === Moral disengagement === Explore the way unethical acts are reasoned due to moral disengagement == Mitigating maladaptive moral affect == {{ic|Include an introductory paragraph before branching into sub-sections}} === Altruism === [[w:Altruism|Altruism]] === Light Triad === [[Motivation and emotion/Book/2021/Light triad|Light triad]] ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure * Figures can show any kind of media such as photos, diagrams, graphs, video, audio, and so on * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") *[[w:Moral_emotions|Moral emotions]] include [[Motivation and emotion/Book/2018/Guilt and shame|guilt, shame]], embarrassment, {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' ''Bodily Responses to Moral emotions'' {| class="wikitable" !Strategy !Bodily responses |- |Embarrassment | |- |Guilt | |- |Shame | |- |Pride | |- |Righteous anger | |- |Comptempt | |- |Disgust | |- |Elevation | |- |Gratitude | |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display="simple"> {Unlike guilt, which pertains to specific actions, shame involves a global negative evaluation of the self. |type="()"} + True - False {Self-conscious emotions include righteous anger, contempt, disgust, elevation and gratitude |type="()"} - True + False </quiz> ==Conclusion== * Moral emotions motivate ethical decision and behaviour * Childhood trauma can disrupt the development of moral emotions, * All is not lost - protective factors can mitigate the negative impact of shame. * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. {{Hanging indent|1= Bai,C., Liu, R., and Zhang, H. (2026) Moral elevation, gratitude, and meaning in nurses’ positive mental health. ''Nursing Ethics'' Vol. 33(4) 1078–1093 [https://journals.sagepub.com/doi/10.1177/09697330261424358 https://doi.org/10.1177/09697330261424358] Kinosada, Y., Furukawa, Y., Wakai, T., & Nakashima, K. (2026). Does guilt motivate prosocial behaviour at the expense of others? Preregistered replications and exploratory statistical modelling. ''Asian Journal of Social Psychology'', 29, e70099. https://doi-org.ezproxy.canberra.edu.au/10.1111/ajsp.70099 Santoro, G., Sideli, L., Musetti, A., & Schimmenti, A. (2025) The Relationship Between Childhood Trauma and Shame: The Mediating Role of Dissociation. ''European Journal of Investigation in Health, Psychology and Education''. ;15(8):151. [[doi:10.3390/ejihpe15080151|http://doi.org/10.3390/ejihpe15080151]] Romera EM, Ortega-Ruiz R, Rodríguez-Barbero S and Falla D (2019) How Do You Think the Victims of Bullying Feel? A Study of Moral Emotions in Primary School. ''Frontiers in Psychology, Educational Psychology.'' 10:1753. https://doi.org/10.3389/fpsyg.2019.01753 [https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2019.01753/full l] Tangney, J. P., Stuewig, J., & Mashek, D., J., (2007). Moral Emotions and Moral Behavior. ''Annual Review of Psychology'' 58:345-372. https://doi.org/10.1146/annurev.psych.56.091103.070145 [https://doi.org/10.1146/annurev.psych.56.091103.070145] Turner, J., H., & Stets, J., E (2006). Moral Emotions. In ''Handbook of the Sociology of Emotions (''pp.544 - 566). Spinger. [https://link.springer.com/book/10.1007/978-0-387-30715-2 https://doi.org/10.1007/978-0-387-30715-2] . Tillman CJ, Gonzalez K, Whitman MV, Crawford WS and Hood AC (2018) A Multi-Functional View of Moral Disengagement: Exploring the Effects of Learning the Consequences. ''Frontiers in Psychology, Personality and Social Psychology''. 8:2286. [https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2017.02286/full#F2 doi: 10.3389/fpsyg.2017.02286] Wojcik, K., D., Cox, D., W., & Kealy,D. (2019) Adverse childhood experiences and shame- and guilt-proneness: Examining the mediating roles of interpersonal problems in a community sample, ''Child Abuse & Neglec''t, Volume 98, 2019, 104233, ISSN 0145-2134, https://doi.org/10.1016/j.chiabu.2019.104233 }} APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: Use "Edit source" <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [https://www.ted.com/talks/asha_curran_how_acts_of_kindness_sparked_a_global_movement Ideas change everything] (TED) [https://www.youtube.com/watch?v=b4CfyLe0IlQ Prosocial Behavior | Ethics Defined] (Youtube) [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Emotion]] [[Category:Motivation and emotion/Book/Morality]] mk13vnq3saoq5wt9h224xmv6afi7sdl 2841717 2841622 2026-10-20T09:28:17Z ~2026-55910-53 3112914 /* Modern theories */ added history of moral developemnt theories 2841717 wikitext text/x-wiki {{title|Moral emotions and ethical behaviour<br>How do moral emotions motivate ethical and prosocial action?}} __TOC__ ==Overview== {{RoundBoxTop|theme=7}} [[File:Begging man Harmony Lot 27 Elliot Street downtown Brattleboro VT July 2025 02.jpg|right|thumb|150px|'''Figure 1'''. Homeless man begging]] ;Scenario Imagine that you are doing your weekly shopping and you come across a homeless person who is asking for food or money. The person present in an unkempt state and initially you make sure you walk past, your stomach drops, and subconsciously wrinkle your nose and you decide to take a longer path to the shops in order to avoid them. When paying for your groceries, you realise that you don’t have quite enough to pay the full amount, instantly, your face gets hot as there is a line of people waiting behind you and it seems they are all staring at you, judging your error. Whilst you are talking to the register assistant, asking for some time to go through your groceries to determine which items are a priority, the person behind you offers to make up the difference. Suddenly, the hot feeling in your face becomes a warm feeling in your chest and you start profusely thanking the person and ask if there is anything you can do to make it up to them, they respond with “when you are in a position to pay it forward to some else, please do so.” {{RoundBoxBottom}} [[w:Moral_emotions|Moral emotions]] potentially set humans apart from other animals, by enabling people to react to social events that do not directly affect the self but concern the interests or welfare either of others and society as a whole (''Haidt, 2003).'' They arise when individuals evaluate actions, intentions, or social situations in terms of right or wrong, in accordance with social norms and moral standards. This guides behaviours that support cooperation, fairness and social harmony. This distinguishes moral emotions from [[Motivation and emotion/Lectures/Individual emotions|basic emotions]], which are a person's primary response to a situation. Basic emotions fast, short lived, whilst moral emotions align with secondary emotions that require a cognitive evaluation of the self from learned social meaning (''Guy-Evans'', 2026). To understand how moral emotions motivate behaviour, examination of the psychological/ psychological mechanisms behind these emotions is required. Moral emotions involve appraisals of responsibility and social meaning, biological responses that prepare the body for action, and expressive behaviours that communicate intentions. These mechanisms create ''action readiness'', transforming moral evaluations into behavioural tendencies such as helping, repairing harm, confronting wrongdoing, or avoiding social violations (''Reeve'', 2023). Understanding moral emotions is essential to link how they motivate ethical and prosocial action. [[w:Self-conscious_emotions|Self-conscious moral emotions]] - such as guilt, shame, embarrassment, and authentic pride - occur when people evaluate their own behaviour against internalised moral standards. These emotions regulate the moral self by motivating reparative action, helping others, rule compliance, or withdrawal (''Tangney, Tracy, & Robins'', 2007). Importantly [[Motivation and emotion/Book/2018/Guilt and shame|guilt and shame]] differ in their internalised state, appraisal of self and motivation urge resulting in different behaviours (''Tangney, Stuewig, & Mashek'', 2007). Other‑evaluative moral emotions—including compassion, gratitude, elevation/ awe, along with contempt, disgust and moral outrage—arise when people respond to the experiences or actions of others. These emotions generate intuitive impulses to help, reciprocate kindness, emulate moral exemplars, confront wrongdoing or avoid social violations (''Haidt'', 2003). Together, these insights show how moral emotions serve as powerful motivational systems that shape ethical and prosocial behaviour in everyday life. {{RoundBoxTop|theme=5}}'''Focus questions''' {{ic|}} * What moral emotions and how do they differ from basic emotions? <br> * How are moral emotions felt and motivate action?<br> * How do self-conscious moral emotions influence ethical behaviour? * How to other-evaluating emotions motivate prosocial behaviour?{{RoundBoxBottom}} ==What are moral emotions?== * General introduction into what moral emotions are; moral emotions are linked to a person's moral compass and conscious and help establish the development of an individual's learning of the difference between right and wrong. Explain the different types of moral emotions of shame, guilt, sympathy, empathy, contempt, anger and disgust (Turner, J.H., Stets, J.E. (2006). Each emotion elicits a specific bodily response. Refer to table 1 * Self- conscious emotions - [[Motivation and emotion/Book/2018/Guilt and shame|Shame, guilt]], [[Motivation and emotion/Book/2022/Embarrassment|embarrassment]], and [[Motivation and emotion/Book/2017/Pride|pride]] ([[doi:10.1146/annurev.psych.56.091103.070145|Tangney, Stuewig, & Mashek. 2007]]) {{ic|Use APA style for citations with 3 or more authors}} {{ic|Move citation links into the References section}} ** Shame and guilt are, whilst similar [https://pmc.ncbi.nlm.nih.gov/articles/PMC12385681/ Santoro. G,et al (2025)] has defined shame as being deeply engrained self-conscious emotions linked to identity formation and guilt arising around specific events or behaviours. ''Needs further development*'' * other-focused moral emotions - [https://biblehub.com/topical/u/understanding_righteous_anger.htm Righteous anger], [[w:Contempt|Contempt]], [[w:Disgust|Disgust]], [[w:Awe|awe]] [[w:Elevation_(emotion)|elevation]] and [[Motivation and emotion/Book/2021/Gratitude|gratitude]] Explain the difference between self- conscious and other focused emotion and the ways in which people cope with them [http://www.rpforschools.net/articles/ASP/Tangney,%20Tracy%20&%20Robins%202007%20The%20self-conscious%20emotions%20-%20Theory%20and%20Research.pdf The self-counscious emotions] (Tangle et al., 2007; pdf) Moral emotions, defined to [[w:Jonathan_Haidt|Jonathan Haidt]] (2003), are the complex cognitively enriched emotional systems that have origins to simpler evolutionary precursors and responses to changes affecting the self. The defining qualifier of moral emotions are those involving social appraisals, cultural meaning systems and norm-based judgements that elicit motivation to act in ways that are shaped by local values and knowledge, which in turn indirectly provide benefits to the self. E.g., contempt depends on understanding rank; guilt depends on communal relationships; elevation depends on recognising moral virtue. === Historical development === In 1932, [[w:Jean_Piaget|Jean Piaget]] developed his [[w:Piaget's_theory_of_cognitive_development|theory of Cognitive development]] and in 1965 published "The moral Judgement of the child" which explores how children develop moral reasoning, tracing the evolution of their understanding of rules, justice, justice and responsibility from early childhood to adolescence (Cherry, 2026). [[w:Lawrence_Kohlberg|Lawrence Kohlberg]] further explored upon Piaget's theory and outlined the individual [[w:Lawrence_Kohlberg's_stages_of_moral_development|stages of moral development]], indicating six stages and how moral decisions are made based on various factors; such as avoiding punishment, following laws or ethical principles. It depicts how morality evolves through their lives with not all stages being achieved (Cherry, 2026 and McLeod, 2026). Haidt emphasises that researchers historically overlooked moral emotions because they focused on basic, low‑cognition forms rather than the richer, socially embedded forms that drive human morality. Although moral emotions rely on cognitive processes such as appraising injustice, evaluating social hierarchy, or recognising moral excellence, Haidt does not classify them as cognitions; instead, he frames them as "emotion–cognition hybrids" that operate intuitively and motivate moral action more powerfully than reasoning, challenging both [https://www.youtube.com/watch?v=eJTIo_MhG3M Piaget] and [https://www.youtube.com/watch?v=f0axVjiTe9Q Kolberg] theories of cognition‑centered moral psychology. === Basic emotions === To understand * == How moral emotions arise and motivate action == Haidt theorises that moral emotions have two distinct "prototypical features"; distinerested elicitors and Prosocial action tendaencies. Haidt defines disinterested elicitors as events that trigger moral emotions even when the situation does not directly affect the self, showing that the emotion is oriented toward others or the moral community rather than personal welfare (Haidt, 2003). Haidt uses the term prosocial action tendencies to describe the behavioural impulses moral emotions generate—such as helping, comforting, punishing wrongdoing, or reciprocating kindness—that promote cooperation and uphold social norms (Haidt, 2003). Prototypical features divides moral emotions into 4 families == Self-conscious moral emotions and ethical behaviour == === Elevation/ Gratitude - === Discuss how positive moral emotions (Elevation and gratitude) can contribute to moral flourishing and improve patient care, (linking back to the scenario). (Bai,C., Liu, R., and Zhang, H. 2026) {{RoundBoxTop|theme=7}} ;Let's look back at the scenario You walk back to the car and are amazed at the kindness of strangers and so grateful that when you come across the person who was asking for money again. This time, you decide that even though you don’t have much in the way of money, you want to offer the person one of the ready meals in your shopping and wish the person a good day. Walking away, you feel a warm sensation in your chest and your back straightened and you find you are smiling to yourself. {{RoundBoxBottom}} === Guilt === Explore the following ''"Guilt is recognized as a social and moral emotion that drives prosocial behaviour, typically through actions to repair relationships with victims, often at a personal cost" .('' Kinosada, Y., et al, 2026, p.1) === Shame === Traditionally shame has been used to punish and reform behaviour, but does it actually reduce criminality? Discuss. **one reference still waiting on88 cannot confirm if it is applicable. Is shame an effective emotion now or redundant and causes more harm than good? evolutionary, it was esentail for survival, in a modern society is it causing prevalence of mental health disorders. [https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2013.00310/full#S7 Frontiers | The Role of Self-Blaming Moral Emotions in Major Depression and Their Impact on Social-Economical Decision Making] Punishment and Shame: A Philosophical Study - a North Carolina Agricultural and Technical State University, Greensboro, NC, United States === Moral disengagement === Explore the way unethical acts are reasoned due to moral disengagement == Mitigating maladaptive moral affect == {{ic|Include an introductory paragraph before branching into sub-sections}} === Altruism === [[w:Altruism|Altruism]] === Light Triad === [[Motivation and emotion/Book/2021/Light triad|Light triad]] === Environmental influences === * Adverse Childhood experiences - (Katharine D. Wojcik, Daniel W. Cox, David Kealy, Adverse childhood experiences and shame- and guilt-proneness: Examining the mediating roles of interpersonal problems in a community sample, Child Abuse & Neglect, Volume 98, 2019, 104233, ISSN 0145-2134, <nowiki>https://doi.org/10.1016/j.chiabu.2019.104233</nowiki> .) *positive environmental influence ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure * Figures can show any kind of media such as photos, diagrams, graphs, video, audio, and so on * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") *[[w:Moral_emotions|Moral emotions]] include [[Motivation and emotion/Book/2018/Guilt and shame|guilt, shame]], embarrassment, {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' ''Bodily Responses to Moral emotions'' {| class="wikitable" !Strategy !Bodily responses |- |Embarrassment | |- |Guilt | |- |Shame | |- |Pride | |- |Righteous anger | |- |Comptempt | |- |Disgust | |- |Elevation | |- |Gratitude | |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display="simple"> {Unlike guilt, which pertains to specific actions, shame involves a global negative evaluation of the self. |type="()"} + True - False {Self-conscious emotions include righteous anger, contempt, disgust, elevation and gratitude |type="()"} - True + False </quiz> ==Conclusion== * Moral emotions motivate ethical decision and behaviour * Childhood trauma can disrupt the development of moral emotions, * All is not lost - protective factors can mitigate the negative impact of shame. * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. {{Hanging indent|1= Bai,C., Liu, R., and Zhang, H. (2026) Moral elevation, gratitude, and meaning in nurses’ positive mental health. ''Nursing Ethics'' Vol. 33(4) 1078–1093 [https://journals.sagepub.com/doi/10.1177/09697330261424358 https://doi.org/10.1177/09697330261424358] Kinosada, Y., Furukawa, Y., Wakai, T., & Nakashima, K. (2026). Does guilt motivate prosocial behaviour at the expense of others? Preregistered replications and exploratory statistical modelling. ''Asian Journal of Social Psychology'', 29, e70099. https://doi-org.ezproxy.canberra.edu.au/10.1111/ajsp.70099 Santoro, G., Sideli, L., Musetti, A., & Schimmenti, A. (2025) The Relationship Between Childhood Trauma and Shame: The Mediating Role of Dissociation. ''European Journal of Investigation in Health, Psychology and Education''. ;15(8):151. [[doi:10.3390/ejihpe15080151|http://doi.org/10.3390/ejihpe15080151]] Romera EM, Ortega-Ruiz R, Rodríguez-Barbero S and Falla D (2019) How Do You Think the Victims of Bullying Feel? A Study of Moral Emotions in Primary School. ''Frontiers in Psychology, Educational Psychology.'' 10:1753. https://doi.org/10.3389/fpsyg.2019.01753 [https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2019.01753/full l] Tangney, J. P., Stuewig, J., & Mashek, D., J., (2007). Moral Emotions and Moral Behavior. ''Annual Review of Psychology'' 58:345-372. https://doi.org/10.1146/annurev.psych.56.091103.070145 [https://doi.org/10.1146/annurev.psych.56.091103.070145] Turner, J., H., & Stets, J., E (2006). Moral Emotions. In ''Handbook of the Sociology of Emotions (''pp.544 - 566). Spinger. [https://link.springer.com/book/10.1007/978-0-387-30715-2 https://doi.org/10.1007/978-0-387-30715-2] . Tillman CJ, Gonzalez K, Whitman MV, Crawford WS and Hood AC (2018) A Multi-Functional View of Moral Disengagement: Exploring the Effects of Learning the Consequences. ''Frontiers in Psychology, Personality and Social Psychology''. 8:2286. [https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2017.02286/full#F2 doi: 10.3389/fpsyg.2017.02286] Wojcik, K., D., Cox, D., W., & Kealy,D. (2019) Adverse childhood experiences and shame- and guilt-proneness: Examining the mediating roles of interpersonal problems in a community sample, ''Child Abuse & Neglec''t, Volume 98, 2019, 104233, ISSN 0145-2134, https://doi.org/10.1016/j.chiabu.2019.104233 }} APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: Use "Edit source" <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [https://www.ted.com/talks/asha_curran_how_acts_of_kindness_sparked_a_global_movement Ideas change everything] (TED) [https://www.youtube.com/watch?v=b4CfyLe0IlQ Prosocial Behavior | Ethics Defined] (Youtube) [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Emotion]] [[Category:Motivation and emotion/Book/Morality]] 7wokhkq41haquv1loqmjq9wx0jrwnyk 0 331479 2841613 2840439 2026-10-20T00:04:19Z Tofu05 3106606 added emoticons 2841613 wikitext text/x-wiki {{title|Emotional flooding in relationships:<br>Why does emotional flooding occur, how does it affect relationships, and what can be done about it?}} __TOC__ == Overview == {{RoundBoxTop|theme=2}} '''💭 Imagine this...''' Let’s cut to a scene in Marriage Story (2019). Charlie and Nicole are partners and are in the process of separating after their marriage has broken down. During a heated argument in their apartment, Nicole expresses her frustration about how she has felt throughout their marriage, while Charlie becomes increasingly defensive about the way she sees him and their relationship. What begins as a discussion about their failed marriage quickly turns into an argument where they bring up inner feelings they kept to themselves about years of resentment, sacrifices, parenting, and the ways they have hurt and disappointed each other. As the argument escalates, both become increasingly emotional. They start to speak over each other, interrupt, yell, and respond to each other's accusations rather than listening. Nicole expresses that she feels Charlie has controlled aspects of her life and failed to recognise her needs, while Charlie insists that he has made sacrifices for their family and feels that Nicole is unfairly blaming him. Their anger and frustration continue to build until Charlie becomes visibly overwhelmed and lashes out by punching a wall. By the end of the argument, neither of them had resolved the issues they were discussing. '''Think...''' *Have you ever been in a situation where a small disagreement suddenly became much more intense than expected? *What do you think happened to Charlie and Nicole as their argument escalated? *Why might it become harder for them to listen to each other or respond calmly as the conflict escalates? {{RoundBoxBottom}} The situation that Charlie and Nicole experienced shows how quickly relationship conflict can escalate when emotional responses become intense (see Figure 1). In these moments where arguments can become much more intense than the issue that started them, a person may become overwhelmed by their emotional response and find it difficult to think clearly and regulate their emotions. This experience is known as emotional flooding. It describes a state in which individuals can become influenced by the experience of another person's negative emotions being intense and overwhelming, so that it interferes with an individual's ability to respond effectively (Del Vecchio et al., 2016). Research suggests that emotional flooding can contribute to poor relationship satisfaction, understanding these processes may help identify ways to recognise and manage emotional flooding before conflict becomes too difficult to resolve. This chapter will explore what emotional flooding is, why it occurs during relationship conflict, and how individual, emotional, cognitive, and interpersonal factors may contribute to it. It will then examine how emotional flooding can influence communication, conflict resolution, and relationship outcomes. Finally, exploring considering psychological strategies that may help individuals recognise and de-escalate emotional flooding. {{RoundBoxTop|theme=2}} '''🔍 Focus questions''' *What psychological and physiological processes contribute to emotional flooding during relationship conflict? *How does emotional flooding affect emotion regulation and communication between partners in relationships? *What are the potential consequences of emotional flooding for relationship functioning? *What evidence-based strategies can help individuals manage emotional flooding during relationship conflict? {{RoundBoxBottom}} == Understanding emotional flooding == Emotional flooding is a psychological response that can occur when a person becomes overwhelmed by their partner’s negative emotions during conflict. Gottman (1993), describes flooding as a response to negative emotions that are unexpected, intense and overwhelming, leaving their partner feeling disorganised and wanting to end the interaction. This may lead a person to withdraw from the conversation or attempt to escape the situation. Therefore, flooding is not simply experiencing a singular emotion such as anger or distress, it involves difficulty maintaining organised and effective functioning when faced with a partner’s negative emotions. Emotional flooding may be influenced by both individual differences and the interpersonal context (Malik et al., 2020). Some individuals may be more prone to becoming overwhelmed during conflict due to their emotional sensitivity, previous experiences or perceptions of their partner’s behaviour. However, flooding cannot be understood as only an individual characteristic. The frequency and intensity of a partner’s negative emotions may also influence whether flooding occurs. This suggests that flooding develops through an interaction between a person's own vulnerability and also the emotional environment where the conflict takes place.  This suggests that flooding develops through an interaction between a person’s individual vulnerability and the emotional environment in which the conflict takes place. Research by Malik et al. (2020) has linked emotional flooding to difficulties in relationship functioning, they found that flooding was associated with negative affect during couples conflict discussions. Couples involving at least one person who experienced high levels of flooding were also less effective in solving problems during conflict discussion (Malik et al., 2020). Their findings suggest that becoming overwhelmed may create difficulty for couples to resolve disagreements constructively. Gottman (1993) involved flooding into a broader theory of marital stability and dissolution, and it was identified as a potential part of progression towards emotional distance and relationship deterioration. Complementing Gottman (1993), Hooper et al. (2017) examined emotional flooding with negative communication behaviours and marital satisfaction, finding that refusal to talk to a partner had the strongest negative association with marital satisfaction. This highlights its relevance to relationship functioning. Such research demonstrates why understanding emotional flooding is important for explaining how emotional experiences and interpersonal interactions may contribute to escalating conflict within relationships. Psychological research can help explain the processes underlying flooding, including emotional and physiological arousal, cognitive interpretations and interpersonal influences. It can also inform approaches for individuals to recognise emotional overwhelm and respond to conflict more constructively, bettering their individual and relationship wellbeing. == Why emotional flooding occurs during relationship conflicts == You may think that emotional flooding has only one cause, well research suggests that ''several'' interacting factors including physiological stress responses, how people interpret conflict, and individual differences in emotional regulation may be involved. Though they are not proven causes of flooding in every relationship, these factors have been examined across different studies. Research on couples has linked relationship conflict with biological stress responses, while studies of emotional flooding indicate that both a person's own emotional reactions and their partner’s negative affect are relevant. These findings all together suggest that flooding may occur when a person's own vulnerability interacts with an emotionally intense conflict. === Emotional and physiological arousal === * Stress and physiological activation during conflict * Increased emotional intensity * High arousal may interfere with regulation * Emotional flooding is a biological and psychological process, it is brought upon by heightened emotional and physiological activation. * Del Vecchio et al. (2016). - Suggest that sympathetic nervous system reactivity may overwhelm rational deliberation, causing difficulty for a person to attend to a situation and respond collectively and effectively. This is one explanation as to why people may behave differently once conflict becomes highly emotionally arousing. * Gottman (1993) -  conducted a  longitudinal study which found a relationship between physiological arousal and marital instability. It was found that husbands from couples who divorced later in life had a higher baseline heart rate, than those from stable couples. === The role of cognitive appraisal and interpersonal threat === * How people interpret relationship events * Perceived criticism, rejection or threat * How these interpretations can intensify emotional responses * Emotional flooding may also be influenced by how a person interprets their partner’s behaviour. * Gottman (1993) suggests that distressed couples may increasingly interpret negative behaviours as reflecting “stable and global negative traits of the partner.” * Failure to communicate by a partner may be interpreted not as a temporary mistake, but as evidence that they are generally uncaring. These interpretations may intensify negative emotional responses during conflicts. * “a global negative view of the entire relationship” Gottman (1993). Suggesting that over time these interpretations exceed individual behaviours and are seen as a negative view on the entirety of the relationship * Malik et al. (2020) suggests that emotional flooding depends on interpersonal context, emphasising that flooding is also a function of another person's expressed negative affect. * Suggests that vulnerability to flooding may interact with the intensity or nature of a partner’s negative behaviour. === Individual differences and emotional regulation === * Difficulties regulating intense emotions * Why people may respond differently to the same conflict * Individual factors that may increase vulnerability to flooding * Individual differences in emotional awareness and regulation may influence the vulnerability of a person to emotional flooding. * Berenguer-Soler et al. (2023) suggest that individuals with greater emotional self-awareness and emotional regulation may be able to better manage negative emotional experiences during conflicts. * Their study explored different love style profiles, and found that they differed significantly in emotional flooding, conflict, and emotional intelligence. * This suggests that flooding does not occur the same way across individuals or relationships. * Malik et al. (2020) “individuals may be more or less likely to flood in a relatively stable, trait-like way” == How emotional flooding affects relationships == Introduction {{ic|Include an introductory paragraph before branching into sub-sections}} === Emotional regulation and communication === * Difficulty listening and communicating effectively * Defensiveness, criticism and withdrawal * Escalation of conflict * Emotional flooding can be linked to destructive/negative communication cycles. * Gottman (1993) suggests a sequence where“criticism leads to contempt, which leads to defensiveness, which leads to stonewalling. * These behaviours can progressively shift a conflict from discussing a specific problem, to attacking and defending, eventually causing a withdrawal from the interaction. * Hooper et al. (2017) further highlights the importance of these communication patterns. * Their sample of 591 married individuals, the presence of emotional flooding and the Four Horsemen (term John Gottman used to describe four negative communication behaviours that can be damaging in romantic relationships, criticism, defensiveness, contempt, stonewalling) was associated with poorer marital satisfaction * Stonewalling had “the greatest negative impact on relationship satisfaction.” * This suggests that withdrawal may be particularly problematic when emotionally intense conflict is already making communication difficult. === Conflict and relationship outcomes === * Effects on conflict resolution * Relationship satisfaction * Repeated negative cycles * How partners can influence each other's emotional responses * Emotional flooding may interfere directly with a couple's ability to resolve disagreements. * Malik et al. (2020) found that couples with at least one highly flooded partner demonstrated poorer problem solving during observed conflict. * These couples were less likely to propose viable solutions, weigh the advantages and disadvantages of possible solutions, operationalise plans, follow through with solutions, and reach resolution (Malik et al., 2020). * Hooper et al (2017), reiterate that flooding may be relevant to how partners manage a specific disagreement and also to how positively they experience the relationship overall as stated before. * Berenguer-Soler et al. (2023) found significant differences between love-style profiles in conflict and emotional flooding * The greatest differences in flooding and conflict intensity occur between the less stable and more stable profiles. * These findings suggest that flooding may occur as part of broader patterns of conflict rather than in isolation. <quiz display="simple"> {Which situation below best demonstrates the potential effects of emotional flooding during relationship conflict?:} -A couple disagrees but calmly discusses different solutions. +One partner becomes overwhelmed, withdraws from the discussion, and the disagreement remains unresolved. -A couple disagrees and later reaches a compromise. -One partner notices they are becoming frustrated and suggests continuing the conversation later. </quiz> == What can be done to manage emotional flooding in relationships == Introduction {{ic|Include an introductory paragraph before branching into sub-sections}} === Recognising and regulating emotional arousal === * Recognising signs of flooding * Emotion-regulation strategies * Reducing physiological arousal * Berenguer-Soler et al. (2023) suggests that emotional awareness and emotional regulation are associated with healthier conflict responses. * Emotional awareness and regulation may therefore be useful targets for managing emotional flooding. * Berenguer-Soler et al. (2023) found that emotional intelligence was associated with differences in conflict and emotional flooding. * This suggests that individuals who are better able to recognise and regulate emotional experiences may be better positioned to manage conflict constructively. === De-escalating conflicts === * Berenguer-Soler et al. (2023) suggestsn {{ic|Grammar - this should be past tense when discussing past findings}} that emotional awareness and emotional regulation are associated with healthier conflict responses. * Emotional awareness and regulation may therefore be useful targets for managing emotional flooding. * Berenguer-Soler et al. (2023) found that emotional intelligence was associated with differences in conflict and emotional flooding. * This suggests that individuals who are better able to recognise and regulate emotional experiences may be better positioned to manage conflict constructively. * Gottman (1993) states that couples take breaks. * When conflict causes high physiological arousal, continuing the discussion may make constructive communication more difficult. * Gottman (1993) proposed physiological soothing as part of marital intervention. * This involves taking breaks when arousal becomes high. * The purpose of the break is to not simply avoid the issue, but to allow physiological arousal to decrease before partners return to the discussion. * Hooper et al. (2017) state “reducing these forms of communication, especially stonewalling” * De-escalation may also require reducing destructive communication behaviours. * Hooper et al. (2017) recommend reducing negative communication patterns, particularly stonewalling, which showed the strongest negative association with relationship satisfaction in their study. ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Emotional self-regulation]] (Wikipedia) * [[Motivation and emotion/Book/2025/Love styles and relationship satisfaction|Love styles and relationships]] (Book chapter, 2025) ==References== {{Hanging indent|1= Berenguer-Soler, M., Castillo-López, Á. G. del, & Piñeda, D. (2023). Breaking the cycle of emotional flooding: The protective role of women’s emotional intelligence in couple’s conflict. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1217513 Castillo-López, Á. G., Berenguer-Soler, M., & Pineda, D. (2025). Relationship love styles’ effects on conflict, emotional intelligence, and sexual satisfaction: A latent profile analysis. SAGE Open, 15(3). https://doi.org/10.1177/21582440251358988 Del Vecchio, T., Lorber, M. F., Slep, A. M. S., Malik, J., Heyman, R. E., & Foran, H. M. (2016). Parental flooding during conflict: A psychometric evaluation of a new scale. Journal of Abnormal Child Psychology, 44(8), 1587–1597. https://doi.org/10.1007/s10802-016-0137-9 Gottman, J. M. (1993). A theory of marital dissolution and stability. Journal of Family Psychology, 7(1), 57–75. Hooper, A., Spann, C., McCray, T., & Kimberly, C. (2017). Revisiting the basics: Understanding potential demographic differences with John Gottman’s four horsemen and emotional flooding. The Family Journal, 25(3), 224–229. https://doi.org/10.1177/1066480717710650 Malik, J., Heyman, R. E., & Smith Slep, A. M. (2020). Emotional flooding in response to negative affect in couple conflicts: Individual differences and correlates. Journal of Family Psychology, 34(2), 145–154. https://doi.org/10.1037/fam0000584 }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://www.gottman.com/blog/making-sure-emotional-flooding-doesnt-capsize-your-relationship/ Emotional flooding] (The Gottman Institute) * [https://researchers.mq.edu.au/en/publications/emotional-flooding-and-hostile-discipline-in-the-families-of-todd/ Emotional flooding within family dynamics] (Macquarie University) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Relationships]] 7kexxoj7uqsoriao832unhidtml6p6j 2841667 2841613 2026-10-20T05:14:02Z Tofu05 3106606 Added to emotional and physiological arousal - supported by Microsoft copilot for support with requesting feedback on readability and grammar https://copilot.cloud.microsoft/chat?fromcode=cmm5vstpudj&es=UnauthClick&redirfrom=ccAadReentry 2841667 wikitext text/x-wiki {{title|Emotional flooding in relationships:<br>Why does emotional flooding occur, how does it affect relationships, and what can be done about it?}} __TOC__ == Overview == {{RoundBoxTop|theme=2}} '''💭 Imagine this...''' Let’s cut to a scene in Marriage Story (2019). Charlie and Nicole are partners and are in the process of separating after their marriage has broken down. During a heated argument in their apartment, Nicole expresses her frustration about how she has felt throughout their marriage, while Charlie becomes increasingly defensive about the way she sees him and their relationship. What begins as a discussion about their failed marriage quickly turns into an argument where they bring up inner feelings they kept to themselves about years of resentment, sacrifices, parenting, and the ways they have hurt and disappointed each other. As the argument escalates, both become increasingly emotional. They start to speak over each other, interrupt, yell, and respond to each other's accusations rather than listening. Nicole expresses that she feels Charlie has controlled aspects of her life and failed to recognise her needs, while Charlie insists that he has made sacrifices for their family and feels that Nicole is unfairly blaming him. Their anger and frustration continue to build until Charlie becomes visibly overwhelmed and lashes out by punching a wall. By the end of the argument, neither of them had resolved the issues they were discussing. '''Think...''' *Have you ever been in a situation where a small disagreement suddenly became much more intense than expected? *What do you think happened to Charlie and Nicole as their argument escalated? *Why might it become harder for them to listen to each other or respond calmly as the conflict escalates? {{RoundBoxBottom}} The situation that Charlie and Nicole experienced shows how quickly relationship conflict can escalate when emotional responses become intense (see Figure 1). In these moments where arguments can become much more intense than the issue that started them, a person may become overwhelmed by their emotional response and find it difficult to think clearly and regulate their emotions. This experience is known as emotional flooding. It describes a state in which individuals can become influenced by the experience of another person's negative emotions being intense and overwhelming, so that it interferes with an individual's ability to respond effectively (Del Vecchio et al., 2016). Research suggests that emotional flooding can contribute to poor relationship satisfaction, understanding these processes may help identify ways to recognise and manage emotional flooding before conflict becomes too difficult to resolve. This chapter will explore what emotional flooding is, why it occurs during relationship conflict, and how individual, emotional, cognitive, and interpersonal factors may contribute to it. It will then examine how emotional flooding can influence communication, conflict resolution, and relationship outcomes. Finally, exploring considering psychological strategies that may help individuals recognise and de-escalate emotional flooding. {{RoundBoxTop|theme=2}} '''🔍 Focus questions''' *What psychological and physiological processes contribute to emotional flooding during relationship conflict? *How does emotional flooding affect emotion regulation and communication between partners in relationships? *What are the potential consequences of emotional flooding for relationship functioning? *What evidence-based strategies can help individuals manage emotional flooding during relationship conflict? {{RoundBoxBottom}} == Understanding emotional flooding == Emotional flooding is a psychological response that can occur when a person becomes overwhelmed by their partner’s negative emotions during conflict. Gottman (1993), describes flooding as a response to negative emotions that are unexpected, intense and overwhelming, leaving their partner feeling disorganised and wanting to end the interaction. This may lead a person to withdraw from the conversation or attempt to escape the situation. Therefore, flooding is not simply experiencing a singular emotion such as anger or distress, it involves difficulty maintaining organised and effective functioning when faced with a partner’s negative emotions. Emotional flooding may be influenced by both individual differences and the interpersonal context (Malik et al., 2020). Some individuals may be more prone to becoming overwhelmed during conflict due to their emotional sensitivity, previous experiences or perceptions of their partner’s behaviour. However, flooding cannot be understood as only an individual characteristic. The frequency and intensity of a partner’s negative emotions may also influence whether flooding occurs. This suggests that flooding develops through an interaction between a person's own vulnerability and also the emotional environment where the conflict takes place.  This suggests that flooding develops through an interaction between a person’s individual vulnerability and the emotional environment in which the conflict takes place. Research by Malik et al. (2020) has linked emotional flooding to difficulties in relationship functioning, they found that flooding was associated with negative affect during couples conflict discussions. Couples involving at least one person who experienced high levels of flooding were also less effective in solving problems during conflict discussion (Malik et al., 2020). Their findings suggest that becoming overwhelmed may create difficulty for couples to resolve disagreements constructively. Gottman (1993) involved flooding into a broader theory of marital stability and dissolution, and it was identified as a potential part of progression towards emotional distance and relationship deterioration. Complementing Gottman (1993), Hooper et al. (2017) examined emotional flooding with negative communication behaviours and marital satisfaction, finding that refusal to talk to a partner had the strongest negative association with marital satisfaction. This highlights its relevance to relationship functioning. Such research demonstrates why understanding emotional flooding is important for explaining how emotional experiences and interpersonal interactions may contribute to escalating conflict within relationships. Psychological research can help explain the processes underlying flooding, including emotional and physiological arousal, cognitive interpretations and interpersonal influences. It can also inform approaches for individuals to recognise emotional overwhelm and respond to conflict more constructively, bettering their individual and relationship wellbeing. == Why emotional flooding occurs during relationship conflicts == You may think that emotional flooding has only one cause, well research suggests that ''several'' interacting factors including physiological stress responses, how people interpret conflict, and individual differences in emotional regulation may be involved. Though they are not proven causes of flooding in every relationship, these factors have been examined across different studies. Research on couples has linked relationship conflict with biological stress responses, while studies of emotional flooding indicate that both a person's own emotional reactions and their partner’s negative affect are relevant. These findings all together suggest that flooding may occur when a person's own vulnerability interacts with an emotionally intense conflict. === Emotional and physiological arousal === Conflict can activate the body's stress-response systems, which may influence how individuals experience and respond to emotionally intense situations. Laurent and Powers (2007) examined factors that could predict hypothalamic-pituitary-adrenal (HPA) axis responses in emerging adult heterosexual couples. They investigated how temperament and attachment were associated with physiological stress responses during conflict discussions about unresolved relationship issues. Research measured cortisol responses, and the found that partners' dyadic fit (how both partners' attachment styles interact) influenced female cortisol responses during conflict. Additionally, attachment avoidance influenced the effect of males' emotionality on both their own and their partners' cortisol responses (Laurent and Powers, 2007). This suggests that physiological responses during disagreements may be shaped by the conflict, individual characteristics, and the dynamics between partners. Gottman (1993) linked physiological patterns into his theory of marital stability and dissolution in later marital outcomes through exploring heart rate elevation. He compared 52 husbands' baseline heart rate in couples who later divorced, with couples who remained together. It was found that the divorced mean was 84.49 BPM and the stable couples mean was 73.43 BPM, showing a statistically significant difference, ''t''(51) = 2.62, p < .05.  Although this  finding does not establish that an elevated heart rate causes emotional floodings, it suggests a relevance of physiological patterns to understanding marital instability. === The role of cognitive appraisal and interpersonal threat === * How people interpret relationship events * Perceived criticism, rejection or threat * How these interpretations can intensify emotional responses * Emotional flooding may also be influenced by how a person interprets their partner’s behaviour. * Gottman (1993) suggests that distressed couples may increasingly interpret negative behaviours as reflecting “stable and global negative traits of the partner.” * Failure to communicate by a partner may be interpreted not as a temporary mistake, but as evidence that they are generally uncaring. These interpretations may intensify negative emotional responses during conflicts. * “a global negative view of the entire relationship” Gottman (1993). Suggesting that over time these interpretations exceed individual behaviours and are seen as a negative view on the entirety of the relationship * Malik et al. (2020) suggests that emotional flooding depends on interpersonal context, emphasising that flooding is also a function of another person's expressed negative affect. * Suggests that vulnerability to flooding may interact with the intensity or nature of a partner’s negative behaviour. === Individual differences and emotional regulation === * Difficulties regulating intense emotions * Why people may respond differently to the same conflict * Individual factors that may increase vulnerability to flooding * Individual differences in emotional awareness and regulation may influence the vulnerability of a person to emotional flooding. * Berenguer-Soler et al. (2023) suggest that individuals with greater emotional self-awareness and emotional regulation may be able to better manage negative emotional experiences during conflicts. * Their study explored different love style profiles, and found that they differed significantly in emotional flooding, conflict, and emotional intelligence. * This suggests that flooding does not occur the same way across individuals or relationships. * Malik et al. (2020) “individuals may be more or less likely to flood in a relatively stable, trait-like way” == How emotional flooding affects relationships == Introduction {{ic|Include an introductory paragraph before branching into sub-sections}} === Emotional regulation and communication === * Difficulty listening and communicating effectively * Defensiveness, criticism and withdrawal * Escalation of conflict * Emotional flooding can be linked to destructive/negative communication cycles. * Gottman (1993) suggests a sequence where“criticism leads to contempt, which leads to defensiveness, which leads to stonewalling. * These behaviours can progressively shift a conflict from discussing a specific problem, to attacking and defending, eventually causing a withdrawal from the interaction. * Hooper et al. (2017) further highlights the importance of these communication patterns. * Their sample of 591 married individuals, the presence of emotional flooding and the Four Horsemen (term John Gottman used to describe four negative communication behaviours that can be damaging in romantic relationships, criticism, defensiveness, contempt, stonewalling) was associated with poorer marital satisfaction * Stonewalling had “the greatest negative impact on relationship satisfaction.” * This suggests that withdrawal may be particularly problematic when emotionally intense conflict is already making communication difficult. === Conflict and relationship outcomes === * Effects on conflict resolution * Relationship satisfaction * Repeated negative cycles * How partners can influence each other's emotional responses * Emotional flooding may interfere directly with a couple's ability to resolve disagreements. * Malik et al. (2020) found that couples with at least one highly flooded partner demonstrated poorer problem solving during observed conflict. * These couples were less likely to propose viable solutions, weigh the advantages and disadvantages of possible solutions, operationalise plans, follow through with solutions, and reach resolution (Malik et al., 2020). * Hooper et al (2017), reiterate that flooding may be relevant to how partners manage a specific disagreement and also to how positively they experience the relationship overall as stated before. * Berenguer-Soler et al. (2023) found significant differences between love-style profiles in conflict and emotional flooding * The greatest differences in flooding and conflict intensity occur between the less stable and more stable profiles. * These findings suggest that flooding may occur as part of broader patterns of conflict rather than in isolation. <quiz display="simple"> {Which situation below best demonstrates the potential effects of emotional flooding during relationship conflict?:} -A couple disagrees but calmly discusses different solutions. +One partner becomes overwhelmed, withdraws from the discussion, and the disagreement remains unresolved. -A couple disagrees and later reaches a compromise. -One partner notices they are becoming frustrated and suggests continuing the conversation later. </quiz> == What can be done to manage emotional flooding in relationships == Introduction {{ic|Include an introductory paragraph before branching into sub-sections}} === Recognising and regulating emotional arousal === * Recognising signs of flooding * Emotion-regulation strategies * Reducing physiological arousal * Berenguer-Soler et al. (2023) suggests that emotional awareness and emotional regulation are associated with healthier conflict responses. * Emotional awareness and regulation may therefore be useful targets for managing emotional flooding. * Berenguer-Soler et al. (2023) found that emotional intelligence was associated with differences in conflict and emotional flooding. * This suggests that individuals who are better able to recognise and regulate emotional experiences may be better positioned to manage conflict constructively. === De-escalating conflicts === * Berenguer-Soler et al. (2023) suggestsn {{ic|Grammar - this should be past tense when discussing past findings}} that emotional awareness and emotional regulation are associated with healthier conflict responses. * Emotional awareness and regulation may therefore be useful targets for managing emotional flooding. * Berenguer-Soler et al. (2023) found that emotional intelligence was associated with differences in conflict and emotional flooding. * This suggests that individuals who are better able to recognise and regulate emotional experiences may be better positioned to manage conflict constructively. * Gottman (1993) states that couples take breaks. * When conflict causes high physiological arousal, continuing the discussion may make constructive communication more difficult. * Gottman (1993) proposed physiological soothing as part of marital intervention. * This involves taking breaks when arousal becomes high. * The purpose of the break is to not simply avoid the issue, but to allow physiological arousal to decrease before partners return to the discussion. * Hooper et al. (2017) state “reducing these forms of communication, especially stonewalling” * De-escalation may also require reducing destructive communication behaviours. * Hooper et al. (2017) recommend reducing negative communication patterns, particularly stonewalling, which showed the strongest negative association with relationship satisfaction in their study. ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Emotional self-regulation]] (Wikipedia) * [[Motivation and emotion/Book/2025/Love styles and relationship satisfaction|Love styles and relationships]] (Book chapter, 2025) ==References== {{Hanging indent|1= Berenguer-Soler, M., Castillo-López, Á. G. del, & Piñeda, D. (2023). Breaking the cycle of emotional flooding: The protective role of women’s emotional intelligence in couple’s conflict. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1217513 Castillo-López, Á. G., Berenguer-Soler, M., & Pineda, D. (2025). Relationship love styles’ effects on conflict, emotional intelligence, and sexual satisfaction: A latent profile analysis. SAGE Open, 15(3). https://doi.org/10.1177/21582440251358988 Del Vecchio, T., Lorber, M. F., Slep, A. M. S., Malik, J., Heyman, R. E., & Foran, H. M. (2016). Parental flooding during conflict: A psychometric evaluation of a new scale. Journal of Abnormal Child Psychology, 44(8), 1587–1597. https://doi.org/10.1007/s10802-016-0137-9 Gottman, J. M. (1993). A theory of marital dissolution and stability. Journal of Family Psychology, 7(1), 57–75. Hooper, A., Spann, C., McCray, T., & Kimberly, C. (2017). Revisiting the basics: Understanding potential demographic differences with John Gottman’s four horsemen and emotional flooding. The Family Journal, 25(3), 224–229. https://doi.org/10.1177/1066480717710650 Malik, J., Heyman, R. E., & Smith Slep, A. M. (2020). Emotional flooding in response to negative affect in couple conflicts: Individual differences and correlates. Journal of Family Psychology, 34(2), 145–154. https://doi.org/10.1037/fam0000584 }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://www.gottman.com/blog/making-sure-emotional-flooding-doesnt-capsize-your-relationship/ Emotional flooding] (The Gottman Institute) * [https://researchers.mq.edu.au/en/publications/emotional-flooding-and-hostile-discipline-in-the-families-of-todd/ Emotional flooding within family dynamics] (Macquarie University) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Relationships]] f13wd3gvg7ik2cdycmay23wuwb4thaq 2841670 2841667 2026-10-20T05:47:19Z Tofu05 3106606 slight sentence restructuring and grammatical edits. Added to emotional and physiological arousal, supported by copilot for writing revision and structuring https://copilot.cloud.microsoft/en-gb/ 2841670 wikitext text/x-wiki {{title|Emotional flooding in relationships:<br>Why does emotional flooding occur, how does it affect relationships, and what can be done about it?}} __TOC__ == Overview == {{RoundBoxTop|theme=2}} '''💭 Imagine this...''' Let’s cut to a scene in Marriage Story (2019). Charlie and Nicole are partners and are in the process of separating after their marriage has broken down. During a heated argument in their apartment, Nicole expresses her frustration about how she has felt throughout their marriage, while Charlie becomes increasingly defensive about the way she sees him and their relationship. What begins as a discussion about their failed marriage quickly turns into an argument where they bring up inner feelings they kept to themselves about years of resentment, sacrifices, parenting, and the ways they have hurt and disappointed each other. As the argument escalates, both become increasingly emotional. They start to speak over each other, interrupt, yell, and respond to each other's accusations rather than listening. Nicole expresses that she feels Charlie has controlled aspects of her life and failed to recognise her needs, while Charlie insists that he has made sacrifices for their family and feels that Nicole is unfairly blaming him. Their anger and frustration continue to build until Charlie becomes visibly overwhelmed and lashes out by punching a wall. By the end of the argument, neither of them had resolved the issues they were discussing. '''Think...''' *Have you ever been in a situation where a small disagreement suddenly became much more intense than expected? *What do you think happened to Charlie and Nicole as their argument escalated? *Why might it become harder for them to listen to each other or respond calmly as the conflict escalates? {{RoundBoxBottom}} The situation that Charlie and Nicole experienced shows how quickly relationship conflict can escalate when emotional responses become intense (see Figure 1). In these moments where arguments can become much more intense than the issue that started them, a person may become overwhelmed by their emotional response and find it difficult to think clearly and regulate their emotions. This experience is known as emotional flooding. It describes a state in which individuals can become influenced by the experience of another person's negative emotions being intense and overwhelming, so that it interferes with an individual's ability to respond effectively (Del Vecchio et al., 2016). Research suggests that emotional flooding can contribute to poor relationship satisfaction, understanding these processes may help identify ways to recognise and manage emotional flooding before conflict becomes too difficult to resolve. This chapter will explore what emotional flooding is, why it occurs during relationship conflict, and how individual, emotional, cognitive, and interpersonal factors may contribute to it. It will then examine how emotional flooding can influence communication, conflict resolution, and relationship outcomes. Finally, exploring considering psychological strategies that may help individuals recognise and de-escalate emotional flooding. {{RoundBoxTop|theme=2}} '''🔍 Focus questions''' *What psychological and physiological processes contribute to emotional flooding during relationship conflict? *How does emotional flooding affect emotion regulation and communication between partners in relationships? *What are the potential consequences of emotional flooding for relationship functioning? *What evidence-based strategies can help individuals manage emotional flooding during relationship conflict? {{RoundBoxBottom}} == Understanding emotional flooding == Emotional flooding is a psychological response that can occur when a person becomes overwhelmed by their partner’s negative emotions during conflict. Gottman (1993), describes flooding as a response to negative emotions that are unexpected, intense and overwhelming, leaving their partner feeling disorganised and wanting to end the interaction. This may lead a person to withdraw from the conversation or attempt to escape the situation. Therefore, flooding is not simply experiencing a singular emotion such as anger or distress, it involves difficulty maintaining organised and effective functioning when faced with a partner’s negative emotions. Emotional flooding may be influenced by both individual differences and the interpersonal context (Malik et al., 2020). Some individuals may be more prone to becoming overwhelmed during conflict due to their emotional sensitivity, previous experiences or perceptions of their partner’s behaviour. However, flooding cannot be understood as only an individual characteristic. The frequency and intensity of a partner’s negative emotions may also influence whether flooding occurs. This suggests that flooding develops through an interaction between a person's own vulnerability and also the emotional environment where the conflict takes place.  This suggests that flooding develops through an interaction between a person’s individual vulnerability and the emotional environment in which the conflict takes place. Research by Malik et al. (2020) has linked emotional flooding to difficulties in relationship functioning, they found that flooding was associated with negative affect during couples conflict discussions. Couples involving at least one person who experienced high levels of flooding were also less effective in solving problems during conflict discussion (Malik et al., 2020). Their findings suggest that becoming overwhelmed may create difficulty for couples to resolve disagreements constructively. Gottman (1993) involved flooding into a broader theory of marital stability and dissolution, and it was identified as a potential part of progression towards emotional distance and relationship deterioration. Complementing Gottman (1993), Hooper et al. (2017) examined emotional flooding with negative communication behaviours and marital satisfaction, finding that refusal to talk to a partner (stonewalling) had the strongest negative association with marital satisfaction, highlighting its relevance to relationship functioning. Such research demonstrates why understanding emotional flooding is important for explaining how emotional experiences and interpersonal interactions may contribute to escalating conflict within relationships. Psychological research can help explain the processes underlying flooding, including emotional and physiological arousal, cognitive interpretations and interpersonal influences. It can also inform approaches for individuals to recognise emotional overwhelm and respond to conflict more constructively, bettering their individual and relationship wellbeing. == Why emotional flooding occurs during relationship conflicts == You may think that emotional flooding has only one cause, well research suggests that ''several'' interacting factors including physiological stress responses, how people interpret conflict, and individual differences in emotional regulation may be involved. Though they are not proven causes of flooding in every relationship, these factors have been examined across different studies. Research on couples has linked relationship conflict with biological stress responses, while studies of emotional flooding indicate that both a person's own emotional reactions and their partner’s negative affect are relevant. These findings all together suggest that flooding may occur when a person's own vulnerability interacts with an emotionally intense conflict. === Emotional and physiological arousal === Conflict can activate the body's stress-response systems, which may influence how individuals experience and respond to emotionally intense situations. Laurent and Powers (2007) examined factors that could predict hypothalamic-pituitary-adrenal (HPA) axis responses in emerging adult heterosexual couples. They investigated how temperament and attachment were associated with physiological stress responses during conflict discussions about unresolved relationship issues. Research measured cortisol responses, and the found that partners' dyadic fit (how both partners' attachment styles interact) influenced female cortisol responses during conflict. Additionally, attachment avoidance influenced the effect of males' emotionality on both their own and their partners' cortisol responses (Laurent and Powers, 2007). This suggests that physiological responses during disagreements may be shaped by the conflict, individual characteristics, and the dynamics between partners. Gottman (1993) linked physiological patterns into his theory of marital stability and dissolution in later marital outcomes through exploring heart rate elevation. He compared 52 husbands' baseline heart rate in couples who later divorced, with couples who remained together. It was found that the divorced mean was 84.49 BPM and the stable couples mean was 73.43 BPM, showing a statistically significant difference, ''t''(51) = 2.62, p < .05.  Although this  finding does not establish that an elevated heart rate causes emotional flooding, it suggests a relevance of physiological patterns to understanding marital instability. Moving beyond physiological arousal in romantic relationships, Del Vecchio et al. (2016) examined parents' responses to children's negative emotions. They found that when parents became overwhelmed by the intensity of a child's negative emotions, they focussed on escaping the aversive situation rather than responding effectively. This finding implies that when emotional reactions become overwhelming, individuals may struggle to engage in constructive responses and want to end the interaction. Although this study focused on parent-child relationships rather than romantic relationships, it provides supporting evidence that emotional overwhelm can interfere with effective interpersonal responses. Therefore, its findings should be interpreted as indirect support rather than direct evidence of emotional flooding in romantic relationships. === The role of cognitive appraisal and interpersonal threat === * How people interpret relationship events * Perceived criticism, rejection or threat * How these interpretations can intensify emotional responses * Emotional flooding may also be influenced by how a person interprets their partner’s behaviour. * Gottman (1993) suggests that distressed couples may increasingly interpret negative behaviours as reflecting “stable and global negative traits of the partner.” * Failure to communicate by a partner may be interpreted not as a temporary mistake, but as evidence that they are generally uncaring. These interpretations may intensify negative emotional responses during conflicts. * “a global negative view of the entire relationship” Gottman (1993). Suggesting that over time these interpretations exceed individual behaviours and are seen as a negative view on the entirety of the relationship * Malik et al. (2020) suggests that emotional flooding depends on interpersonal context, emphasising that flooding is also a function of another person's expressed negative affect. * Suggests that vulnerability to flooding may interact with the intensity or nature of a partner’s negative behaviour. === Individual differences and emotional regulation === * Difficulties regulating intense emotions * Why people may respond differently to the same conflict * Individual factors that may increase vulnerability to flooding * Individual differences in emotional awareness and regulation may influence the vulnerability of a person to emotional flooding. * Berenguer-Soler et al. (2023) suggest that individuals with greater emotional self-awareness and emotional regulation may be able to better manage negative emotional experiences during conflicts. * Their study explored different love style profiles, and found that they differed significantly in emotional flooding, conflict, and emotional intelligence. * This suggests that flooding does not occur the same way across individuals or relationships. * Malik et al. (2020) “individuals may be more or less likely to flood in a relatively stable, trait-like way” == How emotional flooding affects relationships == Introduction {{ic|Include an introductory paragraph before branching into sub-sections}} === Emotional regulation and communication === * Difficulty listening and communicating effectively * Defensiveness, criticism and withdrawal * Escalation of conflict * Emotional flooding can be linked to destructive/negative communication cycles. * Gottman (1993) suggests a sequence where“criticism leads to contempt, which leads to defensiveness, which leads to stonewalling. * These behaviours can progressively shift a conflict from discussing a specific problem, to attacking and defending, eventually causing a withdrawal from the interaction. * Hooper et al. (2017) further highlights the importance of these communication patterns. * Their sample of 591 married individuals, the presence of emotional flooding and the Four Horsemen (term John Gottman used to describe four negative communication behaviours that can be damaging in romantic relationships, criticism, defensiveness, contempt, stonewalling) was associated with poorer marital satisfaction * Stonewalling had “the greatest negative impact on relationship satisfaction.” * This suggests that withdrawal may be particularly problematic when emotionally intense conflict is already making communication difficult. === Conflict and relationship outcomes === * Effects on conflict resolution * Relationship satisfaction * Repeated negative cycles * How partners can influence each other's emotional responses * Emotional flooding may interfere directly with a couple's ability to resolve disagreements. * Malik et al. (2020) found that couples with at least one highly flooded partner demonstrated poorer problem solving during observed conflict. * These couples were less likely to propose viable solutions, weigh the advantages and disadvantages of possible solutions, operationalise plans, follow through with solutions, and reach resolution (Malik et al., 2020). * Hooper et al (2017), reiterate that flooding may be relevant to how partners manage a specific disagreement and also to how positively they experience the relationship overall as stated before. * Berenguer-Soler et al. (2023) found significant differences between love-style profiles in conflict and emotional flooding * The greatest differences in flooding and conflict intensity occur between the less stable and more stable profiles. * These findings suggest that flooding may occur as part of broader patterns of conflict rather than in isolation. <quiz display="simple"> {Which situation below best demonstrates the potential effects of emotional flooding during relationship conflict?:} -A couple disagrees but calmly discusses different solutions. +One partner becomes overwhelmed, withdraws from the discussion, and the disagreement remains unresolved. -A couple disagrees and later reaches a compromise. -One partner notices they are becoming frustrated and suggests continuing the conversation later. </quiz> == What can be done to manage emotional flooding in relationships == Introduction {{ic|Include an introductory paragraph before branching into sub-sections}} === Recognising and regulating emotional arousal === * Recognising signs of flooding * Emotion-regulation strategies * Reducing physiological arousal * Berenguer-Soler et al. (2023) suggests that emotional awareness and emotional regulation are associated with healthier conflict responses. * Emotional awareness and regulation may therefore be useful targets for managing emotional flooding. * Berenguer-Soler et al. (2023) found that emotional intelligence was associated with differences in conflict and emotional flooding. * This suggests that individuals who are better able to recognise and regulate emotional experiences may be better positioned to manage conflict constructively. === De-escalating conflicts === * Berenguer-Soler et al. (2023) suggestsn {{ic|Grammar - this should be past tense when discussing past findings}} that emotional awareness and emotional regulation are associated with healthier conflict responses. * Emotional awareness and regulation may therefore be useful targets for managing emotional flooding. * Berenguer-Soler et al. (2023) found that emotional intelligence was associated with differences in conflict and emotional flooding. * This suggests that individuals who are better able to recognise and regulate emotional experiences may be better positioned to manage conflict constructively. * Gottman (1993) states that couples take breaks. * When conflict causes high physiological arousal, continuing the discussion may make constructive communication more difficult. * Gottman (1993) proposed physiological soothing as part of marital intervention. * This involves taking breaks when arousal becomes high. * The purpose of the break is to not simply avoid the issue, but to allow physiological arousal to decrease before partners return to the discussion. * Hooper et al. (2017) state “reducing these forms of communication, especially stonewalling” * De-escalation may also require reducing destructive communication behaviours. * Hooper et al. (2017) recommend reducing negative communication patterns, particularly stonewalling, which showed the strongest negative association with relationship satisfaction in their study. ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Emotional self-regulation]] (Wikipedia) * [[Motivation and emotion/Book/2025/Love styles and relationship satisfaction|Love styles and relationships]] (Book chapter, 2025) ==References== {{Hanging indent|1= Berenguer-Soler, M., Castillo-López, Á. G. del, & Piñeda, D. (2023). Breaking the cycle of emotional flooding: The protective role of women’s emotional intelligence in couple’s conflict. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1217513 Castillo-López, Á. G., Berenguer-Soler, M., & Pineda, D. (2025). Relationship love styles’ effects on conflict, emotional intelligence, and sexual satisfaction: A latent profile analysis. SAGE Open, 15(3). https://doi.org/10.1177/21582440251358988 Del Vecchio, T., Lorber, M. F., Slep, A. M. S., Malik, J., Heyman, R. E., & Foran, H. M. (2016). Parental flooding during conflict: A psychometric evaluation of a new scale. Journal of Abnormal Child Psychology, 44(8), 1587–1597. https://doi.org/10.1007/s10802-016-0137-9 Gottman, J. M. (1993). A theory of marital dissolution and stability. Journal of Family Psychology, 7(1), 57–75. Hooper, A., Spann, C., McCray, T., & Kimberly, C. (2017). Revisiting the basics: Understanding potential demographic differences with John Gottman’s four horsemen and emotional flooding. The Family Journal, 25(3), 224–229. https://doi.org/10.1177/1066480717710650 Malik, J., Heyman, R. E., & Smith Slep, A. M. (2020). Emotional flooding in response to negative affect in couple conflicts: Individual differences and correlates. Journal of Family Psychology, 34(2), 145–154. https://doi.org/10.1037/fam0000584 }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://www.gottman.com/blog/making-sure-emotional-flooding-doesnt-capsize-your-relationship/ Emotional flooding] (The Gottman Institute) * [https://researchers.mq.edu.au/en/publications/emotional-flooding-and-hostile-discipline-in-the-families-of-todd/ Emotional flooding within family dynamics] (Macquarie University) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Relationships]] o7bys6e7k5pjlu34pe6lg1qutmqxorp 2841678 2841670 2026-10-20T07:00:25Z Tofu05 3106606 slight sentence restructuring and grammatical edits. Added to emotional and physiological arousal 2841678 wikitext text/x-wiki {{title|Emotional flooding in relationships:<br>Why does emotional flooding occur, how does it affect relationships, and what can be done about it?}} __TOC__ == Overview == {{RoundBoxTop|theme=2}} '''💭 Imagine this...''' Let’s cut to a scene in Marriage Story (2019). Charlie and Nicole are partners and are in the process of separating after their marriage has broken down. During a heated argument in their apartment, Nicole expresses her frustration about how she has felt throughout their marriage, while Charlie becomes increasingly defensive about the way she sees him and their relationship. What begins as a discussion about their failed marriage quickly turns into an argument where they bring up inner feelings they kept to themselves about years of resentment, sacrifices, parenting, and the ways they have hurt and disappointed each other. As the argument escalates, both become increasingly emotional. They start to speak over each other, interrupt, yell, and respond to each other's accusations rather than listening. Nicole expresses that she feels Charlie has controlled aspects of her life and failed to recognise her needs, while Charlie insists that he has made sacrifices for their family and feels that Nicole is unfairly blaming him. Their anger and frustration continue to build until Charlie becomes visibly overwhelmed and lashes out by punching a wall. By the end of the argument, neither of them had resolved the issues they were discussing. '''Think...''' *Have you ever been in a situation where a small disagreement suddenly became much more intense than expected? *What do you think happened to Charlie and Nicole as their argument escalated? *Why might it become harder for them to listen to each other or respond calmly as the conflict escalates? {{RoundBoxBottom}} The situation that Charlie and Nicole experienced shows how quickly relationship conflict can escalate when emotional responses become intense (see Figure 1). In these moments where arguments can become much more intense than the issue that started them, a person may become overwhelmed by their emotional response and find it difficult to think clearly and regulate their emotions. This experience is known as emotional flooding. It describes a state in which individuals can become influenced by the experience of another person's negative emotions being intense and overwhelming, so that it interferes with an individual's ability to respond effectively (Del Vecchio et al., 2016). Research suggests that emotional flooding can contribute to poor relationship satisfaction, understanding these processes may help identify ways to recognise and manage emotional flooding before conflict becomes too difficult to resolve. This chapter will explore what emotional flooding is, why it occurs during relationship conflict, and how individual, emotional, cognitive, and interpersonal factors may contribute to it. It will then examine how emotional flooding can influence communication, conflict resolution, and relationship outcomes. Finally, exploring considering psychological strategies that may help individuals recognise and de-escalate emotional flooding. {{RoundBoxTop|theme=2}} '''🔍 Focus questions''' *What psychological and physiological processes contribute to emotional flooding during relationship conflict? *How does emotional flooding affect emotion regulation and communication between partners in relationships? *What are the potential consequences of emotional flooding for relationship functioning? *What evidence-based strategies can help individuals manage emotional flooding during relationship conflict? {{RoundBoxBottom}} == Understanding emotional flooding == Emotional flooding is a psychological response that can occur when a person becomes overwhelmed by their partner’s negative emotions during conflict. Gottman (1993), describes flooding as a response to negative emotions that are unexpected, intense and overwhelming, leaving their partner feeling disorganised and wanting to end the interaction. This may lead a person to withdraw from the conversation or attempt to escape the situation. Therefore, flooding is not simply experiencing a singular emotion such as anger or distress, it involves difficulty maintaining organised and effective functioning when faced with a partner’s negative emotions. Emotional flooding may be influenced by both individual differences and the interpersonal context (Malik et al., 2020). Some individuals may be more prone to becoming overwhelmed during conflict due to their emotional sensitivity, previous experiences or perceptions of their partner’s behaviour. However, flooding cannot be understood as only an individual characteristic. The frequency and intensity of a partner’s negative emotions may also influence whether flooding occurs. This suggests that flooding develops through an interaction between a person's own vulnerability and also the emotional environment where the conflict takes place.  This suggests that flooding develops through an interaction between a person’s individual vulnerability and the emotional environment in which the conflict takes place. Research by Malik et al. (2020) has linked emotional flooding to difficulties in relationship functioning, they found that flooding was associated with negative affect during couples conflict discussions. Couples involving at least one person who experienced high levels of flooding were also less effective in solving problems during conflict discussion (Malik et al., 2020). Their findings suggest that becoming overwhelmed may create difficulty for couples to resolve disagreements constructively. Gottman (1993) involved flooding into a broader theory of marital stability and dissolution, and it was identified as a potential part of progression towards emotional distance and relationship deterioration. Complementing Gottman (1993), Hooper et al. (2017) examined emotional flooding with negative communication behaviours and marital satisfaction, finding that refusal to talk to a partner (stonewalling) had the strongest negative association with marital satisfaction, highlighting its relevance to relationship functioning. Such research demonstrates why understanding emotional flooding is important for explaining how emotional experiences and interpersonal interactions may contribute to escalating conflict within relationships. Psychological research can help explain the processes underlying flooding, including emotional and physiological arousal, cognitive interpretations and interpersonal influences. It can also inform approaches for individuals to recognise emotional overwhelm and respond to conflict more constructively, bettering their individual and relationship wellbeing. == Why emotional flooding occurs during relationship conflicts == Why do some disagreements become overwhelming while others remain manageable? Research suggests that ''several'' interacting factors including physiological stress responses, how people interpret conflict, and individual differences in emotional regulation may be involved. Though they are not proven causes of flooding in every relationship, these factors have been examined across different studies. Research on couples has linked relationship conflict with biological stress responses, while studies of emotional flooding indicate that both a person's own emotional reactions and their partner’s negative affect are relevant. These findings all together suggest that flooding may occur when a person's own vulnerability interacts with an emotionally intense conflict. === Emotional and physiological arousal === Relationship conflict can activate the body's stress-response systems, potentially influencing how individuals experience and respond to emotional intense situations. One relevant system is the hypothalamic-pituitary-adrenal (HPA) axis, which governs the cortisol (stress hormone) production and secretion (Kaur et al., 2023). Laurent and Powers (2007) examined factors that could predict hypothalamic-pituitary-adrenal (HPA) axis responses in emerging adult heterosexual couples. They investigated how temperament and attachment were associated with physiological stress responses during conflict discussions about unresolved relationship issues. Research measured cortisol responses, and the found that partners' dyadic fit (how both partners' attachment styles interact) influenced female cortisol responses during conflict. Additionally, attachment avoidance influenced the effect of males' emotionality on both their own and their partners' cortisol responses (Laurent and Powers, 2007). This suggests that physiological responses during disagreements may be shaped by the conflict, individual characteristics, and the dynamics between partners. Gottman (1993) linked physiological patterns into his theory of marital stability and dissolution in later marital outcomes through exploring heart rate elevation. In his longitudinal research, he compared 52 husbands' baseline heart rate in couples who later divorced, with couples who remained together. It was found that the divorced mean was 84.49 beats per minute (BPM) and the stable couples mean was 73.43 BPM, showing a statistically significant difference, ''t''(51) = 2.62, p < .05.  Although this  finding does not establish that an elevated heart rate causes emotional flooding, it suggests a relevance of physiological patterns to understanding marital instability. Moving beyond physiological arousal in romantic relationships, Del Vecchio et al. (2016) examined parents' responses to children's negative emotions. They found that when parents became overwhelmed by the intensity of a child's negative emotions, they focussed on escaping the aversive situation rather than responding effectively. This finding implies that when emotional reactions become overwhelming, individuals may struggle to engage in constructive responses and want to end the interaction. Although this study focused on parent-child relationships rather than romantic relationships, it provides supporting evidence that emotional overwhelm can interfere with effective interpersonal responses. Therefore, its findings should be interpreted as indirect support rather than direct evidence of emotional flooding in romantic relationships. === The role of cognitive appraisal and interpersonal threat === * How people interpret relationship events * Perceived criticism, rejection or threat * How these interpretations can intensify emotional responses * Emotional flooding may also be influenced by how a person interprets their partner’s behaviour. * Gottman (1993) suggests that distressed couples may increasingly interpret negative behaviours as reflecting “stable and global negative traits of the partner.” * Failure to communicate by a partner may be interpreted not as a temporary mistake, but as evidence that they are generally uncaring. These interpretations may intensify negative emotional responses during conflicts. * “a global negative view of the entire relationship” Gottman (1993). Suggesting that over time these interpretations exceed individual behaviours and are seen as a negative view on the entirety of the relationship * Malik et al. (2020) suggests that emotional flooding depends on interpersonal context, emphasising that flooding is also a function of another person's expressed negative affect. * Suggests that vulnerability to flooding may interact with the intensity or nature of a partner’s negative behaviour. === Individual differences and emotional regulation === * Difficulties regulating intense emotions * Why people may respond differently to the same conflict * Individual factors that may increase vulnerability to flooding * Individual differences in emotional awareness and regulation may influence the vulnerability of a person to emotional flooding. * Berenguer-Soler et al. (2023) suggest that individuals with greater emotional self-awareness and emotional regulation may be able to better manage negative emotional experiences during conflicts. * Their study explored different love style profiles, and found that they differed significantly in emotional flooding, conflict, and emotional intelligence. * This suggests that flooding does not occur the same way across individuals or relationships. * Malik et al. (2020) “individuals may be more or less likely to flood in a relatively stable, trait-like way” == How emotional flooding affects relationships == Introduction {{ic|Include an introductory paragraph before branching into sub-sections}} === Emotional regulation and communication === * Difficulty listening and communicating effectively * Defensiveness, criticism and withdrawal * Escalation of conflict * Emotional flooding can be linked to destructive/negative communication cycles. * Gottman (1993) suggests a sequence where“criticism leads to contempt, which leads to defensiveness, which leads to stonewalling. * These behaviours can progressively shift a conflict from discussing a specific problem, to attacking and defending, eventually causing a withdrawal from the interaction. * Hooper et al. (2017) further highlights the importance of these communication patterns. * Their sample of 591 married individuals, the presence of emotional flooding and the Four Horsemen (term John Gottman used to describe four negative communication behaviours that can be damaging in romantic relationships, criticism, defensiveness, contempt, stonewalling) was associated with poorer marital satisfaction * Stonewalling had “the greatest negative impact on relationship satisfaction.” * This suggests that withdrawal may be particularly problematic when emotionally intense conflict is already making communication difficult. === Conflict and relationship outcomes === * Effects on conflict resolution * Relationship satisfaction * Repeated negative cycles * How partners can influence each other's emotional responses * Emotional flooding may interfere directly with a couple's ability to resolve disagreements. * Malik et al. (2020) found that couples with at least one highly flooded partner demonstrated poorer problem solving during observed conflict. * These couples were less likely to propose viable solutions, weigh the advantages and disadvantages of possible solutions, operationalise plans, follow through with solutions, and reach resolution (Malik et al., 2020). * Hooper et al (2017), reiterate that flooding may be relevant to how partners manage a specific disagreement and also to how positively they experience the relationship overall as stated before. * Berenguer-Soler et al. (2023) found significant differences between love-style profiles in conflict and emotional flooding * The greatest differences in flooding and conflict intensity occur between the less stable and more stable profiles. * These findings suggest that flooding may occur as part of broader patterns of conflict rather than in isolation. <quiz display="simple"> {Which situation below best demonstrates the potential effects of emotional flooding during relationship conflict?:} -A couple disagrees but calmly discusses different solutions. +One partner becomes overwhelmed, withdraws from the discussion, and the disagreement remains unresolved. -A couple disagrees and later reaches a compromise. -One partner notices they are becoming frustrated and suggests continuing the conversation later. </quiz> == What can be done to manage emotional flooding in relationships == Introduction {{ic|Include an introductory paragraph before branching into sub-sections}} === Recognising and regulating emotional arousal === * Recognising signs of flooding * Emotion-regulation strategies * Reducing physiological arousal * Berenguer-Soler et al. (2023) suggests that emotional awareness and emotional regulation are associated with healthier conflict responses. * Emotional awareness and regulation may therefore be useful targets for managing emotional flooding. * Berenguer-Soler et al. (2023) found that emotional intelligence was associated with differences in conflict and emotional flooding. * This suggests that individuals who are better able to recognise and regulate emotional experiences may be better positioned to manage conflict constructively. === De-escalating conflicts === * Berenguer-Soler et al. (2023) suggestsn {{ic|Grammar - this should be past tense when discussing past findings}} that emotional awareness and emotional regulation are associated with healthier conflict responses. * Emotional awareness and regulation may therefore be useful targets for managing emotional flooding. * Berenguer-Soler et al. (2023) found that emotional intelligence was associated with differences in conflict and emotional flooding. * This suggests that individuals who are better able to recognise and regulate emotional experiences may be better positioned to manage conflict constructively. * Gottman (1993) states that couples take breaks. * When conflict causes high physiological arousal, continuing the discussion may make constructive communication more difficult. * Gottman (1993) proposed physiological soothing as part of marital intervention. * This involves taking breaks when arousal becomes high. * The purpose of the break is to not simply avoid the issue, but to allow physiological arousal to decrease before partners return to the discussion. * Hooper et al. (2017) state “reducing these forms of communication, especially stonewalling” * De-escalation may also require reducing destructive communication behaviours. * Hooper et al. (2017) recommend reducing negative communication patterns, particularly stonewalling, which showed the strongest negative association with relationship satisfaction in their study. ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Emotional self-regulation]] (Wikipedia) * [[Motivation and emotion/Book/2025/Love styles and relationship satisfaction|Love styles and relationships]] (Book chapter, 2025) ==References== {{Hanging indent|1= Berenguer-Soler, M., Castillo-López, Á. G. del, & Piñeda, D. (2023). Breaking the cycle of emotional flooding: The protective role of women’s emotional intelligence in couple’s conflict. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1217513 Castillo-López, Á. G., Berenguer-Soler, M., & Pineda, D. (2025). Relationship love styles’ effects on conflict, emotional intelligence, and sexual satisfaction: A latent profile analysis. SAGE Open, 15(3). https://doi.org/10.1177/21582440251358988 Del Vecchio, T., Lorber, M. F., Slep, A. M. S., Malik, J., Heyman, R. E., & Foran, H. M. (2016). Parental flooding during conflict: A psychometric evaluation of a new scale. Journal of Abnormal Child Psychology, 44(8), 1587–1597. https://doi.org/10.1007/s10802-016-0137-9 Gottman, J. M. (1993). A theory of marital dissolution and stability. Journal of Family Psychology, 7(1), 57–75. Hooper, A., Spann, C., McCray, T., & Kimberly, C. (2017). Revisiting the basics: Understanding potential demographic differences with John Gottman’s four horsemen and emotional flooding. The Family Journal, 25(3), 224–229. https://doi.org/10.1177/1066480717710650 Malik, J., Heyman, R. E., & Smith Slep, A. M. (2020). Emotional flooding in response to negative affect in couple conflicts: Individual differences and correlates. Journal of Family Psychology, 34(2), 145–154. https://doi.org/10.1037/fam0000584 }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://www.gottman.com/blog/making-sure-emotional-flooding-doesnt-capsize-your-relationship/ Emotional flooding] (The Gottman Institute) * [https://researchers.mq.edu.au/en/publications/emotional-flooding-and-hostile-discipline-in-the-families-of-todd/ Emotional flooding within family dynamics] (Macquarie University) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Relationships]] k3dmkzd9xmmplh97ll3q8ipggz9nwqf 2841690 2841678 2026-10-20T08:22:46Z Tofu05 3106606 Added to the role of cognitive appraisal - supported by Microsoft copilot for support with requesting feedback on readability and grammar https://copilot.cloud.microsoft/chat?fromcode=cmm5vstpudj&es=UnauthClick&redirfrom=ccAadReentry 2841690 wikitext text/x-wiki {{title|Emotional flooding in relationships:<br>Why does emotional flooding occur, how does it affect relationships, and what can be done about it?}} __TOC__ == Overview == {{RoundBoxTop|theme=2}} '''💭 Imagine this...''' Let’s cut to a scene in Marriage Story (2019). Charlie and Nicole are partners and are in the process of separating after their marriage has broken down. During a heated argument in their apartment, Nicole expresses her frustration about how she has felt throughout their marriage, while Charlie becomes increasingly defensive about the way she sees him and their relationship. What begins as a discussion about their failed marriage quickly turns into an argument where they bring up inner feelings they kept to themselves about years of resentment, sacrifices, parenting, and the ways they have hurt and disappointed each other. As the argument escalates, both become increasingly emotional. They start to speak over each other, interrupt, yell, and respond to each other's accusations rather than listening. Nicole expresses that she feels Charlie has controlled aspects of her life and failed to recognise her needs, while Charlie insists that he has made sacrifices for their family and feels that Nicole is unfairly blaming him. Their anger and frustration continue to build until Charlie becomes visibly overwhelmed and lashes out by punching a wall. By the end of the argument, neither of them had resolved the issues they were discussing. '''Think...''' *Have you ever been in a situation where a small disagreement suddenly became much more intense than expected? *What do you think happened to Charlie and Nicole as their argument escalated? *Why might it become harder for them to listen to each other or respond calmly as the conflict escalates? {{RoundBoxBottom}} The situation that Charlie and Nicole experienced shows how quickly relationship conflict can escalate when emotional responses become intense (see Figure 1). In these moments where arguments can become much more intense than the issue that started them, a person may become overwhelmed by their emotional response and find it difficult to think clearly and regulate their emotions. This experience is known as emotional flooding. It describes a state in which individuals can become influenced by the experience of another person's negative emotions being intense and overwhelming, so that it interferes with an individual's ability to respond effectively (Del Vecchio et al., 2016). Research suggests that emotional flooding can contribute to poor relationship satisfaction, understanding these processes may help identify ways to recognise and manage emotional flooding before conflict becomes too difficult to resolve. This chapter will explore what emotional flooding is, why it occurs during relationship conflict, and how individual, emotional, cognitive, and interpersonal factors may contribute to it. It will then examine how emotional flooding can influence communication, conflict resolution, and relationship outcomes. Finally, exploring considering psychological strategies that may help individuals recognise and de-escalate emotional flooding. {{RoundBoxTop|theme=2}} '''🔍 Focus questions''' *What psychological and physiological processes contribute to emotional flooding during relationship conflict? *How does emotional flooding affect emotion regulation and communication between partners in relationships? *What are the potential consequences of emotional flooding for relationship functioning? *What evidence-based strategies can help individuals manage emotional flooding during relationship conflict? {{RoundBoxBottom}} == Understanding emotional flooding == Emotional flooding is a psychological response that can occur when a person becomes overwhelmed by their partner’s negative emotions during conflict. Gottman (1993), describes flooding as a response to negative emotions that are unexpected, intense and overwhelming, leaving their partner feeling disorganised and wanting to end the interaction. This may lead a person to withdraw from the conversation or attempt to escape the situation. Therefore, flooding is not simply experiencing a singular emotion such as anger or distress, it involves difficulty maintaining organised and effective functioning when faced with a partner’s negative emotions. Emotional flooding may be influenced by both individual differences and the interpersonal context (Malik et al., 2020). Some individuals may be more prone to becoming overwhelmed during conflict due to their emotional sensitivity, previous experiences or perceptions of their partner’s behaviour. However, flooding cannot be understood as only an individual characteristic. The frequency and intensity of a partner’s negative emotions may also influence whether flooding occurs. This suggests that flooding develops through an interaction between a person's own vulnerability and also the emotional environment where the conflict takes place.  This suggests that flooding develops through an interaction between a person’s individual vulnerability and the emotional environment in which the conflict takes place. Research by Malik et al. (2020) has linked emotional flooding to difficulties in relationship functioning, they found that flooding was associated with negative affect during couples conflict discussions. Couples involving at least one person who experienced high levels of flooding were also less effective in solving problems during conflict discussion (Malik et al., 2020). Their findings suggest that becoming overwhelmed may create difficulty for couples to resolve disagreements constructively. Gottman (1993) involved flooding into a broader theory of marital stability and dissolution, and it was identified as a potential part of progression towards emotional distance and relationship deterioration. Complementing Gottman (1993), Hooper et al. (2017) examined emotional flooding with negative communication behaviours and marital satisfaction, finding that refusal to talk to a partner (stonewalling) had the strongest negative association with marital satisfaction, highlighting its relevance to relationship functioning. Such research demonstrates why understanding emotional flooding is important for explaining how emotional experiences and interpersonal interactions may contribute to escalating conflict within relationships. Psychological research can help explain the processes underlying flooding, including emotional and physiological arousal, cognitive interpretations and interpersonal influences. It can also inform approaches for individuals to recognise emotional overwhelm and respond to conflict more constructively, bettering their individual and relationship wellbeing. == Why emotional flooding occurs during relationship conflicts == Why do some disagreements become overwhelming while others remain manageable? Research suggests that ''several'' interacting factors including physiological stress responses, how people interpret conflict, and individual differences in emotional regulation may be involved. Though they are not proven causes of flooding in every relationship, these factors have been examined across different studies. Research on couples has linked relationship conflict with biological stress responses, while studies of emotional flooding indicate that both a person's own emotional reactions and their partner’s negative affect are relevant. These findings all together suggest that flooding may occur when a person's own vulnerability interacts with an emotionally intense conflict. === Emotional and physiological arousal === Relationship conflict can activate the body's stress-response systems, potentially influencing how individuals experience and respond to emotional intense situations. One relevant system is the hypothalamic-pituitary-adrenal (HPA) axis, which governs the cortisol (stress hormone) production and secretion (Kaur et al., 2023). Laurent and Powers (2007) examined factors that could predict hypothalamic-pituitary-adrenal (HPA) axis responses in emerging adult heterosexual couples. They investigated how temperament and attachment were associated with physiological stress responses during conflict discussions about unresolved relationship issues. Research measured cortisol responses, and the found that partners' dyadic fit (how both partners' attachment styles interact) influenced female cortisol responses during conflict. Additionally, attachment avoidance influenced the effect of males' emotionality on both their own and their partners' cortisol responses (Laurent and Powers, 2007). This suggests that physiological responses during disagreements may be shaped by the conflict, individual characteristics, and the dynamics between partners. Gottman (1993) linked physiological patterns into his theory of marital stability and dissolution in later marital outcomes through exploring heart rate elevation. In his longitudinal research, he compared 52 husbands' baseline heart rate in couples who later divorced, with couples who remained together. It was found that the divorced mean was 84.49 beats per minute (BPM) and the stable couples mean was 73.43 BPM, showing a statistically significant difference, ''t''(51) = 2.62, p < .05.  Although this  finding does not establish that an elevated heart rate causes emotional flooding, it suggests a relevance of physiological patterns to understanding marital instability. Moving beyond physiological arousal in romantic relationships, Del Vecchio et al. (2016) examined parents' responses to children's negative emotions. They found that when parents became overwhelmed by the intensity of a child's negative emotions, they focussed on escaping the aversive situation rather than responding effectively. This finding implies that when emotional reactions become overwhelming, individuals may struggle to engage in constructive responses and want to end the interaction. Although this study focused on parent-child relationships rather than romantic relationships, it provides supporting evidence that emotional overwhelm can interfere with effective interpersonal responses. Therefore, its findings should be interpreted as indirect support rather than direct evidence of emotional flooding in romantic relationships. === The role of cognitive appraisal and interpersonal threat === Cognitive appraisal refers to how individuals interpret stressful events and evaluate their significance. Gottman (1993) proposed that negative behaviours may be attributed to a partner's overall negative traits rather than viewed within the context of a specific situation. This perspective helps explain how people may interpret an isolated disagreement as evidence that their partner possesses enduring negative characteristics. As a result, the conflict may feel more significant and contribute to increasingly negative perceptions of the relationship. '''Table 1:''' Example in a relationship {| class="wikitable" |+Imagine your partner forgets to text you back… ! !Response !Emotion |- |Interpretation 1 |“They must be busy, they probably didn't see my message.” |You might feel relatively calm and ask them about it later. |- |Interpretation 2 | “They don't care about me and they always ignore me.” |You might feel hurt or rejected and respond with anger, potentially escalating the disagreement and creating conflict |} Over time, these interpretations may contribute to a more negative perception of the relationship. Gottman (1993) argued that negative interpretations of a partner can persist beyond a specific disagreement, leading individuals to view both their partner and the history of their relationship negatively. A partner's failure to communicate (Table 1) may be interpreted either as an isolated mistake or as evidence that the partner is generally uncaring. He suggested that in unhappy marriages, positive behaviours are often viewed as temporary, whereas negative behaviours are more likely to be attributed to stable and global negative traits of the partner. As a result, individuals may find it more difficult to evaluate a situation within its context or consider information that challenges their existing negative perceptions. Gottman (1993) further proposed that flooding may contribute to a cycle in which flooded individuals become more likely to interpret ambiguous behaviours as threatening or frustrating. Over time, these negative interpretations may become increasingly difficult to disconfirm, contributing to a negative view of the relationship. This suggests that emotional responses during conflict may be shaped by a partner's behaviour and by the meaning that is attributed to that behaviour. === Individual differences and emotional regulation === * Difficulties regulating intense emotions * Why people may respond differently to the same conflict * Individual factors that may increase vulnerability to flooding * Individual differences in emotional awareness and regulation may influence the vulnerability of a person to emotional flooding. * Berenguer-Soler et al. (2023) suggest that individuals with greater emotional self-awareness and emotional regulation may be able to better manage negative emotional experiences during conflicts. * Their study explored different love style profiles, and found that they differed significantly in emotional flooding, conflict, and emotional intelligence. * This suggests that flooding does not occur the same way across individuals or relationships. * Malik et al. (2020) “individuals may be more or less likely to flood in a relatively stable, trait-like way” == How emotional flooding affects relationships == Introduction {{ic|Include an introductory paragraph before branching into sub-sections}} === Emotional regulation and communication === * Difficulty listening and communicating effectively * Defensiveness, criticism and withdrawal * Escalation of conflict * Emotional flooding can be linked to destructive/negative communication cycles. * Gottman (1993) suggests a sequence where“criticism leads to contempt, which leads to defensiveness, which leads to stonewalling. * These behaviours can progressively shift a conflict from discussing a specific problem, to attacking and defending, eventually causing a withdrawal from the interaction. * Hooper et al. (2017) further highlights the importance of these communication patterns. * Their sample of 591 married individuals, the presence of emotional flooding and the Four Horsemen (term John Gottman used to describe four negative communication behaviours that can be damaging in romantic relationships, criticism, defensiveness, contempt, stonewalling) was associated with poorer marital satisfaction * Stonewalling had “the greatest negative impact on relationship satisfaction.” * This suggests that withdrawal may be particularly problematic when emotionally intense conflict is already making communication difficult. === Conflict and relationship outcomes === * Effects on conflict resolution * Relationship satisfaction * Repeated negative cycles * How partners can influence each other's emotional responses * Emotional flooding may interfere directly with a couple's ability to resolve disagreements. * Malik et al. (2020) found that couples with at least one highly flooded partner demonstrated poorer problem solving during observed conflict. * These couples were less likely to propose viable solutions, weigh the advantages and disadvantages of possible solutions, operationalise plans, follow through with solutions, and reach resolution (Malik et al., 2020). * Hooper et al (2017), reiterate that flooding may be relevant to how partners manage a specific disagreement and also to how positively they experience the relationship overall as stated before. * Berenguer-Soler et al. (2023) found significant differences between love-style profiles in conflict and emotional flooding * The greatest differences in flooding and conflict intensity occur between the less stable and more stable profiles. * These findings suggest that flooding may occur as part of broader patterns of conflict rather than in isolation. <quiz display="simple"> {Which situation below best demonstrates the potential effects of emotional flooding during relationship conflict?:} -A couple disagrees but calmly discusses different solutions. +One partner becomes overwhelmed, withdraws from the discussion, and the disagreement remains unresolved. -A couple disagrees and later reaches a compromise. -One partner notices they are becoming frustrated and suggests continuing the conversation later. </quiz> == What can be done to manage emotional flooding in relationships == Introduction {{ic|Include an introductory paragraph before branching into sub-sections}} === Recognising and regulating emotional arousal === * Recognising signs of flooding * Emotion-regulation strategies * Reducing physiological arousal * Berenguer-Soler et al. (2023) suggests that emotional awareness and emotional regulation are associated with healthier conflict responses. * Emotional awareness and regulation may therefore be useful targets for managing emotional flooding. * Berenguer-Soler et al. (2023) found that emotional intelligence was associated with differences in conflict and emotional flooding. * This suggests that individuals who are better able to recognise and regulate emotional experiences may be better positioned to manage conflict constructively. === De-escalating conflicts === * Berenguer-Soler et al. (2023) suggestsn {{ic|Grammar - this should be past tense when discussing past findings}} that emotional awareness and emotional regulation are associated with healthier conflict responses. * Emotional awareness and regulation may therefore be useful targets for managing emotional flooding. * Berenguer-Soler et al. (2023) found that emotional intelligence was associated with differences in conflict and emotional flooding. * This suggests that individuals who are better able to recognise and regulate emotional experiences may be better positioned to manage conflict constructively. * Gottman (1993) states that couples take breaks. * When conflict causes high physiological arousal, continuing the discussion may make constructive communication more difficult. * Gottman (1993) proposed physiological soothing as part of marital intervention. * This involves taking breaks when arousal becomes high. * The purpose of the break is to not simply avoid the issue, but to allow physiological arousal to decrease before partners return to the discussion. * Hooper et al. (2017) state “reducing these forms of communication, especially stonewalling” * De-escalation may also require reducing destructive communication behaviours. * Hooper et al. (2017) recommend reducing negative communication patterns, particularly stonewalling, which showed the strongest negative association with relationship satisfaction in their study. ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Emotional self-regulation]] (Wikipedia) * [[Motivation and emotion/Book/2025/Love styles and relationship satisfaction|Love styles and relationships]] (Book chapter, 2025) ==References== {{Hanging indent|1= Berenguer-Soler, M., Castillo-López, Á. G. del, & Piñeda, D. (2023). Breaking the cycle of emotional flooding: The protective role of women’s emotional intelligence in couple’s conflict. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1217513 Castillo-López, Á. G., Berenguer-Soler, M., & Pineda, D. (2025). Relationship love styles’ effects on conflict, emotional intelligence, and sexual satisfaction: A latent profile analysis. SAGE Open, 15(3). https://doi.org/10.1177/21582440251358988 Del Vecchio, T., Lorber, M. F., Slep, A. M. S., Malik, J., Heyman, R. E., & Foran, H. M. (2016). Parental flooding during conflict: A psychometric evaluation of a new scale. Journal of Abnormal Child Psychology, 44(8), 1587–1597. https://doi.org/10.1007/s10802-016-0137-9 Gottman, J. M. (1993). A theory of marital dissolution and stability. Journal of Family Psychology, 7(1), 57–75. Hooper, A., Spann, C., McCray, T., & Kimberly, C. (2017). Revisiting the basics: Understanding potential demographic differences with John Gottman’s four horsemen and emotional flooding. The Family Journal, 25(3), 224–229. https://doi.org/10.1177/1066480717710650 Malik, J., Heyman, R. E., & Smith Slep, A. M. (2020). Emotional flooding in response to negative affect in couple conflicts: Individual differences and correlates. Journal of Family Psychology, 34(2), 145–154. https://doi.org/10.1037/fam0000584 }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://www.gottman.com/blog/making-sure-emotional-flooding-doesnt-capsize-your-relationship/ Emotional flooding] (The Gottman Institute) * [https://researchers.mq.edu.au/en/publications/emotional-flooding-and-hostile-discipline-in-the-families-of-todd/ Emotional flooding within family dynamics] (Macquarie University) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Relationships]] ayxdspof3spfbi4o6a2bxz9c7pkblc8 2841691 2841690 2026-10-20T08:23:02Z Tofu05 3106606 2841691 wikitext text/x-wiki {{title|Emotional flooding in relationships:<br>Why does emotional flooding occur, how does it affect relationships, and what can be done about it?}} __TOC__ == Overview == {{RoundBoxTop|theme=2}} '''💭 Imagine this...''' Let’s cut to a scene in Marriage Story (2019). Charlie and Nicole are partners and are in the process of separating after their marriage has broken down. During a heated argument in their apartment, Nicole expresses her frustration about how she has felt throughout their marriage, while Charlie becomes increasingly defensive about the way she sees him and their relationship. What begins as a discussion about their failed marriage quickly turns into an argument where they bring up inner feelings they kept to themselves about years of resentment, sacrifices, parenting, and the ways they have hurt and disappointed each other. As the argument escalates, both become increasingly emotional. They start to speak over each other, interrupt, yell, and respond to each other's accusations rather than listening. Nicole expresses that she feels Charlie has controlled aspects of her life and failed to recognise her needs, while Charlie insists that he has made sacrifices for their family and feels that Nicole is unfairly blaming him. Their anger and frustration continue to build until Charlie becomes visibly overwhelmed and lashes out by punching a wall. By the end of the argument, neither of them had resolved the issues they were discussing. '''Think...''' *Have you ever been in a situation where a small disagreement suddenly became much more intense than expected? *What do you think happened to Charlie and Nicole as their argument escalated? *Why might it become harder for them to listen to each other or respond calmly as the conflict escalates? {{RoundBoxBottom}} The situation that Charlie and Nicole experienced shows how quickly relationship conflict can escalate when emotional responses become intense (see Figure 1). In these moments where arguments can become much more intense than the issue that started them, a person may become overwhelmed by their emotional response and find it difficult to think clearly and regulate their emotions. This experience is known as emotional flooding. It describes a state in which individuals can become influenced by the experience of another person's negative emotions being intense and overwhelming, so that it interferes with an individual's ability to respond effectively (Del Vecchio et al., 2016). Research suggests that emotional flooding can contribute to poor relationship satisfaction, understanding these processes may help identify ways to recognise and manage emotional flooding before conflict becomes too difficult to resolve. This chapter will explore what emotional flooding is, why it occurs during relationship conflict, and how individual, emotional, cognitive, and interpersonal factors may contribute to it. It will then examine how emotional flooding can influence communication, conflict resolution, and relationship outcomes. Finally, exploring considering psychological strategies that may help individuals recognise and de-escalate emotional flooding. {{RoundBoxTop|theme=2}} '''🔍 Focus questions''' *What psychological and physiological processes contribute to emotional flooding during relationship conflict? *How does emotional flooding affect emotion regulation and communication between partners in relationships? *What are the potential consequences of emotional flooding for relationship functioning? *What evidence-based strategies can help individuals manage emotional flooding during relationship conflict? {{RoundBoxBottom}} == Understanding emotional flooding == Emotional flooding is a psychological response that can occur when a person becomes overwhelmed by their partner’s negative emotions during conflict. Gottman (1993), describes flooding as a response to negative emotions that are unexpected, intense and overwhelming, leaving their partner feeling disorganised and wanting to end the interaction. This may lead a person to withdraw from the conversation or attempt to escape the situation. Therefore, flooding is not simply experiencing a singular emotion such as anger or distress, it involves difficulty maintaining organised and effective functioning when faced with a partner’s negative emotions. Emotional flooding may be influenced by both individual differences and the interpersonal context (Malik et al., 2020). Some individuals may be more prone to becoming overwhelmed during conflict due to their emotional sensitivity, previous experiences or perceptions of their partner’s behaviour. However, flooding cannot be understood as only an individual characteristic. The frequency and intensity of a partner’s negative emotions may also influence whether flooding occurs. This suggests that flooding develops through an interaction between a person's own vulnerability and also the emotional environment where the conflict takes place.  This suggests that flooding develops through an interaction between a person’s individual vulnerability and the emotional environment in which the conflict takes place. Research by Malik et al. (2020) has linked emotional flooding to difficulties in relationship functioning, they found that flooding was associated with negative affect during couples conflict discussions. Couples involving at least one person who experienced high levels of flooding were also less effective in solving problems during conflict discussion (Malik et al., 2020). Their findings suggest that becoming overwhelmed may create difficulty for couples to resolve disagreements constructively. Gottman (1993) involved flooding into a broader theory of marital stability and dissolution, and it was identified as a potential part of progression towards emotional distance and relationship deterioration. Complementing Gottman (1993), Hooper et al. (2017) examined emotional flooding with negative communication behaviours and marital satisfaction, finding that refusal to talk to a partner (stonewalling) had the strongest negative association with marital satisfaction, highlighting its relevance to relationship functioning. Such research demonstrates why understanding emotional flooding is important for explaining how emotional experiences and interpersonal interactions may contribute to escalating conflict within relationships. Psychological research can help explain the processes underlying flooding, including emotional and physiological arousal, cognitive interpretations and interpersonal influences. It can also inform approaches for individuals to recognise emotional overwhelm and respond to conflict more constructively, bettering their individual and relationship wellbeing. == Why emotional flooding occurs during relationship conflicts == Why do some disagreements become overwhelming while others remain manageable? Research suggests that ''several'' interacting factors including physiological stress responses, how people interpret conflict, and individual differences in emotional regulation may be involved. Though they are not proven causes of flooding in every relationship, these factors have been examined across different studies. Research on couples has linked relationship conflict with biological stress responses, while studies of emotional flooding indicate that both a person's own emotional reactions and their partner’s negative affect are relevant. These findings all together suggest that flooding may occur when a person's own vulnerability interacts with an emotionally intense conflict. === Emotional and physiological arousal === Relationship conflict can activate the body's stress-response systems, potentially influencing how individuals experience and respond to emotional intense situations. One relevant system is the hypothalamic-pituitary-adrenal (HPA) axis, which governs the cortisol (stress hormone) production and secretion (Kaur et al., 2023). Laurent and Powers (2007) examined factors that could predict hypothalamic-pituitary-adrenal (HPA) axis responses in emerging adult heterosexual couples. They investigated how temperament and attachment were associated with physiological stress responses during conflict discussions about unresolved relationship issues. Research measured cortisol responses, and the found that partners' dyadic fit (how both partners' attachment styles interact) influenced female cortisol responses during conflict. Additionally, attachment avoidance influenced the effect of males' emotionality on both their own and their partners' cortisol responses (Laurent and Powers, 2007). This suggests that physiological responses during disagreements may be shaped by the conflict, individual characteristics, and the dynamics between partners. Gottman (1993) linked physiological patterns into his theory of marital stability and dissolution in later marital outcomes through exploring heart rate elevation. In his longitudinal research, he compared 52 husbands' baseline heart rate in couples who later divorced, with couples who remained together. It was found that the divorced mean was 84.49 beats per minute (BPM) and the stable couples mean was 73.43 BPM, showing a statistically significant difference, ''t''(51) = 2.62, p < .05.  Although this  finding does not establish that an elevated heart rate causes emotional flooding, it suggests a relevance of physiological patterns to understanding marital instability. Moving beyond physiological arousal in romantic relationships, Del Vecchio et al. (2016) examined parents' responses to children's negative emotions. They found that when parents became overwhelmed by the intensity of a child's negative emotions, they focussed on escaping the aversive situation rather than responding effectively. This finding implies that when emotional reactions become overwhelming, individuals may struggle to engage in constructive responses and want to end the interaction. Although this study focused on parent-child relationships rather than romantic relationships, it provides supporting evidence that emotional overwhelm can interfere with effective interpersonal responses. Therefore, its findings should be interpreted as indirect support rather than direct evidence of emotional flooding in romantic relationships. === The role of cognitive appraisal and interpersonal threat === * How people interpret relationship events * Perceived criticism, rejection or threat * How these interpretations can intensify emotional responses * Emotional flooding may also be influenced by how a person interprets their partner’s behaviour. * Gottman (1993) suggests that distressed couples may increasingly interpret negative behaviours as reflecting “stable and global negative traits of the partner.” * Failure to communicate by a partner may be interpreted not as a temporary mistake, but as evidence that they are generally uncaring. These interpretations may intensify negative emotional responses during conflicts. * “a global negative view of the entire relationship” Gottman (1993). Suggesting that over time these interpretations exceed individual behaviours and are seen as a negative view on the entirety of the relationship * Malik et al. (2020) suggests that emotional flooding depends on interpersonal context, emphasising that flooding is also a function of another person's expressed negative affect. * Suggests that vulnerability to flooding may interact with the intensity or nature of a partner’s negative behaviour. === Individual differences and emotional regulation === * Difficulties regulating intense emotions * Why people may respond differently to the same conflict * Individual factors that may increase vulnerability to flooding * Individual differences in emotional awareness and regulation may influence the vulnerability of a person to emotional flooding. * Berenguer-Soler et al. (2023) suggest that individuals with greater emotional self-awareness and emotional regulation may be able to better manage negative emotional experiences during conflicts. * Their study explored different love style profiles, and found that they differed significantly in emotional flooding, conflict, and emotional intelligence. * This suggests that flooding does not occur the same way across individuals or relationships. * Malik et al. (2020) “individuals may be more or less likely to flood in a relatively stable, trait-like way” == How emotional flooding affects relationships == Introduction {{ic|Include an introductory paragraph before branching into sub-sections}} === Emotional regulation and communication === * Difficulty listening and communicating effectively * Defensiveness, criticism and withdrawal * Escalation of conflict * Emotional flooding can be linked to destructive/negative communication cycles. * Gottman (1993) suggests a sequence where“criticism leads to contempt, which leads to defensiveness, which leads to stonewalling. * These behaviours can progressively shift a conflict from discussing a specific problem, to attacking and defending, eventually causing a withdrawal from the interaction. * Hooper et al. (2017) further highlights the importance of these communication patterns. * Their sample of 591 married individuals, the presence of emotional flooding and the Four Horsemen (term John Gottman used to describe four negative communication behaviours that can be damaging in romantic relationships, criticism, defensiveness, contempt, stonewalling) was associated with poorer marital satisfaction * Stonewalling had “the greatest negative impact on relationship satisfaction.” * This suggests that withdrawal may be particularly problematic when emotionally intense conflict is already making communication difficult. === Conflict and relationship outcomes === * Effects on conflict resolution * Relationship satisfaction * Repeated negative cycles * How partners can influence each other's emotional responses * Emotional flooding may interfere directly with a couple's ability to resolve disagreements. * Malik et al. (2020) found that couples with at least one highly flooded partner demonstrated poorer problem solving during observed conflict. * These couples were less likely to propose viable solutions, weigh the advantages and disadvantages of possible solutions, operationalise plans, follow through with solutions, and reach resolution (Malik et al., 2020). * Hooper et al (2017), reiterate that flooding may be relevant to how partners manage a specific disagreement and also to how positively they experience the relationship overall as stated before. * Berenguer-Soler et al. (2023) found significant differences between love-style profiles in conflict and emotional flooding * The greatest differences in flooding and conflict intensity occur between the less stable and more stable profiles. * These findings suggest that flooding may occur as part of broader patterns of conflict rather than in isolation. {{RoundBoxTop|theme=10}}<quiz display=simple> '''Which situation below best demonstrates the potential effects of emotional flooding during relationship conflict?''' |type="()"} -A couple disagrees but calmly discusses different solutions. +One partner becomes overwhelmed, withdraws from the discussion, and the disagreement remains unresolved. -A couple disagrees and later reaches a compromise. -One partner notices they are becoming frustrated and suggests continuing the conversation later. </quiz>{{RoundBoxBottom}} == What can be done to manage emotional flooding in relationships == Introduction {{ic|Include an introductory paragraph before branching into sub-sections}} === Recognising and regulating emotional arousal === * Recognising signs of flooding * Emotion-regulation strategies * Reducing physiological arousal * Berenguer-Soler et al. (2023) suggests that emotional awareness and emotional regulation are associated with healthier conflict responses. * Emotional awareness and regulation may therefore be useful targets for managing emotional flooding. * Berenguer-Soler et al. (2023) found that emotional intelligence was associated with differences in conflict and emotional flooding. * This suggests that individuals who are better able to recognise and regulate emotional experiences may be better positioned to manage conflict constructively. === De-escalating conflicts === * Berenguer-Soler et al. (2023) suggestsn {{ic|Grammar - this should be past tense when discussing past findings}} that emotional awareness and emotional regulation are associated with healthier conflict responses. * Emotional awareness and regulation may therefore be useful targets for managing emotional flooding. * Berenguer-Soler et al. (2023) found that emotional intelligence was associated with differences in conflict and emotional flooding. * This suggests that individuals who are better able to recognise and regulate emotional experiences may be better positioned to manage conflict constructively. * Gottman (1993) states that couples take breaks. * When conflict causes high physiological arousal, continuing the discussion may make constructive communication more difficult. * Gottman (1993) proposed physiological soothing as part of marital intervention. * This involves taking breaks when arousal becomes high. * The purpose of the break is to not simply avoid the issue, but to allow physiological arousal to decrease before partners return to the discussion. * Hooper et al. (2017) state “reducing these forms of communication, especially stonewalling” * De-escalation may also require reducing destructive communication behaviours. * Hooper et al. (2017) recommend reducing negative communication patterns, particularly stonewalling, which showed the strongest negative association with relationship satisfaction in their study. ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Emotional self-regulation]] (Wikipedia) * [[Motivation and emotion/Book/2025/Love styles and relationship satisfaction|Love styles and relationships]] (Book chapter, 2025) ==References== {{Hanging indent|1= Berenguer-Soler, M., Castillo-López, Á. G. del, & Piñeda, D. (2023). Breaking the cycle of emotional flooding: The protective role of women’s emotional intelligence in couple’s conflict. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1217513 Castillo-López, Á. G., Berenguer-Soler, M., & Pineda, D. (2025). Relationship love styles’ effects on conflict, emotional intelligence, and sexual satisfaction: A latent profile analysis. SAGE Open, 15(3). https://doi.org/10.1177/21582440251358988 Del Vecchio, T., Lorber, M. F., Slep, A. M. S., Malik, J., Heyman, R. E., & Foran, H. M. (2016). Parental flooding during conflict: A psychometric evaluation of a new scale. Journal of Abnormal Child Psychology, 44(8), 1587–1597. https://doi.org/10.1007/s10802-016-0137-9 Gottman, J. M. (1993). A theory of marital dissolution and stability. Journal of Family Psychology, 7(1), 57–75. Hooper, A., Spann, C., McCray, T., & Kimberly, C. (2017). Revisiting the basics: Understanding potential demographic differences with John Gottman’s four horsemen and emotional flooding. The Family Journal, 25(3), 224–229. https://doi.org/10.1177/1066480717710650 Malik, J., Heyman, R. E., & Smith Slep, A. M. (2020). Emotional flooding in response to negative affect in couple conflicts: Individual differences and correlates. Journal of Family Psychology, 34(2), 145–154. https://doi.org/10.1037/fam0000584 }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://www.gottman.com/blog/making-sure-emotional-flooding-doesnt-capsize-your-relationship/ Emotional flooding] (The Gottman Institute) * [https://researchers.mq.edu.au/en/publications/emotional-flooding-and-hostile-discipline-in-the-families-of-todd/ Emotional flooding within family dynamics] (Macquarie University) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Relationships]] l39ekvfgd3krrt9p7cfmbtotz9ibrj4 2841692 2841691 2026-10-20T08:35:26Z Tofu05 3106606 Added to the role of cognitive appraisal - supported by Microsoft copilot for support with requesting feedback on readability and grammar pilot.cloud.microsoft 2841692 wikitext text/x-wiki {{title|Emotional flooding in relationships:<br>Why does emotional flooding occur, how does it affect relationships, and what can be done about it?}} __TOC__ == Overview == {{RoundBoxTop|theme=2}} '''💭 Imagine this...''' Let’s cut to a scene in Marriage Story (2019). Charlie and Nicole are partners and are in the process of separating after their marriage has broken down. During a heated argument in their apartment, Nicole expresses her frustration about how she has felt throughout their marriage, while Charlie becomes increasingly defensive about the way she sees him and their relationship. What begins as a discussion about their failed marriage quickly turns into an argument where they bring up inner feelings they kept to themselves about years of resentment, sacrifices, parenting, and the ways they have hurt and disappointed each other. As the argument escalates, both become increasingly emotional. They start to speak over each other, interrupt, yell, and respond to each other's accusations rather than listening. Nicole expresses that she feels Charlie has controlled aspects of her life and failed to recognise her needs, while Charlie insists that he has made sacrifices for their family and feels that Nicole is unfairly blaming him. Their anger and frustration continue to build until Charlie becomes visibly overwhelmed and lashes out by punching a wall. By the end of the argument, neither of them had resolved the issues they were discussing. '''Think...''' *Have you ever been in a situation where a small disagreement suddenly became much more intense than expected? *What do you think happened to Charlie and Nicole as their argument escalated? *Why might it become harder for them to listen to each other or respond calmly as the conflict escalates? {{RoundBoxBottom}} The situation that Charlie and Nicole experienced shows how quickly relationship conflict can escalate when emotional responses become intense (see Figure 1). In these moments where arguments can become much more intense than the issue that started them, a person may become overwhelmed by their emotional response and find it difficult to think clearly and regulate their emotions. This experience is known as emotional flooding. It describes a state in which individuals can become influenced by the experience of another person's negative emotions being intense and overwhelming, so that it interferes with an individual's ability to respond effectively (Del Vecchio et al., 2016). Research suggests that emotional flooding can contribute to poor relationship satisfaction, understanding these processes may help identify ways to recognise and manage emotional flooding before conflict becomes too difficult to resolve. This chapter will explore what emotional flooding is, why it occurs during relationship conflict, and how individual, emotional, cognitive, and interpersonal factors may contribute to it. It will then examine how emotional flooding can influence communication, conflict resolution, and relationship outcomes. Finally, exploring considering psychological strategies that may help individuals recognise and de-escalate emotional flooding. {{RoundBoxTop|theme=2}} '''🔍 Focus questions''' *What psychological and physiological processes contribute to emotional flooding during relationship conflict? *How does emotional flooding affect emotion regulation and communication between partners in relationships? *What are the potential consequences of emotional flooding for relationship functioning? *What evidence-based strategies can help individuals manage emotional flooding during relationship conflict? {{RoundBoxBottom}} == Understanding emotional flooding == Emotional flooding is a psychological response that can occur when a person becomes overwhelmed by their partner’s negative emotions during conflict. Gottman (1993), describes flooding as a response to negative emotions that are unexpected, intense and overwhelming, leaving their partner feeling disorganised and wanting to end the interaction. This may lead a person to withdraw from the conversation or attempt to escape the situation. Therefore, flooding is not simply experiencing a singular emotion such as anger or distress, it involves difficulty maintaining organised and effective functioning when faced with a partner’s negative emotions. Emotional flooding may be influenced by both individual differences and the interpersonal context (Malik et al., 2020). Some individuals may be more prone to becoming overwhelmed during conflict due to their emotional sensitivity, previous experiences or perceptions of their partner’s behaviour. However, flooding cannot be understood as only an individual characteristic. The frequency and intensity of a partner’s negative emotions may also influence whether flooding occurs. This suggests that flooding develops through an interaction between a person's own vulnerability and also the emotional environment where the conflict takes place.  This suggests that flooding develops through an interaction between a person’s individual vulnerability and the emotional environment in which the conflict takes place. Research by Malik et al. (2020) has linked emotional flooding to difficulties in relationship functioning, they found that flooding was associated with negative affect during couples conflict discussions. Couples involving at least one person who experienced high levels of flooding were also less effective in solving problems during conflict discussion (Malik et al., 2020). Their findings suggest that becoming overwhelmed may create difficulty for couples to resolve disagreements constructively. Gottman (1993) involved flooding into a broader theory of marital stability and dissolution, and it was identified as a potential part of progression towards emotional distance and relationship deterioration. Complementing Gottman (1993), Hooper et al. (2017) examined emotional flooding with negative communication behaviours and marital satisfaction, finding that refusal to talk to a partner (stonewalling) had the strongest negative association with marital satisfaction, highlighting its relevance to relationship functioning. Such research demonstrates why understanding emotional flooding is important for explaining how emotional experiences and interpersonal interactions may contribute to escalating conflict within relationships. Psychological research can help explain the processes underlying flooding, including emotional and physiological arousal, cognitive interpretations and interpersonal influences. It can also inform approaches for individuals to recognise emotional overwhelm and respond to conflict more constructively, bettering their individual and relationship wellbeing. == Why emotional flooding occurs during relationship conflicts == Why do some disagreements become overwhelming while others remain manageable? Research suggests that ''several'' interacting factors including physiological stress responses, how people interpret conflict, and individual differences in emotional regulation may be involved. Though they are not proven causes of flooding in every relationship, these factors have been examined across different studies. Research on couples has linked relationship conflict with biological stress responses, while studies of emotional flooding indicate that both a person's own emotional reactions and their partner’s negative affect are relevant. These findings all together suggest that flooding may occur when a person's own vulnerability interacts with an emotionally intense conflict. === Emotional and physiological arousal === Relationship conflict can activate the body's stress-response systems, potentially influencing how individuals experience and respond to emotional intense situations. One relevant system is the hypothalamic-pituitary-adrenal (HPA) axis, which governs the cortisol (stress hormone) production and secretion (Kaur et al., 2023). Laurent and Powers (2007) examined factors that could predict hypothalamic-pituitary-adrenal (HPA) axis responses in emerging adult heterosexual couples. They investigated how temperament and attachment were associated with physiological stress responses during conflict discussions about unresolved relationship issues. Research measured cortisol responses, and the found that partners' dyadic fit (how both partners' attachment styles interact) influenced female cortisol responses during conflict. Additionally, attachment avoidance influenced the effect of males' emotionality on both their own and their partners' cortisol responses (Laurent and Powers, 2007). This suggests that physiological responses during disagreements may be shaped by the conflict, individual characteristics, and the dynamics between partners. Gottman (1993) linked physiological patterns into his theory of marital stability and dissolution in later marital outcomes through exploring heart rate elevation. In his longitudinal research, he compared 52 husbands' baseline heart rate in couples who later divorced, with couples who remained together. It was found that the divorced mean was 84.49 beats per minute (BPM) and the stable couples mean was 73.43 BPM, showing a statistically significant difference, ''t''(51) = 2.62, p < .05.  Although this  finding does not establish that an elevated heart rate causes emotional flooding, it suggests a relevance of physiological patterns to understanding marital instability. Moving beyond physiological arousal in romantic relationships, Del Vecchio et al. (2016) examined parents' responses to children's negative emotions. They found that when parents became overwhelmed by the intensity of a child's negative emotions, they focussed on escaping the aversive situation rather than responding effectively. This finding implies that when emotional reactions become overwhelming, individuals may struggle to engage in constructive responses and want to end the interaction. Although this study focused on parent-child relationships rather than romantic relationships, it provides supporting evidence that emotional overwhelm can interfere with effective interpersonal responses. Therefore, its findings should be interpreted as indirect support rather than direct evidence of emotional flooding in romantic relationships. === The role of cognitive appraisal and interpersonal threat === Cognitive appraisal refers to how individuals interpret stressful events and evaluate their significance. Gottman (1993) proposed that negative behaviours may be attributed to a partner's overall negative traits rather than viewed within the context of a specific situation. This perspective helps explain how people may interpret an isolated disagreement as evidence that their partner possesses enduring negative characteristics. As a result, the conflict may feel more significant and contribute to increasingly negative perceptions of the relationship. '''Table 1:''' Example in a relationship {| class="wikitable" |+Imagine your partner forgets to text you back… ! !Response !Emotion |- |Interpretation 1 |“They must be busy, they probably didn't see my message.” |You might feel relatively calm and ask them about it later. |- |Interpretation 2 |“They don't care about me and they always ignore me.” |You might feel hurt or rejected and respond with anger, potentially escalating the disagreement and creating conflict |} Over time, these interpretations may contribute to a more negative perception of the relationship. Gottman (1993) argued that negative interpretations of a partner can persist beyond a specific disagreement, leading individuals to view both their partner and the history of their relationship negatively. A partner's failure to communicate (Table 1) may be interpreted either as an isolated mistake or as evidence that the partner is generally uncaring. He suggested that in unhappy marriages, positive behaviours are often viewed as temporary, whereas negative behaviours are more likely to be attributed to stable and global negative traits of the partner. As a result, individuals may find it more difficult to evaluate a situation within its context or consider information that challenges their existing negative perceptions. Gottman (1993) further proposed that flooding may contribute to a cycle in which flooded individuals become more likely to interpret ambiguous behaviours as threatening or frustrating. These negative interpretations may become increasingly difficult to disconfirm, contributing to a negative view of the relationship. This suggests that emotional responses during conflict may be shaped by a partner's behaviour and by the meaning that is attributed to that behaviour. === Individual differences and emotional regulation === * Difficulties regulating intense emotions * Why people may respond differently to the same conflict * Individual factors that may increase vulnerability to flooding * Individual differences in emotional awareness and regulation may influence the vulnerability of a person to emotional flooding. * Berenguer-Soler et al. (2023) suggest that individuals with greater emotional self-awareness and emotional regulation may be able to better manage negative emotional experiences during conflicts. * Their study explored different love style profiles, and found that they differed significantly in emotional flooding, conflict, and emotional intelligence. * This suggests that flooding does not occur the same way across individuals or relationships. * Malik et al. (2020) “individuals may be more or less likely to flood in a relatively stable, trait-like way” == How emotional flooding affects relationships == Introduction {{ic|Include an introductory paragraph before branching into sub-sections}} === Emotional regulation and communication === * Difficulty listening and communicating effectively * Defensiveness, criticism and withdrawal * Escalation of conflict * Emotional flooding can be linked to destructive/negative communication cycles. * Gottman (1993) suggests a sequence where“criticism leads to contempt, which leads to defensiveness, which leads to stonewalling. * These behaviours can progressively shift a conflict from discussing a specific problem, to attacking and defending, eventually causing a withdrawal from the interaction. * Hooper et al. (2017) further highlights the importance of these communication patterns. * Their sample of 591 married individuals, the presence of emotional flooding and the Four Horsemen (term John Gottman used to describe four negative communication behaviours that can be damaging in romantic relationships, criticism, defensiveness, contempt, stonewalling) was associated with poorer marital satisfaction * Stonewalling had “the greatest negative impact on relationship satisfaction.” * This suggests that withdrawal may be particularly problematic when emotionally intense conflict is already making communication difficult. === Conflict and relationship outcomes === * Effects on conflict resolution * Relationship satisfaction * Repeated negative cycles * How partners can influence each other's emotional responses * Emotional flooding may interfere directly with a couple's ability to resolve disagreements. * Malik et al. (2020) found that couples with at least one highly flooded partner demonstrated poorer problem solving during observed conflict. * These couples were less likely to propose viable solutions, weigh the advantages and disadvantages of possible solutions, operationalise plans, follow through with solutions, and reach resolution (Malik et al., 2020). * Hooper et al (2017), reiterate that flooding may be relevant to how partners manage a specific disagreement and also to how positively they experience the relationship overall as stated before. * Berenguer-Soler et al. (2023) found significant differences between love-style profiles in conflict and emotional flooding * The greatest differences in flooding and conflict intensity occur between the less stable and more stable profiles. * These findings suggest that flooding may occur as part of broader patterns of conflict rather than in isolation. {{RoundBoxTop|theme=10}}<quiz display=simple> '''Which situation below best demonstrates the potential effects of emotional flooding during relationship conflict?''' |type="()"} -A couple disagrees but calmly discusses different solutions. +One partner becomes overwhelmed, withdraws from the discussion, and the disagreement remains unresolved. -A couple disagrees and later reaches a compromise. -One partner notices they are becoming frustrated and suggests continuing the conversation later. </quiz>{{RoundBoxBottom}} == What can be done to manage emotional flooding in relationships == Introduction {{ic|Include an introductory paragraph before branching into sub-sections}} === Recognising and regulating emotional arousal === * Recognising signs of flooding * Emotion-regulation strategies * Reducing physiological arousal * Berenguer-Soler et al. (2023) suggests that emotional awareness and emotional regulation are associated with healthier conflict responses. * Emotional awareness and regulation may therefore be useful targets for managing emotional flooding. * Berenguer-Soler et al. (2023) found that emotional intelligence was associated with differences in conflict and emotional flooding. * This suggests that individuals who are better able to recognise and regulate emotional experiences may be better positioned to manage conflict constructively. === De-escalating conflicts === * Berenguer-Soler et al. (2023) suggestsn {{ic|Grammar - this should be past tense when discussing past findings}} that emotional awareness and emotional regulation are associated with healthier conflict responses. * Emotional awareness and regulation may therefore be useful targets for managing emotional flooding. * Berenguer-Soler et al. (2023) found that emotional intelligence was associated with differences in conflict and emotional flooding. * This suggests that individuals who are better able to recognise and regulate emotional experiences may be better positioned to manage conflict constructively. * Gottman (1993) states that couples take breaks. * When conflict causes high physiological arousal, continuing the discussion may make constructive communication more difficult. * Gottman (1993) proposed physiological soothing as part of marital intervention. * This involves taking breaks when arousal becomes high. * The purpose of the break is to not simply avoid the issue, but to allow physiological arousal to decrease before partners return to the discussion. * Hooper et al. (2017) state “reducing these forms of communication, especially stonewalling” * De-escalation may also require reducing destructive communication behaviours. * Hooper et al. (2017) recommend reducing negative communication patterns, particularly stonewalling, which showed the strongest negative association with relationship satisfaction in their study. ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Emotional self-regulation]] (Wikipedia) * [[Motivation and emotion/Book/2025/Love styles and relationship satisfaction|Love styles and relationships]] (Book chapter, 2025) ==References== {{Hanging indent|1= Berenguer-Soler, M., Castillo-López, Á. G. del, & Piñeda, D. (2023). Breaking the cycle of emotional flooding: The protective role of women’s emotional intelligence in couple’s conflict. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1217513 Castillo-López, Á. G., Berenguer-Soler, M., & Pineda, D. (2025). Relationship love styles’ effects on conflict, emotional intelligence, and sexual satisfaction: A latent profile analysis. SAGE Open, 15(3). https://doi.org/10.1177/21582440251358988 Del Vecchio, T., Lorber, M. F., Slep, A. M. S., Malik, J., Heyman, R. E., & Foran, H. M. (2016). Parental flooding during conflict: A psychometric evaluation of a new scale. Journal of Abnormal Child Psychology, 44(8), 1587–1597. https://doi.org/10.1007/s10802-016-0137-9 Gottman, J. M. (1993). A theory of marital dissolution and stability. Journal of Family Psychology, 7(1), 57–75. Hooper, A., Spann, C., McCray, T., & Kimberly, C. (2017). Revisiting the basics: Understanding potential demographic differences with John Gottman’s four horsemen and emotional flooding. The Family Journal, 25(3), 224–229. https://doi.org/10.1177/1066480717710650 Malik, J., Heyman, R. E., & Smith Slep, A. M. (2020). Emotional flooding in response to negative affect in couple conflicts: Individual differences and correlates. Journal of Family Psychology, 34(2), 145–154. https://doi.org/10.1037/fam0000584 }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://www.gottman.com/blog/making-sure-emotional-flooding-doesnt-capsize-your-relationship/ Emotional flooding] (The Gottman Institute) * [https://researchers.mq.edu.au/en/publications/emotional-flooding-and-hostile-discipline-in-the-families-of-todd/ Emotional flooding within family dynamics] (Macquarie University) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Relationships]] 509jtesp05cyftcjkfbm7b667d66d7s 2841724 2841692 2026-10-20T11:31:24Z Tofu05 3106606 Added to the role of cognitive appraisal - supported by Microsoft copilot for support with requesting feedback on structure and grammar pilot.cloud.microsoft 2841724 wikitext text/x-wiki {{title|Emotional flooding in relationships:<br>Why does emotional flooding occur, how does it affect relationships, and what can be done about it?}} __TOC__ == Overview == {{RoundBoxTop|theme=2}} '''💭 Imagine this...''' Let’s cut to a scene in Marriage Story (2019). Charlie and Nicole are partners and are in the process of separating after their marriage has broken down. During a heated argument in their apartment, Nicole expresses her frustration about how she has felt throughout their marriage, while Charlie becomes increasingly defensive about the way she sees him and their relationship. What begins as a discussion about their failed marriage quickly turns into an argument where they bring up inner feelings they kept to themselves about years of resentment, sacrifices, parenting, and the ways they have hurt and disappointed each other. As the argument escalates, both become increasingly emotional. They start to speak over each other, interrupt, yell, and respond to each other's accusations rather than listening. Nicole expresses that she feels Charlie has controlled aspects of her life and failed to recognise her needs, while Charlie insists that he has made sacrifices for their family and feels that Nicole is unfairly blaming him. Their anger and frustration continue to build until Charlie becomes visibly overwhelmed and lashes out by punching a wall. By the end of the argument, neither of them had resolved the issues they were discussing. '''Think...''' *Have you ever been in a situation where a small disagreement suddenly became much more intense than expected? *What do you think happened to Charlie and Nicole as their argument escalated? *Why might it become harder for them to listen to each other or respond calmly as the conflict escalates? {{RoundBoxBottom}} The situation that Charlie and Nicole experienced shows how quickly relationship conflict can escalate when emotional responses become intense (see Figure 1). In these moments where arguments can become much more intense than the issue that started them, a person may become overwhelmed by their emotional response and find it difficult to think clearly and regulate their emotions. This experience is known as emotional flooding. It describes a state in which individuals can become influenced by the experience of another person's negative emotions being intense and overwhelming, so that it interferes with an individual's ability to respond effectively (Del Vecchio et al., 2016). Research suggests that emotional flooding can contribute to poor relationship satisfaction, understanding these processes may help identify ways to recognise and manage emotional flooding before conflict becomes too difficult to resolve. This chapter will explore what emotional flooding is, why it occurs during relationship conflict, and how individual, emotional, cognitive, and interpersonal factors may contribute to it. It will then examine how emotional flooding can influence communication, conflict resolution, and relationship outcomes. Finally, exploring considering psychological strategies that may help individuals recognise and de-escalate emotional flooding. {{RoundBoxTop|theme=2}} '''🔍 Focus questions''' *What psychological and physiological processes contribute to emotional flooding during relationship conflict? *How does emotional flooding affect emotion regulation and communication between partners in relationships? *What are the potential consequences of emotional flooding for relationship functioning? *What evidence-based strategies can help individuals manage emotional flooding during relationship conflict? {{RoundBoxBottom}} == Understanding emotional flooding == Emotional flooding is a psychological response that can occur when a person becomes overwhelmed by their partner’s negative emotions during conflict. Gottman (1993), describes flooding as a response to negative emotions that are unexpected, intense and overwhelming, leaving their partner feeling disorganised and wanting to end the interaction. This may lead a person to withdraw from the conversation or attempt to escape the situation. Therefore, flooding is not simply experiencing a singular emotion such as anger or distress, it involves difficulty maintaining organised and effective functioning when faced with a partner’s negative emotions. Emotional flooding may be influenced by both individual differences and the interpersonal context (Malik et al., 2020). Some individuals may be more prone to becoming overwhelmed during conflict due to their emotional sensitivity, previous experiences or perceptions of their partner’s behaviour. However, flooding cannot be understood as only an individual characteristic. The frequency and intensity of a partner’s negative emotions may also influence whether flooding occurs. This suggests that flooding develops through an interaction between a person's own vulnerability and also the emotional environment where the conflict takes place.  This suggests that flooding develops through an interaction between a person’s individual vulnerability and the emotional environment in which the conflict takes place. Research by Malik et al. (2020) has linked emotional flooding to difficulties in relationship functioning, they found that flooding was associated with negative affect during couples conflict discussions. Couples involving at least one person who experienced high levels of flooding were also less effective in solving problems during conflict discussion (Malik et al., 2020). Their findings suggest that becoming overwhelmed may create difficulty for couples to resolve disagreements constructively. Gottman (1993) involved flooding into a broader theory of marital stability and dissolution, and it was identified as a potential part of progression towards emotional distance and relationship deterioration. Complementing Gottman (1993), Hooper et al. (2017) examined emotional flooding with negative communication behaviours and marital satisfaction, finding that refusal to talk to a partner (stonewalling) had the strongest negative association with marital satisfaction, highlighting its relevance to relationship functioning. Such research demonstrates why understanding emotional flooding is important for explaining how emotional experiences and interpersonal interactions may contribute to escalating conflict within relationships. Psychological research can help explain the processes underlying flooding, including emotional and physiological arousal, cognitive interpretations and interpersonal influences. It can also inform approaches for individuals to recognise emotional overwhelm and respond to conflict more constructively, bettering their individual and relationship wellbeing. == Why emotional flooding occurs during relationship conflicts == Why do some disagreements become overwhelming while others remain manageable? Research suggests that ''several'' interacting factors including physiological stress responses, how people interpret conflict, and individual differences in emotional regulation may be involved. Though they are not proven causes of flooding in every relationship, these factors have been examined across different studies. Research on couples has linked relationship conflict with biological stress responses, while studies of emotional flooding indicate that both a person's own emotional reactions and their partner’s negative affect are relevant. These findings all together suggest that flooding may occur when a person's own vulnerability interacts with an emotionally intense conflict. === Emotional and physiological arousal === Relationship conflict can activate the body's stress-response systems, potentially influencing how individuals experience and respond to emotional intense situations. One relevant system is the hypothalamic-pituitary-adrenal (HPA) axis, which governs the cortisol (stress hormone) production and secretion (Kaur et al., 2023). Laurent and Powers (2007) examined factors that could predict hypothalamic-pituitary-adrenal (HPA) axis responses in emerging adult heterosexual couples. They investigated how temperament and attachment were associated with physiological stress responses during conflict discussions about unresolved relationship issues. Research measured cortisol responses, and the found that partners' dyadic fit (how both partners' attachment styles interact) influenced female cortisol responses during conflict. Additionally, attachment avoidance influenced the effect of males' emotionality on both their own and their partners' cortisol responses (Laurent and Powers, 2007). This suggests that physiological responses during disagreements may be shaped by the conflict, individual characteristics, and the dynamics between partners. Gottman (1993) linked physiological patterns into his theory of marital stability and dissolution in later marital outcomes through exploring heart rate elevation. In his longitudinal research, he compared 52 husbands' baseline heart rate in couples who later divorced, with couples who remained together. It was found that the divorced mean was 84.49 beats per minute (BPM) and the stable couples mean was 73.43 BPM, showing a statistically significant difference, ''t''(51) = 2.62, p < .05.  Although this  finding does not establish that an elevated heart rate causes emotional flooding, it suggests a relevance of physiological patterns to understanding marital instability. Moving beyond physiological arousal in romantic relationships, Del Vecchio et al. (2016) examined parents' responses to children's negative emotions. They found that when parents became overwhelmed by the intensity of a child's negative emotions, they focussed on escaping the aversive situation rather than responding effectively. This finding implies that when emotional reactions become overwhelming, individuals may struggle to engage in constructive responses and want to end the interaction. Although this study focused on parent-child relationships rather than romantic relationships, it provides supporting evidence that emotional overwhelm can interfere with effective interpersonal responses. Therefore, its findings should be interpreted as indirect support rather than direct evidence of emotional flooding in romantic relationships. === The role of cognitive appraisal and interpersonal threat === Cognitive appraisal refers to how individuals interpret stressful events and evaluate their significance. Gottman (1993) proposed that negative behaviours may be attributed to a partner's overall negative traits rather than viewed within the context of a specific situation. This perspective helps explain how people may interpret an isolated disagreement as evidence that their partner possesses enduring negative characteristics. As a result, the conflict may feel more significant and contribute to increasingly negative perceptions of the relationship. Let's take a look at how the interpretation of a partner’s behaviour can influence emotional responses. '''Table 1: Example in a relationship''' {| class="wikitable" |+Imagine your partner forgets to text you back… ! !Response !Emotion |- |Interpretation 1 |“They must be busy, they probably didn't see my message.” |You might feel relatively calm and ask them about it later. |- |Interpretation 2 |“They don't care about me and they always ignore me.” |You might feel hurt or rejected and respond with anger, potentially escalating the disagreement and creating conflict |} Over time, these interpretations may contribute to a more negative perception of the relationship. Gottman (1993) argued that negative interpretations of a partner can persist beyond a specific disagreement, leading individuals to view both their partner and the history of their relationship negatively. A partner's failure to communicate (Table 1) may be interpreted either as an isolated mistake or as evidence that the partner is generally uncaring. He suggested that in unhappy marriages, positive behaviours are often viewed as temporary, whereas negative behaviours are more likely to be attributed to stable and global negative traits of the partner. As a result, individuals may find it more difficult to evaluate a situation within its context or consider information that challenges their existing negative perceptions. Gottman (1993) further proposed that flooding may contribute to a cycle in which flooded individuals become more likely to interpret ambiguous behaviours as threatening or frustrating. These negative interpretations may become increasingly difficult to disconfirm, contributing to a negative view of the relationship. This suggests that emotional responses during conflict may be shaped by a partner's behaviour and by the meaning that is attributed to that behaviour. The role of the interpersonal context in emotional flooding is further supported by Malik et al. (2020). They suggest that flooding is not only an individual tendency to become overwhelmed, but may also be influenced by a partner's expressed negative affect. Their study examined 233 married or cohabiting couples during a problem-solving assessment. They found that both men's and women's flooding was positively associated with their own anger, as well as their partners' experienced and expressed anger. These findings indicate that flooding is associated with an individual's emotional state and the emotions expressed within the interaction. These findings demonstrate associations rather than establishing that a partner's anger or an individual's interpretations directly cause flooding. Emotional responses may also be reciprocal, with negative effects potentially contributing to flooding, while flooding may interfere with effective communication and problem-solving during conflict. Together, these findings suggest that flooding may involve an interaction between how a person interprets their partner's behaviour and the negative emotions expressed during conflict. === Individual differences and emotional regulation === * Difficulties regulating intense emotions * Why people may respond differently to the same conflict * Individual factors that may increase vulnerability to flooding * Individual differences in emotional awareness and regulation may influence the vulnerability of a person to emotional flooding. * Berenguer-Soler et al. (2023) suggest that individuals with greater emotional self-awareness and emotional regulation may be able to better manage negative emotional experiences during conflicts. * Their study explored different love style profiles, and found that they differed significantly in emotional flooding, conflict, and emotional intelligence. * This suggests that flooding does not occur the same way across individuals or relationships. * Malik et al. (2020) “individuals may be more or less likely to flood in a relatively stable, trait-like way” == How emotional flooding affects relationships == Introduction {{ic|Include an introductory paragraph before branching into sub-sections}} === Emotional regulation and communication === * Difficulty listening and communicating effectively * Defensiveness, criticism and withdrawal * Escalation of conflict * Emotional flooding can be linked to destructive/negative communication cycles. * Gottman (1993) suggests a sequence where“criticism leads to contempt, which leads to defensiveness, which leads to stonewalling. * These behaviours can progressively shift a conflict from discussing a specific problem, to attacking and defending, eventually causing a withdrawal from the interaction. * Hooper et al. (2017) further highlights the importance of these communication patterns. * Their sample of 591 married individuals, the presence of emotional flooding and the Four Horsemen (term John Gottman used to describe four negative communication behaviours that can be damaging in romantic relationships, criticism, defensiveness, contempt, stonewalling) was associated with poorer marital satisfaction * Stonewalling had “the greatest negative impact on relationship satisfaction.” * This suggests that withdrawal may be particularly problematic when emotionally intense conflict is already making communication difficult. === Conflict and relationship outcomes === * Effects on conflict resolution * Relationship satisfaction * Repeated negative cycles * How partners can influence each other's emotional responses * Emotional flooding may interfere directly with a couple's ability to resolve disagreements. * Malik et al. (2020) found that couples with at least one highly flooded partner demonstrated poorer problem solving during observed conflict. * These couples were less likely to propose viable solutions, weigh the advantages and disadvantages of possible solutions, operationalise plans, follow through with solutions, and reach resolution (Malik et al., 2020). * Hooper et al (2017), reiterate that flooding may be relevant to how partners manage a specific disagreement and also to how positively they experience the relationship overall as stated before. * Berenguer-Soler et al. (2023) found significant differences between love-style profiles in conflict and emotional flooding * The greatest differences in flooding and conflict intensity occur between the less stable and more stable profiles. * These findings suggest that flooding may occur as part of broader patterns of conflict rather than in isolation. {{RoundBoxTop|theme=10}}<quiz display=simple> '''Which situation below best demonstrates the potential effects of emotional flooding during relationship conflict?''' |type="()"} -A couple disagrees but calmly discusses different solutions. +One partner becomes overwhelmed, withdraws from the discussion, and the disagreement remains unresolved. -A couple disagrees and later reaches a compromise. -One partner notices they are becoming frustrated and suggests continuing the conversation later. </quiz>{{RoundBoxBottom}} == What can be done to manage emotional flooding in relationships == Introduction {{ic|Include an introductory paragraph before branching into sub-sections}} === Recognising and regulating emotional arousal === * Recognising signs of flooding * Emotion-regulation strategies * Reducing physiological arousal * Berenguer-Soler et al. (2023) suggests that emotional awareness and emotional regulation are associated with healthier conflict responses. * Emotional awareness and regulation may therefore be useful targets for managing emotional flooding. * Berenguer-Soler et al. (2023) found that emotional intelligence was associated with differences in conflict and emotional flooding. * This suggests that individuals who are better able to recognise and regulate emotional experiences may be better positioned to manage conflict constructively. === De-escalating conflicts === * Berenguer-Soler et al. (2023) suggestsn {{ic|Grammar - this should be past tense when discussing past findings}} that emotional awareness and emotional regulation are associated with healthier conflict responses. * Emotional awareness and regulation may therefore be useful targets for managing emotional flooding. * Berenguer-Soler et al. (2023) found that emotional intelligence was associated with differences in conflict and emotional flooding. * This suggests that individuals who are better able to recognise and regulate emotional experiences may be better positioned to manage conflict constructively. * Gottman (1993) states that couples take breaks. * When conflict causes high physiological arousal, continuing the discussion may make constructive communication more difficult. * Gottman (1993) proposed physiological soothing as part of marital intervention. * This involves taking breaks when arousal becomes high. * The purpose of the break is to not simply avoid the issue, but to allow physiological arousal to decrease before partners return to the discussion. * Hooper et al. (2017) state “reducing these forms of communication, especially stonewalling” * De-escalation may also require reducing destructive communication behaviours. * Hooper et al. (2017) recommend reducing negative communication patterns, particularly stonewalling, which showed the strongest negative association with relationship satisfaction in their study. ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Emotional self-regulation]] (Wikipedia) * [[Motivation and emotion/Book/2025/Love styles and relationship satisfaction|Love styles and relationships]] (Book chapter, 2025) ==References== {{Hanging indent|1= Berenguer-Soler, M., Castillo-López, Á. G. del, & Piñeda, D. (2023). Breaking the cycle of emotional flooding: The protective role of women’s emotional intelligence in couple’s conflict. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1217513 Castillo-López, Á. G., Berenguer-Soler, M., & Pineda, D. (2025). Relationship love styles’ effects on conflict, emotional intelligence, and sexual satisfaction: A latent profile analysis. SAGE Open, 15(3). https://doi.org/10.1177/21582440251358988 Del Vecchio, T., Lorber, M. F., Slep, A. M. S., Malik, J., Heyman, R. E., & Foran, H. M. (2016). Parental flooding during conflict: A psychometric evaluation of a new scale. Journal of Abnormal Child Psychology, 44(8), 1587–1597. https://doi.org/10.1007/s10802-016-0137-9 Gottman, J. M. (1993). A theory of marital dissolution and stability. Journal of Family Psychology, 7(1), 57–75. Hooper, A., Spann, C., McCray, T., & Kimberly, C. (2017). Revisiting the basics: Understanding potential demographic differences with John Gottman’s four horsemen and emotional flooding. The Family Journal, 25(3), 224–229. https://doi.org/10.1177/1066480717710650 Malik, J., Heyman, R. E., & Smith Slep, A. M. (2020). Emotional flooding in response to negative affect in couple conflicts: Individual differences and correlates. Journal of Family Psychology, 34(2), 145–154. https://doi.org/10.1037/fam0000584 }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://www.gottman.com/blog/making-sure-emotional-flooding-doesnt-capsize-your-relationship/ Emotional flooding] (The Gottman Institute) * [https://researchers.mq.edu.au/en/publications/emotional-flooding-and-hostile-discipline-in-the-families-of-todd/ Emotional flooding within family dynamics] (Macquarie University) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Relationships]] gicinc9wgduysyzgnbv6kvlxduvo9iu 1 331593 2841669 2829829 2026-10-20T05:25:24Z Jtneill 10242 Book chapter feedback 2841669 wikitext text/x-wiki == Great start! == I really like the way you've structured your chapter so far. The consideration of intrinsic and extrinsic motivation is interesting and very relevant. I am curious about how this has changed over generations? Is there more desire to have life balance out of work these days? Looking forward to seeing this progress. [[User:Tammysaurus|Tammysaurus]] ([[User talk:Tammysaurus|discuss]] • [[Special:Contributions/Tammysaurus|contribs]]) 10:28, 27 August 2026 (UTC) == Heading casing == I noticed in your chapter on Self-determination theory that you've capitalised each word for this title. The recommended heading casing for [[Wikiversity:Introduction|Wikiversity]] uses [[wikipedia:Letter_case#Sentence_case|sentence casing]]. As an example: <big>Self-determination theory</big> rather than <big>Self-Determination Theory.</big> Here's an example of that sentence casing: [[Self-determination theory]] Sorry if that's annoying and I hope it helps! [[User:U3292769|U3292769]] ([[User talk:U3292769|discuss]] • [[Special:Contributions/U3292769|contribs]]) 12:16, 27 August 2026 (UTC) <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # Title and subtitle are correctly worded and use [[w:Letter case#Sentence casing|sentence casing]] |2= <!-- Headings --> # See earlier comment about [[#heading casing|heading casing]] <!-- Heading structure --> <!-- 2-level --> # Promising [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] – could benefit from further development and/or refinement # Consider making a clearer connection to motivation <!-- Alignment with focus questions --> # Good alignment between sub-title, focus questions, and heading structure, but there is room for improvement # "factors" is vague; maybe try "motivational factrs" # This is a motivation topic; insofaras emotional topics are considered, they should be in relation to motivation <!-- GenAI ---> # Are the headings based on [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. |3= <!-- Overview--> # Scenario, image, evocative description of the problem/topic, and focus questions <!-- GenAI ---> # Does this section include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, it needs to be acknowledged as such in the edit summaries, otherwise it violates academic integrity. <!-- Scenario --> # The scenario could be more tailored to focus on motivational aspects of retirement <!-- Description --> # Strive for a user-friendly overview of the motivational problem and key theory/research # Use plain English; most of the citations can be moved into subsequent sections <!-- Focus questions --> # Good alignment between focus questions and heading structure, but consider closer alignment # Clarify "factors" |4= <!-- Key points--> <!-- Overall --> # Key points are well developed for each section # The intial section lacks clear theoretical grounding; this often occurs when genAI content is used by a prompter with insufficient background reading and understanding of the topic and/or insufficient revising and rewriting of genAI content # Provide more detailed edit summaries <!-- Scope --> # It may be that all planned aspects cannot be reasonably covered within the book chapter word count, so be selective and concentrate on key aspects that address the question in the sub-title <!-- Theory and research --> # Select the best theories about this topic # Select the best research about this topic # Self-determination theory should be in sentence casing (APA style) <!-- GenAI ---> # Do these key points include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. <!-- Conclusion --> # Conclusion is underway # What are the practical, take-home messages? (address the focus questions) |5= <!-- Figure --> # Relevant figure(s) presented, captioned, and cited <!-- Creation --> # Well done on creating and uploading your own image! {{smile}}—this can also be listed on your user page as a social contribution |6= <!-- Learning feature --> <!-- Interwiki links ---> # Promising in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] <!-- Scenarios/examples/case studies --> # Promising use of scenarios/examples/case studies <!-- Quiz --> # Promising use of quiz question(s) <!-- Tables --> # Also consider using tables to summarise key information |7= <!-- References --> <!-- Overall --> # Very good <!-- Systematic reviews --> # Well done on identifying relevant systematic reviews and/or meta-analyses # Only reference sources that you have consulted <!-- APA style --> # Check and correct capitalisation and italicisation |8= <!-- Resources --> <!-- See also --> # See also ## Good ### Also link to related [[Motivation and emotion/Book|motivation and emotion book chapters]] <!-- External links --> # External links ## Australians represent < 0.5% of the world's population ## Link to the most relevant international/global external resources about this topic |9= <!-- User page --> # Good # Very brief description about self – consider expanding <!-- Links to profile(s) --> # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks. <!-- Link to book chapter --> # Provide an internal link to the book chapter (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) |10= <!-- Social contribution --> # Good – two out of three types of contributions made with direct link(s) to evidence. The other type of contribution is making: #* direct improvements to other [[Motivation and emotion/Book|chapters (past or current)]] # To add direct links to evidence of Wikiversity edits or comments: view the page history, select the version of the page before and after your contributions, click "compare selected revisions", and paste the comparison URL on your user page. For more info, see [[Motivation and emotion/Assessment/Chapter#Making and summarising social contributions|Making and summarising social contributions]]. This was demonstrated in [[Motivation and emotion/Tutorials/Wiki editing#Social contributions|Tutorial 2]]. }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 04:14, 31 August 2026 (UTC) <!-- Official book chapter feedback --> {{MEBF/2026 |1= <!-- Overall comments... --> # This is an excellent chapter that successfully uses psychological theory and research to address a practical, real-world phenomenon or problem # The chapter probably over-uses genAI, but [[w:Help:Edit summary|edit summaries]] are used to clearly communicated the changes made in most or all edits # [[Motivation and emotion/Assessment/Using generative AI|genAI use]] is reasonably well acknowledged, but edit summaries do not provide accessible links to the conversations (except for the scenario improvement) <!-- Overall – Citations --> # Very good use of academic, peer-reviewed citations to support claims, but there are some places where this could be improved by adding more citations <!-- Overall – Copyedits --> # For additional feedback, see the following comments and [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FRetirement_motivation&diff=2841668&oldid=2838812 these copyedits] |2= <!-- Overview – Comments... --> # Very good <!-- Overview – Scenario --> <!-- Overview – Scenario - Description --> # Reasonably engaging scenario or case study <!-- Overview – Scenario - Figure --> # Figure 1 is relevant to the scenario <!-- Overview – Scenario - Feature box --> # The scenario uses an appropriate feature box <!-- Overview – Explains problem --> # Explains the psychological problem or phenomenon reasonably well # Consider mentioning the key theories and/or research <!-- Overview – Focus questions --> # The focus questions are excellent (clear and relevant) |3= <!-- Theory comments... --> <!-- Theory – Breadth --> # Excellent—key theories are very well explained and applied <!-- Theory – Builds on --> # Build more strongly on [[w:|Wikipedia]] articles and related [[Motivation and emotion/Book|chapters]] by embedding interwiki links for key terms <!-- Theory – Depth --> # Very good depth is provided about key theory(ies) <!-- Theory – Tables/Figures/Lists --> # Insufficient/No use of tables, figures, and/or lists to clearly convey key theoretical information <!-- Theory – Citations --> # In some places, the chapter could be strengthened by including more academic, peer-reviewed citations (e.g., see the {{f}} tags). This would help to demonstrate a deeper understanding of relevant psychological theory about the topic. <!-- Theory – Examples --> # Very good use of examples to illustrate theoretical concepts |4= <!-- Research comments... --> <!-- Research – Key findings --> # Excellent review of relevant research # Some emphasis on systematic reviews and/or meta-analyses; more emphasis would be ideal <!-- Research – Critical thinking --> # Excellent [[w:Critical thinking|critical thinking]] about relevant research is evident # [[w:Critical thinking|Critical thinking]] about research could be further evidenced by: ## considering the strength of relationships ## suggesting ''specific'' directions for future research |5= <!-- Integration comments... --> # Excellent integration between the most relevant theory(ies) and the best research # Rather than describing individual studies separately, synthesise findings across related studies to identify common themes, patterns, and differences in the evidence # The chapter could be strengthened through deeper integration with related [[Motivation and emotion/Book|chapters]] by including more embedded links |6= <!-- Conclusion comments... --> # Excellent summary and conclusion # Highlight the importance of the problem or phenomenon of interest <!-- Conclusion – Key points --> # Key points are well summarised <!-- Conclusion – Focus questions --> # The focus questions are addressed <!-- Conclusion – Take-home messages --> # Clear take-home message(s) |7= <!-- Written expression – Style comments... --> <!-- Written expression – Written expression --> # Written expression ## The quality of written expression is excellent ## I suspect that genAI is over-used; don't be afraid to trust and write more in your own words <!-- Written expression – Layout --> # Layout ## The chapter is well structured, with major sections using sub-sections <!-- Written expression – Grammar --> # Grammar and spelling are excellent ## Use past tense when describing research studies, although implications of findings could be in the present tense <!-- Written expression – Figures --> ## Figures ### Very well captioned <!-- Written expression – Figures - Citations --> ### Each Figure is referred to at least once within the main text using APA style <!-- Written expression – Citations --> # Citations use excellent [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)] # In some places, more use could be made of academic, peer-reviewed citations (e.g., see the {{f}} tags) <!-- Written expression – References --> ## References use excellent style: |8= <!-- Learning features comments... --> # Good use of learning features <!-- Learning features – Wikipedia embedded links --> # Add embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding interwiki links for the first mention of key words and technical concepts would make the text more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]]. <!-- Learning features – Wikiversity embedded links --> # Add embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project. <!-- Learning features – Figures, tables, feature boxes, scenarios --> # Insufficient use of figure(s) # No use of table(s) # Excellent use of feature box(es) # Very good use of scenarios, case studies, or examples <!-- Learning features – Quizzes --> # Basic use of quiz(zes) and/or reflection question(s) <!-- Learning features – See also --> # Excellent use of the [[{{PAGENAME}}#See also|See also]] section <!-- Learning features – External links --> # Good use of the [[{{PAGENAME}}#External links|External links]] section ## Use the format shown in the [[Template:Motivation and emotion/Book chapter structure#External links|template]] ## Target an international audience |9= <!-- Social contribution comments... --> # ~7 logged, useful, mostly moderate contributions with [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]] # Thanks for the Wiki Commons upload }} 1baxd1pzhh19yefx66ynpdglpx16byu 2 331748 2841565 2829999 2026-10-19T18:57:11Z U3281503 3106990 /* Social Contribution */ 2841565 wikitext text/x-wiki == About Me == Hi, I am third year student at the [https://www.canberra.edu.au/?utm_source=google&utm_medium=search&utm_campaign=Always+On+Domestic+Search+2026&utm_term=exact+match&utm_content=study+at+uc&ef_id=CjwKCAjwzNTUBhAjEiwA7zcvWs6E0uKMW6tk-r5FLQL2F9W4ElpcD5O19MYjlxrP57AiTX-SMp-_DxoCrr8QAvD_BwE:G:s&s_kwcid=AL!10441!3!793469273490!e!!g!!university%20of%20canberra!20950742786!163508319248&gad_source=1&gad_campaignid=20950742786&gbraid=0AAAAADQmSqvlDNMl6Mlg__wV_GPtUEjX0&gclid=CjwKCAjwzNTUBhAjEiwA7zcvWs6E0uKMW6tk-r5FLQL2F9W4ElpcD5O19MYjlxrP57AiTX-SMp-_DxoCrr8QAvD_BwE University of Canberra] doing Bachelors in Psychology . I am doing the the Unit [[Motivation and emotion|Motivation and Emotion]] == Hobbies == * [[w:Painting|Painting]][[File:Bob Ross Painting Workshop.jpg|thumb|'''Figure 1'''. Painting is a great way to explore one's creative side]] * Reading * Watching Movies == Book chapter I am working on == [[Motivation and emotion/Book/2026/Subcortical structures and motivational drive|Subcortical Structures and Motivational Drive]] == Social Contribution == #[https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FBuilding_therapeutic_alliance&diff=2829988&oldid=2829053 Fixed a Title and Subtitle Formatting] #[[Talk:Motivation and emotion/Book/2026/Building therapeutic alliance|Commented on a Fellow author's work]] #[https://uclearn.canberra.edu.au/courses/20143/discussion_topics/457901 Shared feedback] #[[c:File:Subcortical_regions_2026.png|Uploaded free-to-use educational media]] psq1bsoq6ie7iryp22yg89zupzbo48i 0 331771 2841558 2840746 2026-10-19T17:26:26Z Dick Bos 24466 online books 2841558 wikitext text/x-wiki [[File:Portrait of David Ricardo by Thomas Phillips.jpg|left|250px|thumb|Portrait of David Ricardo by Thomas Phillips (around 1820)]] {{20% done}} Welcome to the pages about '''David Ricardo'''. David Ricardo (1772–1823) was an English stockbroker, economist and politician. He made particularly significant contributions to the development of classical political economy, and later of economy as a science and he is often mentioned in the same breath as the "founder of economics", [[Adam Smith]] (1723–1790). He maintained close contact with contemporaries such as [[Thomas Robert Malthus]] and [[James Mill]] and his son [[John Stuart Mill]]. == Biographical notes == David Ricardo was born in London. His father, a Sephardic Jew of Portuguese origin, was a successful stockbroker. David Ricardo had a traditional Jewish upbringing, and received little formal education. In the years from 1783 to 1785 he stayed in Amsterdam. After he returned to London, he started working with his father at the age of 14. When he was 21 years old, he learned to know Priscilla Anne Wilkinson. She was a Quaker. And when David Ricardo married her, that led to a major rift with his family. He went into business of his own. "As a trustee of the early modern Stock Exchange, he was a member of the Committee of Proprietors that decided in 1801 to reconstitute it on a private subscription basis and subsequently helped oversee the execution of the plan. He later played a leading role in syndicates contracting loans that financed the Napoleonic wars. He made the bulk of his fortune speculating on the outcome of the Battle of Waterloo in 1815, when he reportedly ‘netted upwards of a million sterling’–an impressive sum at the time."<ref name=Comerford>{{cite web | last = Comerford | first = Patrick | url = https://www.patrickcomerford.com/2025/06/a-discreet-plaque-in-london-remembers.html | title = A discreet plaque in London remembers David Ricardo | website = Comerford Way |access-date = 2026-10-14 | archive-url = https://web.archive.org/web/20260622011359/https://www.patrickcomerford.com/2025/06/a-discreet-plaque-in-london-remembers.html | archive-date = 2026-06-22 }}</ref> Ricardo retired immediately and bought Gatcombe Park, an estate in Gloucestershire now owned by Princess Anne. == Works == His first work in print: * {{cite book | last = Ricardo | first = David | authorlink = David Ricardo | date = 1810 | title = The High Price of Bullion, a Proof of the Depreciation of Bank Notes | location = London | publisher = John Murray }}<ref name=bul>''The High Price of Bullion'' (1810): [[:s:en:The High Price of Bullion | Third edition ("with additions", 1810)]] on [[Image:wikisource-logo.svg|16x16px]] WikiSource.</ref> After his (very early) retirement Ricardo fully developed his interest in economic theory. He read Adam Smith's ''Wealth of Nations'' and subsequently published some articles in newspapers and pamphlets: * —— (1815). ''[[David Ricardo/An Essay on Profits|An Essay on the Influence of a Low Price of Corn on the Profits of Stock]]'' (often shortly named ''(An) Essay on Profits''). A few years later his Magnum Opus was first published: * {{cite book | last = Ricardo | first = David | author-link = David Ricardo | author-mask = 2 | date = 1817 | title = On the Principles of Political Economy; And Taxation | location = London | publisher = John Murray | ref = harv }}<ref name=Principles1>First edition of the ''Principles'' (1817) online available at (English) [[Image:wikisource-logo.svg|16x16px]] Wikisource: [[:s:en:On the Principles of Political Economy, and Taxation|''On the Principles of Political Economy, and Taxation'']]</ref> His collected works were first published in 1852 by John Ramsay McCulloch: * {{cite book |last=Ricardo|first=David|editor-last = McCulloch | editor-first = J.R.|editor-link=:w:en:John Ramsay McCulloch |title=The Works of David Ricardo : with a Notice of the Life and Writings of the Author |url=https://preserver.beic.it:443/delivery/DeliveryManagerServlet?dps_pid=IE6470169 |year=1852|publisher=John Murray|location=London}}<ref name=works18868>[https://catalog.hathitrust.org/Record/100340294 1886] and [https://archive.org/details/worksofdavidrica01rica 1888] editions of McCulloch's ''The Works of David Ricardo''.</ref> His works and writings were collected from 1951 onwards by Piero Sraffa, with the collaboration of Maurice Dobb: * {{Cite book |last=Ricardo|first=David| editor1-last = Sraffa | editor1-first = Piero | editor1-link = :w:en:Piero Sraffa |editor2-last = Dobb |editor2-first = Maurice Herbert | editor2-link = :w:en:Maurice Dobb |title=The Works and Correspondence of David Ricardo |date=1981|origyear=1951 |location=Cambridge |publisher=Cambridge University Press |isbn=0521285054 |oclc=10251383}} (first paperback edition, in 11 volumes) This is the collection, that is mostly used nowadays: === ''The Works and Correspondence of David Ricardo'' === ''The Works and Correspondence of David Ricardo,'' in 11 volumes (1951-1973) was edited by [[w:en:Piero Sraffa|Piero Sraffa]], with the cooperation of [[w:en:Maurice Dobb|Maurice Dobb]]. It was published for the Royal Economic Society, by Cambridge University Press.<ref name=OLL>See also: [https://oll.libertyfund.org/titles/ricardo-the-works-and-correspondence-of-david-ricardo-11-vols-sraffa-ed The Works etc. in 11 vols.] at the Online Library of Liberty (OLL).</ref> * The first volume (1951)<ref name=Works01>[https://archive.org/details/workscorresponde0001rica_n2f1/page/n3/mode/1up Works etc. vol. 1] online available after free registration at [[:w:en:Internet Archive|Internet Archive]]. See also [https://archive.org/details/workscorresponde0001unse/page/n6/mode/1up this copy of Works vol. 1] online (at IA).</ref> holds: ** An "'Introduction" by Sraffa (p. xiii – lxii + 2 tables) ** ''The Principles of Political Economy, and Taxation'' (the edition follows the 3rd edition of 1821)<ref name=principlesed>For other editions of the ''Principles'' see: …..e.g. first edition in ws…</ref> * vol. 2 (1957): Notes on Malthus<ref name=Works02>[https://archive.org/details/workscorresponde0000rica/page/n8/mode/1up Works vol. 2] online.</ref> * vol. 3 : Pamphlets and Papers, 1809–1811<ref name=Works03>vol. 3 online.</ref> * vol. 4 (1962): Pamphlets and Papers, 1815-1823<ref name=Works04>[https://archive.org/details/workscorresponde0004rica Works vol. 4] online.</ref> * vol. 5 (1962): Speeches and Evidence<ref name=Works05>[https://archive.org/details/workscorresponde0000rica_c0y0/page/n8/mode/1up Works vol. 5] online. See also [https://archive.org/details/workscorresponde0005unse/page/n8/mode/1up this copy of Works vol. 5] online (at IA)</ref> * vol. 6 (1962):Letters 1810–1815<ref name=Works06>[https://archive.org/details/workscorresponde0000rica_v5n8/page/n6/mode/1up Works vol. 6] online. See also [https://archive.org/details/workscorresponde0006unse_i2q2/mode/1up this copy of Works vol. 6] online (at IA).</ref> * vol. 7 * vol. 8 * vol. 9 (1962): Letters, July 1821-1823<ref name=Works09>[https://archive.org/details/workscorresponde0009unse Works vol. 9] online. See also [https://archive.org/details/workscorresponde0009rica this copy of Works vol. 9] online (at IA).</ref> * vol. 10 * vol. 11 (1973): General Index<ref name=Works11>[https://archive.org/details/workscorresponde0011rica Works vol. 11 (Index)] online.</ref> == Philosophy and Method == van der Pol makes some remarks on the "philosophical premises" of Ricardo's theory. He says, that among scholars, there is "little disagreement regarding its content, although opinions differ as to the influence of those premises on the various parts of Ricardo's theory."{{sfnp|van der Pol|1981|p=20}} Ricardo does not explicitly address the philosophical foundations of his theory anywhere. It can, however, be inferred from various passages that Ricardo regards the economic process as one governed by the laws of nature. In Ricardo’s theory, the economic process–which encompasses production, distribution and exchange–does not unfold in a random and chaotic manner, but according to an order determined by the laws of nature. These laws form the framework within which economic activities take place.{{sfnp|van der Pol|1981|p=20}} For instance concerning the (fall of the) rate of profit: "This will necessarily be rendered permanent by the laws of nature, which have limited the productive powers of the land."{{sfnp|Ricardo|1817|p=126}} Ricardo's approach implies that there is little room for the analysis of historically specific phenomena and characteristics.{{sfnp|van der Pol|1981|p=20–21}} The first thing that must be mentioned, concerning Ricardo's '''method''' is his strong deductive approach. It has led many scholars to what is sometimes called the "Ricardian vice," or "Ricardo's dream." Writing about the ''Principles'' Huf<ref name=Huf2017>{{cite web | url = https://history.cass.anu.edu.au/news/rents-profits-wages-bicentenary-ricardos-principles-and-making-economics | date = 2017-04-03 | title = "Rents, Profits, Wages": The Bicentenary of Ricardo's Principles and the making of economics | website = Australian National University / School of History }}</ref> says: "The book was notable for its brevity and theoretical, ‘deductive method’, contrasting greatly with Smith’s broad sociological-historical analysis (only aspects of which Ricardo saw himself refining), and to the prophetic appeal of Marx’s Capital or philosophical breadth of J.S. Mill’s Principles, both of which were deeply indebted to Ricardo’s framework." == Additional resources == * [[:w:en:David Ricardo|David Ricardo]] at English [[File:Wikipedia-logo-v2.svg|16px|alt=16 px Wikipedia logo]] Wikipedia * [[:s:en:Author:David Ricardo|David Ricardo]] at English [[Image:wikisource-logo.svg|16x16px]] Wikisource * [https://onlinebooks.library.upenn.edu/webbin/book/lookupname?key=Ricardo%2c%20David%2c%201772%2d1823&c=x David Ricardo] at The Online Books Page == Sources and further reading == * {{cite book | last = van der Pol | first = Kick | date = 1981 | title = Marx contra Ricardo : De wet van de dalende winstvoet | language = nl | location = Groningen | publisher = Wolters-Noordhoff | ISBN = 90 01 71290 8 | ref = harv }} == References == {{references}} {{DEFAULTSORT:Ricardo, David}} [[Category:Economics]] [[Category:History of Economic Thought]] 9tgqyvp4cdhjy18uoce7u0oa1j7rb8n 2841560 2841558 2026-10-19T17:33:12Z Dick Bos 24466 Works vols 2841560 wikitext text/x-wiki [[File:Portrait of David Ricardo by Thomas Phillips.jpg|left|250px|thumb|Portrait of David Ricardo by Thomas Phillips (around 1820)]] {{20% done}} Welcome to the pages about '''David Ricardo'''. David Ricardo (1772–1823) was an English stockbroker, economist and politician. He made particularly significant contributions to the development of classical political economy, and later of economy as a science and he is often mentioned in the same breath as the "founder of economics", [[Adam Smith]] (1723–1790). He maintained close contact with contemporaries such as [[Thomas Robert Malthus]] and [[James Mill]] and his son [[John Stuart Mill]]. == Biographical notes == David Ricardo was born in London. His father, a Sephardic Jew of Portuguese origin, was a successful stockbroker. David Ricardo had a traditional Jewish upbringing, and received little formal education. In the years from 1783 to 1785 he stayed in Amsterdam. After he returned to London, he started working with his father at the age of 14. When he was 21 years old, he learned to know Priscilla Anne Wilkinson. She was a Quaker. And when David Ricardo married her, that led to a major rift with his family. He went into business of his own. "As a trustee of the early modern Stock Exchange, he was a member of the Committee of Proprietors that decided in 1801 to reconstitute it on a private subscription basis and subsequently helped oversee the execution of the plan. He later played a leading role in syndicates contracting loans that financed the Napoleonic wars. He made the bulk of his fortune speculating on the outcome of the Battle of Waterloo in 1815, when he reportedly ‘netted upwards of a million sterling’–an impressive sum at the time."<ref name=Comerford>{{cite web | last = Comerford | first = Patrick | url = https://www.patrickcomerford.com/2025/06/a-discreet-plaque-in-london-remembers.html | title = A discreet plaque in London remembers David Ricardo | website = Comerford Way |access-date = 2026-10-14 | archive-url = https://web.archive.org/web/20260622011359/https://www.patrickcomerford.com/2025/06/a-discreet-plaque-in-london-remembers.html | archive-date = 2026-06-22 }}</ref> Ricardo retired immediately and bought Gatcombe Park, an estate in Gloucestershire now owned by Princess Anne. == Works == His first work in print: * {{cite book | last = Ricardo | first = David | authorlink = David Ricardo | date = 1810 | title = The High Price of Bullion, a Proof of the Depreciation of Bank Notes | location = London | publisher = John Murray }}<ref name=bul>''The High Price of Bullion'' (1810): [[:s:en:The High Price of Bullion | Third edition ("with additions", 1810)]] on [[Image:wikisource-logo.svg|16x16px]] WikiSource.</ref> After his (very early) retirement Ricardo fully developed his interest in economic theory. He read Adam Smith's ''Wealth of Nations'' and subsequently published some articles in newspapers and pamphlets: * —— (1815). ''[[David Ricardo/An Essay on Profits|An Essay on the Influence of a Low Price of Corn on the Profits of Stock]]'' (often shortly named ''(An) Essay on Profits''). A few years later his Magnum Opus was first published: * {{cite book | last = Ricardo | first = David | author-link = David Ricardo | author-mask = 2 | date = 1817 | title = On the Principles of Political Economy; And Taxation | location = London | publisher = John Murray | ref = harv }}<ref name=Principles1>First edition of the ''Principles'' (1817) online available at (English) [[Image:wikisource-logo.svg|16x16px]] Wikisource: [[:s:en:On the Principles of Political Economy, and Taxation|''On the Principles of Political Economy, and Taxation'']]</ref> His collected works were first published in 1852 by John Ramsay McCulloch: * {{cite book |last=Ricardo|first=David|editor-last = McCulloch | editor-first = J.R.|editor-link=:w:en:John Ramsay McCulloch |title=The Works of David Ricardo : with a Notice of the Life and Writings of the Author |url=https://preserver.beic.it:443/delivery/DeliveryManagerServlet?dps_pid=IE6470169 |year=1852|publisher=John Murray|location=London}}<ref name=works18868>[https://catalog.hathitrust.org/Record/100340294 1886] and [https://archive.org/details/worksofdavidrica01rica 1888] editions of McCulloch's ''The Works of David Ricardo''.</ref> His works and writings were collected from 1951 onwards by Piero Sraffa, with the collaboration of Maurice Dobb: * {{Cite book |last=Ricardo|first=David| editor1-last = Sraffa | editor1-first = Piero | editor1-link = :w:en:Piero Sraffa |editor2-last = Dobb |editor2-first = Maurice Herbert | editor2-link = :w:en:Maurice Dobb |title=The Works and Correspondence of David Ricardo |date=1981|origyear=1951 |location=Cambridge |publisher=Cambridge University Press |isbn=0521285054 |oclc=10251383}} (first paperback edition, in 11 volumes) This is the collection, that is mostly used nowadays: === ''The Works and Correspondence of David Ricardo'' === ''The Works and Correspondence of David Ricardo,'' in 11 volumes (1951-1973) was edited by [[w:en:Piero Sraffa|Piero Sraffa]], with the cooperation of [[w:en:Maurice Dobb|Maurice Dobb]]. It was published for the Royal Economic Society, by Cambridge University Press.<ref name=OLL>See also: [https://oll.libertyfund.org/titles/ricardo-the-works-and-correspondence-of-david-ricardo-11-vols-sraffa-ed The Works etc. in 11 vols.] at the Online Library of Liberty (OLL).</ref> * The first volume (1951)<ref name=Works01>[https://archive.org/details/workscorresponde0001rica_n2f1/page/n3/mode/1up Works etc. vol. 1] online available after free registration at [[:w:en:Internet Archive|Internet Archive]]. See also [https://archive.org/details/workscorresponde0001unse/page/n6/mode/1up this copy of Works vol. 1] online (at IA).</ref> holds: ** An "'Introduction" by Sraffa (p. xiii – lxii + 2 tables) ** ''The Principles of Political Economy, and Taxation'' (the edition follows the 3rd edition of 1821)<ref name=principlesed>For other editions of the ''Principles'' see: …..e.g. first edition in ws…</ref> * vol. 2 (1957): Notes on Malthus<ref name=Works02>[https://archive.org/details/workscorresponde0000rica/page/n8/mode/1up Works vol. 2] online.</ref> * vol. 3 : Pamphlets and Papers, 1809–1811<ref name=Works03>vol. 3 online.</ref> * vol. 4 (1962): Pamphlets and Papers, 1815-1823<ref name=Works04>[https://archive.org/details/workscorresponde0004rica Works vol. 4] online.</ref> * vol. 5 (1962): Speeches and Evidence<ref name=Works05>[https://archive.org/details/workscorresponde0000rica_c0y0/page/n8/mode/1up Works vol. 5] online. See also [https://archive.org/details/workscorresponde0005unse/page/n8/mode/1up this copy of Works vol. 5] online (at IA)</ref> * vol. 6 (1962):Letters 1810–1815<ref name=Works06>[https://archive.org/details/workscorresponde0000rica_v5n8/page/n6/mode/1up Works vol. 6] online. See also [https://archive.org/details/workscorresponde0006unse_i2q2/mode/1up this copy of Works vol. 6] online (at IA).</ref> * vol. 7: Letters 1816–1818 * vol. 8: Letters 1819–June 1821 * vol. 9 (1962): Letters, July 1821–1823<ref name=Works09>[https://archive.org/details/workscorresponde0009unse Works vol. 9] online. See also [https://archive.org/details/workscorresponde0009rica this copy of Works vol. 9] online (at IA).</ref> * vol. 10: Biographical Miscellany * vol. 11 (1973): General Index<ref name=Works11>[https://archive.org/details/workscorresponde0011rica Works vol. 11 (Index)] online.</ref> == Philosophy and Method == van der Pol makes some remarks on the "philosophical premises" of Ricardo's theory. He says, that among scholars, there is "little disagreement regarding its content, although opinions differ as to the influence of those premises on the various parts of Ricardo's theory."{{sfnp|van der Pol|1981|p=20}} Ricardo does not explicitly address the philosophical foundations of his theory anywhere. It can, however, be inferred from various passages that Ricardo regards the economic process as one governed by the laws of nature. In Ricardo’s theory, the economic process–which encompasses production, distribution and exchange–does not unfold in a random and chaotic manner, but according to an order determined by the laws of nature. These laws form the framework within which economic activities take place.{{sfnp|van der Pol|1981|p=20}} For instance concerning the (fall of the) rate of profit: "This will necessarily be rendered permanent by the laws of nature, which have limited the productive powers of the land."{{sfnp|Ricardo|1817|p=126}} Ricardo's approach implies that there is little room for the analysis of historically specific phenomena and characteristics.{{sfnp|van der Pol|1981|p=20–21}} The first thing that must be mentioned, concerning Ricardo's '''method''' is his strong deductive approach. It has led many scholars to what is sometimes called the "Ricardian vice," or "Ricardo's dream." Writing about the ''Principles'' Huf<ref name=Huf2017>{{cite web | url = https://history.cass.anu.edu.au/news/rents-profits-wages-bicentenary-ricardos-principles-and-making-economics | date = 2017-04-03 | title = "Rents, Profits, Wages": The Bicentenary of Ricardo's Principles and the making of economics | website = Australian National University / School of History }}</ref> says: "The book was notable for its brevity and theoretical, ‘deductive method’, contrasting greatly with Smith’s broad sociological-historical analysis (only aspects of which Ricardo saw himself refining), and to the prophetic appeal of Marx’s Capital or philosophical breadth of J.S. Mill’s Principles, both of which were deeply indebted to Ricardo’s framework." == Additional resources == * [[:w:en:David Ricardo|David Ricardo]] at English [[File:Wikipedia-logo-v2.svg|16px|alt=16 px Wikipedia logo]] Wikipedia * [[:s:en:Author:David Ricardo|David Ricardo]] at English [[Image:wikisource-logo.svg|16x16px]] Wikisource * [https://onlinebooks.library.upenn.edu/webbin/book/lookupname?key=Ricardo%2c%20David%2c%201772%2d1823&c=x David Ricardo] at The Online Books Page == Sources and further reading == * {{cite book | last = van der Pol | first = Kick | date = 1981 | title = Marx contra Ricardo : De wet van de dalende winstvoet | language = nl | location = Groningen | publisher = Wolters-Noordhoff | ISBN = 90 01 71290 8 | ref = harv }} == References == {{references}} {{DEFAULTSORT:Ricardo, David}} [[Category:Economics]] [[Category:History of Economic Thought]] pjrvyhsokt2anju2uowpcimbcuo11b5 0 331787 2841713 2840189 2026-10-20T09:16:59Z Dick Bos 24466 typos 2841713 wikitext text/x-wiki [[File:Ricardo Essay on Profits 1815 Titlepage.png|thumb|250px|right]] {{Right|"It is doubtful whether it is possible<br />to understand the Principles without<br />knowledge of the contents of the Essay."<br />({{harvp|O'Brien|1975|p=139}}). }} <div style="line-height:8em;">&nbsp;</div> This resource gives information on '''[[David Ricardo]]'s''' '''''An Essay on the Influence of a Low Price of Corn on the Profits of Stock''''' (often abridged to '''''(An) Essay on Profits'''''). Two years before the publication of the first edition of his Magnum Opus, ''On the Principles of Political Economy and Taxation'' (often abridged to ''(The) Principles''), in 1815, Ricardo published a pamphlet entitled ''An Essay on the Influence of a Low Price of Corn on the Profits of Stock''. Full title: :::''An Essay on the Influence of a Low Price of Corn on the Profits of Stock; Shewing the Inexpediency of Restrictions on Importation; With Remarks on Mr. Malthus' Two Last Publications: "An Inquiry into the Nature and Progress of Rent;" and "The Grounds of an Opinion on the Policy of Restricting the Importation of Foreign Corn."''<ref name=Essay1>We will use the following edition of ''The Essay on Profits'': * 1815: 2nd edition, online available at (English) [[Image:wikisource-logo.svg|16x16px]] Wikisource: [[:s:en:An Essay on the Influence of a Low Price of Corn on the Profits of Stock|An Essay on Profits (2nd ed.)]] (We will quote from this edition).<br /> Another edition, is the one published in the ''Works and Correspondence of David Ricardo'' in 1962, edited by Piero Sraffa, with the collaboration of Maurice Dobb, volume 4 (Pamphlets and Papers, 1815-1823), pp. 9-41. With note by P. Sraffa (p. 1-8). Available to borrow at [https://archive.org/details/workscorresponde0004rica The Internet Archive] after (free) subscription.</ref> Opinions among Ricardo scholars differ as to the precise significance of this "Essay on Profits". Among other things, there are subtle differences regarding the interpretation of the main variable under investigation,<ref>According to Hollander 1973, p. 273, "the main variable under investigation in the Essay (…) is the general rate of profit".<br />According to Stigler 1952, pp. 201–202, the Essay contains "two main elements of the Ricardian system: the theory of rent and the dominant influence of diminishing returns in agriculture upon the rate of profit."<br />According to Eatwell 1975, p. 186, the Essay is "the first complete statement of a theory of distribution based on the concept of surplus; that is to say, of a deductive relationship between wages and profits".</ref> and there are disagreements about the relationship between the "Essay" and the "Principles".<ref>Compare, for example, the discussion between Hollander and Eatwell on the significance of the "corn model" in Hollander 1973 and 1975, and Eatwell 1975.</ref> In the ''Essay on Profits'' Ricardo presents a comprehensive theory of ground rent within the context of a "corn model".<ref>This model is set out on pages 10 to 18 of the ''Essay on Profits.'' From page 18 onwards, the grain is (suddenly) assigned a price.</ref> Ricardo examines economic relationships, which are aggregated in terms of quantities of corn. He employs a single-output model, in which corn is produced through the application of labour to land. Inputs, outputs and income shares are measured in quantities of corn. <br /> This so-called "corn model" must be viewed against the background of Ricardo’s deductive method.<ref>For an analysis of the importance of the deductive method of Ricardo see e.g. {{harvp|O'Brien|1975|p=42f., 68f.}}</ref> <br /> The model has very limited validity.<ref name=valid>{{harvp|Hollander|1973|p=275}}: Even in the event that an adequate relationship is defined between the agricultural and general rates of profit the model would be unsuitable for the treatment of the income shares, and in fact Ricardo nowhere states the belief that there is a parallel movement between the ''aggregate'' income shares and the shares in ''agricultural output'' as yielded by the model."</ref> This resource will be followed by some pages, in which aspects of some issues in the ''Essay on Profits'' will be examined a bit deeper: * [[David Ricardo/An Essay on Profits/Graphical|Graphical interpretation]] of the Ricardian theory of rent * [[David Ricardo/An Essay on Profits/Mathematical|Mathematical interpretation]] of the Ricardian theory of rent * [[David Ricardo/An Essay on Profits/Nature|Some remarks]] concerning the role of "nature" in the Ricardian theory == Rent == To start with, Ricardo uses a definition of rent that is taken directly from [[:w:en:Thomas Robert Malthus|Thomas Robert Malthus]]: {{Bq|Mr. Malthus very correctly defines, "the rent of land to be that portion of the value of the whole produce which remains to the owner, after all the outgoings belonging to its cultivation, of whatever kind, have been paid, including the profits of the capital employed, estimated according to the usual and ordinary rate of the profits of agricultural stock at the time being."<ref name=rent1>{{harvp|Ricardo|1815}}, [[:s:en:An Essay on the Influence of a Low Price of Corn on the Profits of Stock#3|p. 3]]. Ricardo quotes: {{harvp|Malthus|1815|p=1–2}}.</ref>}} When land is first brought into cultivation, and land is freely available, the total output will consist of costs and profits, without ground rent. As long as there is sufficient land of equal fertility available, and that land is always equally well situated, this will remain the case. The net product (‘neat produce’) will consist entirely of profit. If we now assume that no improvements take place in agriculture, and that capital and population grow at the same rate – and thus that real wages remain constant – and if, moreover, it is assumed that the rate of profit in agriculture, commerce and industry is the same, it is possible to ascertain what particular effects occur as capital accumulation takes place, the population grows and more land is brought into use, particularly land situated further away and/or less fertile land. Where land is equally fertile but situated further away, more capital and labour will have to be employed to produce the same quantity of goods available for consumption from the same area. Consequently, less profit will be made on this newly cultivated land. And because profits are determined by the profit made on the ‘marginal’ land, a lower profit will also be realised on the land that was cultivated earlier. The portion of the net product that thereby becomes available on this land – and which was previously appropriated as profit by the entrepreneurs or tenants – will now constitute ground rent. This process will occur each time new land of poorer quality, or less favourably situated, is brought into use: "Thus by bringing successively land of a worse quality, or less favourably situated into cultivation, rent would rise on the land previously cultivated, and precisely in the same degree would profits fall; and if the smallness of profits do not check accumulation, there are hardly any limits to the rise of rent, and the fall of profit." (p. [[:s:en:An Essay on the Influence of a Low Price of Corn on the Profits of Stock#9|9]]–10) == The table in the ''Essay on Profits'' == To illustrate his line of reasoning and clarify how the process he describes works, Ricardo uses a table: the "Table, shewing the Progress of Rent and Profit under an assumed Augmentation of Capital".<ref name=tablerem>The table can be found on p. [[:s:en:An Essay on the Influence of a Low Price of Corn on the Profits of Stock#14|14]]. Two remarks on this table: * 1 quarter = 8 bushel = about 291 litre. * Although the "Essay" refers to wheat, in line with the common usage amongst economists who specialise in Ricardo, the term “corn” will be used throughout this resource.</ref> This 'model' demonstrates how the economy might develop as new land is brought into use in succession. The table is constructed as follows: it is assumed that, when only the first plot of land is brought into use, a profit of one hundred quarters is made on a capital of two hundred quarters; when a second plot of land is brought into use, a capital of 210 quarters must be invested in it to achieve a profit of 90 q., and so on. The total output from each plot is therefore always 300 q. of wheat. The ‘net produce’ (total output minus production costs) amounts to 100 q. for the first plot; 90 for the second; 80 for the third; and so on. {| style="border-collapse: collapse; border: 1px solid; margin: auto; text-align: center;" |+ '''''TABLE, showing the Progress of Rent and Profit under an assumed Augmentation of Capital.''''' |- style="border: 1px solid; font-size: 70%; hyphens: auto; text-align: center;" ! style="border: 1px solid;" | Capital estimated in quarters of wheat. ! style="border: 1px solid;" | Profit per cent. ! style="border: 1px solid;" | Neat produce in quarters of wheat, after paying the cost of production on each capital. ! style="border: 1px solid;" | Profit of 1st portion of land in quarters of wheat. ! style="border: 1px solid;" | Rent of 1st portion of land in quarters of wheat. ! style="border: 1px solid;" | Profit of 2d portion of land in quarters of wheat. ! style="border: 1px solid;" | Rent of 2d portion of land in quarters of wheat. ! style="border: 1px solid;" | Profit of 3d portion of land in quarters of wheat. ! style="border: 1px solid;" | Rent of 3d portion of land in quarters of wheat. ! style="border: 1px solid;" | Profit of 4th portion of land in quarters of wheat. ! style="border: 1px solid;" | Rent of 4th portion of land in quarters of wheat. ! style="border: 1px solid;" | Profit of 5th portion of land in quarters of wheat. ! style="border: 1px solid;" | Rent of 5th portion of land in quarters of wheat. ! style="border: 1px solid;" | Profit of 6th portion of land in quarters of wheat. ! style="border: 1px solid;" | Rent of 6th portion of land in quarters of wheat. ! style="border: 1px solid;" | Profit of 7th portion of land in quarters of wheat. ! style="border: 1px solid;" | Rent of 7th portion of land in quarters of wheat. ! style="border: 1px solid;" | Profit of 8th portion of land in quarters of wheat. |- | style="border-left: 1px solid; border-right: 1px solid;" | 200 | style="border-left: 1px solid; border-right: 1px solid;" | 50 | style="border-left: 1px solid; border-right: 1px solid;" | 100 | style="border-left: 1px solid; border-right: 1px solid;" | 100 | style="border-left: 1px solid; border-right: 1px solid;" | none. | style="border-left: 1px solid; border-right: 1px solid;" | | style="border-left: 1px solid; border-right: 1px solid;" | | style="border-left: 1px solid; border-right: 1px solid;" | | style="border-left: 1px solid; border-right: 1px solid;" | | style="border-left: 1px solid; border-right: 1px solid;" | | style="border-left: 1px solid; border-right: 1px solid;" | | style="border-left: 1px solid; border-right: 1px solid;" | | style="border-left: 1px solid; border-right: 1px solid;" | | style="border-left: 1px solid; border-right: 1px solid;" | | style="border-left: 1px solid; border-right: 1px solid;" | | style="border-left: 1px solid; border-right: 1px solid;" | | style="border-left: 1px solid; border-right: 1px solid;" | | style="border-left: 1px solid; border-right: 1px solid;" | |- | style="border-left: 1px solid; border-right: 1px solid;" | 210 | style="border-left: 1px solid; border-right: 1px solid;" | 43 | style="border-left: 1px solid; border-right: 1px solid;" | 90 | style="border-left: 1px solid; border-right: 1px solid;" | 86 | style="border-left: 1px solid; border-right: 1px solid;" | 14 | style="border-left: 1px solid; border-right: 1px solid;" | 90 | style="border-left: 1px solid; border-right: 1px solid;" | none. | style="border-left: 1px solid; border-right: 1px solid;" | | style="border-left: 1px solid; border-right: 1px solid;" | | style="border-left: 1px solid; border-right: 1px solid;" | | style="border-left: 1px solid; border-right: 1px solid;" | | style="border-left: 1px solid; border-right: 1px solid;" | | style="border-left: 1px solid; border-right: 1px solid;" | | style="border-left: 1px solid; border-right: 1px solid;" | | style="border-left: 1px solid; border-right: 1px solid;" | | style="border-left: 1px solid; border-right: 1px solid;" | | style="border-left: 1px solid; border-right: 1px solid;" | | style="border-left: 1px solid; border-right: 1px solid;" | |- | style="border-left: 1px solid; border-right: 1px solid;" | 220 | style="border-left: 1px solid; border-right: 1px solid;" | 36 | style="border-left: 1px solid; border-right: 1px solid;" | 80 | style="border-left: 1px solid; border-right: 1px solid;" | 72 | style="border-left: 1px solid; border-right: 1px solid;" | 28 | style="border-left: 1px solid; border-right: 1px solid;" | 76 | style="border-left: 1px solid; border-right: 1px solid;" | 14 | style="border-left: 1px solid; border-right: 1px solid;" | 80 | style="border-left: 1px solid; border-right: 1px solid;" | none. | style="border-left: 1px solid; border-right: 1px solid;" | | style="border-left: 1px solid; border-right: 1px solid;" | | style="border-left: 1px solid; border-right: 1px solid;" | | style="border-left: 1px solid; border-right: 1px solid;" | | style="border-left: 1px solid; border-right: 1px solid;" | | style="border-left: 1px solid; border-right: 1px solid;" | | style="border-left: 1px solid; border-right: 1px solid;" | | style="border-left: 1px solid; border-right: 1px solid;" | | style="border-left: 1px solid; border-right: 1px solid;" | |- | style="border-left: 1px solid; border-right: 1px solid;" | 230 | style="border-left: 1px solid; border-right: 1px solid;" | 30 | style="border-left: 1px solid; border-right: 1px solid;" | 70 | style="border-left: 1px solid; border-right: 1px solid;" | 60 | style="border-left: 1px solid; border-right: 1px solid;" | 40 | style="border-left: 1px solid; border-right: 1px solid;" | 63 | style="border-left: 1px solid; border-right: 1px solid;" | 27 | style="border-left: 1px solid; border-right: 1px solid;" | 66 | style="border-left: 1px solid; border-right: 1px solid;" | 14 | style="border-left: 1px solid; border-right: 1px solid;" | 70 | style="border-left: 1px solid; border-right: 1px solid;" | none. | style="border-left: 1px solid; border-right: 1px solid;" | | style="border-left: 1px solid; border-right: 1px solid;" | | style="border-left: 1px solid; border-right: 1px solid;" | | style="border-left: 1px solid; border-right: 1px solid;" | | style="border-left: 1px solid; border-right: 1px solid;" | | style="border-left: 1px solid; border-right: 1px solid;" | | style="border-left: 1px solid; border-right: 1px solid;" | |- | style="border-left: 1px solid; border-right: 1px solid;" | 240 | style="border-left: 1px solid; border-right: 1px solid;" | 25 | style="border-left: 1px solid; border-right: 1px solid;" | 60 | style="border-left: 1px solid; border-right: 1px solid;" | 50 | style="border-left: 1px solid; border-right: 1px solid;" | 50 | style="border-left: 1px solid; border-right: 1px solid;" | 52½ | style="border-left: 1px solid; border-right: 1px solid;" | 37½ | style="border-left: 1px solid; border-right: 1px solid;" | 55 | style="border-left: 1px solid; border-right: 1px solid;" | 25 | style="border-left: 1px solid; border-right: 1px solid;" | 57½ | style="border-left: 1px solid; border-right: 1px solid;" | 12½ | style="border-left: 1px solid; border-right: 1px solid;" | 60 | style="border-left: 1px solid; border-right: 1px solid;" | none. | style="border-left: 1px solid; border-right: 1px solid;" | | style="border-left: 1px solid; border-right: 1px solid;" | | style="border-left: 1px solid; border-right: 1px solid;" | | style="border-left: 1px solid; border-right: 1px solid;" | | style="border-left: 1px solid; border-right: 1px solid;" | |- | style="border-left: 1px solid; border-right: 1px solid;" | 250 | style="border-left: 1px solid; border-right: 1px solid;" | 20 | style="border-left: 1px solid; border-right: 1px solid;" | 50 | style="border-left: 1px solid; border-right: 1px solid;" | 40 | style="border-left: 1px solid; border-right: 1px solid;" | 60 | style="border-left: 1px solid; border-right: 1px solid;" | 42 | style="border-left: 1px solid; border-right: 1px solid;" | 48 | style="border-left: 1px solid; border-right: 1px solid;" | 44 | style="border-left: 1px solid; border-right: 1px solid;" | 36 | style="border-left: 1px solid; border-right: 1px solid;" | 46 | style="border-left: 1px solid; border-right: 1px solid;" | 24 | style="border-left: 1px solid; border-right: 1px solid;" | 48 | style="border-left: 1px solid; border-right: 1px solid;" | 12 | style="border-left: 1px solid; border-right: 1px solid;" | 50 | style="border-left: 1px solid; border-right: 1px solid;" | none. | style="border-left: 1px solid; border-right: 1px solid;" | | style="border-left: 1px solid; border-right: 1px solid;" | | style="border-left: 1px solid; border-right: 1px solid;" | |- | style="border-left: 1px solid; border-right: 1px solid;" | 260 | style="border-left: 1px solid; border-right: 1px solid;" | 15 | style="border-left: 1px solid; border-right: 1px solid;" | 40 | style="border-left: 1px solid; border-right: 1px solid;" | 30 | style="border-left: 1px solid; border-right: 1px solid;" | 70 | style="border-left: 1px solid; border-right: 1px solid;" | 31½ | style="border-left: 1px solid; border-right: 1px solid;" | 58½ | style="border-left: 1px solid; border-right: 1px solid;" | 33 | style="border-left: 1px solid; border-right: 1px solid;" | 47 | style="border-left: 1px solid; border-right: 1px solid;" | 34½ | style="border-left: 1px solid; border-right: 1px solid;" | 35½ | style="border-left: 1px solid; border-right: 1px solid;" | 36 | style="border-left: 1px solid; border-right: 1px solid;" | 24 | style="border-left: 1px solid; border-right: 1px solid;" | 37½ | style="border-left: 1px solid; border-right: 1px solid;" | 12½ | style="border-left: 1px solid; border-right: 1px solid;" | 40 | style="border-left: 1px solid; border-right: 1px solid;" | none. | style="border-left: 1px solid; border-right: 1px solid;" | |- | style="border-left: 1px solid; border-right: 1px solid;" | 270 | style="border-left: 1px solid; border-right: 1px solid;" | 11 | style="border-left: 1px solid; border-right: 1px solid;" | 30 | style="border-left: 1px solid; border-right: 1px solid;" | 22 | style="border-left: 1px solid; border-right: 1px solid;" | 78 | style="border-left: 1px solid; border-right: 1px solid;" | 23 | style="border-left: 1px solid; border-right: 1px solid;" | 67 | style="border-left: 1px solid; border-right: 1px solid;" | 24 | style="border-left: 1px solid; border-right: 1px solid;" | 56 | style="border-left: 1px solid; border-right: 1px solid;" | 25.3 | style="border-left: 1px solid; border-right: 1px solid;" | 44.7 | style="border-left: 1px solid; border-right: 1px solid;" | 26.4 | style="border-left: 1px solid; border-right: 1px solid;" | 33.6 | style="border-left: 1px solid; border-right: 1px solid;" | 27½ | style="border-left: 1px solid; border-right: 1px solid;" | 22½ | style="border-left: 1px solid; border-right: 1px solid;" | 27.6 | style="border-left: 1px solid; border-right: 1px solid;" | 12.4 | style="border-left: 1px solid; border-right: 1px solid;" | 29.7 |} {| style="border-collapse: collapse; border: 1px solid; margin: auto; text-align: center; width:90%;" |- style="border: 1px solid; font-size: 70%; hyphens: auto; text-align: center;" ! style="width: 50px;" | ! style="border: 1px solid; width: 40px;" | When the whole capital employed is ! style="border: 1px solid; width: 40px;" | Whole amount of rent received by landlords in quarter of wheat. ! style="border: 1px solid; width: 40px;" | Whole amount of profits in quarters received by owners of stock. ! style="border: 1px solid; width: 40px;" | Profit per cent. on the whole capital. ! style="border: 1px solid; width: 40px;" | Rent per cent, on the whole capital. ! style="border: 1px solid; width: 40px;" | Total produce in quarters of wheat, after paying the cost of production. |- | style="border-left: 1px solid; border-right: 1px solid;" | 1st&nbsp;Period | style="border-left: 1px solid; border-right: 1px solid;" | 200 | style="border-left: 1px solid; border-right: 1px solid;" | none. | style="border-left: 1px solid; border-right: 1px solid;" | 100 | style="border-left: 1px solid; border-right: 1px solid;" | 50 | style="border-left: 1px solid; border-right: 1px solid;" | | style="border-left: 1px solid; border-right: 1px solid;" | 100 |- | style="border-left: 1px solid; border-right: 1px solid;" | 2d Ditto | style="border-left: 1px solid; border-right: 1px solid;" | 410 | style="border-left: 1px solid; border-right: 1px solid;" | 14 | style="border-left: 1px solid; border-right: 1px solid;" | 176 | style="border-left: 1px solid; border-right: 1px solid;" | 43 | style="border-left: 1px solid; border-right: 1px solid;" | 3½ | style="border-left: 1px solid; border-right: 1px solid;" | 190 |- | style="border-left: 1px solid; border-right: 1px solid;" | 3d Ditto | style="border-left: 1px solid; border-right: 1px solid;" | 630 | style="border-left: 1px solid; border-right: 1px solid;" | 42 | style="border-left: 1px solid; border-right: 1px solid;" | 228 | style="border-left: 1px solid; border-right: 1px solid;" | 36 | style="border-left: 1px solid; border-right: 1px solid;" | 6½ | style="border-left: 1px solid; border-right: 1px solid;" | 270 |- | style="border-left: 1px solid; border-right: 1px solid;" | 4th Ditto | style="border-left: 1px solid; border-right: 1px solid;" | 860 | style="border-left: 1px solid; border-right: 1px solid;" | 81 | style="border-left: 1px solid; border-right: 1px solid;" | 259 | style="border-left: 1px solid; border-right: 1px solid;" | 30 | style="border-left: 1px solid; border-right: 1px solid;" | 9½ | style="border-left: 1px solid; border-right: 1px solid;" | 340 |- | style="border-left: 1px solid; border-right: 1px solid;" | 5th Ditto | style="border-left: 1px solid; border-right: 1px solid;" | 1100 | style="border-left: 1px solid; border-right: 1px solid;" | 125 | style="border-left: 1px solid; border-right: 1px solid;" | 275 | style="border-left: 1px solid; border-right: 1px solid;" | 25 | style="border-left: 1px solid; border-right: 1px solid;" | 11½ | style="border-left: 1px solid; border-right: 1px solid;" | 400 |- | style="border-left: 1px solid; border-right: 1px solid;" | 6th Ditto | style="border-left: 1px solid; border-right: 1px solid;" | 1350 | style="border-left: 1px solid; border-right: 1px solid;" | 180 | style="border-left: 1px solid; border-right: 1px solid;" | 270 | style="border-left: 1px solid; border-right: 1px solid;" | 20 | style="border-left: 1px solid; border-right: 1px solid;" | 13½ | style="border-left: 1px solid; border-right: 1px solid;" | 450 |- | style="border-left: 1px solid; border-right: 1px solid;" | 7th Ditto | style="border-left: 1px solid; border-right: 1px solid;" | 1610 | style="border-left: 1px solid; border-right: 1px solid;" | 248½ | style="border-left: 1px solid; border-right: 1px solid;" | 241½ | style="border-left: 1px solid; border-right: 1px solid;" | 15 | style="border-left: 1px solid; border-right: 1px solid;" | 15½ | style="border-left: 1px solid; border-right: 1px solid;" | 490 |- | style="border-left: 1px solid; border-right: 1px solid;" | 8th Ditto | style="border-left: 1px solid; border-right: 1px solid;" | 1880 | style="border-left: 1px solid; border-right: 1px solid;" | 314½ | style="border-left: 1px solid; border-right: 1px solid;" | 205½ | style="border-left: 1px solid; border-right: 1px solid;" | 11 | style="border-left: 1px solid; border-right: 1px solid;" | 16½ | style="border-left: 1px solid; border-right: 1px solid;" | 520 |} Ricardo emphasises the illustrative nature of the figures in the table: "It is scarcely necessary to observe, that the data on which this table is constructed are assumed, and are probably very far from the truth. They were fixed on as tending to illustrate the principle,—which would be the same, whether the first profits were fifty per cent. or five,—or, whether an additional capital of ten quarters, or of one hundred, were required to obtain the same produce from the cultivation of new land."([[:s:en:An Essay on the Influence of a Low Price of Corn on the Profits of Stock#11|p. 11]], footnote). The table shows, according to Ricardo that "during the progress of a country the whole produce raised on its land, will increase, and for a certain time that part of the produce which belongs to the profits of stock, as well as that part which belongs to rent will increase; but that at a later period, every accumulation of capital will be attended with an absolute, as well as a proportionate diminution of profits,—though rents will uniformly increase. This is a view of the effects of accumulation which is exceedingly curious, and has, I believe, never before been noticed. It will be seen by the table, that, in a progressive country, rent is not only absolutely increasing, but that it is also increasing in its ratio to the capital employed on the land; thus when four hundred and ten was the whole capital employed, the landlord obtained three and a half per cent.; when one thousand one hundred—thirteen and a quarter per cent.; and when one thousand eight hundred and eighty—sixteen and a half per cent. The landlord not only obtains a greater produce, but a larger share.(p. [[:s:en:An Essay on the Influence of a Low Price of Corn on the Profits of Stock#12|12]]- 13). This is the essence of Ricardo’s theory of ground rent in the context of a growing economy: as the economy grows – that is, as population growth and capital accumulation take place – the rate of profit will fall, whilst the income accruing to landowners will rise both in absolute and relative terms. The bringing into use of inferior land leads, through competition amongst capitalists – who are repeatedly forced to settle for a lower rate of profit – to the continuous absolute and relative enrichment of landowners. == Rent: a 'pure surplus' == {| | | {{pad|700px}} |"Corn is not high because a rente is paid, but a rent is paid because corn is high."<br />({{harvp|Ricardo|1817|p=38}}). |} Having drawn his central conclusion regarding the development of income distribution in his model of economic growth, Ricardo observes: “Rent (...) is in all cases a portion of the profits previously obtained on the land. It is never a new creation of revenue, but always part of a revenue already created.” ({{harvp|Ricardo|1815}}, [[:s:en:An Essay on the Influence of a Low Price of Corn on the Profits of Stock#15|p. 15]]) Various authors emphasise this treatment of rent as a 'pure surplus'.<ref name=pure>See for instance {{harvp|Howard|King|1975|page = 77}} (second edition 1985:{{harvp|Howard|King|1985|page = 76}}); and see {{harvp|Hollander|1973|page=273}} for an explanation of the significance of Ricardo’s analysis of ‘interest as a transfer payment’ in contrast to Malthus’s concept of rent.</ref> For Ricardo, rent is price-determined rather than price-determining: rent does not form part of the value of production, which is, after all, determined by the conditions of production on marginal land. For Adam Smith, however, rent does constitute a constituent part of the price of production. Benetti points out that, in Ricardo's view, rent is certainly not an original surplus: "it is never a newly created revenue". On the contrary: the "surplus product" originally takes the form of profit, but is increasingly ''redistributed'' in favour of landowners in the course of economic development {{sfnp|Benetti|1975|page = 12}}. Consequently, in Ricardo's theory, the formation of rent does not depend on private ownership of land. Its appropriation by landowners, however, does. Benetti draws the conclusion from this that the treatment of rent (in the theory) must in fact follow the treatment of the determination of the rate of profit. A curious phenomenon arises in this context: in Ricardo's approach, good-quality land is initially freely available, so there is no rent, and the entire 'net product' is appropriated by the capitalist farmers. At a certain point, land of poorer quality is brought into use and the 'first settlers' (those who have settled on the best land), as owners of that best land, will receive rent. In this approach, therefore, the first settlers are initially merely entrepreneurs, but at a certain point become both entrepreneurs and landowners.<br />In the view presented by Ricardo, there are initially only the classes of the ‘labouring poor’ and capitalists. It is only when land of inferior quality is brought into use that a class of landowners emerges, who appropriate the rent. It might be said that the (socio-)logical and historical analyses do not correspond at all in this respect.<ref name=Veen82>This observation was made by Robert J. v.d. Veen in his lecture at University of Amsterdam, 1982-10-04-10-82 (lecture notes db, pp. 6–7).</ref> Blaug points out that Ricardo's interpretation of rent as 'pure surplus' implies the assumption that land has no alternative uses other than those for which it is actually being used at any given time. {{sfnp|Blaug|1985|page=82}}<br />"From the notion that 'rent does not enter into price', that rent is not payment for the using up of resources, the classical economists drew the practical corollary that it would make no difference if landlords were thrown to the wolves."{{sfnp|Blaug|1985|page=82}} The expropriation (or taxation) of rent by the state would not affect the scale of production. == "The share of landlords" == {| | | {{pad|700px}} |"The landlord not only obtains a greater produce, but a larger share."<br />({{harvp|Ricardo|1815}}, [[:s:en:An Essay on the Influence of a Low Price of Corn on the Profits of Stock#13|p. 13]]). |} In the second paragraph, above, it was stated that, according to Ricardo, the trends in the figures in the table show: * that total output rises in the course of the process of economic development; * that the share of output accruing to the capitalists as profit also increases for a time, but subsequently falls both in absolute and proportional terms; * that the rate of profit falls continuously; * that the sum of rent rises continuously; * that rent rises in relation to the capital invested: "the landowner receives not only a greater product, but also a greater share". Hollander points out that Ricardo "did not emphasise the behaviour of the rental and profit shares in the net or gross product."{{sfnp|Hollander|1973|p=274}} Indeed, apart from a highly ambiguous passage regarding "a larger share" in the ''Essay,'' there is no statement on the development of the share of rent in total (gross) production. From the context, one might infer that Ricardo has in mind here the ratio to the capital invested. The table does contain a column labelled "Rent per cent. on the whole capital"<ref name=whole>Compare the statement in {{harvp|Hollander|1973|p=274}} that Ricardo "is in fact mistaken" in that "beyond the eighth period the fraction (rent to agricultural capital) actually falls". {{harvp|Eatwell|1975|p=187}} (footnote) replies to this.</ref> (denoted in the next table as: R_t / K_t), but no column in which the share of rent in total production is calculated. However, the numerical example has apparently been chosen in such a way that the share of rent in total production rises continuously – as can be seen from the next table in the R_t / K_t column. {| style="border-collapse: collapse; border: 1px solid; text-align: center; margin: 1em auto 1em auto;" |+'''''Table, showing the part of rent in total production''''' |- style="border: 1px solid; font-size: 70%; hyphens: auto; text-align: center;" | rowspan=2 style="vertical-align: top; border-collapse: collapse; border-right: 1px solid;" | period | colspan=3 style="align: center; border-collapse: collapse; border-right: 1px solid;" | in quarters wheat | rowspan=2 style="align: center; border-collapse: collapse; border-right: 1px solid;" | "rent<br /> &nbsp; per cent.&nbsp; &nbsp; <br />on the<br />whole<br />capital" | rowspan=2 style="align: center; border-collapse: collapse;" | part<br />of rent<br />in<br />total<br /> &nbsp; production &nbsp; |- style="border: 1px solid; font-size: 70%; hyphens: auto; text-align: center;" | style="border-right: 1px solid;"| total<br /> &nbsp; production &nbsp; | style="border-right: 1px solid;"| "whole<br />capital<br />employed" &nbsp; | style="border-right: 1px solid;"| "whole<br /> &nbsp; amount &nbsp;<br />of rent" |- style="border: 1px solid; font-size: 100%; hyphens: auto; text-align: center;" | style="border-right: 1px solid;" | t | style="border-right: 1px solid;"| X_t | style="border-right: 1px solid;"| K_t | style="border-right: 1px solid;"| R_t | style="border-right: 1px solid;"| R_t / K_t | R_t / X_t |- | style="border-right: 1px solid;"| 1 | style="border-right: 1px solid;"| 300 | style="border-right: 1px solid;"| 200 | style="border-right: 1px solid;"| {{-}} | style="border-right: 1px solid;"| {{-}} | {{-}} |- | style="border-right: 1px solid;"| 2 | style="border-right: 1px solid;"| 600 | style="border-right: 1px solid;"| 410 | style="border-right: 1px solid;"| 14 | style="border-right: 1px solid;"| 3,41 | 2,33 |- | style="border-right: 1px solid;"| 3 | style="border-right: 1px solid;"| 900 | style="border-right: 1px solid;"| 630 | style="border-right: 1px solid;"| 42 | style="border-right: 1px solid;"| 6,67 | 4,67 |- | style="border-right: 1px solid;"| 4 | style="border-right: 1px solid;"| 1200 | style="border-right: 1px solid;"| 860 | style="border-right: 1px solid;"| 81 | style="border-right: 1px solid;"| 9,42 | 6,75 |- | style="border-right: 1px solid;"| 5 | style="border-right: 1px solid;"| 1500 | style="border-right: 1px solid;"| 1100 | style="border-right: 1px solid;"| 125 | style="border-right: 1px solid;"| 11,36 | 8,33 |- | style="border-right: 1px solid;"| 6 | style="border-right: 1px solid;"| 1800 | style="border-right: 1px solid;"| 1350 | style="border-right: 1px solid;"| 180 | style="border-right: 1px solid;"| 13,33 | 10,00 |- | style="border-right: 1px solid;"| 7 | style="border-right: 1px solid;"| 2100 | style="border-right: 1px solid;"| 1610 | style="border-right: 1px solid;"| 248,5 | style="border-right: 1px solid;"| 15,43 | 11,83 |- | style="border-right: 1px solid;"| 8 | style="border-right: 1px solid;"| 2400 | style="border-right: 1px solid;"| 1880 | style="border-right: 1px solid;"| 314,5 | style="border-right: 1px solid;"| 16,73 | 13,10 |} A number of authors are quite adamant in their view that, according to Ricardo, the share of rent in total output will rise, at the expense of the combined share of wages and profits. However, in general, the various authors do not appear to be particularly careful in citing the source for this view. O’Brien, for example, notes: “Ricardo made very clear predictions regarding the direction of change for all three shares” {{sfnp|O’Brien|1975|p=132}}. He argues that this can be clearly seen in the table in the “Essay”. He then immediately moves on to the question of whether Ricardo was justified in drawing the general conclusion from the table that rent rises as a proportion of output – an issue that will be discussed at length further in this resource. The fact that such a conclusion is not explicitly present in Ricardo’s work–at least in the ''Essay on Profits''–has already been noted above, but is not mentioned by O’Brien. Barkai speaks of "the definite conclusion" which Ricardo draws, "that in proportion to the progress of wealth and the difficulty of producing food, although the value of the labourer's portion will be increased, his real share will be diminished, whilst that of the landlord will not only be raised in value but will also be increased in quantity. The remaining quantity of the produce of the land constitutes the profit of stock . . . as society advances, this proportion of the whole produce will be diminished.<ref name=Barkai1>Barkai here points to {{harvp|Ricardo|1817}}, page 112.</ref> The proof of this theorem consists of an arithmetical example spread over three chapters of his Principles.”{{sfnp|Barkai|1959|p= 245}} Hollander’s statement at the beginning of this paragraph – that Ricardo places little emphasis on the behaviour of the shares of rent and profit in the net and/or gross product – is, in any case, difficult to refute. It may be concluded here that there is certainly reason to assume that Ricardo believed that the share of rent (as a proportion of total income or as a proportion of ‘the whole capital employed’, i.e. R/X or R/K) would rise in the course of the process of accumulation, and that this is certainly the case in the numerical example he gives in the ''Essay'' (and, incidentally, also in the numerical example in the ''Principles''), but that it is premature to assert this assumption with absolute certainty, and that the various authors who do so generally provide little or no evidence to support it.<br /> It can equally be argued that Ricardo is not very categorical in his conclusions regarding the development of rent, profit and wages as a proportion of total income. What will be set out in the page "on the mathematical interpretation of the ''Essay''," following this resource should be read against this background. A further difficulty that arises in this context – and to which the final paragraphs of the page "on the mathematical interpretation of the ''Essay''" are devoted – is that, if Ricardo believed he could conclude that the share of ground rent would rise in the course of economic development, this conclusion cannot possibly be derived consistently from the assumptions on which Ricardo based his model.<br /> It will become apparent that additional restrictions (particularly regarding the form of the production function used) are necessary to conclude that the share of ground rent will always rise when capital accumulation takes place under conditions of "diminishing returns". It is worth noting that [[:w:en:Edward West (economist and judge)|Edward West]], in his exposition of the "law of diminishing returns," as evidence for this law, argues, amongst other things, that the share of ground rent as a proportion of total agricultural output has fallen over the course of history. Stigler demonstrates that his reasoning in this regard is incorrect.{{sfnp|Stigler|1952|p=197}} == See also: == This resource will be followed by some pages, in which aspects of some issues in the ''Essay on Profits'' will be examined a bit deeper: * [[David Ricardo/An Essay on Profits/Graphical|Graphical interpretation]] of the Ricardian theory of rent * [[David Ricardo/An Essay on Profits/Mathematical|Mathematical interpretation]] of the Ricardian theory of rent * [[David Ricardo/An Essay on Profits/Nature|Some remarks]] concerning the role of "nature" in the Ricardian theory == Footnotes == {{references}} == Sources == * {{cite journal | last = Barkai | first = H. | author-link = :w:de:Haim Barkai | date = 1959 | title = Ricardo on Factor Prices and Income Distribution in a Growing Economy | journal = Economica | volume = 26 | issue = 103 | pp = 240–250 | doi = 10.2307/2550483 | url = https://www.jstor.org/stable/2550483 | ref = harv }} {{small|(access via [[File:Wikipedia Library owl.svg|12px|alt=12 px Wikipedia Library Owl]] [[:w:en:Wikipedia:The Wikipedia Library|The Wikipedia Library (TWL)]])}} * {{cite book | last = Benetti | first = C. | date = 1975 | title = Valeur et répartition | lang = fr | location = Grenoble | publisher = Maspero | id = {{OCLC|461493533}} | ref = harv }} (2nd ed.) * {{cite book | last = Blaug | first = Mark | date = 1985 | title = Economic Theory in Retrospect (fourth ed.) | location = Cambridge etc. | publisher = Cambridge University Press | ISBN = 0 521 30354 0 | ref = harv | url = http://digamo.free.fr/blaug62.pdf }} * {{cite journal | last = Eatwell | first = John | author-link = w:en:John Eatwell | date = 1975 | title = The Interpretation of Ricardo's Essay on Profits | journal = Economica | volume = 42 | issue = 166 | pp = 182–187 | doi = 10.2307/2553593 | url = https://www.jstor.org/stable/2553593 | ref = harv }}<br />{{small|(access via [[File:Wikipedia Library owl.svg|12px|alt=12 px Wikipedia Library Owl]] [[:w:en:Wikipedia:The Wikipedia Library|The Wikipedia Library (TWL)]])}} * {{cite journal | last = Hollander | first = Samuel | author-link = :w:en:Samuel Hollander | date = 1973 | title = Ricardo’s Analysis of the Profit Rate, 1813-15 | journal = Economica | volume = 40 | issue = 159 | pages = 260–282 | doi = 10.2307/2552797 | url = https://www.jstor.org/stable/2552797 | ref = harv }}<br />{{small|(access via [[File:Wikipedia Library owl.svg|12px|alt=12 px Wikipedia Library Owl]] [[:w:en:Wikipedia:The Wikipedia Library|The Wikipedia Library (TWL)]])}} * Hollander 1975 * {{cite book | last1 = Howard | first1 = M.C. | last2 = King | first2 = J.E. | date = 1975 | title = The political economy of Marx | location = London | publisher = Longman | url = https://archive.org/details/politicaleconomy0000howa | url-access = restricted | ref = harv }} * {{cite book | last1 = Howard | first1 = M.C. | last2 = King | first2 = J.E. | date = 1985 | title = The political economy of Marx (2nd ed.) | location = London | publisher = Longman | id = {{OCLC|10483279}} | ref = harv }} * {{cite book | last = Malthus | first = T.R. | author-link = :w:en:Thomas Robert Malthus | date = 1815 | title = An Inquiry Into the Nature and Progress of Rent | location = London | publisher = John Murray | ref = harv | url = https://en.wikisource.org/wiki/An_Inquiry_Into_the_Nature_and_Progress_of_Rent }} * {{cite book | last = O'Brien | first = D.P. | author-link = :w:en:Denis Patrick O'Brien | date = 1975 | title = The Classical Economists | location = Oxford | publisher = Clarendon Press | ISBN = 0 19 877015 4 | url = https://archive.org/details/classicaleconomi0000obri | url-access = restricted | ref = harv }} * {{cite book | last = Ricardo | first = David | author-link = David Ricardo | date = 1815 | title = An Essay on the Influence of a Low Price of Corn on the Profits of Stock | location = London | publisher = John Murray | ref = harv | url = https://en.wikisource.org/wiki/An_Essay_on_the_Influence_of_a_Low_Price_of_Corn_on_the_Profits_of_Stock }} * {{cite book | last = Ricardo | first = David | author-link = David Ricardo | date = 1817 | title = On the Principles of Political Economy; And Taxation | location = London | publisher = John Murray | ref = harv | url = }} * {{cite journal | last = Stigler | first = George J. | author-link = :w:en:George Stigler | date = 1952 | title = The Ricardian Theory of Value and Distribution | journal = Journal of Political Economy | volume = 60 | issue = 3 | pp = 187–207 | ref = harv | url = https://www.jstor.org/stable/1826451 }}<br />{{small|(access via [[File:Wikipedia Library owl.svg|12px|alt=12 px Wikipedia Library Owl]] [[:w:en:Wikipedia:The Wikipedia Library|The Wikipedia Library (TWL)]])}} rwz4gkooyinphf55ik4lz6vibmv6uks 1 332069 2841593 2833311 2026-10-19T21:51:22Z Jtneill 10242 Book chapter feedback 2841593 wikitext text/x-wiki == Heading casing == {| style="float: center; background:transparent;color:inherit;" |- | [[File:Crystal Clear app ktip.svg|48px|left]] | {{#if:U3262868|Hi [[User:U3262868|U3262868]].|}} FYI, the recommended [[Wikiversity]] heading style uses [[w:Letter case#Sentence_case|sentence casing]]. For example:<br> <big><big>Self-determination theory</big></big> rather than <big><big>Self-Determination Theory</big></big> Here's an example chapter with correct heading casing: [[Motivation and emotion/Book/2019/Growth mindset development|Growth mindset development]] -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:14, 15 September 2026 (UTC) |} <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # Title and/or subtitle not correctly worded and/or didn't use [[w:Letter case#Sentence casing|sentence casing]] (fixed) |2= <!-- Headings --> # See earlier comment about [[#heading casing|heading casing]] <!-- Heading structure --> <!-- 2-level --> # Basic [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] – could benefit from further development (expand) # Make the headings more conceptually distinct # Remove [[wikt:acronym#Noun|acronym]]s from headings # Awkwardly worded: "The Relationship Of Dopamine And Sensation-Seeking" |3= <!-- Overview--> # Good <!-- Scenario --> # An engaging scenario with a relevant image is planned or presented in a feature box at start of the Overview # I made the image a bit bigger <!-- Description --> # Awkward, confusing description, implying that the D and SS aren't related? # Add a brief, accurate description of the problem/topic <!-- Focus questions --> <!-- Alignment and quality --> # The focus questions are well aligned with the sub-title and top-level headings # Develop closer alignment between the sub-title, focus questions, and top-level headings # Use open- rather then close-ended focus questions |4= <!-- Key points--> <!-- Overall --> # Partial development # Provide more detailed edit summaries <!-- Theory and research --> # Strive for an integrated balance of the best psychological theory and research about this topic, with practical examples. <!-- Other --> # For sections with sub-sections, provide key points for an overview paragraph prior to branching into the sub-headings # Use correct capitalisation ([https://apastyle.apa.org/style-grammar-guidelines/capitalization APA style is a "down" style]) – [https://polishedpaper.com/blog/capitalization-apa-style more info] <!-- Conclusion --> # Conclusion is underdeveloped # The draft conclusion statements are too broad/vague # What are the practical, take-home messages? (address the focus questions) |5= <!-- Figure --> # Relevant figure(s) are presented and captioned <!-- Caption --> # Figure caption(s) could better explain how the image connects to key points being made in the main text <!-- Cite --> # Cite each figure at least once in the main text using APA style (e.g., see Figure 1) <!-- Size --> # Consider increasing image size(s) (fixed) |6= <!-- Learning feature --> <!-- Interwiki links ---> # Add in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- Scenarios/examples/case studies --> # Consider incorporating additional scenarios, examples, or case studies to illustrate key concepts. These could build on the Overview scenario or introduce new real-world situations in the main body of the chapter to demonstrate how the concepts apply in practice. <!-- Quiz --> # Basic use of quiz question(s) # Place each quiz question in the most relevant section # Focus the quiz question(s) on the take-home messages <!-- Tables --> # Also consider using [[Motivation and emotion/Wikiversity/Tables|table(s)]] to summarise key information |7= <!-- References --> <!-- Overall --> # Basic <!-- Systematic reviews --> # What are the most relevant systematic reviews/meta-analyses about this topic? <!-- Citations --> # All references need in-text citation # Only include references which have been accessed and read <!-- APA style --> # Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]: ## capitalisation ## [[Help:Wikitext quick reference|italicisation]] ## Use primary sources rather than textbooks |8= <!-- Resources --> <!-- See also --> # See also ## Very good ## Use an internal link style as shown in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] ## The Wikipedia link goes to an old version of the page <!-- External links --> # External links ## Very good ## Use [[w:Letter case#Sentence casing|sentence casing]] ## Use alphabetical order |9= <!-- User page --> # Very good <!-- Description about self --> # Description about self provided <!-- Links to profile(s) --> # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. 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The other types of contribution are making: #* comments on the [[Help:Talk page|talk page]]s of other [[Motivation and emotion/Book|chapters (past or current)]] #* posts about the unit or project on the {{Motivation and emotion/Canvas}} discussion forum }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:14, 15 September 2026 (UTC) <!-- Official book chapter feedback --> {{MEBF/2026 |1= <!-- Overall comments... --> # This is a basic chapter # The main area(s) for potential improvement: #* quality of written expression #* integrate more strongly with other chapters by using embedded links to related topics <!-- Overall - Edit summaries --> #* Use [[w:Help:Edit summary|edit summaries]] to briefly describe the changes made in each edit <!-- Overall – Citations --> # Reasonably good use of academic, peer-reviewed citations to support claims <!-- Overall – Word count --> # Over the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]]. 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Instead, it is more interesting for the the content/key point to be communicated, with the citation included along the way or, more typically, in [[w:Bracket#Parentheses|parentheses]] at the end of the sentence. <!-- Written expression – Language --> ## Use [https://www.grammarly.com/blog/first-second-and-third-person/ 3rd person perspective] (e.g., "it") instead of 1st (e.g., "we") or 2nd person (e.g., "you") in the main text. 1st or 2nd person can work well for case studies or feature boxes. <!-- Written expression – Layout --> # Layout ## The chapter is well structured, with major sections using sub-sections ## See earlier comment about [[#Heading casing|heading casing]] <!-- Written expression – Grammar --> # Grammar ## The grammar for many sentences could be improved (e.g., see {{g}} tags); consider using a grammar checking tool, [https://www.studiosity.com/students/ Studiosity], and/or peer feedback ## Improve the clarity and flow of the writing by checking and correct use of commas. See [https://www.grammarly.com/blog/comma/ Grammarly's guide to using commas]. ## Check and correct use of [https://www.google.com.au/search?q=grammar+that+vs+who that vs. who] ## Use past tense when describing research studies, although implications of findings could be in the present tense <!-- Written expression – Spelling --> # Spelling ## Use [https://www.abc.net.au/education/learn-english/australian-vs-american-spelling/11244196 Australian spelling] (e.g., hypothesize vs. hypothesise; behavior vs. behaviour) ## Some words are misspelt (e.g., see the {{sp}} tags). Spell-checking tools are available in most internet browsers and word processing software packages. <!-- Written expression – Proofreading --> # Proofreading ## More proofreading is needed (e.g., fix punctuation and typographical errors) to bring the quality of written expression closer to a professional standard <!-- Written expression – APA style --> # APA style ## Use [[w:Serial comma|serial comma]]s[https://www.buzzfeed.com/adamdavis/the-oxford-comma-is-extremely-important-and-everyone-should][https://www.youtube.com/watch?v=gBx8ooDupXY] ## Direct quotes are overused—it is better to communicate about concepts in your own words <!-- Written expression – Figures --> ## Figures ### Brief captions; provide more detail to help connect the figure to the text <!-- Written expression – Figures - Citations --> ### Refer to each Figure at least once within the main text (e.g., "(see Figure 1)") <!-- Written expression – Tables --> ## Tables ### Very well captioned <!-- Written expression – Tables - Citations --> ### Refer to each Table at least once within the main text (e.g., see Table 1) <!-- Written expression – Citations --> # In many places, better use could be made of academic, peer-reviewed citations (e.g., see the {{f}} tags) ## Do not include author first name or initials <!-- Written expression – References --> ## References use excellent APA style: |8= <!-- Learning features comments... --> # Excellent use of learning features <!-- Learning features – Wikipedia embedded links --> # Excellent use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles <!-- Learning features – Wikiversity embedded links --> # Add embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project. <!-- Learning features – Figures, tables, feature boxes, scenarios --> # Basic use of figure(s) # Excellent use of table(s) # No use of feature boxes other than the opening scenario # No use of scenarios, case studies, or examples, other than opening scenario <!-- Learning features – Quizzes --> # Basic use of quiz(zes) and/or reflection question(s) # The quiz questions could be more effective as learning prompts by being embedded as single questions within each corresponding section rather than as a set of questions at the end <!-- Learning features – See also --> # Very good use of the [[{{PAGENAME}}#See also|See also]] section ## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] <!-- Learning features – External links --> # Excellent use of the [[{{PAGENAME}}#External links|External links]] section |9= <!-- Social contribution comments... --> # ~6 logged, useful, mostly minor to moderate contributions with [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]] # ~3 logged contributions without [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#How to add direct links to contributions|direct links to evidence]], so unable to easily verify and assess. See [[Motivation and emotion/Tutorials|tutorials]] for guidance about how to get direct links to evidence. }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 21:51, 19 October 2026 (UTC) beg26xng68h5gvcads2rwno7yy0sgcv 2 332152 2841537 2836030 2026-10-19T15:32:51Z BajookThug 2920913 /* Reminder */ 2841537 wikitext text/x-wiki ==Somaya== {| class="wikitable collapsible collapsed" style="width:100%; border: 1px solid #a2a9b1;" ! style="background:#f8f9fa; color:#202122; text-align:left; padding:8px;" | Source and Transcript |- | style="padding:12px; background:#ffffff; line-height:1.6;" | <ref>{{Cite web|url=https://www.tiktok.com/@arguablysomaya/video/7687745657989369101?_r=1&_t=ZT-99vSTXZtK8s|title=TikTok - Make Your Day|first=|website=www.tiktok.com|publisher=Somaya, @arguablysomaya|access-date=2026-09-21}}</ref>One thing about capitalism is capitalism will embarrass you. Capitalism will have you playing stupid. To be successful at the game of capitalism, you will have to defend the indefensible. I couldn't even get through the M S now clock it interview with Hasan because of how annoying it was to have these two black professionals sitting there playing stupid to our faces. As though we wouldn't recognise that for what it is. Symone and Eugene<ref group="note">Symone Sanders Townsend and Eugene Daniels co-host the political and pop culture podcast Clock It with Symone & Eugene on MS Now.</ref> understand systemic violence. They did not need this crash course from Hasan using examples of movements that they themselves have participated in. Right, so they are pretending. one of the pillars of manufacturing consent. You only reach this level if you are willing to eschew the values that you know to be true. And these two are not the first to have done so. Van Jones used to be a Maoist. Now he's a corporate shill. Obama could elucidate perfectly the Palestinian plight. He still signed the 10 year M O U. With Isr. Kamala Harris's dad was a Marxist. She is a Z!°nist. Capitalism and empire do not need you to believe the party line. They just need you to tow it anyway for the interest of your own personal advancement. If you do not, if you still voice the truth that you know in your head to be true, then, like Mark Lamont Hill, you will be removed from power. If it was not these two black people sitting up there playing Dumb. As though they genuinely needed oppression explained to them. Then it would be two other black people who thought that it would be valuable to them personally to eschew everything that their life experience has ever taught them. This is how you end up with a complicit media structure even though the majority of the population vehemently disagrees with all the propaganda they're putting out. |} ===Co-optation and Media Propaganda=== Somaya argues that capitalism does not just exploit people economically; it also forces them into ideological humiliation. To succeed inside capitalist institutions, people often have to publicly defend things they know are wrong; “play stupid” and “defend the indefensible.” The example is an interview with [[w:Hasan Piker|Hasan]] involving professionals, Symone and Eugene. Somaya says they clearly understand systemic violence and oppression, so their performance of needing it explained [by Hasan] is fake. It is a form of manufacturing consent: elite media requires people to pretend not to know what they actually know. Somaya says this is not unique to them. People who reach high levels often abandon earlier radical politics: Van Jones went from Maoist to corporate pundit; Obama could describe Palestinian suffering but still signed a long-term US-Israel military agreement; Kamala Harris’s father was a Marxist, yet she is pro-Israel/Zionist. The point is not that capitalism and empire need sincere believers. They only need people to tow the line for personal advancement. If you refuse; like Marc Lamont Hill, you are removed from power. So the media becomes complicit even when most ordinary people disagree with the propaganda, because the system produces a class of media professionals whose careers depend on enforcing elite consensus. ====Capitalism as a System That Forces Complicity==== Somaya opens with ''“capitalism will embarrass you”'' and ''“you will have to defend the indefensible.”'' This is not a moral complaint but a structural observation about how the capitalist mode of production disciplines the people who operate within its institutions. In Marxist theory, '''the base'''; ''the economic mode of production'', shapes '''the superstructure'''; ''which includes law, politics, media, and ideology''. Marx and Engels argued that “the ideas of the ruling class are in every epoch the ruling ideas,” because the class that controls the means of material production also controls the means of mental production. Somaya's claim that professionals must “play stupid” to succeed is a concrete description of this superstructural discipline: the economic base does not require sincere belief, only public conformity. This connects directly to the Marxist concept of [[w:false consciousness|false consciousness]], the idea that people living under capitalism may not recognize their own best interests because elite classes use media and education to manipulate the proletariat and perpetuate their power. Somaya goes further than classical false consciousness, however: Somaya suggests that Symone and Eugene are not deceived, they know the truth, but the system compels them to perform ignorance anyway. This is a more cynical and more contemporary form of ideological control. ====Manufacturing Consent and the Propaganda Model==== Somaya explicitly names “manufacturing consent”<ref group="note">This is a reference to Edward Herman and Noam Chomsky’s 1988 book ''Manufacturing Consent: The Political Economy of the Mass Media'', which presents a propaganda model to explain how corporate and state power shape mainstream media content.</ref> as “one of the pillars” of the phenomenon. [[w:Edward Herman|Herman]] and [[w:Noam Chomsky|Chomsky]] argue that the public’s worldview is shaped by propaganda disseminated by news media heavily influenced by market forces, internalized assumptions, self-censorship, and corporate pressures. The media does not need to be directly ordered to lie; the structural filters; ownership, advertising, sourcing, flak, and anti-communist ideology, all ensure that only a narrow range of acceptable opinion reaches the public. Somaya’s observation that a complicit media structure persists even when “the majority of the population vehemently disagrees with all the propaganda” is a precise description of this model: consent is manufactured from above, not spontaneously generated from below. The interview format itself functions as what Gramsci would call a ''hegemonic ritual'': a performance in which acceptable parameters of debate are established and enforced. The two professionals ''(Symone & Eugene)'' are not there to discover truth but to demonstrate that the system has room for “reasonable” Black voices, so long as those voices do not challenge the fundamental architecture of imperial capitalism. ====Class Betrayal, Opportunism, and the Petty Bourgeoisie==== Somaya lists Van Jones, Obama, and Kamala Harris as examples of people who abandoned earlier radical politics for elite positions. This is a classic Marxist-Leninist critique of opportunism and class betrayal. Lenin and later ML theorists analyzed how the petty bourgeoisie; small producers, intellectuals, and professionals, all constantly vacillates between proletarian and bourgeois standpoints. When monopolization drives petty producers into the working class, they bring with them an ideology reflecting their former social position: squeezed by big capital but aspiring to join it. This creates the basis for ideological waverings characteristic of opportunism within the workers’ movement. Somaya’s examples fit this framework precisely. Van Jones, a former Maoist, becomes a corporate pundit; Obama, who could articulate Palestinian suffering, signs a long-term military agreement with Israel; Harris, whose father was a Marxist, becomes a staunch Zionist. In each case, the individual’s personal advancement requires the abandonment of previously held radical commitments. Lenin’s analysis of opportunism explains this not as simple hypocrisy but as a structural product of the petty-bourgeois element within the movement; people whose class position makes them susceptible to bourgeois ideology even while they operate within progressive spaces. ====Co-optation of Oppressed Elites and the Labor Aristocracy==== Somaya’s most pointed claim is that Black professionals are being used to legitimize a system that oppresses Black people. This connects to two related ML concepts: co-optation of oppressed elites and Lenin’s theory of the [[w:labour aristocracy|labour aristocracy]]. Lenin argued that imperialism generates superprofits from the exploitation of colonies, and that a portion of these superprofits is used to bribe a section of the working class in the imperialist core; the labour aristocracy. This stratum becomes “agents of the bourgeoisie within the workers’ movement,” trustees of the capitalists who spread reformism and chauvinism. The labor aristocracy’s material comfort depends on the continuation of imperial exploitation, so it has a direct interest in suppressing revolutionary politics. In the context of race, this mechanism operates through the co-optation of Black political elites. As one Marxist analysis of South Africa describes, emerging Black capitalists are often “excessively compradorist and parasitic,” relying on state patronage, special share deals, and affirmative action quotas rather than productive accumulation. Their material position depends on the system they are nominally meant to challenge, which explains their ideological accommodation. The Ford Foundation’s strategy in the 1960s is a documented historical example: it co-opted members of the Black political elite through grants and fellowships, allowing them to anoint themselves as both experts on and leaders of the Black community, thereby channeling and controlling the Black liberation movement to forestall future rebellions. Somaya’s claim that “if it was not these two black people sitting up there playing dumb, then it would be two other black people” is a recognition that the system does not depend on specific individuals; it depends on a structural position that will always be filled by someone willing to perform the required ignorance. ====Hegemony, Organic Intellectuals, and the Media Class==== Somaya argues that the media structure is complicit even though the majority disagrees with the propaganda. This is a question of hegemony, Gramsci’s concept for how ruling-class domination is maintained not primarily through force but through consent, through the “intellectual and moral leadership” exercised by the dominant group. Gramsci distinguished between traditional intellectuals ''(who see themselves as autonomous)'' and organic intellectuals ''(who arise from and serve a particular class)''. The media professionals in the post are organic intellectuals of the bourgeoisie: they “extend the world view of the rulers to the ruled” and secure the “free” consent of the masses to the existing order. Their function is not to report truth but to mediate ideological and political unity for the hegemonic structure. Crucially, Gramsci understood that hegemony is educational; it works on “common sense,” shaping what people take to be natural and inevitable. The interview format is one such pedagogical relation: it teaches the audience what acceptable Black political speech sounds like, and it teaches aspiring professionals what they must say to gain access to elite platforms. The punishment of those who refuse; like Marc Lamont Hill, demonstrates the boundary. ====Imperialism and the Betrayal of the Palestinian Cause==== Somaya’s references to Obama’s military agreement with Israel and Harris’s Zionism are not incidental. They illustrate Lenin’s theory of imperialism as the highest stage of capitalism, in which monopoly capital, finance capital, and territorial division of the world produce a system of domination that necessarily generates reaction and violence. Lenin showed that imperialism is “monopolistic, decaying or parasitic, and moribund capitalism,” and that it sharpens all antagonistic contradictions. The US-Israel relationship is a paradigmatic instance of imperialist alliance: a settler-colonial project supported by the world’s dominant imperial power. Obama’s ability to articulate Palestinian suffering while signing the memorandum of understanding is not a contradiction from the standpoint of imperialist politics, rather this is the normal functioning of a system in which individual moral awareness is subordinated to the structural requirements of empire. Somaya’s observation that “capitalism and empire do not need you to believe the party line” is a sophisticated point. Lenin noted that the bourgeoisie “bribes” politicians and labour leaders to suppress workers’ struggles. The bribe does not require ideological conversion; it requires only that the recipient tow the line. The gap between private belief and public performance is a feature of how imperial ideology operates. ====Summary==== * Capitalism does not require sincere believers; it requires performers who will publicly defend the indefensible in exchange for access to elite platforms. * The media is not a neutral arbiter of truth but a hegemonic apparatus that manufactures consent and enforces the boundaries of acceptable discourse. * Individuals who abandon radical politics for elite positions are not aberrations but products of a structural mechanism, the petty-bourgeois wavering that Lenin identified and the co-optation strategies that have been documented in Black political history. * The system’s genius is that it does not care which Black person performs the role; it only cares that the role is performed. If one person refuses, another will be found. * This is why the media remains complicit even when public opinion opposes the propaganda: the media class’s material interests are aligned with empire, not with the majority. ==Mocha== ===Defense of Marxist-Leninist Transitional Economics=== {| class="wikitable collapsible collapsed" style="width:100%; border: 1px solid #a2a9b1;" ! style="background:#f8f9fa; color:#202122; text-align:left; padding:8px;" | Source and Transcript |- | style="padding:12px; background:#ffffff; line-height:1.6;" | '''''Spontex''''': Marxism and Leninism is not a theory of communism, it is a theory of capitalist nation-state building. '''''Mocha''''':<ref>{{Cite web|url=https://www.tiktok.com/@mochayappuccino/video/7687746625690782990|title=TikTok - Make Your Day|website=www.tiktok.com|access-date=2026-09-20|author=@mochayappuccino}}</ref> I don't agree with the premise, but I'll grant that most of what he said in this video is largely correct. But this take is devoid of historical materialism and the fact that we have to contend with a capitalist imperialist superpower. That every socialist state that attempted to immediately transition into communism or immediately abolish the capitalist mode of production either ceased to exist, collapse, or reform their economy. If you immediately socialize the resources and industry, you are going to be socializing scarcity and poverty if you have not built your productive forces. On the question of if private property could be abolished all at once, Mark- said in the principles of communism, no. No more than the existing forces of production can at one stroke be multiplied to the extent necessary for the creation of a communal society, meaning no more than you can build your productive forces to instantly do communism. Then saying in all probability the proletarian revolution will transform existing society gradually and will be able to abolish private property only when the means of production are available in sufficient quantity. This happened in every single country that attempted this premature collectivization process. This happened in Tanzania under socialist leader Julius Nere, who implemented Ujama, which was a collectivization of crops and agriculture, which resulted in mass scarcity and revolt, which caused Julius Nere to step down, calling his policy a failure. This happened in Vietnam after reunification, which resulted in, guess what, a future leader opening free market. This happened in Cuba. Yes, current Cuba, before the blockade, had a small free market system that allowed for the building of their productive forces. And the most famous and hated example being Deng Xiaoping, which resulted in China being the world economic superpower. This process is commonly known and demonized under the term of state capitalism, which I'll refer to as lesser socialism. And in two chapters later, in chapter 19 of Principles of Communism, Marx describes every single thing that China, countries doing this process, are doing. Like Lenin said, state monopoly capitalism, which is a complete material preparation for socialism. As I'm sure all critics know, Marxism described economic systems as being able to jump from one to another he describes them as phases gradually transitioning from feudalism to capitalism to socialism through communism. And the purpose of any capitalist mode of production in a socialist transitioning society is to expedite the transformation of monopoly capitalism into state monopoly capitalism, which extraordinarily advances mankind towards socialism. That's correct. Yes, I am much more well-read now, and in the context of all the quotes I listed here, they still apply to exactly what I'm talking about. And I'll let Lenin finish off this video as I think he said it best. Those who fail to understand this, and think this putting the peasantry in the forefront is renunciation of the dictatorship of the proletariat or something like that, simply do not stop to think and allow themselves to be swayed by the power of words. The dictatorship of the proletariat is the direction of policy by the proletariat. Get f****ing dunked on.<ref group="note">transcription auto-generated, may contain errors</ref> |} In analyzing the left-communist critique presented by Spontex, his overarching conclusion must be rejected. The fundamental issue with the LeftCom perspective is that it is completely devoid of historical materialism. It operates in an idealist vacuum that ignores the brutal, real-world conditions under which actual revolutions take place; specifically, the necessity of contending with a hostile, global capitalist-imperialist superpower. When we look at the historical record, a clear law of development emerges: every single socialist state that attempted to immediately transition into full communism, or tried to instantly abolish the capitalist mode of production at one stroke, either ceased to exist, collapsed entirely, or was forced by material reality to reform its economy. The reason for this is structural. If a revolutionary government attempts to immediately socialize all resources and industries before it has actually built up its underlying productive forces, it is not socializing wealth. In reality, it is merely socializing scarcity and poverty. ====Classical Marxist Grounding==== This realization is not a revision of Marxism; it is classical Marxism. Critics who demand the instant abolition of all capitalist mechanisms ignore what Karl Marx himself wrote in ''Principles of Communism''. When explicitly answering the question of whether private property could be abolished all at once, Marx responded with an unequivocal no. He explained that private property can no more be abolished at one stroke than the existing forces of production can be instantly multiplied to the extent necessary for the creation of a communal society. You simply cannot build your productive forces to instantly do communism overnight. Instead, Marx argued that in all probability, the proletarian revolution will transform existing society gradually. The state will be able to abolish private property only when the means of production are available in sufficient quantity to sustain that change. In ''Principles of Communism'', Karl Marx explicitly rejects the notion that private property can be abolished all at once: <blockquote> "Will it be possible for private property to be abolished at one stroke? '''No''', no more than existing forces of production can at one stroke be multiplied to the extent necessary for the creation of a communal society... In all probability, the proletarian revolution will transform existing society '''gradually''' and will be able to abolish private property only when the means of production are available in sufficient quantity." (Marx, Chapter 17) </blockquote> * '''Historical Verification:''' Every socialist state that attempted premature, immediate collectivization suffered systemic economic crisis: :# '''Tanzania (Julius Nyerere):''' The implementation of ''Ujamaa'' (forced agricultural collectivization) resulted in severe material scarcity and social revolt, forcing Nyerere to step down and declare the policy a failure. :# '''Vietnam:''' Immediate postwar collectivization following reunification triggered acute scarcity, eventually forcing the state to introduce market-oriented reforms (''Đổi Mới''). :# '''Cuba:''' Even prior to the enforcement of the modern blockade, Cuba maintained localized free-market mechanisms to build up baseline productive capacity. :# '''China (Deng Xiaoping):''' The strategic retreat to market mechanisms and state capitalism transformed China from a vulnerable agrarian state into a global economic superpower. ====The Three Distinct Concepts the Left-Communists Collapse==== The phrase "state capitalism" refers, in Marxist-Leninist theory, to three different things depending on the class character of the state and the historical moment. =====State-monopoly capitalism===== This is Lenin's term, developed in ''Imperialism, the Highest Stage of Capitalism'' (1916) and T''he Impending Catastrophe and How to Combat It'' (1917), for the fusion of the monopolies and the bourgeois state. Under state-monopoly capitalism, the state apparatus is subordinated to the financial oligarchy. It organises production, controls prices, allocates resources, and manages crises, but always '''in the interests of monopoly capital'''. This is the highest and final stage of capitalism. It is not socialism. It is not even a transition to socialism. It is the most concentrated, most socialised, and most parasitic form of capitalism, in which the productive forces have been socialised to the point where the entire economy functions as a single mechanism, but that mechanism is controlled by a tiny minority of finance capitalists. Lenin's crucial insight is that this form is the complete material preparation for socialism: the machinery of socialised production has been built, and the only remaining task is to transfer political power from the bourgeoisie to the proletariat. =====State capitalism under the DotP===== This is Lenin's term, developed during the New Economic Policy (1921–1928), for the use of capitalist forms; market exchange, concessions to foreign capital, cooperative enterprises, wage labour, commodity production, all under the political control of the workers' state. In ''The Tax in Kind'' (1921), Lenin argued that state capitalism, in this sense, was a step forward for a backward country. The proletariat held state power. The commanding heights; heavy industry, banking, foreign trade, transport, all were nationalised. The state used market forms not because it had surrendered to capital, but because the material conditions for a fully planned economy did not yet exist. The NEP was a tactical retreat, a conscious decision to use capitalist mechanisms to develop the productive forces while retaining proletarian political power. =====''"State capitalism"'' as a left-communist pejorative===== This is not a concept at all. It is an [[w:epithet|epithet]]. It is applied indiscriminately to the USSR, Cuba, the DPRK, Vietnam, and every other socialist state, regardless of whether they retained market forms or not. The left-communists say: any state that employs wage labour, retains commodity production, or uses money is state capitalist, and therefore not socialist. This collapses the distinction between the first two concepts entirely. It treats the state-monopoly capitalism of the imperialist powers as identical to the state capitalism of the NEP, and treats both as identical to the actually existing socialist states. It is a formalist error. It judges economic forms by their appearance, not by their class content. The Marxist-Leninist response is that the class character of the state is decisive. State ownership, wage labour, commodity production, and money can exist under a bourgeois state ''(state-monopoly capitalism)'' or under a (besieged) proletarian state ''(state capitalism under the DOTP)''. The form is similar. The content is opposite. The question is not whether these forms exist, but which class controls the state that administers them, and in whose interests the surplus is extracted and distributed. ====Defining "Lesser Socialism"==== Left-communist critics weaponize the term "state capitalism" as a pejorative, whereas Marxism-Leninism recognizes it as an indispensable transitional phase: =====The Marxist Blueprint===== Marx and Engels did not invent the transitional economy out of thin air. They analysed the concrete measures that a proletarian state would have to adopt to transform a capitalist economy into a socialist one. The most systematic list appears in the Communist Manifesto (1848), Chapter 2, where Marx and Engels enumerate ten measures. Engels, in Principles of Communism (Questions 18–20), provides a similar list. These measures include: * Abolition of property in land and application of all rents of land to public purposes. * A heavy progressive or graduated income tax. * Abolition of all right of inheritance. * Confiscation of the property of all emigrants and rebels. * Centralisation of credit in the hands of the state, by means of a national bank with state capital and an exclusive monopoly. * Centralisation of the means of communication and transport in the hands of the state. * Extension of factories and instruments of production owned by the state; the bringing into cultivation of waste lands, and the improvement of the soil generally, in accordance with a common plan. * Equal liability of all to labour; establishment of industrial armies, especially for agriculture. * Combination of agriculture with manufacturing industries; gradual abolition of the distinction between town and country. * Free education for all children in public schools; abolition of children's factory labour; combination of education with industrial production. These measures are not communism. They are the transitional program of a workers' state that has seized power but does not yet possess the material conditions for a fully communist society. Marx and Engels describe them explicitly as "despotic inroads on the rights of property" and "means of entirely revolutionising the mode of production." They are measures that go beyond the limits of bourgeois society, that violate the sacred principles of private property, and that are necessary precisely because the working class cannot build socialism on the ruins of capitalism without first expropriating the bourgeoisie and reorganising production. The left-communists who reject state capitalism in principle are rejecting this program. They are rejecting the nationalisation of banks, the centralisation of credit, the confiscation of rebel property, the abolition of inheritance, and the state ownership of factories and transport. They are rejecting, in other words, the very measures that Marx and Engels identified as the necessary first steps of the transition. They want to leap directly from capitalism to communism, without the intervening period of state-directed transformation. This is not Marxism. It is utopianism. =====Lenin's Two Formulations===== Lenin developed the Marxist theory of transition in two distinct formulations, corresponding to two different historical moments. '''The 1917 formulation: state-monopoly capitalism as the threshold of socialism.''' In ''The Impending Catastrophe and How to Combat It'', written on the eve of the October Revolution, Lenin argued that the war had accelerated the development of state-monopoly capitalism to the point where it had become the complete material preparation for socialism. He wrote: "State-monopoly capitalism is a complete material preparation for socialism, the threshold of socialism, a rung on the historical ladder between which and the rung called socialism there are no intermediate rungs." And again: "Socialism is merely the next step forward from state-capitalist monopoly. Or, in other words, socialism is merely state-capitalist monopoly which is made to serve the interests of the whole people and has to that extent ceased to be capitalist monopoly." State-monopoly capitalism has already socialised production. It has already concentrated the means of production in a few hands. It has already organised the economy as a single mechanism. The only question is who controls that mechanism. If the bourgeoisie controls it, it is state-monopoly capitalism. If the proletariat controls it, it is socialism. The material base is the same. The class content is different. '''The 1921 formulation: state capitalism under the workers' state.''' After the Civil War, Lenin confronted the reality that the Soviet economy was too backward to sustain a fully planned, fully socialised system. The peasantry was dispersed, the industrial base was destroyed, and the productive forces were insufficient. In The Tax in Kind and related writings, Lenin argued that the workers' state must use capitalist forms; free trade, concessions, cooperatives, wage labour, all to develop the productive forces. He called this "state capitalism" and insisted that it was a step forward, not a betrayal. "State capitalism," he wrote, "is a step forward compared with the present state of affairs in our country." He listed the five elements of the Soviet economy; patriarchal peasant economy, small commodity production, private capitalism, state capitalism, and socialism, and argued that the task was to move from the first four to the fifth. Lenin's point was that the transition from capitalism to socialism is not a single leap. It is a long historical process, unfolding over decades, in which the workers' state uses whatever economic forms are necessary to develop the productive forces, while retaining political power and progressively subordinating the market to the plan. The left-communist demand to abolish wage labour and commodity production immediately was, in Lenin's view, an infantile disorder, a refusal to confront the material realities of a backward economy. =====Why Stages Cannot Be Skipped===== Marxism-Leninism is a theory of historical materialism. It holds that the mode of production develops through determinate stages: primitive communism, slavery, feudalism, capitalism, socialism, and communism. These stages cannot be arbitrarily skipped. A society cannot leap from feudalism to communism. It must pass through capitalism, develop the productive forces that capitalism creates, and then transition to socialism. This is not a moral judgment. It is a materialist analysis of the conditions of production. Marx makes this clear in the ''Critique of the Gotha Programme'' (1875): "What we are dealing with here is a communist society, not as it has developed on its own foundations, but, on the contrary, just as it emerges from capitalist society; which is thus in every respect, economically, morally, and intellectually, still stamped with the birthmarks of the old society from whose womb it emerges." The lower phase of communism; what we now call socialism, is not a fully developed society. It is a society in transition, still bearing the marks of the capitalist system from which it emerged. It retains wage labour, money, commodity production, and the state. These are not betrayals of socialism. They are the necessary forms of a society that has not yet developed the material conditions for the higher phase. The left-communists who demand the immediate abolition of these forms are demanding the impossible. They are demanding that a society skip from capitalism to communism without passing through the intervening period of state-directed transformation. This is not socialism. It is voluntarism. It is the belief that the will of the revolutionary party can substitute for the development of the productive forces. It is a form of idealism that Marx and Engels spent their lives fighting. =====The Strategic Purpose of Bounded Capitalist Production===== The utility of bounded capitalist production within a socialist state is not to "accelerate the transformation of raw capitalism into state monopoly capitalism." That formulation is muddled. State-monopoly capitalism is a form of capitalism. The transition under the dictatorship of the proletariat is not a transition from "raw capitalism" to "state-monopoly capitalism." It is a transition from capitalism to socialism, using state-capitalist forms as instruments of development along the way. The correct formulation is this: the utility of bounded capitalist production under the workers' state is to develop the productive forces, to create the material base for socialism, and to progressively subordinate the market to the plan. The workers' state uses market mechanisms because it must. It uses them under political control. It uses them to feed the population, to rebuild industry, to train the workforce, and to accumulate the surplus that will be reinvested in socialist construction. The goal is not to make capitalism work better. The goal is to build the material conditions that will make capitalism unnecessary. This is what Lenin meant when he called the NEP a "retreat." The workers' state had advanced too far, too fast, in the conditions of the Civil War. It had attempted to abolish commodity production and wage labour before the material conditions were ripe. The retreat was not a surrender. It was a recognition that the transition to socialism requires stages, and that the stages must be respected. The goal remained the same: the abolition of classes, the withering away of the state, and the construction of a communist society. The means had to correspond to the material conditions. =====The Decisive Question Is Class Power===== The left-communist critique of state capitalism is a formalist error. It judges economic forms by their appearance, not by their class content. It treats the state ownership, wage labour, and commodity production of a workers' state as identical to the state-monopoly capitalism of the imperialist powers. It collapses the distinction between the two. It rejects the transitional measures that Marx, Engels, and Lenin identified as the necessary first steps of the transition. It demands the impossible; the immediate abolition of all capitalist forms, and condemns every actually existing socialist state for not achieving the impossible. The Marxist-Leninist position is different. It recognises that the transition from capitalism to communism is a long historical process, unfolding over decades, in which the workers' state uses whatever economic forms are necessary to develop the productive forces, while retaining political power and progressively subordinating the market to the plan. State capitalism under the dictatorship of the proletariat is not a betrayal of the revolution. It is the material preparation for socialism. It is the bridge between the old society and the new. The decisive question is not whether wage labour or commodity production exists, but '''which class holds state power'''. If the proletariat holds power, the state capitalism of the transition is a tool of liberation. If the bourgeoisie holds power, it is a tool of exploitation. The left-communists cannot see this distinction. That is why their critique is not a contribution to the revolutionary movement. It is an obstacle to it. The class character of a state is not determined by the temporary absence of all market mechanisms, but by which class holds state power and directs political and economic policy. ==M. Pendleton== ===On Authority=== ====The Historical Situation That Produced the Text==== Friedrich Engels wrote On Authority in October 1872, in the immediate aftermath of the split in the First International. The International Workingmen's Association, founded in London in 1864, had brought together trade unionists, socialists, anarchists, and communists from across Europe under a single organizational roof. Marx and Engels had been its leading intellectual force from the beginning. But from the start, there was a fundamental antagonism between the Marxist current and the anarchist current led by Mikhail Bakunin and his allies in the Jura Federation. The conflict was not personal, though it often became personal. It was a conflict over the most fundamental questions of revolutionary strategy: the role of the state, the nature of organization, the relationship between the party and the class, and the meaning of revolution itself. The Paris Commune of 1871 sharpened this conflict to a breaking point. The Commune was the first successful seizure of power by the working class in modern history. It lasted seventy-two days before being drowned in blood by the French state. Marx analyzed it in The Civil War in France as the "finally discovered political form" under which the working class could rule; a form that was not the bourgeois parliamentary state but a new type of state, based on elected and recallable delegates from the workplaces and neighborhoods, combining legislative and executive power, and armed for its own defense. The anarchists, however, claimed the Commune as their own. They argued that it had failed because it had not gone far enough in abolishing authority. It should have been more decentralized, more spontaneous, more thoroughly anti-statist. If it had abolished all authority instead of retaining a centralized armed force, it would have survived. Engels saw this argument as not merely wrong but dangerous. It was a recipe for the disarmament of the working class in the face of its class enemy. It was a romantic fantasy that would lead to defeat after defeat. And so, shortly after the Hague Congress of September 1872, where Bakunin and Guillaume were expelled from the International, Engels wrote this short text as a polemical intervention. It is not a systematic treatise. It is a fighting pamphlet. But in its few pages, it lays out the Marxist-Leninist position on authority, organization, and the state. The occasion for writing it was the anarchist claim that the Commune should have abolished authority. The argument Engels makes is that this demand, if taken seriously, would have destroyed the Commune in a single day. And beyond that, it would destroy any revolution, any organization, any collective action whatsoever. The text is a demolition of the anarchist position from the standpoint of material reality. ====The Anarchist Position and Its Rhetorical Weapon==== Engels opens the text with a precise observation about how the anarchists argue. He writes: "A number of socialists have latterly launched a new crusade against what they call the principle of authority. It suffices for them to tell them that this or that act is authoritarian for it to be condemned." This is the first move in the argument, and it is a crucial one. Engels is not engaging with a substantive critique. He is engaging with a rhetorical weapon. The word "authoritarian" has become a magic word. You do not have to prove that something is wrong. You do not have to demonstrate that it leads to bad consequences. You do not have to argue. You simply have to utter the word. The accusation is the argument. The label is the condemnation. This is what makes the anarchist position so slippery. It cannot be refuted by evidence because it does not rest on evidence. It rests on a word. And that word, once it is deployed, shuts down debate. To be accused of authoritarianism is to be placed outside the bounds of acceptable discourse. You do not get to defend yourself. You do not get to explain the concrete conditions that might justify a particular decision or organization. You are simply condemned. Engels recognizes this move for what it is, and he refuses to accept it. He insists on returning to the material content behind the word. The anarchists, he writes, have "launched a new crusade against what they call the principle of authority." The key phrase is "what they call." Engels is saying: you have not defined your terms. You have not told us what authority actually is. You have not told us what it means to abolish it. You have not told us whether it is possible. You have simply declared it to be bad and demanded its abolition. This is not analysis. It is moralism. And moralism is useless in the class struggle. What matters is material reality. So Engels does what the anarchists refuse to do. He defines authority. He examines its material basis. He asks whether it can be abolished. And he demonstrates that the anarchist position, if taken seriously, is not merely wrong but impossible and that the attempt to implement it would lead to the defeat of the working class. ====The Definition of Authority==== Engels writes: ''"Authority, in the sense in which the word is used here, means the imposition of the will of another upon ours. On the other hand, authority presupposes subordination."'' This is a precise, materialist definition. Authority is not an abstract moral quality. It is a relationship between wills. One will imposes itself on another. One will submits to another. That is what authority is. It is the subordination of individual will to a collective or external will. Engels immediately moves from definition to the concrete question. He writes: ''"Now, since these two words sound bad and the relationship which they represent, the question is to ascertain whether there is any way of dispensing with it. Whether, given the conditions of present-day society, we could not create another social system in which this authority would be given no scope any longer and would consequently have to disappear."'' This is the dialectical move. Do not argue about whether authority is good or bad in the abstract. Examine the material conditions. Can a complex society function without authority? If not, then the demand to abolish it is utopian. It cannot be realized. And if it cannot be realized, then the people who demand it are either deceiving themselves or deceiving others. They are diverting the working class from the real tasks of revolution into a fantasy of perfect freedom that has no basis in material reality. ====The Material Argument==== Engels then examines the economic, industrial, and agricultural conditions of bourgeois society. He finds a common tendency across all of them: ''"They tend more and more to replace isolated action by combined action of individuals."'' This is the fundamental fact of modern production. The isolated artisan working alone in his workshop has been replaced by hundreds of workers in a factory, each performing a specialized task, each dependent on the others, each coordinated by a common plan or purpose. The isolated farmer working his own plot has been replaced by large-scale agriculture employing hired workers, cultivating vast stretches of land, using machines, producing for the market. The small merchant has been replaced by the railway and the steamship, which move goods across continents and oceans on a fixed schedule, coordinating the labor of thousands of workers. This is what Engels means by "combined action." It is not a choice. It is a material fact. Modern production is collective production. It requires coordination. It requires organization. And organization, Engels writes, "speaks of authority." You cannot have organization without authority. You cannot coordinate the labor of hundreds of workers without some mechanism for ensuring that each performs their task at the right time, in the right way, in coordination with the others. That mechanism is authority. It may be the authority of a single person; the factory manager, the ship captain, the railway signalman. It may be the authority of a collective decision, the majority vote of a committee, the plan agreed upon by a cooperative. But it is authority nonetheless. It is the subordination of individual will to a collective purpose. Engels gives three concrete examples, each of which makes the same point in a different way. * The cotton mill: ''"Here the workers must work at definite hours; and if any breach of the discipline established by the master is to be tolerated, the whole establishment must stop."'' The mill requires time discipline. Workers must start at a fixed time. They must stop at a fixed time. They must not leave their stations in the middle of a shift. They must not slow down or speed up in ways that disrupt the flow of production. The entire establishment; hundreds of workers, expensive machinery, raw materials, all depends on this coordination. If one worker disobeys, the whole process is disrupted. If many workers disobey, the mill stops. The authority of the master, the manager, the overseer, is not a political preference. It is a technical necessity. Without it, the mill cannot function. * The railway: Engels writes: ''"The railway, with its complicated system of signal boxes, is a case in point. The engine-driver must obey the signalman, or the whole traffic is in danger."'' The railway is a system of interdependent movements. Trains run on fixed schedules. They pass through stations, junctions, and signal boxes. The signalman controls the movement of trains. The engine driver must obey the signal. If the signalman makes a mistake, or if the engine driver disobeys the signal, the result is a collision. People die. The authority of the signalman over the engine driver is not a matter of politics. It is a matter of life and death. It is a technical requirement of the system. * The ship at sea: ''"The ship, on the open sea, requires the strictest authority. The captain's command must be obeyed without question, or the ship is lost."'' The ship is a collective enterprise. Dozens of sailors work together. They operate in a dangerous environment. Storms, rocks, enemies, disease; any of these can destroy the ship. The captain is the coordinating authority. In an emergency, there is no time for debate. The captain gives an order. The sailors obey. If they do not, the ship is lost. This is not authoritarianism in the political sense. It is the functional authority required by the nature of the work. Engels draws the conclusion: ''"Wanting to abolish authority in large-scale industry is tantamount to wanting to abolish industry itself, to destroy the power loom in order to return to the spinning wheel."'' The demand to abolish authority is not a demand for freedom. It is a demand to return to a pre-industrial past. It is a demand to destroy the productive forces that the working class needs in order to build socialism. It is, in the final analysis, a reactionary demand. It would impoverish the working class. It would weaken the revolution. It would make socialism impossible. ====The Political Argument==== Engels then turns from the economic to the political. He asks: have the anarchists ever seen a revolution? ''"A revolution is certainly the most authoritarian thing there is; it is the act whereby one part of the population imposes its will upon the other part by means of rifles, bayonets and cannon; authoritarian means, if such there be at all."'' This is a devastating point. Revolution is not a debate. It is not a vote. It is not a peaceful transition. It is an armed insurrection. It is the forcible overthrow of one class by another. It involves violence. It involves bloodshed. It involves the imposition of will by force. If you are opposed to authority, then you must be opposed to revolution. You cannot have one without the other. And after the revolution, the question becomes even sharper. "If the victorious party does not want to have fought in vain, it must maintain this rule by means of the terror which its arms inspire in the reactionaries." The defeated class does not simply disappear. It does not accept its defeat. It attempts to restore its power. It organizes counter-revolution. It seeks foreign intervention. It uses every means at its disposal to overthrow the new order. The working class must defend itself. It must suppress the reactionaries. It must maintain its authority. It must use the terror of its arms to deter counter-revolution. This is the dictatorship of the proletariat. It is not a moral choice. It is a material necessity. If the working class refuses to exercise this authority, it will be crushed. The revolution will be defeated. And the working class will be returned to servitude. ''"Would the Paris Commune have lasted a single day if it had not made use of this authority of the armed people against the bourgeoisie?"'' The Commune was the greatest experiment in working-class power up to that time. And it was, by any measure, authoritarian. It used armed force against the bourgeoisie. It suppressed reactionaries. It executed spies and traitors. It did not ask politely for the ruling class to hand over power. It took power by force and held it by force. If it had refused to use this authority, it would have collapsed immediately. The anarchist position is refuted by the Commune itself. ====Functional vs. Political Authority==== This distinction is not always made explicit in the text, but it is implicit throughout, and it is essential for understanding why the anarchist position fails. The first type is '''functional authority'''. This is the authority that arises from the technical requirements of collective labor. It is the authority of the ship captain over the sailors, the signalman over the engine-driver, the factory manager over the workers. It is not based on class domination. It is based on the nature of the work. It exists in any complex society, regardless of its mode of production. It will exist under socialism. It will exist under communism. It exists because collective action requires coordination, and coordination requires the subordination of individual will to a collective plan. This type of authority is class-neutral. It is a technical necessity. The second type is '''political authority'''. This is the authority of one class over another. It is the authority of the capitalist over the worker, the landlord over the peasant, the imperialist state over the colonized nation. It is based on class domination. It is backed by the violence of the state. It is the mechanism through which surplus value is extracted, through which exploitation is maintained, through which the ruling class reproduces its power. This type of authority is class specific. It is the authority of the bourgeoisie. It must be smashed by the revolution and replaced by the authority of the working class. The anarchist error is to confuse these two types of authority. The anarchists see all authority as political domination. They do not distinguish between the ship captain and the capitalist, between the signalman and the landlord, between the factory manager and the state. They demand the abolition of all authority indiscriminately. But this means they demand the abolition of the functional coordination required by modern industry, which is impossible without destroying industry itself. And it means they refuse to establish the authority of the working class; the dictatorship of the proletariat, which is the only authority capable of defending the revolution and building socialism. The Marxist-Leninist position is to distinguish between the two types of authority. Functional authority is retained under socialism. The ship captain still commands the ship. The signalman still controls the trains. The factory manager still coordinates production. But political authority is transformed. The state is no longer the instrument of the bourgeoisie. It becomes the instrument of the working class. The dictatorship of the proletariat is the political authority of the working class over the bourgeoisie. It is the most democratic authority in history, because it is the authority of the vast majority over the tiny minority of exploiters. And it is the only authority that can lead to the abolition of all class authority; the withering away of the state under communism. ====Democratic Centralism as Authority==== Pendleton takes Engels' argument and applies it to democratic centralism, the organizational principle of Marxism-Leninism. She explains that all collective decision making involves authority. Even democracy is authoritative. The majority imposes its will on the minority. The minority is forced to exist in a system they did not vote for. This is authority. It is the imposition of one will upon another. Democratic centralism is the organizational form that this takes in a revolutionary party. It has two phases. Before a decision is made, there is full and open debate. All members are free to express their views. All positions are heard. This is the phase of freedom. After a decision is made, all members are bound by it. The minority submits to the majority. The decision is binding. This is the phase of unity. The individual who disagrees holds their protestations until the next opportunity for debate, which is the next meeting, the next congress, the next opportunity to revisit the decision. Pendleton explains this clearly. ''"You vote and then whatever is decided upon, even if it outvoted you, even if it's not what you wanted, you back it and support it. Cause that's how democracy works. You were outvoted, so you just do what the majority wanted, what the masses wanted. You go along with it even if it's not what you wanted, and you hold your protestations until the next opportunity you have to debate and converse leading up to another vote."'' This is the authority of democracy. It is not authoritarianism in the bourgeois sense. It is not the rule of one person over everyone else. It is the rule of the majority over the minority. It is the collective will of the group imposed on each individual member. And it is necessary. Without it, the group cannot act. Without it, every member is free to disobey every decision they disagree with, and the group dissolves into a debating society that can never accomplish anything. The connection to Engels is direct. Engels argued that combined action requires authority. Democratic centralism is the form that this authority takes in a revolutionary party. The party is a collective actor. It must be able to make decisions and act on them. It cannot wait for unanimity on every question. It cannot allow every member to veto every decision. It must be able to act with unity and discipline. This requires authority. It requires the subordination of individual will to the collective decision. It requires democratic centralism. ====The Utility of the Term ''"Authoritarian"''==== Pendleton closes with a question that is really the point of this. They ask: ''"Is democracy inherently authoritarian? In the West, what are we led to believe? If you ask a capitalist, they will tell you that Western systems are simply democracies. But isn't all democracy actually authoritative? If a democracy forces people to exist under systems they voted against, then every democracy imposes authority. If that is the case, what is the actual utility of the term 'authoritarian' at all?"'' The term "authoritarian" has been emptied of meaning. It is used as a rhetorical weapon against socialist states. The DPRK is authoritarian. The USSR was authoritarian. China is authoritarian. Cuba is authoritarian. Vietnam is authoritarian. Laos is authoritarian. But so is every state, every organization, every collective decision. If everything is authoritarian, then nothing is. The term has no analytical content. It is a label of condemnation, not a category of analysis. The correct approach is to distinguish between forms of authority based on their class content. The authority of the capitalist over the worker is exploitation. The authority of the workers' state over the former exploiters is liberation. The authority of the majority in a democratic vote is collective self-determination. The authority of a fascist dictator is terror. These are not the same. To call them all "authoritarian" is to erase the class distinction that is the entire point of Marxist analysis. The term "authoritarian" is a Cold War weapon. It was deployed to delegitimize the socialist states. It was paired with "totalitarian" to equate fascism and communism. It was used to justify the arms race, the proxy wars, the economic blockade, the propaganda offensive. It is still used today to justify the blockade of Cuba, the sanctions on the DPRK, the encirclement of Russia and China, the suppression of socialist movements everywhere. The average human must refuse this weapon. We must replace it with class analysis. We must ask not "is this authoritarian?" but "which class does this authority serve?" That is the only question that matters. ===The Three Phenomena=== Pendleton identifies three ideological formations that are commonly presented as neutral common sense but which function, objectively, as weapons of the right. The analysis is Marxist-Leninist in method, it does not ask whether the people who promote these ideas are personally malicious, nor does it treat them as innocent errors. It asks whose class interests they serve, what material effects they produce, and how they shape the consciousness of the working class. The three phenomena; horseshoe theory, the "real socialism has never been tried" argument, and the stranger danger myth,are not random. ====Horseshoe Theory==== * <big>''What the Theory Claims:''</big> Horseshoe theory is the proposition that the far left and the far right, rather than being opposites on a linear political spectrum, curve around to resemble each other. The image is a horseshoe: the two ends, which appear distant on a straight line, are actually close together. The theory is attributed to the French philosopher Jean-Pierre Faye in his 1972 book Théorie du récit, where he used it to describe the political position of the German parties in 1932, from the Communist Party of Germany to the Nazi Party. It was later promoted by the American sociologists Seymour Martin Lipset and Daniel Bell, who became part of the neoconservative movement, and by the anti-communist psychologist Hans Eysenck, who deliberately developed the idea to conflate communism and Nazism. The theory has a specific political genealogy. It was not discovered through neutral observation. It was constructed by Cold War liberals and anti-communists to serve a specific function. * <big>''What the Evidence Shows:''</big> The claim that the far left and the far right are converging is not supported by the empirical record. Peer-reviewed research on the subject has found mixed or contradictory support for the theory, and several studies have directly contradicted its premises. The mainstream academic consensus is that the far left and far right do not share a common political essence. They differ on the most fundamental questions: the ownership of the means of production, the role of the state, the nature of class struggle, the question of imperialism, and the position of oppressed nationalities and minorities. A communist and a fascist may both be "emotional" about politics, as the video concedes, but emotional intensity is not a political position. It is a psychological trait. The theory takes a psychological observation; that people at the extremes tend to be more passionate. And illegitimately converts it into a political claim that they are essentially the same. This is a category error. * <big>''The Function of the Theory:''</big> The function of horseshoe theory is not to describe reality. It is to '''police the boundaries of acceptable political discourse'''. The goal of the right is not necessarily to convert the left into right-wingers. The goal is to make the left '''not a problem'''. The greatest obstacle to the far right is the far left, the socialist, the communist, the person who actually believes that capitalism must be abolished. If the right can convince a left-leaning person that going too far left means becoming the moral equivalent of the fascist they despise, that person will retreat to the centre. They will become a liberal: someone who does not love capitalism but believes it is the only viable option, because the alternative is worse. This is the '''containment strategy''' of horseshoe theory. It does not need to defeat the left. It only needs to keep the left trapped in a centrist position that does not materially threaten the ruling class. The theory is a form of ''ideological disarmament''. It tells the left that its most committed members are secret fascists. It tells the centre that it is the only sane position. It makes the revolutionary left appear not as the vanguard of the working class but as a pathological fringe, indistinguishable from the enemy. This is not an analysis of politics. It is a weapon in the class struggle, wielded by the bourgeoisie against the proletariat. ====''"Real Socialism Has Never Been Tried"''==== * <big>''The Claim and Its History:''</big> The second propaganda mechanism is the argument that "real socialism" or "real communism" has never been tried. Pendleton traces this argument to a specific historical operation: the Congress for Cultural Freedom (CCF), a CIA-funded organization founded in West Berlin in 1950. The CCF was the largest and longest of the covert operations run by the CIA, lasting from 1950 until 1967. Its purpose was to promote an international anti-communist consciousness among intellectual liberals and non-communist leftists, and it subsidized dozens of prominent magazines, global congresses, annual seminars, and artistic festivals.<ref>{{Cite book|url=https://www.cambridge.org/core/books/intelligence-studies-in-britain-and-the-us/culture-of-funding-culture-the-cia-and-the-congress-for-cultural-freedom/6C52FBAFE2C92D03B970C3CFDE68C766|title=The Culture of Funding Culture: The CIA and the Congress for Cultural Freedom|last=Pullin|first=Eric|date=2013|publisher=Edinburgh University Press|isbn=978-0-7486-7756-6|editor-last=Murphy|editor-first=Christopher J.|pages=47–64|editor-last2=Moran|editor-first2=Christopher R.}}</ref><ref>{{Cite web|url=https://www.routledge.com/The-CIA-and-the-Congress-for-Cultural-Freedom-in-the-Early-Cold-War-The-Limits-of-Making-Common-Cause/MillerHarris/p/book/9781138602861|title=The CIA and the Congress for Cultural Freedom in the Early Cold War: The Limits of Making Common Cause|website=Routledge & CRC Press|language=en|access-date=2026-09-19}}</ref> It was exposed in 1966–67 by The New York Times and Ramparts magazine, igniting one of the most damaging scandals in CIA history.<ref>https://www.cambridge.org/core/books/abs/intelligence-studies-in-britain-and-the-us/culture-of-funding-culture-the-cia-and-the-congress-for-cultural-freedom/6C52FBAFE2C92D03B970C3CFDE68C766#1</ref> The CCF did not simply produce crude anti-communist propaganda. It did something more sophisticated. It created an academic standard for Marxism that was so exclusive and difficult to achieve that no actually existing socialist state could meet it. The CCF promoted a worldview dominated by positivistic empiricism, rationalism, technocratic modernism, and a general opposition to "totalizing" philosophies, including Marxism, but also laissez-faire liberalism. It drew on former communists who had renounced the movement, and it used them to articulate a version of Marxist theory that was pure, abstract, and entirely divorced from practice.<ref>{{Cite book|url=https://perspectivia.net/servlets/MCRFileNodeServlet/pnet_derivate_00004915/geppert_challenge_gesamt.pdf|title=The Postwar Challenge: Cultural, Social, and Political Change in Western Europe, 1945–1958|last=Geppert|first=Dominik|publisher=Oxford University Press|year=2003|isbn=978-0199266654|pages=319}}</ref> The result was a definition of socialism that existed only in seminar rooms and academic journals, never in factories or farms or besieged nations. * <big>''The Material Effect:''</big> The material effect of this operation was to '''sever the link between theory and practice'''. If no country on earth is actually socialist, then the socialist states that exist; Cuba, the DPRK, Vietnam, the USSR, and others, are not socialist. They are something else: state capitalist, bureaucratic collectivist, totalitarian. This has two consequences. First, the left-leaning person who accepts this standard will not care particularly much about what the United States does to those countries. If Cuba is not really socialist, why oppose the blockade? If the DPRK is not really communist, why care about the starvation caused by sanctions? The suffering of those peoples becomes a matter of indifference. Second, the left-leaning person will conclude that socialism is a completely unrealistic goal. It is not something worth attempting at home, because the moment you attempt it, someone will be there to say: "That's not real socialism." Marxism becomes an intellectual pursuit, a set of ideas you can study, but not something you can ever actually materially attempt. The right effectively neutered the American left by turning socialism into a thought experiment. This is the mechanism of '''manufactured purity'''. It is a form of ideological gatekeeping that uses impossibly high standards to disqualify every actually existing attempt at socialism. It does not argue that socialism is undesirable. It argues that socialism has never existed, and therefore cannot be judged, and therefore cannot be attempted. It is a form of '''political nihilism''' dressed as theoretical rigour. ====Stranger Danger==== * ''<big>The Myth and Its Function:</big>'' The third propaganda mechanism is the myth of stranger danger, specifically as it has been directed at women and children. The myth holds that the primary threat to women's safety comes from strangers; the masked man in the dark alley, the predator hiding behind a bush, the unknown attacker on the street. This myth is false. The overwhelming majority of violence against women is committed by people they know: intimate partners, family members, acquaintances. Empirical data from the World Health Organization, the Centers for Disease Control and Prevention, and the U.S. National Crime Victimization Survey collectively demonstrate that between 70 and 90 percent of victims know their perpetrator. Rape by a stranger is a small minority of cases. The dominant form of violence against women is domestic violence. * ''<big>The Mechanism of Diversion:</big>'' The myth of stranger danger diverts attention from this reality in several ways. First, it sensationalizes a rare form of violence while rendering the common form invisible. It creates a public obsession with the stranger in the alley while the abuser in the home remains unexamined. Second, it provides a justification for increased police presence in working-class and racialized neighbourhoods. If the threat is the stranger, then the solution is more police on the streets. The video notes that 40 percent of police officers in a 1990s study reported that they had become physically violent with their wives or children in the last six months alone.<ref>https://publichealthpost.org/health-equity/understanding-police-officer-perpetrated-domestic-violence/</ref> The institution that is supposed to protect women from violence is itself a site of domestic violence at rates far higher than the general population. How can you use domestic violence as a justification for increased police presence when the police themselves are domestic abusers? Third, the myth of stranger danger criminalizes Black and brown men disproportionately.<ref>https://www.palegis.us/house/committees/committee-archives/archive-file?file=2022_0119_0001_TSTMNY.pdf#13#9</ref><ref>https://www.cambridge.org/core/books/abs/benign-bigotry/they-must-be-guilty-of-something-the-myth-of-criminality/742D9C2F18CD773F9BFF5F86AE05CE72#1</ref><ref>https://www.russellsage.org/sites/default/files/2026-03/RSF_journal_11_3.pdf#87#10</ref><ref>https://www.ohrc.on.ca/sites/default/files/Use%20of%20force%20by%20the%20TPS%20report%20%28updated%20January%202023%29.pdf#26#21</ref> The image of the stranger as a threat has always been racialized. The increased police presence justified by this myth has meant more Black and brown men locked up, sentenced to prison, and forced to labour for corporations. The video notes that this was also a way for the American government to lock up political opponents. Meanwhile, the actual violence that most women endure; domestic violence, intimate partner violence, sexual abuse by family members, goes largely unchecked. The criminal justice system is notoriously ineffective at prosecuting these crimes. Lawyers report having problems prosecuting domestic violence when the victim and perpetrator are known to each other. Jurors often see these instances as "not real rape." Real rape, they say, happens when a stranger attacks you on the street. Everything else is a misunderstanding. * ''<big>The Class and Gendered Function:</big>'' The function of the stranger danger myth is to fragment the working class along gendered and racialized lines while simultaneously legitimizing the repressive apparatus of the state. It tells women that their enemy is the stranger, not the employer who pays them starvation wages, not the landlord who evicts them, not the state that cuts funding for domestic violence shelters. It tells them that their safety depends on more policing, not on the transformation of the social relations that produce violence in the first place. And it tells them that their suffering is a matter for the police, not for the collective self-organization of the working class. The myth of stranger danger is, in its essence, a '''counter-insurgency operation directed at women'''. It is designed to prevent the formation of a mass movement against the actual conditions that produce violence against women. ====The Dialectical Unity of the Three Mechanisms==== These three mechanisms are not separate. They are three faces of a single ideological offensive. * '''Horseshoe theory''' tells the left that its most committed members are fascists. It '''neutralizes political identity'''. * '''The ''"real socialism has never been tried"'' argument''' tells the left that socialism is impossible. It '''neutralizes historical memory and practical confidence'''. * '''The stranger danger myth''' tells women that their enemy is the stranger, not the system. It '''neutralizes the mass movement around the most immediate form of violence'''. The three together produce a left that is '''politically contained, historically disarmed''', and '''socially fragmented.''' It is a left that cannot name its enemy, cannot remember its victories, and cannot organize its base. It is a left that is perfectly safe for the ruling class because it has been convinced of its own impossibility. The response is not to argue within these frames. '''It is to smash the frames'''. We do not debate whether the far left and far right are converging. We insist on the class content of politics. We do not accept the impossible standards of purity that disqualify every actually existing socialist state. We defend those states as the living expression of the workers' movement against imperialism. We do not accept the myth of stranger danger. We insist that violence against women is a structural product of class society and that the solution is not more police but the revolutionary transformation of the social relations that produce it. ===What Is Communism?=== ====The Central Argument==== Marx and Engels never said that communism is "stateless, classless, and moneyless." This formula, which is widely repeated in liberal, anarchist, and even some left circles, is a distortion of the Marxist theory of the state and the transition to communism. Pendleton argues that this formula functions as a "thought-terminating cliché" designed to delegitimize actually existing socialist states and to disarm the working class in its struggle against the international bourgeoisie. The correct position, developed by Marx and Engels in the nineteenth century and elaborated by Lenin in the twentieth, is that the state is a tool of class oppression, that the working class needs its own state; the dictatorship of the proletariat, to defeat the bourgeoisie and build socialism, and that the state will only wither away when classes have been abolished on a global scale. The abolition of the state is not the goal. The abolition of class is the goal. The state will wither away when it has no more class enemies to suppress. ====What Marx and Engels Actually Said==== The formula "classless, stateless, moneyless" is widely attributed to Marx, but Marx never wrote it. It is an invention of later popularizers, and it has become a dogma that obscures the actual theory. In the Communist Manifesto (1848), Marx and Engels write: ''"The proletariat will use its political supremacy to wrest, by degrees, all capital from the bourgeoisie, to centralise all instruments of production in the hands of the State, i.e., of the proletariat organised as the ruling class, and to increase the total of productive forces as rapidly as possible."'' This is not a stateless vision. It is a program for the working class to seize the state and use it to expropriate the bourgeoisie. The state is the instrument of this expropriation. It is not abolished. It is captured and repurposed. Engels, in ''The Origin of the Family, Private Property and the State (1884)'', defines the state precisely. It is ''"a product of society at a certain stage of development; it is the admission that this society has become entangled in an insoluble contradiction with itself, that it is split into irreconcilable antagonisms which it is powerless to dispel."'' The state arises because society is divided into classes. It exists to manage the antagonisms that would otherwise tear society apart. It is the instrument through which one class maintains its rule over the others. In capitalism, the state is the instrument of the capitalist class. It exists to protect private property, to suppress the working class, to maintain the conditions for capital accumulation. The working class cannot use this state for its own liberation. It must smash it and build a new one. This is the central argument of Lenin's ''The State and Revolution (1917)'', which is the definitive Marxist text on the subject. Lenin writes: ''"The state is a special organisation of force; it is the organisation of violence for the suppression of some class."'' The bourgeois state is the organisation of violence for the suppression of the working class. The proletarian state; the dictatorship of the proletariat, is the organisation of violence for the suppression of the bourgeoisie. The state does not disappear after the revolution. It changes hands. It becomes the instrument of the formerly oppressed class. It is used to suppress the formerly oppressing class. Pendleton quotes Engels: ''"The state is merely a transitional institution of which use is made in the struggle, in the revolution, to keep down one's enemies by force. So long as the proletariat makes use of the state, it makes use of it not for the purpose of freedom, but of keeping down its enemies. And as soon as there can be any question of freedom, the state as such ceases to exist."'' This is the exact formulation. The state is a weapon. The working class needs it to defeat the bourgeoisie. As long as there are classes, there will be a state. When there are no more classes, there will be no more state. The state will wither away. It will not be abolished. It will become unnecessary. ====The Withering Away of the State==== The distinction between the abolition and the withering away of the state is crucial. The anarchists demand the immediate abolition of the state. They see the state as the source of all evil. They believe that if you destroy the state, you destroy inequality. Marx and Engels argued that this is a profound error. The state is not the source of inequality. The state is the product of inequality. The source of inequality is the division of society into classes, specifically the division between the capitalist class that owns the means of production and the working class that owns nothing but its labour power. The state exists to maintain this division. It is a superstructural phenomenon. It arises from the base. To abolish the state without abolishing the class division that produces it is impossible. You can smash the state apparatus, but if the class division remains, a new state will arise to replace it. This is why Engels, in Anti-Dühring (1878), writes: ''"The proletariat seizes from the state power and turns the means of production into state property. But in doing this, it abolishes itself as proletariat, abolishes all class distinctions and class antagonisms, and abolishes also the state as state. Society, which has hitherto been split into classes, had need of the state, that is, of an organisation of the exploiting class for the maintenance of its external conditions of production, and therefore, especially, for the forcible holding down of the exploited class in the conditions of oppression (slavery, serfdom, wage-labour) determined by the existing mode of production. The state was the official representative of society as a whole, its concentration in a visible corporation, but it was this only in so far as it was the state of that class which itself represented, in its time, society as a whole: in ancient times, the state of the slave-owning citizens; in the Middle Ages, of the feudal nobility; in our own time, of the bourgeoisie. When at last it becomes the real representative of the whole of society, it renders itself unnecessary. As soon as there is no longer any social class to be held in subjection, as soon as class rule and the individual struggle for existence based upon our present anarchy in production, with the collisions and excesses arising from these, are removed, nothing more remains to be repressed, and a special repressive force, a state, is no longer necessary. The first act by virtue of which the state really constitutes itself as the representative of the whole of society, the taking possession of the means of production in the name of society, is also its last independent act as a state. State interference in social relations becomes, in one domain after another, superfluous, and then dies out of itself; the government of persons is replaced by the administration of things, and by the conduct of processes of production. The state is not abolished. It withers away."'' The state is '''not abolished'''. It '''''withers away'''''. It becomes unnecessary. When there are no classes, there is no need for an instrument of class oppression. The state, as a special repressive force, loses its function. It ceases to exist. But this does not happen overnight. It happens ''over a long historical period''. It happens after the working class has used the state to expropriate the bourgeoisie, to socialize the means of production, to abolish class distinctions, and to create a classless society. The withering away is the final stage of a long process. It is ''not the first act of the revolution''. It is the last. ====The Anarchist Error and the First International==== M. Pendleton traces the conflict between Marxism and anarchism to the First International. The anarchists, led by [[w:Mikhail Bakunin|Mikhail Bakunin]], argued that: ''the state is the primary evil and that the goal of the revolution is its immediate abolition.'' Marx and Engels argued that: ''this is a petty-bourgeois deviation that would lead to the defeat of the working class.'' The conflict was not personal. It was a disagreement about the nature of class society and the strategy of revolution. Engels, in his letter to Theodor Cuno (1872), writes: ''"Bakunin has a peculiar theory of his own, a medley of Proudhonism and communism, the chief point of which is, in the first place, that he does not regard capital, and therefore the class contradiction between capitalist and wage-earners which has arisen through social development, as the main evil to be abolished. Instead, he regards the state as the main evil."'' This is the core of the anarchist error. Bakunin believed that the state creates capital, that the capitalist has his capital only by favor of the state.<ref>{{Cite web|url=https://www.marxists.org/reference/archive/bakunin/works/various/capsys.htm#1|title=The Capitalist System|last=Bakunin|first=Mikhail|date=1953|website=Marxists Internet Archive|access-date=19 September 2026}}</ref><ref>{{Cite web|url=https://www.marxists.org/reference/archive/bakunin/works/1870/letter-frenchman.htm#1|title=Letters to a Frenchman on the Present Crisis|last=Bakunin|first=Mikhail|date=1870|website=Marxists Internet Archive|others=Translated by Sam Dolgoff|access-date=19 September 2026}}</ref><ref>{{Cite book|title=Bakunin: The Creative Passion|last=Leier|first=Mark|publisher=Seven Stories Press|year=2006|isbn=978-1583228944|pages=440|quote='The sole objective' of the modern state, he warned, was to 'organize the most intensive exploitation of the people’s labor for the benefit of capital concentrated in a very small number of hands.' In order to develop fully, 'modern capitalist production and bank speculation require enormous centralized states, which alone are capable of subjecting the many millions of laborers to their exploitation.'}}</ref><ref>{{Cite web|url=https://www.marxists.org/reference/archive/bakunin/works/various/state-im.htm|title=The Immorality of the State|last=Bakunin|first=Mikhail|date=1953|website=Marxists Internet Archive|others=Transcribed by Dana Ward|access-date=2026-09-19|quote=The State is nothing else but the negation of humanity; it is a limited collectivity which aims to take the place of humanity and which wants to impose itself upon the latter as a supreme goal, while everything else is to submit and minister to it.}}</ref> Marx and Engels argued the opposite: the state is the product of class society. Capital exists before the state. The state arises to protect capital. To abolish the state without abolishing capital is to leave the capitalist class intact. The capitalists will simply create a new state to protect their property. The revolution will have accomplished nothing. This is why Marx and Engels insisted on the necessity of the [[w:dictatorship of the proletariat|dictatorship of the proletariat]]. The working class must ''seize the state'', ''not abolish it''. It must use the state to expropriate the bourgeoisie, to suppress counter-revolution, and to build socialism. The state is a weapon. The working class must take it from the bourgeoisie and use it. Only when the class enemy has been defeated, when classes have been abolished, can the state be allowed to wither away. ====The Two Phases of Communism==== Marx, in the ''Critique of the Gotha Programme'' (1875), distinguishes between two phases of communist society. '''The first phase'''; which Lenin and later Marxists called socialism, is the period immediately following the revolution. It is a society that has ''"just emerged after prolonged birth pangs from capitalist society."'' It is ''"in every respect, economically, morally and intellectually, still stamped with the '''birthmarks of the old society''' from whose womb it emerges."''<ref>{{Cite web|url=https://www.marxists.org/archive/marx/works/1875/gotha/ch01.htm|title=Critique of the Gotha Programme|last=Marks|first=Karl|date=1875|website=Marxists Internet Archive|access-date=2026-09-19|quote=What we have to deal with here is a communist society, not as it has developed on its own foundations, but, on the contrary, just as it emerges from capitalist society; which is thus in every respect, economically, morally, and intellectually, still stamped with the birthmarks of the old society from whose womb it emerges.}}</ref> In this phase, the state exists. It is the dictatorship of the proletariat. It is the instrument through which the working class suppresses the bourgeoisie, expropriates the means of production, and builds the material base for a classless society. '''The second phase'''; the higher phase of communism, is the society in which the state has withered away. Marx writes: ''"In a higher phase of communist society, after the enslaving subordination of the individual to the division of labour, and therewith also the antithesis between mental and physical labour, has vanished; after labour has become not only a means of life but life's prime want; after the productive forces have also increased with the all-round development of the individual, and all the springs of co-operative wealth flow more abundantly, only then can the narrow horizon of bourgeois right be crossed in its entirety and society inscribe on its banners: From each according to his ability, to each according to his needs!"'' This is the stateless, classless, moneyless society. But it is the ''end product of a long historical process''. It is ''not'' the immediate goal of the revolution. It is the ''final stage of communism''. Pendleton argues that the confusion arises because many people conflate these two phases. They treat the final goal; the higher phase of communism, as the immediate program of the revolution. They demand the abolition of the state, the abolition of money, the abolition of class, immediately. This is utopian. It is not scientific socialism. It is anarchism. The Marxist-Leninist position is that the state will exist during the entire period of the transition from capitalism to communism. It will exist during the dictatorship of the proletariat. It will exist during the lower phase of communism. It will only wither away in the higher phase, when classes have been abolished and the state has become unnecessary. ====The International Bourgeoisie and the Need for a State==== Pendleton makes a crucial point about the international character of the bourgeoisie. Even if one country were to abolish class distinctions within its own borders, the bourgeoisie is international. Capitalists have passports from multiple countries, homes in multiple nations, and multinational corporations.<ref>{{Cite book|title=The Golden Passport: Global Mobility for Millionaires|last=Surak|first=Kristin|publisher=Harvard University Press|year=2023|isbn=978-0674248649}}</ref><ref>{{Cite book|title=Citizenship 2.0: Dual Nationality as a Global Asset|last=Harpaz|first=Yossi|publisher=Princeton University Press|year=2019|isbn=978-0691194066|quote=The legal acceptance of multiple nationality has made Western citizenship into a valuable practical resource for elites in other parts of the world, allowing them to convert local advantages into a new kind of capital that elevates their position within the global system of stratification.}}</ref> The bourgeoisie that seeks to destroy the Cuban revolution resides in the United States. The bourgeoisie that seeks to destroy the DPRK resides in the United States, South Korea, and the broader imperialist world. As long as the bourgeoisie exists anywhere on the planet, the workers' state is necessary to defend the revolution. This is the lesson of the Soviet Union, which was invaded by fourteen imperialist armies during the Civil War, and by Nazi Germany during the Second World War. It is the lesson of Cuba, which has been subjected to an economic blockade for over sixty years. It is the lesson of the DPRK, which has been under sanctions and military threat since its founding. The state is not a relic of the past. It is a necessity of the present. It is the shield of the revolution. This is why Pendleton argues that the "stateless, classless, moneyless" formula is a "thought-terminating cliché." It is used to dismiss actually existing socialist states as "not really socialist". The DPRK has a state. Cuba has a state. Vietnam has a state. China has a state. Therefore, according to this formula, they are not really communist. But this is a profound error. The state exists in these countries because it is '''necessary to defend the revolution against ''imperialism'''''. It exists because '''the class struggle is not over.''' It exists because '''the bourgeoisie is still a threat''', both internally and internationally. To demand the immediate abolition of the state in these countries is to demand their disarmament in the face of the enemy. It is to demand their defeat. It is to side with imperialism against the working class. ====The Marxist-Leninist Position==== The state is not the source of inequality. It is the product of class society. It exists to maintain the rule of one class over another. In capitalism, it is the instrument of the bourgeoisie. The working class must not abolish it. It must seize it, smash the old state apparatus, and build a new one; the dictatorship of the proletariat. This new state is the instrument of the working class for the suppression of the bourgeoisie. It is used to expropriate the means of production, to build socialism, and to defend the revolution against counter-revolution and imperialist intervention. The state will exist during the entire transition period from capitalism to communism. It will only wither away when classes have been abolished on a global scale, when the productive forces have been developed to the point of abundance, when the division of labour has been overcome, and when the state has become unnecessary. The withering away of the state is not the immediate goal of the revolution. It is the final outcome of a long historical process. To demand its immediate abolition is to fall into the anarchist error. It is to leave the working class disarmed in the face of its class enemy. It is to betray the revolution. Marx himself, as Pendleton notes, did not give prescriptions for what socialism or communism would look like. He wrote: ''"Communism is for us not a state of affairs which is to be established, an ideal to which reality will have to adjust itself. We call communism the real movement which abolishes the present state of things."'' Communism is not a blueprint. It is a movement. It is the movement of the working class to abolish capitalism and to build a classless society. The state is an instrument of that movement. It is not the enemy. It is the weapon. The working class must wield it. This is the Marxist-Leninist position. It is the position of Marx and Engels. It is the position of Lenin. ==Raymond Lotta== ===On The GLF=== {| class="wikitable collapsible collapsed" style="width:100%; border: 1px solid #a2a9b1;" ! style="background:#f8f9fa; color:#202122; text-align:left; padding:8px;" | Source and Transcript |- | style="padding:12px; background:#ffffff; line-height:1.6;" | '''Student:''' As a result of agricultural collectivism in the Great Leap Forward, 30 million people died. That is as if every single city I just named was wiped off of the map. How can you support a system of government that would kill 30 million people? Is it not morally wrong, Mr Lotta? '''Raymond Lotta:''' Uh, I would, I would, I would say that a, a, a system that killed 30 million people would not be a good system, but that's not what happened during the Great Leap Forward. And I think it's very important. There's a lot of, you know, I went through, you know, I gave you examples, I went through three examples of how these things are distorted and lied about. Please just put your hand. I mean, I do have to answer a question. Wait, wait. I'm saying that it's not the, I am saying, no, no, no, no, there, no, no, this, this sense, this, this is, no, no, this, let me just say this data, this, this is a, this data that is, that is allegedly establishing that 30 million people died, this is the subject of great debate and interrogation. I would recommend that data comes from Judith Bannister and her work, her demographic work, which was based on figures that were released by the Dong Xiaoping regime, um, in the early 1980s as they were seeking to decollectivize agriculture and they were making an argument against the communes. And she had, had built those models that LED to the 30 million number based on all kinds of questionable statistical methods and projections. These are things that I can talk about at length. There was a famine. There were food shortages in China. That was not caused by Mao. That was caused by a number of factors, the most important of which was that China had suffered the worst weather conditions and climatic conditions of the century. One, half of the arable land in China was affected by drought or flood. Second, the Soviet Union had very precipitously withdrawn aid and it created dislocations in that economy. And then there were issues of policy mismanagement that were a factor in the ability to rapidly respond to that crisis. But the, but the response of Mao was to save lives. The response of Mao was to save lives. They cut exports. They lowered the amount of food that was delivered to the state and they, uh, they, they provided emergency supplies and rationing so that people could survive this, uh, this food crisis. And the Great Leap Forward actually laid the foundation. It actually laid the foundation for China to overcome its historic inability to feed the people through the commune system, through irrigation and flood works. There was incredible agricultural infrastructure built during the Great Leap Forward. There were not 30 million people that died during the Great Leap Forward. I would suggest that people look at an article, go to the Monthly Review website Joseph Ball, who goes through very painstakingly The statistical controversies, there were not 30 million people that died. And those who did die, I, we do not have reliable evidence, but it's under 10 million. And it was not caused by Mao and the communes. It was caused by the factors that I described. And there was a very quick response to that in order to minimize those difficulties. And as I said, the Great Leap Forward created the foundations for a sustainable agriculture so that China was able, through the years that followed, from 1958 to 1976, it, by 1970, China had overcome its historic food problem. And this famine that took place during the Mao years, I hastened to point out, was the only famine that took place. It was not on the scale that you were suggesting that it was. And as I, and as I mentioned, you should look at some of these articles, you know, that call this into question because Jang Haliday, they jacked it up to 38 million. The data, the data, the data from the dunkshow ping. Let me just finish. No, it's not one and a/2. No, I am, no, I'm sorry. This, no, I'm, I'm, what I'm saying is that a Holocaust is when Hitler goes and exterminates people. That's not what happened during the Great Leap Forward. This was an attempt and a, ultimately a successful attempt to create a new agricultural system that was going to provide for the food needs, that was going to break down these divisions between Town and Country to liberate and unleash women and it did ultimately produce the agricultural foundations to overcome the food uh shortages that had long plagued China. It suffered an annual on average a famine a year in its past and this was done away with through the socialist revolution. We can talk more about this data. It's not true those numbers. '''Co-Speaker of Lotta:''' I just am going to inject one further thought here. If we're talking about mass killing and what system has that woven into its foundation from the founding of this country in slavery and genocide to over 100 U. S. Backed foreign invasions, CIA backed coups occupations, half a million at least many estimates over 1 million have been killed in Iraq in the last six years. This is not an impartial discussion and I just have to say there's compulsion in every system. There's an incredible amount of compulsion. We have a certain arena here where we can have a free exchange and we hope that it is a more you know it should be a robust debate but people should actually listen cause there's scholarship and there's work that you're hearing that you've been deprived the opportunity to hear and we are able to have this discussion precisely because there are people who make our clothes around the world. There are people in sweatshops, there are people under U. S. Bombs, there are people under U. S. Drones and this is the world. Eight million uh 2.3 million people in Prison in this country. So let's not pretend that this is a neutral ground we're standing on. And I'm gonna continue to ask. |} ====Summarized Points of Lotta==== The “30 million” figure is a contested statistical construct, not a settled fact. Lotta traces it to Demographer J. Bannister’s demographic models, which he says were based on figures released by the Dong Xiaoping state apparatus in the early 1980s during its push to decollectivize agriculture and argue against the communes. Lotta claims those models used questionable statistical methods and projections. Lotta recommends Researcher J. Ball’s work as a painstaking review of the statistical controversies and asserts that reliable evidence points to fewer than 10 million deaths, not 30 million, while Critics C. & H. inflated the number to 38 million. Lotta concedes there was a famine, but attributes it primarily to the worst weather and climatic conditions of the century in China, with drought or flood affecting half the arable land; to the USSR’s abrupt withdrawal of aid; and to policy mismanagement. Lotta insists the famine was not caused by Mao or the communes. Lotta further argues that Mao responded to save lives by cutting exports, lowering state food deliveries, and providing emergency supplies and rationing. Lotta presents the Great Leap Forward as having laid the foundation for sustainable agriculture through communes, irrigation, and flood works, claiming that by 1970 China had overcome its historic food problem. He says the famine under Mao was the only famine and was not on the scale alleged. He distinguishes this from a Holocaust or genocide by arguing there was no exterminatory intent. Finally, Lotta broadens the argument into an anti-imperialist critique: the debate is not neutral, other systems also produce mass death and compulsion, and the scholarship he cites has been suppressed or ignored. Core points being given: * '''Data is politically contested:''' The 30 million figure is treated as an anti-commune statistical weapon tied to Dong Xiaoping’s decollectivization agenda and to Demographer J. Bannister’s questionable models. Researcher J. Ball is offered as the corrective. * '''Famine was externally and naturally caused:''' The primary causes are said to be extreme weather in China, the USSR’s aid withdrawal, and secondary policy mismanagement, not Mao or the Great Leap Forward. * '''Intent distinguishes famine from genocide:''' Lotta says that a catastrophic famine is not the same as a Holocaust because the intent was agricultural transformation, not extermination. ==Notes in General== ===The View on Punjabi Secession=== * "No, we do not support secession under any leadership. We support the right to secession as a democratic principle, but we agitate for voluntary unity. We build revolutionary base areas within the area, as part of a national liberation struggle for all of India, with the goal of a socialist federation that guarantees maximum autonomy for nationalities." ===Reminder=== - Page on diaspora organizing - 29.99 fare, 9.00 comm {{reflist|group=note}} tfad5i9ebmphovby3319rmjjou2jsw0 0 332412 2841574 2840740 2026-10-19T20:31:30Z Scogdill 1331941 2841574 wikitext text/x-wiki =Event= International championship boxing match between British Jem Smith and Australian Frank Slavin on 23 December 1889 in Bruges, Belgium. ==Overview== On 23 December 1889 a boxing match in Bruges did not end with integrity: British Jim Smith was losing, so his supporters entered the ring, pinned Australian Frank Slavin's arms and beat him up. The referee called it a draw to prevent Slavin from being killed, and then fled. The Cork Constitution called it "the Smith-Slavin piece of brutality."<ref>"Mr. Abington." ''Cork Constitution'' 14 January 1890, Tuesday: 7 [of 8], Col. 5b [of 6]. ''British Newspaper Archive''https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0001648%2F18900114&page=7&article=099&stringtohighlight=mandeville+viscount. Same title and p.</ref> ==Logistics== * 23 December 1889, 8:00 a.m. * Stakes: £1,000 ==Related Events== * [[Social Victorians/Boxing/Pelican Club Meeting Smith-Slavin match|Pelican Club Meeting about the Smith-Slavin match]] * the "[[Social Victorians/Boxing/Fracas at the Trocadero|Fracas at the Trocadero]]" ==Who Was Present== # [[Social Victorians/People/Mandeville|Kim Montagu, Viscount Mandeville]] # Jem Smith, British boxer # Frank Slavin, Australian boxer # Lord Rosslyn # Sir M. Sandys # Mr. G. Abington Baird, Smith's manager? and horseman (see description in Anthology) ==Entertainment== ==Anthology== === The ''Sportsman'' === On 9 January 1890 in part of a much larger partisan report with critiques of the investigative committee, its chair and its results as well as other newspapers printing rumors:<blockquote>JOHN L. SULLIVAN ON ENGLISH FAIR PLAY. J<small>OHN</small> L S<small>ULLIVAN</small> has been speaking his mind on the Smith-Slavin fight to some purpose. "I can't see how an English fighter can be beaten," he said. This man Smith is little better than a middle-weight, and I haven't the slightest doubt that Slavin beat him fairly. Some people wonder why I did not go to England to fight Smith. Now you understand why I insisted on meeting him in this country. In England fair play is unknown. The man with the greatest number of 'heelers' always wins or saves himself from defeat. Slavin or Jackson will, in all probability, look for a match with me when they arrive in this country, and | am perfectly willing to meet either or both of them for a proper consideration. I want a big purse, and I am not particular where I fight so long as it is in a club-house. No more law-breaking for  me."<ref>"The Late Fight. Meeting of the Pelican Club. Stormy Proceedings. The Committee Resigns." ''The Sportsman'' 9 January 1890, Thursday: 4 [of 4], Col. 3b [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0001055%2F18900109&page=4&article=049&stringtohighlight=mandeville+viscount. Same print title and p.</ref></blockquote>Also, the ''Sportsman'' reported on a collection made for Slavin:<blockquote>THE SLAVIN TESTIMONIAL The subscriptions towards the above now amount to over 400''l.'', and it having been decided to close the list on the 20th, the committee will be obliged if those who have promised donations will forward the same to the hon. sec. and treasurer, Mr. G. T. Dunning, T<small>HE</small> S<small>PORTSMAN</small> Office.</blockquote> {| class="wikitable" ! !£ !s. !d. |- |Amount already acknowledged |407 |3 |6 |- |Mr E.Tabernacle |1 |1 |1 |- |H. S. |1 |1 |0 |} <blockquote>The guinea acknowledged per Mr Riley, from C. R., yesterday, should be from C. K.<ref>"The Late Fight. Meeting of the Pelican Club. Stormy Proceedings. The Committee Resigns." ''The Sportsman'' 9 January 1890, Thursday: 4 [of 4], Col. 3b [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0001055%2F18900109&page=4&article=049&stringtohighlight=mandeville+viscount. Same print title and p.</ref></blockquote> === The ''Huddersfield Daily Chronicle'' === On 10 January 1890:<blockquote> Mitchell and Lord Mandeville. As an addendum to the important meeting of the Pelican Club committee, on Wednesday, came a gathering of "sports" at the Trocadero, Piccadilly Circus. Lord Mandeville and Mr. Abington., who had been in attendance at Denman-street, were joined by "Pony" Moore, his son-in-law, C. Mitchell, J. Carney (the Birmingham light-weight), J. Baldock, B. Habbijam, C. Bates, &c. The party, who occupied seats in the stalls, naturally discussed things pugilistic, the talk being mostly devoted to the recent international fight between Frank P. Slavin and Jem Smith. " [sic] The Squire's opinions on the matter happened not to coincide with those of Mitchell, and high words were exchanged between the pair. Suddenly the Birmingham boxer jumped up and "went for" Mr. Abington, but did not strike him. Lord Mandeville immediately interposed and asked Mitchell to be quiet, whereupon the latter directed his attention to his lordship, and struck him sharply on the forehead. Carney and Baldock sprang to his lordship's assistance, and Mitchell and "Pony" Moore at once left the building, the whole proceedings not lasting longer than a few seconds. It soon became noised abroad that there was "something up," and a crowd gathered, but the police saw Mitchell and Mr. G. W. Moore safely across the road.<ref>"The Smith-Slavin Fight." ''Huddersfield Daily Chronicle'' 10 January 1890, Friday: 4 [of 4], Col. 6b [of 6]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0002876%2F18900110&page=4&article=071&stringtohighlight=mandeville+viscount. Same print title and p.</ref></blockquote> After the Pelican Club meetings, Slavin comments:<blockquote>On Wednesday at Westminster Aquarium, F.  P. Slavin, the colonial pugilist, who received such bad treatment at the hands of roughs in his recent prize-fight with Jem Smith, the English "champion," made his first public appearance since the fight. Mr. Frank Hinde, in introducing Slavin, said he would give an exhibition with Cosnett of Birmingham, who seconded him in his fight. Slavin was the gamest man that ever  stepped into a ring, he hoped the audience would rive him a good old English welcome. On appearing on the stage Slavin met with a most enthusiastic reception, and the three rounds' sparring with Cosnett was much appreciated. At the conclusion Slavin, in response to loud calls, bowed his acknowledgments.<ref>"Slavin at the Royal Acquarium." ''Liverpool Weekly Courier'' 11 January 1890, Saturday: 3 [of 8], Col. 5a [of 8]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0003067%2F18900111&page=3&article=042&stringtohighlight=mandeville+viscount. Same print title and p.</ref></blockquote> === ''Reynolds's Newspaper'' === ''Reynolds's Newspaper'' quotes J. L. Sullivan on the Smith-Slavin match:<blockquote>Mr. John L. Sullivan has been speaking his mind on the Smith-Slavin fight to some purpose. "I can't see how an English fighter can be beaten," he said. "This man Smith is little better than a middle-weight, and I haven't the slightest doubt that Slavin beat him fairly. Some people wonder why I did not go to England to fight Smith. Now you can understand why I insisted on meeting him in this country. In England fair play is unknown. The man with the greatest number of "heelers" always wins or saves himself from defeat. Slavin or Jackson will in all probability look for a match with me when they arrive in this country, and I am perfectly willing to meet either or both of them for a proper consideration. I went a big purse, and I am not particular where I fight so long as it is in a club-house. No more law-breaking for me."<ref>"The Recent Prize Fight." ''Reynolds's Newspaper'' 12 January 1890, Sunday: 6 [of 8], Col. 4a–b [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0000101%2F18900112&page=6&article=053&stringtohighlight=mandeville+viscount. Same print title and p.</ref></blockquote> === The ''Cork Constitution'' === About Mr G Baird (Mr. Abington) from the ''Cork Constitution'':, referring at the end to the [[Social Victorians/Boxing/Fracas at the Trocadero|Fracas at the Trocadero]] or a restaurant:<blockquote>This well-known sportsman (Mr G Baird) who is occupying an unenviable position owing to his conduct at the Smith-Slavin piece of brutality, is the largest owner of race horses in England. He has no less than 100 horses in training, and though he won £10,000 in stakes last year it is computed that he should have won £25,000 additional to even pay his way. Anent that fight which has caused such indignation in the country, a London music hall was last week the scene of a pretty disturbance. Mr Abington and Lord Mandeville occupied a box during the entertainment, and received, amongst others, Charlie Mitchell, the well-known pugilist; an angry discussion ''re'' the fight ensued, and concluded by the peer measuring himself on the floor from one Mitchell’s "lefts."<ref>"Mr. Abington." ''Cork Constitution'' 14 January 1890, Tuesday: 7 [of 8], Col. 5b [of 6]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0001648%2F18900114&page=7&article=099&stringtohighlight=mandeville+viscount. Same title and p.</ref></blockquote> === The ''Colonial Standard and Jamaica Despatch'' === This report from the ''Colonial Standard and Jamaica Despatch'' mentions fighting in the streets (at a corner in Fleet Street) and tosses in an unrelated sentence about an upcoming match between a West Indian and J. L. Sullivan:<blockquote>The disgraceful affair, called by courtesy and [sic] "International Prize Fight," which desecrated the peaceful dignity of the quaint old city of Bruges on Monday morning ought to convince people that there is nothing left to hope for in the Prize Ring. [2c–3a] At eight o'clock in the morning, Jem Smith, self-styled Champion of England, and Frank Slavin, the Australian Champion, with their seconds and parties, met in the grounds of a private gentleman to try conclusions. The "fight" lasted for twenty-five minutes, and was then brought to an abrupt conclusion by the referee declaring it drawn — he would have been killed had he given it to Slavin, who proved to be incomparably the better man. Fourteen rounds were fought in all, during the whole of which time Smith's friends and Smith's seconds worried, and at last assaulted, the Australian, who behaved quite pluckily. It is a disgrace to the name of Englishmen that this brutal scene should go forth to the world. Smith's backers knew well that he had no chance of winning, so they laid their plans to smash Slavin on their own account. It is a wonder that he was not killed — as was reported in Fleet-street at ten o'clock — for Smith's roughs struck and kicked him whenever he came near their corner. Although Lord Mandeville, Lord Rosslyn, Sir M. Sandys, and a few other members of the upper circle, were present at the fight, the bulk of the spectators were the refuse of the gambling rings of London, blackguards and ruffians of the deepest dye. The stakes were £1,000. So great an amount of indignation has been expressed on all sides at the treatment to which the Australian was exposed, that a subscription has been opened up for him. The West Indian, Jackson, is just leaving London for San Francisco, in order to get ready to meet J. L. Sullivan.<ref>"London." ''Colonial Standard and Jamaica Despatch'' 16 January 1890, Thursday: 2 [of 4], Col. 2c–3a [of 6]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0004059%2F18900116&page=2&article=019&stringtohighlight=mandeville+viscount. Same print title, n.p.</ref></blockquote> == Notes and Questions == # ==References== {{reflist}} rxue862xk8pmo9w68x5eu1mlp448y84 0 332413 2841579 2841410 2026-10-19T20:49:51Z Scogdill 1331941 2841579 wikitext text/x-wiki =Event= Meetings at the Pelican Club about the Smith-Slavin match ==Overview== Multiple meetings of members of the London Pelican Club, some of whom were associated with boxing, to hear about the [[Social Victorians/Boxing/Smith-Slavin 1889-12-23|Smith-Slavin match]] in Bruges, Belgium, on 23 December 1890. Many newspapers published stories about this series of events, some of which are present here; the big stories on the first page, above the fold, have been given prominence. ==Logistics== A number of meetings took place — of the members of the Pelican Club as well as of at least 2 committees established to investigate the Smith-Slavin fight, plus at least 1 subcommittee. * Tuesday afternoon, 7 January 1890, when people were questioned * Wednesday, 8 January 1890 ==Related Events== * The [[Social Victorians/Boxing/Smith-Slavin 1889-12-23|Smith-Slavin Fight]], 23 December 1889 * The Pelican Club Meetings * The [[Social Victorians/Boxing/Fracas at the Trocadero|Fracas at the Trocadero]] ==Who Was Present== === Tuesday Afternoon === # The Marquis of Queensberry # Sir John D. Astley, president # Captain Archibald Drummond # Kim Montagu, Viscount Mandeville # Mr. G. A. Baird ("Mr. Abington"), Smith's backer # Mr. Fleming, Smith's manager # Frank Slavin ===Wednesday=== # Sir John D. Astley, president # Marquis of Queensberry # Captain Archibald Drummond # Sir W. Gordon-Cumming # Mr. Robert Martin # Mr. John Corlett # Mr. Walter Dickson # Mr. Cecil Raleigh (Hon. Sec.) # Mr. Charles Hawtrey ==Entertainment== ==Anthology== Newspaper articles are in chronological order by date of publication in the newspaper cited. So many newspapers printed reports, and so many of those reports are word-for-word the same, or nearly, in all or in part (see copy-paste editing), the following is a selection hoping to be representative rather than comprehensive or complete. === The ''Evening News and Post'' === The Thursday, 9 January 1890 ''Evening News and Post'', first-page, above-the-fold story. The two editorial interpolations in square brackets are sic.<blockquote>Last night a meeting of the members of the Pelican Club was held to receive and consider the report of the committee which had been appointed to inquire into the circumstances of the disgraceful scenes at Bruges on the occaaion of the fight between Jem Smith, Champion of England, and Frank P. Slavin. Champion of Australia. There was a crowded attendance. Sir J. D. Astley presided, and amongst those present were the Marquis of Queensberry, Viscount Mandeville, Lord Chursten, Capt. Archibald Drummond, Col. Brabazon, Major Winter, Capt. de Wyndt [?], Hon. T. Willoughby, Messrs. John Corlett, Walter Dickson, Hugh Drummond, Walter Pallant, George Edwardes, Charles Harris, David James, Robert Martin, Arthur Roberts, [J.?] L. Shine, C. Bertram, C. Coborn, C. Collette, W. Cosier, A. Crocker, C. Danby, A. de Vere-Smith, C. Disraeli, C. H. Hawtrey, F. B. Hesseltine, C. B. B. Johnson, W. J. A. Knowles, J. F. M'Adams, T. Lumley, Cecil Raleigh (hon. secretary), W. E. Shine, J. M. Small, S. Smith, E. Solomon, E. Ellis, A. E. Welts (proprietor of the club), and W. C. K. Wick. The Chairman, in opening the proceedings, said that the reason of the general meeting being summoned was in the interests of the noble art, and to endeavour to find out who brought the roughs to the ringside, and who provided the funds for the purpose. Three or four committee meetings had been held, and the result would be laid before them. Many might say they ought to have done more, but he could assure them that the committee had done their best to find out and thoroughly sift matters to the bottom. Those who would pay a sufficient sum for the purpose in view would undoubtedly keep the thing as dark as possible. There was not use slightest question that money flowed freely, and that roughs were forthcoming. Much testimony had been brought before the committee, but he regretted to say that he did not think all had spoken truly. The public were only too anxious to imagine wrong upon the smallest circumstantial evidence, but he was certain that they could not be trusted in judging matters of wrong-doing, and they were not always correct. This was often the case in racing as well as in other sports, which, he need hardly tell them, he could personally vouch for. What was to be done was to put the world at large in full knowledge of the disgraceful proceedings which occurred at Bruges in the course of the late fight. In the first place, a sub-committee had been formed, who had submitted to the full committee a resolution which had been drawn up. The Committee's Report. The committee's report was then read as follows: Gentlemen — You have been called together in order that the committee may inform you of the action taken with regard to the recent prize fight between Frank Slavin and Jem Smith. It is hardly necessary to remind you that the Pelican Club, as the Pelican Club, has nothing whatever to do with prize fighting. Individual members of this or of any other club are, of course, perfectly free to patronise prize fights if they desire to do so. But the Pelican Club, in its corporate capacity, does not concern itself with them in any way, and does not desire, as it has obviously no right, to interfere with them or whatever may pertain to them. Unfortunately, however, it appeared that in connection with the fight between Slavin and Smith certain things occurred of which it became the duty of the Pelican Club to take notice. And, to begin with, Mr. John Fleming, an official of the club, was present in the capacity of Smith's manager. The report of the fight reached London, as you are aware, early on Monday, December 23. No sooner was attention called to the fact that Slavin had treated with brutality, which every member  of this club and every honest Englishman cannot too strongly reprehend, than a special meeting of the committee was convened by telegraph. The honorary secretary in the meantime wrote a letter to the papers repudiating any connection of the Pelican Club with the fight, and at the meeting of the committee Mr. Fleming was called to appear in person. He was at once informed that he was suspended from the performance of his usual duties here, and he was requested to state to writing the nature of his association with the fight in question, and what he knew regarding it. Since that day the committee have sat many times and for many hours. They are in receipt of a large mass of correspondence — some very emphatic, but, unfortunately anonymous. They have examined on several occasions a number of eye-witnesses of the fight, and they are, they believe, in full possession of every fact of importance in connection with the fight. With regard to Mr. Fleming, his statement practically amounts to this: The preliminaries of the fight between Slavin and Smith were concluded on September 16, 1889, that is, long anterior to the glove contest between Smith and Jackson, and although Mr. Fleming determined to sever his connection with Smith after the glove fight, he felt himself in duty bound to carry the fight with Slavin through to a conclusion, as his last action in the capacity of Smith's manager, and in this the committee did not consider him to blame. Smith went into training at Newmarket, where Mr. Fleming saw Smith occasionally, and meantime Mr. Fleming went to Belgium, and, in connection with Mr. Dunning of the ''Sportsman'' newspaper, they made arrangements that the fight should be fought on the private ground of a gentleman near Bruges, and with that gentleman they made the following agreement. [This is to the effect that they undertake no rough element should be present, no noise should be made, and if anything untoward should occur they should indemnify the gentleman in question against all damages and pay any expenses which might be paid by him.] It is of course impossible to say what is passing is the mind of any man, but it seems fair and reasonable to assume that neither Mr. Fleming nor Mr. Dunning contemplated the presence of roughs when they signed the agreement. Subsequently, however, a rumour did reach Mr. Fleming that both sides had organized what is known as a "corner," and he went straight to his partner in the agreement, Mr. Dunning, and told him what he had heard. Mr. Dunning informed him that he also had heard similar reports, but he had been able to assure himself that Slavin at least had no intention of employing roughs and, as we all know, Mr. Dunning's information has been justified by facts. Mr. Flemming then sought Smith, and Smith said that as long as Slavin did not have a "corner" he (Smith) did not want one. Mr. Fleming, however, continued to feel some anxiety on the subject, and took every possible precaution to keep the place a secret. Whether his effects were intentionally thwarted cannot be said, but on the morning of the fight there were present in Bruges a number of roughs who obviously had not come all that way for their own diversion, and who could not have paid their own way thither had they so desired. Mr. Fleming had kept himself steadily aloof from Smith's seconds up to this point. He crossed to Belgium with several members of thus club; with them he remained, and with them he returned. When, however, he found the rough element that he had feared was actually in Brugues, he apprised the owner of the ground where the fight was to take place of this fact. He said plainly, "The roughs are here; it is entirely for you to say whether you will allow the fight to proceed or not." The gentleman in question replied that he would let the fight go on, but if there was any row he would send for the police instantly. Now this is not the simple unsubstantial explanation of Mr. Fleming. These facts have been verified most completely by independent witnesses of honour and character, whose words it is impossible to doubt. These witnesses have spoken, moreover, very fully of Mr. Fleming's conduct in this matter, as also of the personal abuse he received; of his absenting himself from Smith's party at the ring side, and completely disassociating himself from Smith's party altogether. The committee have subjected Mr. Fleming's statement, and indeed his whole actions so far as they can inform themselves of them, apart from his statement, to the most searching inquiry, and as a result, at the committee meeting held on January 1, when scarcely a single member was absent, it was proposed by Mr. Burton and seconded by Mr. Beckett, "That this committee, after hearing Mr. Fleming's statement, and the evidence of gentlemen of undoubted character who were present at the ring side, are of opinion that Mr. Fleming is in no way responsible for the ruffianism that took place at the Smith and Slavin fight." This resolution was carried unanimously. It is with very great regret that the committee find it their duty to inform you that in the course of their investigation the name of a member of this club, Mr. G. Baird, has frequently been mentioned. The committee have most anxiously considered whether the conduct of Mr. Baird ought properly to come within the scope of their inquiry, but in the face of Rule 17, they have felt it necessary to proceed.  [This rule is the ordinary club rule, which provides that if the conduct of a member outside the club is unbecoming a gentleman, the committee have power to call upon him to resign.] The com- [Col. 3c–4a] mittee would feel great satisfaction if they could state explicitly that any given man had actually paid the men who behaved so disgracefully in Smith's corner, but such a transaction is very difficult of absolute proof. The committee do not impute to Mr. Baird that he paid the ruffians: he may not have known they were going to the fight at all. But it does appear that he did make use to Slavin of language unbecoming a gentleman and member of this club. The varied and entirely independent evidence before the committee on this point is absolutely conclusive. At this point the report ceased, and Sir John Astley informed the meeting that, in view of the evidence they had taken, the following resolution had been unanimously carried by the committee: "That the committee, while regretting Mr. Baird's individual conduct at the fight, do not find any evidence has been brought before them to justify them in finding that Mr. Baird was in any way responsible for the appearance of the roughs at the ring side in Belgium who prevented the fight from being fought to a conclusion." Mr. Charles Hawtrey at this stage asked a number of questions, which were answered by the chairman. Lord Queensberry, somewhat to the surprise of his brother committeemen, then said that it was with a certain amount of hesitation and pain that he proposed: "That the inquiry into Mr. Baird's conduct be continued from the point where the committee have left off." Mr. John Corlett protested against the action of Lord Queensberry, who, he remarked, was a member of the committee which had adopted the report and previous resolution. He (Mr. Corlett) did not think any further action was justified, seeing what evidence they had had before them and the difficulty of obtaining evidence, in view of the fact that they were not a legal body, and could not take evidence on oath. Major Noah proposed, and asked Lord Queensberry to accept, as an amendment, the following: Resolved that the conduct of Mr. Baird be referred back to the committee for further consideration, and they be instructed to report to the general meeting to be convened one month from this date. The committee, with the exception of Lord Queensberry, regarded this as a distinct vote of want of confidence. Captain Drummond and Mr. Hugh Drummond having spoken, a show of hands was taken, from which it was obvious that the majority of the members accepted the amendment of Major Noah. Sir John Astley then announced that the committee would resign, and that day fortnight another general meeting would be held, when the members of the club would be asked to appoint another committee. A good deal of discussion took place, and many gentlemen protested against the vote being regarded as one of want of confidence in the committee. — In reply, the committee and secretary pointed out the difficulty of obtaining anything like definite evidence in such a case as the present. — The matter, therefore, now stands over a fortnight.<ref>"The Smith-Slavin Fight. Who Paid the Roughs? — Resignation of the Pelican Club Committee." ''Evening News''(London) 9 January 1890, Thursday: 1 [of 4], Col. 2a–3a [of 7]. ''British Newspaper Archive''https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0003283%2F18900109&page=1&article=007&stringtohighlight=mandeville+viscount. Print title: ''Evening News and Post'', n.p.</ref></blockquote> === ''The Sportsman'' === The ''Sportsman'' put this very substantial report on its last page, but it did give it the better part of 3 full columns. The article is made up of one very large and several small articles. The author of the large one is interestingly partisan, offended not just by the "disgraceful" conduct of Smith's "roughs," but also by the failures of the investigative committee and especially of its chairman, Sir John Astley, who the author says "whitewashed" their results by never finding who hired the roughs. Tellingly, perhaps, a Mr G. T. Dunning of the newspaper was involved in the fight in a couple of ways: a G. T. Dunning signed the agreement with the stakeholder, the man's whose property was the site of the fight in Bruges, and Mr G. T. Dunning at the ''Sportsman'' is collecting subscriptions for the "Slavin Testimonial," raising funds for Slavin.<blockquote>Last night a meeting of the members of the Pelican Club was held to receive and consider the report of the committee which had been appointed to inquire into the circumstances of the disgraceful scenes at Bruges on the occasion of the fight between Jem Smith., Champion of England, and Frank P. Slavin, Champion of Australia. There was a crowded attendance. Sir J. D. Astley presided, and amongst those present were the Marquis of Queensberry, Viscount Mandeville, Lord Churston, Capt. Archibald Drummond, Col. Brabazon, Major Winter, Capt. de Wyndt, Major Noah, Hon. T. Willoughby, Messrs. John Corlett, Walter Dickson, Hugh Drummond, Walter Pallant, George Edwardes, Charles Harris, David James, Robert Martin, Arthur Roberts, J. L. Shine, C. Bertram, C. Coborn, C. Collette, W. Cosier, A. Crocker, C. Danby, A. de Vere-Smith, C. Disraeli, C. H. Hawtrey, F. B. Hesseltine, C. B. B. Johnson, W. J. A. Knowles, J. F. M‘Adam, T. Lumley, Cecil Raleigh (hon. secretary), W. E. Shine, J. M. Small, S. Smith, E. Solomon, E. Ellis, A. E. Wells (proprietor of the club), and W. C. K. Wick. The meeting, unquestionably the most important that has ever taken place in the history of the club, was intensely animated from start to finish. The rapid arrival of members in cabs and private vehicles long before the hour fixed for the meeting — 4.30 — proved how great was the interest felt in the proceedings, and Denman-street was several times blocked by the traffic. Prior to the important gathering a meeting of the committee was held, this being constituted as follows:— Sir John D. Astley (chairman), Marquis of Queensberry, Lord Esmé Gordon, Capt. Archibald Drummond, Mr Hugh Drummond, Mr. John Corlett, Mr Walter Pallant, Mr Robert Martin, Mr. Arthur Ernest Wells, and Mr Cecil Raleigh (hon. secretary). What took place at this meeting did not transpire, but no doubt the members were engaged in mapping out the evening programme. Their labours were concluded in time to ensure a punctual start of the special general meeting. This was held in the large club room, which barely sufficed to accommodate the deeply-interested assemblage eager to hear the outcome of the committee’s lengthy deliberations. Probably few were prepared for the remarkable scene witnessed before the proceedings were brought to a close. Acting upon one of the most widely-drawn Pelican Club rules, which lays it down that so far as smoking is concerned every room shall be a "Liberty Hall," almost every member calmed his nerves with a Havanna [sic] of the choicest brand. Nevertheless the spirit which pervaded the meeting was of a distinctly business-like character, and great indeed was the astonishment of the committee to find that their "whitewashing" proposals were not swallowed so readily as they evidently anticipated they would be. The chairman, in his usual bluff and hearty manner, introduced the subject-matter without any needless waste of words, and called upon Mr Cecil Raleigh to read the report of the committee. This will be found set forth below. The impression generally created was that the committee had discovered very little of what took place at the fight in view of the number of gentlemen called as witnesses and the length of time spent in their deliberations. The chairman, however, pointed out that some of the testimony adduced was not in the opinion of the committee truthful, and this may in some measure account for the singularly negative result arrived at. Briefly put the verdicts seemed to be "not guilty" in the case of Mr Fleming, and "not proven" against Mr Baird. It will be remembered that immediately after the fight the Pelican Club declared its intention of "sifting the matter to the bottom." The majority of the members yesterday were of opinion that the matter could hardly be called "sifted to the bottom" ''if the persons responsible for the presence of the roughs at the ring-side were not indicated''. This, it need scarcely be pointed out, was not done. "Not one word," said Mr Corlett, "had been brought out in the course of the inquiry to incriminate Mr Baird." This was said in reply to the Marquis of Queensberry, who, though a member of the Committee of Inquiry, dissented from its report on the ground that since Tuesday evening he had discovered new evidence of an important nature, for which reason he desired the conduct of Mr Baird to be still further investigated. Mr Hawtrey made a very pertinent remark concerning the appointment of the referee, but quietly subsided when Sir John came out with, "Excuse me, Mr Hawtrey, but I think you know as much about prize-fighting as a duck knows about an umbrella." Major Noah capped Lord Queensberry's amendment with another, referring the report back to the committee. The Marquis promptly seconded it, and at the same time withdrew his amendment in favour of the later one. The members of the "inner circle" began to look astonished at the strength of the opposition. It was no less unexpected than inconvenient, though it may be mentioned that there was a singular lack of official formula in the meeting throughout. When at last the chairman put the amendment it was found impossible to tell the result from the hands raised for and against. "Call 'Aye' and 'No,'" said Sir John, and immediately there came a roar of "Ayes," followed by a treble pipe of "Noes." "I cannot decide," said Sir John, "you must split into two parties, 'Ayes' to the right, 'Noes' to the left." No sooner was the room divided than the result of the voting was seen at once, the amendment being carried by an overwhelming majority. Confusion reigned supreme for a time; the committee conferred together and resigned in a body, excepting, of course, Lord Queensberry and Lord Esmé Gordon, the latter not being present. Sir John announced that another meeting would be held in a fortnight, when the members would be enabled to select "a better lot." And then, to cap the climax, the meeting dissolved without a vote of thanks to the chairman. The Chairman in opening the proceedings said that the reason of the general meeting being summoned was in the interests of the noble art, and to endeavour to find out who brought the roughs to the ringside, and who provided the funds for the purpose. Three or four committee meetings had been held, and the result would be laid before them. Many might say they ought to have done more, but he could assure them that the committee had done their best to find out and thoroughly sift matters to the bottom. Those who would pay a sufficient sum for the purpose in view would undoubtedly keep the thing as dark as possible. There was not the slightest question that money flowed freely, and that roughs were forthcoming. Much testimony had been brought before the committee, but he regretted to say that he did not think all had spoken truly. The public were only too anxious to imagine wrong upon the smallest circumstantial evidence, but he was certain that they could not be trusted in judging matters of wrong-doing, and they were not always correct. This was often the case in racing as well as in other sports, which, he need hardly tell them, he could personally vouch for. What was to be done was to put the world at large in full knowledge of the disgraceful proceedings which occurred at Bruges in the course of the late fight. In the first place, a sub-committee had been formed, who had submitted to the full committee a resolution which had been drawn up. The Committee's Report Sir John then called on Mr Cecil Raleigh (the hon. secretary) to read the following report: Report of the Committee of the Pelican Club to the general meeting of members on Wednesday, January 8: Gentlemen — You have been called together to-day in order that the committee may inform you of the action they have taken with regard to the recent prize fight between Frank Slavin and Jem Smith. It is hardly necessary to remind you that the Pelican Club, as the Pelican Club, has nothing whatever to do with prize fighting. Individual members of this, as of any other club, are of course perfectly free to patronise or promote prize fights if they desire to do so. But the Pelican Club in its corporate capacity does not concern itself with them in any way, and it has no desire, as it obviously has no right, to interfere with them or whatever may pertain to them. Unfortunately, however, it appeared that in connection with this fight between Slavin and Smith, certain things occurred of which it became the duty of the Pelican Club to take notice. And, to begin with, Mr. John Fleming, an official of the club, was present in the capacity of Smith's manager. The report of the fight reached London, as you are aware, early on Monday, December 23, and no sooner was it known that Slavin had been treated with a brutal cowardice which every member of this club and every honest Englishman cannot too strongly reprehend, than a special meeting of the committee was convened by telegraph on Tuesday. Your hon. secretary in the meantime wrote a letter to the papers repudiating any connection of the Pelican Club with the fight, and at the meeting of the committee Mr. Fleming was called to appear in person. He was at once informed that he was suspended from the performance of his usual duties here, [Col. 1c–2a] and he was requested to state to writing the nature of his association with the fight in question, and what he knew regarding it. Since that day, gentlemen, the committee have sat many times and for many hours. They are in receipt of a large mass of correspondence — some very emphatic, but, unfortunately anonymous; they have examined on several occasions a number of eye-witnesses of the fight, and they are, they believe, in full possession of every fact of importance in connection with the fight. With regard to Mr. Fleming, his statement practically amounts to this: The preliminaries of the fight between Slavin and Smith were concluded on September 16, 1889, that is, long anterior to the glove contest between Smith and Jackson, and although Mr. Fleming determined to sever his connection with Smith after the glove fight, he felt himself in duty bound to carry the fight with Slavin through to a conclusion, as his last action in the capacity of Smith's manager, and in this the committee did not consider him to blame. Smith went into training at Newmarket, where Mr. Fleming saw Smith occasionally, and meantime Mr. Fleming went to Belgium, and, in connection with Mr. Dunning of the ''Sportsman'' newspaper, they made arrangements that the fight should be fought on the private ground of a gentleman near Bruges, and with that gentleman they made the following agreement. Re Smith v. Slavin # You undertake not to allow any rough element to be present, and no noise to be made by cheering, &c., at ring side or elsewhere on my grounds, situated at St. Michael, Bruges, Belgium, and should any damage be caused by anyone to said grounds, my residence, or live or dead stock, you guarantee to be responsible in every way. # You undertake to guarantee that the place, names of any gentlemen residing in or near Bruges (within five miles) be not mentioned in any newspaper or print before, during, or after fight. # You undertake the number of spectators on ''both your sides'' do not exceed from forty to fifty ''altogether'', and to be guaranted by representatives of both sides in every way. # You undertake that, should anything untoward occur, to indemnify me, and all expenses that I may be put to in any way before or after the fight you agree to pay. (Signed) John Fleming (Signed) G. T. Dunning It is, of course, impossible, gentlemen, to say what is passing in the mind of any man, but it seems fair and reasonable to assume that neither Mr Fleming nor Mr Dunning contemplated the presence of roughs when they signed that agreement. Subsequently, however, a rumour did reach Mr Fleming to the effect that both sides had organised what is known as a corner," and he went straight to his partner in the agreement, Mr Dunning, and told him what he had heard. Mr Dunning informed him that he also had heard similar reports, but he had been able to assure himself that Slavin, at least, had no intention of employing roughs, and, as we all know, Mr Dunning's information has been justified by facts. Mr Fleming then sought Smith, and Smith said that as long as Slavin did not have a "corner," he (Smith) did not want one. Mr Fleming, however, continued to feel some anxiety on the subject and he took every possible precaution to keep the place selected for the fight a secret. Whether his efforts were intentionally thwarted cannot be said, but on the morning of the fight there were present at Bruges a number of roughs who obviously had not come all that way for their own diversion, and who could not have paid their own way thither even had they so desired. Mr Fleming had kept himself studiously aloof from even Smith's seconds up to this point. He had crossed to Belgium with several members of this club, with them he remained and with them he returned. When, however, he found the rough element that he feared, was actually present in Bruges, he apprised the owner of the ground where the fight was to take place of the fact. He said plainly, "The roughs ''are'' here, and it is entirely for you to say whether you will allow the fight to proceed or not." The gentleman in question replied that he would let the fight go on, but if there was any row he should instantly send for the police. Now, this is not the simple unsubstantiated explanation of Mr Fleming. This fact has been verified most completely by independent witnesses of honour and character whose word it is impossible to doubt. The witnesses have spoken, moreover, very fully of Mr Fleming's conduct in the matter as a whole, of the abuse he received, of absenting himself from Smith’s part of the ring, of his completely disassociating himself from Smith's party. The committee have subjected Mr Fleming's statement, and indeed his actions, so far as they can inform themselves of them apart from his statement, to the most searching inquiry, and as a result, at a committee meeting held on Wednesday, January 1, when scarcely a single member was absent, it was proposed by Mr Burton, and seconded by Mr Beckett, "That this committee, after hearing Mr Fleming's statement, and the evidence of gentlemen of undoubted character who were present at the ring-side, are of opinion that Mr Fleming was in no way responsible for the ruffianism that took place at the Slavin and Smith fight." This resolution was carried ''unanimously''. Gentlemen, it is with very great regret that the committee find it their duty to inform you that in the course of their investigations the name of a member of this club, Mr. G. A. Baird, has frequently been mentioned. The committee have most anxiously considered whether the conduct of Mr Baird ought properly to come within the scope of their inquiry, but in face of Rule 17 they have felt it necessary to proceed. The Rule in question says:— "Any member whose conduct, in or out of the club, shall be unbecoming a gentleman, in the opinion of the committee, or with respect to whom any matter may have transpired which might be calculated to render his continued membership of the club injurious to its character or interests, shall, if the committee on inquiry find the same substantiated, be requested to resign; and in case of non-compliance he shall be subject to expulsion. Any member so resigning or expelled shall cease to have any claim upon the club whatsoever, and not be eligible for re-election in the ordinary manner, but he may be re-instated by the vote of a special general meeting, such vote to be a majority of not less than three-fourths of the members present." The committee would feel great satisfaction if they could state explicitly that any given man did actually pay the men who behaved so disgracefully in Smith's corner, but such a transaction is very difficult of absolute proof. The committee do not impute it to Mr. G. Baird that he paid the ruffians in question. He may not have known they were coming to the fight at all, but it does appear that he did make use to Slavin of language unbecoming a gentleman and a member of this club. The varied and entirely independent evidence before the committee on this point is absolutely conclusive. At the finish of the hon. secretary's statement of the committee's doings, Mr Raleigh read the resolution arrived at on Tuesday night, as follows: "That the committee, while regretting Mr. Baird's individual conduct at the fight, do not find any evidence has been brought before them to justify them in finding that Mr. Baird was in any way responsible for the appearance of the roughs at the ring-side in Belgium who prevented the fight from being fought to a conclusion. Carried unanimously." The hon. sec. went on to say that he hoped the general meeting would ratify the foregoing document, and come to the unanimous conclusion that their committee had done right. Mr C. H. Hawtrey asked for an explanation with respect to a statement in T<small>HE</small> S<small>PORTSMAN</small> to the effect that Smith objected to all the referees suggested by Slavin. It appeared to him that Mr Fleming, as Smith's manager, would be the objecting party. The Chairman said that the referee was appointed by the stakeholder, and that the Smith party had nothing whatever to do with it. Mr Hawtrey said he simply asked the question for information. A member who witnessed the fight said he was fully under the impression that Fleming was not to be blamed in the matter, but he could not absolve Mr Baird. It appeared to him that Mr Baird was undoubtedly the leader of the rough division, and if this was true he was not fit to be a member of the Pelican Club. The Marquis of Queensberry said that although he did not wish to find fault with the action of the committee he must say that fresh evidence had reached them on the previous day, and he was of opinion that sufficient time had not been given to the matter so far as it concerned Mr Baird, and therefore he begged to move the following amendment: "That the examination into Mr Baird's conduct should be reopened and continued by the committee from the point it left off." Because a man had thousands of pounds to throw about that was no reason he should be allowed to do as he liked, and he must say he had very grave suspicions with with respect to that gentleman's proceedings. (Hear, hear.) Mr Hawtrey seconded the amendment. Mr John Corlett said that they appeared to meet under most novel conditions, and he must strongly object to the Marquis of Queensberry springing a surprise upon them by the amendment just read. The marquis formed one of the committee himself, and on the previous night had fully coincided with the decision arrived at, and now he apparently sought to sever himself from his fellow-committeemen. To expel a member was a very serious matter, and in his opinion Mr Baird’s conduct had nothing whatever to do with the result of the fight. He trusted that the meeting would not be led away by other reports. Mr Baird, it was acknowledged, had promised to Smith, in the event of his success, the stakes, amounting to 1000''l.'', and there was not the slightest doubt that his seconds, who were not of very high class, had determined to cut up the sum stated at all costs. There was not one word brought out in the course of the investigation to incriminate Mr Baird, and while the mere fact of bad language in the club would be most severely dealt with by the committee, outside they had really no jurisdiction. He had heard that adverse comments had been passed with respect to the inquiry held by the committee. Amongst others, why had not Mr E. Bailey been called? On this point he could only say that he interviewed the gentleman mentioned, and that his evidence would have agreed precisely with that of others who were before them. The committee had done their honest duty in [Col. 2c–3a] the matter and be regretted the one of their own body should now appear to be in opposition to them. The Marquis of Queensberry was sorry to think that Mr Corlett had misunderstood his remarks. What he stated was that he was perfectly satisfied with the result of the committee's inquiries, but that sufficient time had not been given to thoroughly sift the fresh evidence that had been offered regarding Mr Baird, whose evidence, he might state, flatly contradicted that of Mr Fleming. Mr Corlett moved the following in reply to Lord Queensberry's resolution:— "That the report of the committee be adopted." Mr Hugh Drummond seconded the amendment. Major Noah proposed a second amendment, as follows:— "That the conduct of Mr Baird be referred back to the committee for further consideration, and that they be instructed to report to a general meeting to be convened one month from this date." Lord Queensberry seconded. A desultory discussion ensued, in which Mr R. Martin and Mr H. Drummond took a prominent part, and eventually, amidst great excitement and confusion, the chairman put Major Noah's amendment, Lord Queensberry having withdrawn his in its favour. The meeting divided, and the amendment was carried by an overwhelming majority. On the result being declared from the chair Mr Walter Pallant rose and said that this evidently showed a want of confidence in the committee, and if adhered to, they had no option but to resign in a body. Major Noah stated most emphatically that it did not show a want of confidence in the committee. Capt. Drummond energetically denied this. If the meeting supported Major Noah in his amendment, he could assure them that the committee would consider it their duty to resign, as a large majority against them clearly indicated a want of confidence. The chairman briefly stated that the committee had resolved to resign in a body, and that a general meeting would be called in a fortnight's time to elect a "better lot." (Laughter.) The meeting then broke up in great confusion without the customary vote of thanks to the chairman.<ref>"The Late Fight. Meeting of the Pelican Club. Stormy Proceedings. The Committee Resigns." ''The Sportsman'' 9 January 1890, Thursday: 4 [of 4], Col. 1a–3b [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0001055%2F18900109&page=4&article=049&stringtohighlight=mandeville+viscount. Same print title and p.</ref></blockquote> === The ''Evening Star'' === The Thursday, 9 January 1890 ''Evening Star'':<blockquote>The proceedings at the special general meeting of the Pelican Club yesterday evening in connection with the late Championship Fight at Bruges were of a very  lively nature, and it looks as if some of the members were rather startled when the conduct of Mr. (Abington) Baird at the fight was called in question. The Committee presented a report exonerating both Mr. G. A. Baird (Smith’s backer) and Mr. John Fleming (Smith’s manager), but the meeting seemed to think that due inquiry had not been made into the conduct of Mr. Baird, and after a heated discussion referred back that part of the report relating to him. The fat was then in the fire, and the committee thereupon resigned in a body, and a general meeting will be held on the 22nd inst. to elect a new committee. The proceedings from the first were of an exciting nature, and great confusion prevailed at the finish, the meeting dissolving without the usual vote of thanks to the chairman. Mr. John Corlett could not see that anything had transpired to incriminate the "Squire," but even the endeavours of the proprietor of ''Pink 'Un'' to "make things pleasant" were of no avail, and the Marquis of Queensbury and his friends carried the day. These pugilists and their “noble" patrons seem to be going from bad to worse. After the Pelican meeting it appears that there was a fracas in the Trocadero Music Hall, in which Lord Mandeville, Mr. Abington, Charley Mitchell, "Pony" Moore, Jack Baldock (such names mingled !), and two or three other professional boxers were engaged [sic] It appears that "The Squire's" opinions on the late fight happened not to coincide with those of Mitchell, and high words were exchanged between the pair. Suddenly the Birmingham boxer jumped up and "went for" Mr. Abington, but did not strike him. Lord Mandeville immediately interposed and asked Mitchell to be quiet, whereupon the latter directed his attention to his lordship, and struck him sharply on the forehead. The ''Sportsman'' adds that Carney and Bates then sprang to the assistance of his lordship, and Mitchell and Moore left the building, but it is thought this will not be the end of the affair.<ref>"Sporting Twinkles." ''Evening Star'' 9 January 1890, Thursday: 3 [of 4], Col. 3c [of 5]. ''British Newspaper Archive''https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0001707%2F18900109&page=3&article=033&stringtohighlight=mandeville+viscount. Print title: ''Star of the East'', p. 3.</ref></blockquote> === The ''Liverpool Weekly Courier'' === The Saturday, 11 January 1890, ''Liverpool Weekly Courier'':<blockquote>The committee of the Pelican Club (Sir John Astley in the chair) was occupied for many hours in investigating the circumstances of the recent disgraceful prize-fight near Bruges. Among the witnesess examined were Mr. Vezey (the referee), Mr. G. Abington Baird, Lord Mandeville, and Slavin. The evidence of the latter was so favourable to Mr. Baird that this gentleman was exonerated from the charge of having aided, abetted, or paid the Birmingham roughs who assisted the contest with knuckle-dusters and blows. It would seem that their services had been requisitioned by others for the especial benefit of an obnoxious pugilist, who did not, however, put in an appearance.<p> On Wednesday a special general meeting of the members of the Pelican Cub was held at the clubhouse, Denman-street, Piccadilly, for the purpose of considering the report of the committee of proceedings in connection with the recent prize-fight between Smith and Slavin. The meeting was private, but the following account of the proceedings was officially furnished:— John Astley, Bart., presided. The report of the committee stated that the Pelican Club, as a club, had nothing whatever to do with the prize-fight. Unfortunately, however, it appeared that in connection with the fight certain things occurred of which it became the duty of the club to take notice. To begin with, Mr. John Fleming, an official of the club, was present in the capacity of Smith's manager. The report of the fight reached London early on Monday, December 23d. No sooner was attention called to the fact that Slavin had been treated with brutality, which every member of the club and every honest Englishman could not too strongly condemn, than a special meeting of the committee was convened. The hon. secretary in the meantime wrote a letter to the papers repudiating any connection of the Pelican Club with the fight, and at a meeting of the committee Mr. Fleming was called to appear in person. He was at once informed that he was suspended from the performance of his usual duties at the club, and was requested to state in writing the nature of his association with the fight and what he knew of it. Since that day the committee had sat many times. They had been in receipt of a mass of correspondence, some very emphatic, but unfortunately anonymous. They had examined on several occasions a number of eyewitnesses of the fight, and were, they believed, in full possession of every fact of importance with regard to Mr. Fleming. His statement practically amounted to this, the preliminaries of the fight between Slavin and Smith were concluded on September 16th last, long anterior to the glove contest between Smith and Jackson, and although Mr. Fleming determined to sever his connection with Smith after the glove fight, he felt himself in duty bound to carry the fight with Slavin through to a conclusion. In this the committee did not consider him to blame. It seemed, furthermore, only fair and reasonable to assume that Mr. Fleming never contemplated the presence of the roughs when the agreement was signed. Subsequently, however, a rumour did reach Mr. Fleming that both sides had organised what is known as a "corner," and he took every possible precaution to keep the place selected a secret. Whether his efforts were intentionally thwarted could not be said, but on the morning of the fight there were present in Bruges a number of roughs, who obviously had not come all that way for their own diversion, and who could not have paid their own way thither, had they so desired. Mr. Fleming, on discovering this, informed the owner of the ground of the fact. That gentleman said he would let the fight go on, but if there was any row he would send for the police instantly. The committee had consequently arrived at the conclusion that Mr. Fleming was in no way responsible for the ruffianism that took place. The committee, however, regretted to state that in the course of their investigations the name of a member of the club, Mr. G. W. Baird, was frequently mentioned. The committee had most anxiously considered whether the conduct of Mr. Baird ought properly to come within the scope of their inquiry, but in face of the club rules they felt it necessary to proceed. The committee would feel great satisfaction if they could state explicitly that any given man had actually paid the men who behaved so disgracefully in Smith's "corner,"  but such a transaction was very difficult of absolute proof. The committee did not impute to Mr. Baird that he paid the ruffians in question. He  may not have known they were going to the fight at all. But it did appear that he made use to Slavin of language unbecoming a gentleman and a member of that club. The evidence before the committee on this point was absolutely conclusive. Sir John Ashley informed the meeting that in view of the evidence they had taken the committee had unanimously resolved that while regretting Mr. Baird's conduct at the fight, they did not find [Col. c–a] that any evidence had been brought before them to justify them in finding Mr. Baird was in any way responsible for the appearance of the roughs at the ring ride who prevented the fight from being fought to a conclusion. The Marquis of Queensberry moved an amendment to the resolution that the inquiry into Mr. Baird's conduct be continued from the point where the committee have left off[.] Mr. J. Corlett protested against the action of Lord Queensberry, who was a member of the committee which had adopted the report and resolution. Mr. Noah proposed that the conduct of Mr. Baird be referred back to the committee for further consideration, and that they be instructed to report to a general meeting to be convened one month from this date. The committee, with the  exception of Lord Queensberry, regarded this as a vote of want of confidence. On a show of hands being taken it was obvious that the majority of the members accepted the amendment of Mr. Noah. Sir John Astley then announzed [sic?] that the commmittee would resign, and the meeting was adjourned for a fortnight.<ref>"The Slavin-Smith Prize Fight. Action of the Pelican Club." ''Liverpool Weekly Courier'' 11 January 1890, Saturday: 3 [of 8], Col. 4b–5a [of 8]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0003067%2F18900111&page=3&article=042&stringtohighlight=mandeville+viscount. Same print title and p.</ref></blockquote> === ''Reynolds's Newspaper'' === The Sunday, 12 January 1890, ''Reynolds's Newspaper'' has a longish report on the Pelican Club meeting and the fracas at the Trocadero:<blockquote>A special general meeting of the Pelican Club, convened by the committee with reference to the Smith-Slavin fight, near Bruges, drew a very full attendance of members. Sir John Astley (the president) took the chair, and was supported by the Marquis of Queensberry, Captain Archibald Drummond, Sir W. Gordon-Cumming, Mr. Robert Martin, Mr. John Corlett, Mr. Walter Dickson, and others, including Mr. Cecil Raleigh (hon. sec.) A resolution of the committee, stating that while they censured the language used by Mr. Abington Baird at the fight, yet they could not on the evidence before them connect him with the hiring of roughs, was first read; and then the opposition was led by Mr. Charles Hawtrey, who put some most pertinent questions to the Chairman. An unexpected mine was immediately afterwards sprung by Lord Queensberry, who declared that as a member of the committee he agreed with the decision of that body, yet nevertheless as a private individual he thought further investigation desirable.<p> Some very strong remarks from Mr. John Corlett and a forcible speech by Mr. Hugh Drummond caused great excitement. Finally, Major Noah proposed, and the Marquis of Queensberry seconded, the following amendment: — "That this inquiry into Mr. Baird's conduct be referred back to the committee with instructions to report to a general meeting to be convened one month from date." Amid intense commotion this was carried by a majority of at least three to one. Some desultory speaking followed, and then Sir John Astley announced that the amendment would be taken by the committee as a vote of censure, and that, consequently, he and his colleagues, would resign there and then. This determination was adhered to, despite the vehement protests of those who had voted with the majority that they had every confidence in the committee, but only wished for further inquiry into Mr. Baird's conduct.<ref>"The Recent Prize Fight." ''Reynolds's Newspaper'' 12 January 1890, Sunday: 6 [of 8], Col. 4a–b [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0000101%2F18900112&page=6&article=053&stringtohighlight=mandeville+viscount. Same print title and p.</ref></blockquote> === ''Lloyd's Weekly Newspaper'' === This report is from the Sunday, 12 January 1890, ''Lloyd's Weekly Newspaper'':<blockquote>A meeting of the committee of the Pelican club was held on Tuesday afternoon, Sir John D. Astley presiding, to consider the action of certain parties in connection with the brutality displayed by some hired ruffians at the recent championship prize fight between Jem Smith and Frank Slavin at Bruges, and among the members present were the Marquis of Queensberry and Captain Hugh Drummond. Lord Mandeville, Mr. G. A. Baird ("Mr. Abington"), Mr. Fleming, Frank Slavin, and others were examined, and, after a long discussion, it was decided by the committee to exonerate "Mr. Abington" (Smith's backer) and Mr. Fleming (Smith's manager) from all blame. A special general meeting of the club, convened for Wednesday, drew a very full attendance of members. Sir John Astley (the president) took the chair, and was supported by the Marquis of Queensberry, Captain Archibald Drummond, Sir W. Gordon-Cumming, Mr. Robert Martin, Mr. John Corlett, Mr. Walter Dickson, and others, including Mr. Cecil Raleigh, the honorary secretary. A resolution of the committee, stating that while they censured the language used by Mr. Abington Baird at the fight, yet they could not on the evidence before them connect him with the hiring of roughs, was first read; and then the opposition was led by Mr. Charles Hawtrey, who put some most pertinent questions to the chairman. An unexpected mine was immediately afterwards sprung by Lord Queensberry, who declared that as a member of the committee he agreed with the decision of that body, yet nevertheless as a private individual he thought further investigation desirable.<ref>"The Pelican Club and the Fight." ''Lloyd's Weekly Newspaper'' 12 January 1890, Sunday: 1 [of 12], Col. 5a [of 5]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0000079%2F18900112&page=1&article=005&stringtohighlight=mandeville+viscount. Same print title, n.p.</ref></blockquote> == Notes and Questions == # ==References== {{reflist}} bxd0wr6n5cvbeog0gjb6j5jw7mh8gfb 2841609 2841579 2026-10-19T23:36:47Z Scogdill 1331941 2841609 wikitext text/x-wiki =Event= Meetings at the Pelican Club about the Smith-Slavin match ==Overview== Multiple meetings of members of the London Pelican Club, some of whom were associated with boxing, to hear about the [[Social Victorians/Boxing/Smith-Slavin 1889-12-23|Smith-Slavin match]] in Bruges, Belgium, on 23 December 1890. Many newspapers published stories about this series of events, some of which are present here; the big stories on the first page, above the fold, have been given prominence. ==Logistics== A number of meetings took place — of the members of the Pelican Club as well as of at least 2 committees established to investigate the Smith-Slavin fight, plus at least 1 subcommittee. * Tuesday afternoon, 7 January 1890, when people were questioned * Wednesday, 8 January 1890 ==Related Events== * The [[Social Victorians/Boxing/Smith-Slavin 1889-12-23|Smith-Slavin Fight]], 23 December 1889 * The Pelican Club Meetings * The [[Social Victorians/Boxing/Fracas at the Trocadero|Fracas at the Trocadero]] ==Who Was Present== === Tuesday Afternoon, 7 January 1890, 4:30–7:30 p.m. === # The Marquis of Queensberry # Sir John D. Astley, president # Captain Archibald Drummond # Kim Montagu, Viscount Mandeville # Mr. G. A. Baird ("Mr. Abington"), Smith's backer # Mr. Fleming, Smith's manager # Frank Slavin ===Wednesday, 8 January 1890, 4:30 p.m.=== # Sir John D. Astley, president # Marquis of Queensberry # Captain Archibald Drummond # Sir W. Gordon-Cumming # Mr. Robert Martin # Mr. John Corlett # Mr. Walter Dickson # Mr. Cecil Raleigh (Hon. Sec.) # Mr. Charles Hawtrey ==Entertainment== ==Anthology== Newspaper articles are in chronological order by date of publication in the newspaper cited. So many newspapers printed reports, and so many of those reports are word-for-word the same, or nearly, in all or in part (see copy-paste editing), the following is a selection hoping to be representative rather than comprehensive or complete. === The ''Evening News and Post'' === The Thursday, 9 January 1890 ''Evening News and Post'', first-page, above-the-fold story. The two editorial interpolations in square brackets are sic.<blockquote>Last night a meeting of the members of the Pelican Club was held to receive and consider the report of the committee which had been appointed to inquire into the circumstances of the disgraceful scenes at Bruges on the occaaion of the fight between Jem Smith, Champion of England, and Frank P. Slavin. Champion of Australia. There was a crowded attendance. Sir J. D. Astley presided, and amongst those present were the Marquis of Queensberry, Viscount Mandeville, Lord Chursten, Capt. Archibald Drummond, Col. Brabazon, Major Winter, Capt. de Wyndt [?], Hon. T. Willoughby, Messrs. John Corlett, Walter Dickson, Hugh Drummond, Walter Pallant, George Edwardes, Charles Harris, David James, Robert Martin, Arthur Roberts, [J.?] L. Shine, C. Bertram, C. Coborn, C. Collette, W. Cosier, A. Crocker, C. Danby, A. de Vere-Smith, C. Disraeli, C. H. Hawtrey, F. B. Hesseltine, C. B. B. Johnson, W. J. A. Knowles, J. F. M'Adams, T. Lumley, Cecil Raleigh (hon. secretary), W. E. Shine, J. M. Small, S. Smith, E. Solomon, E. Ellis, A. E. Welts (proprietor of the club), and W. C. K. Wick. The Chairman, in opening the proceedings, said that the reason of the general meeting being summoned was in the interests of the noble art, and to endeavour to find out who brought the roughs to the ringside, and who provided the funds for the purpose. Three or four committee meetings had been held, and the result would be laid before them. Many might say they ought to have done more, but he could assure them that the committee had done their best to find out and thoroughly sift matters to the bottom. Those who would pay a sufficient sum for the purpose in view would undoubtedly keep the thing as dark as possible. There was not use slightest question that money flowed freely, and that roughs were forthcoming. Much testimony had been brought before the committee, but he regretted to say that he did not think all had spoken truly. The public were only too anxious to imagine wrong upon the smallest circumstantial evidence, but he was certain that they could not be trusted in judging matters of wrong-doing, and they were not always correct. This was often the case in racing as well as in other sports, which, he need hardly tell them, he could personally vouch for. What was to be done was to put the world at large in full knowledge of the disgraceful proceedings which occurred at Bruges in the course of the late fight. In the first place, a sub-committee had been formed, who had submitted to the full committee a resolution which had been drawn up. The Committee's Report. The committee's report was then read as follows: Gentlemen — You have been called together in order that the committee may inform you of the action taken with regard to the recent prize fight between Frank Slavin and Jem Smith. It is hardly necessary to remind you that the Pelican Club, as the Pelican Club, has nothing whatever to do with prize fighting. Individual members of this or of any other club are, of course, perfectly free to patronise prize fights if they desire to do so. But the Pelican Club, in its corporate capacity, does not concern itself with them in any way, and does not desire, as it has obviously no right, to interfere with them or whatever may pertain to them. Unfortunately, however, it appeared that in connection with the fight between Slavin and Smith certain things occurred of which it became the duty of the Pelican Club to take notice. And, to begin with, Mr. John Fleming, an official of the club, was present in the capacity of Smith's manager. The report of the fight reached London, as you are aware, early on Monday, December 23. No sooner was attention called to the fact that Slavin had treated with brutality, which every member  of this club and every honest Englishman cannot too strongly reprehend, than a special meeting of the committee was convened by telegraph. The honorary secretary in the meantime wrote a letter to the papers repudiating any connection of the Pelican Club with the fight, and at the meeting of the committee Mr. Fleming was called to appear in person. He was at once informed that he was suspended from the performance of his usual duties here, and he was requested to state to writing the nature of his association with the fight in question, and what he knew regarding it. Since that day the committee have sat many times and for many hours. They are in receipt of a large mass of correspondence — some very emphatic, but, unfortunately anonymous. They have examined on several occasions a number of eye-witnesses of the fight, and they are, they believe, in full possession of every fact of importance in connection with the fight. With regard to Mr. Fleming, his statement practically amounts to this: The preliminaries of the fight between Slavin and Smith were concluded on September 16, 1889, that is, long anterior to the glove contest between Smith and Jackson, and although Mr. Fleming determined to sever his connection with Smith after the glove fight, he felt himself in duty bound to carry the fight with Slavin through to a conclusion, as his last action in the capacity of Smith's manager, and in this the committee did not consider him to blame. Smith went into training at Newmarket, where Mr. Fleming saw Smith occasionally, and meantime Mr. Fleming went to Belgium, and, in connection with Mr. Dunning of the ''Sportsman'' newspaper, they made arrangements that the fight should be fought on the private ground of a gentleman near Bruges, and with that gentleman they made the following agreement. [This is to the effect that they undertake no rough element should be present, no noise should be made, and if anything untoward should occur they should indemnify the gentleman in question against all damages and pay any expenses which might be paid by him.] It is of course impossible to say what is passing is the mind of any man, but it seems fair and reasonable to assume that neither Mr. Fleming nor Mr. Dunning contemplated the presence of roughs when they signed the agreement. Subsequently, however, a rumour did reach Mr. Fleming that both sides had organized what is known as a "corner," and he went straight to his partner in the agreement, Mr. Dunning, and told him what he had heard. Mr. Dunning informed him that he also had heard similar reports, but he had been able to assure himself that Slavin at least had no intention of employing roughs and, as we all know, Mr. Dunning's information has been justified by facts. Mr. Flemming then sought Smith, and Smith said that as long as Slavin did not have a "corner" he (Smith) did not want one. Mr. Fleming, however, continued to feel some anxiety on the subject, and took every possible precaution to keep the place a secret. Whether his effects were intentionally thwarted cannot be said, but on the morning of the fight there were present in Bruges a number of roughs who obviously had not come all that way for their own diversion, and who could not have paid their own way thither had they so desired. Mr. Fleming had kept himself steadily aloof from Smith's seconds up to this point. He crossed to Belgium with several members of thus club; with them he remained, and with them he returned. When, however, he found the rough element that he had feared was actually in Brugues, he apprised the owner of the ground where the fight was to take place of this fact. He said plainly, "The roughs are here; it is entirely for you to say whether you will allow the fight to proceed or not." The gentleman in question replied that he would let the fight go on, but if there was any row he would send for the police instantly. Now this is not the simple unsubstantial explanation of Mr. Fleming. These facts have been verified most completely by independent witnesses of honour and character, whose words it is impossible to doubt. These witnesses have spoken, moreover, very fully of Mr. Fleming's conduct in this matter, as also of the personal abuse he received; of his absenting himself from Smith's party at the ring side, and completely disassociating himself from Smith's party altogether. The committee have subjected Mr. Fleming's statement, and indeed his whole actions so far as they can inform themselves of them, apart from his statement, to the most searching inquiry, and as a result, at the committee meeting held on January 1, when scarcely a single member was absent, it was proposed by Mr. Burton and seconded by Mr. Beckett, "That this committee, after hearing Mr. Fleming's statement, and the evidence of gentlemen of undoubted character who were present at the ring side, are of opinion that Mr. Fleming is in no way responsible for the ruffianism that took place at the Smith and Slavin fight." This resolution was carried unanimously. It is with very great regret that the committee find it their duty to inform you that in the course of their investigation the name of a member of this club, Mr. G. Baird, has frequently been mentioned. The committee have most anxiously considered whether the conduct of Mr. Baird ought properly to come within the scope of their inquiry, but in the face of Rule 17, they have felt it necessary to proceed.  [This rule is the ordinary club rule, which provides that if the conduct of a member outside the club is unbecoming a gentleman, the committee have power to call upon him to resign.] The com- [Col. 3c–4a] mittee would feel great satisfaction if they could state explicitly that any given man had actually paid the men who behaved so disgracefully in Smith's corner, but such a transaction is very difficult of absolute proof. The committee do not impute to Mr. Baird that he paid the ruffians: he may not have known they were going to the fight at all. But it does appear that he did make use to Slavin of language unbecoming a gentleman and member of this club. The varied and entirely independent evidence before the committee on this point is absolutely conclusive. At this point the report ceased, and Sir John Astley informed the meeting that, in view of the evidence they had taken, the following resolution had been unanimously carried by the committee: "That the committee, while regretting Mr. Baird's individual conduct at the fight, do not find any evidence has been brought before them to justify them in finding that Mr. Baird was in any way responsible for the appearance of the roughs at the ring side in Belgium who prevented the fight from being fought to a conclusion." Mr. Charles Hawtrey at this stage asked a number of questions, which were answered by the chairman. Lord Queensberry, somewhat to the surprise of his brother committeemen, then said that it was with a certain amount of hesitation and pain that he proposed: "That the inquiry into Mr. Baird's conduct be continued from the point where the committee have left off." Mr. John Corlett protested against the action of Lord Queensberry, who, he remarked, was a member of the committee which had adopted the report and previous resolution. He (Mr. Corlett) did not think any further action was justified, seeing what evidence they had had before them and the difficulty of obtaining evidence, in view of the fact that they were not a legal body, and could not take evidence on oath. Major Noah proposed, and asked Lord Queensberry to accept, as an amendment, the following: Resolved that the conduct of Mr. Baird be referred back to the committee for further consideration, and they be instructed to report to the general meeting to be convened one month from this date. The committee, with the exception of Lord Queensberry, regarded this as a distinct vote of want of confidence. Captain Drummond and Mr. Hugh Drummond having spoken, a show of hands was taken, from which it was obvious that the majority of the members accepted the amendment of Major Noah. Sir John Astley then announced that the committee would resign, and that day fortnight another general meeting would be held, when the members of the club would be asked to appoint another committee. A good deal of discussion took place, and many gentlemen protested against the vote being regarded as one of want of confidence in the committee. — In reply, the committee and secretary pointed out the difficulty of obtaining anything like definite evidence in such a case as the present. — The matter, therefore, now stands over a fortnight.<ref>"The Smith-Slavin Fight. Who Paid the Roughs? — Resignation of the Pelican Club Committee." ''Evening News''(London) 9 January 1890, Thursday: 1 [of 4], Col. 2a–3a [of 7]. ''British Newspaper Archive''https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0003283%2F18900109&page=1&article=007&stringtohighlight=mandeville+viscount. Print title: ''Evening News and Post'', n.p.</ref></blockquote> === ''The Sportsman'' === The ''Sportsman'' put this very substantial report on its last page, but it did give it the better part of 3 full columns. The article is made up of one very large and several small articles. The author of the large one is interestingly partisan, offended not just by the "disgraceful" conduct of Smith's "roughs," but also by the failures of the investigative committee and especially of its chairman, Sir John Astley, who the author says "whitewashed" their results by never finding who hired the roughs. Tellingly, perhaps, a Mr G. T. Dunning of the newspaper was involved in the fight in a couple of ways: a G. T. Dunning signed the agreement with the stakeholder, the man's whose property was the site of the fight in Bruges, and Mr G. T. Dunning at the ''Sportsman'' is collecting subscriptions for the "Slavin Testimonial," raising funds for Slavin.<blockquote>Last night a meeting of the members of the Pelican Club was held to receive and consider the report of the committee which had been appointed to inquire into the circumstances of the disgraceful scenes at Bruges on the occasion of the fight between Jem Smith., Champion of England, and Frank P. Slavin, Champion of Australia. There was a crowded attendance. Sir J. D. Astley presided, and amongst those present were the Marquis of Queensberry, Viscount Mandeville, Lord Churston, Capt. Archibald Drummond, Col. Brabazon, Major Winter, Capt. de Wyndt, Major Noah, Hon. T. Willoughby, Messrs. John Corlett, Walter Dickson, Hugh Drummond, Walter Pallant, George Edwardes, Charles Harris, David James, Robert Martin, Arthur Roberts, J. L. Shine, C. Bertram, C. Coborn, C. Collette, W. Cosier, A. Crocker, C. Danby, A. de Vere-Smith, C. Disraeli, C. H. Hawtrey, F. B. Hesseltine, C. B. B. Johnson, W. J. A. Knowles, J. F. M‘Adam, T. Lumley, Cecil Raleigh (hon. secretary), W. E. Shine, J. M. Small, S. Smith, E. Solomon, E. Ellis, A. E. Wells (proprietor of the club), and W. C. K. Wick. The meeting, unquestionably the most important that has ever taken place in the history of the club, was intensely animated from start to finish. The rapid arrival of members in cabs and private vehicles long before the hour fixed for the meeting — 4.30 — proved how great was the interest felt in the proceedings, and Denman-street was several times blocked by the traffic. Prior to the important gathering a meeting of the committee was held, this being constituted as follows:— Sir John D. Astley (chairman), Marquis of Queensberry, Lord Esmé Gordon, Capt. Archibald Drummond, Mr Hugh Drummond, Mr. John Corlett, Mr Walter Pallant, Mr Robert Martin, Mr. Arthur Ernest Wells, and Mr Cecil Raleigh (hon. secretary). What took place at this meeting did not transpire, but no doubt the members were engaged in mapping out the evening programme. Their labours were concluded in time to ensure a punctual start of the special general meeting. This was held in the large club room, which barely sufficed to accommodate the deeply-interested assemblage eager to hear the outcome of the committee’s lengthy deliberations. Probably few were prepared for the remarkable scene witnessed before the proceedings were brought to a close. Acting upon one of the most widely-drawn Pelican Club rules, which lays it down that so far as smoking is concerned every room shall be a "Liberty Hall," almost every member calmed his nerves with a Havanna [sic] of the choicest brand. Nevertheless the spirit which pervaded the meeting was of a distinctly business-like character, and great indeed was the astonishment of the committee to find that their "whitewashing" proposals were not swallowed so readily as they evidently anticipated they would be. The chairman, in his usual bluff and hearty manner, introduced the subject-matter without any needless waste of words, and called upon Mr Cecil Raleigh to read the report of the committee. This will be found set forth below. The impression generally created was that the committee had discovered very little of what took place at the fight in view of the number of gentlemen called as witnesses and the length of time spent in their deliberations. The chairman, however, pointed out that some of the testimony adduced was not in the opinion of the committee truthful, and this may in some measure account for the singularly negative result arrived at. Briefly put the verdicts seemed to be "not guilty" in the case of Mr Fleming, and "not proven" against Mr Baird. It will be remembered that immediately after the fight the Pelican Club declared its intention of "sifting the matter to the bottom." The majority of the members yesterday were of opinion that the matter could hardly be called "sifted to the bottom" ''if the persons responsible for the presence of the roughs at the ring-side were not indicated''. This, it need scarcely be pointed out, was not done. "Not one word," said Mr Corlett, "had been brought out in the course of the inquiry to incriminate Mr Baird." This was said in reply to the Marquis of Queensberry, who, though a member of the Committee of Inquiry, dissented from its report on the ground that since Tuesday evening he had discovered new evidence of an important nature, for which reason he desired the conduct of Mr Baird to be still further investigated. Mr Hawtrey made a very pertinent remark concerning the appointment of the referee, but quietly subsided when Sir John came out with, "Excuse me, Mr Hawtrey, but I think you know as much about prize-fighting as a duck knows about an umbrella." Major Noah capped Lord Queensberry's amendment with another, referring the report back to the committee. The Marquis promptly seconded it, and at the same time withdrew his amendment in favour of the later one. The members of the "inner circle" began to look astonished at the strength of the opposition. It was no less unexpected than inconvenient, though it may be mentioned that there was a singular lack of official formula in the meeting throughout. When at last the chairman put the amendment it was found impossible to tell the result from the hands raised for and against. "Call 'Aye' and 'No,'" said Sir John, and immediately there came a roar of "Ayes," followed by a treble pipe of "Noes." "I cannot decide," said Sir John, "you must split into two parties, 'Ayes' to the right, 'Noes' to the left." No sooner was the room divided than the result of the voting was seen at once, the amendment being carried by an overwhelming majority. Confusion reigned supreme for a time; the committee conferred together and resigned in a body, excepting, of course, Lord Queensberry and Lord Esmé Gordon, the latter not being present. Sir John announced that another meeting would be held in a fortnight, when the members would be enabled to select "a better lot." And then, to cap the climax, the meeting dissolved without a vote of thanks to the chairman. The Chairman in opening the proceedings said that the reason of the general meeting being summoned was in the interests of the noble art, and to endeavour to find out who brought the roughs to the ringside, and who provided the funds for the purpose. Three or four committee meetings had been held, and the result would be laid before them. Many might say they ought to have done more, but he could assure them that the committee had done their best to find out and thoroughly sift matters to the bottom. Those who would pay a sufficient sum for the purpose in view would undoubtedly keep the thing as dark as possible. There was not the slightest question that money flowed freely, and that roughs were forthcoming. Much testimony had been brought before the committee, but he regretted to say that he did not think all had spoken truly. The public were only too anxious to imagine wrong upon the smallest circumstantial evidence, but he was certain that they could not be trusted in judging matters of wrong-doing, and they were not always correct. This was often the case in racing as well as in other sports, which, he need hardly tell them, he could personally vouch for. What was to be done was to put the world at large in full knowledge of the disgraceful proceedings which occurred at Bruges in the course of the late fight. In the first place, a sub-committee had been formed, who had submitted to the full committee a resolution which had been drawn up. The Committee's Report Sir John then called on Mr Cecil Raleigh (the hon. secretary) to read the following report: Report of the Committee of the Pelican Club to the general meeting of members on Wednesday, January 8: Gentlemen — You have been called together to-day in order that the committee may inform you of the action they have taken with regard to the recent prize fight between Frank Slavin and Jem Smith. It is hardly necessary to remind you that the Pelican Club, as the Pelican Club, has nothing whatever to do with prize fighting. Individual members of this, as of any other club, are of course perfectly free to patronise or promote prize fights if they desire to do so. But the Pelican Club in its corporate capacity does not concern itself with them in any way, and it has no desire, as it obviously has no right, to interfere with them or whatever may pertain to them. Unfortunately, however, it appeared that in connection with this fight between Slavin and Smith, certain things occurred of which it became the duty of the Pelican Club to take notice. And, to begin with, Mr. John Fleming, an official of the club, was present in the capacity of Smith's manager. The report of the fight reached London, as you are aware, early on Monday, December 23, and no sooner was it known that Slavin had been treated with a brutal cowardice which every member of this club and every honest Englishman cannot too strongly reprehend, than a special meeting of the committee was convened by telegraph on Tuesday. Your hon. secretary in the meantime wrote a letter to the papers repudiating any connection of the Pelican Club with the fight, and at the meeting of the committee Mr. Fleming was called to appear in person. He was at once informed that he was suspended from the performance of his usual duties here, [Col. 1c–2a] and he was requested to state to writing the nature of his association with the fight in question, and what he knew regarding it. Since that day, gentlemen, the committee have sat many times and for many hours. They are in receipt of a large mass of correspondence — some very emphatic, but, unfortunately anonymous; they have examined on several occasions a number of eye-witnesses of the fight, and they are, they believe, in full possession of every fact of importance in connection with the fight. With regard to Mr. Fleming, his statement practically amounts to this: The preliminaries of the fight between Slavin and Smith were concluded on September 16, 1889, that is, long anterior to the glove contest between Smith and Jackson, and although Mr. Fleming determined to sever his connection with Smith after the glove fight, he felt himself in duty bound to carry the fight with Slavin through to a conclusion, as his last action in the capacity of Smith's manager, and in this the committee did not consider him to blame. Smith went into training at Newmarket, where Mr. Fleming saw Smith occasionally, and meantime Mr. Fleming went to Belgium, and, in connection with Mr. Dunning of the ''Sportsman'' newspaper, they made arrangements that the fight should be fought on the private ground of a gentleman near Bruges, and with that gentleman they made the following agreement. Re Smith v. Slavin # You undertake not to allow any rough element to be present, and no noise to be made by cheering, &c., at ring side or elsewhere on my grounds, situated at St. Michael, Bruges, Belgium, and should any damage be caused by anyone to said grounds, my residence, or live or dead stock, you guarantee to be responsible in every way. # You undertake to guarantee that the place, names of any gentlemen residing in or near Bruges (within five miles) be not mentioned in any newspaper or print before, during, or after fight. # You undertake the number of spectators on ''both your sides'' do not exceed from forty to fifty ''altogether'', and to be guaranted by representatives of both sides in every way. # You undertake that, should anything untoward occur, to indemnify me, and all expenses that I may be put to in any way before or after the fight you agree to pay. (Signed) John Fleming (Signed) G. T. Dunning It is, of course, impossible, gentlemen, to say what is passing in the mind of any man, but it seems fair and reasonable to assume that neither Mr Fleming nor Mr Dunning contemplated the presence of roughs when they signed that agreement. Subsequently, however, a rumour did reach Mr Fleming to the effect that both sides had organised what is known as a corner," and he went straight to his partner in the agreement, Mr Dunning, and told him what he had heard. Mr Dunning informed him that he also had heard similar reports, but he had been able to assure himself that Slavin, at least, had no intention of employing roughs, and, as we all know, Mr Dunning's information has been justified by facts. Mr Fleming then sought Smith, and Smith said that as long as Slavin did not have a "corner," he (Smith) did not want one. Mr Fleming, however, continued to feel some anxiety on the subject and he took every possible precaution to keep the place selected for the fight a secret. Whether his efforts were intentionally thwarted cannot be said, but on the morning of the fight there were present at Bruges a number of roughs who obviously had not come all that way for their own diversion, and who could not have paid their own way thither even had they so desired. Mr Fleming had kept himself studiously aloof from even Smith's seconds up to this point. He had crossed to Belgium with several members of this club, with them he remained and with them he returned. When, however, he found the rough element that he feared, was actually present in Bruges, he apprised the owner of the ground where the fight was to take place of the fact. He said plainly, "The roughs ''are'' here, and it is entirely for you to say whether you will allow the fight to proceed or not." The gentleman in question replied that he would let the fight go on, but if there was any row he should instantly send for the police. Now, this is not the simple unsubstantiated explanation of Mr Fleming. This fact has been verified most completely by independent witnesses of honour and character whose word it is impossible to doubt. The witnesses have spoken, moreover, very fully of Mr Fleming's conduct in the matter as a whole, of the abuse he received, of absenting himself from Smith’s part of the ring, of his completely disassociating himself from Smith's party. The committee have subjected Mr Fleming's statement, and indeed his actions, so far as they can inform themselves of them apart from his statement, to the most searching inquiry, and as a result, at a committee meeting held on Wednesday, January 1, when scarcely a single member was absent, it was proposed by Mr Burton, and seconded by Mr Beckett, "That this committee, after hearing Mr Fleming's statement, and the evidence of gentlemen of undoubted character who were present at the ring-side, are of opinion that Mr Fleming was in no way responsible for the ruffianism that took place at the Slavin and Smith fight." This resolution was carried ''unanimously''. Gentlemen, it is with very great regret that the committee find it their duty to inform you that in the course of their investigations the name of a member of this club, Mr. G. A. Baird, has frequently been mentioned. The committee have most anxiously considered whether the conduct of Mr Baird ought properly to come within the scope of their inquiry, but in face of Rule 17 they have felt it necessary to proceed. The Rule in question says:— "Any member whose conduct, in or out of the club, shall be unbecoming a gentleman, in the opinion of the committee, or with respect to whom any matter may have transpired which might be calculated to render his continued membership of the club injurious to its character or interests, shall, if the committee on inquiry find the same substantiated, be requested to resign; and in case of non-compliance he shall be subject to expulsion. Any member so resigning or expelled shall cease to have any claim upon the club whatsoever, and not be eligible for re-election in the ordinary manner, but he may be re-instated by the vote of a special general meeting, such vote to be a majority of not less than three-fourths of the members present." The committee would feel great satisfaction if they could state explicitly that any given man did actually pay the men who behaved so disgracefully in Smith's corner, but such a transaction is very difficult of absolute proof. The committee do not impute it to Mr. G. Baird that he paid the ruffians in question. He may not have known they were coming to the fight at all, but it does appear that he did make use to Slavin of language unbecoming a gentleman and a member of this club. The varied and entirely independent evidence before the committee on this point is absolutely conclusive. At the finish of the hon. secretary's statement of the committee's doings, Mr Raleigh read the resolution arrived at on Tuesday night, as follows: "That the committee, while regretting Mr. Baird's individual conduct at the fight, do not find any evidence has been brought before them to justify them in finding that Mr. Baird was in any way responsible for the appearance of the roughs at the ring-side in Belgium who prevented the fight from being fought to a conclusion. Carried unanimously." The hon. sec. went on to say that he hoped the general meeting would ratify the foregoing document, and come to the unanimous conclusion that their committee had done right. Mr C. H. Hawtrey asked for an explanation with respect to a statement in T<small>HE</small> S<small>PORTSMAN</small> to the effect that Smith objected to all the referees suggested by Slavin. It appeared to him that Mr Fleming, as Smith's manager, would be the objecting party. The Chairman said that the referee was appointed by the stakeholder, and that the Smith party had nothing whatever to do with it. Mr Hawtrey said he simply asked the question for information. A member who witnessed the fight said he was fully under the impression that Fleming was not to be blamed in the matter, but he could not absolve Mr Baird. It appeared to him that Mr Baird was undoubtedly the leader of the rough division, and if this was true he was not fit to be a member of the Pelican Club. The Marquis of Queensberry said that although he did not wish to find fault with the action of the committee he must say that fresh evidence had reached them on the previous day, and he was of opinion that sufficient time had not been given to the matter so far as it concerned Mr Baird, and therefore he begged to move the following amendment: "That the examination into Mr Baird's conduct should be reopened and continued by the committee from the point it left off." Because a man had thousands of pounds to throw about that was no reason he should be allowed to do as he liked, and he must say he had very grave suspicions with with respect to that gentleman's proceedings. (Hear, hear.) Mr Hawtrey seconded the amendment. Mr John Corlett said that they appeared to meet under most novel conditions, and he must strongly object to the Marquis of Queensberry springing a surprise upon them by the amendment just read. The marquis formed one of the committee himself, and on the previous night had fully coincided with the decision arrived at, and now he apparently sought to sever himself from his fellow-committeemen. To expel a member was a very serious matter, and in his opinion Mr Baird’s conduct had nothing whatever to do with the result of the fight. He trusted that the meeting would not be led away by other reports. Mr Baird, it was acknowledged, had promised to Smith, in the event of his success, the stakes, amounting to 1000''l.'', and there was not the slightest doubt that his seconds, who were not of very high class, had determined to cut up the sum stated at all costs. There was not one word brought out in the course of the investigation to incriminate Mr Baird, and while the mere fact of bad language in the club would be most severely dealt with by the committee, outside they had really no jurisdiction. He had heard that adverse comments had been passed with respect to the inquiry held by the committee. Amongst others, why had not Mr E. Bailey been called? On this point he could only say that he interviewed the gentleman mentioned, and that his evidence would have agreed precisely with that of others who were before them. The committee had done their honest duty in [Col. 2c–3a] the matter and be regretted the one of their own body should now appear to be in opposition to them. The Marquis of Queensberry was sorry to think that Mr Corlett had misunderstood his remarks. What he stated was that he was perfectly satisfied with the result of the committee's inquiries, but that sufficient time had not been given to thoroughly sift the fresh evidence that had been offered regarding Mr Baird, whose evidence, he might state, flatly contradicted that of Mr Fleming. Mr Corlett moved the following in reply to Lord Queensberry's resolution:— "That the report of the committee be adopted." Mr Hugh Drummond seconded the amendment. Major Noah proposed a second amendment, as follows:— "That the conduct of Mr Baird be referred back to the committee for further consideration, and that they be instructed to report to a general meeting to be convened one month from this date." Lord Queensberry seconded. A desultory discussion ensued, in which Mr R. Martin and Mr H. Drummond took a prominent part, and eventually, amidst great excitement and confusion, the chairman put Major Noah's amendment, Lord Queensberry having withdrawn his in its favour. The meeting divided, and the amendment was carried by an overwhelming majority. On the result being declared from the chair Mr Walter Pallant rose and said that this evidently showed a want of confidence in the committee, and if adhered to, they had no option but to resign in a body. Major Noah stated most emphatically that it did not show a want of confidence in the committee. Capt. Drummond energetically denied this. If the meeting supported Major Noah in his amendment, he could assure them that the committee would consider it their duty to resign, as a large majority against them clearly indicated a want of confidence. The chairman briefly stated that the committee had resolved to resign in a body, and that a general meeting would be called in a fortnight's time to elect a "better lot." (Laughter.) The meeting then broke up in great confusion without the customary vote of thanks to the chairman.<ref>"The Late Fight. Meeting of the Pelican Club. Stormy Proceedings. The Committee Resigns." ''The Sportsman'' 9 January 1890, Thursday: 4 [of 4], Col. 1a–3b [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0001055%2F18900109&page=4&article=049&stringtohighlight=mandeville+viscount. Same print title and p.</ref></blockquote> === The ''Globe'' === On 9 January 1890, the ''Globe'' had a big article listing apparently every member of the Pelican Club and a detailed account of the results of the Sir John Astley's investigative committee's meetings with the organization.<ref>"The Smith-Slavin Fight. Stormy Meeting at the Pelican Club. — Resignation of the Committee." ''The Globe'' 9 January 1890, Thursday: 3 [of 8], Col. 4a–5c [of 5]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0001652%2F18900109&page=3&article=027&stringtohighlight=mandeville+viscount. Same print title and p.</ref> In this article, the paper says it published an account of the meetings the evening before, in a special edition. If I don't find that, I should put this one in. This piece, by "Magpie," is quite critical of the Pelican Club inquiry committee process:<blockquote>From a paragraph which appears in a sporting contemporary this morning, it would seem that the Pelican Club inquiry into the Slavin-Smith fiasco, which takes place to-night, is more likely to bring forth a mouse than produce a mountain. The Pelicans having with some degree of authority, as supporters of boxing, arrogated to themselves the rights of self-appointed censors of the noble art of self-defence, naturally lay themselves open to public criticism. It appears that a committee meeting of the Pelican Club was held yesterday evening. Sir John Astley was in the chair, and among those present were the Marquis of Queensberry, Captain Drummond, Mr. Arthur Roberts, Mr. John Corlett, Mr. Robert Martin, Mr. Cecil Raleigh (hon. sec.), and Mr. Wells, the proprietor of the club. Lord Royston, the Hon. M. Sandys, Mr. Atkinson Grimshaw, the gentleman in whose grounds the fight took place, Fleming the man who has acted for some time past as Smith's manager. Lord Mandeville — who, I note from the ''Sporting Life'', had the distinguished honour of being associated with Mr. John Baldock at a meeting held at a Fleet-street hotel, where several friends of Mr. Davies, Peter Jackson’s manager, foregathered on Monday to wish than gentleman ''bon voyage'' on his return trip to America — Mr. Vezey, the sporting publican, who acted as referee, Mr. Baird, ''alias'' "Mr. Abington," and Slavin were examined. There was a three hours’ discussion, and it was eventually decided by the committee, so says the paper in question, to exonerate "Mr. Abington" from any complicity with the gang of roughs who were present at Bruges. Fleming, too, was exonerated, and it would now appear, from what little has leaked out, that nobody was to blame. In fact, I shall not be surprised to hear, when the members of the club assemble tonight to confirm the resolutions of the committee, that everybody that was at Bruges and everything that took place there on the Monday before Christmas Day was all fair, square, and above board. In fact, it would not astonish me if I were told there was no prize fight at all. Mr. Vezey, having recovered from his illness sufficiently to attend the meeting, should by this time have recovered enough pluck to reverse his decision of "a draw" into victory for Slavin. Everybody connected with the affair but Smith and his seconds, having been subjected to a Pelican whitewashing, it now only remains to apologise to Messrs. Smith, Baldock, Harper, and the gentlemen from Birmingham for suspecting them for one moment being guilty of aught but the most gentlemanly conduct. It would have been wiser on the part of Messieurs the Pelicans if they had admitted reporters to yesterday’s meeting. They have taken up the part as I have before said of public censors and they must submit to public criticism. Frank Slavin, according his own press mouthpiece has received a sum of money which is not included in the list of subscriptions to his public  testimonial. As he of late has posed as the most interesting individual in the sporting world during this dead season, he might take the sporting world into his confidence and tell them the name of his "good fairy." Altogether the  Slavin-Smith business has passed from the horrible stage to that of the grotesque.<ref>"Sporting Chatter. (By 'Magpie.')." ''The Globe'' 8 January 1890, Wednesday: 7 [of 8], Col. 1a–b [of 5]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0001652%2F18900108&page=7&article=056&stringtohighlight=mandeville+viscount. Same print title and p.</ref></blockquote> === The ''Evening Star'' === The Thursday, 9 January 1890 ''Evening Star'':<blockquote>The proceedings at the special general meeting of the Pelican Club yesterday evening in connection with the late Championship Fight at Bruges were of a very  lively nature, and it looks as if some of the members were rather startled when the conduct of Mr. (Abington) Baird at the fight was called in question. The Committee presented a report exonerating both Mr. G. A. Baird (Smith’s backer) and Mr. John Fleming (Smith’s manager), but the meeting seemed to think that due inquiry had not been made into the conduct of Mr. Baird, and after a heated discussion referred back that part of the report relating to him. The fat was then in the fire, and the committee thereupon resigned in a body, and a general meeting will be held on the 22nd inst. to elect a new committee. The proceedings from the first were of an exciting nature, and great confusion prevailed at the finish, the meeting dissolving without the usual vote of thanks to the chairman. Mr. John Corlett could not see that anything had transpired to incriminate the "Squire," but even the endeavours of the proprietor of ''Pink 'Un'' to "make things pleasant" were of no avail, and the Marquis of Queensbury and his friends carried the day. These pugilists and their “noble" patrons seem to be going from bad to worse. After the Pelican meeting it appears that there was a fracas in the Trocadero Music Hall, in which Lord Mandeville, Mr. Abington, Charley Mitchell, "Pony" Moore, Jack Baldock (such names mingled !), and two or three other professional boxers were engaged [sic] It appears that "The Squire's" opinions on the late fight happened not to coincide with those of Mitchell, and high words were exchanged between the pair. Suddenly the Birmingham boxer jumped up and "went for" Mr. Abington, but did not strike him. Lord Mandeville immediately interposed and asked Mitchell to be quiet, whereupon the latter directed his attention to his lordship, and struck him sharply on the forehead. The ''Sportsman'' adds that Carney and Bates then sprang to the assistance of his lordship, and Mitchell and Moore left the building, but it is thought this will not be the end of the affair.<ref>"Sporting Twinkles." ''Evening Star'' 9 January 1890, Thursday: 3 [of 4], Col. 3c [of 5]. ''British Newspaper Archive''https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0001707%2F18900109&page=3&article=033&stringtohighlight=mandeville+viscount. Print title: ''Star of the East'', p. 3.</ref></blockquote> === The ''Liverpool Weekly Courier'' === The Saturday, 11 January 1890, ''Liverpool Weekly Courier'':<blockquote>The committee of the Pelican Club (Sir John Astley in the chair) was occupied for many hours in investigating the circumstances of the recent disgraceful prize-fight near Bruges. Among the witnesess examined were Mr. Vezey (the referee), Mr. G. Abington Baird, Lord Mandeville, and Slavin. The evidence of the latter was so favourable to Mr. Baird that this gentleman was exonerated from the charge of having aided, abetted, or paid the Birmingham roughs who assisted the contest with knuckle-dusters and blows. It would seem that their services had been requisitioned by others for the especial benefit of an obnoxious pugilist, who did not, however, put in an appearance.<p> On Wednesday a special general meeting of the members of the Pelican Cub was held at the clubhouse, Denman-street, Piccadilly, for the purpose of considering the report of the committee of proceedings in connection with the recent prize-fight between Smith and Slavin. The meeting was private, but the following account of the proceedings was officially furnished:— John Astley, Bart., presided. The report of the committee stated that the Pelican Club, as a club, had nothing whatever to do with the prize-fight. Unfortunately, however, it appeared that in connection with the fight certain things occurred of which it became the duty of the club to take notice. To begin with, Mr. John Fleming, an official of the club, was present in the capacity of Smith's manager. The report of the fight reached London early on Monday, December 23d. No sooner was attention called to the fact that Slavin had been treated with brutality, which every member of the club and every honest Englishman could not too strongly condemn, than a special meeting of the committee was convened. The hon. secretary in the meantime wrote a letter to the papers repudiating any connection of the Pelican Club with the fight, and at a meeting of the committee Mr. Fleming was called to appear in person. He was at once informed that he was suspended from the performance of his usual duties at the club, and was requested to state in writing the nature of his association with the fight and what he knew of it. Since that day the committee had sat many times. They had been in receipt of a mass of correspondence, some very emphatic, but unfortunately anonymous. They had examined on several occasions a number of eyewitnesses of the fight, and were, they believed, in full possession of every fact of importance with regard to Mr. Fleming. His statement practically amounted to this, the preliminaries of the fight between Slavin and Smith were concluded on September 16th last, long anterior to the glove contest between Smith and Jackson, and although Mr. Fleming determined to sever his connection with Smith after the glove fight, he felt himself in duty bound to carry the fight with Slavin through to a conclusion. In this the committee did not consider him to blame. It seemed, furthermore, only fair and reasonable to assume that Mr. Fleming never contemplated the presence of the roughs when the agreement was signed. Subsequently, however, a rumour did reach Mr. Fleming that both sides had organised what is known as a "corner," and he took every possible precaution to keep the place selected a secret. Whether his efforts were intentionally thwarted could not be said, but on the morning of the fight there were present in Bruges a number of roughs, who obviously had not come all that way for their own diversion, and who could not have paid their own way thither, had they so desired. Mr. Fleming, on discovering this, informed the owner of the ground of the fact. That gentleman said he would let the fight go on, but if there was any row he would send for the police instantly. The committee had consequently arrived at the conclusion that Mr. Fleming was in no way responsible for the ruffianism that took place. The committee, however, regretted to state that in the course of their investigations the name of a member of the club, Mr. G. W. Baird, was frequently mentioned. The committee had most anxiously considered whether the conduct of Mr. Baird ought properly to come within the scope of their inquiry, but in face of the club rules they felt it necessary to proceed. The committee would feel great satisfaction if they could state explicitly that any given man had actually paid the men who behaved so disgracefully in Smith's "corner,"  but such a transaction was very difficult of absolute proof. The committee did not impute to Mr. Baird that he paid the ruffians in question. He  may not have known they were going to the fight at all. But it did appear that he made use to Slavin of language unbecoming a gentleman and a member of that club. The evidence before the committee on this point was absolutely conclusive. Sir John Ashley informed the meeting that in view of the evidence they had taken the committee had unanimously resolved that while regretting Mr. Baird's conduct at the fight, they did not find [Col. c–a] that any evidence had been brought before them to justify them in finding Mr. Baird was in any way responsible for the appearance of the roughs at the ring ride who prevented the fight from being fought to a conclusion. The Marquis of Queensberry moved an amendment to the resolution that the inquiry into Mr. Baird's conduct be continued from the point where the committee have left off[.] Mr. J. Corlett protested against the action of Lord Queensberry, who was a member of the committee which had adopted the report and resolution. Mr. Noah proposed that the conduct of Mr. Baird be referred back to the committee for further consideration, and that they be instructed to report to a general meeting to be convened one month from this date. The committee, with the  exception of Lord Queensberry, regarded this as a vote of want of confidence. On a show of hands being taken it was obvious that the majority of the members accepted the amendment of Mr. Noah. Sir John Astley then announzed [sic?] that the commmittee would resign, and the meeting was adjourned for a fortnight.<ref>"The Slavin-Smith Prize Fight. Action of the Pelican Club." ''Liverpool Weekly Courier'' 11 January 1890, Saturday: 3 [of 8], Col. 4b–5a [of 8]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0003067%2F18900111&page=3&article=042&stringtohighlight=mandeville+viscount. Same print title and p.</ref></blockquote> === ''Reynolds's Newspaper'' === The Sunday, 12 January 1890, ''Reynolds's Newspaper'' has a longish report on the Pelican Club meeting and the fracas at the Trocadero:<blockquote>A special general meeting of the Pelican Club, convened by the committee with reference to the Smith-Slavin fight, near Bruges, drew a very full attendance of members. Sir John Astley (the president) took the chair, and was supported by the Marquis of Queensberry, Captain Archibald Drummond, Sir W. Gordon-Cumming, Mr. Robert Martin, Mr. John Corlett, Mr. Walter Dickson, and others, including Mr. Cecil Raleigh (hon. sec.) A resolution of the committee, stating that while they censured the language used by Mr. Abington Baird at the fight, yet they could not on the evidence before them connect him with the hiring of roughs, was first read; and then the opposition was led by Mr. Charles Hawtrey, who put some most pertinent questions to the Chairman. An unexpected mine was immediately afterwards sprung by Lord Queensberry, who declared that as a member of the committee he agreed with the decision of that body, yet nevertheless as a private individual he thought further investigation desirable.<p> Some very strong remarks from Mr. John Corlett and a forcible speech by Mr. Hugh Drummond caused great excitement. Finally, Major Noah proposed, and the Marquis of Queensberry seconded, the following amendment: — "That this inquiry into Mr. Baird's conduct be referred back to the committee with instructions to report to a general meeting to be convened one month from date." Amid intense commotion this was carried by a majority of at least three to one. Some desultory speaking followed, and then Sir John Astley announced that the amendment would be taken by the committee as a vote of censure, and that, consequently, he and his colleagues, would resign there and then. This determination was adhered to, despite the vehement protests of those who had voted with the majority that they had every confidence in the committee, but only wished for further inquiry into Mr. Baird's conduct.<ref>"The Recent Prize Fight." ''Reynolds's Newspaper'' 12 January 1890, Sunday: 6 [of 8], Col. 4a–b [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0000101%2F18900112&page=6&article=053&stringtohighlight=mandeville+viscount. Same print title and p.</ref></blockquote> === ''Lloyd's Weekly Newspaper'' === This report is from the Sunday, 12 January 1890, ''Lloyd's Weekly Newspaper'':<blockquote>A meeting of the committee of the Pelican club was held on Tuesday afternoon, Sir John D. Astley presiding, to consider the action of certain parties in connection with the brutality displayed by some hired ruffians at the recent championship prize fight between Jem Smith and Frank Slavin at Bruges, and among the members present were the Marquis of Queensberry and Captain Hugh Drummond. Lord Mandeville, Mr. G. A. Baird ("Mr. Abington"), Mr. Fleming, Frank Slavin, and others were examined, and, after a long discussion, it was decided by the committee to exonerate "Mr. Abington" (Smith's backer) and Mr. Fleming (Smith's manager) from all blame. A special general meeting of the club, convened for Wednesday, drew a very full attendance of members. Sir John Astley (the president) took the chair, and was supported by the Marquis of Queensberry, Captain Archibald Drummond, Sir W. Gordon-Cumming, Mr. Robert Martin, Mr. John Corlett, Mr. Walter Dickson, and others, including Mr. Cecil Raleigh, the honorary secretary. A resolution of the committee, stating that while they censured the language used by Mr. Abington Baird at the fight, yet they could not on the evidence before them connect him with the hiring of roughs, was first read; and then the opposition was led by Mr. Charles Hawtrey, who put some most pertinent questions to the chairman. An unexpected mine was immediately afterwards sprung by Lord Queensberry, who declared that as a member of the committee he agreed with the decision of that body, yet nevertheless as a private individual he thought further investigation desirable.<ref>"The Pelican Club and the Fight." ''Lloyd's Weekly Newspaper'' 12 January 1890, Sunday: 1 [of 12], Col. 5a [of 5]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0000079%2F18900112&page=1&article=005&stringtohighlight=mandeville+viscount. Same print title, n.p.</ref></blockquote> == Notes and Questions == # ==References== {{reflist}} b4kwyh6iyckbhpvpmk0wog2gye9xd66 0 332422 2841578 2840752 2026-10-19T20:49:45Z Scogdill 1331941 2841578 wikitext text/x-wiki =Event= Fight at the Trocadero music hall after the Pelican Club meetings. ==Overview== A fight erupted in the London Trocadero music hall, where Bessie Bellwood, Kim Montagu, Viscount Manville's long-term partner outside his marriage was a performer. Some reports suggest a disagreement occurred in the stalls, the people moved to the bar, where the fight actually took place, with more disruption in the street outside, requiring police to protect Charley Mitchell, the antagonist, and his father in law. Some reports say Mitchell hit Lord Mandeville, and others say he hit Abington. Also, some reports say that the conflict occurred in a restaurant and not the Trocadero. The ''South Wales Daily News'', 13 January 1890, says that Mitchell went to the Pelican Club after these events and suggests that he is a member there.<ref name=":1">"Lord Mandeville and His Friend Charlie." "South Wales Notes. [By Cosmos.]" ''South Wales Daily News'' 13 January 1890, Monday: 6 [of 8], Col. 6a–b [of 6]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0000919%2F18900113&page=6&article=089&stringtohighlight=mandeville+viscount. Same print title, p. 4.</ref> ==Logistics== * 11:00 (p.m.?) ==Related Events== * [[Social Victorians/Boxing/Smith-Slavin 1889-12-23|Smith-Slavin]] [[Social Victorians/Boxing/Smith-Slavin 1889-12-23|championship fight]] in Bruges, Belgium on 23 December 1889 * [[Social Victorians/Boxing/Pelican Club Meeting Smith-Slavin match|Meetings at the London Pelican Club]] * The Fracas at the Trocadero ==Who Was Present== # Lord Mandeville # Bessie Bellwood # "Squire" Abington — Mr. G. A. Baird # Charley Mitchell # Jem Carney # Mr. Charles Bates # Bob Habbijam # Baldock # "Pony" Moore, Charley Mitchell's father in law, a Christy Minstrel performer, who may not have been in the Trocadero but was in Picadilly later. ==Entertainment== ==Anthology== These reports are in chronological order by date of publication. === The ''Sportsman'' === The ''Sportsman'' was involved in the original fight and the later fund for Slavin and is partisan about other papers printing rumors as well as critical of the Pelican Club's investigative committee, its chairman and its results.<blockquote>FRACAS AT THE THE TROCADERO. CHARLEY MITCHELL AND LORD MANDEVILLE. As an addendum to the important meeting of the Pelican Club committee on Tuesday came a gathering of "sports" at Mr Sam Adams's cosy hall, the Trocadero, Piccadilly Circus. Lord Mandeville and Mr Abington, who had been in attendance at Denman-street, were joined by "Pony" Moore, his son-in-law, Charley Mitchell, Jem Carney (the Birmingham light-weight), Jack Baldock, Bob Habbijam, Charley Bates, &c. The party, who occupied seats in the stalls, naturally discussed things pugilistic, the talk being mostly devoted to the recent international fight between Frank P. Slavin and Jem Smith. "The Squire's" opinions on the matter happened not to coincide with those of Mitchell, and high words were exchanged between the pair. Suddenly the Birmingham boxer jumped up and "went for" Mr. Abington, but did not strike him. Lord Mandeville immediately interposed and asked Mitchell to be quiet, whereupon the latter directed his attention to his lordship, and struck him sharply on the forehead. Carney and Baldock sprang to his lordship's assistance, and Mitchell, with "Pony" Moore, at once left the building, the whole proceedings not lasting longer than a few seconds. The sensational report which appeared in an evening paper concerning the the affair must be taken with more than the customary pinch of salt. The squire was not hit, he did not "square up" to Mitchell, neither did he take off his coat and hand it to Charley Bates. It soon became noised abroad that there was "something up," and a crowd  gathered round the "Troc.," but the police saw Mitchell and Mr G. W. Moore safely across the road.<ref>"The Late Fight. Meeting of the Pelican Club. Stormy Proceedings. The Committee Resigns." ''The Sportsman'' 9 January 1890, Thursday: 4 [of 4], Col. 3a [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0001055%2F18900109&page=4&article=049&stringtohighlight=mandeville+viscount. Same print title and p.</ref></blockquote> === The ''Aberdeen Evening News'' === The ''Aberdeen Evening News'' (and many other outlets) have this short report that Mitchell "attacked" Mandeville in a restaurant:<blockquote>The "Evening Post" states that Charlie Mitchell, the pugilist, attacked Lord Mandeville and Mr. Abington at a West-End restaurant on Tuesday night. They were immediately separated.<ref>"Fracas in a West-End Restaurant." ''Aberdeen Evening Express'' 9 January 1890, Thursday: 2 [of 4], Col. 7a [of 7]. ''Brititsh Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0000444%2F18900109&page=2&article=028&stringtohighlight=mandeville+viscount. Same print title, n.p.</ref></blockquote>This report was printed with a letter from G. W. Moore:<blockquote>Further Details of the Row Between Mitchell and the Squire. Further details have transpired with regard to the fracas at the Trocadero between Charley Mitchell and Mr. Abington, which was exclusively reported in T<small>HE</small> E<small>VEN</small><small>ING</small> N<small>EWS AND</small> P<small>OST</small> yesterday. It seems that the cause of of the row was the conspicuous and irritating production of Smith's colours by a gentleman in the stalls in front of Mitchell. These acted upon him like the proverbial red rag, and, turning to Mr. Abington, he said, "You have got this up for me. I will put this cigar in your eye." Here Lord Mandeville acted the part of the peacemaker, and  an adjournment was made to the bar, where the real row took place. Notwithstanding what the ''Sportsman'' says this morning, it is a fact that "the Squire" did take off his coat to Mitchell. To "The Evening News and Post." Sir — In your editions of today I see my name figures in a report headed "Another Great Fight," in a most conspicuous manner. I was not at the Trocadero on the evening you name, and saw nothing of my son-in-law, Charley Mitchell, until I met him, followed by a crowd of ruffians, in Piccadilly, armed with knives and clubs, and whose names I could give if called upon. This publicity given to my name, I wish to inform you, is calculated to do both myself and entertainment a great  injury. I would here make mention that I was performing until 11 p.m. This article might lead the public to suppose I was not performing, as you will readily see. — l am, &c., G. W. Moore. St. James's Hall, January 8.<ref>"The Pugilistic Fracas." ''Evening News'' (London) 9 January 1890, Thursday: 3 [of 4], Col. 4a–b [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0003283%2F18900109&page=3&article=060&stringtohighlight=mandeville+viscount. Print title: ''The Evening News and Post'', p. 3.</ref></blockquote> === ''Reynolds's Newspaper'' === ''Reynolds's Newspaper'' reported on the fracas at the Trocadero, 12 January 1890:<blockquote>After the meeting at the Pelican Club there was a general adjournment to the Trocadero, amongst those who went being "Squire" Abington, Lord Mandeville, Charley Mitchell, Jem Carney, Mr. Charles Bates, and Bob Habbijam. The beginning of the row is not at present known, but suddenly Charley Mitchell went for the "Squire." The "Squire" is very handy with his "dukes" and quick on his feet, and he cleverly ducked and avoided the blow. He took off his coat and handed it to Charley Bates, nothing loth to have a scrap even with the opponent of Sullivan. A  regular set-to appeared imminent. The "Squire" sparred up to Charley Mitchell, when suddenly the pugilist turned round to where Lord Mandeville was sitting, and struck that nobleman square in the face. Then Baldock and the others interfered, with the result that Charley Mitchell and his father-in-law, "Pony" Moore, went out of the place. There was a large crowd outside, and matters might have proved bad for the pair but for the timely aid of the police, who surrounded them and escorted them to a place of safety. Further details have transpired with regard to the fracas at the Trocadero between Charley Mitchell and Mr. Abington. It seems that the cause of the row was the conspicuous and irritating production of Smith's colours by a gentleman in the stalls in front of Mitchell. These acted upon him like the proverbial red rag, and, turning to Mr. Abington, he said, "You have got this up for me. I will put this cigar in your eye." Here Lord Mandeville acted the part of the peacemaker, and an adjournment was made to the bar, where the real row took place.<ref>"The Recent Prize Fight." ''Reynolds's Newspaper'' 12 January 1890, Sunday: 6 [of 8], Col. 4a–b [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0000101%2F18900112&page=6&article=053&stringtohighlight=mandeville+viscount. Same print title and p.</ref></blockquote> === ''Lloyd's Weekly Newspaper'' === This report is from ''Lloyd's Weekly Newspaper'', 12 January 1890:<blockquote>A contemporary records a curious affair on Tuesday after the meeting of the Pelican committee. There was a general adjournment to the Trocadero, amongst those who went being "Squire" Abington, Lord Mandeville, Charley Mitchell, Jem Carney, Mr. Charles Bates, and Bob Habbijam. The beginning of the row is not known, but suddenly Mitchell went for the "Squire." The "Squire" ducked and avoided the blow. He took off his coat and handed it to Charley Bates, nothing loth to have a bout even with the opponent of Sullivan. A regular set-to appeared imminent, but Lord Mandeville took Charley Mitchell's attention off Abington, and Mitchell struck that nobleman square in the face. Then Baldock and the others interfered, with the result that Charley Mitchell went out of the place.<ref>"The Pelican Club and the Fight." ''Lloyd's Weekly Newspaper'' 12 January 1890, Sunday: 1 [of 12], Col. 5a [of 5]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0000079%2F18900112&page=1&article=005&stringtohighlight=mandeville+viscount. Same print title, n.p.</ref></blockquote> === The ''Eddowes's Shrewsbury Journal'' === This report from the ''Eddowes's Shrewsbury Journal'', 12 January 1890, has paragraphs with gossip; the paragraph that follows these is about an epidemic in London; could it be the Russian flu?<blockquote>I hear some further details with regard to the fracas at the Trocadero Music Hall, between Charley Mitchell and Mr. Abington. It seems that the cause of the row was the conspicuous and irritating production of Smith’s colours by a gentleman, who sat in front of Mitchell in the stalls. These acted upon him like the proverbial red rag, and turning to Mr. Abington, he is reputed to have said, "You have got this up for me. I will put this cigar in your eye." Here, [[Social Victorians/People/Mandeville|Lord Mandeville]] acted the part of peacemaker, and an adjournment was made to the bar, where the real row took place. Contrary to statements that have been made, Mr. "Pony" Moore, of Christy Minstrel celebrity, and father-in-law of Mitchell was not present at the time, but, according to a statement made last night, he met Mitchell in Piccadilly, and the latter was then being followed by crowd of roughs, most of whom were armed with knives and clubs. ... [[Social Victorians/People/Mandeville|Lord Mandeville]] has been interviewed anent the disgraceful scene witnessed the other night at the Trocadero Music Hall. His account of the affair differs materially from what has appeared in several newspapers. According to his statement he and Mr. Abingdon strolled into the stalls of the hall and took seats, shortly after which Charley Mitchell put in an appearance, and sat next to them. He was quite friendly for a time, but on some individual in the seat in front displaying Smith's colours very conspicuously, Mitchell openly accused Mr. Abingdon of "getting it up for him," and accompanied his accusation with a threat. At that moment the band struck up the National Anthem, and the people filed out into the saloon bar. Then, according to Lord Mandeville, at moment when he was quite unprepared for it, Mitchell dealt Mr. Abington a terrific blow behind the ear, knocking him down, and rendering him insensible. Subsequently, Mr. Abingdon being joined by his friends, Mitchell left the establishment and drove off in a cab.<ref>"Notes of the Week." ''Eddowes's Shrewsbury Journal'' 15 January 1890, Wednesday: 3 [of 12], Col. 2b [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0001504%2F18900115&page=3. Same print title and p.</ref></blockquote> === The ''Toronto Mail'' === The 13 January 1890 ''Toronto Mail'' has coverage of this conflict between Lord Mandeville and includes a quote from Charley Mitchell from Mitchell's perspective:<blockquote>London, Jan. 13. — The disgraceful fracas between Charley Mitchell and Viscount Mandeville at the Trocadero is still the main topic of discussion in the sporting circles. Mandeville has conducted himself here very much as he did in New York, frequenting low resorts and revelling in the companionship of roughs and loafers. He was interviewed to-day at his residence on Fitzroy square and gave his version of the affair. "I gave Mitchell no provocation whatever for the assault," he said. "I had just left the Pelican Club after the Smith Slavin committee, and was accompanied by Mr. Baird. We went into the Trocadero about 11 o'clock, and we were there joined by Charlie Mitchell, who approached us in a friendly manner, shook our hands warmly, and made some social remarks. "Shortly, a gentleman in the front row of stalls began flourishing Jem Smith's colours. At first Mitchell took no notice of the demonstration until the gentleman threw the colours over his shoulder." This seemed to infuriate Mitchell, and he suddenly turned on Baird, shouting the top of his voice:— "You done this for me, and I'll give you a good poke in the eye for it," accompanying his threat with a gesture as though he were about to strike. I pushed him back and said:— "Don't be a fool, Charlie; keep quiet." Matters quieted down then, and I thought it had blown over, when just at the conclusion of the performance, as Baird and I started for the car, Baird a little in advance, as we entered the room I received a frightful blow under my right ear, so severe that I fell to the ground senseless. When I recovered there was a crowd standing about me, and Baird was lifting me to my feet. He told me Mitchell had struck me, and then jumped in a cab and escaped. Charles Mitchell was seen later in the day, and while he declined to be interviewed he volunteered the remark, "Mandeville provoked me deliberately, and I will thrash him again if he continues his annoyance." Mandeville looks more dissipated than ever. This contretemps, in connection with the row of the Smith-Slavin fight, will assist in the downfall of the Pelican club.<ref>"Mitchell Says His Lordship Provoked Him and He Knocked Him Down." ''Toronto Daily Mail'' 14 January 1890, Tuesday: 2 [of 8], Col. 7b [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0002933%2F18900114&page=2&article=040&stringtohighlight=mandeville+viscount. Print title: ''The Toronto Mail'', p. 2.</ref></blockquote> === The ''South Wales Daily News'' === From the ''South Wales Daily News'', 13 January 1890, "the fracas at the Troccadero":<blockquote>Judging from the interview a reporter had with Lord Mandeville upon the subject of the fracas at the Trocadero, the "Tom and Jerry" era is being revived, and much in the same shoddy manner as is typical of the age no less than the return to the prize ring. The heir to a dukedom, apparently, sees no disgrace in hobnobbing with a pugilist, and in calling him by his Christian name. His good intentions in preventing a row between his friend Charlie and his friend Abington seem to have ended in the usual result to those who enter into the quarrels of others. Notwithstanding his exalted station, and the fact that my Lord Mandeville will in the course of time be one of the hereditary legislators of the kingdom, Charlie did not refrain from fetching this scion of the peerage a smack behind the ear, which stretched the titled patron of the ring upon the ground. They managed these things better even twenty-five years ago. In the old days, or rather nights, of the Haymarket, a well-known nobleman, who is alive now, used to be attended by men of the same profession as Mitchell, who were accustomed to protect his most noble person should he get the worst of it in any encounter which, probably enough, he had stirred up himself. But even he did not associate with this class of individual. There are very few people who will sympathise with his lordship in his misfortune. He appears to have been struck from behind, and this method of fighting is quite in accordance with the tactics which are resorted to at contests for the championship. Mr Abington, although threatened to have "his eye poked out," came off scatheless, but he was described by Mitchell as "one of Jem Smith's crowd." As Charlie went to the Pelican after the occurrence and boasted how he had "knocked them out," we must conclude that he is a member — a  delightful set truly! But the scene which certainly should have brought down the curtain was Abington reproaching Mitchell, and telling him that he ought to be ashamed of himself. What a sight for the gods, or rather an idea for the pantomime.<ref name=":1" /></blockquote> === The ''Fraserburgh Advertiser'' === From the 24 January 1890 ''Fraserburgh Advertiser'' (Abington is the squire, not Mandeville):<blockquote>Further details (says the London ''Evening'' ''Post'') have transpired with regard to the fracas at the Tracadero between Charley Mitchell and Mr Abington. It seems that the cause of the row was the conspicuous and irritating production of Smith’s colours by a gentleman in the stalls in front of Mitchell. These acted upon him like the proverbial red rag, and turning to Mr Abington, he said — "You have got this up for me. I will put this cigar in your eye." Here Lord Mandeville acted the part of the peacemaker, and an adjournment was made to the bar, where the real row took place. Notwithstanding what the ''Sportsman'' says, it is a fact that "the Squire" did take off his coat to Mitchell.<ref>"The Laird of Strichen and the Prize Ring." ''Fraserburgh Advertiser'' 24 January 1890, Friday: 5 [of 8], Col. 5a [of 5]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0001470%2F18900124&page=5&article=035&stringtohighlight=mandeville+viscount. Same print title, n.p.</ref></blockquote> == Notes and Questions == # ==References== {{reflist}} ru3ij8c158owrzuxtov6oeztca1bs9m 2841597 2841578 2026-10-19T22:40:17Z Scogdill 1331941 2841597 wikitext text/x-wiki =Event= Fight at the Trocadero music hall after the Pelican Club meetings. ==Overview== A fight erupted in the London Trocadero music hall, where Bessie Bellwood, Kim Montagu, Viscount Manville's long-term partner outside his marriage was a performer. Some reports suggest a disagreement occurred in the stalls, the people moved to the bar, where the fight actually took place, with more disruption in the street outside, requiring police to protect Charley Mitchell, the antagonist, and his father in law. Some reports say Mitchell hit Lord Mandeville, and others say he hit Abington. Also, some reports say that the conflict occurred in a restaurant and not the Trocadero. The ''South Wales Daily News'', 13 January 1890, says that Mitchell went to the Pelican Club after these events and suggests that he is a member there.<ref name=":1">"Lord Mandeville and His Friend Charlie." "South Wales Notes. [By Cosmos.]" ''South Wales Daily News'' 13 January 1890, Monday: 6 [of 8], Col. 6a–b [of 6]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0000919%2F18900113&page=6&article=089&stringtohighlight=mandeville+viscount. Same print title, p. 4.</ref> ==Logistics== * 11:00 (p.m.?) ==Related Events== * [[Social Victorians/Boxing/Smith-Slavin 1889-12-23|Smith-Slavin]] [[Social Victorians/Boxing/Smith-Slavin 1889-12-23|championship fight]] in Bruges, Belgium on 23 December 1889 * [[Social Victorians/Boxing/Pelican Club Meeting Smith-Slavin match|Meetings at the London Pelican Club]] * The Fracas at the Trocadero * On 7 January, apparently, Charles Mitchell "attacked" Viscount Mandeville and Mr. Abington in a West-end restaurant. The Evening News first reported the story, and then a number of newspapers printed very short articles to that effect. ==Who Was Present== # Lord Mandeville # Bessie Bellwood # "Squire" Abington — Mr. G. A. Baird # Charley Mitchell # Jem Carney # Mr. Charles Bates # Bob Habbijam # Baldock # "Pony" Moore, Charley Mitchell's father in law, a Christy Minstrel performer, who may not have been in the Trocadero but was in Picadilly later. ==Entertainment== ==Anthology== These reports are in chronological order by date of publication. === The ''Sportsman'' === The ''Sportsman'' was involved in the original fight and the later fund for Slavin and is partisan about other papers printing rumors as well as critical of the Pelican Club's investigative committee, its chairman and its results.<blockquote>FRACAS AT THE THE TROCADERO. CHARLEY MITCHELL AND LORD MANDEVILLE. As an addendum to the important meeting of the Pelican Club committee on Tuesday came a gathering of "sports" at Mr Sam Adams's cosy hall, the Trocadero, Piccadilly Circus. Lord Mandeville and Mr Abington, who had been in attendance at Denman-street, were joined by "Pony" Moore, his son-in-law, Charley Mitchell, Jem Carney (the Birmingham light-weight), Jack Baldock, Bob Habbijam, Charley Bates, &c. The party, who occupied seats in the stalls, naturally discussed things pugilistic, the talk being mostly devoted to the recent international fight between Frank P. Slavin and Jem Smith. "The Squire's" opinions on the matter happened not to coincide with those of Mitchell, and high words were exchanged between the pair. Suddenly the Birmingham boxer jumped up and "went for" Mr. Abington, but did not strike him. Lord Mandeville immediately interposed and asked Mitchell to be quiet, whereupon the latter directed his attention to his lordship, and struck him sharply on the forehead. Carney and Baldock sprang to his lordship's assistance, and Mitchell, with "Pony" Moore, at once left the building, the whole proceedings not lasting longer than a few seconds. The sensational report which appeared in an evening paper concerning the the affair must be taken with more than the customary pinch of salt. The squire was not hit, he did not "square up" to Mitchell, neither did he take off his coat and hand it to Charley Bates. It soon became noised abroad that there was "something up," and a crowd  gathered round the "Troc.," but the police saw Mitchell and Mr G. W. Moore safely across the road.<ref>"The Late Fight. Meeting of the Pelican Club. Stormy Proceedings. The Committee Resigns." ''The Sportsman'' 9 January 1890, Thursday: 4 [of 4], Col. 3a [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0001055%2F18900109&page=4&article=049&stringtohighlight=mandeville+viscount. Same print title and p.</ref></blockquote> === The ''Aberdeen Evening News'' === The ''Aberdeen Evening News'' (and many other outlets) have this short report that Mitchell "attacked" Mandeville in a restaurant:<blockquote>The "Evening Post" states that Charlie Mitchell, the pugilist, attacked Lord Mandeville and Mr. Abington at a West-End restaurant on Tuesday night. They were immediately separated.<ref>"Fracas in a West-End Restaurant." ''Aberdeen Evening Express'' 9 January 1890, Thursday: 2 [of 4], Col. 7a [of 7]. ''Brititsh Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0000444%2F18900109&page=2&article=028&stringtohighlight=mandeville+viscount. Same print title, n.p.</ref></blockquote>This report was printed with a letter from G. W. Moore:<blockquote>Further Details of the Row Between Mitchell and the Squire. Further details have transpired with regard to the fracas at the Trocadero between Charley Mitchell and Mr. Abington, which was exclusively reported in T<small>HE</small> E<small>VEN</small><small>ING</small> N<small>EWS AND</small> P<small>OST</small> yesterday. It seems that the cause of of the row was the conspicuous and irritating production of Smith's colours by a gentleman in the stalls in front of Mitchell. These acted upon him like the proverbial red rag, and, turning to Mr. Abington, he said, "You have got this up for me. I will put this cigar in your eye." Here Lord Mandeville acted the part of the peacemaker, and  an adjournment was made to the bar, where the real row took place. Notwithstanding what the ''Sportsman'' says this morning, it is a fact that "the Squire" did take off his coat to Mitchell. To "The Evening News and Post." Sir — In your editions of today I see my name figures in a report headed "Another Great Fight," in a most conspicuous manner. I was not at the Trocadero on the evening you name, and saw nothing of my son-in-law, Charley Mitchell, until I met him, followed by a crowd of ruffians, in Piccadilly, armed with knives and clubs, and whose names I could give if called upon. This publicity given to my name, I wish to inform you, is calculated to do both myself and entertainment a great  injury. I would here make mention that I was performing until 11 p.m. This article might lead the public to suppose I was not performing, as you will readily see. — l am, &c., G. W. Moore. St. James's Hall, January 8.<ref>"The Pugilistic Fracas." ''Evening News'' (London) 9 January 1890, Thursday: 3 [of 4], Col. 4a–b [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0003283%2F18900109&page=3&article=060&stringtohighlight=mandeville+viscount. Print title: ''The Evening News and Post'', p. 3.</ref></blockquote> === ''Reynolds's Newspaper'' === ''Reynolds's Newspaper'' reported on the fracas at the Trocadero, 12 January 1890:<blockquote>After the meeting at the Pelican Club there was a general adjournment to the Trocadero, amongst those who went being "Squire" Abington, Lord Mandeville, Charley Mitchell, Jem Carney, Mr. Charles Bates, and Bob Habbijam. The beginning of the row is not at present known, but suddenly Charley Mitchell went for the "Squire." The "Squire" is very handy with his "dukes" and quick on his feet, and he cleverly ducked and avoided the blow. He took off his coat and handed it to Charley Bates, nothing loth to have a scrap even with the opponent of Sullivan. A  regular set-to appeared imminent. The "Squire" sparred up to Charley Mitchell, when suddenly the pugilist turned round to where Lord Mandeville was sitting, and struck that nobleman square in the face. Then Baldock and the others interfered, with the result that Charley Mitchell and his father-in-law, "Pony" Moore, went out of the place. There was a large crowd outside, and matters might have proved bad for the pair but for the timely aid of the police, who surrounded them and escorted them to a place of safety. Further details have transpired with regard to the fracas at the Trocadero between Charley Mitchell and Mr. Abington. It seems that the cause of the row was the conspicuous and irritating production of Smith's colours by a gentleman in the stalls in front of Mitchell. These acted upon him like the proverbial red rag, and, turning to Mr. Abington, he said, "You have got this up for me. I will put this cigar in your eye." Here Lord Mandeville acted the part of the peacemaker, and an adjournment was made to the bar, where the real row took place.<ref>"The Recent Prize Fight." ''Reynolds's Newspaper'' 12 January 1890, Sunday: 6 [of 8], Col. 4a–b [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0000101%2F18900112&page=6&article=053&stringtohighlight=mandeville+viscount. Same print title and p.</ref></blockquote> === ''Lloyd's Weekly Newspaper'' === This report is from ''Lloyd's Weekly Newspaper'', 12 January 1890:<blockquote>A contemporary records a curious affair on Tuesday after the meeting of the Pelican committee. There was a general adjournment to the Trocadero, amongst those who went being "Squire" Abington, Lord Mandeville, Charley Mitchell, Jem Carney, Mr. Charles Bates, and Bob Habbijam. The beginning of the row is not known, but suddenly Mitchell went for the "Squire." The "Squire" ducked and avoided the blow. He took off his coat and handed it to Charley Bates, nothing loth to have a bout even with the opponent of Sullivan. A regular set-to appeared imminent, but Lord Mandeville took Charley Mitchell's attention off Abington, and Mitchell struck that nobleman square in the face. Then Baldock and the others interfered, with the result that Charley Mitchell went out of the place.<ref>"The Pelican Club and the Fight." ''Lloyd's Weekly Newspaper'' 12 January 1890, Sunday: 1 [of 12], Col. 5a [of 5]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0000079%2F18900112&page=1&article=005&stringtohighlight=mandeville+viscount. Same print title, n.p.</ref></blockquote> === The ''Eddowes's Shrewsbury Journal'' === This report from the ''Eddowes's Shrewsbury Journal'', 12 January 1890, has paragraphs with gossip; the paragraph that follows these is about an epidemic in London; could it be the Russian flu?<blockquote>I hear some further details with regard to the fracas at the Trocadero Music Hall, between Charley Mitchell and Mr. Abington. It seems that the cause of the row was the conspicuous and irritating production of Smith’s colours by a gentleman, who sat in front of Mitchell in the stalls. These acted upon him like the proverbial red rag, and turning to Mr. Abington, he is reputed to have said, "You have got this up for me. I will put this cigar in your eye." Here, [[Social Victorians/People/Mandeville|Lord Mandeville]] acted the part of peacemaker, and an adjournment was made to the bar, where the real row took place. Contrary to statements that have been made, Mr. "Pony" Moore, of Christy Minstrel celebrity, and father-in-law of Mitchell was not present at the time, but, according to a statement made last night, he met Mitchell in Piccadilly, and the latter was then being followed by crowd of roughs, most of whom were armed with knives and clubs. ... [[Social Victorians/People/Mandeville|Lord Mandeville]] has been interviewed anent the disgraceful scene witnessed the other night at the Trocadero Music Hall. His account of the affair differs materially from what has appeared in several newspapers. According to his statement he and Mr. Abingdon strolled into the stalls of the hall and took seats, shortly after which Charley Mitchell put in an appearance, and sat next to them. He was quite friendly for a time, but on some individual in the seat in front displaying Smith's colours very conspicuously, Mitchell openly accused Mr. Abingdon of "getting it up for him," and accompanied his accusation with a threat. At that moment the band struck up the National Anthem, and the people filed out into the saloon bar. Then, according to Lord Mandeville, at moment when he was quite unprepared for it, Mitchell dealt Mr. Abington a terrific blow behind the ear, knocking him down, and rendering him insensible. Subsequently, Mr. Abingdon being joined by his friends, Mitchell left the establishment and drove off in a cab.<ref>"Notes of the Week." ''Eddowes's Shrewsbury Journal'' 15 January 1890, Wednesday: 3 [of 12], Col. 2b [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0001504%2F18900115&page=3. Same print title and p.</ref></blockquote> === The ''Toronto Mail'' === The 13 January 1890 ''Toronto Mail'' has coverage of this conflict between Lord Mandeville and includes a quote from Charley Mitchell from Mitchell's perspective:<blockquote>London, Jan. 13. — The disgraceful fracas between Charley Mitchell and Viscount Mandeville at the Trocadero is still the main topic of discussion in the sporting circles. Mandeville has conducted himself here very much as he did in New York, frequenting low resorts and revelling in the companionship of roughs and loafers. He was interviewed to-day at his residence on Fitzroy square and gave his version of the affair. "I gave Mitchell no provocation whatever for the assault," he said. "I had just left the Pelican Club after the Smith Slavin committee, and was accompanied by Mr. Baird. We went into the Trocadero about 11 o'clock, and we were there joined by Charlie Mitchell, who approached us in a friendly manner, shook our hands warmly, and made some social remarks. "Shortly, a gentleman in the front row of stalls began flourishing Jem Smith's colours. At first Mitchell took no notice of the demonstration until the gentleman threw the colours over his shoulder." This seemed to infuriate Mitchell, and he suddenly turned on Baird, shouting the top of his voice:— "You done this for me, and I'll give you a good poke in the eye for it," accompanying his threat with a gesture as though he were about to strike. I pushed him back and said:— "Don't be a fool, Charlie; keep quiet." Matters quieted down then, and I thought it had blown over, when just at the conclusion of the performance, as Baird and I started for the car, Baird a little in advance, as we entered the room I received a frightful blow under my right ear, so severe that I fell to the ground senseless. When I recovered there was a crowd standing about me, and Baird was lifting me to my feet. He told me Mitchell had struck me, and then jumped in a cab and escaped. Charles Mitchell was seen later in the day, and while he declined to be interviewed he volunteered the remark, "Mandeville provoked me deliberately, and I will thrash him again if he continues his annoyance." Mandeville looks more dissipated than ever. This contretemps, in connection with the row of the Smith-Slavin fight, will assist in the downfall of the Pelican club.<ref>"Mitchell Says His Lordship Provoked Him and He Knocked Him Down." ''Toronto Daily Mail'' 14 January 1890, Tuesday: 2 [of 8], Col. 7b [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0002933%2F18900114&page=2&article=040&stringtohighlight=mandeville+viscount. Print title: ''The Toronto Mail'', p. 2.</ref></blockquote> === The ''South Wales Daily News'' === From the ''South Wales Daily News'', 13 January 1890, "the fracas at the Troccadero":<blockquote>Judging from the interview a reporter had with Lord Mandeville upon the subject of the fracas at the Trocadero, the "Tom and Jerry" era is being revived, and much in the same shoddy manner as is typical of the age no less than the return to the prize ring. The heir to a dukedom, apparently, sees no disgrace in hobnobbing with a pugilist, and in calling him by his Christian name. His good intentions in preventing a row between his friend Charlie and his friend Abington seem to have ended in the usual result to those who enter into the quarrels of others. Notwithstanding his exalted station, and the fact that my Lord Mandeville will in the course of time be one of the hereditary legislators of the kingdom, Charlie did not refrain from fetching this scion of the peerage a smack behind the ear, which stretched the titled patron of the ring upon the ground. They managed these things better even twenty-five years ago. In the old days, or rather nights, of the Haymarket, a well-known nobleman, who is alive now, used to be attended by men of the same profession as Mitchell, who were accustomed to protect his most noble person should he get the worst of it in any encounter which, probably enough, he had stirred up himself. But even he did not associate with this class of individual. There are very few people who will sympathise with his lordship in his misfortune. He appears to have been struck from behind, and this method of fighting is quite in accordance with the tactics which are resorted to at contests for the championship. Mr Abington, although threatened to have "his eye poked out," came off scatheless, but he was described by Mitchell as "one of Jem Smith's crowd." As Charlie went to the Pelican after the occurrence and boasted how he had "knocked them out," we must conclude that he is a member — a  delightful set truly! But the scene which certainly should have brought down the curtain was Abington reproaching Mitchell, and telling him that he ought to be ashamed of himself. What a sight for the gods, or rather an idea for the pantomime.<ref name=":1" /></blockquote> === The ''Fraserburgh Advertiser'' === From the 24 January 1890 ''Fraserburgh Advertiser'' (Abington is the squire, not Mandeville):<blockquote>Further details (says the London ''Evening'' ''Post'') have transpired with regard to the fracas at the Tracadero between Charley Mitchell and Mr Abington. It seems that the cause of the row was the conspicuous and irritating production of Smith’s colours by a gentleman in the stalls in front of Mitchell. These acted upon him like the proverbial red rag, and turning to Mr Abington, he said — "You have got this up for me. I will put this cigar in your eye." Here Lord Mandeville acted the part of the peacemaker, and an adjournment was made to the bar, where the real row took place. Notwithstanding what the ''Sportsman'' says, it is a fact that "the Squire" did take off his coat to Mitchell.<ref>"The Laird of Strichen and the Prize Ring." ''Fraserburgh Advertiser'' 24 January 1890, Friday: 5 [of 8], Col. 5a [of 5]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0001470%2F18900124&page=5&article=035&stringtohighlight=mandeville+viscount. Same print title, n.p.</ref></blockquote> == Notes and Questions == # ==References== {{reflist}} dwb0w19bkbztrgrakokmgbzfc7gwbv5 0 332438 2841518 2840666 2026-10-19T14:19:57Z Audiologyhellas 3112713 /* Country Overview */ 2841518 wikitext text/x-wiki == Country Overview == Greece,officially Hellas, is a country in southeastern Europe, with Athens as its capital and with thousand of islands extending geographically to Asia Minor. The capital, Athens, is the largest Greek city, followed by Thessaloniki and Patras. Hellas is a parliamentary republic with a population of approxiamtely 10.4 million in 2025. Its official language is hellinika (Greek) and it has been a member of the European Union since 1981 and the euro area since 2001 [1,2] == History == The first book on The first seminar in Clinical Audiology took place in Thessaloniki January 27-29, 1988. == Audiology Services == Audiology services in Greece are available through public and university hospitals, private ear, nose and throat (ENT) practices, and private clinics. Hearing assessment is provided within ENT services in both sectors, while the National Organisation for Healthcare Services Provision (EOPYY) contracts with private healthcare providers as part of the statutory healthcare system. Documented services include audiometry and tympanometry, with more specialised investigations available in hospital departments. [3–5] Private practice ENTs may provide from basic to specialized assessments of hearing acuity & auditory processing. Specialist hospital services include acoustic reflex testing, otoacoustic emissions and auditory brainstem response testing. For example, the Aristotle University of Thessaloniki’s Second ENT Department at Papageorgiou Hospital operates hearing assessment, neonatal hearing screening and auditory electrophysiology clinics. The hospital also lists a psychoacoustics clinic associated with the university’s First Department of Psychiatry, providing assessment of hearing in noise as well as specialized auditory processing assessment to complete the hearing capacity evaluation. These are examples of specialist provision rather than evidence of an identical testing package at every provider. [5] Newborn hearing screening is undertaken in maternity hospitals and specialist hospital clinics, including services using otoacoustic emissions. Such services are documented at IASO maternity hospital and Papageorgiou Hospital. A 2024 peer-reviewed perspective described progress in Greece but reported that screening had not yet been mandated nationwide at the time of publication. The existence of local screening programmes therefore should not be taken as evidence of complete national coverage. [5–7] The need for universal hearing screening in Greece is communicated to the ministry of health. Hearing rehabilitation includes hearing aids supplied through hearing-care providers and cochlear implantation at specialist centres. EOPYY’s September 2025 reimbursement schedule specifies eligibility, patient contributions and replacement conditions for hearing aids, together with provisions for cochlear implant speech processors and accessories. Hospital implant services may encompass preoperative assessment, surgery, postoperative monitoring, and speech-language and psychological support for children and adults. [5,8,9] Early intervention and family support are also provided outside hospital-based medical care. The National Foundation for the Deaf offers services for deaf and hard-of-hearing children aged birth to six years and their families, supporting communication, language and broader development. Its government service description also provides for remote support by videoconference for families living outside the areas served in person. [10] == Education and Training == Information about audiology education. == References == * [1] European Union. Greece: country overview. Population figure attributed to Eurostat, 2025. * [2] European Commission, EURAXESS. EURAXESS Country in Focus: Greece. 25 May 2026. * [3] Hellenic National Contact Point for Cross-border Healthcare. Finding a healthcare provider in Greece. * [4] Medifirst. Ear, Nose & Throat (ENT). Description of private-sector services. * [5] Papageorgiou Hospital. Second ENT Clinic of the Aristotle University of Thessaloniki. Description of clinics and services. * [6] IASO. Neonatal Audiology. Description of neonatal hearing screening services. * [7] Athanasopoulos M, Samara P, Batsaouras G, Athanasopoulos I. Making a Difference from Day One: The Urgent Need for Universal Neonatal Hearing Screening. Children (Basel). 2024;11(12):1479. doi:10.3390/children11121479. * [8] EOPYY. Healthcare provider directory, including hearing-aid suppliers. * [9] EOPYY. Annex to Article 46 of the Unified Healthcare Benefits Regulation. Greek Government Gazette B 4739, 4 September 2025. Table 4, printed pages 62623–62625. * [10] Gov.gr / National Foundation for the Deaf. Early intervention service for deaf/hard-of-hearing infants, young children and their families. [[Category:New Global Audiology Pages]] [[Category:Greece]] s1cd83ualitdhrenk1azhpumadgvewr 2841552 2841518 2026-10-19T17:14:55Z TMorata 860721 added hyperlink 2841552 wikitext text/x-wiki == Country Overview == [[wikipedia:Greece|Greece]], officially Hellas, is a country in southeastern Europe, with Athens as its capital and with thousand of islands extending geographically to Asia Minor. The capital, Athens, is the largest Greek city, followed by Thessaloniki and Patras. Hellas is a parliamentary republic with a population of approxiamtely 10.4 million in 2025. Its official language is hellinika (Greek) and it has been a member of the European Union since 1981 and the euro area since 2001 [1,2] == History == The first book on The first seminar in Clinical Audiology took place in Thessaloniki January 27-29, 1988. == Audiology Services == Audiology services in Greece are available through public and university hospitals, private ear, nose and throat (ENT) practices, and private clinics. Hearing assessment is provided within ENT services in both sectors, while the National Organisation for Healthcare Services Provision (EOPYY) contracts with private healthcare providers as part of the statutory healthcare system. Documented services include audiometry and tympanometry, with more specialised investigations available in hospital departments. [3–5] Private practice ENTs may provide from basic to specialized assessments of hearing acuity & auditory processing. Specialist hospital services include acoustic reflex testing, otoacoustic emissions and auditory brainstem response testing. For example, the Aristotle University of Thessaloniki’s Second ENT Department at Papageorgiou Hospital operates hearing assessment, neonatal hearing screening and auditory electrophysiology clinics. The hospital also lists a psychoacoustics clinic associated with the university’s First Department of Psychiatry, providing assessment of hearing in noise as well as specialized auditory processing assessment to complete the hearing capacity evaluation. These are examples of specialist provision rather than evidence of an identical testing package at every provider. [5] Newborn hearing screening is undertaken in maternity hospitals and specialist hospital clinics, including services using otoacoustic emissions. Such services are documented at IASO maternity hospital and Papageorgiou Hospital. A 2024 peer-reviewed perspective described progress in Greece but reported that screening had not yet been mandated nationwide at the time of publication. The existence of local screening programmes therefore should not be taken as evidence of complete national coverage. [5–7] The need for universal hearing screening in Greece is communicated to the ministry of health. Hearing rehabilitation includes hearing aids supplied through hearing-care providers and cochlear implantation at specialist centres. EOPYY’s September 2025 reimbursement schedule specifies eligibility, patient contributions and replacement conditions for hearing aids, together with provisions for cochlear implant speech processors and accessories. Hospital implant services may encompass preoperative assessment, surgery, postoperative monitoring, and speech-language and psychological support for children and adults. [5,8,9] Early intervention and family support are also provided outside hospital-based medical care. The National Foundation for the Deaf offers services for deaf and hard-of-hearing children aged birth to six years and their families, supporting communication, language and broader development. Its government service description also provides for remote support by videoconference for families living outside the areas served in person. [10] == Education and Training == Information about audiology education. == References == * [1] European Union. Greece: country overview. Population figure attributed to Eurostat, 2025. * [2] European Commission, EURAXESS. EURAXESS Country in Focus: Greece. 25 May 2026. * [3] Hellenic National Contact Point for Cross-border Healthcare. Finding a healthcare provider in Greece. * [4] Medifirst. Ear, Nose & Throat (ENT). Description of private-sector services. * [5] Papageorgiou Hospital. Second ENT Clinic of the Aristotle University of Thessaloniki. Description of clinics and services. * [6] IASO. Neonatal Audiology. Description of neonatal hearing screening services. * [7] Athanasopoulos M, Samara P, Batsaouras G, Athanasopoulos I. Making a Difference from Day One: The Urgent Need for Universal Neonatal Hearing Screening. Children (Basel). 2024;11(12):1479. doi:10.3390/children11121479. * [8] EOPYY. Healthcare provider directory, including hearing-aid suppliers. * [9] EOPYY. Annex to Article 46 of the Unified Healthcare Benefits Regulation. Greek Government Gazette B 4739, 4 September 2025. Table 4, printed pages 62623–62625. * [10] Gov.gr / National Foundation for the Deaf. Early intervention service for deaf/hard-of-hearing infants, young children and their families. [[Category:New Global Audiology Pages]] [[Category:Greece]] 4itgs80zncnclnjv523l9s23ye8nvz2 2841553 2841552 2026-10-19T17:17:18Z TMorata 860721 /* History */ added request for citation 2841553 wikitext text/x-wiki == Country Overview == [[wikipedia:Greece|Greece]], officially Hellas, is a country in southeastern Europe, with Athens as its capital and with thousand of islands extending geographically to Asia Minor. The capital, Athens, is the largest Greek city, followed by Thessaloniki and Patras. Hellas is a parliamentary republic with a population of approxiamtely 10.4 million in 2025. Its official language is hellinika (Greek) and it has been a member of the European Union since 1981 and the euro area since 2001 [1,2] == History == The first book on the first seminar in Clinical Audiology took place in Thessaloniki January 27-29, 1988.{{Citation needed}} == Audiology Services == Audiology services in Greece are available through public and university hospitals, private ear, nose and throat (ENT) practices, and private clinics. Hearing assessment is provided within ENT services in both sectors, while the National Organisation for Healthcare Services Provision (EOPYY) contracts with private healthcare providers as part of the statutory healthcare system. Documented services include audiometry and tympanometry, with more specialised investigations available in hospital departments. [3–5] Private practice ENTs may provide from basic to specialized assessments of hearing acuity & auditory processing. Specialist hospital services include acoustic reflex testing, otoacoustic emissions and auditory brainstem response testing. For example, the Aristotle University of Thessaloniki’s Second ENT Department at Papageorgiou Hospital operates hearing assessment, neonatal hearing screening and auditory electrophysiology clinics. The hospital also lists a psychoacoustics clinic associated with the university’s First Department of Psychiatry, providing assessment of hearing in noise as well as specialized auditory processing assessment to complete the hearing capacity evaluation. These are examples of specialist provision rather than evidence of an identical testing package at every provider. [5] Newborn hearing screening is undertaken in maternity hospitals and specialist hospital clinics, including services using otoacoustic emissions. Such services are documented at IASO maternity hospital and Papageorgiou Hospital. A 2024 peer-reviewed perspective described progress in Greece but reported that screening had not yet been mandated nationwide at the time of publication.{{Citation needed}} The existence of local screening programmes therefore should not be taken as evidence of complete national coverage. [5–7] The need for universal hearing screening in Greece is communicated to the ministry of health. Hearing rehabilitation includes hearing aids supplied through hearing-care providers and cochlear implantation at specialist centres. EOPYY’s September 2025 reimbursement schedule specifies eligibility, patient contributions and replacement conditions for hearing aids, together with provisions for cochlear implant speech processors and accessories. Hospital implant services may encompass preoperative assessment, surgery, postoperative monitoring, and speech-language and psychological support for children and adults. [5,8,9] Early intervention and family support are also provided outside hospital-based medical care. The National Foundation for the Deaf offers services for deaf and hard-of-hearing children aged birth to six years and their families, supporting communication, language and broader development. Its government service description also provides for remote support by videoconference for families living outside the areas served in person. [10] == Education and Training == Information about audiology education. == References == * [1] European Union. Greece: country overview. Population figure attributed to Eurostat, 2025. * [2] European Commission, EURAXESS. EURAXESS Country in Focus: Greece. 25 May 2026. * [3] Hellenic National Contact Point for Cross-border Healthcare. Finding a healthcare provider in Greece. * [4] Medifirst. Ear, Nose & Throat (ENT). Description of private-sector services. * [5] Papageorgiou Hospital. Second ENT Clinic of the Aristotle University of Thessaloniki. Description of clinics and services. * [6] IASO. Neonatal Audiology. Description of neonatal hearing screening services. * [7] Athanasopoulos M, Samara P, Batsaouras G, Athanasopoulos I. Making a Difference from Day One: The Urgent Need for Universal Neonatal Hearing Screening. Children (Basel). 2024;11(12):1479. doi:10.3390/children11121479. * [8] EOPYY. Healthcare provider directory, including hearing-aid suppliers. * [9] EOPYY. Annex to Article 46 of the Unified Healthcare Benefits Regulation. Greek Government Gazette B 4739, 4 September 2025. Table 4, printed pages 62623–62625. * [10] Gov.gr / National Foundation for the Deaf. Early intervention service for deaf/hard-of-hearing infants, young children and their families. [[Category:New Global Audiology Pages]] [[Category:Greece]] bron6ui9su1ruviyamup8arsfg6m0tx 2841555 2841553 2026-10-19T17:23:23Z TMorata 860721 /* Audiology Services */ 2841555 wikitext text/x-wiki == Country Overview == [[wikipedia:Greece|Greece]], officially Hellas, is a country in southeastern Europe, with Athens as its capital and with thousand of islands extending geographically to Asia Minor. The capital, Athens, is the largest Greek city, followed by Thessaloniki and Patras. Hellas is a parliamentary republic with a population of approxiamtely 10.4 million in 2025. Its official language is hellinika (Greek) and it has been a member of the European Union since 1981 and the euro area since 2001 [1,2] == History == The first book on the first seminar in Clinical Audiology took place in Thessaloniki January 27-29, 1988.{{Citation needed}} == Audiology Services == Audiology services in Greece are available through public and university hospitals, private ear, nose and throat (ENT) practices, and private clinics. Hearing assessment is provided within ENT services in both sectors, while the National Organisation for Healthcare Services Provision (EOPYY) contracts with private healthcare providers as part of the statutory healthcare system. Documented services include audiometry and tympanometry, with more specialised investigations available in hospital departments. [3–5] Private practice ENTs may provide from basic to specialized assessments of hearing acuity & auditory processing. Specialist hospital services include acoustic reflex testing, otoacoustic emissions and auditory brainstem response testing. For example, the Aristotle University of Thessaloniki’s Second ENT Department at Papageorgiou Hospital operates hearing assessment, neonatal hearing screening and auditory electrophysiology clinics. The hospital also lists a psychoacoustics clinic associated with the university’s First Department of Psychiatry, providing assessment of hearing in noise as well as specialized auditory processing assessment to complete the hearing capacity evaluation. These are examples of specialist provision rather than evidence of an identical testing package at every provider. [5] Newborn hearing screening is undertaken in maternity hospitals and specialist hospital clinics, including services using otoacoustic emissions. Such services are documented at IASO maternity hospital and Papageorgiou Hospital. A 2024 peer-reviewed perspective described progress in Greece but reported that screening had not yet been mandated nationwide at the time of publication. <ref>{{Cite journal|last=Athanasopoulos|first=Michail|last2=Samara|first2=Pinelopi|last3=Batsaouras|first3=Georgios|last4=Athanasopoulos|first4=Ioannis|date=2024-12-03|title=Making a Difference from Day One: The Urgent Need for Universal Neonatal Hearing Screening|url=https://www.mdpi.com/2227-9067/11/12/1479|journal=Children|language=en|volume=11|issue=12|pages=1479|doi=10.3390/children11121479|issn=2227-9067|pmc=11674813|pmid=39767909}}</ref>. The existence of local screening programmes therefore should not be taken as evidence of complete national coverage. [5–7] The need for universal hearing screening in Greece is communicated to the ministry of health. Hearing rehabilitation includes hearing aids supplied through hearing-care providers and cochlear implantation at specialist centres. EOPYY’s September 2025 reimbursement schedule specifies eligibility, patient contributions and replacement conditions for hearing aids, together with provisions for cochlear implant speech processors and accessories. Hospital implant services may encompass preoperative assessment, surgery, postoperative monitoring, and speech-language and psychological support for children and adults. [5,8,9] Early intervention and family support are also provided outside hospital-based medical care. The National Foundation for the Deaf offers services for deaf and hard-of-hearing children aged birth to six years and their families, supporting communication, language and broader development. Its government service description also provides for remote support by videoconference for families living outside the areas served in person. [10] == Education and Training == Information about audiology education. == References == * [1] European Union. Greece: country overview. Population figure attributed to Eurostat, 2025. * [2] European Commission, EURAXESS. EURAXESS Country in Focus: Greece. 25 May 2026. * [3] Hellenic National Contact Point for Cross-border Healthcare. Finding a healthcare provider in Greece. * [4] Medifirst. Ear, Nose & Throat (ENT). Description of private-sector services. * [5] Papageorgiou Hospital. Second ENT Clinic of the Aristotle University of Thessaloniki. Description of clinics and services. * [6] IASO. Neonatal Audiology. Description of neonatal hearing screening services. * [7] Athanasopoulos M, Samara P, Batsaouras G, Athanasopoulos I. Making a Difference from Day One: The Urgent Need for Universal Neonatal Hearing Screening. Children (Basel). 2024;11(12):1479. doi:10.3390/children11121479. * [8] EOPYY. Healthcare provider directory, including hearing-aid suppliers. * [9] EOPYY. Annex to Article 46 of the Unified Healthcare Benefits Regulation. Greek Government Gazette B 4739, 4 September 2025. Table 4, printed pages 62623–62625. * [10] Gov.gr / National Foundation for the Deaf. Early intervention service for deaf/hard-of-hearing infants, young children and their families. [[Category:New Global Audiology Pages]] [[Category:Greece]] 6k49rlqsuv63c4fcrb9hejpr3gshjib 2841556 2841555 2026-10-19T17:24:43Z TMorata 860721 formatted citations 2841556 wikitext text/x-wiki == Country Overview == [[wikipedia:Greece|Greece]], officially Hellas, is a country in southeastern Europe, with Athens as its capital and with thousand of islands extending geographically to Asia Minor. The capital, Athens, is the largest Greek city, followed by Thessaloniki and Patras. Hellas is a parliamentary republic with a population of approxiamtely 10.4 million in 2025. Its official language is hellinika (Greek) and it has been a member of the European Union since 1981 and the euro area since 2001 [1,2] == History == The first book on the first seminar in Clinical Audiology took place in Thessaloniki January 27-29, 1988.{{Citation needed}} == Audiology Services == Audiology services in Greece are available through public and university hospitals, private ear, nose and throat (ENT) practices, and private clinics. Hearing assessment is provided within ENT services in both sectors, while the National Organisation for Healthcare Services Provision (EOPYY) contracts with private healthcare providers as part of the statutory healthcare system. Documented services include audiometry and tympanometry, with more specialised investigations available in hospital departments. [3–5] Private practice ENTs may provide from basic to specialized assessments of hearing acuity & auditory processing. Specialist hospital services include acoustic reflex testing, otoacoustic emissions and auditory brainstem response testing. For example, the Aristotle University of Thessaloniki’s Second ENT Department at Papageorgiou Hospital operates hearing assessment, neonatal hearing screening and auditory electrophysiology clinics. The hospital also lists a psychoacoustics clinic associated with the university’s First Department of Psychiatry, providing assessment of hearing in noise as well as specialized auditory processing assessment to complete the hearing capacity evaluation. These are examples of specialist provision rather than evidence of an identical testing package at every provider. [5] Newborn hearing screening is undertaken in maternity hospitals and specialist hospital clinics, including services using otoacoustic emissions. Such services are documented at IASO maternity hospital and Papageorgiou Hospital. A 2024 peer-reviewed perspective described progress in Greece but reported that screening had not yet been mandated nationwide at the time of publication. <ref>{{Cite journal|last=Athanasopoulos|first=Michail|last2=Samara|first2=Pinelopi|last3=Batsaouras|first3=Georgios|last4=Athanasopoulos|first4=Ioannis|date=2024-12-03|title=Making a Difference from Day One: The Urgent Need for Universal Neonatal Hearing Screening|url=https://www.mdpi.com/2227-9067/11/12/1479|journal=Children|language=en|volume=11|issue=12|pages=1479|doi=10.3390/children11121479|issn=2227-9067|pmc=11674813|pmid=39767909}}</ref>. The existence of local screening programmes therefore should not be taken as evidence of complete national coverage. [5–7] The need for universal hearing screening in Greece is communicated to the ministry of health. Hearing rehabilitation includes hearing aids supplied through hearing-care providers and cochlear implantation at specialist centres. EOPYY’s September 2025 reimbursement schedule specifies eligibility, patient contributions and replacement conditions for hearing aids, together with provisions for cochlear implant speech processors and accessories. Hospital implant services may encompass preoperative assessment, surgery, postoperative monitoring, and speech-language and psychological support for children and adults. [5,8,9] Early intervention and family support are also provided outside hospital-based medical care. The National Foundation for the Deaf offers services for deaf and hard-of-hearing children aged birth to six years and their families, supporting communication, language and broader development. Its government service description also provides for remote support by videoconference for families living outside the areas served in person. [10] == Education and Training == Information about audiology education. {{HTitle|References}} {{reflist}} === Other sources=== * [1] European Union. Greece: country overview. Population figure attributed to Eurostat, 2025. * [2] European Commission, EURAXESS. EURAXESS Country in Focus: Greece. 25 May 2026. * [3] Hellenic National Contact Point for Cross-border Healthcare. Finding a healthcare provider in Greece. * [4] Medifirst. Ear, Nose & Throat (ENT). Description of private-sector services. * [5] Papageorgiou Hospital. Second ENT Clinic of the Aristotle University of Thessaloniki. Description of clinics and services. * [6] IASO. Neonatal Audiology. Description of neonatal hearing screening services. * [7] Athanasopoulos M, Samara P, Batsaouras G, Athanasopoulos I. Making a Difference from Day One: The Urgent Need for Universal Neonatal Hearing Screening. Children (Basel). 2024;11(12):1479. doi:10.3390/children11121479. * [8] EOPYY. Healthcare provider directory, including hearing-aid suppliers. * [9] EOPYY. Annex to Article 46 of the Unified Healthcare Benefits Regulation. Greek Government Gazette B 4739, 4 September 2025. Table 4, printed pages 62623–62625. * [10] Gov.gr / National Foundation for the Deaf. Early intervention service for deaf/hard-of-hearing infants, young children and their families. [[Category:New Global Audiology Pages]] [[Category:Greece]] cnolltsrluv6dr6vlsd70pqci4mu8kx 2841557 2841556 2026-10-19T17:26:11Z TMorata 860721 corrected format 2841557 wikitext text/x-wiki == Country Overview == [[wikipedia:Greece|Greece]], officially Hellas, is a country in southeastern Europe, with Athens as its capital and with thousand of islands extending geographically to Asia Minor. The capital, Athens, is the largest Greek city, followed by Thessaloniki and Patras. Hellas is a parliamentary republic with a population of approxiamtely 10.4 million in 2025. Its official language is hellinika (Greek) and it has been a member of the European Union since 1981 and the euro area since 2001 [1,2] == History == The first book on the first seminar in Clinical Audiology took place in Thessaloniki January 27-29, 1988.{{Citation needed}} == Audiology Services == Audiology services in Greece are available through public and university hospitals, private ear, nose and throat (ENT) practices, and private clinics. Hearing assessment is provided within ENT services in both sectors, while the National Organisation for Healthcare Services Provision (EOPYY) contracts with private healthcare providers as part of the statutory healthcare system. Documented services include audiometry and tympanometry, with more specialised investigations available in hospital departments. [3–5] Private practice ENTs may provide from basic to specialized assessments of hearing acuity & auditory processing. Specialist hospital services include acoustic reflex testing, otoacoustic emissions and auditory brainstem response testing. For example, the Aristotle University of Thessaloniki’s Second ENT Department at Papageorgiou Hospital operates hearing assessment, neonatal hearing screening and auditory electrophysiology clinics. The hospital also lists a psychoacoustics clinic associated with the university’s First Department of Psychiatry, providing assessment of hearing in noise as well as specialized auditory processing assessment to complete the hearing capacity evaluation. These are examples of specialist provision rather than evidence of an identical testing package at every provider. [5] Newborn hearing screening is undertaken in maternity hospitals and specialist hospital clinics, including services using otoacoustic emissions. Such services are documented at IASO maternity hospital and Papageorgiou Hospital. A 2024 peer-reviewed perspective described progress in Greece but reported that screening had not yet been mandated nationwide at the time of publication. <ref>{{Cite journal|last=Athanasopoulos|first=Michail|last2=Samara|first2=Pinelopi|last3=Batsaouras|first3=Georgios|last4=Athanasopoulos|first4=Ioannis|date=2024-12-03|title=Making a Difference from Day One: The Urgent Need for Universal Neonatal Hearing Screening|url=https://www.mdpi.com/2227-9067/11/12/1479|journal=Children|language=en|volume=11|issue=12|pages=1479|doi=10.3390/children11121479|issn=2227-9067|pmc=11674813|pmid=39767909}}</ref> The existence of local screening programmes therefore should not be taken as evidence of complete national coverage. [5–7] The need for universal hearing screening in Greece is communicated to the ministry of health. Hearing rehabilitation includes hearing aids supplied through hearing-care providers and cochlear implantation at specialist centres. EOPYY’s September 2025 reimbursement schedule specifies eligibility, patient contributions and replacement conditions for hearing aids, together with provisions for cochlear implant speech processors and accessories. Hospital implant services may encompass preoperative assessment, surgery, postoperative monitoring, and speech-language and psychological support for children and adults. [5,8,9] Early intervention and family support are also provided outside hospital-based medical care. The National Foundation for the Deaf offers services for deaf and hard-of-hearing children aged birth to six years and their families, supporting communication, language and broader development. Its government service description also provides for remote support by videoconference for families living outside the areas served in person. [10] == Education and Training == Information about audiology education. {{HTitle|References}} {{reflist}} === Other sources=== * [1] European Union. Greece: country overview. Population figure attributed to Eurostat, 2025. * [2] European Commission, EURAXESS. EURAXESS Country in Focus: Greece. 25 May 2026. * [3] Hellenic National Contact Point for Cross-border Healthcare. Finding a healthcare provider in Greece. * [4] Medifirst. Ear, Nose & Throat (ENT). Description of private-sector services. * [5] Papageorgiou Hospital. Second ENT Clinic of the Aristotle University of Thessaloniki. Description of clinics and services. * [6] IASO. Neonatal Audiology. Description of neonatal hearing screening services. * [7] Athanasopoulos M, Samara P, Batsaouras G, Athanasopoulos I. Making a Difference from Day One: The Urgent Need for Universal Neonatal Hearing Screening. Children (Basel). 2024;11(12):1479. doi:10.3390/children11121479. * [8] EOPYY. Healthcare provider directory, including hearing-aid suppliers. * [9] EOPYY. Annex to Article 46 of the Unified Healthcare Benefits Regulation. Greek Government Gazette B 4739, 4 September 2025. Table 4, printed pages 62623–62625. * [10] Gov.gr / National Foundation for the Deaf. Early intervention service for deaf/hard-of-hearing infants, young children and their families. [[Category:New Global Audiology Pages]] [[Category:Greece]] nw4p65ywre1gkkxirvraqdr4jiyvops 2841559 2841557 2026-10-19T17:27:54Z TMorata 860721 /* Other sources */ corrected numbering 2841559 wikitext text/x-wiki == Country Overview == [[wikipedia:Greece|Greece]], officially Hellas, is a country in southeastern Europe, with Athens as its capital and with thousand of islands extending geographically to Asia Minor. The capital, Athens, is the largest Greek city, followed by Thessaloniki and Patras. Hellas is a parliamentary republic with a population of approxiamtely 10.4 million in 2025. Its official language is hellinika (Greek) and it has been a member of the European Union since 1981 and the euro area since 2001 [1,2] == History == The first book on the first seminar in Clinical Audiology took place in Thessaloniki January 27-29, 1988.{{Citation needed}} == Audiology Services == Audiology services in Greece are available through public and university hospitals, private ear, nose and throat (ENT) practices, and private clinics. Hearing assessment is provided within ENT services in both sectors, while the National Organisation for Healthcare Services Provision (EOPYY) contracts with private healthcare providers as part of the statutory healthcare system. Documented services include audiometry and tympanometry, with more specialised investigations available in hospital departments. [3–5] Private practice ENTs may provide from basic to specialized assessments of hearing acuity & auditory processing. Specialist hospital services include acoustic reflex testing, otoacoustic emissions and auditory brainstem response testing. For example, the Aristotle University of Thessaloniki’s Second ENT Department at Papageorgiou Hospital operates hearing assessment, neonatal hearing screening and auditory electrophysiology clinics. The hospital also lists a psychoacoustics clinic associated with the university’s First Department of Psychiatry, providing assessment of hearing in noise as well as specialized auditory processing assessment to complete the hearing capacity evaluation. These are examples of specialist provision rather than evidence of an identical testing package at every provider. [5] Newborn hearing screening is undertaken in maternity hospitals and specialist hospital clinics, including services using otoacoustic emissions. Such services are documented at IASO maternity hospital and Papageorgiou Hospital. A 2024 peer-reviewed perspective described progress in Greece but reported that screening had not yet been mandated nationwide at the time of publication. <ref name=":1">{{Cite journal|last=Athanasopoulos|first=Michail|last2=Samara|first2=Pinelopi|last3=Batsaouras|first3=Georgios|last4=Athanasopoulos|first4=Ioannis|date=2024-12-03|title=Making a Difference from Day One: The Urgent Need for Universal Neonatal Hearing Screening|url=https://www.mdpi.com/2227-9067/11/12/1479|journal=Children|language=en|volume=11|issue=12|pages=1479|doi=10.3390/children11121479|issn=2227-9067|pmc=11674813|pmid=39767909}}</ref> The existence of local screening programmes therefore should not be taken as evidence of complete national coverage. [5–6, <ref name=":1" />] The need for universal hearing screening in Greece is communicated to the ministry of health. Hearing rehabilitation includes hearing aids supplied through hearing-care providers and cochlear implantation at specialist centres. EOPYY’s September 2025 reimbursement schedule specifies eligibility, patient contributions and replacement conditions for hearing aids, together with provisions for cochlear implant speech processors and accessories. Hospital implant services may encompass preoperative assessment, surgery, postoperative monitoring, and speech-language and psychological support for children and adults. [5,7,8] Early intervention and family support are also provided outside hospital-based medical care. The National Foundation for the Deaf offers services for deaf and hard-of-hearing children aged birth to six years and their families, supporting communication, language and broader development. Its government service description also provides for remote support by videoconference for families living outside the areas served in person. [9] == Education and Training == Information about audiology education. {{HTitle|References}} {{reflist}} === Other sources=== * [1] European Union. Greece: country overview. Population figure attributed to Eurostat, 2025. * [2] European Commission, EURAXESS. EURAXESS Country in Focus: Greece. 25 May 2026. * [3] Hellenic National Contact Point for Cross-border Healthcare. Finding a healthcare provider in Greece. * [4] Medifirst. Ear, Nose & Throat (ENT). Description of private-sector services. * [5] Papageorgiou Hospital. Second ENT Clinic of the Aristotle University of Thessaloniki. Description of clinics and services. * [6] IASO. Neonatal Audiology. Description of neonatal hearing screening services. * [7] EOPYY. Healthcare provider directory, including hearing-aid suppliers. * [8] EOPYY. Annex to Article 46 of the Unified Healthcare Benefits Regulation. Greek Government Gazette B 4739, 4 September 2025. Table 4, printed pages 62623–62625. * [9] Gov.gr / National Foundation for the Deaf. Early intervention service for deaf/hard-of-hearing infants, young children and their families. [[Category:New Global Audiology Pages]] [[Category:Greece]] 069f71ok9e3fgzxt9cfovdggl0ubb14 2841671 2841559 2026-10-20T05:50:44Z Audiologyhellas 3112713 /* History */ 2841671 wikitext text/x-wiki == Country Overview == [[wikipedia:Greece|Greece]], officially Hellas, is a country in southeastern Europe, with Athens as its capital and with thousand of islands extending geographically to Asia Minor. The capital, Athens, is the largest Greek city, followed by Thessaloniki and Patras. Hellas is a parliamentary republic with a population of approxiamtely 10.4 million in 2025. Its official language is hellinika (Greek) and it has been a member of the European Union since 1981 and the euro area since 2001 [1,2] == History == The first audiology center in Greece started providing services to the public in 1976 at AHEPA General Hospital in Thessaloniki as a center of Speech and Hearing. Audiology in Greece starts with a pediatric focus with the first book in modern Greek titled “The Hearing-Impaired Child” in 1981. The first Clinical Audiology book was written in 1986 by ENT Professors Theofilos Iliades & George Kekes. The first seminar in Clinical Audiology took place in Thessaloniki January 27-29, 1988. The following decades audiology expanded as part of Otolaryngology practice. In 1996 the first speech & language bachelor program starts in Patra.{{Citation needed}} == Audiology Services == Audiology services in Greece are available through public and university hospitals, private ear, nose and throat (ENT) practices, and private clinics. Hearing assessment is provided within ENT services in both sectors, while the National Organisation for Healthcare Services Provision (EOPYY) contracts with private healthcare providers as part of the statutory healthcare system. Documented services include audiometry and tympanometry, with more specialised investigations available in hospital departments. [3–5] Private practice ENTs may provide from basic to specialized assessments of hearing acuity & auditory processing. Specialist hospital services include acoustic reflex testing, otoacoustic emissions and auditory brainstem response testing. For example, the Aristotle University of Thessaloniki’s Second ENT Department at Papageorgiou Hospital operates hearing assessment, neonatal hearing screening and auditory electrophysiology clinics. The hospital also lists a psychoacoustics clinic associated with the university’s First Department of Psychiatry, providing assessment of hearing in noise as well as specialized auditory processing assessment to complete the hearing capacity evaluation. These are examples of specialist provision rather than evidence of an identical testing package at every provider. [5] Newborn hearing screening is undertaken in maternity hospitals and specialist hospital clinics, including services using otoacoustic emissions. Such services are documented at IASO maternity hospital and Papageorgiou Hospital. A 2024 peer-reviewed perspective described progress in Greece but reported that screening had not yet been mandated nationwide at the time of publication. <ref name=":1">{{Cite journal|last=Athanasopoulos|first=Michail|last2=Samara|first2=Pinelopi|last3=Batsaouras|first3=Georgios|last4=Athanasopoulos|first4=Ioannis|date=2024-12-03|title=Making a Difference from Day One: The Urgent Need for Universal Neonatal Hearing Screening|url=https://www.mdpi.com/2227-9067/11/12/1479|journal=Children|language=en|volume=11|issue=12|pages=1479|doi=10.3390/children11121479|issn=2227-9067|pmc=11674813|pmid=39767909}}</ref> The existence of local screening programmes therefore should not be taken as evidence of complete national coverage. [5–6, <ref name=":1" />] The need for universal hearing screening in Greece is communicated to the ministry of health. Hearing rehabilitation includes hearing aids supplied through hearing-care providers and cochlear implantation at specialist centres. EOPYY’s September 2025 reimbursement schedule specifies eligibility, patient contributions and replacement conditions for hearing aids, together with provisions for cochlear implant speech processors and accessories. Hospital implant services may encompass preoperative assessment, surgery, postoperative monitoring, and speech-language and psychological support for children and adults. [5,7,8] Early intervention and family support are also provided outside hospital-based medical care. The National Foundation for the Deaf offers services for deaf and hard-of-hearing children aged birth to six years and their families, supporting communication, language and broader development. Its government service description also provides for remote support by videoconference for families living outside the areas served in person. [9] == Education and Training == Information about audiology education. {{HTitle|References}} {{reflist}} === Other sources=== * [1] European Union. Greece: country overview. Population figure attributed to Eurostat, 2025. * [2] European Commission, EURAXESS. EURAXESS Country in Focus: Greece. 25 May 2026. * [3] Hellenic National Contact Point for Cross-border Healthcare. Finding a healthcare provider in Greece. * [4] Medifirst. Ear, Nose & Throat (ENT). Description of private-sector services. * [5] Papageorgiou Hospital. Second ENT Clinic of the Aristotle University of Thessaloniki. Description of clinics and services. * [6] IASO. Neonatal Audiology. Description of neonatal hearing screening services. * [7] EOPYY. Healthcare provider directory, including hearing-aid suppliers. * [8] EOPYY. Annex to Article 46 of the Unified Healthcare Benefits Regulation. Greek Government Gazette B 4739, 4 September 2025. Table 4, printed pages 62623–62625. * [9] Gov.gr / National Foundation for the Deaf. Early intervention service for deaf/hard-of-hearing infants, young children and their families. [[Category:New Global Audiology Pages]] [[Category:Greece]] ochcq41hvcq7ho6olhn3r50mgeiywy2 0 332549 2841648 2841480 2026-10-20T04:03:00Z DavidMCEddy 218607 /* Diversity of ownership of the major media */ Piketty quote + Table 1 2841648 wikitext text/x-wiki {{Research project}} :''This article invites all to contribute references and interpretations to the growth in average annual income, Gross Domestic Product (GDP) per capita at purchasing power parity, as applied to leading countries in the [[w:Maddison Project|Maddison Historical Statistics Project]].'' :''This essay is on Wikiversity to encourage a wide discussion of the issues it raises moderated by the Wikimedia rules that invite contributors to [[w:Wikipedia:Be bold|“be bold but not reckless,”]] contributing revisions written from a [[Wikiversity:Disclosures|neutral point of view]], [[Wikiversity:Cite sources|citing credible sources]] -- while raising other questions and concerns on the associated [[Wikiversity:FAQ|''''“Discuss”'''' page]] -- and treating others with respect.'' ::''This article uses [[w:ISO 8601|ISO 8601]] dates except for References, which are controlled by standard Wikidata formatting, and direct quotes. In the initial author's experience, [[ISO 8601 and computing differences between dates|ISO 8601 dates seem to make it easier to remember dates and to compute differences between them.]]'' == Abstract == This article first identifies and plots GDP per capita for leading countries in the Maddison data then discusses comments by Nobel prize winning economists and others to interpret what appears in said plot. While no one really knows how to make economies grow, immigrants and free, competitive media markets have been suggested as playing major roles in the creative destruction that is required for economic growth at the technology frontier. == Maddison Historical Statistics == [[File:MaddisonDataLeaders1349-2022.svg|thumb|''Figure 1. World leaders in GDP per capita 1349-2022 (NLD = initially Holland to 1809 and the Netherlands after; GBR = initially England to 1700, Great Britain to 1870, then the UK; USA starting with the 13 colonies that became the US; SGP = Singapore).<ref>See Bolt and van Zanden (2024) for the Maddison Data generally, Broadberry et al. (2015) for the data on England 1252–1700 and on Great Britain until 1870, Sugimoto (2011) for Singapore to 2007, van Zanden and van Leeuwen (2012) for the data on Holland 1349–1807, and Smits et al. (2000) for the data on the Netherlands 1808-1913. The dramatic drop in the orange line could be due to the change in reference, as [[w:Holland|Holland]] at that time was more prosperous than the rest of the Netherlands.</ref>'']] The [[w:Maddison Project|Maddison Historical Statistics Project]] (aka Maddison Project) is widely recognized as the premier data source on historical macroeconomic data. It is named after [[w:Angus Maddison|Angus Maddison]] (1926-2010), who was a pioneer in [[w:National accounts|national accounts]], especially estimating [[w:Gros Domestic Product|gross domestic product]] (GDP) per capita (GDPpc) and population (pop) at various times dating back to the year 1 of the [[w:Common Era|Common Era]] (CE / AD). After Maddison's death, the Maddison Project has continued to update the database to include the best sources available on any country for any historical period since year 1. When accessed 2026-10-10 the version of the data available had been released 2024-09-18 containing data to 2022.<ref>Bolt and van Zanden (2024).</ref> This dataset includes 23,280 observations on at least one of GDPpc and pop for an average of 137 years for 169 countries. Only 18 countries had the highest GDPpc for at least one year. Annual data starts in 1252, and that's only for one country, GBR = England / Great Britain / the United Kingdom. NLD (Holland / the Netherlands) had the highest GDPpc for 97 percent of the years between 1349 and 1807, and the Dutch leadership in Figure 1 may have ended then, not because of the devastation from the [[w:Napoleonic Wars|Napoleonic Wars]] (which negatively impacted them) but because the available data prior to 1807 are for [[w:Holland|Holland]], while more recent data are for the Netherlands, of which Holland is only a part, though probably the most prosperous part at that time. This analysis focuses on data since 1349, in part because data were available for at most 4 countries for most years prior to that date. (The 3-letter country codes used here are [[w:ISO 3166-1 alpha-3|ISO 3166-1 alpha-3]], used in the Maddison data.) We are interested in technology leaders, so we eliminate the [[w:petrostates|petrostates]] of Qatar (QAT), Kuwait (KWT), and United Arab Emirates (ARE), plus Norway (NOR), which owes a substantial portion of their wealth to democratic management of [[w:North Sea oil|North Sea oil]].<ref>Dośpiał-Borysiak (2017).</ref> With these restrictions 12 countries had the highest GDPpc for at least one year. However, FRA (France), ITA (Italy), SWE (Sweden), BEL (Belgium), NZL (New Zealand) and CHE (Switzerland) led for at most 7 of the 675 years between 1349 and 2022; we eliminate those, because including them would seem to add more clutter than clarity. We also eliminate AUS (Australia), which led for 17 of the 39 years between 1853 and 1891, when it was competing for the leadership with GBR and USA, for the same reason. And we eliminate LUX (Luxembourg), which has a population under a million. This leaves NLD, GBR, USA, and SGP (Singapore), plotted in Figure 1. This plot has some interesting features, which we discuss in the remainder of this research report. == Nobel economists and others == Banerjee and Duflo (2019, p. 207) said, "despite the best efforts of generations of economists, the deep mechanisms of persistent economic growth remain elusive." That appeared shortly before they shared the 2019 [[w:List of Nobel Memorial Prize laureates in Economic Sciences|Nobel Memorial Prize in Economics]] with [[w:Michael Kremer|Michael Kremer]] for documenting how [[w:Randomized controlled trial|randomized controlled trial]]s could be used to alleviating poverty in [[w:Development economics|development economics]]. While Banerjee and Duflo insist that no one knows how to make an economy grow, other leading economists recommend partial solutions. For example, [[w:Joel Mokyr|Mokyr]] (2017, p. 53) said, "The willingness of the Netherlands and later Britain and the United States to tolerate Jews and dissenting Christians contributed a great deal to their economies, especially in high-skilled manufacturing and financial services." In other words, immigrants made an outsized contribution to the growth of NLD, GBR, and US, visible in Figure 1. Mokyr's comment appeared over a year before Banerjee and Duflo (2019) and roughy eight years before Mokyr shared the 2025 Nobel Memorial Prize in Economics with [[w:Philippe Aghion|Aghion]] and [[w:Peter Howitt (economist)|Howitt]]. Mokyr (2017, p. 255) also said that, "intellectual innovation will eventually end up being increasingly resisted by an incumbent technology; if that resistance is not overcome, technological progress may be extinguished." That resistance, he suggested, drives "the empirical regularity that no society remains at the cutting edge of technological creativity for very long".<ref>Mokyr (2017, p. 260).</ref> This provides one explanation for the end of growth of the economy of Holland shortly before 1600 and for the slowing of economic growth in recent decades in the US, the UK, and the Netherlands, visible in Figure 1. Mokyr (2017, p. 60) also mentioned "entrepreneurs of hate", who convince others to dislike some group in a way that may benefit those "entrepreneurs" and major media organizations, who promote such "entrepreneurs" to please those who control much of the money for the media. For-profit social media have been particularly effective in herding their audiences into echo chambers, reinforcing their preconceptions in ways that increase political polarization and violence and threaten democracy.<ref>See, e.g., DiResta (2026), DiResta and Keinfeld (2025), and the Wikiversity article on "[[Managing the good and the evils of social media]]", accessed 2026-10-14.</ref> When successful this protects current elites from competition that would otherwise drive [[w:creative destruction|creative destruction]], benefitting the public at large while threatening existing elites. For example, most research on immigrants suggest that on average immigrants are more entrepreneurial and no more likely to commit crime than native born,<ref>e.g., Martínez et al. (2017); Muchow and Stanishevska (2026); Ajzenman(2023).</ref> and some studies report that sanctuary jurisdictions have on average higher median incomes and less crime.<ref>Martínez et al. (2017); Wong (2017). See also the Wikipedia article on "[[w:Sanctuary city|sanctuary city]]", accessed 2026-10-12.</ref> Where immigrant crime is higher, it typically result from anti-immigrant labor market restrictions or from young less-educated males with irregular status.<ref>Marie and Paolo (2024). See also the Wikipedia article on "[[w:Immigration and crime|Immigration and crime]]", accessed 2026-10-12.</ref> But major media outlets make money from featuring charismatic figures, who attract an audience without offending people who control much of the money for the media. In 2017 President Trump's Attorney General [[w:Jeff Sessions|Jeff Sessions]] quoted a research study that supposedly showed that sanctuary cities had more crime than cities without sanctuary policies. The authors of that study insisted that Sessions had ''misrepresented'' their work, which concluded "that sanctuary policies have no effect on crime rates, despite narratives to the contrary."<ref>Roll (2017); Gonzalez O’Brien, et al. (2017).</ref> To the extent that these comments provide a balanced summary of the research in this area, it suggests that leaders like Trump and Sessions, to name only two, can be fairly describes as "entrepreneurs of hate". We next discuss competition in media markets before discussing immigrants further. === Diversity of ownership of the major media === Acemoglu and Johnson (2023, esp. ch. 4) describe how religious leaders in hierarchical societies prior to [[w:James VI and I|King James]] of the [[w:King James Version|King James Bible]] convinced commoners to live in poverty while giving increasing shares of what they produced, so religious and secular elites could live in opulence. Prior to King James the major media were religious organizations. In such hierarchical societies some religious leaders were entrepreneurs of hate, exhorting the faithful to fear and hate designated evil others and give increasing shares of what they produce so the secular elites would "protect" them in wars against the designated evil others. Acemoglu and Robinson (2012, p. 461) said, "Empowerment of society at large is difficult to coordinate and maintain without widespread information about whether there are economic and political abuses by those in power. ... Pamphlets and books informing and galvanizing people played an important role during the [[w:Glorious Revolution|Glorious Revolution]] [1688] in England, the French Revolution [1789-1799]" and in the US. ([[w:Daron Acemoglu|Acemoglu]], [[w:Simon Johnson (economist)|Johnson]] and [[w:James A. Robinson|Robinson]] shared the 2024 [[w:List of Nobel Memorial Prize laureates in Economic Sciences|Nobel Memorial Prize in Economics]].) But pamplets started challenging established power structures much earlier. The publication of [[w:Martin Luther|Martin Luther]]'s ''[[w:Ninety-five Theses|Ninety-five Theses]]'' in Latin 1517-10-31 was quickly condemned by [[w:Pope Leo X|Pope Leo X]] and his hierarchy. [[w:Johann Tetzel|Johann Tetzel]], who had been selling [[w:Indulgence|indulgence]]s, published a pamphlet calling for Luther to be burnt for [[w:heresy|heresy]]. Eight hundred copies were reportedly sent to [[w:Wittenberg|Wittenberg]] to be sold, but students seized and burned them.<ref>Hendrix (2015, p. 64), quoted from the Wikipedia article on the "[[w:Ninety-five Theses|Ninety-five Theses]]'', accessed 2026-10-14.</ref> This led to a pamphlet war. Luther's brief German-language reply was short and easy for commoners to understand<ref>Leppin and Wengert (2015, p. 389), cited from the Wikipedia article on the ''[[w:Ninety-five Theses|Ninety-five Theses]]'', accessed 2026-10-14.</ref> and was much more popular than Tetzel's.<ref>Pettegree (2015, p. 145), cited from the Wikipedia article on the ''[[w:Ninety-five Theses|Ninety-five Theses]]'', accessed 2026-10-14.</ref> Less than twenty years later, King [[w:Henry VIII|Henry VIII]] declared himself head of the [[w:Church of England|Church of England]], denying the authority of the Pope. To secure the support of his subjects, he drove a propaganda war that included print literature.<ref>Raymond (2006), cited from the Wikipedia article on "[[w:Pamphlet war|pamphlet war]]", accessed 2026-10-15.</ref> Theatre and minstrel troupes funded by the king traveling around the land to promote the new religious practices. Henry was portrayed as the glorious king of England, bravely and heroically defending the true faith against foreign devils, especially the Pope and Catholic priests, monks, etc.<ref>Hibbert et al. (2010, p. 928), cited from the Wikipedia article on "[[w:Henry VIII|Henry VIII]]", accessed 2026-10-15.</ref> A century later during the [[w:English Civil War|English Civil War]] (1642-1651), pamphlets and newspapers helped build the [[w:Levellers|Levellers]], who supported radical ideas like [[w:popular sovereignty|popular sovereignty]], extended suffrage, equality before the law and religious tolerance. Many were part of the [[w:New Model Army|New Model Army]], which won the war. The Levellers were excluded from the government that followed the [[w:Execution of Charles I of England|beheading of King Charles I]], son of King James, in 1649.<ref>Foxley (2013, p. 207), cited from the Wikipedia article on "[[w:Levellers|Levellers]], accessed 2026-10-15.</ref> However, that new government stopped granting as many monopolies and allowed so many commoners to become entrepreneurs that the GDP per capita began to grow at rates that are key features of Figure 1 for England and the 13 English colonies that (over a century later) became the US. That growth was presumably supported by the diversity of independent publishers of pamphlets, books and newspapers. [[w:Robert W. McChesney|McChesney]] and [[w:John Nichols (journalist)|Nichols]] (2010, 2016) suggested that the US [[w:Postal Service Act|Postal Service Act]] of 1792<ref>Wikipedia "[[w:Postal Service Act|Postal Service Act]]", accessed 2023-07-11.</ref> made a major contribution to making the US what it is today. Under that act, newspapers were delivered up to 100 miles for a penny, when postage for letters was between 6 and 25 cents depending on distance.<ref>Historian, USPS (2010).</ref> McChesney and Nichols estimated that between 1840 and 1844, the US postal subsidy was a little over 0.2% of GDP.<ref name=McC-N2010>McChesney and Nichols (2010, pp. 310-311, note 88).</ref> During the first half of the nineteenth century the US had more independent newspaper publishers per million population than at any other time or place in human history.<ref>John (1995). See also the interview with him at "[[Media concentration per Columbia History Professor Richard John]]" on Wikiversity, accessed 2026-10-12.</ref> In 1932 with official unemployment over 20 percent, the conservative argument that blames the poor for their poverty did not sell newspapers, and the US still had sufficient competition in media markets that presidential candidate Franklin Roosevelt (FDR) got a mandate to spend the money to put humans back to work while taxing the ultra-wealthy like they had never been taxed before or since and during World War II to institute wage and price controls under the [[w:Office of Price Administration|Office of Price Administration]]. The latter prevented price gouging by government contractors that had generated inflation and stifled economic growth in previous major wars (World War I, the Civil War, and the War of 1812). Instead, the US averaged 7 percent per year growth for FDR's 12 years.<ref>The "6 percent per year" growth during FDR's 12 years was computed as the average of log(GDPpc) in the Maddison Data. To be precise, that computation produced 0.0597; converting that from a log scale to percent increase gives 0.0615. Using data from [[w:MeasuringWorth|MeasuringWorth]] instead of Maddison, we get 0.783 and 0.815, respectively. More documentation of this is available in "[[Media Literacy and You/Fox, the Great Depression, the Great Recession, and our future]]" on Wikiversity, accessed 2026-10-13.</ref> One of the most interesting features of Figure 1 is the behavior of the US economy in the administrations of [[w:Herbert Hoover|Herbert Hoover]] and FDR: Under Hoover, the economy declined at 9 percent per year for 4 years, a financial disaster that created the public demand for change that gave FDR the mandate to do what he did. Economic growth under two other presidents are numerically comparable to FDR's numbers but for much shorter periods: (1) [[w: Warren G. Harding|Warren G. Harding]] averaged 7 percent annual growth for two years before he died in 1923 during the [[w:Roaring Twenties|Roaring Twenties]]. (2) [[w:Rutherford B Hayes|Rutherford B Hayes]], who took office in 1877 at the end of the [[w:Panic of 1873|Panic of 1873]], oversaw 5.5 percent growth per year for his 4 years as president. Those impressive sounding average growth figures are so short that they are not noticeably different from other minor features visible in Figure 1. FDR also dramatically reduced inequality. For over a century between about 1820 and 1932 the top 1 percent of the US population owned roughly 45 percent of net personal wealth in the US, while the bottom 90 percent owned roughly 22 percent. Shortly after FDR died, the wealth of the top 1 percent and bottom 90 percent were both roughly 30 percent. FDR also oversaw dramatic growth in the power of organized labor, whose successes continued to reduce inequality to roughly 22 percent for the top 1 percent vs. 37 percent for the bottom 90 percent when Ronald Reagan became president. Since then, [[w:Reaganomics|Reaganomics]] have been rebuilding the [[w:Robber baron (industrialist)|Robber Baron]]s.<ref>This history of inequality is documented in [[:File:Share of US wealth 90p99.svg|Figure 7. Shares of US wealth - bottom 90 and top 1 percent, 1820-2023]] in the Wikiversity article on "[[w:Media Literacy and You/Fox, the Great Depression, the Great Recession, and our future|Media Literacy and You/Fox, the Great Depression, the Great Recession, and our future]]" in Wikiversity, accessed 2026-10-13.</ref> But FDR made enemies among the wealthiest and most powerful. In a [[q:Franklin D. Roosevelt#Address at Madison Square Garden (1936)|speech in Maddison Square Garden in 1936]], FDR mentioned, "the old enemies of peace: business and financial monopoly, speculation, reckless banking, class antagonism, sectionalism, war profiteering. ... They are unanimous in their hate for me -- and I welcome their hatred." They doubtless could see that they could no longer afford as many personal servants -- maids, butlers, cooks, chauffeurs, etc. -- as they had before FDR. Broadcasting was relatively new when FDR took office. The economics of broadcasting naturally favored a very few networks, whose power concerned FDR. In 1941 his [[w:Federal Communications Commission| Federal Communications Commission]] (FCC) adopted the [[w:Mayflower doctrine|Mayflower doctrine]], which prohibited broadcasters from advocacy. When FDR died, people with power were able to get the Mayflower doctrine replaced by the more lenient [[w:Fairness Doctrine|Fairness Doctrine]], which opened the floodgates for entrepreneurs of hate, who drove the [[w:McCarthyism|McCarthy Red Scare]] in the US and many other problems since. Over time this became worse facilitated by increasing concentration of ownership of the media. That contributed to the end of the Fairness Doctrine starting in 1985. That revocation and especially the more recent rise of for-profit social media have amplified the ability of entrepreneurs of hate to make money both for commercial social media and for themselves by disseminating lies about others, e.g., immigrants.<ref>On how for-profit social media companies promote entrepreneurs of hate, see, e.g., DiResta (2026) and the Wikiversity article on, "[[Managing the good and the evils of social media]]", accessed 2026-10-12. DiResta (2026, p. 1) described the promotion of "influencers" by for-profit social media as essentially unleashed "a war for power, influence, and reality itself—a conflict in which the ends justify any means, and one that has ripped America apart, threatened our very democracy, and consumed my own life for the past decade, leading to death threats, congressional subpoenas, lawsuits, and legal bills running into seven figures." In the interview on Wikiversity, DiResta said her legal bills to that point had exceeded $7 million.</ref> And the rate of economic growth in the US (and the Netherlands and the UK) have been slowing in recent decades, as is visible in Figure 1. Inequality expert [[w:Thomas Piketty|Piketty]] (2022, p. 139) noted, {{quote| In the United States, the national income per inhabitant rose at a rate ... of 2.2% between 1950 to 1990 when the top tax rate reached on average 72%. The top rate was then cut in half, with the announced objective of boosting growth. But in fact, growth fell by half, to 1.1% per annum between 1990 and 2020 ... . Beyond a certain level of inequality, repeatedly increasing differences in income and wealth has clearly had no positive effect on economic dynamism. In sum, all the data at our disposal today suggest that virtually confiscatory tax rates have been an immense historical success. They have made it possible to greatly reduce the divergences of fortunes and incomes, while at the same time improving the situation of the middle and lower classes, developing the welfare state, and stimulating better economic and social performance overall. Historically, it is the battle for equality and education that has made economic development and human progress possible, and not the veneration of property, stability, and inequality.}} Table 1 compares Piketty's growth numbers computations based on the data from both Maddison and MeasuringWorth: The numbers are close but not exact. {| class="wikitable sortable" |+ Table 1. US growth rate 1950 to 1990 to 2020 |- ! !! colspan=3 | US GDP per capita !! colspan=2 | Growth( % / yr) |- ! source || 1950 !! 1990 !! 2020 !! 1950 - 1990 !! 1990 - 2020 |- | Piketty || - || - || - || 2.2% || 1.1% |- | Maddison || $15,240 || $36,982 || $54,379 ||2.24% ||1.29% |- | MeasuringWorth || $16,208 || $40,191 || $61,127 || 2.30% || 1.41% |} === Immigrants === We now return to discussing the initiation of economic growth following the beheading of Charles I in 1649 visible in Figure 1. [[w:English Council of State|Lord Protector Cromwell]], who replaced Charles I, refused to authorize as many monopolies as his predecessors, presumably supported by the growing number of independent publishers of pamphlets, books, and newspapers mentioned above. He also encouraged Jews and dissenting Christians to settle in England, as mentioned by Mokyr (2017, p. 53), cited above. But Mokyr is not alone in proclaiming the contributions of immigrants to economic growth. Aghion et al. (2021, p. 266) cite Arkolakis et al. (2020) for explaining how "the period 1880–1920 is noteworthy for two parallel evolutions. First, the United States caught up with England and France to become the most technologically advanced country in the world as well as the wealthiest in terms of GDP per capita. Second, the United States welcomed large numbers of immigrants, most notably from Europe. The purpose of the cited study was to demonstrate a causal connection between these two phenomena: in other words, to show that European immigration was responsible for the United States’ taking the lead in technology." Aghion et al. (2021, p. 292) also discuss (a) "a positive relationship between anticorruption measures in a country and rate of innovation in that country as measured by patents per capita" and (b) the overrepresentation of immigrants in patent applications.<ref>e.g., Aghion et al. (2026, pp. 266-267).</ref> However, [[w:Dean Baker|Baker]] (2016, pp. 77-78) claimed that "over the last four decades ... stronger patent protection seems to be associated with slower growth," seemingly the opposite of the claim just quoted from Aghion et al. Anther example of how technology winners protect their status against competition is the [[w:Supreme Court of the United States|US Supreme Court]] decision in ''[[w:Eldred v. Ashcroft|Eldred v. Ashcroft]]''. [[w:Lawrence Lessig|Lessig]], who represented the plaintiff in that case, asked how could extending the copyright on existing works "promote the Progress of Science and useful Arts", as required by the [[w:Copyright Clause|Copyright Clause]] of the US Constitution? Lessig lost that case. His (2004) ''[[w:Free Culture (book)|Free Culture]]'' describes other examples, where US copyright law seems to limit rather than "promote the Progress of Science and useful Arts". This includes a case where a 2002 freshman, Jesse Jordan, modified a search engine to make it easier for other student to find pictures, research, notes, movie clips, etc., on an [[w:intranet|intranet]] at [[w:Rensselaer Polytechnic Institute|Rensselaer Polytechnic Institute]] (RPI). The [[w:Recording Industry Association of America|Recording Industry Association of America]] (RIAA) sued Jordan and three other students for close to $100 billion for copyright violations -- six times the total profit of the film industry in 2001. Jordan had an uncle, who was an attorney, who explained that the legal bills for fighting that case would be at least $250,000, which would bankrupt his parents and which they could not recover even if they won. Jordan had saved $12,000 to cover part of his college expenses. RIAA accepted that and settled the case.<ref>Lessig (2004, p. 42).</ref> This is an example of a [[w:Strategic lawsuit against public participation|strategic lawsuit against public participation]] (SLAPP). The major media have conflicts of interest in honestly reporting on anything involving (a) copyright laws, becauses much of their income is derived from copyright royalties, or (b) SLAPP laws, because anti-SLAPP laws, which exist in some jurisdictions but not others,<ref>[[w:Robert Corn-Revere|Robert Corn-Revere]], Chief Counsel for the [[w:Foundation for Individual Rights and Expression|Foundation for Individual Rights and Expression]], supports anti-SLAPP laws and the "JAWBONE act", to limit the power of the government to threaten questionable actions, like the administrations threats against the ABC network because they didn't like a Jimmy Kimmel monolog. See the Wikiversity article on "[[Foundation for Individual Rights and Expression]]", accessed 2026-10-16.</ref> limit the power of major corporations, which provide most of the money for the media. Similarly Graves (2023) asked, "Do copyrights and paywalls on refereed academic journals violate the US constitution?" No one expects to make money from copyright royalties for drafts submitted to refereed academic journals. They do it out of a felt need (a) to contribute to the future of humanity or (b) to build their reputation or (c) because promotions at many universities are based partly on publication records. Graves is not alone in his concern about this: Many European countries do not allow reports of research they fund to be published behind paywalls.<ref>Dimi Zagorski is concerned that copyright exceptions for scientific research are different in different European countries, and that's a problem for the Wikimedia Foundation. See the discussion of this in the Wikiversity article on "[[Wikimedia concerns with European copyright rules including AI and scientific research]]". That's the opposite of US law, which grants patents to universities, research institutions, private companies, and individuals for innovations developed under government contracts, per the Bayh-Dole Act of 1980, described by Baker (2016, p. 80).</ref> === Industrial Revolution === There seems to be a broad consensus that the [[w:Industrial Revolution|Industrial Revolution]] began in England. However, there is less agreement on when it began. Mokyr (2017, p. 3) says, "The British Industrial Revolution of the late eighteenth century unleashed a phenomenon never before even remotely experienced by any society." He described "three cultural elements" required for "sustainable economic growth propelled by technological progress": (1, 2) The belief that it was both ''possible'' and ''desirable''. (3) Supportive policy measures had to be implemented. "[B]efore 1750 they did not produce anything like an Industrial Revolution or sustainable economic growth propelled by technological progress.<ref>Mokyr (2017, pp. 19-20).</ref> Acemoglu (2026, p. 53) similarly mentioned the eighteenth century in saying, "The breakthroughs in production technology that started in the middle of the eighteenth century in Britain unleashed the Industrial Revolution." Aghion et al. (2021, esp. pp. 29-30) offer a ''later'' date for the start of the Industrial Revolution: They report that, "European economies prior to 1820 experienced a series of phases of growth and decline. This raises a question: How did the pre-1820 period differ from the takeoff that started with the first Industrial Revolution?" Aghion et al. (2021, p. 20) describe the "first Industrial Revolution" as having been triggered by "the invention of the steam engine by James Watt in the 1770s ... . The invention of electricity set off the second Industrial Revolution, whose golden age was in the first half of the twentieth century. This second revolution originated with the invention of the [[w:Incandescent light bulb|light bulb]] by [[w:Thomas Edison|Thomas Edison]] in 1879 and of the [[w:dynamo|dynamo]] by [[w:Werner von Siemens|Werner von Siemens]] in 1866."<ref>The dynamo was independently invented by [[w:Henry Wilde (engineer)|Henry Wilde]], [[w:Charles Wheatstone|Charles Wheatstone]], [[w:Samuel Alfred Varley|Samuel Alfred Varley]] and Siemens, all about the same time, according to the Wikipedia article on [[w:Dynamo#Practical designs|dynamo]], accessed 2026-10-18.</ref> The image in Figure 1 raises questions about these claims by Mokyr, Acemogu, and Aghion et al.: It shows growth followed by stagnation in Holland but not "phases of growth and decline" with the exception of wars and [[w:Herbert Hoover|Herbert Hoover]]. It also does ''not'' show the slope (i.e., rate of growth) increasing starting around 1750 or the 1770s or 1879 or 1886. Instead it shows sustained growth in GDP per capita for England / Great Britain / the UK starting abruptly after 1649 with economic disruptions during the reign of [[w:Anne, Queen of Great Britain|Queen Anne]] (1702-1714) and the [[w:War of the Spanish Succession|War of the Spanish Succession]] (1701-1714) followed by relatively steady but slower growth as England was ruled by Kings [[w:House of Hanover#Monarchs of Great Britain, Ireland, and Hanover|George I, II, and III]] (1714-1820), then another dramatic increase in the slope starting abruptly about 1819. Acemoglu and Johnson (2023, chapter 1) are more consistent with Figure 1. They said that, "the Industrial Revolution ... [was] rooted in institutional changes that started empowering the middling sort of English people from the sixteenth and seventeenth centuries onward." ... However, "the quality of life of a European peasant circa 1700 was not much different from that of an Egyptian peasant to thousand or seven thousand years previously." (chapter 5) They also claim that, "English national production per capita doubled from 1500 to 1700", (chapter 5), and "Growth emerged slowly in the second half of the eighteenth century as the Industrial Revolution, based on major technological breakthroughs and their application in industry, took root." (p. 45, chapter 2) Indeed, Figure 1 shows English GDP per capita doubling between 1500 and 1700, but it appears to have been fairly constant from 1500 to 1649, then roughly doubled in the next half century. However, the data on England up to 1700 in Figure 1 came from Broadberry et al. (2015), which was not available when Acemoglu and Robinson were writing ''Why Nations Fail'', which appeared in 2012. Acemoglu and Robinson (2012, ch. 11) describe the financial instability and slow growth during the reigns of Queen Anne and George I, II, and III. After the Glorious Revolution, France, Spain, the pope, and others refused to recognize [[w:William III of England|William and Mary]] (1689-1702) and then Queen Anne as heads of state of England. Instead they continued to support the claims of James II and then his son, [[w:James Francis Edward Stuart|James Francis Edward Stuart]] (the "Old Pretender", a brother of Queen Anne), after James II died in 1701. During the War of the Spanish Succession, each side tried to exploit the internal divisions of the other. Owen (1938, ch. 8) said France almost succeeded in an attempt in 1708 to [[w:Planned French invasion of Britain (1708)|land between 5 and 6 thousand soldiers in northeast Scotland]]. [[w:Louis XIV|Louis XIV]] had hoped to get the Old Protector named as King James VIII of Scotland. There were still [[w:Jacobitism|Jacobites]] in Scotland, who supported the Old Pretender and likely would have supported the invaders if they had landed. If they had succeeded, it would have created major problems for Queen Anne and her supporters. However, the Royal Navy prevented the invaders from disembarking, and they returned to France. When Queen Anne died in 1702, she was succeeded by George I. His parliament was dominated by the Whig party, which represented the new mercantile and economic interests and had been the main organization behind the Glorious Revolution. Once in power, they were tempted to use their newly found position to prey on the rights of others but were constrained both by competing groups in Parliament, "and by the very institutions that they had fought to introduce to strengthen Parliament and to prevent the emergence of a new absolutism and the return of the Stuarts", according to Acemoglu and Robinson (2012, pp. 302-303). The Whigs moved to confiscate "[[w:Commons|commons]]", land whose use had been traditionally shared by commoners, and give to nobles. The Levellers had been excluded from the government of Lord Protector Cromwell, but the spirit of levelling still stalked the land. Some commoners joined "Blacks", so called, because they blackened their faces when hunting on former commons or destroying the property of the nobility or extorting money from nobles or their employees. Parliament retaliated by passing the [[w:Black Act 1723|Black Act 1723]], under which someone accused of [[w:Poaching|poaching]] a [[w:Hare|hare]], for example, could under certain circumstances receive a summary judgment of guilty and then be executed without delay if apprehended later.<ref>Newman and Brown, eds. (1997, p. 58). See also the Wikipedia article on "[[w:Black Act 1723|Black Act 1723]], accessed 2026-10-17.</ref> But not all accused were summarily executed. In 1724 "John Huntridge was accused of aiding deer stealers and abetting known Blacks, both crimes punishable by hanging. The prosecution of Huntridge came right from the top, initiated by the Regency Council of Lords Justices ... . After a trial of eight or nine hours, the jury found Huntridge innocent, partly on procedural grounds, since there were irregularities with the way the evidence had been collected. ... The jury was made up not of Huntridge’s peers, but of major landowners and gentry, who ought to have sympathized" with the noble, whose property had been attacked by Blacks allegedly aided by Huntridge.<ref>Acemoglu and Robinson (2012, pp. 304-305).</ref> These kinds of actions by the parliaments of George I, II, and III might explain the slower growth during that period compared to that of the last half of the seventeenth century. That period came to an abrupt end at the time of the [[w:Peterloo massacre|Peterloo Massacre]], 1819-08-16. The growth of factories implied growth of cities, where workers lived closer together and could more easily organize. A campaign arose with multiple demands: They opposed the [[w:Corn Laws|Corn Laws]], which kept prices of cereal grains and products made by them, high. They also demanded "universal [adult male] suffrage" and secret ballots in elections. A series of public meetings discussing these grievances led to one 1819-08-16, which attracted roughly 60,000. Acemoglu and Robinson (2012, p. 207) reported that, "The authorities were very nervous about the meeting, and a force of six hundred cavalry of the Fifteenth Hussars had been assembled. As the speeches began, a local magistrate decided to issue a warrant for the arrest of the speakers. As police tried to enforce the warrant, they met with the opposition of the crowd, and fighting broke out. At this point the Hussars charged the crowd. Within a few chaotic minutes, eleven people were dead and probably six hundred wounded. The Manchester Observer called it the Peterloo Massacre. But given the changes that had already taken place in economic and political institutions, long-run repression was not a solution in England. The Peterloo Massacre would remain an isolated incident. Following the riot, the political institutions in England gave way to the pressure, and the destabilizing threat of much wider social unrest, particularly after the 1830 revolution in France against [[w:Charles X of France|Charles X]], who had tried to restore the absolutism destroyed by the French Revolution of 1789. In 1832 the government passed the [[w:Reform Act 1832|First Reform Act]]. It enfranchised [[w:Birmingham|Birmingham]], [[w:Leeds|Leeds]], [[w:Manchester|Manchester]], and [[w:Sheffield|Sheffield]], and broadened the base of voting so that manufacturers could be represented in Parliament. ... [I]n 1846 they managed to get the hated Corn Laws repealed ... ." And the British government placed enough other limits on its power that enough other commoners were allowed to became successful entrepreneurs that the rate of economic growth in the UK increased immediately, as indicated by the increase in the slope of the UK line in Figure 1 until World Wars I and II. == In sum == The above suggests that the rate of economic growth changes with either change in administration -- a new head of state -- or some other major event like war, the Peterloo Massacre, or the [[w:Wall Street crash of 1929|Wall Street crash of 1929]]. Policy changes that can increase growth include (1) diverse ownership and control of the major media and (2) immigrants. However, correlation does not imply causation. [[w:Randomized controlled trial|Randomized controlled trial]]s could make important contributions to human understanding of economic growth, as suggested by Banerjee, Duflo, and Kramer, cited above and recommended in the Wikiversity article on "[[Information is a public good: Designing experiments to improve government]]". Failing that, more analyses of data from different political jurisdictions with different media policies could be useful, as described by Neff and Pickard (2024).<ref>Graves (2025) includes an analysis of the data in Neff and Pickard (2024).</ref> == Caveat == The above attempts to accurately reflect the perspectives of all sources cited. Readers are invited to revise this article, subject to the standard Wikimedia rules of writing from a [[Wikiversity:Disclosures|neutral point of view]], [[Wikiversity:Cite sources|citing credible sources]] -- while raising other questions and concerns on the associated [[Wikiversity:FAQ|''''“Discuss”'''' page]] -- and treating others with respect.'' == Notes == {{reflist}} == Bibliography == * <!--Abhijit V. Banerjee and Esther Duflo (2019) Good Economics for Hard Times (PublicAffairs)-->{{cite Q|Q85764011}} * <!-- Daron Acemoglu (2026-08-11) What Happened to Liberal Democracy?: Remaking a Politics of Shared Prosperity (Function)-->{{cite Q|Q141241291}} * <!--Daron Acemoglu and Simon Johnson (2023) Power and Progress: Our Thousand-Year Struggle Over Technology and Prosperity (PublicAffairs)-->{{cite Q|Q125292212}} * <!--Daron Acemoglu and James A. Robinson (2012) Why Nations Fail (Crown)-->{{cite Q|Q7997840}} * <!--Philippe Aghion, Céline Antonin, and Simon Bunel (2021) The Power of Creative Destruction: Economic Upheaval and the Wealth of Nations (Harvard University Press)-->{{cite Q|Q137641358}} * <!--Ajzenman, Nicolas (29 January 2023). "Migrants don't cause crime rates to increase — but false perceptions endure anyway". The Conversation.-->{{cite Q|Q141758664}} * <!--Costas Arkolakis, Michael Peters, and Sun Kyoung Lee, (2020) "European Immigrants and the United States’ Rise to the Technological Frontier"-->{{cite Q|Q141678287}} * <!--Dean Baker (2016) Rigged: How globalization and the rules to the modern economy were structured to make the rich richer-->{{cite Q|Q100216001}} * <!--Jutta Bolt and Jan Luiten van Zanden (2024-09-18) "Maddison style estimates of the evolution of the world economy: A new 2023 update", Journal of Economic Surveys, 1-41-->{{cite Q|Q126723821}} * <!--S. N. Broadberry, B. Campbell, A. Klein, M. Overton and B. van Leeuwen (2015) ''British Economic Growth 1270-1870'' (Cambridge University Press)__>{{cite Q|Q57945943}} * <!--Renée DiResta (2026) Invisible Rulers: The People Who Turn Lies into Reality, updated edition-->{{cite Q|Q141156783}} * <!--Renée DiResta and Rachel Kleinfeld (2025-09-10) For Expertise to Matter, Nonpartisan Institutions Need New Communications Strategies-->{{cite Q|Q141158362}} * <!--Katarzyna Dośpiał-Borysiak (2017) "Model of state management of petroleum sector -- Case of Norway-->{{cite Q|Q141774179}} * <!--Rachel Foxley (2013) The Levellers: Radical Political Thought in the English Revolution (Oxford University Press)-->{{cite Q|Q136227988}} * <!--Benjamin Gonzalez O’Brien, Loren Collingwood, Stephen Omar El-Khatib (2017-05-07) "The Politics of Refuge: Sanctuary Cities, Crime, and Undocumented Immigration-->{{cite Q|Q55932800}} * <!--Graves (2025-01-08) Defend Free Speech For All (Town Hall)-->{{cite Q|Q132855526}} * <!--Graves (2023-03-21) Do copyrights and paywalls on academic journals violate the US Constitution?-->{{cite Q|Q126116187}} * <!--Christopher Hibbert, Ben Weinreb, John Keay, Julia Keay, and Matthew Weinreb (2011-09-09) The London Encyclopaedia, 3rd ed.-->{{cite Q|Q137188993}} * <!-- Historian, USPS (2010) Postage Rates for Periodicals -->{{cite Q|Q112167199}} * <!--Richard R. John (1995) Spreading the News: The American Postal System from Franklin to Morse-->{{cite Q|Q54641943}} * <!--Volker Leppin and Timothy J. Wengert (2015) "Sources for and against the Posting of the Ninety-Five Theses"-->{{cite Q|Q141737347}} * <!--Lawrence Lessig (2004) Free Culture-->{{cite Q|Q830526}} * <!--Olivier Marie and Paolo Pinotti (2024-02-01) "Immigration and Crime: An International Perspective", Journal of Economic Perspectives. 38 (1): 181–200-->{{cite Q|Q128434874}} * <!--Martínez, Daniel E.; Martínez-Schuldt, Ricardo D.; Cantor, Guillermo (2017). " Providing Sanctuary or Fostering Crime? A Review of the Research on 'Sanctuary Cities' and Crime" . Sociology Compass. 12 e12547. doi:10.1111/soc4.12547. ISSN 1751-9020.-->{{cite Q|Q55932802}} * <!-- Robert W. McChesney; John Nichols (2010). The Death and Life of American Journalism (Bold Type Books) -->{{cite Q|Q104888067}}. * <!-- Robert W. McChesney; John Nichols (2016). People get ready-->{{cite Q|Q87619174}} * <!--Joel Mokyr (2017) A Culture of Growth: The Origins of the Modern Economy (Princeton University Press)-->{{cite Q|Q136118590}} * <!--Ashley N. Muchow & Taisiia Stanishevska (2026) "From Headlines to Handcuffs: Local News Coverage of Immigrant Crime and Hispanic Arrest", Justice Quarterly, vol. 43(3) (https://doi.org/10.1080/07418825.2025.2550307)-->{{cite Q|Q141760694}} * <!--Neff and Pickard (2024) "Funding Democracy: Public Media and Democratic Health in 33 Countries"-->{{cite Q|Q131468289}} * <!--Gerald G. Newman and Leslie Ellen Brown, eds. (1997) Britain in the Hanoverian Age, 1714–1837: An Encyclopedia-->{{cite Q|Q141759196}} * <!--John Hely Owen (1938) War at Sea Under Queen Anne 1702–1708-->{{cite Q|Q141757101}} * <!--Andrew Pettegree (2015-10-27) Brand Luther: How an Unheralded Monk Turned His Small Town into a Center of Publishing, Made Himself the Most Famous Man in Europe--and Started the Protestant Reformation-->{{cite Q|Q141761223}} * <!--Joad Raymond (2006-11-02) Pamphlets and Pamphleteering in Early Modern Britain-->{{cite Q|Q141761849}} * <!--Nick Roll (2017-07-16) "Correcting Jeff Sessions: Attorney general railed against crime in sanctuary cities, citing two professors’ work. But his claims are contrary to their conclusions.-->{{cite Q|Q141735231}} * <!--J.P. Smits, E. Horlings and J.L. van Zanden (2000) Dutch GDP and its Components 1800-1913 (Groningen Growth and Development Centre)-->{{cite Q|Q137669960}} * <!--I. Sugimoto (2011) ''Economic growth of Singapore in the twentieth century: historical GDP estimates and empirical investigations'' ( World Scientific Publishing)-->{{cite Q|Q137669987}} * <!--J. L. van Zanden and B. van Leeuwen (2012), ‘Persistent but not consistent: the growth of national income in Holland 1347–1807’, Explorations in Economic History, 49, pp. 119–30-->{{cite Q|Q137670058}} * <!--Tom K. Wong (2017-01-26) "The Effects of Sanctuary Policies on Crime and the Economy"-->{{cite Q|Q98775875}} [[Category:Original research]] [[Category:Research]] [[Category:Economics]] [[Category:Macroeconomics]] [[Category:Gross domestic product]] [[Category:Economic growth]] [[Category:Modern Monetary Theory]] [[Category:Political science]] [[Category:Freedom and abundance]] <!-- https://en.wikiversity.org/wiki/Category_Review --> luien6ith9eupg1ca6r2p7yhbflh110 2841649 2841648 2026-10-20T04:06:05Z DavidMCEddy 218607 /* Diversity of ownership of the major media */ syntax 2841649 wikitext text/x-wiki {{Research project}} :''This article invites all to contribute references and interpretations to the growth in average annual income, Gross Domestic Product (GDP) per capita at purchasing power parity, as applied to leading countries in the [[w:Maddison Project|Maddison Historical Statistics Project]].'' :''This essay is on Wikiversity to encourage a wide discussion of the issues it raises moderated by the Wikimedia rules that invite contributors to [[w:Wikipedia:Be bold|“be bold but not reckless,”]] contributing revisions written from a [[Wikiversity:Disclosures|neutral point of view]], [[Wikiversity:Cite sources|citing credible sources]] -- while raising other questions and concerns on the associated [[Wikiversity:FAQ|''''“Discuss”'''' page]] -- and treating others with respect.'' ::''This article uses [[w:ISO 8601|ISO 8601]] dates except for References, which are controlled by standard Wikidata formatting, and direct quotes. In the initial author's experience, [[ISO 8601 and computing differences between dates|ISO 8601 dates seem to make it easier to remember dates and to compute differences between them.]]'' == Abstract == This article first identifies and plots GDP per capita for leading countries in the Maddison data then discusses comments by Nobel prize winning economists and others to interpret what appears in said plot. While no one really knows how to make economies grow, immigrants and free, competitive media markets have been suggested as playing major roles in the creative destruction that is required for economic growth at the technology frontier. == Maddison Historical Statistics == [[File:MaddisonDataLeaders1349-2022.svg|thumb|''Figure 1. World leaders in GDP per capita 1349-2022 (NLD = initially Holland to 1809 and the Netherlands after; GBR = initially England to 1700, Great Britain to 1870, then the UK; USA starting with the 13 colonies that became the US; SGP = Singapore).<ref>See Bolt and van Zanden (2024) for the Maddison Data generally, Broadberry et al. (2015) for the data on England 1252–1700 and on Great Britain until 1870, Sugimoto (2011) for Singapore to 2007, van Zanden and van Leeuwen (2012) for the data on Holland 1349–1807, and Smits et al. (2000) for the data on the Netherlands 1808-1913. The dramatic drop in the orange line could be due to the change in reference, as [[w:Holland|Holland]] at that time was more prosperous than the rest of the Netherlands.</ref>'']] The [[w:Maddison Project|Maddison Historical Statistics Project]] (aka Maddison Project) is widely recognized as the premier data source on historical macroeconomic data. It is named after [[w:Angus Maddison|Angus Maddison]] (1926-2010), who was a pioneer in [[w:National accounts|national accounts]], especially estimating [[w:Gros Domestic Product|gross domestic product]] (GDP) per capita (GDPpc) and population (pop) at various times dating back to the year 1 of the [[w:Common Era|Common Era]] (CE / AD). After Maddison's death, the Maddison Project has continued to update the database to include the best sources available on any country for any historical period since year 1. When accessed 2026-10-10 the version of the data available had been released 2024-09-18 containing data to 2022.<ref>Bolt and van Zanden (2024).</ref> This dataset includes 23,280 observations on at least one of GDPpc and pop for an average of 137 years for 169 countries. Only 18 countries had the highest GDPpc for at least one year. Annual data starts in 1252, and that's only for one country, GBR = England / Great Britain / the United Kingdom. NLD (Holland / the Netherlands) had the highest GDPpc for 97 percent of the years between 1349 and 1807, and the Dutch leadership in Figure 1 may have ended then, not because of the devastation from the [[w:Napoleonic Wars|Napoleonic Wars]] (which negatively impacted them) but because the available data prior to 1807 are for [[w:Holland|Holland]], while more recent data are for the Netherlands, of which Holland is only a part, though probably the most prosperous part at that time. This analysis focuses on data since 1349, in part because data were available for at most 4 countries for most years prior to that date. (The 3-letter country codes used here are [[w:ISO 3166-1 alpha-3|ISO 3166-1 alpha-3]], used in the Maddison data.) We are interested in technology leaders, so we eliminate the [[w:petrostates|petrostates]] of Qatar (QAT), Kuwait (KWT), and United Arab Emirates (ARE), plus Norway (NOR), which owes a substantial portion of their wealth to democratic management of [[w:North Sea oil|North Sea oil]].<ref>Dośpiał-Borysiak (2017).</ref> With these restrictions 12 countries had the highest GDPpc for at least one year. However, FRA (France), ITA (Italy), SWE (Sweden), BEL (Belgium), NZL (New Zealand) and CHE (Switzerland) led for at most 7 of the 675 years between 1349 and 2022; we eliminate those, because including them would seem to add more clutter than clarity. We also eliminate AUS (Australia), which led for 17 of the 39 years between 1853 and 1891, when it was competing for the leadership with GBR and USA, for the same reason. And we eliminate LUX (Luxembourg), which has a population under a million. This leaves NLD, GBR, USA, and SGP (Singapore), plotted in Figure 1. This plot has some interesting features, which we discuss in the remainder of this research report. == Nobel economists and others == Banerjee and Duflo (2019, p. 207) said, "despite the best efforts of generations of economists, the deep mechanisms of persistent economic growth remain elusive." That appeared shortly before they shared the 2019 [[w:List of Nobel Memorial Prize laureates in Economic Sciences|Nobel Memorial Prize in Economics]] with [[w:Michael Kremer|Michael Kremer]] for documenting how [[w:Randomized controlled trial|randomized controlled trial]]s could be used to alleviating poverty in [[w:Development economics|development economics]]. While Banerjee and Duflo insist that no one knows how to make an economy grow, other leading economists recommend partial solutions. For example, [[w:Joel Mokyr|Mokyr]] (2017, p. 53) said, "The willingness of the Netherlands and later Britain and the United States to tolerate Jews and dissenting Christians contributed a great deal to their economies, especially in high-skilled manufacturing and financial services." In other words, immigrants made an outsized contribution to the growth of NLD, GBR, and US, visible in Figure 1. Mokyr's comment appeared over a year before Banerjee and Duflo (2019) and roughy eight years before Mokyr shared the 2025 Nobel Memorial Prize in Economics with [[w:Philippe Aghion|Aghion]] and [[w:Peter Howitt (economist)|Howitt]]. Mokyr (2017, p. 255) also said that, "intellectual innovation will eventually end up being increasingly resisted by an incumbent technology; if that resistance is not overcome, technological progress may be extinguished." That resistance, he suggested, drives "the empirical regularity that no society remains at the cutting edge of technological creativity for very long".<ref>Mokyr (2017, p. 260).</ref> This provides one explanation for the end of growth of the economy of Holland shortly before 1600 and for the slowing of economic growth in recent decades in the US, the UK, and the Netherlands, visible in Figure 1. Mokyr (2017, p. 60) also mentioned "entrepreneurs of hate", who convince others to dislike some group in a way that may benefit those "entrepreneurs" and major media organizations, who promote such "entrepreneurs" to please those who control much of the money for the media. For-profit social media have been particularly effective in herding their audiences into echo chambers, reinforcing their preconceptions in ways that increase political polarization and violence and threaten democracy.<ref>See, e.g., DiResta (2026), DiResta and Keinfeld (2025), and the Wikiversity article on "[[Managing the good and the evils of social media]]", accessed 2026-10-14.</ref> When successful this protects current elites from competition that would otherwise drive [[w:creative destruction|creative destruction]], benefitting the public at large while threatening existing elites. For example, most research on immigrants suggest that on average immigrants are more entrepreneurial and no more likely to commit crime than native born,<ref>e.g., Martínez et al. (2017); Muchow and Stanishevska (2026); Ajzenman(2023).</ref> and some studies report that sanctuary jurisdictions have on average higher median incomes and less crime.<ref>Martínez et al. (2017); Wong (2017). See also the Wikipedia article on "[[w:Sanctuary city|sanctuary city]]", accessed 2026-10-12.</ref> Where immigrant crime is higher, it typically result from anti-immigrant labor market restrictions or from young less-educated males with irregular status.<ref>Marie and Paolo (2024). See also the Wikipedia article on "[[w:Immigration and crime|Immigration and crime]]", accessed 2026-10-12.</ref> But major media outlets make money from featuring charismatic figures, who attract an audience without offending people who control much of the money for the media. In 2017 President Trump's Attorney General [[w:Jeff Sessions|Jeff Sessions]] quoted a research study that supposedly showed that sanctuary cities had more crime than cities without sanctuary policies. The authors of that study insisted that Sessions had ''misrepresented'' their work, which concluded "that sanctuary policies have no effect on crime rates, despite narratives to the contrary."<ref>Roll (2017); Gonzalez O’Brien, et al. (2017).</ref> To the extent that these comments provide a balanced summary of the research in this area, it suggests that leaders like Trump and Sessions, to name only two, can be fairly describes as "entrepreneurs of hate". We next discuss competition in media markets before discussing immigrants further. === Diversity of ownership of the major media === Acemoglu and Johnson (2023, esp. ch. 4) describe how religious leaders in hierarchical societies prior to [[w:James VI and I|King James]] of the [[w:King James Version|King James Bible]] convinced commoners to live in poverty while giving increasing shares of what they produced, so religious and secular elites could live in opulence. Prior to King James the major media were religious organizations. In such hierarchical societies some religious leaders were entrepreneurs of hate, exhorting the faithful to fear and hate designated evil others and give increasing shares of what they produce so the secular elites would "protect" them in wars against the designated evil others. Acemoglu and Robinson (2012, p. 461) said, "Empowerment of society at large is difficult to coordinate and maintain without widespread information about whether there are economic and political abuses by those in power. ... Pamphlets and books informing and galvanizing people played an important role during the [[w:Glorious Revolution|Glorious Revolution]] [1688] in England, the French Revolution [1789-1799]" and in the US. ([[w:Daron Acemoglu|Acemoglu]], [[w:Simon Johnson (economist)|Johnson]] and [[w:James A. Robinson|Robinson]] shared the 2024 [[w:List of Nobel Memorial Prize laureates in Economic Sciences|Nobel Memorial Prize in Economics]].) But pamplets started challenging established power structures much earlier. The publication of [[w:Martin Luther|Martin Luther]]'s ''[[w:Ninety-five Theses|Ninety-five Theses]]'' in Latin 1517-10-31 was quickly condemned by [[w:Pope Leo X|Pope Leo X]] and his hierarchy. [[w:Johann Tetzel|Johann Tetzel]], who had been selling [[w:Indulgence|indulgence]]s, published a pamphlet calling for Luther to be burnt for [[w:heresy|heresy]]. Eight hundred copies were reportedly sent to [[w:Wittenberg|Wittenberg]] to be sold, but students seized and burned them.<ref>Hendrix (2015, p. 64), quoted from the Wikipedia article on the "[[w:Ninety-five Theses|Ninety-five Theses]]'', accessed 2026-10-14.</ref> This led to a pamphlet war. Luther's brief German-language reply was short and easy for commoners to understand<ref>Leppin and Wengert (2015, p. 389), cited from the Wikipedia article on the ''[[w:Ninety-five Theses|Ninety-five Theses]]'', accessed 2026-10-14.</ref> and was much more popular than Tetzel's.<ref>Pettegree (2015, p. 145), cited from the Wikipedia article on the ''[[w:Ninety-five Theses|Ninety-five Theses]]'', accessed 2026-10-14.</ref> Less than twenty years later, King [[w:Henry VIII|Henry VIII]] declared himself head of the [[w:Church of England|Church of England]], denying the authority of the Pope. To secure the support of his subjects, he drove a propaganda war that included print literature.<ref>Raymond (2006), cited from the Wikipedia article on "[[w:Pamphlet war|pamphlet war]]", accessed 2026-10-15.</ref> Theatre and minstrel troupes funded by the king traveling around the land to promote the new religious practices. Henry was portrayed as the glorious king of England, bravely and heroically defending the true faith against foreign devils, especially the Pope and Catholic priests, monks, etc.<ref>Hibbert et al. (2010, p. 928), cited from the Wikipedia article on "[[w:Henry VIII|Henry VIII]]", accessed 2026-10-15.</ref> A century later during the [[w:English Civil War|English Civil War]] (1642-1651), pamphlets and newspapers helped build the [[w:Levellers|Levellers]], who supported radical ideas like [[w:popular sovereignty|popular sovereignty]], extended suffrage, equality before the law and religious tolerance. Many were part of the [[w:New Model Army|New Model Army]], which won the war. The Levellers were excluded from the government that followed the [[w:Execution of Charles I of England|beheading of King Charles I]], son of King James, in 1649.<ref>Foxley (2013, p. 207), cited from the Wikipedia article on "[[w:Levellers|Levellers]], accessed 2026-10-15.</ref> However, that new government stopped granting as many monopolies and allowed so many commoners to become entrepreneurs that the GDP per capita began to grow at rates that are key features of Figure 1 for England and the 13 English colonies that (over a century later) became the US. That growth was presumably supported by the diversity of independent publishers of pamphlets, books and newspapers. [[w:Robert W. McChesney|McChesney]] and [[w:John Nichols (journalist)|Nichols]] (2010, 2016) suggested that the US [[w:Postal Service Act|Postal Service Act]] of 1792<ref>Wikipedia "[[w:Postal Service Act|Postal Service Act]]", accessed 2023-07-11.</ref> made a major contribution to making the US what it is today. Under that act, newspapers were delivered up to 100 miles for a penny, when postage for letters was between 6 and 25 cents depending on distance.<ref>Historian, USPS (2010).</ref> McChesney and Nichols estimated that between 1840 and 1844, the US postal subsidy was a little over 0.2% of GDP.<ref name=McC-N2010>McChesney and Nichols (2010, pp. 310-311, note 88).</ref> During the first half of the nineteenth century the US had more independent newspaper publishers per million population than at any other time or place in human history.<ref>John (1995). See also the interview with him at "[[Media concentration per Columbia History Professor Richard John]]" on Wikiversity, accessed 2026-10-12.</ref> In 1932 with official unemployment over 20 percent, the conservative argument that blames the poor for their poverty did not sell newspapers, and the US still had sufficient competition in media markets that presidential candidate Franklin Roosevelt (FDR) got a mandate to spend the money to put humans back to work while taxing the ultra-wealthy like they had never been taxed before or since and during World War II to institute wage and price controls under the [[w:Office of Price Administration|Office of Price Administration]]. The latter prevented price gouging by government contractors that had generated inflation and stifled economic growth in previous major wars (World War I, the Civil War, and the War of 1812). Instead, the US averaged 7 percent per year growth for FDR's 12 years.<ref>The "6 percent per year" growth during FDR's 12 years was computed as the average of log(GDPpc) in the Maddison Data. To be precise, that computation produced 0.0597; converting that from a log scale to percent increase gives 0.0615. Using data from [[w:MeasuringWorth|MeasuringWorth]] instead of Maddison, we get 0.783 and 0.815, respectively. More documentation of this is available in "[[Media Literacy and You/Fox, the Great Depression, the Great Recession, and our future]]" on Wikiversity, accessed 2026-10-13.</ref> One of the most interesting features of Figure 1 is the behavior of the US economy in the administrations of [[w:Herbert Hoover|Herbert Hoover]] and FDR: Under Hoover, the economy declined at 9 percent per year for 4 years, a financial disaster that created the public demand for change that gave FDR the mandate to do what he did. Economic growth under two other presidents are numerically comparable to FDR's numbers but for much shorter periods: (1) [[w: Warren G. Harding|Warren G. Harding]] averaged 7 percent annual growth for two years before he died in 1923 during the [[w:Roaring Twenties|Roaring Twenties]]. (2) [[w:Rutherford B Hayes|Rutherford B Hayes]], who took office in 1877 at the end of the [[w:Panic of 1873|Panic of 1873]], oversaw 5.5 percent growth per year for his 4 years as president. Those impressive sounding average growth figures are so short that they are not noticeably different from other minor features visible in Figure 1. FDR also dramatically reduced inequality. For over a century between about 1820 and 1932 the top 1 percent of the US population owned roughly 45 percent of net personal wealth in the US, while the bottom 90 percent owned roughly 22 percent. Shortly after FDR died, the wealth of the top 1 percent and bottom 90 percent were both roughly 30 percent. FDR also oversaw dramatic growth in the power of organized labor, whose successes continued to reduce inequality to roughly 22 percent for the top 1 percent vs. 37 percent for the bottom 90 percent when Ronald Reagan became president. Since then, [[w:Reaganomics|Reaganomics]] have been rebuilding the [[w:Robber baron (industrialist)|Robber Baron]]s.<ref>This history of inequality is documented in [[:File:Share of US wealth 90p99.svg|Figure 7. Shares of US wealth - bottom 90 and top 1 percent, 1820-2023]] in the Wikiversity article on "[[w:Media Literacy and You/Fox, the Great Depression, the Great Recession, and our future|Media Literacy and You/Fox, the Great Depression, the Great Recession, and our future]]" in Wikiversity, accessed 2026-10-13.</ref> But FDR made enemies among the wealthiest and most powerful. In a [[q:Franklin D. Roosevelt#Address at Madison Square Garden (1936)|speech in Maddison Square Garden in 1936]], FDR mentioned, "the old enemies of peace: business and financial monopoly, speculation, reckless banking, class antagonism, sectionalism, war profiteering. ... They are unanimous in their hate for me -- and I welcome their hatred." They doubtless could see that they could no longer afford as many personal servants -- maids, butlers, cooks, chauffeurs, etc. -- as they had before FDR. Broadcasting was relatively new when FDR took office. The economics of broadcasting naturally favored a very few networks, whose power concerned FDR. In 1941 his [[w:Federal Communications Commission| Federal Communications Commission]] (FCC) adopted the [[w:Mayflower doctrine|Mayflower doctrine]], which prohibited broadcasters from advocacy. When FDR died, people with power were able to get the Mayflower doctrine replaced by the more lenient [[w:Fairness Doctrine|Fairness Doctrine]], which opened the floodgates for entrepreneurs of hate, who drove the [[w:McCarthyism|McCarthy Red Scare]] in the US and many other problems since. Over time this became worse facilitated by increasing concentration of ownership of the media. That contributed to the end of the Fairness Doctrine starting in 1985. That revocation and especially the more recent rise of for-profit social media have amplified the ability of entrepreneurs of hate to make money both for commercial social media and for themselves by disseminating lies about others, e.g., immigrants.<ref>On how for-profit social media companies promote entrepreneurs of hate, see, e.g., DiResta (2026) and the Wikiversity article on, "[[Managing the good and the evils of social media]]", accessed 2026-10-12. DiResta (2026, p. 1) described the promotion of "influencers" by for-profit social media as essentially unleashed "a war for power, influence, and reality itself—a conflict in which the ends justify any means, and one that has ripped America apart, threatened our very democracy, and consumed my own life for the past decade, leading to death threats, congressional subpoenas, lawsuits, and legal bills running into seven figures." In the interview on Wikiversity, DiResta said her legal bills to that point had exceeded $7 million.</ref> And the rate of economic growth in the US (and the Netherlands and the UK) have been slowing in recent decades, as is visible in Figure 1. Inequality expert [[w:Thomas Piketty|Piketty]] (2022, p. 139) noted, {{quote| In the United States, the national income per inhabitant rose at a rate ... of 2.2% between 1950 to 1990 when the top tax rate reached on average 72%. The top rate was then cut in half, with the announced objective of boosting growth. But in fact, growth fell by half, to 1.1% per annum between 1990 and 2020 ... . Beyond a certain level of inequality, repeatedly increasing differences in income and wealth has clearly had no positive effect on economic dynamism. In sum, all the data at our disposal today suggest that virtually confiscatory tax rates have been an immense historical success. They have made it possible to greatly reduce the divergences of fortunes and incomes, while at the same time improving the situation of the middle and lower classes, developing the welfare state, and stimulating better economic and social performance overall. Historically, it is the battle for equality and education that has made economic development and human progress possible, and not the veneration of property, stability, and inequality.}} Table 1 compares Piketty's growth numbers computations based on the data from both Maddison and MeasuringWorth: The numbers are close but not exact. {| class="wikitable sortable" style="text-align: center;" |+ Table 1. US growth rate 1950 to 1990 to 2020 |- ! !! colspan=3 | US GDP per capita !! colspan=2 | Growth( % / yr) |- ! source || 1950 !! 1990 !! 2020 !! 1950 - 1990 !! 1990 - 2020 |- | Piketty || - || - || - || 2.2% || 1.1% |- | Maddison || $15,240 || $36,982 || $54,379 ||2.24% ||1.29% |- | MeasuringWorth || $16,208 || $40,191 || $61,127 || 2.30% || 1.41% |} === Immigrants === We now return to discussing the initiation of economic growth following the beheading of Charles I in 1649 visible in Figure 1. [[w:English Council of State|Lord Protector Cromwell]], who replaced Charles I, refused to authorize as many monopolies as his predecessors, presumably supported by the growing number of independent publishers of pamphlets, books, and newspapers mentioned above. He also encouraged Jews and dissenting Christians to settle in England, as mentioned by Mokyr (2017, p. 53), cited above. But Mokyr is not alone in proclaiming the contributions of immigrants to economic growth. Aghion et al. (2021, p. 266) cite Arkolakis et al. (2020) for explaining how "the period 1880–1920 is noteworthy for two parallel evolutions. First, the United States caught up with England and France to become the most technologically advanced country in the world as well as the wealthiest in terms of GDP per capita. Second, the United States welcomed large numbers of immigrants, most notably from Europe. The purpose of the cited study was to demonstrate a causal connection between these two phenomena: in other words, to show that European immigration was responsible for the United States’ taking the lead in technology." Aghion et al. (2021, p. 292) also discuss (a) "a positive relationship between anticorruption measures in a country and rate of innovation in that country as measured by patents per capita" and (b) the overrepresentation of immigrants in patent applications.<ref>e.g., Aghion et al. (2026, pp. 266-267).</ref> However, [[w:Dean Baker|Baker]] (2016, pp. 77-78) claimed that "over the last four decades ... stronger patent protection seems to be associated with slower growth," seemingly the opposite of the claim just quoted from Aghion et al. Anther example of how technology winners protect their status against competition is the [[w:Supreme Court of the United States|US Supreme Court]] decision in ''[[w:Eldred v. Ashcroft|Eldred v. Ashcroft]]''. [[w:Lawrence Lessig|Lessig]], who represented the plaintiff in that case, asked how could extending the copyright on existing works "promote the Progress of Science and useful Arts", as required by the [[w:Copyright Clause|Copyright Clause]] of the US Constitution? Lessig lost that case. His (2004) ''[[w:Free Culture (book)|Free Culture]]'' describes other examples, where US copyright law seems to limit rather than "promote the Progress of Science and useful Arts". This includes a case where a 2002 freshman, Jesse Jordan, modified a search engine to make it easier for other student to find pictures, research, notes, movie clips, etc., on an [[w:intranet|intranet]] at [[w:Rensselaer Polytechnic Institute|Rensselaer Polytechnic Institute]] (RPI). The [[w:Recording Industry Association of America|Recording Industry Association of America]] (RIAA) sued Jordan and three other students for close to $100 billion for copyright violations -- six times the total profit of the film industry in 2001. Jordan had an uncle, who was an attorney, who explained that the legal bills for fighting that case would be at least $250,000, which would bankrupt his parents and which they could not recover even if they won. Jordan had saved $12,000 to cover part of his college expenses. RIAA accepted that and settled the case.<ref>Lessig (2004, p. 42).</ref> This is an example of a [[w:Strategic lawsuit against public participation|strategic lawsuit against public participation]] (SLAPP). The major media have conflicts of interest in honestly reporting on anything involving (a) copyright laws, becauses much of their income is derived from copyright royalties, or (b) SLAPP laws, because anti-SLAPP laws, which exist in some jurisdictions but not others,<ref>[[w:Robert Corn-Revere|Robert Corn-Revere]], Chief Counsel for the [[w:Foundation for Individual Rights and Expression|Foundation for Individual Rights and Expression]], supports anti-SLAPP laws and the "JAWBONE act", to limit the power of the government to threaten questionable actions, like the administrations threats against the ABC network because they didn't like a Jimmy Kimmel monolog. See the Wikiversity article on "[[Foundation for Individual Rights and Expression]]", accessed 2026-10-16.</ref> limit the power of major corporations, which provide most of the money for the media. Similarly Graves (2023) asked, "Do copyrights and paywalls on refereed academic journals violate the US constitution?" No one expects to make money from copyright royalties for drafts submitted to refereed academic journals. They do it out of a felt need (a) to contribute to the future of humanity or (b) to build their reputation or (c) because promotions at many universities are based partly on publication records. Graves is not alone in his concern about this: Many European countries do not allow reports of research they fund to be published behind paywalls.<ref>Dimi Zagorski is concerned that copyright exceptions for scientific research are different in different European countries, and that's a problem for the Wikimedia Foundation. See the discussion of this in the Wikiversity article on "[[Wikimedia concerns with European copyright rules including AI and scientific research]]". That's the opposite of US law, which grants patents to universities, research institutions, private companies, and individuals for innovations developed under government contracts, per the Bayh-Dole Act of 1980, described by Baker (2016, p. 80).</ref> === Industrial Revolution === There seems to be a broad consensus that the [[w:Industrial Revolution|Industrial Revolution]] began in England. However, there is less agreement on when it began. Mokyr (2017, p. 3) says, "The British Industrial Revolution of the late eighteenth century unleashed a phenomenon never before even remotely experienced by any society." He described "three cultural elements" required for "sustainable economic growth propelled by technological progress": (1, 2) The belief that it was both ''possible'' and ''desirable''. (3) Supportive policy measures had to be implemented. "[B]efore 1750 they did not produce anything like an Industrial Revolution or sustainable economic growth propelled by technological progress.<ref>Mokyr (2017, pp. 19-20).</ref> Acemoglu (2026, p. 53) similarly mentioned the eighteenth century in saying, "The breakthroughs in production technology that started in the middle of the eighteenth century in Britain unleashed the Industrial Revolution." Aghion et al. (2021, esp. pp. 29-30) offer a ''later'' date for the start of the Industrial Revolution: They report that, "European economies prior to 1820 experienced a series of phases of growth and decline. This raises a question: How did the pre-1820 period differ from the takeoff that started with the first Industrial Revolution?" Aghion et al. (2021, p. 20) describe the "first Industrial Revolution" as having been triggered by "the invention of the steam engine by James Watt in the 1770s ... . The invention of electricity set off the second Industrial Revolution, whose golden age was in the first half of the twentieth century. This second revolution originated with the invention of the [[w:Incandescent light bulb|light bulb]] by [[w:Thomas Edison|Thomas Edison]] in 1879 and of the [[w:dynamo|dynamo]] by [[w:Werner von Siemens|Werner von Siemens]] in 1866."<ref>The dynamo was independently invented by [[w:Henry Wilde (engineer)|Henry Wilde]], [[w:Charles Wheatstone|Charles Wheatstone]], [[w:Samuel Alfred Varley|Samuel Alfred Varley]] and Siemens, all about the same time, according to the Wikipedia article on [[w:Dynamo#Practical designs|dynamo]], accessed 2026-10-18.</ref> The image in Figure 1 raises questions about these claims by Mokyr, Acemogu, and Aghion et al.: It shows growth followed by stagnation in Holland but not "phases of growth and decline" with the exception of wars and [[w:Herbert Hoover|Herbert Hoover]]. It also does ''not'' show the slope (i.e., rate of growth) increasing starting around 1750 or the 1770s or 1879 or 1886. Instead it shows sustained growth in GDP per capita for England / Great Britain / the UK starting abruptly after 1649 with economic disruptions during the reign of [[w:Anne, Queen of Great Britain|Queen Anne]] (1702-1714) and the [[w:War of the Spanish Succession|War of the Spanish Succession]] (1701-1714) followed by relatively steady but slower growth as England was ruled by Kings [[w:House of Hanover#Monarchs of Great Britain, Ireland, and Hanover|George I, II, and III]] (1714-1820), then another dramatic increase in the slope starting abruptly about 1819. Acemoglu and Johnson (2023, chapter 1) are more consistent with Figure 1. They said that, "the Industrial Revolution ... [was] rooted in institutional changes that started empowering the middling sort of English people from the sixteenth and seventeenth centuries onward." ... However, "the quality of life of a European peasant circa 1700 was not much different from that of an Egyptian peasant to thousand or seven thousand years previously." (chapter 5) They also claim that, "English national production per capita doubled from 1500 to 1700", (chapter 5), and "Growth emerged slowly in the second half of the eighteenth century as the Industrial Revolution, based on major technological breakthroughs and their application in industry, took root." (p. 45, chapter 2) Indeed, Figure 1 shows English GDP per capita doubling between 1500 and 1700, but it appears to have been fairly constant from 1500 to 1649, then roughly doubled in the next half century. However, the data on England up to 1700 in Figure 1 came from Broadberry et al. (2015), which was not available when Acemoglu and Robinson were writing ''Why Nations Fail'', which appeared in 2012. Acemoglu and Robinson (2012, ch. 11) describe the financial instability and slow growth during the reigns of Queen Anne and George I, II, and III. After the Glorious Revolution, France, Spain, the pope, and others refused to recognize [[w:William III of England|William and Mary]] (1689-1702) and then Queen Anne as heads of state of England. Instead they continued to support the claims of James II and then his son, [[w:James Francis Edward Stuart|James Francis Edward Stuart]] (the "Old Pretender", a brother of Queen Anne), after James II died in 1701. During the War of the Spanish Succession, each side tried to exploit the internal divisions of the other. Owen (1938, ch. 8) said France almost succeeded in an attempt in 1708 to [[w:Planned French invasion of Britain (1708)|land between 5 and 6 thousand soldiers in northeast Scotland]]. [[w:Louis XIV|Louis XIV]] had hoped to get the Old Protector named as King James VIII of Scotland. There were still [[w:Jacobitism|Jacobites]] in Scotland, who supported the Old Pretender and likely would have supported the invaders if they had landed. If they had succeeded, it would have created major problems for Queen Anne and her supporters. However, the Royal Navy prevented the invaders from disembarking, and they returned to France. When Queen Anne died in 1702, she was succeeded by George I. His parliament was dominated by the Whig party, which represented the new mercantile and economic interests and had been the main organization behind the Glorious Revolution. Once in power, they were tempted to use their newly found position to prey on the rights of others but were constrained both by competing groups in Parliament, "and by the very institutions that they had fought to introduce to strengthen Parliament and to prevent the emergence of a new absolutism and the return of the Stuarts", according to Acemoglu and Robinson (2012, pp. 302-303). The Whigs moved to confiscate "[[w:Commons|commons]]", land whose use had been traditionally shared by commoners, and give to nobles. The Levellers had been excluded from the government of Lord Protector Cromwell, but the spirit of levelling still stalked the land. Some commoners joined "Blacks", so called, because they blackened their faces when hunting on former commons or destroying the property of the nobility or extorting money from nobles or their employees. Parliament retaliated by passing the [[w:Black Act 1723|Black Act 1723]], under which someone accused of [[w:Poaching|poaching]] a [[w:Hare|hare]], for example, could under certain circumstances receive a summary judgment of guilty and then be executed without delay if apprehended later.<ref>Newman and Brown, eds. (1997, p. 58). See also the Wikipedia article on "[[w:Black Act 1723|Black Act 1723]], accessed 2026-10-17.</ref> But not all accused were summarily executed. In 1724 "John Huntridge was accused of aiding deer stealers and abetting known Blacks, both crimes punishable by hanging. The prosecution of Huntridge came right from the top, initiated by the Regency Council of Lords Justices ... . After a trial of eight or nine hours, the jury found Huntridge innocent, partly on procedural grounds, since there were irregularities with the way the evidence had been collected. ... The jury was made up not of Huntridge’s peers, but of major landowners and gentry, who ought to have sympathized" with the noble, whose property had been attacked by Blacks allegedly aided by Huntridge.<ref>Acemoglu and Robinson (2012, pp. 304-305).</ref> These kinds of actions by the parliaments of George I, II, and III might explain the slower growth during that period compared to that of the last half of the seventeenth century. That period came to an abrupt end at the time of the [[w:Peterloo massacre|Peterloo Massacre]], 1819-08-16. The growth of factories implied growth of cities, where workers lived closer together and could more easily organize. A campaign arose with multiple demands: They opposed the [[w:Corn Laws|Corn Laws]], which kept prices of cereal grains and products made by them, high. They also demanded "universal [adult male] suffrage" and secret ballots in elections. A series of public meetings discussing these grievances led to one 1819-08-16, which attracted roughly 60,000. Acemoglu and Robinson (2012, p. 207) reported that, "The authorities were very nervous about the meeting, and a force of six hundred cavalry of the Fifteenth Hussars had been assembled. As the speeches began, a local magistrate decided to issue a warrant for the arrest of the speakers. As police tried to enforce the warrant, they met with the opposition of the crowd, and fighting broke out. At this point the Hussars charged the crowd. Within a few chaotic minutes, eleven people were dead and probably six hundred wounded. The Manchester Observer called it the Peterloo Massacre. But given the changes that had already taken place in economic and political institutions, long-run repression was not a solution in England. The Peterloo Massacre would remain an isolated incident. Following the riot, the political institutions in England gave way to the pressure, and the destabilizing threat of much wider social unrest, particularly after the 1830 revolution in France against [[w:Charles X of France|Charles X]], who had tried to restore the absolutism destroyed by the French Revolution of 1789. In 1832 the government passed the [[w:Reform Act 1832|First Reform Act]]. It enfranchised [[w:Birmingham|Birmingham]], [[w:Leeds|Leeds]], [[w:Manchester|Manchester]], and [[w:Sheffield|Sheffield]], and broadened the base of voting so that manufacturers could be represented in Parliament. ... [I]n 1846 they managed to get the hated Corn Laws repealed ... ." And the British government placed enough other limits on its power that enough other commoners were allowed to became successful entrepreneurs that the rate of economic growth in the UK increased immediately, as indicated by the increase in the slope of the UK line in Figure 1 until World Wars I and II. == In sum == The above suggests that the rate of economic growth changes with either change in administration -- a new head of state -- or some other major event like war, the Peterloo Massacre, or the [[w:Wall Street crash of 1929|Wall Street crash of 1929]]. Policy changes that can increase growth include (1) diverse ownership and control of the major media and (2) immigrants. However, correlation does not imply causation. [[w:Randomized controlled trial|Randomized controlled trial]]s could make important contributions to human understanding of economic growth, as suggested by Banerjee, Duflo, and Kramer, cited above and recommended in the Wikiversity article on "[[Information is a public good: Designing experiments to improve government]]". Failing that, more analyses of data from different political jurisdictions with different media policies could be useful, as described by Neff and Pickard (2024).<ref>Graves (2025) includes an analysis of the data in Neff and Pickard (2024).</ref> == Caveat == The above attempts to accurately reflect the perspectives of all sources cited. Readers are invited to revise this article, subject to the standard Wikimedia rules of writing from a [[Wikiversity:Disclosures|neutral point of view]], [[Wikiversity:Cite sources|citing credible sources]] -- while raising other questions and concerns on the associated [[Wikiversity:FAQ|''''“Discuss”'''' page]] -- and treating others with respect.'' == Notes == {{reflist}} == Bibliography == * <!--Abhijit V. Banerjee and Esther Duflo (2019) Good Economics for Hard Times (PublicAffairs)-->{{cite Q|Q85764011}} * <!-- Daron Acemoglu (2026-08-11) What Happened to Liberal Democracy?: Remaking a Politics of Shared Prosperity (Function)-->{{cite Q|Q141241291}} * <!--Daron Acemoglu and Simon Johnson (2023) Power and Progress: Our Thousand-Year Struggle Over Technology and Prosperity (PublicAffairs)-->{{cite Q|Q125292212}} * <!--Daron Acemoglu and James A. Robinson (2012) Why Nations Fail (Crown)-->{{cite Q|Q7997840}} * <!--Philippe Aghion, Céline Antonin, and Simon Bunel (2021) The Power of Creative Destruction: Economic Upheaval and the Wealth of Nations (Harvard University Press)-->{{cite Q|Q137641358}} * <!--Ajzenman, Nicolas (29 January 2023). "Migrants don't cause crime rates to increase — but false perceptions endure anyway". The Conversation.-->{{cite Q|Q141758664}} * <!--Costas Arkolakis, Michael Peters, and Sun Kyoung Lee, (2020) "European Immigrants and the United States’ Rise to the Technological Frontier"-->{{cite Q|Q141678287}} * <!--Dean Baker (2016) Rigged: How globalization and the rules to the modern economy were structured to make the rich richer-->{{cite Q|Q100216001}} * <!--Jutta Bolt and Jan Luiten van Zanden (2024-09-18) "Maddison style estimates of the evolution of the world economy: A new 2023 update", Journal of Economic Surveys, 1-41-->{{cite Q|Q126723821}} * <!--S. N. Broadberry, B. Campbell, A. Klein, M. Overton and B. van Leeuwen (2015) ''British Economic Growth 1270-1870'' (Cambridge University Press)__>{{cite Q|Q57945943}} * <!--Renée DiResta (2026) Invisible Rulers: The People Who Turn Lies into Reality, updated edition-->{{cite Q|Q141156783}} * <!--Renée DiResta and Rachel Kleinfeld (2025-09-10) For Expertise to Matter, Nonpartisan Institutions Need New Communications Strategies-->{{cite Q|Q141158362}} * <!--Katarzyna Dośpiał-Borysiak (2017) "Model of state management of petroleum sector -- Case of Norway-->{{cite Q|Q141774179}} * <!--Rachel Foxley (2013) The Levellers: Radical Political Thought in the English Revolution (Oxford University Press)-->{{cite Q|Q136227988}} * <!--Benjamin Gonzalez O’Brien, Loren Collingwood, Stephen Omar El-Khatib (2017-05-07) "The Politics of Refuge: Sanctuary Cities, Crime, and Undocumented Immigration-->{{cite Q|Q55932800}} * <!--Graves (2025-01-08) Defend Free Speech For All (Town Hall)-->{{cite Q|Q132855526}} * <!--Graves (2023-03-21) Do copyrights and paywalls on academic journals violate the US Constitution?-->{{cite Q|Q126116187}} * <!--Christopher Hibbert, Ben Weinreb, John Keay, Julia Keay, and Matthew Weinreb (2011-09-09) The London Encyclopaedia, 3rd ed.-->{{cite Q|Q137188993}} * <!-- Historian, USPS (2010) Postage Rates for Periodicals -->{{cite Q|Q112167199}} * <!--Richard R. John (1995) Spreading the News: The American Postal System from Franklin to Morse-->{{cite Q|Q54641943}} * <!--Volker Leppin and Timothy J. Wengert (2015) "Sources for and against the Posting of the Ninety-Five Theses"-->{{cite Q|Q141737347}} * <!--Lawrence Lessig (2004) Free Culture-->{{cite Q|Q830526}} * <!--Olivier Marie and Paolo Pinotti (2024-02-01) "Immigration and Crime: An International Perspective", Journal of Economic Perspectives. 38 (1): 181–200-->{{cite Q|Q128434874}} * <!--Martínez, Daniel E.; Martínez-Schuldt, Ricardo D.; Cantor, Guillermo (2017). " Providing Sanctuary or Fostering Crime? A Review of the Research on 'Sanctuary Cities' and Crime" . Sociology Compass. 12 e12547. doi:10.1111/soc4.12547. ISSN 1751-9020.-->{{cite Q|Q55932802}} * <!-- Robert W. McChesney; John Nichols (2010). The Death and Life of American Journalism (Bold Type Books) -->{{cite Q|Q104888067}}. * <!-- Robert W. McChesney; John Nichols (2016). People get ready-->{{cite Q|Q87619174}} * <!--Joel Mokyr (2017) A Culture of Growth: The Origins of the Modern Economy (Princeton University Press)-->{{cite Q|Q136118590}} * <!--Ashley N. Muchow & Taisiia Stanishevska (2026) "From Headlines to Handcuffs: Local News Coverage of Immigrant Crime and Hispanic Arrest", Justice Quarterly, vol. 43(3) (https://doi.org/10.1080/07418825.2025.2550307)-->{{cite Q|Q141760694}} * <!--Neff and Pickard (2024) "Funding Democracy: Public Media and Democratic Health in 33 Countries"-->{{cite Q|Q131468289}} * <!--Gerald G. Newman and Leslie Ellen Brown, eds. (1997) Britain in the Hanoverian Age, 1714–1837: An Encyclopedia-->{{cite Q|Q141759196}} * <!--John Hely Owen (1938) War at Sea Under Queen Anne 1702–1708-->{{cite Q|Q141757101}} * <!--Andrew Pettegree (2015-10-27) Brand Luther: How an Unheralded Monk Turned His Small Town into a Center of Publishing, Made Himself the Most Famous Man in Europe--and Started the Protestant Reformation-->{{cite Q|Q141761223}} * <!--Joad Raymond (2006-11-02) Pamphlets and Pamphleteering in Early Modern Britain-->{{cite Q|Q141761849}} * <!--Nick Roll (2017-07-16) "Correcting Jeff Sessions: Attorney general railed against crime in sanctuary cities, citing two professors’ work. But his claims are contrary to their conclusions.-->{{cite Q|Q141735231}} * <!--J.P. Smits, E. Horlings and J.L. van Zanden (2000) Dutch GDP and its Components 1800-1913 (Groningen Growth and Development Centre)-->{{cite Q|Q137669960}} * <!--I. Sugimoto (2011) ''Economic growth of Singapore in the twentieth century: historical GDP estimates and empirical investigations'' ( World Scientific Publishing)-->{{cite Q|Q137669987}} * <!--J. L. van Zanden and B. van Leeuwen (2012), ‘Persistent but not consistent: the growth of national income in Holland 1347–1807’, Explorations in Economic History, 49, pp. 119–30-->{{cite Q|Q137670058}} * <!--Tom K. Wong (2017-01-26) "The Effects of Sanctuary Policies on Crime and the Economy"-->{{cite Q|Q98775875}} [[Category:Original research]] [[Category:Research]] [[Category:Economics]] [[Category:Macroeconomics]] [[Category:Gross domestic product]] [[Category:Economic growth]] [[Category:Modern Monetary Theory]] [[Category:Political science]] [[Category:Freedom and abundance]] <!-- https://en.wikiversity.org/wiki/Category_Review --> p1c3mytlmnc1cqp3rfj9qapl7idlwq1 0 332554 2841600 2015-10-27T14:03:47Z Rcappett 2544035 Created page with "{{FULLPAGENAME}}'''Motivational Interviewing: What is it and how can it be used?''' Motivational Interviewing is a counseling method that works on enhancing a patient's in or..." 2841600 wikitext text/x-wiki {{FULLPAGENAME}}'''Motivational Interviewing: What is it and how can it be used?''' Motivational Interviewing is a counseling method that works on enhancing a patient's in order to change their behaviour. 0p4f68toa94sx13d2w64hu38fmj2u8w 2841601 2841600 2015-10-27T14:04:18Z Rcappett 2544035 2841601 wikitext text/x-wiki {{FULLPAGENAME}}'''Motivational Interviewing: What is it and how can it be used?'''→ Motivational Interviewing is a counseling method that works on enhancing a patient's in order to change their behaviour. 68omjpd67ttansyetypk5r8yz7c8fa8 2841602 2841601 2015-10-27T14:04:31Z Rcappett 2544035 2841602 wikitext text/x-wiki {{FULLPAGENAME}}'''Motivational Interviewing: What is it and how can it be used?''' Motivational Interviewing is a counseling method that works on enhancing a patient's in order to change their behaviour. 0p4f68toa94sx13d2w64hu38fmj2u8w 2841603 2841602 2015-10-27T14:05:02Z Rcappett 2544035 2841603 wikitext text/x-wiki {{FULLBOOKNAME}}'''Motivational Interviewing: What is it and how can it be used?''' Motivational Interviewing is a counseling method that works on enhancing a patient's in order to change their behaviour. o0k7w5tpg9waf7mig9s4cgytnlxe1ww 2841604 2841603 2015-11-15T15:35:55Z Rcappett 2544035 2841604 wikitext text/x-wiki {{PAGENAME}}'''Motivational Interviewing: What is it and how can it be used?''' Motivational Interviewing is a counseling method that works on enhancing a patient's in order to change their behaviour. Originally developed by Professor Stephen Rollnick, Ph.D. and Professor William R Miller, Ph.D. It is a goal-oriented, client-centered counseling style that explores and resolves a patient's ambivalence. {{NAMESPACE}} How it can be used successfully: First, there are 4 basic interaction skills. 1. Being able to ask open-ended questions ⇒Avoid asking questions that can answered with a "yes" or with a "no" 2. Ability to provide affirmations 3. Capacity for reflective listening 4. Ability to provide clients with summary statements m0soiph8v37oo4rt72f76beqa6xkfwt 2841605 2841604 2016-09-09T20:46:00Z JackBot 238563 /* top */ using [[Project:AWB|AWB]] 2841605 wikitext text/x-wiki {{PAGENAME}}'''Motivational Interviewing: What is it and how can it be used?''' Motivational Interviewing is a counseling method that works on enhancing a patient's in order to change their behaviour. Originally developed by Professor Stephen Rollnick, Ph.D. and Professor William R Miller, Ph.D. It is a goal-oriented, client-centered counseling style that explores and resolves a patient's ambivalence. {{NAMESPACE}} How it can be used successfully: First, there are 4 basic interaction skills. 1. Being able to ask open-ended questions ⇒Avoid asking questions that can answered with a "yes" or with a "no" 2. Ability to provide affirmations 3. Capacity for reflective listening 4. Ability to provide clients with summary statements {{BookCat}} 29h1mpt0ovyluv9p55r3t2a9lpzwz67 2841606 2841605 2026-10-11T23:22:11Z Omphalographer 2952344 delete - wrong project 2841606 wikitext text/x-wiki {{delete|Stub created in the wrong project - this was intended for [[:v:en:Motivation and emotion]]}} {{PAGENAME}}'''Motivational Interviewing: What is it and how can it be used?''' Motivational Interviewing is a counseling method that works on enhancing a patient's in order to change their behaviour. Originally developed by Professor Stephen Rollnick, Ph.D. and Professor William R Miller, Ph.D. It is a goal-oriented, client-centered counseling style that explores and resolves a patient's ambivalence. {{NAMESPACE}} How it can be used successfully: First, there are 4 basic interaction skills. 1. Being able to ask open-ended questions ⇒Avoid asking questions that can answered with a "yes" or with a "no" 2. Ability to provide affirmations 3. Capacity for reflective listening 4. Ability to provide clients with summary statements {{BookCat}} myxfxxnhznqcyvnfzimkeo1ns9iqap6 2841607 2841606 2026-10-19T23:17:53Z Koavf 147 7 revisions imported from [[:b:Motivation_and_emotion/Book/2015/Motivational_interviewing]] 2841606 wikitext text/x-wiki {{delete|Stub created in the wrong project - this was intended for [[:v:en:Motivation and emotion]]}} {{PAGENAME}}'''Motivational Interviewing: What is it and how can it be used?''' Motivational Interviewing is a counseling method that works on enhancing a patient's in order to change their behaviour. Originally developed by Professor Stephen Rollnick, Ph.D. and Professor William R Miller, Ph.D. It is a goal-oriented, client-centered counseling style that explores and resolves a patient's ambivalence. {{NAMESPACE}} How it can be used successfully: First, there are 4 basic interaction skills. 1. Being able to ask open-ended questions ⇒Avoid asking questions that can answered with a "yes" or with a "no" 2. Ability to provide affirmations 3. Capacity for reflective listening 4. Ability to provide clients with summary statements {{BookCat}} myxfxxnhznqcyvnfzimkeo1ns9iqap6 2841608 2841607 2026-10-19T23:18:22Z Koavf 147 2841608 wikitext text/x-wiki {{PAGENAME}}'''Motivational Interviewing: What is it and how can it be used?''' Motivational Interviewing is a counseling method that works on enhancing a patient's in order to change their behaviour. Originally developed by Professor Stephen Rollnick, Ph.D. and Professor William R Miller, Ph.D. It is a goal-oriented, client-centered counseling style that explores and resolves a patient's ambivalence. How it can be used successfully: First, there are 4 basic interaction skills. #Being able to ask open-ended questions #:⇒Avoid asking questions that can answered with a "yes" or with a "no" #Ability to provide affirmations #Capacity for reflective listening #Ability to provide clients with summary statements {{BookCat}} o2kswav1ndnrnlgs5dzmd5be2rv3zsy 6 332556 2841696 2026-10-20T09:07:22Z Young1lim 21186 {{Information ||Description=Block CLA 2C Multi Level (20261019 - 20261017) |Source={{own|Young1lim}} |Date=2026-10-20 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} 2841696 wikitext text/x-wiki == Summary == {{Information ||Description=Block CLA 2C Multi Level (20261019 - 20261017) |Source={{own|Young1lim}} |Date=2026-10-20 |Author=Young W. 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